Sort

Search results

(81 - 100 of 158)

Pages

Title: Augsburg University Undergraduate Catalog, 2021-2022
Collection: Course Catalogs
Search Result: 2021–22 UNDERGRADUATE CATALOG Introduction Undergraduate Catalog 2021-2022 Official Publication of Augsburg University 2211 Riverside Avenue, Minneapolis, MN 55454 The Augsburg University Undergraduate Catalog contains information about academic program requirements and academic and stud...
Show more 2021–22 UNDERGRADUATE CATALOG Introduction Undergraduate Catalog 2021-2022 Official Publication of Augsburg University 2211 Riverside Avenue, Minneapolis, MN 55454 The Augsburg University Undergraduate Catalog contains information about academic program requirements and academic and student policies and procedures for Fall Semester 2021 - Summer Semester 2022. It is subject to change without notice. The catalog is intended to complement other university publications including the Student Guide and university website. It is important for students to be familiar with all university policies and procedures. Students are strongly encouraged to consult their advisor(s) at least once each semester to be certain they are properly completing degree requirements. Published 2021 Phone: 612-330-1000 www.augsburg.edu 1 Greeting from the President A university catalog is full of detail and data that offer a map to our lives together as a university community. This is a map grounded in Augsburg’s mission: To educate students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. What has prompted you to study this map of Augsburg University? If you’re already enrolled at Augsburg, I trust you will continue to find here the awe and wonder of an educational experience that is meaningful and challenging. I hope you will be reminded of the relationships and commitments you have formed at Augsburg—they will last a lifetime. I also hope that you find in this map signposts of the progress you have made in your vocational journey and that you will continue to believe that you have rightly chosen Augsburg as the community in which you will spend time for the next several years. If you are studying this map to find out more about Augsburg University and an Augsburg education, welcome. I believe you will find it not only tells you about the character and essence of our institution, but also about our mission of service, particularly about the way we work in partnership with our neighbors in a modern, vibrant city. Augsburg is located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. As you study here, you will find a setting that not only provides remarkable learning opportunities, but one in which you will be able to share your own talents and skills. Augsburg’s challenging academic environment is enhanced by both education and service experiences that transform theory into action and unite the liberal arts with the practical in preparing students as faithful citizens in a global society. The experience you are undertaking at Augsburg—or thinking of undertaking—will be based on a small campus in the core of a great city; it will be led by faculty preoccupied with your welfare and the emergence and refinement of your vocational plans. As you join Augsburg University, or consider doing so, please know that those of us who await you here find the university an exciting place, full of diversity and yet possessed of a community dedicated to higher learning and good living. Here you can find your way in the world. May this map be your faithful guide! Sincerely yours, Paul C. Pribbenow, PhD President 2 About Augsburg University At Augsburg University, we believe that the university experience should be a time of exploration, of discovery, of new experiences, and of new possibilities. We also believe that a liberal arts education is the best preparation for living in the fast-paced, changing, and complex world of today and tomorrow. Augsburg graduates will be able to demonstrate not only the mastery of a major field of study, but also the ability to think critically, creatively solve problems, and communicate effectively. Discovering Your Gifts and Talents The heart of an Augsburg undergraduate education is the Augsburg Core Curriculum—designed to prepare students to become informed citizens, thoughtful stewards, critical thinkers, and responsible leaders—and thus achieve the educational goals of our mission. Through “Search for Meaning” courses, students explore their own unique gifts and interests and find where their own talents intersect with the needs of our global society – their vocation. At the same time, courses across all disciplines stress the skills that will serve for a lifetime: writing, speaking, critical thinking, and quantitative reasoning, to name a few. Thanks to Augsburg’s prime locations in the heart of thriving metropolitan areas, many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service, and cultural enrichment. In a sense, the resources of the Twin Cities and Rochester, Minnesota are extended campuses for Augsburg students. Mission Statement Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the university motto, “Education for Service,” and mission: Augsburg University educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran church, and shaped by its urban and global settings. Campus Location Augsburg University is located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. The campus is bordered by Riverside Avenue and Interstate 94, near the University of Minnesota West Bank campus and the University of Minnesota Medical Center. Downtown Minneapolis is just minutes away, providing access to internships and careers with some of the country’s leading companies, as well as entertainment, arts, sports venues, shopping, dining, and transportation. The campus is blocks from Metro Transit Green and Blue light rail lines, which provide easy access to destinations in Minneapolis and St. Paul, as well as Minneapolis-St Paul International Airport. History A College of the Church Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wisconsin, and moved to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first graduation was in 1879. Early Leaders Established a Direction 3 August Weenaas was Augsburg’s first president (1869-76). Professor Weenaas recruited two teachers from Norway: Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian Lutherans to minister to immigrants and to provide such “college” studies that would prepare students for theological study. In 1874, they proposed a three-part plan: first, train ministerial candidates; second, prepare future theological students; and third, educate the farmer, worker, and businessperson. The statement stressed that a good education is also practical. Augsburg’s next two presidents also emphatically rejected ivory tower concepts of education. This commitment to church and community has been Augsburg’s theme for more than 150 years. Education for Service Keeping the vision of the democratic college, Georg Sverdrup, Augsburg’s second president (1876-1907), required students to gain pre-ministerial experience in city congregations. Student involvement in the community gave early expression to the concept of Augsburg’s motto, “Education for Service.” In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was a group of independent congregations committed to congregational autonomy and personal Christianity. This change made Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was still important primarily as an attachment to the seminary. The Focus Changed Traditional attitudes began to change after World War I. In 1911, George Sverdrup Jr. became president. He worked to develop college departments with an appeal to a broader range of students than just those intending to be ministers. Augsburg admitted women in 1922 under the leadership of longtime dean of women, Gerda Mortensen. The college’s mission assumed a double character: ministerial preparation together with a more general education for life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president (193862). His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life. After World War II, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the college had become a larger part of the institution than the seminary and received the most attention. Accreditation for the College Augsburg added departments essential to a liberal arts college, offering a modern college program based on general education requirements and elective majors. Full accreditation of the college was achieved in 1954. A study in 1962 defined the college’s mission as serving the good of society first and the interests of the Lutheran Free Church second. The seminary moved to Luther Theological Seminary (now Luther Seminary) in St. Paul in 1963, when the Lutheran Free Church merged with the American Lutheran Church. Subsequently, the American Lutheran Church merged with two other Lutheran bodies in 1988 to form today’s Evangelical Lutheran Church in America. A College in the City Under the leadership of President Oscar A. Anderson (1963-80), Augsburg became a vital and integral part of the city of Minneapolis. The College began to reach out to nontraditional student populations, ensuring educational opportunity for all students. Also in these years, Augsburg added Charles S. Anderson Music Hall, Mortensen Residence Hall, Urness Tower, Christensen Center, Ice Arena, and Murphy Place. Charles S. Anderson led the college next (1980-97). He guided Augsburg’s commitment to liberal arts education, spiritual growth and freedom, diversity in enrollment and programs, and a curriculum that draws on the resources of the city as extensions of campus and classroom. Some of the accomplishments during his tenure include instituting two graduate degree programs, hosting national and international figures at college-sponsored forums and events, increasing accessibility, and the addition of the Foss Lobeck Miles Center, the Oscar Anderson Residence Hall, and the James G. Lindell Library. 4 William V. Frame became president in August 1997 and retired in 2006. Under his leadership, the college sharpened its identity as a college of the city, providing an education grounded in vocational calling that provides students both the theoretical learning and the practical experience to succeed in a global, diverse world. Augsburg’s Rochester learning site was added in 2002, further expanding Augsburg’s presence in key cities in the state of Minnesota. Paul C. Pribbenow became president in July 2006. Under his leadership, Augsburg aims to educate students of all ages— in the midst of a great city—to be faithful citizens of the world. Augsburg became Augsburg University on September 1, 2017. 5 Augsburg Today Augsburg continues to reflect the commitment and dedication of the founders who believed: ● ● ● An Augsburg education should be preparation for service in community and church. Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative, and successful citizens. The city—with all its excitement, challenges, and diversity—is an unequaled learning laboratory for Augsburg students. The vision of the university’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.” Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg prepares its students to become effective, ethical citizens in a complex global society. In addition to Augsburg’s undergraduate program of liberal arts and sciences, Augsburg offers numerous master’s degree programs as well as doctoral programs in nursing practice and clinical psychology. For information about graduate programs, visit augsburg.edu/grad. Undergraduate and graduate education is offered in a variety of formats. In addition to its Minneapolis campus, Augsburg has a learning site in Rochester, Minnesota, and international locations around the world. Centers of Commitment The four centers of commitment articulate core values that inform the institutional mission of Augsburg University both internally and externally. These centers are: ● ● ● ● Center for Global Education and Experience Sabo Center for Democracy and Citizenship Christensen Center for Vocation Strommen Center for Meaningful Work Each center provides a bridge between curriculum and community; each works to realize the university’s strategic intention to "educate for lives of meaning and purpose," as well as to ensure the university is "at the table" with community partners in relationships of mutual benefit that enhance the university’s distinctive identity and deepen the educational experiences of our students. Their themes are reflected in Augsburg's mission: informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. Minneapolis-Based Day Program Augsburg’s Minneapolis-based day program offers more than 50 majors—or students can create their own major, either on campus or through the Associated Colleges of the Twin Cities. The day program provides an educational opportunity for students who want to earn a bachelor’s degree through courses that meet during the day. Students in the day program pay comprehensive tuition that allows them to register for 12 to 19 semester credits per term. ACTC is a fivecollege consortium that allows day program students to take courses on other campuses without additional charge while a full-time student at Augsburg. The ACTC consortium includes Augsburg University, St. Catherine University, Hamline University, Macalester College, and the University of St. Thomas. (See Associated Colleges of the Twin Cities section). Adult Undergraduate Program Augsburg’s adult undergraduate program provides an educational opportunity for adults who want to earn a bachelor’s degree with a flexible schedule and with a learning environment that acknowledges the real life experience adult students bring to the classroom. It is a means by which students can gain skills for professional advancement, prepare for a career change, or pursue a personal interest in one or more areas of the liberal arts and professional studies. 6 Minneapolis – Adult Undergraduate Program Augsburg’s adult undergraduate program is designed to help students finish a bachelor’s degree quickly and efficiently, in as little as two years. Delivered in a hybrid-learning format, it combines the benefits of face-to-face classroom instruction with the convenience of online learning. Augsburg also offers courses from several day program majors during the evening in a traditional classroom setting. Not all of the required courses for the day program majors are offered in the evening. For a complete list of degree completion programs offered in the adult undergraduate program, visit augsburg.edu/pro/majors. Rochester – Adult Undergraduate Program Augsburg’s instructional site in Rochester, Minnesota, was established in 1998 as a natural extension of the institution’s mission and its expertise in teaching working adults. A variety of undergraduate majors are offered. Rochester is a city that enjoys a rich ethnic diversity and superior technological resources. The Rochester site classrooms and offices are located at Bethel Lutheran Church (Evangelical Lutheran Church in America), a few blocks south of the heart of the city, which is home to more than 100,000 residents. Bethel Lutheran Church is located at 810 3rd Ave SE, Rochester, MN, 55904. In Rochester, students complete the same degree requirements as students in the Minneapolis undergraduate program. Augsburg classes in Rochester meet on a semester schedule with classes taking place on weekday evenings, making them accessible to working adults. As with the adult undergraduate program in Minneapolis, Rochester classes are delivered in a hybrid-learning format, combining the benefits of face-to-face classroom instruction with the convenience of online learning. There are eight majors offered in Rochester, some of which must be completed by taking courses at the Minneapolis campus. In addition to the degree programs that can be completed entirely in this location, students may work on a variety of other majors through a combination of Rochester- and Minneapolis-based evening courses. Students at the Rochester site are Augsburg University students. They are supported through an array of e-learning resources ranging from Lindell Library databases to the use of online course management software. Information about the Rochester site is available at augsburg.edu/rochester or by calling the Rochester office at 507-288-2886. 7 Minneapolis Campus Facilities Instruction facilities and student housing at Augsburg’s main campus are conveniently located near each other. A tunnel/ramp/skyway system connects the two tower residence halls, the five buildings on the Quadrangle, plus the Music Hall, Lindell Library, Oren Gateway Center, Hagfors Center, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication. Admission Office—The Office of Admission is located on the lower level of Christensen Center. Anderson Residence Hall (1993)—Named in honor of Oscar Anderson, President of Augsburg from 1963 to 1980, and this residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192 students, as well as the Center for Wellness and Counseling, the Sabo Center for Democracy and Citizenship, and the Office of Marketing and Communication. Center for Wellness and Counseling—The Center for Wellness and Counseling, located in Anderson Hall, offers programs and services that enhance student learning by promoting personal development and well-being. Christensen Center (1966)—The university center includes the Admission Office, a student lounge, the Strommen Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, the copy center and mailroom, Events and Conference Planning, the Center for Global Education and Experience, International Student and Scholar Services, Latinx Student Services, American Indian Student Services, Pan-Afrikan Student Services, Pan-Asian Student Services, Campus Life, LGBTQIA+ Student Services, and the Auggie’s Nest, a meeting place for student organizations. Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use. Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition of the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also housed in this complex, which provides space for Campus Ministry, the departments of Theater and Communication Studies, Film, and New Media, classrooms, and administrative offices (Facilities Management and the Enterprise Information Systems and Systems and Networking teams in IT). Hagfors Center (2017) - The Norman and Evangeline Hagfors Center for Science, Business, and Religion houses eight academic departments (Biology, Business, Chemistry, Physics, Psychology, Religion, and Mathematics, Statistics, and Computer Science), the office of Undergraduate Research and Graduate Opportunities, the McNair Scholars Program, and the office of the Dean of Arts and Sciences. The Hagfors Center is the largest academic building on the Augsburg campus and contains 139,000 square feet of collaborative learning space, including 24 labs and 6,000 square feet of student-faculty research facilities. Ice Arena (1974)—Two skating areas provide practice space for hockey and figure skating, and recreational skating for Augsburg and the metropolitan community. Kennedy Center (2007)—Completed in 2007 as a three-story addition to Melby Hall and named for Dean (’75) and Terry Kennedy, it features a state-of-the-art wrestling training center, fitness center, classrooms for health and physical education, and hospitality facilities. The James G. Lindell Family Library (1997)—This library and information technology center houses all library functions and is located on the corner of 22nd Avenue and 7th Street. It houses the TechDesk and User Support team in IT and the Gage Center for Student Success: the Deidre Middleton Office of Academic Advising, the Center for Learning and Adaptive Student Services (CLASS), and TRIO/Student Support Services. Luther Residence Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story apartment complex along 20th Avenue, between 7th and 8th Streets that houses juniors and seniors in units from efficiencies to twobedroom suites. Melby Hall (1961)—Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the Christianity Department). It provides facilities for the health and physical education program, intercollegiate and 8 intramural athletics, the Hoyt Messerer Fitness Center, and general auditorium purposes. The Ernie Anderson Center Court was dedicated in 2001. Mortensen Residence Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104 one- and two-bedroom apartments that house 312 upper-class students, the Department of Public Safety and a lounge area. Charles S. Anderson Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the Music department faculty. Old Main (1900)—Home for the Department of Art and the Department of Languages and Cross-Cultural Studies, with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP program, Institutional Advancement offices, the Alumni and Parent and Family Relations Offices, the Master of Arts in Leadership program, the Master of Fine Arts in Creative Writing program, and substance-free student housing. It also houses the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art Gallery, and the Johnson Conference Center. Science Hall (1949)—Houses the department of Nursing and Administrative Accounting. Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment Center (Registrar’s Office and Student Financial Services), the Women’s Resource Center, classrooms and computer labs, and the departments of Education and Computer Science. Sverdrup-Oftedal Memorial Hall (1938)—Built as a residence hall and named in honor of Augsburg’s second and third presidents, it contains the President’s Office, Human Resources, Norway Hub, the Academic Affairs Office, Student Affairs Offices, the Christensen Center for Vocation (CCV), and faculty offices for Political Science, History, Philosophy, American Indian Studies, English, and Sociology. Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324 firstyear students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge, study, and utility areas. 9 Accreditation, Approvals, and Memberships Augsburg University is accredited by: ● ● ● ● ● The Higher Learning Commission (HLC) Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) Commission on Collegiate Nursing Education (CCNE) (Bachelor, Master, and Doctorate level degrees) Council on Social Work Education (CSWE) (Bachelor, Master level degrees) National Association of Schools of Music (NASM) Augsburg’s programs are approved by: ● ● ● ● American Chemical Society (ACS) Accreditation Council for Business Schools and Programs (ACBSP) American Music Therapy Association (AMTA) Minnesota Board of Teaching Augsburg University is an institutional member of: ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● American Association of Colleges and Universities (AAC&U) American Association of Colleges of Teacher Education (AACTE) American Association of Higher Education (AAHE) American Music Therapy Association, Inc. (AMTA) Association of International Education Administrators (AIEA) Campus Compact Council of Independent Colleges (CIC) Council on International Educational Exchange (CIEE) Diversity Abroad Network The Forum on Education Abroad Institute of International Education (IIE) Lutheran Education Council in North America (LECNA) National Association of International Educators (NAFSA) National Association of Schools of Music (NASM) National Society for Experiential Education (NSEE) Physician Assistant Education Association Associated Colleges of the Twin Cities (ACTC) Minnesota Private College Council MPCC) Twin Cities Adult Education Alliance (TCAEA) Augsburg University is registered with the Minnesota Office of Higher Education pursuant to sections 136A.61 to 136A.71. Registration is not an endorsement of the institution. Credits earned at the institution may not transfer to all other institutions. Minnesota Office of Higher Education, 1450 Energy Park Dr., Suite 350, St. Paul, MN 55108, www.ohe.state.mn.us; 651-642-0533. 10 Policies Non-Discrimination Policy In accordance with applicable federal and state laws, such as Titles VI and VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, the Age Discrimination in Employment Act, and the Americans with Disabilities Act and ADA Amendments, Augsburg does not discriminate on the basis of sex, race, color, national or ethnic origin, religious belief, age, disability, gender, sexual orientation, gender identity or expression, marital status, familial status, pregnancy, citizenship, creed, genetic information, veteran status, status with regard to public assistance, membership in a local human rights commission, or any other legally protected status in its education programs and activities, employment policies and practices, or any other areas of the University, except in those instances where there is a bona fide occupational qualification or to comply with state or federal law. Augsburg University is committed to providing reasonable accommodations to its employees and students with disabilities. (Approved by Board of Regents January 2021) For further information, please contact the university’s Title IX Coordinator: Katie Bishop| Assistant Provost of Academic Affairs and Chief Student Success Officer Memorial Hall, Room 118A| 612-330-1117| bishopc@augsburg.edu Additionally, the university has four Deputy Officers: Deputy Officer for Students: Sarah Griesse| Dean of Students Memorial Hall, Room 118F| 612-330-1489| griesse@augsburg.edu Deputy Officer for Employees: Dawn Miller| Director, Human Resources Memorial Hall, Room 19| 612-330-1216| millerd1@augsburg.edu Deputy Officer: Leif Anderson| Vice President and Chief Strategy Officer Memorial Hall, Room 124| 612-330-1497| andersol@augsburg.edu The Deputies work with the Title IX Coordinator to identify any patterns or systemic problems that arise and may assist as investigators of complaints. Family Educational Rights and Privacy Act The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students regarding their education records. Each year Augsburg University is required to give notice of the various rights accorded to students pursuant to FERPA. In accordance with FERPA, you are notified of the following: Right to inspect and review education records You have the right to review and inspect substantially all of your education records maintained by or at Augsburg University. The student must request to review their education records in writing with their signature. The university will respond in a reasonable time, but no later than 45 days after receiving the request. Right to request amendment of education records You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records according to your request. Right to give permission for disclosure of personally identifiable information 11 You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. One such exception which permits disclosure without consent is for disclosure to school officials who have legitimate education interests. A school official is a person employed by the university in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); person or company with whom the university has contracted (such as an attorney, auditor, or collection agent); a person serving on the board of regents, or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. Right to withhold disclosure of “directory information” FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg University without notification of the request or disclosure to the student. Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg University not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg University will be refused. “Directory information” includes the following: ● ● ● ● ● ● ● ● ● ● ● ● ● ● The student’s name The student’s address The student’s telephone number The student’s e-mail address The student’s date and place of birth The student’s major and minor field of study The student’s academic class level The student’s enrollment status (FT/HT/LHT) The student’s participation in officially-recognized activities and sports The student’s degrees and awards received (including dates) The weight and height of members of athletic teams The student’s dates of attendance Previous educational agencies or institutions attended by the student The student’s photograph Augsburg University will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. The Registrar’s Office must be notified in writing of your intent to withhold your Directory Information. Right to complain to FERPA Office You have the right to file a complaint with the Family Policy Compliance Office, US Department of Education, 400 Maryland Ave. SW, Washington, DC, 20202, concerning Augsburg’s failure to comply with FERPA. Reporting Educational Information Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. 12 Annual Security Report The Annual Security Report (ASR) for Augsburg University contains statistics on reported crimes on and near Augsburg property and campus, as well as institutional policies concerning campus security and crime. The Department of Public Safety prepares this annual Crime Report to comply with the Jeanne Clery Disclosure of Campus Security Policy and Crime Statistics Act. The report is available on the Department of Public Safety webpage. For a printed copy, contact Augsburg’s Department of Public Safety at 612-330-1717. Student Rights The university has adopted a statement of student rights and responsibilities and has procedures for disciplinary action, grievances, and grade appeals, as outlined in the Augsburg Student Guide at inside.augsburg.edu/studentaffairs/studentguide. Official Notices A university-provided e-mail account is the official means of communication with students, faculty, and staff of Augsburg University. Students, faculty, and staff are responsible for all information sent to them via the university-provided e-mail account. Students should regularly check their e-mail account. If a student, faculty or staff member chooses to forward their Augsburg e-mail, they are responsible for all information and attachments sent to the forwarded e-mail account. Students will also receive official notices via the A-Mail online publication and should routinely review the A-Mail. Resident day program students will be assigned a campus mailbox; commuter day program students may request a campus mail box. Students should check their campus mailbox regularly. 13 Admission Augsburg University strives to create a strong, rich, and vibrant campus community with students representing a large number of backgrounds, viewpoints, experiences, talents, and cultures. Selection of students for Augsburg University is based upon careful consideration of each candidate’s academic achievement, personal qualities and interests, participation in activities and employment, and potential for development as a student and as a graduate of Augsburg University. Augsburg is committed to ensuring the admissions process is accessible for all prospective students. Augsburg admissions counselors are here to assist students in completing the application process. Augsburg University asks all applicants for admission and readmission whether they have been convicted of a felony. A felony conviction does not automatically preclude an applicant from being accepted to Augsburg University. The full process and policy can be found in the Augsburg Student Guide. Visit Campus Firsthand appraisal of programs, facilities, and academic atmosphere is valuable. First-year and transfer applicants are encouraged to visit the campus and meet with an admission counselor. Arrangements can be made to meet with a member of the faculty and to attend classes when school is in session. Augsburg’s undergraduate admission staff is ready to help students and families with planning. Visit our website or call any weekday between 8:30 am and 5:30 pm—612-330-1001 or toll-free 1-800-788-5678—and we’ll assist with your questions and arrange a tour for you. Admission visits and tours are available Monday through Friday and selected Saturdays. The Office of Admission is located on the lower level of the Christensen Center and serves traditional undergraduates, post-traditional undergraduates, and graduate students. Application Procedures First-year Day Program Students Application for Admission ● Students must submit a completed application for admission and may apply online at augsburg.edu/firstyear or commonapp.org without any fee. Transcripts ● An official transcript from the high school is required of first-year applicants. First-year applicants who are still high school students at the time of application should have their most recent transcript sent, followed by a final and official transcript upon graduation. If the student has taken college courses, including while in high school, an official transcript from each institution should also be sent prior to registration and orientation. General Education Development (GED) scores may be presented instead of the high school transcript. Test Scores ● Beginning fall 2019, submission of ACT or SAT test scores for admission is optional for incoming undergraduate (firstyear and transfer) student applications, except in specific circumstances like GED students, homeschooled students, and students with narrative transcripts. For more information please refer to Augsburg’s Admission Application Requirements. Recommendations ● One letter of academic recommendation (optional). A letter may be submitted by a teacher and/or counselor. Essay ● First-year applicants are required to provide written responses to the essay question(s) listed on the application. Additional Information ● If there is additional information that may have affected the applicant’s previous academic performance, it may be included within the application and discussed individually with an admission counselor. On occasion, the Admission Committee may defer a decision on a candidate’s admission until additional information has been received. For example, new test scores, results of the present semester’s coursework, additional letters of recommendation, or 14 writing samples may be requested by the committee. If any additional credentials are needed, the Office of Undergraduate Admission will inform the candidate. Notification of an Admission Decision ● Admission decisions are made on a rolling basis. Applicants are notified of the admission decision usually within two weeks after the application file is complete and has been evaluated by the Admission Committee. Notification of admission status for completed applications begins in September. Confirmation of Admission ● Accepted students are asked to make a $150 enrollment deposit* to the Office of Undergraduate Admission. Students who wish to live in university housing must submit a housing contract to the Residence Life Office. *Nonrefundable after May 1. Note: Admission to a major—a separate process from admission to the university—is sometimes required. Check with the Office of Admission and consult the specific department’s section of this catalog. Undergraduate Day Transfers Information regarding transfer credit policies is found in the Academic Information section of the catalog. Application for Admission ● Students should complete the application for admission, including the essay question(s), and submit them to the Admission Office. Students may apply online with no application fee at augsburg.edu/transfer or commonapp.org. Transcripts ● Official transcripts from all previous postsecondary institutions at which you registered must be sent directly to the Admission Office. An official high school transcript and/or official GED test scores may be required upon request. Official transcripts are marked with institutional security features, date, and appropriate signature. Augsburg University accepts official transcripts directly from another institution’s Office of the Registrar or a secure authenticated designated party. The transcript must arrive at Augsburg University in an envelope sealed by the issuing institution or via an encrypted electronic method (adapted from AACRAO, 2018). If any transcripts show inprogress coursework, an updated official transcript will need to be received by Augsburg in order to verify that the in-progress coursework was later dropped, withdrawn from, or graded. Upon receipt, new official college transcripts will be evaluated for possible transfer credit. Failure to submit the replacement official transcript in a timely manner will result in a registration hold. Recommendations ● One letter of recommendation is optional for all transfer applicants. Letters may be submitted by a supervisor, counselor, professor, or spiritual leader. Additional Information ● If there is personal information that may have affected the applicant’s previous academic performance, it may be included with the application and discussed individually with an admission counselor. Academic recommendations may be required by the Admission Committee before an admission decision is made. On occasion, the Admission Committee may also defer a candidate’s admission until other information has been received. For example, test scores, results of current coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Admission Office will inform the candidate. Notification of Admission Decision ● Augsburg University uses a rolling admission policy. Students are notified of the admission decision usually within two weeks after the application file is complete and has been evaluated by the Admission Committee. Note: Admission to a major—a separate process from admission to the university—is sometimes required. Check with the Admission Office and consult the specific department’s section of this catalog. Adult Undergraduate Students Information regarding transfer credit policies is found in the Academic Information section of the catalog. The Adult Undergraduate (AU) program is a degree completion program for post-traditional students. Applicants are required to meet the following requirements for admission consideration for any Adult Undergraduate program: ● Have a minimum of 12 transferable credits and 15 ● ● Are applying to one of the 11 eligible Adult Undergraduate majors and Students must meet one of the following requirements: o Majoring in English as a Second Language, B.A.; Special Education: ABS B.A., or RN to BSN, B.S. with 60 or more transferable credits o Have 3+ years full-time work experience since high school graduation o Have 3+ years of significant family care commitment since high school graduation o Have 3+ years of a mix of non-full time college enrollment, work, family etc. since high school graduation o Have military service since high school graduation o 24 years or older at the date of matriculation AU students may not be eligible for day undergraduate co-curricular activities, intercollegiate athletics, and residence life (on campus housing) without permission from the Dean of Students and/or Dean of Professional Studies. Students enrolled in either the Auggie Plan or College Transfer Pathways are encouraged to consult with their Augsburg University advisor when considering the Adult Undergraduate program. Application for Admission ● Students should complete the application for admission and submit it to the Admission Office. Students may apply online with no application fee at augsburg.edu/transfer or commonapp.org. Transcripts ● Official transcripts from all previous postsecondary institutions at which you registered must be sent directly to the Admission Office. An official high school transcript and/or official GED test scores may be required upon request. Official transcripts are marked with institutional security features, date, and appropriate signature. Augsburg University accepts official transcripts directly from another institution’s Office of the Registrar or a secure authenticated designated party. The transcript must arrive at Augsburg University in an envelope sealed by the issuing institution or via an encrypted electronic method (adapted from AACRAO, 2018). If any transcripts show inprogress coursework, an updated official transcript will need to be received by Augsburg in order to verify that the in-progress coursework was later dropped, withdrawn from, or graded. Upon receipt, new official college transcripts will be evaluated for possible transfer credit. Failure to submit the replacement official transcript in a timely manner will result in a registration hold. Notification of Admission Decision ● Augsburg University uses a rolling admission policy. Students are notified of the admission decision usually within two weeks after the application file is complete and has been evaluated by the Admission Committee. Note: Admission to a major—a separate process from admission to the university—is sometimes required. Check with the Admission Office and consult the specific department’s section of this catalog. Readmission Day students who have not registered for courses at Augsburg University for one semester or more, and AU/Rochester students who have not registered for courses at Augsburg University for two or more semesters, must apply for readmission through the Registrar’s Office to resume attendance. Students who have attended other institutions during their absence from Augsburg must have an official transcript sent from each institution to the Registrar’s Office. Readmitting students do not pay an application fee. To apply for readmission after withdrawing from the university, students must submit an Application for Readmission. ● ● ● The last day to be approved for readmission is the Friday prior to the start of the term. Please note that processing may take up to 10 business days. Students who must withdraw solely due to military service obligations will be able to readmit by submitting the Application for Readmission to the Registrar’s Office. Currently serving members of the military are encouraged to review Augsburg’s Military Called to Active Duty policy if a call to service will interrupt a semester in progress. If the student has attended other institutions since leaving Augsburg, official transcripts must be submitted to the Registrar’s Office. If any transcripts show in-progress coursework, an updated official transcript will need to be received by Augsburg in order to verify that the in-progress coursework was later dropped, withdrawn from, or graded. Upon receipt, new official college transcripts will be evaluated for possible transfer credit. Failure to submit the replacement official transcript in a timely manner will result in a registration hold. 16 ● ● ● All financial holds must be cleared before a student can be approved for readmission. If the student was academically suspended, withdrew while on academic warning or probation, or has a GPA below 2.0, they will need to submit a personal statement explaining their circumstances for review by the Student Standing Committee. If the student withdrew for medical reasons, a doctor’s note indicating the student is well enough to resume studies must be submitted with the application. Non-Degree Students Individuals may take coursework at Augsburg University as non-degree seeking students, enrolling on a space-available basis. Registration dates are included in the university’s Academic Calendar. To apply for admission as a non-degree seeking student, submit the completed application, academic intent, and all necessary unofficial transcripts to the Admission Office. Individuals who intend to become degree-seeking in the future must submit official transcripts. Contact the Admission Office regarding which unofficial/official transcripts you may need for your application file. Non-degree seeking students who wish to pursue a degree must reapply for admission by submitting the completed application, academic intent, and all official transcripts to the Admission Office. Second Degree Students Students with an existing baccalaureate degree from Augsburg or another institution may enroll to complete an additional major(s) or minor(s). Students will not be awarded a second degree unless it is different from the original degree awarded (BA, BM, BS). Students cannot earn multiple degrees for the same major, though it is possible to earn multiple degrees from the same academic department if the majors are distinct. Second degree requirements include a minimum of 32 semester credits earned at Augsburg, completion of a major, and completion of any liberal arts requirements not covered by a previous degree. Depending on the student’s previous degree, completion of a second major (non-degree) may also be an option. International Students International students are a vital part of the Augsburg community. We welcome students from all over the world wishing to start or complete their degrees at Augsburg. Any student requiring a student (F-1) visa to study in the United States will be considered an international applicant. For admission and/or financial aid questions, please contact us by emailing beintl@augsburg.edu or calling 612-3301359. Foreign Credential Evaluation Students who have attended a college or university outside of the United States are required to submit international transcript(s) accompanied by a professional credit evaluation. This evaluation should include the following: ● ● ● ● Course-by-course evaluation to show a complete course listing with credit values and grades received for each course Calculation of grade point average to demonstrate the cumulative grade point average using the standard US grading system, i.e., A=4.0, B=3.0, C=2.0, D=1.0, F=0.0 Translation to English (if applicable) Analysis of credentials (if applicable) The evaluation report must be sent directly to Augsburg’s Office of Admission. Preferred evaluation services are World Education Services (www.wes.org) or Educational Credential Evaluators (www.ece.org), though Augsburg will accept evaluations from any member of the National Association of Credential Evaluators (www.naces.org). 17 Financing Your Education The Board of Regents approves the costs for the academic year. The board reviews costs annually and makes changes as required. Augsburg reserves the right to adjust charges should economic conditions necessitate. Full-Time vs. Half-Time Students will need to be enrolled in 6 credits to be considered half-time and 12-19 credits to be considered full-time. This is an important distinction for charges and for accessing financial aid. Day Program Tuition and Fees Tuition and fees are published online at augsburg.edu/studentfinancial/tuition/undergraduate-day. Fees (full-time enrollment) The standard program fees are the Student Activity Fee, Technology Fee, Newspaper Readership Fee, and the Campus Greening Fee. Specific courses or programs may have additional fees associated with them, such as lab or supply fees. Full-Time Cost – Fall and Spring 2021-2022 Semester Year ● ● ● $20,138.50 $365.00 $1,259 per credit $40,277 $730.00 $5,036 per 4 credits $1,259 per credit $200.00 per term $5,036 per 4 credits Tuition – Full-Time (12-19 credits per term) Fees – (12-19 credits per term) Overload Fee – (over 19 credits) Part-Time Cost – Fall and Spring 2021-2022 ● ● Tuition –Part-Time (less than 12 credits) Fees – (less than 12 credits) Other Costs ● ● ● ● Audit Fee (taking a class for no credit) Music Lesson Fees ½ Hour Lesson 1 Hour Lesson $1,000.00 per course $400.00 $800.00 Room and Board Costs ● ● Detailed housing rates are available through Residence Life Office at www.augsburg.edu/reslife/rates. Detailed meal plan rates and flex point options can be found at www.augsburg.edu/reslife/rates/meal-plans. Adult Undergraduate Tuition and Fees Tuition and fees are published online at www.augsburg.edu/studentfinancial/tuition/weekendevening-undergraduate. Tuition Students are charged per credit. Students are charged based on their program regardless if they take a course through a different program. All associated costs must be paid by the beginning of each semester to avoid accruing finance charges, unless you have enrolled in an official payment plan through Student Financial Services. Fees Specific courses or programs may have additional fees associated with them, such as lab or supply fees. ● ● Adult Undergraduate - Minneapolis Adult Undergraduate - Rochester $426.00 per credit $426.00 per credit 18 $1,704.00 per 4.0 credits $1,704.00 per 4.0 credits Payments Semester Charges Prior to the start of each semester, a statement of estimated charges showing charges and financial aid credits designated by the Student Financial Services Office is sent to the student via e-mail. All statements are available online through AugNet’s Records and Registration site. Payments can be made online at www.augsburg.edu/studentfinancial/header-make-paymentaccount-activity/payments. Augsburg may charge late fees and interest on delinquent accounts. Review the full policy regarding past due balances online at www.augsburg.edu/studentfinancial/disclosure. Payment Options Augsburg University offers payment plan options for all students. Information about payment plans is available online at www.augsburg.edu/studentfinancial/payment-plans-and-discounts. Payment Policy Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each academic term. “Term Fees” include tuition, room and board charges and other fees initiated during your time as a student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the Augsburg University Tuition Refund Policy. Augsburg accepts the following forms of payment: Cash Students and guest payers may make cash payments in-person at the Enrollment Center. Cash should never be mailed. Students will receive a receipt of their cash payment. Check Students and guest payers may pay their term fees via check either in-person at the Enrollment Center, through mail, or online using e-check/ACH. A $30 NSF Fee will be added for any payment returned by the bank for Non-Sufficient Funds. A receipt will automatically be sent electronically for any online payments. Students who pay in-person or through mail may request a receipt of the check payment. Credit Card/Debit Card Students and guest payers may make student account payments online with a Visa, MasterCard, Discover, or American Express credit card. As of June 10th, 2016, Augsburg will no longer accept credit card or debit card payments in-person, over the phone, or through the mail. Credit cards will only be accepted online via Cashnet, a vendor contracted by Augsburg. Because Cashnet charges Augsburg for their services, a credit card service fee of 2.75 percent will be associated with any credit card payment made to the university. This is to offset the approximately $250,000 in costs that Augsburg accrues annually for providing credit card payment options to our students. Augsburg will not receive any part of the service fee and will not be profiting from it. Financial Aid All students who wish to be considered for financial assistance must reapply each year. In addition to reapplying for aid, students must make satisfactory academic progress toward the attainment of their degree or certificate as stipulated in the Satisfactory Academic Progress (SAP) section of this catalog. Financial assistance awarded through Augsburg may be a combination of scholarships, grants, loans, and part-time work opportunities. The university cooperates with federal, state, church, and private agencies in providing various aid programs. 19 The primary responsibility for financing a university education rests upon the student and family. Financial aid supplements student and family resources. The Free Application for Federal Student Aid (FAFSA) helps determine the amount of assistance for which a student is eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent family members, other educational expenses, retirement needs, and special considerations. Types of Aid A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant (except as noted). Augsburg may offer both merit-based and need-based financial aid to undergraduate students at the time of admission. First year students can find specific information at www.augsburg.edu/firstyear/scholarships. Transfer students can find information at www.augsburg.edu/transfer/financial-aid-and-scholarships. Augsburg will also determine students’ eligibility to receive financial aid grants from both federal and state entities. These grants include Minnesota State Grant, Federal Supplemental Educational Opportunity Grant (SEOG), Federal Pell Grant, Federal TEACH Grant, and Bureau of Indian Affairs/Tribal and State Indian Scholarship. Contact Student Financial Services if you need additional information about any of these programs. In addition to aid administered by Augsburg University, students are urged to investigate the possibility of scholarships and grants that might be available in their own communities. It is worthwhile to check with churches, the company or business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid available to students who meet their requirements. In addition to these sources, some students are eligible for aid through Rehabilitation Services, Educational Assistance for Veterans, and Educational Assistance for Veterans’ Children, and other sources. Loan Assistance Students must be enrolled at least half-time (6 or more credits) to be eligible for any federal loans. ● ● Federal Direct Student Loan o Subsidized Direct Loans are need-based loans that the federal government subsidizes by paying the interest while the student is in school and during the grace period. o For the Unsubsidized Direct Loan, interest begins accruing on the date of disbursement and the borrower is responsible for all interest. The borrower may choose to make payments while in school or may defer payments and allow interest to accrue and be capitalized (added to the balance of the loan). Federal Parent Loan Program (PLUS) o PLUS is a loan program to help parents meet university costs of their dependent children. Parents may borrow up to the cost of attendance (minus all other student financial aid). Repayment begins within 60 days of final disbursement. Further information about all student and parent loan programs can be found at www.augsburg.edu/studentfinancial/loans. Student Employment Students are able to apply for work study positions through Augsburg’s Human Resources Office. Part-time work provided by the university is considered financial aid, just like scholarships, loans, and grants. Students are limited to a maximum of 20 hours of on-campus employment per week. The number of hours a student can work is dependent on the position and the needs of the department. However, work is not guaranteed. All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each placement. Payment is made bi-weekly by check to the student employee. ● Federal College Work Study Program and Minnesota State Work Study Program o Under these programs, the federal or state government supplies funds on a matching basis with the university to provide part-time work opportunities. 20 Satisfactory Academic Progress (SAP) Federal regulations require that all higher education institutions establish and implement a policy to measure whether students receiving financial aid are making satisfactory academic progress toward the completion of a degree. The purpose of this policy is to make sure that students who receive financial aid are using this money wisely. It is meant to curtail the use of financial aid by students who fail to successfully complete their course work. Failure to meet the following standards makes a student ineligible for all institutional, federal, and state financial aid. Augsburg’s Financial Aid Satisfactory Academic Progress Policy follows the Satisfactory Academic Policy. Student Account Financial Disclosure Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each academic term. “Term Fees” include tuition, room and board charges and other fees initiated during their time as a student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the Augsburg University Tuition Refund Policy. Statements and account history are available online through AugNet Records and Registration. Augsburg University may require someone to co-sign on the student’s obligations in special cases, such as when a student has a history of late or missed payments. When a co-signer’s signature is required, both students and co-signers are responsible for payment of all costs incurred (including collection costs and fees of any collection agency and/or attorney, if applicable) and all other conditions outlined on the Student Account Financial Disclosure. Results of Balances Not Paid in Full Augsburg may charge late fees and interest on delinquent accounts. Missed or late payments will be subject to a late payment charge and/or a finance charge on the overdue balance from the date the balance was due until payment in full is received. If your account is not paid in full on the first day of the term, finance charges at the rate of 8% per year (.67% per month) will be added onto your student account balance. For example, this means that for every $1,000 owed you will receive $6.70 a month in finance charges. A $30 NSF Fee will be added for any payment returned by the bank for Non-Sufficient Funds. Past Due Accounts If the student does not set up a formal payment plan with Augsburg’s Student Financial Services department, Augsburg reserves the right to demand payment of the entire balance owed by that student and to take steps to collect it. Augsburg may cancel the student’s registration, prevent the student from registering for future terms, withhold transcripts or diplomas, remove the student from on-campus housing, turn the student’s account over to a collection agency, or take legal action to collect any past due balance. Each student authorizes Augsburg to release financial information about her or his account and other pertinent information such as address and phone number to third parties who are dealing with the collection of the account balance. By providing us with a telephone number for a cellular phone or other wireless device, you are expressly consenting to receive communications – including but not limited to prerecorded or artificial voice message calls, text messages, and calls made by an automatic telephone dialing system – from us and our affiliates and agents at that number. This express consent applies to each such telephone number that you provide to us now or in the future and permits such calls regardless of their purpose. Calls and messages may incur access fees from your cellular provider. Each student also agrees to reimburse Augsburg University, or its agents, the fees of any collection agency, which may be based on a percentage at a maximum of 40% of the debt, and all costs and expenses, including reasonable attorneys’ fees, we incur in such collection efforts. Please note that, due to the Bankruptcy Reform Act, educational benefits are generally exempt from discharge under bankruptcy. The terms of this agreement remain in effect until all Term Fees and other charges are paid in full. Tuition Refund Students are eligible for a 100% tuition refund for any courses they drop without notation through the date labeled “Last day to drop without a ‘W’ grade & 100% refund – Full Semester class” on the Academic Calendar. After this date, 21 students are no longer eligible for any refund of tuition unless they withdraw from all of their courses. This policy is effective whether or not a student has attended classes. Students withdrawing from all of a term’s courses may receive a 50% tuition refund when they withdraw by the date labeled “Last day to withdraw with 50% refund – Full Semester class” on the Academic Calendar. Students are responsible for cancelling courses through the Registrar’s Office (or online) in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. Medical Refund If a student is forced to withdraw from one or more courses in a term due to illness or an accident, a request for a medical refund should be made through the Academic/Financial Petition. Petition forms are available through the Registrar’s Office website. An extra medical refund may be granted by the Committee upon submission of documentation from the attending doctor, on letterhead, verifying the medical circumstances. Unofficial Withdrawal Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be reviewed. If courses are not completed (e.g., unofficial withdrawal, stopped attending), the university is required to refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date of attendance. Students are responsible for the entire cost of the term, including the portion previously covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal from the university. If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition forms are available online through the Registrar’s Office website. Financial Aid Policy Financial aid such as federal, state, and institutional grants and scholarships are awarded based upon the total number of registered credits on the “Last day to add with faculty signature – Full Semester class” as noted on the Academic Calendar. Students must register for internships, Time 2 classes, and ACTC classes before the “Last day to add with faculty signature-Full Semester class.” Financial aid will not be adjusted for classes added after this date. Students must earn the financial aid they are awarded each semester by actively attending and participating in classes throughout the semester. Financial aid is recalculated when students do any of the following: drop classes without a “W” grade, fail to begin classes, cease to attend classes, fail all classes, or fully withdraw from all classes. Financial Aid – Return of Title IV Funds Policy Students must earn the financial aid they are awarded each semester. A student can earn their aid by attending classes. Augsburg must always return any unearned Title IV funds it is responsible for returning within 45 days of the date the school determined the student withdrew. The withdrawal date used in the return to title IV calculation of a student’s federal financial aid is the actual date indicated on the official withdraw record. If a student stops attending classes without notifying the university, the withdrawal date will be the last date of academic activity determined by the university. Federal/State Aid Adjustments Augsburg is required to return unearned federal/state aid for students who fully withdraw from their courses. The Return to Title IV calculation is based on the total number of days in the semester compared to the total number of days that a student attended classes before the last date of attendance. If the student receives more aid than they ‘earned’, then the ‘unearned portion’ of the student’s aid must be returned to the U.S. Department of Education. After 60% of the term has passed, students are eligible to keep all of their federal/state aid. If you are planning to completely withdraw from your courses, please see a Student Financial Services counselor to determine what aid may need to be returned. 22 Financial aid will be returned to the aid program from which it came. If returned to a loan program, your outstanding balance will be reduced by the amount of the return. Aid will be returned in the following order: 1. 2. 3. 4. 5. 6. Unsubsidized Direct Loan Subsidized Direct Loan Direct PLUS Loans Federal Pell Grants Federal Supplemental Educational Opportunity Grant (SEOG) TEACH Grant Institutional Aid Adjustments Augsburg will return institutional aid for students who partially withdraw or fully withdraw from courses. If students withdraw from their courses, they will receive a 50% tuition refund and 50% of their institutional aid will be removed. If a student withdraws after the last day to receive a tuition refund, there will be no adjustment to their institutional aid. Post-Withdrawal Disbursement If a student earned more aid than was disbursed to him/her, the student may be eligible for a post-withdrawal disbursement. Augsburg’s financial aid office will notify the student in writing if he/she is eligible for a post-withdrawal disbursement of Title IV loan funds. A student or parent borrower must first confirm in writing whether he/she accepts/declines all or some of the loan funds offered as a post-withdrawal disbursement. A post-withdrawal disbursement of Federal grant funds does not require student acceptance or approval. The university will seek the student’s authorization to use a post-withdrawal disbursement for all other educationally related charges in addition to tuition and fees. Credit Refund Augsburg students may be eligible to receive a credit refund if their financial aid exceeds tuition and fee charges for a term. Credit refunds are issued within two weeks after the last day to drop courses without recorded notation. Financial aid needs to be finalized and applied to a student’s account before the credit refund can be issued. (You can verify your financial aid status online through Track Your Financial Aid. You can check your transaction history online to verify that all of your financial aid has been applied to your account and nothing is left pending.) Changes in enrollment status, housing status, and program status may affect financial aid eligibility and credit refunds. Students who are enrolled less than half-time (less than 6.0 credits for undergraduates; less than 3.0 credits for graduates) may not be eligible for financial aid; however, students may apply for private alternative loans. Registration changes made from the first week of the term through midterm may require a return of financial aid funds. Students who drop courses may receive a tuition refund, but some forms of financial aid may have to be adjusted before a refund will be available. Financial aid return of funds may take up to 45 days to be processed. Bookstore Students who are registered for the upcoming term will be allowed to charge up to $750 to their student account. Students do not need to request a bookstore account. Please plan ahead and purchase books and supplies before the scheduled cut-off dates. Plan ahead for courses that start midterm as you will be unable to charge anything to your student account after the cut-off date. Students’ accounts will be billed for only what was spent on their bookstore accounts before credit refunds were issued. If your bookstore charges create a balance on your account, you need to make payments in accordance with your statement. Bookstore purchases charged to a student account are intended for students who have excess financial aid funds to cover their tuition, fees, AND their books or supplies. Please contact Student Financial Services before you purchase books if you need to discuss payment options. Due to the financial aid cycle, you can only charge expenses to your bookstore account during specific times. 23 Third Party If you are expecting a third party to cover the cost of your books, you will need to turn in an itemized receipt of your purchases to the Student Financial Services Office, along with your invoice request. Additional Funds If the cost of your textbooks and supplies are above $750 in one term, you have enough financial aid to cover the additional costs, and you would like to charge the additional amount to your student account, please send the following information to Student Financial Services (studentfinances@augsburg.edu). All requests need to be in writing. Subject: Request for Additional Funds Full Name: Student ID number: Additional request: Students will receive an e-mail when the additional request has been processed. Accounts are opened as quickly as possible, but it could take up to two business days for activation. Consumer Information Loss of Financial Aid Eligibility Due to a Drug Offense A student convicted of a state or federal offense involving the possession or sale of an illegal drug that occurred while the student was enrolled in school and receiving Title IV aid is not eligible for Title IV funds. [An illegal drug is a controlled substance as defined by the Controlled Substance Act and does not include alcohol and tobacco.] A borrower’s eligibility is based on the student’s self-certification on the Free Application for Federal Student Aid (FAFSA). Convictions that are reversed, set aside or removed from the student’s record, or a determination arising from a juvenile court proceeding do not affect eligibility and do not need to be reported by the student. A student who is convicted of a drug-related offense that occurred while the student was enrolled in school and receiving Title IV aid loses Title IV eligibility as follows: For the possession of illegal drugs First offense: one year from the date of conviction Second offense: two years from the date of the second conviction Third offense: indefinitely from the date of the third conviction For the sale of illegal drugs First offense: two years from the date of conviction Second offense: indefinitely from the date of the second conviction A school must provide a student who loses Title IV eligibility due to a drug-related conviction with a timely, separate, clear, and conspicuous written notice. The notice must advise the student of his or her loss of Title IV eligibility and the ways in which the student may regain that eligibility. Regaining Eligibility after a Drug Conviction A student may regain eligibility at any time by completing an approved drug rehabilitation program and by informing the school that he or she has done so. A student regains Title IV eligibility on the date he or she successfully completes the program. A drug rehabilitation program is considered approved for these purposes if it includes at least two unannounced drug tests and meets one of the following criteria: ● ● The program received or is qualified to receive funds directly or indirectly under a federal, state, or local government program. The program is administered or recognized by a federal, state, or local government agency or court. 24 ● ● The program received or is qualified to receive payment directly or indirectly from a federally or state licensed insurance company. The program administered or recognized by a federally or state-licensed hospital, health clinic, or medical doctor. Policies may change throughout an academic year if necessary to comply with federal, state, or institutional changes or regulations. 25 Residence Life Students who choose to make Augsburg their home find a friendly, 23-acre village in the midst of a major metropolitan area. They make many new friends among roommates and classmates. They are just steps away from Lindell Library, classrooms, Hoversten Chapel, the ice arena, fitness center, and Christensen Center. With just over 1,000 students living on campus, most students and faculty greet each other by name. Augsburg recognizes the importance of the residential experience during the college years. Studies show that students who live on campus are more likely to persist academically, to be involved on campus, and tend to have a higher grade point average. Residence Life staff are professional and student team members available to support students in their academic and co-curricular experiences. Through their efforts residential community members become acquainted with life at Augsburg through educational and social opportunities. Living on campus offers many opportunities for learning, leadership, and fun. Numerous events are planned to welcome students to the community, including dances, movie nights, open mic nights, and weeks devoted to special themes or issues. Resident students have access to a 24-hour computer lounge, wireless internet, study lounges, 24-hour security, laundry facilities, and vending. All rooms and apartments are equipped with cable and internet access. A skyway connecting the lobby of Urness Hall and Mortensen Hall to Christensen Center and Oren Gateway Center to the Lindell Library keeps students out of the weather on the way to class. To secure housing on campus, students need to submit the following items: ● Residence Life and Dining contract During spring semester, current Augsburg students are provided with information on the process to secure housing for the next academic year. Facilities Urness Hall—One home to new Auggies and upper-class resident advisors, this nine-story high-rise houses 313 students. Each floor is considered a house-unit providing 36 students (two to a room) with their own lounge, study, and utility areas. In Urness Hall, rooms are furnished with a bed, dresser, desk, and chair. Meal plans are required. Mortensen Hall—This building is a 13-story high-rise apartment building. It contains 104 one-bedroom and twobedroom apartments to accommodate 312 upper-class students. Mortensen Hall is carpeted and contains kitchenette units. It is furnished with beds and dressers. Meal plans are required. Anderson Hall—Contains four types of living units: two-bedroom apartments, two-room suites, floor houses, and townhouses. This residence houses 192 upper-class students, and the Neighborhood program. All rooms are furnished with beds, dressers, desks, and chairs. Meal plans are required. Anderson Hall Neighborhoods—This is available to students who are interested in creating a living/learning environment by designing their own house system. All members meet to determine their program focus, educational goals, and community agreement guidelines. Luther Hall—Opened in 1999, this apartment residence includes studios and two- and four-bedroom apartments with full kitchens. Beds, dressers, desks, and chairs are provided. Underground parking is available at an additional cost. Meal plans are optional. Oren Gateway Center—Oren Gateway Center offers substance-free living connected to a dining area, underground parking, and classrooms. Opened in 2007, Oren Gateway Center houses the StepUP first-year and upperclass students committed to an alcohol- and drug-free environment. Flats, apartments, and studios are furnished with beds, desks, and dressers. 26 Food Service Commons—Situated on the top floor of Christensen Center, this is the main food service facility for students, faculty, and staff. This spacious room features small-table units for easy conversation overlooking the university quadrangle and Murphy Square. Students on board plans who live in residence halls eat their meals in the Commons. We offer a mealto-go program for those on a tight schedule. Students have the option of using one meal exchange each week at Einsteins or Nabo to supplement the Commons. Einstein Bros. Bagels—On the main level of Christensen Center, Einstein Bros. Bagels sells coffee, smoothies, hot and cold sandwiches, wraps, soups, salads, and snacks. Nabo—This eatery is located in the Oren Gateway Center. Pronounced “náh-bu,” with the accent on the first syllable, featured food options include pasta, cold and hot sandwiches, a pasta bar, pastries, and beverages. 27 Student Activities and Organizations Augsburg’s mission focuses on student learning in the broadest sense. Experiences in the classroom are an important part of college life, yet learning and development also occur in formal and informal activities of the university and the surrounding area. Whether students take classes in the day or evening, the climate for learning and living at Augsburg will add dimension to their education. There are over 50 student organizations that students can join, and students may also create their own with three additional peers. For more information, visit Augsburg.edu/campuslife. Athletics and Sports Intercollegiate Athletics Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National Collegiate Athletic Association (NCAA) Division III. Men annually compete in football, soccer, cross country, basketball, ice hockey, wrestling, baseball, indoor and outdoor track and field, and golf. Women annually compete in lacrosse, volleyball, cross country, soccer, basketball, ice hockey, softball, swimming, wrestling, indoor and outdoor track and field, and golf. Facilities At Augsburg, the facilities are for all students, faculty and staff. Check schedules for times when there is open use of the gymnasium and ice arena. On-campus facilities include a double-rink ice arena, a 3-court gymnasium, a multi-purpose athletic field, fitness center with workout machines, a weight room, and an air-supported dome over the athletic field for winter fitness, rentals, and spring sport practices. Intramurals Every student is urged to participate in activities for recreation and relaxation. An intramural program provides competition in a variety of team sports as well as individual performance activities. Check schedules on the Athletics website for times when there is open use of the athletic field/dome, gymnasium, and ice arena. Campus Life About Campus Life Mission Statement Campus Life aims to create an environment where students can connect, engage, and invest in the Augsburg community. Philosophy Campus Life recognizes the benefits associated with student engagement outside of the classroom. We work to enhance and supplement the liberal arts instruction at Augsburg University through quality transitional programs for new students as well as through leadership and developmental education. Program Areas Campus Involvement Augsburg Day Student Government is the official governing body of the Day Student population at Augsburg University. It advocates for ideas, concerns, needs, and activities of the Day Student Body. Augsburg Student Activities Council (ASAC) seeks to build community and provide opportunities for students to grow holistically through intentional and diverse programming. ASAC plans and orchestrates some of the largest student programming on campus, including Homecoming, concerts, comedy shows, late night programming activities, movies, and much more. 28 Student recognition includes honoring student leaders and student organizations at the Augsburg Leadership Awards, including Act Six Scholar graduates, Augsburg Senior Leadership Society inductees, and other award recipients. Student organizations provide students the opportunity to become involved in various interests, passions, and activities at Augsburg University. Participation allows students to meet fellow classmates, have fun, and lead and develop an organization around a common purpose while making an impact on both the Augsburg and greater community. Commuter Student Life The Student Lounge, located on the Main Level of the Christensen Center, is a community space available for students to gather, study, watch television, play games, and just relax. Lockers are available for free for commuter students to reserve for the academic year on the ground floor of Anderson Residence Hall and the ground floor of Science Hall. Leadership Development Act Six Scholars is a scholarship program that provides full tuition and room/board at Augsburg University for up to seven incoming undergraduate students each year. It aims to provide extensive leadership development and mentorship opportunities in order for this select group of students to engage and to invest fully in the Augsburg and greater communities. Emerging Leaders Program (ELP) is an initiative designed to develop new leadership at Augsburg University by empowering first-year students to cultivate and apply their inherent leadership skills through a semester-long skillbuilding training program. Student Leader Training for AugSem Leaders and Orientation Leaders is designed to grow the existing awareness, knowledge, and skills of student leaders so that they may successfully create welcoming and inclusive environments for incoming first-year and transfer students by learning to work across social identities and backgrounds while implementing orientation programming. Student Leadership Institute focuses on developing students’ knowledge, awareness, and skills on various topics of leadership. Orientation Programs SOAR is a required two-day, overnight orientation experience for incoming first-year students designed to help with the transition to Augsburg University. Students will meet fellow classmates, faculty, and staff; learn about University resources and services; and get a taste of life on campus. Transfer SOAR / Spring SOAR is a required day-long orientation experience for transfer students designed to help with the transition to Augsburg University. Students will learn about University resources and services, hear about academic programs, and discover why being a part of the Augsburg community is so rewarding. Auggie Days is a required week-long orientation experience for incoming first-year students designed to complement SOAR, provide opportunities to enhance academic and personal success, and offer a helpful advantage in starting at Augsburg University. Military and Veteran Services The Student Veteran Representative is available to provide assistance to active military personnel and student veterans around concerns such as financial aid, military benefits, and student programming. To connect with them, email studentvetrep@augsburg.edu. The Student Veterans’ Lounge is located in Oren Gateway Center 110 and is available exclusively to all students who are active military personnel and student veterans to lounge, study, and connect with each other. 29 Campus Ministry At Augsburg University, we are “guided by the faith and values of the Lutheran Church.” Because of this tradition, we seek to support individuals who are exploring, questioning, and deepening their faith. Augsburg advocates for and develops an environment where people are encouraged to discover and share their gifts for the sake of the world. As a university of the church, we emphasize the development of this through attending to the sacred, living into radical hospitality, and shaping community. The University Pastors, Muslim Student Program Associate, and campus ministry staff have offices in Foss, Lobeck, Miles Center for Worship, Drama, and Communication and are available for spiritual guidance, counseling, support, vocational discernment or information. Our concern for spiritual care is evident in the opportunities we encourage and provide for students to explore their own faith. Daily weekday worship, Wednesday Night Holy Communion worship, Bible studies, community outreach, retreats, peace and justice events, concerts and gatherings, Friday Jummah Prayer, and interfaith initiatives are examples of the wide variety of activities on campus. Community Engagement The Sabo Center for Democracy and Citizenship is Augsburg's civic and community engagement center. We connect students, faculty, staff, and community members in addressing public issues, making change, and building democracy. Sabo Center Vision: A more equitable and democratic world where all people develop agency and power to shape their lives and communities. The Sabo Center serves as a: Community Connector: We steward Augsburg’s commitments to place-based community engagement, connecting campus and community through partnerships, classes, and more. Leadership Incubator: We cultivate transformational public leadership through programs that build individual and collective power. Change Catalyst: We coach, consult, train, and host events that build public skills and educate participants to make change in their own communities. Democracy Laboratory: Our work integrates civic and community engagement, experiential education, and democracy building. Utilizing a public work framework, we engage with students, scholars, and community members to co-create democracy in our communities and in our institutions. LEAD Fellows In Fall of 2008 Augsburg University launched its first year of the Bonner Leaders Program, which is now called LEAD Fellows (Leaders for Equity, Action, and Democracy). Through the LEAD program, students have paid positions in community based organizations and community serving programs. Those selected to be LEAD Fellows are students with diverse racial, ethnic and geographical backgrounds and experience in community and public work. Through placements with partner nonprofit organizations and community programs, students work an average of 220 hours each academic year supporting ELL classrooms, running an employment education computer lab, coordinating a low-income housing program, community health outreach, tutoring in afterschool programs, and more. Beyond their work-study placements, students participate in civic engagement efforts on and off campus. Campus Kitchen Campus Kitchen connects the campus community with the larger neighborhood by using food as a tool to nourish bodies, develop leadership, and educate students through service learning. To accomplish these goals, four programs focus on this engagement: ● Food to Share o Meals served and grocery bags distributed by student employees, volunteers, and service learners to youth programs, seniors, and community centers. Most of the meals are created with the surplus food from 30 ● ● Augsburg’s dining services, and some prepared from scratch. Grocery bags and other food distributions are sourced mostly from Twin Cities Food Justice and Loaves and Fishes. Food to Grow o The Augsburg Community Garden provides plots for neighbors, organizations, and Augsburg community members to grow their own food. Communal plots are open for anyone to harvest from, and excess produce is incorporated into the meal program. Food to Know o Understanding our food system and community health through programs that educate on issues of hunger and poverty, and cooking and gardening classes in the community and on campus. Participants learn about the connections between food, health, and the environment; and develop cooking and gardening skills. Environmental Stewardship Living out an intentional commitment to responsibly nurture all aspects of sustainability – environmental, economic, and social – on our campus, in our neighboring community, and among our institutional partners, the Sabo Center hosts a team of paid student interns who work alongside the Sustainability Officer to make positive environmental changes in our practices, facilities, curriculum, and campus culture. Public Achievement The Public Achievement organizing model is a framework for people to learn to work strategically with others so they can solve problems and build sustainable democratic societies. Participants form teams to take action on a public problem that is important to them, and work with a coach to develop an action plan. Through practice and reflection, the team members develop public skills and confidence. Community Service-Learning and Engagement Augsburg’s Community Service-Learning Program provides students with opportunities to understand and respond to social issues through course-embedded service experiences and civic engagement activities. A key component of community service-learning is reflection on and analysis of community issues in order to promote personal and educational growth and civic responsibility. By connecting classroom content with service-learning experiences in the city, Augsburg students deepen their understanding of abstract course concepts while learning about pertinent and related community issues. Workshops The Sabo Center offers workshops and training sessions on topics related to civic, community, and political engagement. Workshops are open to students, staff, faculty, and community members. Fine Arts Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the city, the Augsburg Choir, Concert Band, and Orchestra may perform on regional, national, and international tours. Many other ensembles are available to cover the entire range of musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the Theater Program and have the opportunity to attend a series of on-campus workshops with visiting arts professionals. Student Center Christensen Center, the Augsburg student union, serves students, faculty, staff, alumni, and guests. Traditionally considered the “living room” of the campus, the student union provides a central gathering place for the diverse populations of residential, commuter, Adult Undergraduate, and graduate students at Augsburg through the merging of curricular and co-curricular programs and activities. Christensen Center also houses several student services, such as the Admission Office, Campus Life, the Strommen Center for Meaningful Work, Multicultural Student Services, LGBTQIA+ Student Services, University Events, Center for Global Education and Experience, International Student and Scholar Services, the Copy Center, Shipping and Receiving, Dining Services, and Mail Services. 31 The Auggie’s Nest, located on the ground floor of Christensen Center, serves as the student organization office area and houses offices of the Augsburg Echo (campus newspaper) and KAUG (campus radio). Lockers are also available in this area for student organization use. Day Student Government The Augsburg Day Student Government supports and advocates for student concerns, needs, and activities. Day Student Government serves as the primary voice and liaison between Day students and the administration, faculty, and staff of Augsburg University. 32 Student Resources/Academic and Support Services Lindell Library Resources The James G. Lindell Family Library is home to a collection of almost 400,000 books, more than half of which are ebooks that can be read online or downloaded at your convenience. Students also have access to millions of journal articles, over 60,000 streaming videos, nearly 200 databases, and a wide assortment of movies on DVD or VHS. Lindell also houses significant collections of juvenile literature and K-12 curriculum materials, as well as the university’s archives and special collections. Our digital collections include full runs of campus publications such as The Augsburgian, The Echo, and Murphy Square as well as numerous audio and video recordings documenting the university’s history. If that still isn’t enough, Lindell Library offers an interlibrary loan (ILL) service free of charge. Augsburg students can borrow any type of research material - books, journal articles, videos, music scores, and more - from almost any library in the world and these materials will be delivered directly to Lindell Library at no cost to you. Research Support Research help is always available, either online or in person, at Lindell Library’s Learning Commons. Our research guides, available on the library’s website, provide access to key research materials on topics as wide-ranging as health and physical education, film studies, computer science, or music therapy. Students can set up individual research consultations with a librarian at Lindell’s Learning Commons desk, by phone at 612-330-1604, by email at refdesk@augsburg.edu, or chat with an expert 24/7 through our Ask-A-Librarian service at library.augsburg.edu. Other Cool Stuff Libraries are more than just books and databases, they are places to gather for collaborative research or quiet study and reflection. At Lindell Library, you can do both. Ten group study rooms are available on the top floor of Lindell Library, and can be reserved up to two weeks in advance. The lower level is a designated quiet study space for those who prefer to work alone. Whether working on individual research or a large group project, Augsburg students can check out all sorts of equipment from the Library’s Circulation Desk, including laptops, cameras, microphones, and other AV equipment. If your research takes you off campus or you just want to explore the Twin Cities, you can check out a bike or a MetroTransit Go-To Card for use on buses and the light rail. Both are available at no cost. The staff at Lindell Library are eager to help you with all your research needs. Stop by anytime that the library is open (hours are always posted on the library’s website), or contact us at: library.augsburg.edu refdesk@augsburg.edu 612-330-1604 Information Technology Resources Augsburg University has built a reputation as a leader in its commitment to provide students with relevant and timely access to information technology and training. Visit the Student Technology website, inside.augsburg.edu/techdesk, for more on Information Technology at Augsburg. Computer Labs Students have access to more than 200 on-campus computers. Both PC and Macintosh desktop computers are available in the Lindell Library Learning Commons and computer lab, and in the 24-hour Urness computer lab. The university has four computer classrooms, 40+ technology-enhanced classrooms and nine video conferencing-enabled classrooms. The circulation desk in Lindell Library has over 100 laptops available for use in the library. Several computer clusters are available for more specific student use within academic departments. A high-speed fiber optic campus network provides access to AugNet online services, printing, and to the internet. Network-ready student 33 machines can connect to the campus network from residence hall rooms or any building on campus using WiFi. All of the AugNet online services are available securely on- and off-campus. Clair and Gladys Strommen Center for Meaningful Work Career & Internship Services The Career and Internship Services office is an integral component of the Clair and Gladys Strommen Center for Meaningful Work. Our staff is committed to helping students develop lifelong career management skills that honor each student’s unique gifts and aspirations, aligned with active citizenship in the world. The Career and Internship Services office plays an essential role in students’ overall education and includes a comprehensive resource center that emphasizes the importance and value for all students to engage in internships, career development, and the exploration of vocation throughout their university years. We help students and alumni: ● ● ● ● ● ● ● ● ● Assess their values, interests, personality, strengths, and skills Explore meaningful work options and majors that align with these elements Link academic majors with career paths Consider the role that vocation plays in their lives Clarify their personal definition of meaningful work Build experience through volunteer and internship learning opportunities Prepare for the job search and/or graduate school Build lifelong career management skills to successfully navigate the changing job market Make a difference in our communities by contributing their unique gifts to the world Augsburg offers several opportunities for students to gain on-the-job and internship experience. Our faculty and staff have developed partnerships with community organizations and employers that provide learning opportunities to students, many of which fulfill the Augsburg Experience requirement for graduation. Internships ● ● Internships for Academic Credit o An internship for credit is a carefully planned, work- or service-based learning experience where a student focuses on specific learning objectives that connect concepts of the major to the experience. An academic internship is approved, supervised, and evaluated by a faculty member in the department in which the student wishes to earn the internship credit. Interdisciplinary (INS) internships are also available. A learning agreement plan, negotiated with the faculty supervisor and work supervisor, outlines the academic objectives, strategies, and evaluation methods for receiving credit. Students complete internships in nonprofits, small and large businesses, government agencies, museums, arts organizations, schools and churches. o Internships for credit are available in all majors and can be taken during any semester. Students must be registered for their internship during the term in which they are completing the majority of their experience. Credit will not be awarded for past experiences. Internships can be registered for 2 or 4 semester credits. A two credit internship involves a minimum time commitment of, on average, 6 hours per week or 80 total hours for the semester. Internships for four credits require a minimum time commitment of, on average, 12 hours per week or 160 total hours for the semester. A maximum of 16 semester credits of internship may count toward the total credits required for the degree. Upper division internships completed off-campus for credit will automatically fulfill the Augsburg Experience graduation requirement. Non-credit internships o Internships related to a student’s major or career interests can be registered for a zero-credit internship (AUG EX3) to fulfill the Augsburg Experience graduation requirement. The goal is for students to apply theory to practice in a real world setting and reflect on the experience. Internship opportunities are typically part-time during the academic year and/or full-time during the summer, but may have flexible start dates and schedules. Students choosing to complete this option will register the internship during the term in 34 ● which they will be completing the experience, set learning goals, complete a minimum of 80 hours, and reflect on their experience. Staff of Career and Internship Services supervise non-credit internships and evaluate the reflection process. Work Connections (Available to AU students only) o Work Connections is a non-credit option available to AU students who are currently working full or parttime. The Work Connections option allows AU students to utilize their rich and often extensive work history to meet the Augsburg Experience graduation requirement in lieu of a traditional internship. AU students choosing to complete this option will register for the Work Connections course (AUG EX4) during the term in which they intend to complete their project and reflection work. This option requires students to write learning outcome goals that integrate their on-the-job experience with classroom learning and complete reflection assignments describing an academic and work connection. Staff of Career and Internship Services supervises and evaluates the Work Connections reflection process. Gage Center for Student Success The Gage Center assists all Augsburg students in setting and achieving optimal academic goals here at the university and beyond. The Gage Center is located on the Link Level of Lindell Library. The center consists of four collaborating units: Academic Advising The professional academic advisors in the Deidre Middleton Office of Academic Advising work directly with students in identifying academic interests and satisfying the curricular requirements. The office advises all new Day and Adult Undergraduate (AU) students with course selection and registration, and provides orientation to academic policies, procedures, and resources. In addition, Academic Advising administers placement tests, interprets graduation requirements, provides degree planning resources, assists students in filing their graduation paperwork, answers academic progress questions, and provides comprehensive academic support (e.g., training in time management, notetaking, reading, testing, motivation/procrastination, problem solving, troubleshooting). Academic advisors work with all new first-year students for the first year at Augsburg. At the end of the first year, students declare their major and are assigned to a faculty mentor in their major department, developing the facultystudent mentoring relationship. While all students are required to meet with their faculty mentor(s) each term prior to registration, students are encouraged to meet with their advisor(s) as often as necessary to support their academic progress. Students must declare their major(s) by the end of their sophomore year. Majors and minors are declared online in Augnet Records and Registration. Students confirm their majors and minors on an annual basis until the Intent to Graduate form is submitted. Auggie Achievers Program Each year, students are admitted to Augsburg as part of our Auggie Achievers Program. Auggie Achievers participate in one of several courses designed to develop and enhance important study habits and life skills needed to aid in academic success. In addition, the program helps students transition to college through one-on-one meetings with their academic advisor. Tutoring/Supplemental Instruction Services Academic Advising coordinates free tutoring (individual and group drop-in) for most classes and supplemental instruction in specific courses. Visit our website at augsburg.edu/advising for a list of available courses and/or to complete the Tutor Request Form. Response time varies based on tutor availability. You will receive an e-mail as soon as a tutor is available. Satisfactory Academic Progress Probation Students who do not meet the university’s Satisfactory Academic Progress (SAP) standards, will be placed on Probation or Suspension. Students on Probation are required to meet with their academic advisor and complete all necessary 35 requirements as outlined on the Academic Advising website at augsburg.edu/advising. A registration hold is placed on the student’s record, which will prevent registration until the necessary Probation requirements have been completed. Students who do not complete the requirements as needed, may be suspended. For more information see the Satisfactory Academic Progress (SAP) section of this catalog. Center for Learning and Accessible Student Services (CLASS) The Center for Learning and Accessible Student Services (CLASS) provides individualized accommodations and support for students with documented learning disabilities, autism, ADHD, mental health conditions, traumatic brain injury, sensory and physical disabilities, as well as those with temporary disabilities. CLASS has been recognized as a leader in its field, ensuring these students have equal access to Augsburg’s programs and services. Its mission reflects Augsburg’s commitment to providing a rigorous and challenging, yet supportive, liberal arts education to students with diverse backgrounds, abilities, preparations, and experiences. Each term, Disability Specialists work directly with students to develop a plan for equal access to Augsburg courses, programs, activities, and facilities. Students have the option to meet regularly with their specialist, and discussions may include: ● ● ● ● ● Accommodations for testing and coursework (e.g., extended time, audio books) Referrals to other campus resources (e.g., tutoring, student technology assistance, academic advising, counseling, financial aid) Training and use of assistive technology through the Groves Accommodations Lab Coaching on academic, organizational, and time management skills Campus living accommodations The Disability Specialists may also consult with instructors, academic advisors, and other members of the faculty, staff, or administration as they work to facilitate equal access for each student. Taking advantage of these accommodations and services, however, remains the student’s responsibility. Any Augsburg student who wants to establish eligibility for accommodations and services should schedule a meeting with a Specialist to discuss their needs. Academic accommodations are intended to ensure access to educational opportunities for students with disabilities and may not fundamentally alter the basic nature or essential components of Augsburg’s courses or programs. The services and technology provided by CLASS are enhanced by the generous support of the Gage, Groves, and Klas families. For further information, call 612-330-1053, visit www.augsburg.edu/class, or email class@augsburg.edu. TRIO Programs TRIO programs are funded by the US Department of Education, and hosted with additional funding by Augsburg University. TRIO Programs seek to help students overcome class, social, academic, and cultural barriers to higher education. They help students prepare for college, adjust to college life, persist in college, and maintain good academic standing to graduate with a bachelor’s degree, as well as assist with preparation for graduate school. TRIO/Student Support Services Student Support Services (SSS) is a TRIO program designed to help students persist in college, maintain good academic standing, and graduate within six years. The program serves students who are low-income, first-generation college students (neither parent has a four-year degree) and/or students with disabilities to develop the skills and motivation necessary to successfully pursue a bachelor’s degree. Participants in TRIO/SSS must also be US citizens or permanent residents or refugees, must demonstrate academic need for program services, and must be committed to succeed in college. Augsburg TRIO/SSS serves 160 students from the point of admission through graduation, including transfer students. TRIO/SSS typically admits 40 new students to the program each year. Students meet regularly with their TRIO/SSS staff advisor to address academic success issues through: ● Individual academic advising and support, including appropriate goal attainment strategies and self-advocacy skillbuilding 36 ● ● ● ● ● ● ● ● ● ● ● ● ● ● Academic degree planning, including registration planning each term, major and career decision-making, and longterm course planning Preemptive tutoring during the first seven weeks of the semester Financial aid counseling and financial literacy education Information on and assistance with FAFSA renewal and supplemental scholarship applications Academic progress monitoring, with interventions when needed Weekly adjustment-to-university meetings for participants in their first semester with TRIO/SSS Weekly progress meetings for students on SAP Probation Career, academic and personal skills development, with referrals to appropriate resources Information, preparation, and referral to on- and off-campus leadership, internship, job and service opportunities Academic success workshops, group academic skill development Graduate and professional school information and application assistance Equipment lending program for short-term use of laptops, graphing calculators, Smart Pens Five-week residential Summer Bridge program for 25 incoming first-year students, including free summer-term university coursework, academic seminars, adjustment-to-college workshops, and advising Need-based college completion scholarships for junior and senior students actively participating in TRIO/SSS Admission to TRIO/SSS is not automatic. Students may apply for TRIO/SSS any time after admission to Augsburg University; however, preference is given to students who apply for TRIO/SSS within their first term of enrollment at Augsburg. For more information or an application, go to www.augsburg.edu/triosss or contact program staff directly at 612-330-1311 or triosss@augsburg.edu. TRIO-McNair Scholars Program The Ronald E. McNair Post-Baccalaureate Achievement (McNair Scholars) Program, a federal TRIO program funded by the US Department of Education, is designed to prepare participants for graduate school through involvement in research and other scholarly activities. The goal is to increase the number of students in doctoral degree programs who are low-income, first-generation and/or underrepresented in graduate education. The Augsburg McNair program serves 26 students per year who are admitted during their sophomore or junior year. Admission is competitive as students must demonstrate strong academic potential and have an interest in pursuing doctoral studies. To be eligible for the program the student must be: (1) enrolled full-time at Augsburg University; (2) a permanent resident or U.S. citizen; (3) qualify as BOTH low-income AND first generation; AND/OR a member of a group underrepresented in graduate study—African American, American Indian, Alaskan Native, or Hispanic/Latino. A major component of the Augsburg McNair Scholars Program is a summer research experience in collaboration with a faculty mentor. Scholars receive a $4,000 research stipend, plus a room and board stipend, and funding for research supplies. Stipends are also available for attending and presenting research at a professional conference. McNair Scholars participate in: ● ● ● ● ● ● ● ● A motivated, diverse, and supportive learning community; Graduate school preparation and application assistance; Intensive preparation for the Graduate Records Examination (GRE), the test required for admittance into most graduate programs; Social and cultural activities to enrich participants’ academic lives and perspectives; Conference travel and professional presentation of participants’ research; Financial aid exploration and financial incentives such as fee waivers for graduate school applications and the fee reduction waivers for GRE, as well as McNair-designated national fellowships; Academic workshops and the 2 credit course McNair 301: Research in the Disciplines; Workshops to sharpen writing, library, technology, and oral presentation skills. The McNair Scholars program is rigorous and highly respected among graduate institutions nationwide. 37 Office of Undergraduate Research and Graduate Opportunity (URGO) The Office of Undergraduate Research and Graduate Opportunity is a resource for Augsburg students seeking research, scholarship, and graduate and professional school opportunities. URGO also supports faculty and staff in their work to engage students in these areas. Services include: Undergraduate Research ● Summer Research Program URGO Summer Research is an 11-week, on-campus program where students join a faculty member’s ongoing research/creative line or carry out an individually designed project. Students receive $4,000, a supply budget and a housing stipend. ● Academic year research $1,000 to pursue scholarship with a faculty mentor ● Off-campus Summer Research Opportunities URGO maintains a comprehensive website, listing off-campus research opportunities. URGO staff work with students to craft and submit high-quality applications for research experiences across the U.S. and some outside the U.S. Nationally-Competitive Fellowships Provide application assistance and interview preparation for awards such as the: ● ● ● ● ● ● ● ● ● ● ● Fulbright U.S. Student Program Goldwater ($7,500 science scholarship) Rhodes (two years at Oxford) Truman (graduate fellowship for public service) Mitchell (one-year study at Irish institution) Rotary Ambassadorial Scholarship Marshall (two-year study at UK institution) Udall ($7,000 for undergrad interested in environmental or tribal policy) UK Summer Fulbright (first and second years study abroad at UK institution) NSF (graduate fellowship) Gates/Cambridge (two years at Cambridge) Graduate School and Pre-Health Sciences Advising Individualized advising and application assistance for: ● ● Graduate school Pre-health sciences (medical school, physician assistant program, pharmacy school, veterinary medicine, physical therapy, occupational therapy, public health. etc.) GRE Exam preparation course offered each summer at low cost Other Initiatives ● Zyzzogeton is our annual on-campus festival showcasing undergraduate research and creative activity. ● Fund student travel to national academic conferences to present research findings. ● Mayo Innovation Scholars Program is a collaborative research experience among select Minnesota private colleges, Augsburg undergraduates, Augsburg’s MBA program, and the Mayo Clinic Office of Intellectual Property. Bernhard Christensen Center for Vocation Augsburg University has a deep and long-standing commitment to the concept of vocation--the idea that all people are called by God to use their individual gifts to serve the neighbor. The Christensen Center for Vocation works with students, faculty, and staff to explore how each person’s contributions can be uniquely valuable and how we might best live in freedom and responsibility for the sake of the world. The commitment to keep this understanding of vocation 38 central to Augsburg’s mission is carried out by embedding the exploration of vocation in the curriculum as well as through the Christensen Scholars program, internship and service opportunities, short term projects and public lectures. The Christensen Center for Vocation also works to deepen and extend Augsburg’s commitment to interfaith engagement. That commitment includes an Interfaith Scholars program, creating a campus culture in which people of diverse religious traditions have welcoming sacred spaces, convening conversations that respect and explore our differences while also engaging together in acts of service, peacemaking and working for justice. The Christensen Center for Vocation is committed to working with churches, diverse religious communities, nonprofit organizations and other schools of higher education as we live out Augsburg’s commitment to educate students to be informed citizens, thoughtful stewards, critical thinkers and responsible leaders. StepUP® Program The StepUP program at Augsburg University strives to help students champion lives of recovery, achieve academic success, and thrive in a residential community of accountability and support. The culture of StepUP is shaped by its core elements: abstinence-based recovery models, mutual support groups, peer-to-peer recovery support, and other proven pathways to healthy recovery - along with the residential component of the program. Our holistic approach to recovery focuses around students developing healthy minds, bodies, spirits, and emotions. Students live in on-campus recovery housing, have individual support meetings with licensed alcohol and drug counseling staff as well as mental health staff, and participate in community-building activities. Students have access to campus support services in order to ensure their educational success. Participation in StepUP offers students leadership opportunities within the program, on campus, and in the greater Twin Cities community. Our students give back through leadership and service and thrive in an alcohol- and drug-free environment. In StepUP, students join together to form a community in which recovery is celebrated as a normal part of personal growth. Many of the friendships and bonds that students form while participating in the program last a lifetime. In order to qualify for the program, students must be committed to a 12-step or other proven, abstinence-based recovery program, have a minimum of six months of continuous sobriety, agree to abide by the StepUP student agreement, and live in StepUP housing. Multicultural Student Services American Indian Student Services The American Indian Student Services program has been assisting American Indian students to further their academic careers at Augsburg University since 1978. The program’s mission is to recruit, retain, and graduate Native students by providing academic, financial, emotional, and cultural support and advocacy in a comfortable and friendly environment. Some of the services provided include: ● ● ● ● ● ● ● Assisting students with the admission process and financial aid application Nurturing students’ identification as an American Indian and providing opportunities for students to learn about their heritage Providing opportunities for the campus community to learn about the variety of American Indian people and cultures Providing academic advising and course plans Providing opportunities to network with other American Indian students, faculty, staff, and alumni Providing a number of different scholarships, including the Bonnie Wallace Leadership Award, Minnesota Indian Teacher Training Partnership Grant, and additional assistance in seeking and applying for other outside/tribal scholarships Offering community and professional referrals, networking opportunities within the Native community and information about jobs and internships 39 Latinx Student Services Mission The mission of Latinx Student Services (LSS) is to provide services, programs and resources that empower Latinx students to persist and graduate, develop and strengthen their self-advocacy and leadership skills, and contribute to the advancement of their communities. LSS also holds and manages the HOLA scholarship, a retention scholarship for Latinx students at Augsburg. Most importantly, LSS seeks to be a safe inclusive place where students feel a sense of belonging and community and find pride in their self-identified identities, affinities, and culture. History Originally established in 1994 to support a majority of international and 2nd generation hispano/latino students, the office of Hispano/Latino Student Services was re-branded in 2017 under the Latinx Student Services (LSS) name in recognition of the changing demographics and needs of current Latinx students at Augsburg University. During the 2017-18 academic year, LSS has served 244 self-identified Latinx students who represent intersecting identities, cultural and national backgrounds, individual and community experiences, sexual orientation, religious affiliation, class, and immigration statuses. Pan-Asian Student Services The Pan-Asian Student Services program was created in 1992 to recruit and retain Asian-American students and to enhance the quality of their total experience while at Augsburg University. The program seeks to create opportunities where Asian students can be involved in and contribute to all aspects of academic and student life. The program provides assistance in the admission and financial aid application process, orientation, registration and coursework selection, career development, academic and non-academic pursuits, and employment and placement referrals. The Augsburg Asian Student Association and Hmong Women Together are affiliated with the program. The associations organize various activities during the academic year to increase the network of friendship and support for Asians, other students at Augsburg, and the surrounding community. Pan-Afrikan Center Pan-Afrikan Center at Augsburg University promotes programs that support the personal, social and academic success of students of African descent. Our programs focus on exploring Black identity, education, advocacy, and community building. We strive to develop leaders that will contribute to social progress, democracy, and create sustainable changes in our communities. The Pan-Afrikan Center (PAC) traces its roots to the 1968 event, “One Day in May” when Augsburg students compelled faculty and staff to respond to Civil Rights era challenges pro-actively through sit-ins and teach-ins held on and off campus. As a result, Black Student Affairs was born. It has evolved over the years into the PAC. Today, the PAC is primarily a resource center, providing culturally-conscious personal, academic, financial, pre-professional, and transitional support for students of African descent. This serves to enhance the recruitment, retention, and graduation of our students and facilitates a more meaningful learning experience. The PAC brings the knowledge and experience of Afrikan people in the Diaspora to the community through a variety of programming as well through advising the PanAfrikan Student Union. The Pan-Afrikan Student Union (PASU) is a commissioned organization whose purpose is to enable students of African descent to share their diversity and collectively express their fellowship with the Augsburg community. PASU sponsors a variety of social, intellectual, and cultural activities. Scholastic Connections Scholastic Connections is a scholarship and mentorship program for achievement-oriented, undergraduate students of color. The goal of the program is to form a mentoring community that provides a network of belonging that recognizes, supports, challenges, and inspires scholars to ensure their success at Augsburg and beyond. 40 Each year five new scholars are selected as program participants via an application process. Scholars receive a $5,000 scholarship for the academic year and are paired with a mentor who is an alumnus/alumna of color and is successful within their chosen profession. Working with the Ethnic Services directors, scholar/mentor pairings are formed that, ideally, match ethnic group and field of interest. Eligible scholars have: ● ● ● ● ● ● ● ● ● ● A GPA of 2.5 or higher Demonstrated financial need Demonstrated leadership ability or potential Demonstrated community involvement both on and off campus Program objectives are to: Support scholars as they continue at Augsburg Frame the questions: Who am I? Where do I belong? What are my gifts? How can I best serve the world? Assist in discerning vocation Prepare for life after Augsburg: career planning and implementation Scholars who successfully complete program requirements are eligible to continue with the program each successive year until graduation. LGBTQIA+ Student Services Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, and Asexual (LGBTQIA+) Student Services works to improve the campus climate for all students, staff, faculty and visitors at Augsburg University by developing and supporting inclusive understandings of gender and sexuality, as well as fostering a community that honors and affirms the wholeness of all identities. LGBTQIA+ Students Services provides student advocacy and educational opportunities for the entire campus through a variety of programs and ongoing initiatives. Queer Pride Alliance; Queer Indigenous People of Color; Brave Space Trainings; the LGBTQIA+ Student Leadership Retreat, Queering Career series; and the LGBTQIA+ Newsletter offer learning and networking opportunities for the entire campus on issues around gender and sexuality. In addition, the department honors LGBTQIA+ and allied students, staff, and faculty each year during Lavender Celebration, where the recipients of the LGBTQIA+ Student Leadership Awards, the Augsburg Pride Award, Karen Neitge Scholarship, and LGBTQIA+ scholarship recipients are honored. For more information, visit www.augsburg.edu/lgbtqia. You can also find us on Facebook & Instagram at @augsburglgbtqia. Women’s Resource Center The Anne Pederson Women’s Resource Center at Augsburg University is located in Sverdrup Hall 207, offering a variety of programming for Augsburg students of all gender identities and a meeting place for students, faculty, and staff alike. It houses a Women’s Studies library, a seminar room for films and discussions, and a lounge space for studying, relaxing, and just hanging out. The Women’s Resource Center sponsors numerous programs and activities on topics such as sexuality education and sexual assault advocacy, as well as broader topics such as The Vagina Monologues, monthly film showings, and monthly brown-bag lunch discussions. The WRC’s largest event is the annual Koryne Horbal Convocation Lecture, which features women and men who speak about the many issues important to women’s, as well as everyone’s, lives. The center also regularly co-sponsors annual events for the Muslim Student Association’s Women in Islam Day and for Queer and Straight in Unity. The WRC is also the home of the Student Feminist Collective. We would love to support you as an intern or volunteer, or simply to co-sponsor your event! Contact us or friend us on Facebook to find out about upcoming events and other opportunities for participation. Student staff positions at the WRC are posted online with Human Resources as they become available. 41 Health and Fitness Center for Wellness and Counseling (CWC) CWC provides short-term personal counseling for students to discuss personal life challenges with professional mental health counselors in a confidential and supportive setting. Through counseling, students can name personal strengths and challenges, identify self-care and support resources, learn new relationship and coping skills, and increase awareness of values and choices. Counseling services to students include individual counseling, group counseling, assessment and referral to campus and mental health resources, educational workshops, and consultations in the case of concern for another student. Students bring many concerns to counseling, including stress, anxiety, depression, mood swings, relationship concerns, grief and loss, roommate issues, intimacy and sexuality, alcohol and other drug concerns, family issues, eating concerns, coming out and other sexual identity concerns, cultural identity, self-esteem, sleep difficulties, and other concerns. Professional counseling can help increase student academic success both by increasing the opportunity for increased self-understanding and personal growth, and by directly addressing potential barriers to academic success. CWC also offers health promotion activities and events to increase student awareness of health issues and support students in developing new behaviors for a healthier lifestyle, such as mindfulness events, stress management, and an annual Health Fair. Health promotion also includes an active group of peer health educators, Engaging Peers on Issues and Choices (EP!C) who are available to present an interactive alcohol education program to groups requesting the program. Health promotion also works with various campus organizations and student groups to foster positive change within the campus environment. Health Insurance Augsburg University does not require that students have health insurance, with the exception of international students and student athletes. If a student is not covered by a health insurance plan, they may contact the Center for Wellness and Counseling for more information on student health insurance plans. Health Clinic Services The university offers basic health care services to students through a contract with University Fairview Physicians – Smiley’s Clinic. These services are limited. For students without health insurance, Smiley’s Clinic provides certain clinic health services with a minimal co-pay at the time of the visit. Emergency services of any kind are not covered through the contract between Augsburg and Smiley’s Clinic. Students with health insurance can also access Smiley’s Clinic for a variety of clinic or other health services. A student’s health insurance provider will be billed for medical services and the student will be responsible for any co-pays or deductibles associated with their insurance. For more information regarding counseling, health promotion, health insurance, or health clinic services, call 612-3301707 or visit www.augsburg.edu/cwc. Fitness Centers Located on the lower level of Kennedy Center and Melby Hall the fitness centers are equipped with stationary bicycles, stair steppers, treadmills, and other aerobic workout machines. They include a weight room with universal and free weight systems. All staff, students, and faculty may use the centers; some hours are reserved for classes. International Student and Scholar Services (ISSS) ISSS is responsible for advising exchange students and degree-seeking international students. Members of the ISSS team serve as Designated School Officials (DSO) for the university’s F-1 student visa program and as Responsible Officer (RO) for the university’s J-1 student/scholar exchange program. A DSO ensures institutional and individual compliance with the law and government policies pertaining to F-1 students. The RO ensures institutional and individual compliance with the law and government policies pertaining to J-1 exchange students and scholars. ISSS advises students regarding the F and J regulations so that students maintain their immigration status while completing their academic programs. Examples of ISSS responsibilities include: 42 ● ● ● ● ● ● ● ● Advising students in all areas related to F and J immigration regulations Managing the recruitment, application, orientation, registration and advising for exchange students from our international partner schools Advocating on policy matters affecting international students Advising the International Student Organization Coordinating the International Student Mentor Program Providing intercultural competence training and mentoring for students, faculty and staff Implementing a mandatory international student orientation program each semester Making referrals and providing guidance on issues related to health insurance, taxes, banking, and acquiring a driver’s license, MN State ID or social security card Special Academic Programs Center for Global Education & Experience (CGEE) Study abroad and away (in the USA) at Augsburg aims to provide students the skills needed to be successful in today’s highly interconnected world. The university’s mission states, “An Augsburg education is defined by excellence in the liberal arts and professional studies guided by the faith and values of the Lutheran Church, and shaped by its urban and global settings.” This strong commitment to a global perspective provides the foundation to include study abroad or away in every student’s degree program. Using an experiential education model that focuses learning on social justice issues, Augsburg’s own CGEE programs challenge students academically and personally to become “informed citizens, thoughtful stewards, critical thinkers, and responsible leaders.” In addition to the following programs, students have over 200 programs in over 60 countries, including the United States, from which to choose in order to meet their curricular and personal needs. CGEE is the front door for students and faculty interested in study abroad and away, and provides advising on program options, finances, and academics. Services provided through CGEE: ● ● ● ● ● Study abroad and away program selection advising Financial and academic advising Pre-departure and re-entry support, including career integration Program coordination for semester and short-term programs Faculty resources to globalize courses at home and abroad In addition to the services and programs listed above, CGEE works with the entire campus to increase the breadth and depth of global and experiential education within the curriculum, in our campus life and to engage the community surrounding the campuses in the Twin Cities and Rochester, across the United States, and the world. Students can study a variety of disciplines in a wide variety of countries. For example, students have the opportunity to examine Environmental Sustainability in the USA, study social work and education in Mexico, study social change in Central America, carry out business simulations in Norway and Germany, intern with community organizations in Northern Ireland, do an internship in Namibia, do ecological field study in the Galapagos Islands, take organic chemistry in England, or gain fluency in a foreign language in many countries around the world. Programs vary in length from one week to a year abroad. In addition to the Augsburg CGEE programs (Augsburg shortterm faculty-led, Augsburg in Central America, Mexico, and Southern Africa, and Exchange programs), students can choose from Augsburg Affiliate Programs. Attend a virtual information session to learn how you can study abroad or study away in the USA.: studyabroad.augsburg.edu. 43 Augsburg in Central America, Mexico and Southern Africa The purpose of Augsburg’s CGEE programs in Central America, Mexico and Southern Africa is to provide transformative international and intercultural educational opportunities in order to foster critical analysis of local and global issues so that personal and systemic change takes place leading to a more just and sustainable world. Students on Augsburg’s signature programs experience three distinct types of living situations: living with other students in a community house, spending several days in a rural setting, and living several weeks with host families in urban settings. In the Southern Africa programs, students travel together on two-week seminars—Namibia to South Africa. Scholarships are available. Augsburg in Central America Peace, Justice, and Community Engagement (Guatemala, El Salvador, and Costa Rica) – Fall or Spring This is an intensive semester of study and regional travel designed to introduce students to the key issues facing Central Americans. Students will explore the history, culture, and struggles of the people of Central America in this provocative and inspiring experience that develops Spanish language skills while immersing participants in the lives of host families, urban and rural communities, and grassroots organizations dedicated to work on issues related to conflict, US foreign policy, gender, and economic and social justice. Students spend the first eight weeks of the program in Guatemala, travel to El Salvador for two-weeks, and spend the final six weeks in Costa Rica. See a full program description on the program website. Augsburg in Mexico Language and Culture in Mexico—Summer CGEE offers four, 3 1/2 week sessions (blocks) focusing on Spanish language and Mexican culture in which students can take one course per session, and take up to five courses throughout the summer. Students can complete their full Modern Language requirement in just 7 weeks. Students can also take Spanish (beginning to advanced, including Spanish for Healthcare Professionals, Heritage speakers, and Ministry). Seven-week Internships are available in a number of disciplines (e.g., business, communications, religion, and more). This community-based program includes homestays, a trip to Mexico City, the pyramids of Teotihuacan, optional weekend excursions, and numerous guest speakers designed to help students learn about history, culture, and contemporary struggles for peace, justice, and human rights. See a full program description on the program website. Medical Spanish and Clinical Observership in Mexico – Summer With a growing Spanish-speaking population in the United States, there is a critical need for our future medical professionals to understand the language in order to better serve their patients. With CGEE’s summer Medical Spanish and Clinical Observership program, students will focus on Spanish language and Mexican culture in a medical context. Students take a specialized language course, Spanish for Healthcare Professionals, taught by a bi-lingual Mexican Physician. In addition, we are able to place students in a Clinical Observership, for practical real-world experiences. See a full program description on the program website. Liberal Arts, Migration and Social Change– Fall and Spring In this experiential, community-based program, students will cross borders constructed by language, nationality, race and ethnicity, gender, sexuality, socioeconomic class, religion, politics, and economics. Students are immersed in various Mexican realities by meeting directly with people of diverse backgrounds, gaining essential skills for future academic and professional pursuits. This is an excellent program for those who also need to meet General Education Requirements. Students can satisfy general education requirements in Natural Sciences (with a lab), Social Science, Humanities, Recreational Wellness, and Language. There are also internships and independent study options available. See courses listed in the other Augsburg CGEE in Mexico fall and spring programs for specific enrollment options. See a full program description on the program website. Communication and Media Studies: Migration & Social Change in Mexico — Fall The mission of this program is to develop socially-conscious media professionals equipped for the challenges of modernday media, including responsible journalism on critical issues such as (im)migration and the environment. Through 44 hearing stories from those traditionally marginalized by society such as migrants, deportees, immigrant returnees from the U.S. and Canada, indigenous people, women, LGBTQ people, and low-income people, participants will engage deeply with critical issues facing the U.S. and Mexico and will learn to look through the intersectional lenses of people from diverse cultural backgrounds. Courses available in Communication Studies, New Media Studies, and Film. Practica and internships are also available, as well as courses fulfilling general education requirements. See a full program description on the program website. Student Teaching for ESL and Special Education —Spring Based at Augsburg's study center in Cuernavaca, Mexico, this program provides the opportunity for undergraduate and MAE students to complete part of their ESL student teaching hours in Mexican schools. See a full program description on the program website. Social Work in a Latin American Context—Spring This program was created to satisfy the curricular requirements for the Bachelor in Social Work degree program. Its goal is to develop cross-culturally competent, ethical social work professionals with a global perspective by providing a semester of transformative, experiential learning focused on social and economic justice. It includes Spanish language study and social work courses. Social work field experience is also available for qualified students. Students live with Mexican host families for six weeks. All students are expected to take SWK 294 as a core course. Other course offerings include SWK 295, SWK 316, a field placement in social work, and the choice of one Spanish course from 16 different options (including SPA/ART 231, which meet the LAF in Fine Arts). A Recreational Wellness course (Latin Dance) is also available. Prerequisites: Approval of the Social Work Department and one college-level Spanish course or the equivalent highly recommended. Students may choose to study Spanish in Mexico during the month of January prior to the start of the semester. See a full program description on the program website. Augsburg in Southern Africa Nation-Building and Decolonizing the Mind: Southern African Perspectives (Namibia and South Africa)—Fall or Spring This program examines the crucial issues of nation-building, globalization, and decolonizing the mind, from the perspectives of the new democracies in southern Africa. Namibia won its independence in 1990 after decades of apartheid under South African colonization. South Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges posed by today’s world—rapid globalization as well as under- and unequal development. Decolonizing the mind is a long-term project. The program includes seminars in Johannesburg, Eastern Cape, and Cape Town, South Africa. Available courses are: HIS 327, POL 353, RLN 376, ENV 100 and POL 354. Internships are also available in eight different departments, and a Recreational Wellness course (Yoga) is also available. See a full program description on the program website. Exchange Programs The Center for Global Education & Experience partners with universities around the world to provide semester and academic year exchange opportunities to students. Currently, Augsburg has active exchanges in China, Greece, Hong Kong, Japan, Lebanon, Norway, South Korea, and the United Kingdom. Diverse disciplines are available and all coursework is in English, with the opportunity to study the host country language. Travel grants are available for these programs. For further information on these programs and scholarships visit the CGEE website. Short-term Faculty-led Programs Faculty-led programs in winter break, spring break, and summer offer opportunities to take a course abroad or elsewhere in the US with an Augsburg professor and other Augsburg students. Program travel length ranges from eight days to five weeks and offerings change annually. Scholarships are available for some programs. 45 Augsburg Affiliate Programs The Center for Global Education & Experience maintains a robust portfolio of affiliate programs to enhance the offcampus offerings available to Augsburg students. These programs allow Augsburg students to study in disciplines and locations that lie beyond CGEE’s signature, exchange and short-term faculty-led programs. A limited number of spaces are available on these programs. Therefore, we ask students to also choose an alternate program from the Augsburg CGEE and Exchange program portfolio. Application Process In order to Study Abroad or Away, students should follow these steps: ● ● ● ● Attend an information session (in person or online). Research programs . Discuss with others. Talk to faculty and staff advisors about how courses fit into your major or general requirements. Talk with Student Financial Services staff about payment options. Talk with family members and other staff on campus you work with (such as CLASS or TRiO advisors) Apply by the deadline. Application Deadlines October 1 - Spring semester and winter-break faculty-led programs November 1 - Spring-break faculty-led programs February 1 - Summer Session faculty-led programs March 1 - Fall semester and other summer programs Students applying to Affiliate programs must meet the Augsburg application deadlines above, but also complete the affiliate application. Affiliate program deadlines and eligibility requirements vary; students must meet all deadlines and eligibility requirements set by their programs. Academic Requirements and Credit Students automatically fulfill the Augsburg Experience requirement when they participate in approved study abroad and study away programs. Courses taken off-campus can also fulfill graduation requirements including major, minor, language, Liberal Arts Foundation, Recreational Wellness, Honors, and internship requirements. The application process includes a required Course Equivalency Form, where students list the courses they want to take on their program and obtain approvals by faculty mentor(s), a Registrar’s Office representative, department chairs or other assigned faculty to meet the course equivalencies. Credits, Grades and Residency ● ● ● ● ● Students studying off-campus for a semester/year must take a full load of credits. Students must take courses with traditional A-F grading (P/LP/N is not permitted). Grades received on affiliate and most exchange programs are reported as transfer credit on the transcript, and thus are not factored into the GPA. A grade of “C-” equivalent or higher must be received for the credit to transfer to Augsburg. Courses taken on off-campus programs during the senior year meet the Augsburg residency requirement since students remain enrolled at Augsburg while on their programs. Eligibility Following are Augsburg University’s requirements for Study Abroad and Away: ● ● ● Students must have a minimum 2.00 GPA at the time of application. Some programs/courses may require a higher GPA. Students must be at sophomore, junior, or senior standing when they participate in the program. Short-term, faculty-led programs may allow participation as a first-year if the student receives approval from the faculty-leader and if space allows. Transfer students must complete one semester at Augsburg before studying off campus. 46 ● ● Students must be in good academic and social standing. Students placed on academic or disciplinary probation after admittance to an off-campus study program may be withdrawn from the program. In that case, the student is responsible for all non-recoverable program costs incurred. Students must resolve any outstanding balances on student accounts before studying off campus. Note: Students applying to short-term faculty-led programs who meet the above criteria are accepted to these programs on a first come, first served basis. Space is limited, so early application is recommended. Costs and Financial Aid The cost of semester off-campus study experiences vary from program to program. Augsburg University pays program fees on the student’s behalf and then bills the Augsburg student account. This allows students to apply their regular financial aid to their off-campus study program costs. Program fees generally include tuition at Augsburg’s rate, housing, international health insurance, some meals, excursions, and off campus study fees. Expenses such as airfare, personal travel or souvenirs, books, and other expenses are not included in the price of semester programs. To assist students with good financial planning, the Study Abroad and Away team partners with Student Financial Services to create a cost estimate for each student considering a semester, academic year, or long summer program. Cost estimates include both program fees billed to a student account as well as out-of-pocket expenses. They also include an estimate of students' financial aid that can apply toward the program costs. Students should talk to the Study Abroad and Away team about additional scholarships that are available for semester and academic year programs. Students who receive financial aid, loans, scholarships, and/or grants to study at Augsburg can use that entire package to pay their off-campus study program costs. Institutionally-funded aid (e.g., President’s, Regents’, Legacy, Promise, and other Augsburg gift aid/scholarships, and tuition benefit) may be used to study off campus multiple times on Augsburg programs but only once for an Affiliate program. Be aware that certain restrictions apply. The program fee for short-term faculty-led programs typically includes tuition, meals, airfare, ground transportation, and interpretation/translation services. However, students on winter and spring-break programs pay no additional tuition beyond comprehensive spring semester tuition. These costs are on top of any semester/year tuition charges. Some scholarships are available, but are limited for short-term programs. Students may use loans to fund the additional cost of these programs. Students are required to attend the information session and read the advising handbook for any updates to scholarships and financial aid policies. Students are required to notify CGEE immediately if they choose to withdraw from their off-campus study experience after being accepted. When we receive notification, non-recoverable costs and a cancellation fee will be assessed and charged to the student account. Depending on when the notification of withdrawal is received, students may owe only the cancellation fee; or they may owe the off-campus study fee, the deposit, or a percentage or all of the program fee. Students are also subject to the cancellation and refund policies of their affiliate program provider, if applicable. Scholarships The Center for Global Education & Experience offers a range of scholarships and financial aid to students with demonstrated financial need and whose participation in a semester or summer academic program contributes to a community of co-learners that values a variety of cultures and backgrounds. ● ● ● CGEE Travel Grant. Augsburg students automatically receive a $1,500 CGEE Travel Grant on our Semester programs at our sites in Central America, Mexico and Namibia/Southern Africa, or a $1,000 CGEE Travel Grant on our exchange semester programs. The CGEE Inclusion & Access Scholarships are for students who have not traditionally been represented in study abroad, specifically students of color, students with disabilities, LGBTQIA students, veterans, first generation students, and those with financial need. Awards up to $2,000. Summer Discount: Students who participate in one or more sessions in Mexico will receive a $400 discount per course/session. 47 ● Global Affiliate Scholarships are also available. These scholarships generally ranging from $500-$5000 are provided directly through our affiliate partner programs. Accessibility CGEE and the Center for Learning and Accessible Student Services (CLASS) work closely with students with disabilities to assist them in ensuring that reasonable accommodations are made while studying off-campus. Nevertheless, students are responsible for requesting accommodations as far ahead of departure as possible, ideally as early as program selection. Some accommodations cannot be effectively arranged if requested on short notice. In addition, students should be prepared for the fact that disability is culturally defined differently around the world. Attitudes toward disability and levels of accessibility can vary greatly from country to country. The Americans with Disabilities Act mandates equal access to university-sponsored programs and services to students with disabilities. However, providing access by US standards can present unique challenges in international settings. The expectation on the part of US students and US institutions is that reasonable accommodations will be made. Depending on the country and culture, there may be different ways to define accessibility and different expectations in terms of accommodations that can or should be made. To start exploring accommodations for off-campus study, schedule an appointment with CLASS. Continuing Education Program The mission of Augsburg University's continuing education program is to provide working adults with lifelong learning opportunities that will enable them to continue to grow personally, professionally, and spiritually in their homes, workplaces, and communities. The program strives to meet the needs of the community by offering credit and noncredit programs consistent with the mission of Augsburg University. Programs are developed through collaborations between academic and administrative departments of the university and community organizations. These collaborations have included the Departments of Business, Biology, Education, Nursing, Religion, Social Work, the Center for Leadership Studies, Institutional Advancement, and organizations including Minneapolis and St. Paul public school districts, Minnesota Department of Education, and the Midwest Regional Office of the College Board. Augsburg University is a Lifelong Learning Partner with the ELCA. Honors Program The Augsburg Honors Program offers an adventurous education where students with a passion for ideas can be their best. We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education. Augsburg’s Honors Program is unlike any other honors program in the nation because it gives students the resources and freedom to build their own ideal higher education. Students have the opportunity to create their own courses, edit and write for the Honors Review of Undergraduate Scholarship, belong to an Honors House, and learn through small reading groups, research projects, and travel around the world. Each Honors course has been specifically created for Honors students, and includes a challenging “signature experience” such as writing a play, putting great books on trial, or attending music, theater, and art performances. Honors courses bring in professors from several different departments so students can learn from talented professors teaching their specialties. For information, contact Maheen Zaman, Honors Program Director, at zamanm@augsburg.edu. Also see the Honors Program in the departmental pages of this catalog. Inter-Institutional Programs Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs. 48 Cooperating Libraries in Consortium (CLIC) Through CLIC, the Twin Cities private college’s library consortium, the Augsburg community has direct access to more than 2.5 million volumes and media resources of the 14 libraries. Associated Colleges of the Twin Cities (ACTC) Full-time Day students at Augsburg University, Hamline University, Macalester College, St. Catherine University, and the University of St. Thomas may elect to take one course each semester (fall and spring) at one of the other campuses. No additional fee is required for such an exchange, except for private instruction in music or approved independent studies. Exchange courses are not transfer courses, and thus courses taken through ACTC are considered Augsburg University courses and do not impact the residency requirement. The permanent record of courses for which an Augsburg student has cross-registered is kept in the Registrar’s Office at Augsburg University, not at the host ACTC institution. Students may elect to participate in the cooperative program to gain new perspectives, to get better acquainted with the other schools, or to undertake a specific course or major not offered on the home campus. AU/Rochester programs are not part of the ACTC consortium, and students in those programs may not register for ACTC courses or complete ACTC majors under the terms of the ACTC consortium agreements. Air Force ROTC AFROTC is a nationwide program that allows students to pursue commissions (become officers) in the United States Air Force (USAF) while simultaneously attending college. AFROTC classes are held on college campuses throughout the United States and Puerto Rico; students can register through normal course registration processes. AFROTC consists of four years of Aerospace Studies classes (Foundations of the USAF, Evolution of USAF and Space Power, Air Force Leadership Studies, and National Security Affairs/Preparation for Active Duty), and a corresponding Leadership Laboratory for each year (where students apply leadership skills, demonstrate command and effective communication, develop physical fitness, and practice military customs and courtesies). College students enrolled in the AFROTC program (known as “cadets”) who successfully complete both AFROTC training and college degree requirements will graduate and simultaneously commission as Second Lieutenants in the Active Duty Air Force. The AFROTC program is currently offered at University of St. Thomas, which has a crosstown agreement that allows Augsburg students to enroll in AFROTC and become full-fledged cadet participants. For more information on the AFROTC program, please review the St Thomas Air Force ROTC website or contact the Department of Aerospace Studies at the University of St. Thomas at (651) 962-6320. Army ROTC Augsburg Day students may participate in the Army ROTC program at the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. ROTC credits serve as electives at Augsburg. For more information, visit the University of Minnesota Army ROTC website. 49 Academic Policies and Procedures Registration Students must be officially registered for all courses for which they are participating. All registered courses will be reflected on a student’s AugNet Records and Registration page. Web registration through AugNet is the primary method of registration, although registration can be processed through the Registrar’s Office with a Registration Form in instances where online registration is not possible. Students are responsible for verifying the accuracy of their registrations. First-year students are required to meet with their academic advisor prior to registration for their first year. All other students are required to meet with their faculty mentor. As some courses are offered only in alternate years, students should also consult with departmental advisors when planning their academic program. Students with registration holds will be ineligible to register until the hold is cleared. The registration hold will appear as an alert on the student’s Records & Registration Welcome page. It will also be listed in an email that the student will receive several weeks before registration opens. Registration holds can be placed for a variety of reasons by a number of offices. Some examples of reasons are unsatisfied academic requirements, unpaid student balances, missing immunization forms, unmet financial aid requirements, and overdue library books. Another possible reason for a registration hold is an overdue missing official transcript from another institution. Typically, the "Transcript Not Received" hold is a result of an official transcript on file showing in-progress coursework. Such transcripts need to be replaced with an official, final transcript in order to verify that the in-progress courses were dropped, withdrawn from, and/or graded. Upon receipt, the updated, official transcript will be evaluated for possible credit. Specific registration dates and deadlines for each semester are listed in the Academic Calendar. Students who are missing prerequisites for a course may be eligible for a prerequisite waiver if, after discussion with the course instructor, the instructor determines that the prerequisite learning objectives have been met. Students who believe they have already completed the prerequisite in question should contact the Registrar’s Office at 612-330-1036 or registrar@augsburg.edu. The following registrations cannot be completed online and must be processed with a Registration Form: ● ● ● ● ● THP courses (Theater practicum courses) 100-level MUP courses (Variable-credit music lessons) Independent Study and Directed Study (Independent Study form available on the Registrar’s Office webpage) Internships (Internship Registration form available on the Registrar’s Office webpage) ACTC courses (Course listings are available online through each ACTC institution and should be checked to verify the correct meeting times and room assignment.) Credit Loads Full-time day students normally register for 16 credits each semester. Students in the AU/Rochester programs typically register for 4-8 credits each semester. Students registered for 12 or more credits in a semester are classified as full-time students. Students registered for at least 6 credits are classified as half-time students. To register for more than 19 semester credits, students must petition the Student Standing Committee unless the following apply: Students with a cumulative GPA at Augsburg of 3.00 or greater may take a total of 20 semester credits without petitioning; students with a cumulative GPA at Augsburg of 3.50 or greater may take a total of 22 semester credits without petitioning. All overload registrations must be done through a Registration Form. (Note: For students in the Day program there is an additional tuition charge for course loads over 19 semester credits. This includes combining the credit load from both the DAY and AU programs. Auditing classes over the 19 semester credit limit will also incur a tuition charge.) 50 Non-Attendance/Non-Participation Policy Attendance/participation in class is important for academic success and financial aid. Therefore, students are dropped for non-attendance/non-participation after the 10th business day of the term if reported by the instructor and billed a Failure to Withdraw Fee of up to $300. Students are ultimately responsible for dropping classes if they no longer plan to attend/participate. Students who have been dropped and wish to re-enroll must submit an Academic/Financial Petition. Internship Registration A complete step-by-step guide is available on the Strommen Center website under the Internships & Augsburg Experience section. International students completing an internship will follow steps outlined on the Strommen Center website under the International Student Internship Registration section. Registration of internships for credit consists of the following steps: ● ● Students must register the internship for the academic term that coincides with the internship experience. Complete the online Internship Site Agreement form and the Internship Registration Form found on the Strommen Center website under the Internships & Augsburg Experience section. The following signatures must be secured prior to the start of your internship. o Faculty Signature: If registering your internship for academic credit you will need to find a faculty member willing to supervise and approve the internship based on major discipline requirements. o Department Chair Signature: Requires approval that the proposed internship experience meets the major discipline requirements. o Strommen Center Signature: Requires staff to review important university-wide internship information and ensure all required documents have been submitted. Once the completed internship registration form is submitted to the Enrollment Center, additional requirements to receive credit for an internship include: ● ● ● Watch a short video about successful internships on the Strommen Center website under the Internship Registration Guide section. Complete the Learning Goals Form on the Strommen Center website under the Internships & Augsburg Experience Requirements section. Copies of the completed form are emailed to the student, their faculty supervisor, and the Strommen Center. Academic assignments (journals, reflection papers, projects, etc.) as determined by the faculty supervisor and/or department guidelines. Final evaluations are sent at the end of the semester. The student and the site supervisor will each complete an evaluation of the student’s internship experience. Results are emailed to the student and the faculty supervisor. Dropping or Withdrawing Courses may be dropped or withdrawn online through AugNet Records and Registration or with a Registration Form. For drop and withdrawal deadlines see the Academic Calendar. Crossover Registration Undergraduate students are enrolled in a home program (DAY, AU, ROCH) and may register online for fall and spring semester courses outside of their home program based on course availability and subject to the restrictions listed below. Students have registration priority in their home program. Students are charged the tuition rate of their home program for crossover courses. DAY Program Students - Juniors and Seniors (based on earned credits) are permitted to crossover into AU courses without special permission. - Pay the overload fee for any credits over 19 in their combined DAY/AU load each semester. AU Program Students - Are permitted to crossover into DAY courses. 51 ROCH Program Students - Are permitted to register for AU courses as soon as their registration windows open and do not have to wait until Crossover Registration begins. Graduate Courses Students must have completed an undergraduate degree and be admitted to a graduate program before taking graduate level courses from that program. Exceptions are made for approved courses in the Department of Nursing, the joint BA Accounting/MAL program, the Master of Business Administration, and the Master of Fine Arts in Creative Writing. Undergraduate students enrolled in graduate courses will pay their standard undergraduate rate for those courses. Any student enrolled in an Augsburg graduate level program wishing to take an undergraduate course will pay their program's graduate rate for those courses. Evaluation and Grading Evaluation of academic performance is based on letter grades using an A ‐ F scale. Student achievement in courses is measured by final examinations, shorter tests, written papers, oral reports, and other types of evaluation. Most courses are offered with grading options—traditional grading on an A - F scale or the Pass/Low Pass/No Pass grading system. Explanation of grades: Grade A AB+ Grade Points 4.00 3.67 3.33 B 3.00 BC+ 2.67 2.33 C 2.00 Description Excellent Undergraduate: Good Graduate: Satisfactory Undergraduate: Satisfactory Graduate: Unsatisfactory C1.67 D+ 1.33 D 1.00 Poor D0.67 F 0.00 Failure P 0.00 Pass* LP 0.00 Low Pass** N 0.00 No Pass *The letter grade equivalent of a P grade is a C- / 1.67 or higher for undergraduate courses and a B / 3.0 or higher for graduate courses. **The letter grade equivalent of an LP grade is a D-, D, or D+ for undergraduate courses. It is not used for graduate courses. Pass/Low Pass/No Pass Grades Students who choose the P/LP/N option are cautioned: ● ● In order to receive a grade of P, a student must achieve at least a grade of C-. An LP grade requires achievement of at least a D-. Some graduate and professional schools do not look favorably on a large number of P-graded courses, or rank each as a C. 52 ● ● The maximum number of semester credits with P or LP grades that may be applied to graduation is 24 semester credits. Students may apply no more than eight semester credits with P or LP grades toward a major and no more than four semester credits with a P or LP grade toward a minor unless otherwise specified by an academic department. Departments with major or minor programs that allow a different number of P-graded credits have defined those limitations along with their major and minor requirements in the catalog. Certain courses have restrictions and are offered on one grading system only (e.g., lifetime wellness courses are graded only P/LP/N). In courses where there is a choice, students will be graded on the traditional system unless they indicate they wish to use the P/LP/N grading option. Students may submit a request to change a grade to P, LP, or N by the deadline published in the Academic Calendar. Course instructors will not be notified of the request. The Registrar's Office will manually change the earned letter grade to P, LP or N after final grades are posted. Incomplete (I) Grades Incomplete grades (I) are to be given only in the case of extreme emergency (e.g. illness, family emergency, death in the family, military commitment). Faculty must submit the grade that the student has earned at the end of the semester, even if the student has requested an incomplete. Once an Application for Incomplete Grade has been received and approved by the Registrar’s Office, the grade will automatically be replaced with an I grade. At the end of the time allotted for the incomplete, which is determined by the faculty member in consultation with the student but must not exceed the time period described below, faculty must send an email to registrar@augsburg.edu to indicate the grade the student earned. If no grade is sent by the incomplete deadline, the I grade will be converted to the previously entered grade. To receive an incomplete, a student must be making satisfactory progress in the course and have completed 60% (or more) of the course requirements at the time the petition is filed. Incompletes are granted at the instructor's discretion. If granted, the deadline for completion of the work is no more than eight weeks after the last day of classes in the session in which the course is offered. The instructor may extend the due date beyond the eight weeks if the student requests an extension and special circumstances warrant the extension. The application for an incomplete must be signed by the student, the faculty member, and department chair. (Email approvals are considered the equivalent of a signature.) In rare or extraordinary circumstances, the dean may approve a longer extension. Extension (X) Grades Internships, independent studies, and directed studies may sometimes last longer than one semester. When this is the case, they must be completed by the grading deadlines within one year from the beginning of the semester of registration. A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that students given X extensions will continue to communicate with their instructor and demonstrate that satisfactory progress is being maintained. A final grade will be issued at the end of the semester in which the work is completed and evaluated (but not longer than one year). An instructor has the right to not grant an extension where satisfactory progress is not demonstrated. If the course is not completed, a grade of F will be assigned. Withdrawal (W) Grade A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a W grade and before the last day to withdraw. Withdrawals negatively impact credit completion rate but do not negatively impact the grade point average. Repeated Courses A course in which a grade of F, FN, D-, D, D+, C-, or N has been received may be repeated for credit, including topics courses with the same course number. Courses in which higher grades have been earned may not be repeated for credit and a grade, but may be audited (exceptions are made for academic programs with minimum grade requirements of a C+ or higher or other catalog policies that require a course to be retaken). All courses taken each semester and grades earned, including W and N, will be recorded on the academic record. 53 A course may only be repeated at Augsburg University one time. A student who wishes to repeat a course more than one time must petition the Student Standing Committee. If approved to take a course more than twice, a student will not receive financial aid for a course that has been previously passed twice. If a course is retaken, the highest grade earned for the course will be counted in the grade point average and for graduation purposes. All attempts will, however, remain on the student’s transcript. Auditing Courses Students who wish to take courses without credit or grade may do so by registering for Audit (V) on a space-available basis. Full-time Day students will be charged an audit fee if their total credit load is over 19 credits. The charge to audit a course is $1,000 for part-time DAY/AU/ROCH students. The signature of the instructor is required to register an audit. Students who audit a course should confer with the instructor within two weeks of the beginning of the term to determine expectations, attendance, and any other requirements. If expectations have been met, the course will be listed on the transcript with a V grade. If expectations have not been met, the course will be listed with a grade of W. Audited courses do not count toward graduation and do not fulfill general education requirements. Grade Point Average The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade points for work transferred from other institutions. The formula for calculating the GPA is as follows: GPA = Total grade points divided by number of credits attempted with A to F grades assigned. The following grading symbols are not included in the GPA calculation: Symbol Explanation Fall 2017 to Present: Pass, C- or higher undergraduate or B or higher graduate work; P Prior to Fall 2017: Pass, 2.0 or higher undergraduate or 3.0 or higher graduate work LP Low Pass, D-, D, or D+ achievement (undergraduate courses only) S Satisfactory N No pass, no credit V Audit, no credit W Withdrawn I Incomplete X Extension, incomplete IP In progress R Repeat GRT Credit granted Required lab component (a credit-bearing grade was earned in the corresponding L lecture course) NG Not graded, no credit Assessment of Student Learning The faculty at Augsburg University is actively engaged in research about student learning and the efficacy of the curriculum. To support such assessment of student learning activities, faculty may collect student work for evaluation beyond grading. Any information or student work collected will be treated confidentially; the student's identity will not be public information. Students who do not want their work collected for assessment purposes can opt out by contacting Office of Academic Affairs. 54 Classification Students are classified when grades are posted at the end of each semester. Classification is based on the number of semester credits completed/earned. Classification First Year Sophomore Junior Senior Completed Semester Credits 0 – 27.99 28 – 59.99 60 – 91.99 92 or more Academic Status Changes Change of Program Students may apply to change their “home program” by completing a Change of Program form. Applications are reviewed by a committee. If approved, the change will take effect for the following semester. Changes are limited to once each academic year. A Change of Program form must be submitted before the semester begins. Withdrawal from University Students are urged not to abandon courses for which they are registered because this will result in failing grades on their official academic record. If necessary, students should instead submit a Withdrawal from University form. The deadline to file a Withdrawal from University is the last Friday prior to finals week. Withdrawal from University and any consequential adjustments in accounts are effective as of the date the Withdrawal from University form is submitted to the Registrar’s Office. Students must be submit an Application for Readmission to re-enroll. Students are responsible for keeping the Registrar’s Office informed of their current mailing address while away. Leave of Absence (DAY Program Students) Students in the Day Program may apply for a Leave of Absence for one semester. The Leave of Absence allows continued access to Augsburg email and AugNet Services. If a student on a Leave of Absence does not register for the subsequent semester, the student’s file will be deactivated and the student must submit an Application for Readmission to re-enroll. The deadline to file a Leave of Absence form is the end of the drop/add period at the start of each semester. Term Off (AU/ROCH Program Students) Students in the AU/ROCH Programs may take up to two semesters off and have continued access to Augsburg email and AugNet Services. If a student is not registered after the 10th business day of the third semester, the student’s file will be deactivated and the student must submit an Application for Readmission to re-enroll. Military Called to Active Duty Augsburg University will allow students to withdraw from courses without penalty if they are called to active duty. This shall include a 100 percent refund of tuition and fees for dropped/withdrawn courses upon verification of call to active duty. Students must submit an Academic/Financial Petition and provide a copy of their orders to the Registrar’s Office. If the student is called to active duty after the deadline to drop a course, the Registrar’s Office will place a W for the course(s) along with a notation on the transcript that the student was called to active duty. This is to assist the student with any financial aid complications that may arise and also indicate that the withdrawal was outside of the student’s control. Alternatively, the university supports faculty in enabling students who are called to active duty and have substantially completed a course, to assign a grade based upon the coursework completed, or to work out an incomplete agreement. Students who are able to complete some of their courses would have their refunds adjusted to reflect this. Students who are being placed on active duty should contact the Registrar’s Office so the university can notify all parties and aid in this process. 55 Student Standing Committee The Student Standing Committee is a standing committee of the university that reviews requests for exceptions to academic and financial policy. Representatives from the faculty, Academic Advising, Registrar’s Office, Student Financial Services, and Student Affairs serve on the committee. Academic / Financial Petitions Students who wish to request exceptions to academic and financial policies should carefully review and complete the Academic/Financial Petition. Petitions must be submitted within 6 months from the end of the semester of the deadline being petitioned. The Committee typically meets to review petitions and Applications for Readmission every other week during fall and spring semesters and once each month during the summer semester. Satisfactory Academic Progress (SAP) Suspension Appeals Students who have been academically suspended have the right to appeal their suspension to the Student Standing Committee. Applications for Readmission Students seeking to re-apply to the university after being placed on academic probation or academic suspension must submit an Application for Readmission for review by the Student Standing Committee. Catalog Applicability Active Students (Registered, Leave of Absence, Term Off) ● May elect to satisfy the general education and departmental requirements outlined in the catalog in effect during their first semester of enrollment or any of the subsequent catalogs in effect while an active student. Inactive Students (Withdrawn) ● ● Three or Fewer Years Away o Inactive students who are readmitted after three or fewer years away (nine semesters, including summers) may elect to satisfy the general education and departmental requirements outlined in the catalog in effect during their first semester of initial enrollment or any of the subsequent catalogs in effect while an active student. More than Three Years Away o Inactive students who are readmitted after more than three years away (10 or more semesters, including summers) must complete the general education and departmental requirements of the catalog in effect at the time of re-enrollment or any of the subsequent catalogs in effect while an active student. Second Majors and Degrees Students with an existing baccalaureate degree from Augsburg or another institution may enroll to complete an additional major(s) or minor(s). Students will not be awarded a second degree unless it is different from the original degree awarded (BA, BM, BS). Students cannot earn multiple degrees for the same major, though it is possible to earn multiple degrees from the same academic department if the majors are distinct. For example, a student cannot earn both a BA in Computer Science and a BS in Computer Science, but may earn a BS in Computer Science and a BA in Computational Philosophy. Evaluation of Transfer Credit The evaluation of transfer credits is completed by the Registrar’s Office and is based on a student’s official transcript(s). Credit is granted for college-level coursework completed at regionally accredited institutions with a grade of C- or better. Credit from non-regionally accredited institutions may be approved if there is a transfer agreement in place or by petition. 56 Courses that may be developmental, professional, or occupational in nature are evaluated on a course-by-course basis in collaboration with faculty from corresponding or similar departments. Augsburg does not grant transfer credit for continuing education units (CEUs). Competency credits and exam credits issued by another institution will be evaluated on an individual basis. The Registrar’s Office evaluates coursework for credit and for applicability toward Augsburg's Core Curriculum requirements. Academic departments are responsible for evaluating the applicability of coursework toward a student’s major or minor. The university requires that certain courses and a minimum number of credits be taken at Augsburg. (Refer to the Graduation section of the catalog.) Transferred coursework with the Augsburg equivalents and evaluator comments are captured on the Transfer Credit Evaluation found in Records and Registration. Credits accepted in transfer are reported on the student’s transcript. Grades and grade points from other institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average. Students should consult with their academic advisor, faculty mentor, and the Registrar’s Office before taking courses at other institutions to ensure compliance with transfer credit policy and residency requirements. Additional resources about transferring credit are available on the Registrar’s Office website. Definition of Official Transcript Official transcripts are marked with institutional security features, date, and appropriate signature. Augsburg University accepts official transcripts directly from another institution’s Office of the Registrar or a secure authenticated designated party. The transcript must arrive at Augsburg University in an envelope sealed by the issuing institution or via an encrypted electronic method (adapted from AACRAO, 2018). Minnesota Transfer Curriculum Completion of the Minnesota Transfer Curriculum (MnTC) will satisfy Augsburg’s Liberal Arts Foundation requirements and will reduce the Search for Meaning requirement to one course (RLN 100 or RLN 300). Associate of Arts Degree / Bachelor’s Degree Completion of an Associate of Arts (A.A.) degree or a bachelor’s degree from a regionally accredited institution will satisfy Augsburg’s Liberal Arts Foundation requirements, reduce the Search for Meaning requirement to one course (RLN 100 or RLN 300), and will waive one of two Health and Wellness requirements. Note: Additional prerequisite coursework beyond the AA degree or bachelor’s degree may be required in some Augsburg majors. Students are advised to consult an academic advisor in the major department to discuss major requirements. Advanced Transfer Students Students who enter Augsburg with 52 or more semester credits accepted in transfer are considered Advanced Transfer Students. The Augsburg Core Curriculum will be adjusted for advanced transfer students as outlined below: ● ● ● Waiver of Search for Meaning II Waiver of Augsburg Seminar / Engaging Minneapolis Waiver of both Health and Wellness requirements All Augsburg Core Curriculum requirements not mentioned above remain unchanged for Advanced Transfer Students. Waivers for Advanced Transfer are determined at the time of initial entry into Augsburg and will not be granted for courses completed after initial enrollment. Transfer Credit for Military Experience Students are welcome to submit their military transcripts to the Registrar’s Office for transfer credit evaluation. A military transcript will contain credit recommendations from the American Council on Education (ACE) for training and courses completed in the US Armed Services. Augsburg will review a military transcript to determine if any of the credit recommendations contained within it meet transfer credit guidelines. 57 Army, Coast Guard, Marine Corps, and Navy records are maintained on a Joint Services Transcript (JST). Air Force records: Air University and Community College of the Air Force are regionally accredited institutions. Students should submit official transcripts from these schools during the admission process. Assessment of Previous Learning (APL) Program Augsburg University recognizes that learning can and does take place in many life situations. Some of this learning may be appropriate for credit recognition within the disciplines that comprise the academic program of a liberal arts college. The Assessment of Previous Learning program (APL) at Augsburg provides a means by which a student’s previous learning, other than that which is transferred from another accredited institution, may be presented for examination for possible credit toward the completion of a bachelor’s degree. Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such learning must meet two essential criteria: (1) it is relevant to coursework in a field of study within the Augsburg liberal arts curriculum, and (2) it can be objectively demonstrated either by comprehensive examination or committee evaluation. The APL program at Augsburg provides several means by which students may have previous learning assessed for credit recognition. The following is a brief description of each of these means of assessment: International Baccalaureate Program (IB) Courses earned from the International Baccalaureate program will be considered by the university for appropriate credit. IB exams may fulfill general education and/or major requirements. Credit granting guidelines are available on the Registrar’s Office webpage. Advanced Placement Program (AP) Augsburg allows students to earn credit for scores of 3, 4, or 5 on selected Advanced Placement tests. For some exams, a minimum score of 4 is required. AP exams may fulfill general education and/or major requirements. Credit granting guidelines are available on the Registrar’s Office webpage. The College Level Examination Program (CLEP) This is a series of standardized tests developed by the College Board that are offered to students for a small fee at regional testing centers. Students who score at or above the American Council on Education’s recommended score on an approved examination may receive academic credit for that subject at Augsburg University. CLEP exams may fulfill general education and/or major requirements. Credit granting guidelines are available on the Registrar’s Office webpage. DSST Exams DSST Exams are a series of standardized tests in college subjects that are comparable to the final examinations in undergraduate courses. Exams are offered at testing centers worldwide for a small fee. Students who score at or above the American Council on Education’s recommended score on an approved examination may receive academic credit for that subject at Augsburg University. Credit granting guidelines are available on the Registrar’s Office webpage. Minnesota Bilingual and Multilingual Seals and World Languages Proficiency Certificates Augsburg will award college credit to students with the Minnesota bilingual and multilingual language proficiency certificates. These certificates are awarded to graduating Minnesota high school students who demonstrate the required level of language proficiency on a language other than English. Steps to submit the seal to Augsburg are outlined on the Registrar’s website. The American Council on the Teaching of Foreign Languages These tests assess written and/or spoken proficiency in world languages. For a small fee, students can assess their level of knowledge in world languages to earn college credit and/or waive the modern language requirement. More information about eligibility and qualifying languages is available from Academic Advising. 58 Departmental Comprehensive Exams These are available for students to use in obtaining credit for previous learning if the following conditions are met: ● ● ● ● There is a departmental exam available for the subject area in question. There is a faculty member designated by the department to administer the exam. The Registrar approves the student’s request to take the exam. Credit for departmental exams is not computed in the GPA, and there is a charge per exam of $100 per semester credit. Portfolio Assessment Program This is a credit assessment alternative in which a faculty team completes a credit evaluation of a learning portfolio submitted by the student. The faculty team is composed of two faculty members from fields of study directly related to the student’s previous learning. Students who wish to prepare a portfolio of previous learning for credit assessment should consult the Registrar’s Office. In completing the evaluation of a student’s previous learning, the faculty team applies the following criteria: ● ● ● ● ● There is documentable evidence of a cognitive component in the previous learning experience that involved prescribed or systematic study of content material found within liberal arts coursework. The learning has been objectively verified by individuals in addition to the presenting student. The learning lends itself to both qualitative and quantitative measurement. The learning relates well to the student’s educational goals. The learning and skills involved are current and could be used at the present time. Students may apply for the credit assessment process after completing at least one term of academic work at Augsburg University with a cumulative Augsburg GPA of at least 2.50. It is strongly recommended that the process not be used when four or fewer courses remain for graduation. There is a non-refundable application deposit of $200 to initiate the credit assessment process for each course presented in a portfolio. An additional $200 is charged upon approval of each course. Credit granted by portfolio review is not computed in the GPA. Transcript credit will be recorded with the equivalent Augsburg course numbers as determined by faculty reviewers. Maximum Credit Accepted for Previous Learning While Augsburg University recognizes the validity of learning that takes place outside the traditional classroom, this learning must be placed in the context of formal study in campus-based liberal arts courses. Therefore, Augsburg allows a maximum of 32 credits (one-fourth of a bachelor’s degree) to be obtained through previous experiential learning. In compiling the 32 credits for previous experiential learning, the student may use any combination of the assessment processes available in the APL Program: AP, CLEP, IB, DSST, ACTFL, departmental comprehensive exams, and credit granted through portfolio assessment. Graduation Requirements Degree requirements include completion of a minimum number of credits, a major, the Augsburg Core Curriculum, a minimum GPA in major(s)/minor(s) and in total coursework, and residence. 1. Completion of 128 semester credits—No more than these maximums may be applied toward the 128 total semester credits required: o Eight semester credits by independent/directed study o 16 semester credits of internship o 24 semester credits with a grade of Pass (P) or Low Pass (LP) o Students may apply no more than eight semester credits with P/LP grades toward a major and no more than four semester credits with a P/LP grade toward a minor unless otherwise specified by an academic department. Departments with major or minor programs that allow a different number of P-graded credits have defined those limitations along with their major and minor requirements in the catalog. 59 2. Completion of 36 upper division credits (numbered 300 or above). 3. Completion of a Major—Requirements for each major are listed under the departmental headings. 4. Completion of the Augsburg Core Curriculum—Requirements for the Augsburg Core Curriculum are listed under the Augsburg Curriculum section. 5. Grade Point Average —Students must earn a minimum cumulative grade point average of 2.00. Additionally, all majors and minors require at least a 2.00 grade point average in coursework for the major or minor. Some academic programs require a higher grade point average or a specific minimum grade in each course. See the departmental section for details about the grade and grade point average for individual majors and minors. 6. Residence Requirement — A minimum of 32 semester credits must be completed at Augsburg or within the ACTC exchange program or study abroad/away through the Augsburg Center for Global Education and Experience. Senior Residence Requirement No fewer than 24 of the last 32 semester credits must be completed at Augsburg or within an approved exchange program. ● Transfer courses count against the senior residence requirement. Therefore, students are encouraged to complete transfer work prior to the final 32 credits for the degree. ● Assessment of Prior Learning (APL) credits -- including AP, CLEP, IB, DSST, ACTFL, departmental comprehensive exams, and credit granted through portfolio assessment -- are not counted against the senior residence requirement. Some departments have a minimum number of credits that are required in residence within the major or minor. Consult the departmental pages of this catalog for further information. The responsibility for ensuring that all degree requirements are satisfied rests with the student. Each student is required to file an Intent to Graduate application within the last 12 months of their program to confirm remaining graduation requirements. Application forms are available on the Registrar’s Office webpage. Faculty mentors, the Academic Advising staff, department chairs, and the Registrar’s Office are available for counsel and assistance in program planning. Students who enter an academic program with a bachelor’s or higher degree should contact the Registrar’s Office about specific requirements for a second bachelor’s degree or for the equivalent of a major. All degree and course requirements must be completed and verified in the Registrar’s Office in order for the degree to be conferred. There may be no incompletes or open courses on the academic record. Latin Honors Augsburg recognizes those students who have demonstrated exemplary academic achievement by conferring Latin honors upon completion of a bachelor’s degree. Students may also receive honors recognition for departmental honors and for participation in the Honors Program. (See individual department and program descriptions for details.) Qualification for Latin honors is determined as follows: Summa Cum Laude Magna Cum Laude Cum Laude 3.90-4.00 GPA 3.80-3.89 GPA 3.60-3.79 GPA To be eligible, a student must complete a minimum of 56 traditionally-graded credits at Augsburg. Visit the Registrar’s Office webpage for additional information. Commencement Though the terms are often confused, the words “graduation” and “commencement” carry different meanings. Graduation refers to the completion of all degree requirements. Students graduate when all requirements for the degree have been fulfilled, meaning that one can graduate at any point during the academic year provided that all requirements are complete. 60 Commencement is a ceremony. It is an opportunity for students, family, friends, and the Augsburg University community to celebrate academic achievement. Participation in commencement, however, does not mean that a student has graduated. A student will not graduate and a degree will not be conferred until all requirements are met, regardless of participation in commencement. Augsburg University holds one commencement ceremony in the spring for all students – undergraduate and graduate. Undergraduate students who have not completed all degree requirements may participate in commencement if: (1) no more than three requirements will remain in their program at the conclusion of spring semester; and (2) the remaining requirements will be completed in the summer or fall semesters immediately following commencement. Satisfactory Academic Progress (SAP) Federal regulations require that all higher education institutions establish and implement a policy to measure whether students are making satisfactory academic progress toward the completion of a degree. Failure to meet the following standards could result in suspension from the university. Requirements At the end of each fall, spring and summer term, the university will review the academic progress of all registered undergraduate students. In order to remain in good academic and financial aid standing, you are required to maintain a cumulative Augsburg GPA of 2.00 and complete at least 66.67% of the credits you have attempted (including transfer credits). Students who do not meet these requirements will be placed on Academic Probation. GPA Calculation Refer to the Evaluation and Grading section of this catalog. Minimum Credits Completed Students must earn a cumulative 66.67% of the credits attempted based on the entire academic record. A completed credit is any credit with a grade of A - D-, LP, or P. Credits earned and completed will include accepted transfer credits as defined by the Registrar’s Office. Grades of “W (Withdrawn)”, “I (Incomplete)”, “X (Extension)”, “F”, “FN (Failed for Non-Attendance)”, and “N (Not Passing)” are counted towards the cumulative attempted credits. The credits associated with grades that have not been submitted when SAP is run will count against completion rate. Repeat Courses and remedial courses are not counted towards the cumulative attempted credits. Credit Completion Rate Calculation ● ● ● Attempted credits: Includes transferred credits and unsatisfactory grades (W, X, I, F, FN, N, IP). o Remedial and repeated courses do not count as attempted credits, so should be subtracted from the total number of attempted credits. Earned credits: Transferred credits and satisfactory Augsburg grades (A - D-, LP, P). Divide earned credits by attempted credits (do not round numbers up or down) o Example: 19 earned credits / 27 attempted credits = .7037 or 70.37% o Example: 17 earned credits / 27 attempted credits = .6296 or 62.96% Monitoring and Evaluating Progress In order to ensure SAP standards are being met, the Registrar’s Office will evaluate and monitor students' academic achievement at the end of each term. If a student’s record is evaluated and determined to be unsatisfactory, the student will be placed on Probation or Suspension. Students will be notified through their Augsburg email if they fail to meet SAP standards and appropriate notation will be placed on the permanent transcript. 61 Probation Students who do not meet cumulative standards (cumulative GPA or cumulative credit completion rate) will be placed on Academic Probation/Financial Aid Warning. Notation of “Academic Probation” for the semester will be placed on the permanent transcript. Students are required to complete and follow an Academic Plan of Assistance (augsburg.edu/advising). Students on Probation will have their registration limited to 16 credits. Students may appeal this restriction through a petition to the Student Standing Committee. At the end of the next attempted semester, students meeting cumulative standards (both cumulative GPA and cumulative completion rate) will be removed from Academic Probation/Financial Aid Warning. If cumulative standards are not met, the student’s term GPA and term completion rate will be evaluated. Students earning a minimum of a 2.00 term GPA and 66.67% term completion rate in addition to completing all other Probation requirements (augsburg.edu/advising/majors/probation-advising/) will continue on Academic Probation/Financial Aid Warning. Notation of “Academic Probation” for the term will be placed on the permanent transcript. Students will again be required to complete and follow an Academic Plan of Assistance (augsburg.edu/advising/majors/probationadvising/). Students’ eligibility for financial aid may be impacted if they do not follow through with SAP requirements. Students on Probation who voluntarily withdraw from Augsburg may apply for readmission. At that time, the Student Standing Committee will review their application for readmission. If cumulative and term standards are not met, students will be Suspended. For more information about Probation requirements, visit augsburg.edu/advising/majors/probation-advising/. Suspension Students on Probation who do not meet cumulative and term standards will be suspended from the university. Notation of “Academic Suspension” will be placed on the permanent transcript. Students may appeal their Suspension to the Student Standing Committee or designee. The Committee’s decision is final. Instructions for appeal are included in the Letter of Suspension. Students who have been suspended may apply for readmission after one full academic year (including fall, spring, and summer semesters). At that time, the Student Standing Committee will review the application for readmission. Recommendations on how to be successful in the readmission process may be outlined in the suspension letter. Augsburg University reserves the right to intervene with students who earn less than a 2.00 term GPA and/or less than 66.67% term completion rate in a semester but are otherwise meeting cumulative standards. Students who earn less than a 1.00 GPA during their first term at Augsburg will be suspended. Professional Program Dismissal Students may also be dismissed from professional programs, such as social work, education, and nursing. A student dismissed from a program may appeal the decision through the Program Dismissal Appeal Process. The process is available at inside.augsburg.edu/studentaffairs/studentguide. Dean’s List The Dean’s List, compiled after each semester, recognizes undergraduate students for outstanding achievement during the term. Students can qualify for the Dean’s List in two ways: ● ● Earning a semester GPA of 3.50 or higher based on 12 or more traditionally-graded credits Earning a semester GPA of 3.75 or higher based on 6-11 traditionally-graded credits Incomplete courses and other classes without final grades at the time the Dean’s List is compiled will not be considered. The Dean’s List is published on Inside Augsburg and students can choose to submit announcements to their hometown newspapers. 62 Enrollment/Degree Verification Augsburg University has authorized the National Student Clearinghouse to act as its agent for verification of student enrollment and degree status. Contact information is as follows: National Student Clearinghouse 2300 Dulles Station Blvd, Suite 300 Herndon, VA 20171 Web: www.studentclearinghouse.org Phone: 703-742-4200 Veterans Education Benefits Augsburg University proudly supports military veterans, those who actively serve in the U.S. Armed Forces, and their families. Our faculty and staff are committed to helping veterans and active military succeed in their academic and professional endeavors. Augsburg is approved by the state approving agency for VA education benefits. Veterans and eligible spouses and dependents should consult with the VA School Certifying Officials in the Registrar’s Office and Student Financial Services about completion of enrollment verification and the forwarding of other information to the Department of Veterans Affairs. An individual who qualifies for VA education benefits will be asked to provide a Certificate of Eligibility, Statement of Benefits, or documentation from a vocational rehabilitation counselor to confirm eligibility for their benefit. For students who qualify for and are currently utilizing Chapter 31 or Chapter 33 VA education benefits, Augsburg will not impose financial penalties or restrict access to registration or other campus services based solely on delayed payments from the VA. Please note that students are responsible for expenses beyond those covered by their VA education benefit; fees or other penalties may be assessed for failure to pay charges not covered by the VA. Students should contact the VA School Certifying Official in the Registrar’s Office if they have questions about what expenses are covered by their benefit. Additional information about veterans’ education benefits can be found at va.gov. 63 Augsburg Core Curriculum Augsburg University is dedicated to educating students intellectually, physically, and spiritually. To live fully and act effectively, humans must have a broad grasp of the world from which they have come, as well as the world in which they live. Through providing courses in the humanities, fine arts, natural sciences, and social sciences, the core curriculum introduces students to the breadth and complexity of human knowledge and our world. “Search for Meaning” courses invite students to explore vocation, diversity, and pluralism through the study of Judaism, Christianity, and Islam, and encourages students to consider their own religious, philosophical, and ethical commitments in dialogue with other perspective. The Language courses introduce students to the skills and sensibilities necessary to cross cultures and work across difference. Wellness courses offer students opportunities to develop skills and habits of healthful living. Students choose from more than 50 major areas of study to gain a depth of knowledge in a discipline and to prepare for a career or further study. Thus, through a balance of curricular activities supported by full programs in student life and religious life, an Augsburg University education strives to educate its students in a real world for the real world. Undergraduate Student Learning Outcomes The university’s mission statement offers a series of educational values: Augsburg University educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran Church, and shaped by its urban and global settings. As part of this mission, Augsburg’s faculty have identified a set of outcomes for student learning These areas reflect our shared commitment to offering a vibrant liberal arts education in tandem with career preparation and vocational discovery. We expect students to achieve these outcomes cumulatively, through the completion of the core curriculum, majors / minors, electives and co-curricular experiences. As Informed Citizens, students are learning to … ● engage their communities and demonstrate a sense of agency to create change in ethical and informed ways ● explain diverse positions and collaborate effectively across social, cultural and geographic differences in local and global contexts As Thoughtful Stewards, students are learning to … ● critically engage their own beliefs and articulate their gifts and goals for meaningful life and work in a pluralistic context ● identify the broad foundations for sustainable living and apply them in demonstrable ways As Critical Thinkers, students are learning to … ● use appropriate methods to gather and analyze evidence, identify underlying assumptions, and evaluate competing claims ● construct coherent, polished and persuasive arguments, narratives and explications in written, oral and other formats As Responsible Leaders, students are learning to … ● employ the fundamental principles of quantitative literacy to arrive at thoughtful judgments ● articulate and solve problems in creative, analytical, and integrative ways 64 Overview of the Curriculum The Augsburg Curriculum is comprised of three main components: core curriculum (or general education requirements), major requirements, and electives. Some students may need to complete entry-level skill courses before enrolling in college-level classes. The general education requirements include a liberal arts foundation, signature courses and experiences, skills development, and a keystone. Entry Level Placement Tests Math, Writing, English (if applicable), and language placement for Language courses. The Augsburg Core Curriculum The Augsburg First Year ● ● ● Augsburg Seminar Engaging Minneapolis Many Voices Project The Augsburg Signature Curriculum ● ● ● Religion, Vocation, and the Search for Meaning I and II Augsburg Experience Senior Keystone The Liberal Arts Foundation ● ● ● ● Natural Sciences and Math Social and Behavioral Sciences Humanities Fine Arts Electives Majors Skills The Augsburg Curriculum is designed to help students develop the skills necessary for successful careers and fulfilling lives, including: ● ● ● ● ● ● ● ● ● ● Writing Critical Thinking Oral Communication Information Literacy Quantitative Literacy Religious Literacy Problem Solving Intercultural Competence Civic Agency and Engagement Health and Wellness Entry Level Placement Tests Prior to their first registration, students will complete placement tests in: ● ● ● ● Mathematics Writing Language Placement and, if applicable, English Language Learning 65 First-year students entering Augsburg in the fall of 2013 or later must complete developmental and writing courses by the end of their fourth term. Transfer students entering Augsburg in the fall of 2013 or later must complete all required developmental and writing courses by the end of their third term. The developmental courses subject to this policy are: ● ● ● ● ENL 101 ENL 111 / ENL 112 ENL 217 / 218 MAT 103 / 105 Mathematics For a strong start at Augsburg, students will take an entry-level exam to determine their math placement group (MPG.) In some cases, students who have transferred a mathematics course taken at another college may have their MPG determined by the Registrar’s Office. All other students must take the Augsburg Math Placement Test, administered by Academic Advising. Students are required to take the Math Placement Test before registering for the first term. Practice questions and other information are available on the Academic Advising website -- students are encouraged to study for the exam. Students may retake the Math Placement Test once during their first term of enrollment. Based on the math placement test result, students will be enrolled in the appropriate courses or advised on preparation for retaking the Math Placement Test. Students in Math Placement Group (MPG) 1 must take MAT 103: Prealgebra to advance to MPG 2. Students in MPG 2 must take MAT 105 or MAT 106 to advance to MPG 3. Students in MPG 3 must take MAT 114: Precalculus to advance to MPG 4, if planning to take calculus. No other MAT course changes a student’s MPG. A grade of Pass or C- or higher is required to advance to the next math level. Students are encouraged to advance their MPG as soon as possible. Students must achieve Math Placement Group (MPG) 3 or higher to graduate. In addition, many courses require MPG 2, 3, or 4 as a prerequisite. Writing A writing sample is required of students to determine placement in an appropriate writing class. Students who transfer an equivalent English composition course from another institution or Advanced Placement English Language and Composition will be waived from the placement test. If we have official access to an ACT writing sample, we can use that sample in place of the writing placement test. All other students must take the Writing Placement Test, administered by Academic Advising. Based on the writing sample, students are placed into the appropriate writing course. Students placed at Effective take Effective Writing II (or Advanced Effective Writing or Honors Effective Writing). Students placed at Developmental take Effective Writing I (ENL 101) before taking Effective Writing II. These students must pass Effective Writing I (ENL 101) with a grade of P, C-, or higher before enrolling in Effective Writing II (ENL 111/112/HON 111). Modern Language Placement Test Students with proficiency or experience in French, German, or Spanish complete a placement test. Students begin their exploration of modern language at the level identified by the placement test. This online placement is administered by Academic Advising. Placement for American Sign Language and Ojibwe is administered by faculty representing those specific languages. Students speaking other languages can take a test through Language Testing International and receive credit for the test by ordering a transcript of a score to be sent to Augsburg. English Language Learners Assessment Students whose primary language is other than English will complete a placement to determine preparedness for classes taught in English and may need to complete an English Language Learning course(s). This placement is administered by Academic Advising. 66 Core Skills Requirements Effective Writing Students must pass ENL 111 - Effective Writing II, ENL 112 - Advanced Effective Writing, or HON 111 - Honors Effective Writing with a grade of C-, P, or higher, or transfer in an equivalent course. Attendance at the first day of class is required. Language For students who have not previously studied a second language, completion of a two-course sequence in the same language with a minimum grade of C- or P in both courses is required. For a language previously studied, placement into the 211 level or successful completion (minimum grade of C- or P) of 112 satisfies the graduation requirement. Placement into French, German, and Spanish courses is based on assessment results from an online Brigham Young University evaluation tool. Students proficient in other languages may seek a placement evaluation through faculty fluent in the specified language at Augsburg or other ACTC schools. Details are available from Academic Advising. Availability of assessment in all languages is not guaranteed. Assessment is used for placement only and does not result in credit. Students may audit, but will not receive credit for any course taken below their placement level. The Department of Languages and Cross-Cultural Studies may review and sometimes override assessment results as deemed appropriate. Language courses accepted in transfer may be applicable to this skills area for partial or full completion of the requirement. Students who have demonstrated competence in American Sign Language by passing an approved course sequence will have fulfilled the Language Core Skill. Students whose first language is not English and whose score is below the minimum on the English Language Learners (ELL) placement test must fulfill the ELL requirement. The requirement is satisfied by successfully completing the ELL course(s) and achieving a score above the minimum on the ELL placement exam. Students who complete the ELL requirement will receive credit for the Language Core Skill requirement. Contact Academic Advising or the English Department for additional information. Health and Wellness Two health and wellness courses are required for students admitted into the Day Program. WEL100 - Foundations of Wellness is required of all Day students. The second course may be chosen from a variety of different Recreational Wellness courses. Both courses must be completed with a P or LP. Students may test out of the Recreational Wellness course by demonstrating proficiency from a selected Recreational Wellness activity. Proficiency exams are offered through the Health and Physical Education Department each semester. There is a fee to take the Recreational Wellness Activity Proficiency Test. Intercollegiate athletes and Health and Physical Education majors may not test out of this requirement. The Augsburg Core Curriculum The Augsburg Core Curriculum is designed to prepare students to become effective, informed, and ethical citizens through their engagement in a curriculum that: ● ● ● Provides a liberal arts foundation and promotes the acquisition of intellectual and professional skills Calls for common inquiry into questions of faith and the search for meaning Cultivates the transformative discovery of, and appreciation for, the student’s place of leadership and service in a diverse world The curriculum has three major components: ● ● ● Liberal Arts Foundation Signature Curriculum Skills Development 67 The Augsburg First Year To smooth the transition to higher education and their new community, first-year weekday program students are required to take courses containing the following components: Augsburg Seminar and Engaging Minneapolis The Engaging Minneapolis requirement builds on Augsburg’s national leadership in experiential education as well as its commitment to its urban location. Embedded in the first-year Augsburg Seminar experience, Engaging Minneapolis introduces students to the city as a resource for intentional learning, typically through civic engagement, cultural engagement, and/or service-learning. Many Voices Project Embedded in ENL 111, 112, and HON 111 (see Core Skills requirements), the Many Voices Project engages first-year students in discussion of a common text addressing themes of cultural diversity and global awareness. Emphasizing ways in which written communication can promote understanding and productive engagement among different cultures and points of view, the Many Voices Project is intended to teach skills and methods that promote successful communication among diverse writers and readers. The Augsburg Signature Curriculum Religion, Vocation, and the Search for Meaning Guided by the faith and values of the Lutheran Church, the Search for Meaning courses encourage inquiry, welcome diversity, wrestle with life’s complexities, and engage the world. Two required courses (RLN 100 plus a Search for Meaning II course) highlight Augsburg’s commitment to developing religious literacy and nurturing students to think critically about the concept of vocation. Students from all faith traditions will find a generous spirit of hospitality in these courses. Whether you are Jewish or atheist, Buddhist or seeker, Catholic or Muslim, Baptist, Lutheran, uncertain, disinterested, or someone who is “spiritual but not religious,” these courses promote respect and understanding across faith traditions. All religion courses engage with the concept of vocation and an understanding that we are called to live and serve as neighbors. RLN 100 explores the idea that vocation is a model and lens for viewing the connections between our basic beliefs and the commitments and actions we make in life. The Liberal Arts Foundation The Liberal Arts Foundation courses introduce students to knowledge and modes of inquiry across a wide range of disciplines and subjects. The course offerings in the liberal arts provide the opportunity for students to acquire a broad and solid foundation for their specialized study and professional preparation. Students choose two approved LAF courses from two different departments in each domain: Natural Sciences and Mathematics, Social and Behavioral Sciences, Humanities, and Fine Arts. The official list of approved LAF courses is found on the Registrar’s Office webpage. Natural Sciences and Mathematics Two approved courses from two different departments: Biology, Chemistry, Environmental Science, Mathematics, Physics. One must be a lab science course. Social and Behavioral Sciences Two approved courses from two different departments: Anthropology, Economics, Environmental Studies, Political Science, Psychology, Sociology. 68 Humanities Two approved courses from two different departments/programs: American Indian Studies, Communication Studies, English, History, Philosophy, Religion, Languages and Cross-Cultural Studies (literature and culture courses), and Gender, Sexuality, and Women’s Studies. Note: The signature Search for Meaning (RLN 100, 200, and 300) courses do not count as humanities Liberal Arts Foundation requirements. If a student opts to take another approved RLN course to fulfill the Search for Meaning II requirement, that course may not count toward a Humanities LAF. Fine Arts Two approved courses or approved activities from two different departments: Art, Film, Music, Theater. One fine arts LAF requirement can be met by participating in one of the following: ● ● ● Four semesters in any combination of the major choral ensembles listed (MUE 111, 112, 114, 115) Four semesters of orchestra (MUE 121) Four semesters of concert band (MUE 141) Senior Keystone The Senior Keystone course provides a final opportunity for exploring the central themes of an Augsburg education— vocation and the search for meaning in a diverse and challenging world. In this course, students reflect on the meaning of their educational experiences and consider issues of transition as they prepare for their lives after Augsburg. Many Keystone courses also meet major requirements. The Senior Keystone course in each department connects the broad liberal arts foundation with the professional skills and in-depth study of the major. It asks graduating students to think critically, reflectively, and ethically about their place in the world as leaders and servants. Electives A student must complete a minimum of 128 semester credits in order to graduate. If the Core Curriculum and Major requirements do not reach 128 semester credits, the student may take electives for credit in any subject area to reach the minimum credit requirement. Majors For major requirements, see the appropriate departmental page(s) of this catalog or consult the department chair. Graduation Skills An Augsburg education aims to develop certain key skills during the years in college. Critical thinking, quantitative reasoning, speaking, writing and information literacy are deliberate components of certain courses. Graduation skill requirements typically are embedded in required courses in the major. Some departments, however, designate courses outside the major or elective courses in the major that fulfill these requirements. The Quantitative Reasoning (QR) skill incorporates both foundational mathematical skills and the application of those skills. MPG 3 (Math Placement Group 3) is a prerequisite for all quantitative reasoning courses. See the appropriate departmental page(s) in this catalog or consult the department chair for more information. Core Curriculum Modifications Some majors that result in a Bachelor of Science degree give students the ability to modify their Core Curriculum requirements. For majors that allow both options, please note that students must choose either the Liberal Arts Foundation waiver or the Language waiver. The two waiver options cannot be combined for a student. 69 Bachelor of Science/Liberal Arts Foundation (LAF) Waiver Students who elect the Bachelor of Science/LAF Waiver must complete at least six of the eight LAF requirements, provided at least one course is taken in each of the four domains. (e.g., two Natural Science and Mathematics courses, two Social and Behavioral Science courses, one Fine Arts course, and one Humanities course) The following majors are approved for the Bachelor of Science/LAF Waiver: ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● Actuarial Science (St. Thomas) Biochemistry Biology Biopsychology Chemistry Computer Science Elementary Education Exercise Science Health Education (teaching licensure only) Mathematical Economics Mathematics Music Therapy Nursing Physical Education (teaching licensure only) Physics Bachelor of Science/Language Waiver Students who elect the Bachelor of Science/Modern Language Waiver are not required to complete modern language courses as part of their degree. The following majors are approved for the Bachelor of Science/Modern Language Waiver: ● ● ● ● ● ● ● ● ● ● ● Actuarial Science (St. Thomas) Biochemistry Biology Biopsychology Chemistry Computer Science Mathematical Economics Mathematics Music Therapy Nursing Physics 70 Majors and Minors Majors, or concentrations of study, may be within one department, within one division, or may cross academic disciplines. Students are required to declare a major upon completion of 48 semester credits, and earlier in some disciplines. Details of majors and minors are in the departmental pages of this catalog. Unless otherwise indicated, majors are part of the Bachelor of Arts degree. Students are not required to complete a minor for graduation. Minors completed after a bachelor’s degree is awarded are noted on the transcript. Below is a complete list of majors, minors, and emphases. Listings that are in bold type are offered through both the Day Program and the Adult Undergraduate (AU) program. Students are encouraged to discuss scheduling rotation of major courses with their faculty mentors. Majors and Areas of Emphasis Accounting American Indian, First Nations, and Indigenous Studies Art and Design Art History Studio Art Graphic Design Biochemistry (BS) Biology (BS) Biopsychology (BS) Business Administration Economics/Business Administration Music Business Chemistry (BA or BS) Communication Studies Computer Science (BA or BS) Computational Philosophy (BA) Economics Applied Economics Economics Economics/Business Administration Economics/Political Science (teacher licensure major) Mathematical Economics (BS) Education Education Studies (non-licensure) Elementary Education Studies (non-licensure) Kindergarten-Elementary (BA or BS- licensure) K-12 English as a Second Language Special Education: Academic Behavioral Strategist Secondary (non-major, licensure only) English Communication Arts/Literature (teacher licensure major) Creative Writing Literature, Language, and Theory Environmental Studies Exercise Science (BA or BS) Film Production Theory and Culture Finance Gender, Sexuality, and Women’s Studies Global Women’s and Gender Studies Sexuality Studies Health Education (BA or BS) History Interdisciplinary Studies International Business International Relations International Business Concentration Languages and Cross-Cultural Studies Cross-Cultural Studies Spanish Management Management Information Systems Marketing Mathematics (BA or BS) Music Music (BA) Music Business (BA) Music Education (K-12 licensure track) (BM) Music Education (Community-Based, nonlicensure track) (BM) Music Performance (BM) Music Therapy (BS) New Media Promotional Communication Game Design Web Design Nursing (BS - offered through AU only) Philosophy Computational Philosophy Physical Education (BA or BS) 71 Physics (BA or BS) Biophysics (BS) Space Physics (BS) Political Science Political Science/Economics (teacher licensure) Pre-Law Public Policy and Political Change Psychology Clinical Psychology Religion Religion Theology and Public Leadership Social Work (BS) Sociology Student-Designed Major Theater Design/Technical Directing/Dramaturgy/Playwriting Performance Urban Studies Minors Accounting American Indian, First Nations, and Indigenous Studies Art Architecture Art History Graphic Design Studio Art Biology Business Administration Business Minor for Science Majors Entrepreneurial Studies Chemistry Communication Studies Computer Science Culture and Social Justice Economics English Literature, Language, and Theory Writing Creative Writing Environmental Studies Exercise Science Film Gender, Sexuality, and Women’s Studies Global Women’s and Gender Studies Sexuality Studies Health Education History International Business International Relations Languages and Cross-Cultural Studies French German Spanish Leadership Studies Management Information Systems Business Analytics Marketing Mathematics Statistics Medieval Studies Music Creativity Music Music Business Music Production New Media Peace and Global Studies Philosophy Physical Education Physics Political Science Pre-Law Public Policy and Political Change Psychology Religion Social Welfare Sociology Special Education Theater Musical Theater Urban Studies Youth Studies 72 Student-Designed Major Students may design their own major with the assistance and approval of three advisors from relevant fields and subsequent final approval by the Augsburg University Academic Affairs Committee (AAC). A student-designed major allows flexibility in selecting major courses. Any student wishing to design a major must complete a proposal, submit it with approval and supporting letters from three faculty advisors, and obtain AAC approval of the program. Students should seek AAC approval as early as possible so that any changes suggested by AAC may be incorporated into the design without affecting the student’s proposed completion date. The deadline for initial submission of the program design to AAC is the first term in which the student has achieved junior status; the final version must be approved the term before the student achieves senior status. Students wishing to design majors must: 1. Develop the student-designed major in concert with three faculty advisors from relevant fields, who together constitute the Review Team. All advisors must sign the proposal cover sheet and submit supporting letters of approval to AAC. Supporting letters should assess both the student’s ability to complete the proposed major and the validity and value of the proposed major, including (in at least one of the letters) the proposed capstone course. The advisors’ signatures and supporting letters represent their approval of the program, including the capstone course, and their commitment to oversee the student’s progress. 2. Develop a student-designed major program proposal that includes: ● A statement of learning goals and objectives ● A list of proposed courses (minimum of 36 semester credits, no more than one of which is a lower-level language course, and at least five of which are upper division) and a discussion of how the courses are related to the program goals. Indicate how the proposed courses collectively support a specialized and cohesive plan usually associated with an academic major. Proposals must include research describing comparable programs of study at a minimum of three other academic institutions. In addition, students should consult with the Clair & Gladys Strommen Center for Meaningful Work for additional information regarding career objectives. The proposal should provide information showing how the Augsburg Core Curriculum requirements (including graduation skills) are to be fulfilled. ● A description of the student-designed major capstone to be taken some time during the senior year. The student should devise the capstone in consultation with advisors. It should require an integrative project/paper that draws together the coursework up to that point and/or prepares one for further study. In addition, at least one of the advisors must specifically address the rationale for the proposed capstone in his or her supporting letter, though approval of the student-designed major program by all advisors presumes their approval of the capstone course. ● Submit the completed proposal and supporting documentation to the Office of Academic Affairs. If AAC approves the proposed major program, the student will be expected to complete the program designed and still meet all of the other Augsburg degree requirements as stated in the university catalog. Students who design their own majors will meet with their advisors regularly throughout the design and subsequent evaluation of their program. Changes in the approved student-designed major may be made through the normal petition process to the Student Standing Committee with advisor approval. ACTC Majors Full-time Day students may complete other majors through the Associated Colleges of the Twin Cities (ACTC). Students who wish to complete a major or minor offered at one of the other ACTC colleges must submit a completed ACTC Major or Minor Declaration Form to the Registrar’s Office. This form must list all ACTC courses required and be signed by the ACTC school advisor. Some majors may not be available or may have a competitive application process with acceptance determined by the major department. 73 Students choosing an ACTC major will need to work with an advisor at the other campus to plan course schedules so that the student is making progress towards the degree. Students should know that registration for ACTC courses can be limited and are advised to submit registration materials at the earliest possible time. Pre-Professional Programs Students who plan to enter the fields of law, medicine, dentistry, ministry, veterinary science, or pharmacy can profit from a liberal arts education at Augsburg. It is recommended that requirements for admission to graduate schools or seminaries be reviewed and the course of study at Augsburg planned accordingly. A faculty mentor is available in each field to assist students in their planning. In addition, the Undergraduate Research and Graduate Opportunities (URGO) office includes a Health Science Advisor who works directly with students pursuing health care fields. Students who want to plan a pre-professional program should contact Academic Advising prior to or early in their first year to arrange for faculty advising. List of Pre-Professional Programs ● ● ● ● Pre-Health Science o See Biology Departmental page Pre-Law o Students considering a career in law should examine the handbook published by the Association of American Law Schools. Pre-law students major in disciplines of their own choosing; most law school entrance requirements will be satisfied with a record of solid achievement coupled with an acceptable Law School Admission Test (LSAT) score. Pre-Pharmacy o Augsburg has a program designed to fulfill minimum requirements of the College of Pharmacy at the University of Minnesota: BIO 151, 353, 476; CHM 115, 116, 351, 352; COM 111 or 115; ECO 112 or 113; ENL 111, 220; MAT 145; PHY 121, 122; and two courses in behavioral sciences such as PSY 105 and SOC 121. Requirements at other universities may vary. Pre-Seminary o A student may enter a theological seminary with any of several different majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended preparation includes RLN 100, 200; at least two semesters of history (Western civilization); one or more courses in the history of philosophy; and Greek in the junior and/or senior year. The Bernhard Christensen Center for Vocation provides resources and support, including scholarship opportunities, for students considering seminary. 74 Academic Organization and Departments As a liberal arts institution, Augsburg University believes that knowledge and truth are interrelated and are integrated into a whole. The tradition of the academic world, however, divides this unified truth into more manageable parts: the academic disciplines. The knowledge of individual disciplines is subdivided into courses that make it more accessible to students. These courses can be arranged in various ways to construct majors, to create the substance of a broad general education, and to give students the opportunity to study areas of particular individual interest. Degrees Offered Augsburg offers the following undergraduate degrees: ● ● ● Bachelor of Arts Bachelor of Music Bachelor of Science Faculty The heart of any educational institution is its faculty. Augsburg University is particularly proud of the excellence and commitment of its professors. Most faculty hold a doctorate or the highest degree in their field, and all consider teaching to be the focus of their activity. Faculty are also involved in a variety of professional and research activities that support their teaching. They are actively involved in an exciting faculty development program that introduces them to current thought in many fields, but especially in teaching techniques and theories. Augsburg’s size and small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisors and participate regularly in campus activities. Every incoming student is assigned both a faculty and staff academic advisor. In this close interaction, faculty act as mentors for students, and the staff advisor primarily guides course planning. Course Descriptions Course descriptions offer a brief summary of the subject matter to aid students in planning a program. Course descriptions can be found at our Course Description Search. A syllabus containing a more detailed explanation of content, approach, requirements, and evaluations for a particular course can be obtained from the instructor. Internships and Independent Studies Every department offers opportunities for internships and independent study. The course description and process for registering for credit is normally the same for each department. Some departments have additional requirements that are noted in the course description. Interdisciplinary internships are also available. Internships 198 – Internship/On-campus 199 - Internship/Off-campus (4 credits) A work or service-based learning experience typically at the sophomore level in which a student, faculty member, and site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities inherent in the placement. Prior to the beginning of the term/registration, interested students must consult with the departmental internship coordinator or a faculty member and the Strommen Center regarding requirements and permission to register. 396 - Internship/On-campus (4 credits) 397 - Internship/Off-campus (2 credits) 398 - Internship/On-campus (2 credits) 75 399 - Internship/Off-campus (4 credits) A work or service-based learning experience at the junior/senior level in which a student, faculty member, and site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities inherent in the placement. For some majors, participation in a concurrent seminar may be expected. Prior to the beginning of the term/registration, interested students must consult with the departmental internship coordinator or a faculty member and the Strommen Center regarding requirements and permission to register. (Off-campus 397/399 internships are one option for the Augsburg Experience graduation requirement.) Directed and Independent Studies 299 - Directed Study An opportunity to study topics not covered in the scheduled offerings under the direction of an instructor. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. 499 - Independent Study/Research An opportunity for advanced and specialized research projects. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. Academic Year All Augsburg programs follow the semester calendar with fall, spring, and summer semester lengths ranging from 14-16 weeks. In Augsburg’s Day Program full-time students normally take 16 credits per semester. Day Program students are able to take courses from the other four Associated Colleges of the Twin Cities during fall or spring semester. Adult Undergraduate (AU) classes typically meet on the same night of the week, Monday through Thursday for threeand-a-half hours, on an alternating bi-weekly schedule. The alternating weeks of the semester are labeled “Maroon,” and “Silver.” Online and out-of-class work occurs during the non-class meeting week. Students may take up to 19 credits per semester. Rochester (ROCH) campus classes are held on weekday evenings and meet alternate weeks. There are seven to eight class sessions supplemented by online instruction each semester with each class meeting for 3.5 to 4 hours. Students may take up to 19 credits per semester. Courses and majors offered through AU/ROCH are equivalent to their Day Program counterparts. However, the curriculum is limited to selected liberal arts courses and majors. Course Offerings In general, most courses are offered at least once per year unless otherwise indicated. Since some courses are offered alternate years, it is important that the student review major requirements and course offerings with an advisor to ensure that all requirements can be met. Note: Not all courses are offered in all programs. Refer to AugNet Records and Registration for information on when specific courses are offered. Credit Hour Definition Augsburg’s credit hour policy follows the federal guidelines in defining a semester credit hour as one fifty-minute period of instruction and 100 minutes of out-of-class work per week for fifteen weeks, or the equivalent amount of student work completed over a different time frame or via a different delivery method. 76 Numbering Courses numbered 100 -299 are classified as lower division. Courses numbered 300 and above are classified as upper division. In general, courses in the 100s are primarily for first-years, 200s for sophomores, 300s for juniors, and 400s for seniors. Prerequisites Courses that must be taken before enrolling in a higher level course are listed in the online Course Description Search as prerequisites. While it is not recommended, a student may enroll in a course when a prerequisite has not been fulfilled if there is prior approval by the professor teaching the course. Effective Writing II (ENL111) and math placement prerequisites cannot be waived by the instructor. Students may be dropped from a course they have registered for if they do not earn a satisfactory grade in the prerequisite for that course in the preceding semester. Divisions and Departments The university curriculum is offered by 26 departments that are grouped into three divisions for administrative and instructional purposes: Fine Arts and Humanities American Indian Studies, Art, Communication Studies, Film, and New Media, English, History, Languages and CrossCultural Studies, Music, Philosophy, Religion, Theater, Gender, Sexuality, and Women’s Studies, university librarians. Natural and Social Sciences Biology, Chemistry, Economics, Mathematics, Statistics, and Computer Science, Physics, Political Science, Psychology, Sociology. Professional Studies Business Administration, Education, Health, Physical Education and Exercise Science, Nursing, Social Work. Full explanation of departments and academic programs including major/minor requirements, graduation skills, and other academic information is provided in the following pages, alphabetically by department. 77 American Indian, First Nations, and Indigenous Studies American Indian, First Nations and Indigenous Studies is a major that gives students the opportunity to learn about the original, indigenous cultures of North America. Students will be provided with a multidisciplinary understanding of the history and present situation of American Indians. The program emphasizes the interrelations among history, culture, language, literature, the arts, philosophy, religion, political and social forces, and the legal status and sovereignty of American Indians. This course of study exposes students to the richness and beauty of North American Indigenous cultures. Faculty Eric Buffalohead (Chair), Elise Marubbio, Joaquin Munoz, Vinodh Kutty, Jennifer Simon Degree and Major Requirements American Indian, First Nations, and Indigenous Studies Major Nine courses, including: ● ● ● ● ● ● ● AIS 105 - Introduction to American Indian Studies AIS 202 - Indigenous Forms of Cultural Expression AIS 205 - Contemporary American Indian Issues AIS 304 - Engaging Native Communities AIS 380 - Decolonizing Practices: Reading, Writing, Research AIS 405 - Indigenous Activism and Resistance in the Americas Four elective courses, of which at least three must be upper division, chosen from the following: o AIS 193 - Topics Workshop: Well-Being and Success in the University o AIS 208 - Native American/First Nations Women and Film o AIS 264 - American Indians in the Cinema o AIS 295 - Topics o AIS 299 - Directed Study o AIS 302 - Indigenous Expressive Forms o AIS 305 - Indigenous Issues of the Americas o AIS 364 - Indigenous Filmmakers o AIS 393 - Topics Workshop: Well-Being and Success After University o AIS 396 - Internship o AIS 397 - Internship o AIS 398 - Internship o AIS 399 - Internship o AIS 495 - Topics o AIS 498 - Independent Study/Research o AIS 499 - Independent Study o ART 290 - Native American Art o DAK 111 - Beginning Dakota I o DAK 112 - Beginning Dakota II o HIS 236 - American Indian History o OJB 111 - Beginning Ojibwe I o OJB 112 - Beginning Ojibwe II o RLN 370 - American Indian Spirituality and Philosophical Thought *AIS Majors complete the Keystone requirement by taking AIS 405. 78 Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by MAT 111, MAT 145, MAT 146, MAT 163, MAT 164, or PHI 230. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. American Indian, First Nations, and Indigenous Studies Minor Five courses including AIS 105. At least two courses must be upper division. For a complete list of courses and descriptions, see the Course Description Search. 79 Art and Design Art is essential. It teaches us to see, claim beauty, make sense of pain, explore the world, and express ourselves. At Augsburg University, inspiration and creativity flourish with diversity. A solid foundation of drawing, design, and history is balanced with the development of technical skills, critical thinking, and creative exploration in a range of media, including graphic design, drawing, painting, printmaking, ceramics, sculpture, photography, hand papermaking, book arts, art history, architecture, and digital media. Through experiential learning and critical engagement, we foster understanding of and respect for the crucial contributions of art to society. We are a small campus in the heart of a major metropolitan area with an innovative faculty. Our classrooms extend into the city creating opportunities for community engagement and real-life experiences. On-campus galleries showcase student and professional artwork. Nearby museums, galleries, studio visits, and guest artists provide art in real time. Service learning, internships, and study abroad are integral to our program. We reach nearly 1,000 students a year from all disciplines, and graduate 10-15 majors annually with Bachelor of Arts degrees in art history, graphic design, studio art, and art education. Minors in studio art, art history, graphic design, and architecture provide additional opportunities for specialization. For more than half a century, students have been earning degrees in art and art history at Augsburg University. We’re excited to be here in the center of the city. You will be, too. Art and Design Faculty and Staff Kristin M. Anderson, Dahn Gim, Christopher Houltberg, Daniel Ibarra, Robert K. Tom, Lyz Wendland Jenny Wheatley: Gallery Coordinator Jenny Moeller: Administrative Assistant Degree and Major Requirements Note: All studio courses require 3-6 work hours per week outside of class sessions. Most studio courses have student supply kit fees. Graduation Skills The Critical Thinking (CT), Writing (W) and Speaking (S) graduation skills are embedded throughout the offered courses and are met by completing the majors. Quantitative Reasoning (QR) requirement is met by completing one of the following courses: MAT 111, MAT 145, MAT 146, MAT 163, PHI 230, or PHY 119. Studio Art Major Majors should begin their programs with the required studio arts foundations and Art 240 Art History Survey: ● ART 102 - Design ● ART 107 – Drawing ● ART 240 - Art History Survey ● One course in two-dimensional art chosen from the following o ART 118 - Painting I o ART 201 - Introduction to Graphic Design o ART 223 - Print Making I o ART 257 - Watercolor Painting I ● One course in three-dimensional art chosen from the following o ART 221 - Sculpture I o ART 250 - Ceramics I o ART 280 - Hand Papermaking and Book Arts I 80 ● ● ● ● Five additional studio arts courses Two additional upper division art history courses o ART 349 - The Designed Environment o ART 352 - Women and Art o ART 382 - Scandinavian Arts o ART 385 - Prehistoric and Ancient Art o ART 386 - Medieval Art o ART 387 - Renaissance and Baroque Art o ART 388 - Modern Art o ART 389 - American Art o ART 390 - Native American Art ART 305 - Mid-Program Portfolio Review (only offered in Spring semester) ART 405 - Senior Exhibition/Project and Review (only offered in Fall semester) Studio majors must participate in a group exhibition and review in their junior year, followed by a solo or two-person show or group exhibition with a faculty review in their senior year, and the annual senior group exhibition. Art Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Majors should begin their programs with the required studio arts foundations and Art 240 Art History Survey: ● ART 102 - Design ● ART 107 – Drawing ● ART 240 - Art History Survey ● One course in painting from: o ART 118 - Painting I o ART 257 - Watercolor Painting I ● One course in three-dimensional art from: o ART 221 - Sculpture I o ART 250 - Ceramics I ● One course in graphic arts from: o ART 132 - Photography I o ART 223 - Print Making I ● One course in fibers: ART 280 - Hand Papermaking and Book Arts I ● One course in computer design from: o ART 201 - Introduction to Graphic Design o ART 202 – Typography ● Two second-level courses in two different disciplines ● Two additional upper division art history courses from: o ART 349 - The Designed Environment o ART 352 - Women and Art o ART 382 - Scandinavian Arts o ART 385 - Prehistoric and Ancient Art o ART 386 - Medieval Art o ART 387 - Renaissance and Baroque Art o ART 388 - Modern Art o ART 389 - American Art o ART 390 - Native American Art ● ART 305 - Mid-Program Portfolio Review (only offered in Spring semester) ● ART 405 - Senior Exhibition/Project and Review (only offered in Fall semester) 81 Studio majors must participate in a group exhibition and portfolio review in their junior year, followed by public presentation of their senior project with a faculty review in their senior year, and the annual senior group exhibition in the spring semester. Graphic Design Major ● ● ● ● ● ● ● ● All of the following skill and workshop courses: o ART 124 - Graphic Design Production: InDesign o ART 125 - Graphic Design Production: Illustrator o ART 126 - Graphic Design Production: Photoshop o ART 127 - Graphic Design Production: HTML/CSS o ART 226 - Artist Workshop All of the following core courses: o ART 133 - Introduction to Digital Photography o ART 201 - Introduction to Graphic Design o ART 202 - Typography o ART 240 - Art History Survey o ART 315 - Graphic Systems o ART 324 - Design Studio I o ART 326 - Design Studio II o ART 424 - Advanced Design Studio III o ART 425 - Advanced Design Studio IV One of the following courses in drawing: o ART 107 - Drawing o ART 122 - Plein Air Sketching I One of the following courses in three-dimensional art form: o ART 105 - Introduction to Architectural Drawing o ART 221 - Sculpture I o ART 250 - Ceramics I o ART 280 - Hand Papermaking and Book Arts I One of the following courses in art history: o ART 349 - The Designed Environment o ART 352 - Women and Art o ART 382 - Scandinavian Arts o ART 385 - Prehistoric and Ancient Art o ART 386 - Medieval Art o ART 387 - Renaissance and Baroque Art o ART 388 - Modern Art o ART 389 - American Art o ART 390 - Native American Art One elective ART course (4 credits): o Any other ART course not listed above ART 305 - Mid-Program Portfolio Review (only offered in Spring semester) ART 405 - Senior Exhibition/Project and Review (only offered in Fall semester) Art History Major ● ● Eight art history or architectural history courses including: o ART 240 - Art History Survey o ART 388 - Modern Art o Six other art history or architectural history courses Two studio courses: o ART 102 - Design or ART 107 - Drawing o ART 118 - Painting I or ART 221 - Sculpture I 82 ● ● ART 305 - Mid-Program Portfolio Review (only offered in Spring semester) ART 405 - Senior Exhibition/Project and Review (only offered in Fall semester) Art History majors must participate in a group exhibition and review in their junior year, followed by creating and curating a research-based exhibition with faculty review in their senior year. Double Major Students planning a double major in studio art and art history or a major/minor combination should meet with a department advisor to plan appropriately. Departmental Honors GPA of 3.50 in the major and overall, portfolio of artwork (studio majors) or research (art history majors) reflecting the highest quality work, and Department of Art & Design-approved special projects and/or research. Application should be made to the department chair before the last term of the senior year. Architecture Minor Five courses including: ● ART 105 - Introduction to Architectural Drawing ● ART 210 - Drawing for Design in Architecture ● ART 243 - History of Architecture to 1750 ● ART 244 - History of Architecture after 1750 ● ART 249/349 - The Designed Environment Art History Minor Five art history courses including ART 240 - Art History Survey. Graphic Design Minor The following skill courses: ● ART 124 - Graphic Design Production: InDesign ● ART 125 - Graphic Design Production: Illustrator ● ART 126 - Graphic Design Production: Photoshop ● ART 127 - Graphic Design Production: HTML/CSS The following core courses: ● ART 107 - Drawing or ART 122 - Plein Air Sketching I ● ART 201 - Introduction to Graphic Design ● ART 202 - Typography ● ART 315 - Graphic Systems ● ART 324 - Design Studio I Studio Art Minor Five courses including: ● ART 107 – Drawing ● ART 240 – Art History Survey ● Three additional studio courses. For a complete list of courses and descriptions, see the Course Description Search. 83 Biochemistry Biochemistry is the study of chemical processes within and relating to living systems. This includes information flow through biochemical signaling, and energy flow through metabolism. Biochemical processes give rise to the rich complexity and variety of life. Biochemistry serves as a vital bridge between macroscopic and molecular worlds, encompassing the broad study of chemical processes within and relating to living systems. The mechanisms that sustain life are rich and complex, and biochemists are trained to appreciate those mechanisms on a uniquely fundamental level. Augsburg’s core curriculum in biochemistry encourages students to build their understanding of key fields within the biological sciences—including anatomy, physiology, cell biology, genetics, and medicinal chemistry—using the underlying molecular interactions as a solid foundation for their mastery. The breadth and depth of this approach serves as a robust platform for a vast array of careers for aspiring health professionals, researchers, and industry technicians. The Biochemistry major is a joint major between the Biology and Chemistry Departments. As such, students have the support of a large pool of faculty mentors while completing their studies, as well as dedicated members of both departments who focus specifically on biochemistry for their academic vocation. Biochemistry Faculty Matthew Beckman, Jennifer Bankers-Fulbright, William Capman, David Crowe (Chair), Teresa Krause, Emily Schilling, Jason Tan, Leon Van Eck, Joan Kunz, Benjamin Binder, Amanda Case, Vivian Feng, Michael Wentzel (Chair). Degree and Major Requirements Bachelor of Science in Biochemistry Students majoring in Biochemistry may not simultaneously major in Chemistry, due to the significant overlap in courses. ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● BIO 151 and 151L - Introductory Biology BIO 253 and 253L - Introductory Cellular Biology BIO/CHM 369 and 369L – Biochemistry BIO/CHM 370 - Biochemistry II CHM 115 and 115L - General Chemistry I and Lab CHM 116 and 116L - General Chemistry II and Lab CHM 251 and 251L - Organic Chemistry I CHM 252 and 252L - Organic Chemistry II CHM 280 and 280L - Quantitative Analytical Chemistry CHM 362 - Physical Chemistry: Macroscopic Theory PHY 121 and 121L - General Physics I PHY 122 and 122L - General Physics II MAT 145 and 145L - Calculus I One of MAT 146 or MAT 245 o MAT 146 and 146L - Calculus II o MAT 245 - Calculus III Two semesters of CHM 491 - Chemistry Seminar Minimum 8 additional credits from: o BIO 255 and 255L - Genetics o BIO 361 and 361L - Plant Biology o BIO 471 and 471L - Advanced Cellular and Molecular Biology o BIO 473 and 473L - Physiology of Humans and Other Animals o BIO 474 and 474L - Developmental Biology o BIO 475 and 475L - Neurobiology o BIO 476 and 476L - Microbiology 84 ● ● o BIO 486 and 486L - Immunology o CHM 368 - Physical Chemistry: Microscopic Theory o CHM 464 - Advanced Organic Chemistry o CHM 481 - Instrumental Analysis o CHM 482 - Advanced Inorganic Chemistry o PHY 317 - Biophysics o BIO 488 / CHM 488 (2 credits) - Special Topics in Biochemistry (maximum of 4 credits toward the major) o BIO 489 / CHM 489 (4 credits) - Special Topics in Biochemistry o BIO 499 / CHM 499 - Independent Study (maximum 4 credits) Four credits from: o CHM 430 - Advanced Thermodynamic and Separation Lab o CHM 440 - Advanced Synthesis Lab o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab One Keystone course chosen from: o BIO 490 - Biology Keystone o SCI 490 - Integrated Science o HON 490 - Honors Senior Seminar o Another keystone with departmental approval Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing COM 115 (preferred) or COM 111 or HON 130. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. General Education Accommodation BS biochemistry majors may reduce their general education program by one or two courses. See Bachelor of Science/Liberal Arts Foundation (LAF) Waiver in the Academic Information section of the catalog. Transfer Course Policy for Majors and Minors Chemistry and Biology have articulation agreements with many of the local CCs as well as ACTC schools. Any transfer courses not part of existing articulation agreements must be approved in writing by the departments, subject to review by the chairs. Only those biology and chemistry courses successfully completed (C- or above) within the last 10 years will be considered. Both biochemistry courses and four credits of upper division (300 level and higher) electives must be completed in residence (at Augsburg University). Departmental Honors in Biochemistry The awarding of Departmental Honors recognizes a student’s outstanding achievement(s) in the Biochemistry Major. Only students who have a major GPA of 3.5 or higher may earn Departmental Honors by successfully completing the following: Continuation of a summer or academic year biology, chemistry, or biophysics research or internship via successful completion of BIO 297, BIO/CHM 399, CHM 498, BIO/CHM 499 or HON 499 (minimum of 400 hours total research). Before registering for one of these options, students must submit a formal letter of intent to an Honors Committee of three biology or chemistry or physics faculty (to be determined by the mentor and student). This formal letter of intent will be composed of no more than one page of text providing the following: (1) Title of project; (2) abstract describing the project with special focus given to the questions that will be addressed, the methods to be used and the expected outcomes; (3) name and signature (with date) of your faculty mentor; and (4) list of the three Biology, Chemistry and/or Physics Department faculty who have agreed to serve as your Honors Committee. A decision whether or not to approve registration will be made by the Honors Committee within one week of submission. Successful completion of the Honors process requires a public presentation of your research and a oral discussion of your project with the Honors Faculty 85 committee, typically no later than March 15, so that successful recipients of departmental honors can be recognized during graduation ceremonies. The formal letter of intent for Honors in Biochemistry is typically submitted early in the fall semester of the senior year. Other Requirements In planning their courses of study, students are encouraged to work closely with members of the biology and chemistry faculty. Biochemistry majors must have an advisor in either the biology or chemistry departments. In order to complete all major requirements in four years, BIO 151 and CHM 115 and 116 should be taken in the first year; and BIO 253 and CHM 251 and 252 and 280 are recommended in the second year. Students should complete their math requirements early in their academic careers. Students must earn a minimum grade of grade of C- in all courses that are prerequisite for higher level courses. Supporting course requirements in mathematics, physics, and communication must be satisfied with a grade of C- or higher to satisfy major requirements. A C- or higher average must be maintained in all upper division biology and chemistry courses applied toward meeting the requirements of a major. All biology and chemistry courses applied toward the major must be traditionally graded. Students completing majors in biochemistry will be required to take the ETS Major Field Test in either biology or chemistry during their final year of the program. The exam will appear on the graduation checklist. Biochemistry for Health Sciences Prerequisite requirements for health sciences vary with the program and the institution. Care should be taken to study the requirements for every program well in advance of making application. In general, the pre-medical curriculum includes a year each of biology, general chemistry, organic chemistry, calculus and physics. Courses in biochemistry, statistics, advanced biology, and social and behavioral sciences are also important preparation for the MR5 Medical College Admissions Exam. Programs in physician assistant training, veterinary medicine, physical therapy, and such typically have a more extensive list of prerequisites. Students considering a post-baccalaureate program in these areas should consult early and often with health science advisors Catherina Kipper, and Kelsey Richardson-Blackwell. Graduate Training in Biochemistry Graduate programs in biochemistry typically require two semesters of general chemistry, organic chemistry, calculus, and physics. A course in statistics is highly recommended. Also required is extensive involvement in faculty-student research through URGO, McNair and other research opportunities which satisfy the Augsburg Experience. Students also participate in research off campus through internships and summer research experiences. Careful consultation with a biology or chemistry faculty mentor is recommended to select among coursework and research options. For a complete list of courses and descriptions, see the Course Description Search. 86 Biology From transgenic crops to emerging diseases to being a member of the human species, biology affects – literally – every part of your life. Because biology is such a broad field, the biology program at Augsburg emphasizes integration across many sub-disciplines, including molecular, cellular, organismal, evolutionary, and ecological biology. Additionally, the biology program at Augsburg coordinates with the mathematics, chemistry, and physics programs to ensure that our students acquire the necessary knowledge to fully understand biological phenomena. Augsburg’s Biology program is designed to provide students with the opportunities to (1) understand the fundamental knowledge of the discipline, (2) know how scientific knowledge is generated and disseminated, (3) effectively communicate scientific information in written and oral forms, (4) be proficient in common biological lab techniques, and (5) demonstrate professionalism in the sciences. Additionally, Augsburg has a strong commitment to undergraduate research, both on and off campus. There are a variety of opportunities to work on research projects with Biology faculty and subsequently present your research at regional, national, and international meetings. Graduates of our Biology program follow many different paths. Most of our graduates use their undergraduate major in Biology as a springboard for further study. Augsburg graduates have gone on to graduate studies leading to careers in post-secondary teaching, basic and applied research, and public health or have entered professional programs in medicine, veterinary medicine, and dentistry. In addition, many of our students go directly into the workforce as laboratory technologists and teachers. Biology Faculty Matthew Beckman, Jennifer Bankers-Fulbright, William Capman, David Crowe (Chair), Teresa Krause, Emily Schilling, Jason Tan, Leon Van Eck Degree and Major Requirements Students majoring in Biology will earn a Bachelor of Science degree. BS biology majors may reduce their general education program by one or two courses. See Bachelor of Science/Liberal Arts Foundation (LAF) Waiver in the Academic Information section of the catalog. The total number of required courses in the department is nine courses. There are additional required supporting courses that must be taken in other disciplines. All of the following courses are required for the major: ● ● ● ● ● ● ● ● ● ● ● BIO 151 and 151L - Introductory Biology BIO 152 and 152L - Evolution, Ecology and Diversity BIO 253 and 253L - Introductory Cellular Biology BIO 255 and 255L - Genetics CHM 115 and 115L- General Chemistry I CHM 116 and 116L - General Chemistry II CHM 251 and 251L - Organic Chemistry I One of PHY 107, PHY 116, or PHY 121 o PHY 107 and 107L - College Physics I o PHY 116 and 116L - Introduction to Physics o PHY 121 and 121L - General Physics I MAT 114 - Precalculus (or achievement of MPG 4) One of MAT 145, MAT 163, MAT 164, or PSY 215 o MAT 145 and 145L - Calculus I o MAT 163 - Introductory Statistics o MAT 164 - Introductory Statistics for STEM o PSY 215 - Research Methods and Statistics I One Keystone course chosen from: 87 ● o BIO 490 - Biology Keystone o SCI 490 - Integrated Science o HON 490 - Honors Senior Seminar o Another keystone with departmental approval Five upper division electives, at least one of which must be BIO 351, BIO 361, BIO 420, BIO 425, BIO 481, or ENV 320. Four of the five upper division electives must have an accompanying 1-credit lab. Students may take two different BIO485 courses in place of one upper division elective: o BIO 351 and 351L - Invertebrate Zoology o BIO 353 and 353L - Comparative Vertebrate Anatomy o BIO 361 and 361L - Plant Biology o BIO 369 and 369L - Biochemistry o BIO 420 - Conservation Biology o BIO 425 and 425L - Freshwater Ecology o BIO 444 and 444L - Genomics and Biotechnology o BIO 471 and 471L - Advanced Cellular and Molecular Biology o BIO 473 and 473L - Physiology of Humans and Other Animals o BIO 474 and 474L - Developmental Biology o BIO 475 and 475L - Neurobiology o BIO 476 and 476L - Microbiology o BIO 481 and 481L - Ecology o BIO 485 - Advanced Topics in Biology (completed twice) o BIO 486 and 486L - Immunology o BIO 495 - Special Topics in Biology o ENV 320 and 320L - Environmental Science o PHY 317 and 317L - Biophysics General Education Accommodation BS biology majors may reduce their general education program by one or two courses. See Bachelor of Science/Liberal Arts Foundation (LAF) Waiver in the Academic Information section of the catalog. Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing COM 115 (preferred) or COM 111 or HON 130. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Transfer course policy for majors and minors All transfer courses, including ACTC courses, must be approved in writing by the department, subject to review by the chair. Only those biology courses successfully completed (C- or above) within the last 10 years will be considered. At least four upper division electives must be completed in residence (at Augsburg University). Some students take a 2 semester sequence of human anatomy and physiology either out of interest or to meet a prerequisite for Physician Assistant or other programs. The Biology Department accepts the 2 semester sequence of Human Anatomy and Physiology from several colleges as a replacement for 1 of the upper division electives, without written approval. Consult with a Biology Department advisor to learn which anatomy and physiology courses at other colleges are accepted. Custom Biology Programs Students who have completed BIO 151, 152, 253, 255 and at least one upper division elective may, in consultation with their advisor, seek approval from the department to complete major requirements with as many as four upper division courses from other institutions. 88 Departmental Honors The awarding of Departmental Honors recognizes a student’s outstanding achievement(s) in the Biology Major. Only students who have a major GPA of 3.5 or higher and an overall GPA of 3.0 or higher may earn Departmental Honors by successfully completing one of the following: 1. Continuation of a summer or academic year biology research internship via successful completion of BIO 297, BIO 399, BIO 497, BIO 499 or HON 499. Before registering for one of these options, students must submit a formal letter of intent to an Honors Committee of three biology faculty (to be determined by the mentor and student) at least 2 weeks prior to the registration deadline. This formal letter of intent will be composed of no more than one page of text providing the following: (1) Title of project; (2) abstract describing the project with special focus given to the questions that will be addressed, the methods to be used and the expected outcomes; (3) name and signature (with date) of your faculty mentor; and (4) list of the three Biology Department faculty who have agreed to serve as your Honors Committee. A decision whether or not to approve registration will be made by the Honors Committee within one week of submission. Successful completion of the Honors process requires a public presentation of your research and a written report in the style of a typical peer-reviewed biological discipline journal article. The written report will be accepted or rejected by the Honors Committee within 2 weeks of submission. Although there is no formal deadline for the submission of the final paper it is advised that the student and committee establish a date for submission, typically no later than March 1, at the time of the proposal submission so that successful recipients of departmental honors can be recognized during graduation ceremonies. 2. Selection for, participation in, and completion of the Mayo Innovation Scholars Program (including the final presentation). 3. Scoring above the national 90th percentile on the ETS Major Field Test in Biology. Minor A course sequence in general chemistry and five biology courses including BIO 151, 152, and three additional BIO courses (200 level or above). The majority of courses in biology must be taken at Augsburg University. Other Requirements In planning their courses of study, students are encouraged to work closely with members of the biology faculty. Biology majors must have an advisor in the biology department. In order to complete all major requirements in four years, BIO 151 and 152 and General Chemistry should be taken in the first year, and BIO 253, BIO 255 and Organic Chemistry in the second year. Students should complete their math requirements early in their academic careers. Students must earn a minimum grade of D and an average grade of C- in BIO 151 and 152. Supporting course requirements in chemistry, mathematics, physics, and communication must be satisfied with a grade of C- or higher to satisfy either major or prerequisite requirements. A grade of C- or higher is required in BIO 253 and BIO 255 in order to fulfill major requirements and to fulfill the prerequisite requirements of several upper division biology electives. For courses with a separately graded lab, students must earn an average of C- for both the lecture and lab with no less than a D- grade in the lab. A grade of C- or higher must be earned in all upper division biology courses applied toward meeting the requirements of a major. All biology courses applied toward the major must be traditionally graded. Students completing a biology major will be required to take the ETS Major Field Test in Biology during their final year of the program. The exam will appear on the graduation checklist. Biology for Health Sciences Prerequisite requirements for health sciences vary with the program and the institution. Care should be taken to study the requirements for every program well in advance of making an application. In general, the pre-medical curriculum includes a year each of biology, general chemistry, organic chemistry, calculus and physics. Courses in biochemistry, statistics, advanced biology, and social and behavioral sciences are also important preparation for the MR5 Medical College Admissions Exam. Programs in physician assistant training, veterinary medicine, physical therapy, and such typically have a more extensive list of prerequisites. Students considering a post-baccalaureate program in these areas 89 should consult early and often with health science advisors Catherina Kipper, Dixie Shafer, Matt Beckman, and Kelsey Richardson-Blackwell. Graduate Training in Biology Graduate programs in biological fields typically require two semesters of general chemistry, organic chemistry, calculus, and physics. Also required is extensive involvement in faculty-student research through URGO, McNair and other research opportunities which satisfy the Augsburg Experience. Students also participate in research off campus through internships and summer research experiences. Careful consultation with a biology advisor is recommended to select among coursework and research options. Teaching Licensure Major The State of Minnesota has specific licensing requirements for Life Science teachers, the science portions of which are satisfied by the Biology major only if BIO 476 Microbiology and BIO 481 Ecology are selected as upper division electives. Additionally, students interested in Earth Science licensure should also take two of the following: PHY 101, SCI 106, or an introductory geology course. All upper division biology requirements for secondary licensure must be completed before beginning student teaching. The state requirements may be subject to change after the publication of this catalog. Students should therefore consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Post-Baccalaureate Teaching Licensure Students who have earned a bachelor’s degree elsewhere and seek life science teaching licensure at Augsburg are required to complete a minimum of two upper division biology courses at Augsburg with a GPA of 2.5 or higher. Required or elective courses are determined by the department following review of transcripts and prior to matriculation. Beta Beta Beta Membership in the Augsburg chapter of this national biology honor society is open to students who have completed at least three semester courses in Biology, including at least one 200-level or higher biology course at Augsburg University. Students must have a GPA of 3.0 in biology. Cooperative Education and Service-Learning The department works with the Strommen Center for Meaningful Work in identifying and defining cooperative education experiences in laboratories and other settings in the Twin Cities. For a complete list of courses and descriptions, see the Course Description Search. 90 Biopsychology The biopsychology major is designed to offer students an integrative perspective on the biological basis of behavior. Towards this end, students will take courses in both psychology and biology to gain exposure to a broad range of theories and research covering a variety of topics such as cognition, motor control, sensation/perception, emotion, and psychopathology. These topics will be studied at multiple levels of analysis including genetic, neural, and environmental. The biopsychology major will provide students with a strong foundation of courses in neuroscience, statistics, and chemistry. This broad training can help prepare students for careers in research, medicine, public health, education, and pharmaceutical or biotechnology industries. Biopsychology Faculty Matthew Beckman (Biology), Ralph Butkowski (Biology), David Crowe (Biology), Ben Denkinger (Psychology), Stacy Freiheit (Psychology), David Matz (Psychology), Bridget Robinson-Riegler (Psychology), Henry Yoon (Psychology). Degree and Major Requirements Major Thirteen courses, including at least five courses numbered 300 or above: ● ● ● ● ● ● ● ● ● ● ● ● BIO 151 and 151L - Introductory Biology BIO 152 and 152L - Ecology, Evolution and Diversity BIO 253 and 253L - Introductory Cellular Biology BIO 475 and 475L - Neurobiology CHM 115 and CHM 115L- General Chemistry I CHM 116 and CHM 116L - General Chemistry II PSY 105 - Principles of Psychology PSY 215 - Research Methods and Statistics I PSY 315 - Research Methods and Statistics II PSY 355 – Biopsychology Two Psychology electives from the following: o PSY 253 - Aging and Adulthood o PSY 262 - Abnormal Psychology o Either PSY 299 or two semesters of PSY 360 ▪ PSY 299 - Directed Study (Research in Biopsychology) ▪ PSY 360 - Psychology Laboratory (two semesters) o PSY 325 - Social Behavior o PSY 354 - Cognitive Psychology o PSY 391 - Individual Differences o PSY 410 - Clinical Neuropsychology o PSY 491 - Advanced Research Seminar o PSYC 322 - Sensation and Perception (St. Thomas) o PSYC 407 - Seminar in Behavioral Neuroscience (St. Thomas) o PSYC 378 - Psychology of Language (Macalester) o PSYC 486 - Seminar in Neuropharmacology (Macalester) Two Biology electives from the following: o BIO 255 and 255L - Genetics o BIO 369 and 369L - Biochemistry o BIO 471 and 471L - Advanced Cell and Molecular Biology o BIO 473 and 473L- Physiology of Humans and Other Animals o BIO 474 and 474L - Developmental Biology o BIO 495 - Special Topics in Biology: Animal Behavior (this topic only) 91 ● o BIOL 356 - Cellular and Molecular Neuroscience (Macalester) o PHY 317 and 317L – Biophysics One Keystone course chosen from: o BIO 490 - Biology Keystone o PSY 400 - Keystone Internship o SCI 490 - Integrated Science Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in speaking (S) is met by completing COM 111 or 115. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill these skills. Other Requirements An average grade of C-, with no grade below a D is required for BIO 151 and 152. A grade of C- or above is required for all courses (200 level and above) applied to the major. At least two of the electives applied towards the major must be upper division (300- or 400-level). A minimum of five courses must be from Augsburg. Transfer Course Policy for Majors All transfer courses, including ACTC courses, must be approved in writing by the department chair(s). Only those biology and psychology courses successfully completed (C- or above) within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be applied to introductory or elective credit for the major. Biopsychology Honors GPA of 3.5 in the major, and 3.3 overall. Students must complete a high-quality research project, approved and evaluated by three members of the Biopsychology faculty. Formal application must be made no later than the junior year. For a complete list of courses and descriptions, see the Course Description Search. 92 Department of Business Administration Our mission is to prepare students for professional careers in business or for graduate studies. This preparation involves a curriculum that stresses analysis and communication, emphasizes both theory and practice, and is shaped by the needs of the business community. The department fosters close ties with the corporate community that provide a wealth of practical expertise, a variety of internship opportunities, and future job prospects. The faculty believe they can best serve both the student and the community by providing an education that is technically competent, ethically based, and socially aware. Faculty Jeanne Boeh (Chair), George F. Dierberger (MBA Director), Jacob Enger, Cory Erickson, Kellie Groon, Marc D. Isaacson, Soebin Jang, Phyllis Kapetanakis, Ibrahim Keita, Won Yong Kim, Jayoung Koo, Lori L. Lohman, Marc C. McIntosh, Milo A. Schield General Requirements Majors The Department of Business Administration offers seven majors: Business Administration (Music Business Specialization), Accounting, Finance, International Business, Management, Management Information Systems, and Marketing. There is also a combined Business and Economics major, which incorporates courses from both the Departments of Business Administration and Economics. Minors Minors provide students the opportunity to study and obtain a professional credential in an area of study that is in addition to their major. The Department of Business Administration offers eight minors: Business Administration (for non-business majors only), Business Analytics, Business Minor for Science Majors, Entrepreneurial Studies, International Business, Music Business, Accounting, Management Information Systems, and Marketing. Transfer Students Transfer students must complete at least four of the upper division courses required in the major at Augsburg, or at least three courses in the minor, or obtain an exemption from the department. Transfer courses must be approved by the department. Transfer courses taken more than 10 years ago will not be accepted. Business courses (ACC, BUS, FIN, MIS, MKT) taken at Augsburg more than 10 years ago will not be applied toward a major unless approved by a faculty member in the student's designated major area or the chair. Advising Students who plan to pursue any of our business majors are strongly encouraged to select a departmental advisor who teaches in their major. This should be done by the end of sophomore year at the latest. In addition to advising, departmental faculty can counsel students on their careers, assist in obtaining internships or jobs, and provide letters of recommendation for prospective employers or graduate programs. The Business Administrator is also available for advising questions relating to degree progress, course selection, and international courses abroad. Departmental Honors To complete departmental honors in the Department of Business Administration, students need to consult with the Department Chair. Students need to apply to the department by the beginning of the term of graduation. It is recommended students start the process during their junior year. More information is available on the Departmental Moodle site for Majors and Minors. Please contact the Department Chair(s) for more specific information. Internships Students are strongly encouraged to work with the Strommen Center for Meaningful Work and department faculty to obtain an internship during their junior or senior year. Internships can provide students with experience that may be 93 valuable in competing for jobs after graduation. Faculty mentors should be consulted about internships. The department offers an internship course which can be taken for 2.0 or 4.0 credits (BUS 397/399). This course aids students in finding an internship placement within an organization which supports their major and provides direction and support. Study Abroad The Department of Business Administration faculty actively support international study. For additional details, see the section on Special Academic Programs: Study Abroad and Study Away in this catalog, or consult the Department Chair for international business courses or other overseas opportunities. Master of Business Administration Classes Undergraduate Business Administration students of Augsburg University are eligible to register for up to two graduate courses in the MBA program in lieu of comparable undergraduate courses required for the major, and to count those courses towards their undergraduate degree. Students must meet the following criteria: ● ● ● ● Undergraduate business students in good academic standing with an overall GPA of 3.50 or better Undergraduate students who have taken all of the prerequisite courses Advisor approval required Permission of the MBA Director required Undergraduate senior business students may take up to a maximum of two graduate courses. If MBA courses are taken after a student has completed all 128 hours required for the baccalaureate degree, the MBA courses may satisfy graduate requirements for the MBA at Augsburg if the student earns a B or better for the course. Undergraduate students considering whether to enroll in graduate coursework should be aware of the following policies: No undergraduate degree can be completed with fewer than 128 credits. The master’s degree includes a minimum of 42 additional credits beyond the 128 required for the baccalaureate degree. Students in undergraduate programs should seek advice from their program advisor and from the graduate program to which they plan to apply, to ensure that the courses selected will count toward the appropriate programs (at Augsburg or elsewhere). P/LP/N Grades Students may apply no more than 8 semester credits with P or LP grades toward a major and no more than 4 semester credits with a P or LP grade toward a minor. Please refer to the Graduation section of this catalog for specific details regarding P/LP/N grades. Business Core Requirements* *The exceptions are the Business/Economics major and the Music Business major. Thirteen courses including: ● ● ● ● ● ● ● ● ● ● ● ● ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting BUS 242 - Principles of Management BUS 301 - Business Law BUS 362 - International Business ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics FIN 331 - Financial Management MIS 260 - Problem Solving for Business One of MIS 264 or MIS379 (MIS 379 is required for Accounting and Finance majors) o MIS 264 - Statistical Literacy for Managers o MIS 379 - Quantitative Methods for Business and Economics MKT 252 - Principles of Marketing One of the following mathematics courses: o MAT 110 - Finite Mathematics o MAT 111 - Mathematics in Society 94 o o o o ● MAT 114 – Precalculus MAT 145 and 145L - Calculus I MAT 146 and 146L - Calculus II MAT 171 - Discrete Mathematics for Computing (MAT 171 is required for Management Information Systems majors) o MAT 173 - Mathematics of Finance o MAT 273 - Statistical Modeling One of the following communications courses: o COM 111 - Public Speaking o COM 112 - Contest Public Speaking o COM 115 - Scientific and Technical Public Speaking o ENL 223 - Writing for Business and the Professions o ENL 240 - Introduction to Literary Study o ENL 241 - Introduction to Cinema Art o ENL 250 - American Voices o ENL 251 - Introduction to African American Literature o ENL 255 - American Indian Literature o ENL 260 – Authors o ENL 270 – Themes o ENL 280 – Genres o ENL 290 - Explorations in Language and Theory o HIS 102 - Science, Religion, and Enlightenment: The Invention of Modernity, 1350-1815 o HIS 103 - A Global History of Europe Since 1750 o HIS 282 - Women and Gender in U.S. History since 1848 Further explanation of the above: ● ● The mathematics requirement is fulfilled by any MAT course numbered 110 and above with LAF status (excluding MAT 137, MAT 138, MAT 163, MAT 164, and MAT 287). The communication requirement is fulfilled by courses identified for writing and speaking with Humanities LAF status. For a complete list of courses and descriptions, see the Course Description Search. 95 Business Administration The major in Business Administration prepares students for professional careers in business administration or for graduate studies. Within this area, there is one specialization available to Day students called Music Business and another option available to both Day and AU students called the Combined Business and Economics major. These two areas provide students with a broad foundation so they can readily adapt to internal changes in interests and goals and to external changes in circumstances and opportunities. These majors involve substantial courses from outside the Department. The major requirements for these majors are shown below. Degree and Major Requirements Business Administration Major with a Specialization in Music Business Eight business and economics courses including: ● ● ● ● ● ● ● ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting BUS 242 - Principles of Management (Music Business majors may substitute ENT 254 in place of BUS 242) FIN 331 - Financial Management MIS 260 - Problem Solving for Business MKT 252 - Principles of Marketing Two allied requirements in economics: o ECO 112 - Principles of Macroeconomics o ECO 113 - Principles of Microeconomics Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. Music Courses: ● ● ● ● ● ● MUS 105 - Careers in Music Business MUS 205 - Legal Issues in Music, Entertainment, and the Arts MUS 336 - Arts Management and Concert Promotion MUS/BUS 399 – Internship MUS 162 – Entrepreneurship for Creative Businesses** MUS 408 – Current and Future Issues in the Music Industry** **Students may substitute 4 credits of business elective (chosen in consultation with the faculty adviser) in place of MUS162 and MUS408 12 elective credits in MUS or 8 semester credits in MUS credits and 4 semester credits in MUE (8 credits must be in residence at Augsburg), selected from: ● ● ● ● ● ● MUS 113 - Music Theory and Aural Skills I MUS 114 - Music Theory and Aural Skills II MUS 130 - Introduction to Music in the Fine Arts MUS 220 - Worlds of Music MUS 241 - History of Jazz (other MUS courses as approved by advisor) Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses. The Quantitative Reasoning (QR) graduation skill is met by completing two courses: MIS 260 (QF) and either MIS 264 or MIS 379 (QA). Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. 96 Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. Combined Major in Business Administration and Economics Eleven courses including: ● ● ● ● ● ● ● ● ● ● ● ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting BUS 242 - Principles of Management MKT 252 - Principles of Marketing One of MIS 379 or FIN 331 o MIS 379 - Quantitative Methods for Business and Economics o FIN 331 - Financial Management One other upper division BUS, ACC, FIN, MIS, or MKT course ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics ECO 312 - Intermediate Macroeconomics ECO 313 - Intermediate Microeconomics One other upper division ECO course (ECO399 may not be applied to this requirement) Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the combined major in Business Administration and Economics. The Quantitative Reasoning (QR) graduation skill is met by completing: ECO 112 or 113 (QF) and either MIS 379, ECO 318, or ECO490 (QA). Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. Minor in Business Administration *This minor is not available to students majoring in Accounting, Finance, International Business, Management, Marketing, MIS, Music Business, or the combined major in Business Administration and Economics. Augsburg cannot grant two academic credentials for the same set of courses. Six courses including: ● ● ● ● ● ● ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting MKT 252 - Principles of Marketing BUS 242 - Principles of Management One of MIS 379, MIS 264, or FIN 331 o MIS 379 - Quantitative Methods for Business and Economics o MIS 264 - Statistical Literacy for Managers o FIN 331 - Financial Management One of ECO 112 or ECO 113 o ECO 112 - Principles of Macroeconomics o ECO 113 - Principles of Microeconomics Other configurations may be permitted with approval of the Department Chair. Business Minor for Science Majors (open only to students majoring in Biology, Biopsychology, Chemistry, Computer Science, Mathematics, Physics, Psychology) Six courses including: ● ACC 221 - Introduction to Financial Accounting 97 ● ● ● ● ● One of BUS 242 or ENT 254 o BUS 242 - Principles of Management o ENT 254 - Entrepreneurship ECO 113 - Principles of Microeconomics MKT 252 - Principles of Marketing PHI 120 - Ethics One of BUS 399 or BUS 397 o BUS 399 - Internship o BUS 397 - Internship Minor in Entrepreneurial Studies The Entrepreneurial Studies minor is open to all students. The minor is designed to provide opportunities for students to learn about innovation, creativity, entrepreneurship, unique value propositions, develop business plans and work with local entrepreneurs. Those students interested in social entrepreneurship will also find this minor to be useful. The five required courses are intended to be completed during the last three years of school with the capstone class taken during their senior year. ● ● ● ● ● One of ACC 221 or ACC 250 o ACC 221 - Introduction to Financial Accounting o ACC 250 - Accounting for Entrepreneurs ECO 113 - Principles of Microeconomics ENT 254 - Entrepreneurship ENT 354 - Managing Innovation and Design Thinking One of BUS/ECO 399 or the ENT Senior Incubation Project o BUS/ECO 399 – Internship o ENT 400-level Senior Incubation Project (course currently in development) Minor in Music Business The Music Business minor is a course of study designed both for the music major desiring additional preparation in business and for the non-music major interested in pursuing a career in the music industry. With the Music Business minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that address specific professional skills necessary to enter today’s music industry. The minor is a collaborative program between the music and business departments. See the Music Department for requirements. For a complete list of courses and descriptions, see the Course Description Search. 98 Accounting Accountants perform an important function in society by providing high-quality financial information. Augsburg Accounting majors learn the requisite skills to do this through the study of theories and practices associated with the areas of financial accounting, managerial accounting, tax accounting, and auditing. In addition, Accounting majors take courses in other business areas necessary so that they have a broad understanding of how accounting serves the needs of business managers and others who rely on accounting information. Students completing the Accounting major will be prepared for entry-level positions as auditors and public accountants, management accountants, tax accountants, and internal auditors. Their education will give them knowledge and skills to work as accountants in business, government, and nonprofit organizations and to work in other positions requiring engagement with financial information. The Augsburg Accounting major also provides students with the accounting and business coursework required to take the Uniform Certified Public Accountant (CPA) exam. Students can sit for the CPA exam after they have completed their Bachelor of Arts in Accounting. Students should note, however, that in order to be licensed as a CPA they must have completed a total of 150 credit hours in either undergraduate or graduate coursework and have one year of relevant work experience in auditing or taxation. Students will also have met the coursework requirements to take the Certified Management Accountant (CMA) exam. Accounting majors are encouraged to consider taking one of the professional accounting examinations upon graduation. Students interested in learning more can find information at the following websites: CPA exam general information: https://www.aicpa.org/becomeacpa/cpaexam.html State of Minnesota CPA exam requirements: www.revisor.mn.gov/rules CMA exam: www.imanet.org/cma_certification Degree and Major Requirements Accounting Major Business Core Requirements ● Must take MIS 379 rather than MIS 264 Required Accounting Courses: Six courses including: ● ● ● ● ● ● ACC 322 - Intermediate Accounting I ACC 323 - Intermediate Accounting II ACC 324 - Managerial Cost Accounting ACC 326 - Individual Tax Accounting ACC 423 - Auditing ACC 425 - Advanced Accounting Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. Joint Bachelor of Arts in Accounting and Master of Arts in Leadership A BA in Accounting and an MA in Leadership (MAL) can be earned in this five-year program designed for students who wish to qualify for CPA certification and obtain a Master’s degree. By the end of the fifth year and successful completion 99 of all requirements, the student receives both a BA in Accounting and an MA in Leadership and will have fulfilled the 150-hour requirement to qualify for the CPA certification. Refer to the Graduate Studies Catalog for a complete list of courses. It is recommended that students meet with an Accounting advisor to create an effective plan for successful completion of the five-year program. Accounting students planning to pursue the five-year degree must apply for admission to the MAL program at the end of their junior year. The application process includes submission of: ● ● ● ● ● ● Completed application form Two letters of recommendation (one from an Augsburg professor and one from an employer) Personal statement Example of their writing in an academic paper GPA of at least 3.30 Interview with the Director of the MAL program Students must also have faculty endorsement from the Accounting program. Students must complete at least one year of accounting work experience (either a job or internship) by the time they graduate from the MAL program. Program Coordinator: Marc McIntosh Minor in Accounting Six courses including: ● ● ● ● ● ● ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting ACC 322 - Intermediate Accounting I ACC 323 - Intermediate Accounting II ACC 324 - Managerial Cost Accounting One of the following: o ECO 112 - Principles of Macroeconomics o ECO 113 - Principles of Microeconomics o FIN 331 - Financial Management o MIS 260 - Problem Solving for Business o MIS 379 - Quantitative Methods for Business and Economics For a complete list of courses and descriptions, see the Course Description Search. 100 Finance The Finance major prepares students for professional careers in corporate finance and the financial services industry. Augsburg Finance majors learn requisite skills through courses focused on financial theory and practice, investment and portfolio theory, intermediate accounting theory, money and banking, and international finance. In addition, Finance majors take courses in other business areas necessary so that they have a broad understanding of how finance serves the needs of business managers and others who rely on financial information. Besides careers in the finance/accounting area in all businesses large and small, this major leads to careers in banking, asset management, insurance, and investment banking. Students will gain the knowledge and skills to work as financial analysts and financial managers in business, government, and nonprofit organizations, and to work in other positions requiring engagement with financial information. Students are encouraged to complete an internship prior to graduation. Proficiency in the use of spreadsheets such as Excel is expected. Coursework provides a foundation for graduate school and professional career examinations such as the Chartered Financial Analyst (CFA), conducted by the CFA Institute, and the Certified Financial Planner (CFP). Degree and Major Requirements Finance Major Business Core Requirements ● Must take MIS 379 rather than MIS 264 Required Finance Courses Five courses including: ● ● ● ● ● ACC 322 – Intermediate Accounting I ECO 315 - Money and Banking FIN 433 - Financial Theory: Policy and Practice FIN 438 - Investment Theory FIN 460 - International Finance Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. For a complete list of courses and descriptions, see the Course Description Search. 101 International Business The objective of the international business major is to prepare students for the increasingly competitive and interdependent international business world with which they must cope. It is absolutely necessary for American graduates to be fully informed about how to compete and do successful business outside the US as well as in the US market where much of their competition is from foreign firms. Students will learn about business transactions between and within countries, exchange rates, the laws and logistics of international trade, and investments made in foreign markets. Knowledge of other cultures is crucial to being a successful international business person. Besides your studies in business, finance, banking, and the like, you will also learn about different cultures and societies. A major in international business will lead you to exciting careers in a global context. Degree and Major Requirements International Business Major Business Core Requirements Required International Business Courses: Four courses including: ● ● ● ● BUS 465 - International Management MKT 466 - International Marketing One of ECO 360, ECO 370, or FIN 460 o ECO 360 - International Economics o ECO 370 - International Economic Development o FIN 460 - International Finance Complete three semesters of a foreign language o FRE 211 - Intermediate French I o GER 211 - Intermediate German I o SPA 211 - Intermediate Spanish I o Another language in transfer Further explanation of the above: Students must complete three semesters of a foreign language (or equivalent). This does not include American Sign Language. The language requirement may be waived for international students. Contact the International Business Coordinator for details on language equivalents or other configurations, including transfer equivalencies. Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the international business major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. Minor in International Business Six courses including: ● ● One of ACC 221 or ACC 250 o ACC 221 - Introduction to Financial Accounting o ACC250 - Accounting for Entrepreneurs One of BUS 242 or MKT 252 102 ● ● o BUS 242 - Principles of Management o MKT 252 - Principles of Marketing One of ECO 112 or ECO 113 o ECO 112 - Principles of Macroeconomics o ECO 113 - Principles of Microeconomics Three courses in International Business (one may be in international economics). Options include: o BUS 362 - International Business o BUS 465 - International Management o ECO 360 - International Economics o ECO 370 - International Economic Development o FIN 460 - International Finance o MKT 466 - International Marketing Students should consult the area coordinator concerning acceptable alternatives in international economics. For a complete list of courses and descriptions, see the Course Description Search. 103 Management The major in management prepares the student for a wide variety of careers in supervision and senior management. Peter Drucker once commented that effective management is probably the main resource of developed countries and the most needed resource in developing ones. The role of a manager is to guide the organization and its employees toward the accomplishment of goals. The skills developed in the study of this major are applicable in businesses of any size and in both the for-profit and nonprofit sectors. In addition to the general business core courses, students take courses in human resources, strategy, international management, project management and/or quantitative methods of management. Degree and Major Requirements Management Major Business Core Requirements Required Management Courses: Four courses including: ● ● ● ● BUS 340 - Human Resource Management BUS 440 - Strategic Management BUS 465 - International Management One of MIS 376 or ECO 318 o MIS 376 - Project Management o ECO 318 - Management Science Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the Management major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. For a complete list of courses and descriptions, see the Course Description Search. 104 Management Information Systems The major in Management Information Systems prepares students for professional careers in information systems such as application developer, business systems analyst, IT consultant, or project manager. MIS studies information systems as both a resource and a tool for decision-making. Students learn to analyze and evaluate existing systems and to design and develop new systems. MIS is an extensive major and includes courses from Computer Science, Economics, Business, Accounting, Finance, and Marketing as well as from MIS. Degree and Major Requirements Management Information Systems Major Business Core Requirements ● Must take MAT 171 as math course Required MIS Courses: Seven courses including: ● ● ● ● ● ● ● MIS 270 - Data Management for Business MIS 375 - E-Commerce MIS 376 - Project Management MIS 475 - Systems Analysis and Design MIS 476 - Information Systems Projects One of CSC 160 or CSC 165 o CSC 160 - Introduction to Computer Science and Communication o CSC 165 - Introduction to Computer Programming (Python) One of CSC 170 or CSC 240 o CSC 170 - Introduction to Object-Oriented Programming (Java) o CSC 240 - Information Security and Assurance Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. Minor in Business Analytics Seven courses including: ● ● ● ● ● ● CSC 170 - Introduction to Object-Oriented Programming (Java) CSC 310 - Introduction to Data Science MIS 375 - E-Commerce MIS 479 - Business Analytics - Course has been discontinued – see director chair for alternative options One of MAT 163, MAT 164, or MIS 379 o MAT 163 - Introductory Statistics o MAT 164 - Introductory Statistics for STEM o MIS 379 - Quantitative Methods for Business and Economics One of MAT 171, MAT 145, or MAT 122 o MAT 171 - Discrete Mathematics for Computing o MAT 145 and 145L - Calculus I o MAT 122 - Calculus for Social and Behavioral Sciences 105 ● One of MIS 270 or CSC 352 o MIS 270 - Data Management for Business o CSC 352 - Database Management and Design Minor in MIS Six courses including: ● ● ● ● ● ACC 221 - Introduction to Financial Accounting One of BUS 242 or MKT 252 o BUS 242 - Principles of Management o MKT 252 - Principles of Marketing ECO 113 - Principles of Microeconomics MIS 260 - Problem Solving for Business Two courses selected from the following (no more than one of MIS376 or ECO318 may be applied to the minor): o MIS 270 - Data Management for Business o MIS 375 - E-Commerce o MIS 376 - Project Management o ECO 318 - Management Science For a complete list of courses and descriptions, see the Course Description Search. 106 Marketing The Marketing major prepares students for professional careers in a wide variety of marketing functions within both businesses and nonprofit organizations. Career avenues include marketing research, product management, marketing communications (such as advertising, public relations and sales promotion), and sales. Marketing courses focus on integrating both theory and practical applications, with an emphasis on hands-on projects. Augsburg’s metropolitan location makes it easy for marketing students to complete marketing plans, research studies, and other projects for leading Twin Cities companies and nonprofit organizations, and provides opportunities for working in the marketing field after graduation. Degree and Major Requirements Marketing Major Business Core Requirements Required Marketing Courses: Five courses including: ● ● ● ● ● MKT 352 - Marketing Research and Analysis MKT 450 - Marketing Management MKT 466 - International Marketing One of MKT 350 or MKT 354 o MKT 350 - Consumer Behavior o MKT 354 - Sales Management One of MKT 355 or MKT 357 o MKT 355 - Marketing Communications o MKT 357 - Advertising Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. Minor in Marketing Five courses including: ● ● ● ● MKT 252 - Principles of Marketing MKT 352 - Marketing Research and Analysis One of MKT 355 or MKT 357 o MKT 355 - Marketing Communications o MKT 357 – Advertising Two additional marketing courses For a complete list of courses and descriptions, see the Course Description Search. 107 Chemistry Chemistry is the science that examines and works toward understanding matter and changes in matter. Chemistry has been described as the central science because matter includes the entire physical world, such as the things we use, the food we eat, and even ourselves. Correlating the insights of chemistry with physics, mathematics, and molecular biology opens vistas that excite and offer opportunities to benefit the entire world. Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of providing a public understanding of their work, including potential problems as well as benefits. Chemists as people must be broadly educated in order to understand themselves and their society. The liberal arts as offered in the general education curriculum are imperative if a chemist is to be both truly human and truly scientific. Augsburg’s Chemistry department is approved by the American Chemical Society (ACS) and offers a Chemistry major that meets the chemistry background required by many fields. Consonant with these ideals, the Chemistry Department has established the following objectives to help its students develop into mature scientists: ● ● ● ● To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS Chemistry major to compete successfully with their peers of similar ability in graduate school or research positions, as well as professional goals other than traditional positions as chemists. To provide an atmosphere of learning so that students will want to remain lifelong learners, thereby remaining competent in their field, however that may change after graduation, and be able to move into new areas as opportunities arise. To encourage students to take a broad view of their education and to integrate varied study areas with the sciences. As science majors, they will be knowledgeable problem solvers who care and connect with the community. To present the excitement of chemistry to non-science majors as an example of the methodology of the natural sciences in examining, understanding and appreciating the world around us. The presentation of major concepts underlying the changes in matter, the opportunity to examine change in the physical world, and the reflection of the implications and limitations of science in our society will enhance the ability of non-science persons to make better value judgments concerning science questions in their own endeavors. Chemistry Faculty Michael Wentzel (Chair), Jessica Allen, Benjamin Binder, Amanda Case, Vivian Feng, Arlin E. Gyberg (Emeritus), David R. Hanson, Joan C. Kunz Degree and Major Requirements Bachelor of Arts ● ● ● ● ● ● ● ● ● ● ● ● CHM 115 and 115L- General Chemistry I CHM 116 and 116L - General Chemistry II CHM 251 and 251L - Organic Chemistry I CHM 252 and 252L - Organic Chemistry II CHM 280 and 280L - Quantitative Analytical Chemistry CHM 369 and 369L - Biochemistry One of CHM 362 or CHM 368 o CHM 362 - Physical Chemistry: Macroscopic Theory o CHM 368 - Physical Chemistry: Microscopic Theory CHM 491 - Chemistry Seminar (four semesters) SCI 490 - Integrated Science or other approved Keystone MAT 145 and 145L - Calculus I MAT 146 and 146L - Calculus II PHY 121 and 121L - General Physics I 108 ● ● ● PHY 122 and 122L - General Physics II 4 additional credits from: o CHM 362 - Physical Chemistry: Macroscopic Theory o CHM 368 - Physical Chemistry: Microscopic Theory o CHM 370 - Biochemistry II o CHM 464 - Advanced Organic Chemistry o CHM 481 - Instrumental Analysis o CHM 482 - Advanced Inorganic Chemistry o CHM 494 - Topics in Chemistry (2 cr.) o CHM 495 - Topics in Chemistry o CHM 498 - Independent Study/Research (can be repeated once) o PHY 317 and 317L – Biophysics 2 credits from: o CHM 430 - Advanced Thermodynamic and Separation Lab o CHM 440 - Advanced Synthesis Lab o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab Because upper division courses have Mathematics and Physics prerequisites, students should plan to take MAT 145, 146 in the first year and PHY 121, 122 in the sophomore year. BA Chemistry majors are required to take either the ETS or DUCK standard exam in College Chemistry prior to graduation. Teaching Licensure in Physical Science The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● CHM 115 and CHM 115L- General Chemistry I CHM 116 and CHM 116L - General Chemistry II CHM 251 and CHM 251L - Organic Chemistry I CHM 252 and CHM 252L - Organic Chemistry II CHM 280 and CHM 280L - Quantitative Analytical Chemistry CHM 362 - Physical Chemistry: Macroscopic Theory CHM 369 and CHM 369L - Biochemistry CHM 491 - Chemistry Seminar (four semesters) CHM 499 - Introduction to Chemical Research SCI 490 - Integrated Science or other approved Keystone MAT 145 and 145L - Calculus I MAT 146 and 146L - Calculus II PHY 121 and 121L - General Physics I PHY 122 and 122L - General Physics II COM 115 or COM 111 - a public speaking course One course from: o CHM 464 - Advanced Organic Chemistry o CHM 482 - Advanced Inorganic Chemistry 2 credits from: o CHM 430 - Advanced Thermodynamic and Separation Lab o CHM 440 - Advanced Synthesis Lab o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab 109 Chemistry for Pre-Professional Students Pre-medical students should plan to take at least three courses (and usually more) in Biology. Other pre-health and preprofessional students (physician assistant, pharmacy, etc.—see pre-professional program listings in the Academic Information section) should consult the Chemistry Department for assistance in course planning early in their academic careers. Bachelor of Science (non-ACS-Approved) ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● CHM 115 and 115L- General Chemistry I CHM 116 and 116L - General Chemistry II CHM 251 and 251L - Organic Chemistry I CHM 252 and 252L - Organic Chemistry II CHM 280 and 280L - Quantitative Analytical Chemistry One of CHM 362 or CHM 368 o CHM 362 - Physical Chemistry: Macroscopic Theory o CHM 368 - Physical Chemistry: Microscopic Theory CHM 369 and 369L - Biochemistry CHM 491 - Chemistry Seminar (four semesters) MAT 145 and 145L - Calculus I MAT 146 and 146L - Calculus II PHY 121 and 121L - General Physics I PHY 122 and 122L - General Physics II SCI 490 - Integrated Science or other approved Keystone 12-credits from: o CHM 362 - Physical Chemistry: Macroscopic Theory o CHM 368 - Physical Chemistry: Microscopic Theory o CHM 370 - Biochemistry II o CHM 464 - Advanced Organic Chemistry o CHM 481 - Instrumental Analysis o CHM 482 - Advanced Inorganic Chemistry o CHM 494 - Topics in Chemistry (2 cr.) o CHM 495 - Topics in Chemistry o CHM 498 - Independent Study/Research (can be repeated once) o PHY 317 and 317L – Biophysics 4 credits from: o CHM 430 - Advanced Thermodynamic and Separation Lab o CHM 440 - Advanced Synthesis Lab o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab Bachelor of Science (American Chemical Society Approved Major) ● ● ● ● ● ● ● ● ● ● ● ● ● CHM 115 and 115L- General Chemistry I CHM 116 and 116L - General Chemistry II CHM 251 and 251L - Organic Chemistry I CHM 252 and 252L - Organic Chemistry II CHM 280 and 280L - Quantitative Analytical Chemistry CHM 362 - Physical Chemistry: Macroscopic Theory CHM 368 - Physical Chemistry: Microscopic Theory CHM 369 and 369L - Biochemistry CHM 430 - Advanced Thermodynamic and Separation Lab CHM 440 - Advanced Synthesis Lab CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab CHM 464 - Advanced Organic Chemistry CHM 481 - Instrumental Analysis 110 ● ● ● ● ● ● ● ● ● CHM 482 - Advanced Inorganic Chemistry CHM 491 - Chemistry Seminar (four semesters) SCI 490 - Keystone or other approved Keystone MAT 145 and 145L - Calculus I MAT 146 and 146L - Calculus II MAT 245 - Calculus III PHY 121 and 121L - General Physics I PHY 122 and 122L - General Physics II 4-credits from: o CHM 370 - Biochemistry II o CHM 494 - Topics in Chemistry (2 cr.) o CHM 495 - Topics in Chemistry o CHM 498 - Independent Study/Research (can be repeated once) o PHY 317 and 317L - Biophysics BS and BS-ACS Chemistry majors are required to take either the ETS or DUCK standard exam in College Chemistry prior to graduation. Recommended: PHY 245 - Modern Physics, additional mathematics, research experience, and computer proficiency. General Education Accommodation BS Chemistry majors are allowed a two-course reduction in the general education program. See the Core Curriculum Modifications section of this catalog for details. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the chemistry major for the BA and both BS degrees. ENL 111 should be taken in the first year. The Speaking (S) skill is met through COM 115 (or COM 111 or HON 130 or other approved speaking course) and further developed in upper division chemistry courses. Departmental Honors The awarding of Departmental Honors recognizes a student’s outstanding achievement(s) in the Chemistry Major. Only students who have completed a BS or BS-ACS major in Chemistry with a GPA of 3.5 or higher may earn Departmental Honors by successfully completing the following: ● ● A summer or academic year chemistry, biochemistry or biophysics research or internship via successful completion of CHM 399, CHM 498, CHM 499 (minimum of 400 hours total research). Submit a formal letter of intent to an Honors Committee of three Faculty members: two in the Chemistry Department and one outside of the Chemistry Department (to be approved by the research mentor). This formal letter of intent will be composed of no more than one page of text providing the following: 1. Title of project; 2. Abstract describing the project with special focus given to the questions that will be addressed, the methods to be used and the expected outcomes; 3. Name and signature (with date) of your faculty mentor; and 4. List of the three Faculty (two in the Chemistry Department and one outside of the Chemistry Department) who have agreed to serve as your Departmental Honors Committee. A decision whether or not to approve the application for Departmental Honors will be made by the Departmental Honors Committee within one week of submission. Successful completion of the Honors process requires a public presentation of your research and an oral discussion of your project with the Honors Faculty committee, typically no later than March 15, so that successful recipients of departmental honors can be recognized during graduation ceremonies. The formal letter of intent for Departmental Honors in Chemistry is typically submitted early in the Fall semester of the senior year. 111 Minor in Chemistry Five courses that must include: CHM 115 (and 115L), 116 (and 116L), CHM 280 (and 280L), and any two other Chemistry courses above 200. At least one of the elective courses numbered above 200 must be taken at Augsburg. Transfer Course Policy for Majors and Minors Chemistry has articulation agreements with many of the local community colleges as well as ACTC schools. Any transfer courses not part of existing articulation agreements must be approved in writing by the department, subject to review by the chair. Only those chemistry courses successfully completed (C- or above) will be considered. Other Requirements At least three CHM courses numbered above 200 must be taken at Augsburg for the BA, BS or BS-ACS majors. At least two CHM courses numbered above 200 must be taken at Augsburg for the chemistry minor. Students must earn a minimum average GPA of 2.0 or better in the courses that apply toward the major or minor in chemistry. A course must be completed with a grade of C- or higher to count as a prerequisite for any chemistry course. A minimum average GPA of 2.0 in chemistry courses is required for any chemistry major. Note: Other restrictions and prerequisites are in the course descriptions. Transfer students must consult with a Chemistry Department Advisor about potential adjustments to their course requirements for the major. For a complete list of courses and descriptions, see the Course Description Search. 112 Communication Studies, Film, and New Media Our discipline is grounded in rhetorical and scientific principles and is guided by the need to make communicative choices that are artful, ethical, and effective. The department offers majors and minors in Communication Studies, Film, and New Media. Prospective majors should meet with a program advisor as early as possible to design an approved major program, preferably by the end of the sophomore year. Faculty Communication Studies Kristen Chamberlain (co-chair), Robert Groven (co-chair), Wesley Ellenwood, Jenny Hanson, David Lapakko, Michelle Mcateer, Mackenzie Krzmarzick, Jenna McNallie Film Studies Jenny Hanson (Program Director), Michael Burden, Robert Cowgill,, Darcey Engen, Elise Marubbio New Media Jenny Hanson (Program Director), Kristen Chamberlain, Larry Crockett, John Dean, Milda Hedblom, Christopher Houltberg, Rebecca John, Emily Lyman, Julie Longo Degree and Major Requirements Communication Studies Major, Bachelor of Arts For transfer students, at least six of these courses must be taken at Augsburg. Required of all Communication Studies majors: ● ● ● ● ● ● ● ● ● One of COM 111, COM 112, or COM 115 o COM 111 - Public Speaking o COM 112 - Contest Public Speaking o COM 115 - Scientific and Technical Public Speaking COM 120 - Mass Media and Popular Culture One of COM 254 or COM 355 o COM 254 - Interpersonal Communication o COM 355 - Small Group Communication COM 280 - Introduction to Communication Studies COM 301 - Research Methods in Communication Studies COM 329 - Intercultural Communication COM 351 – Argumentation COM 352 – Persuasion COM 490 - Keystone: Critical Conversations about Vocation A total of 3 electives must be taken from following categories (one course must be from COM): ● 1 to 3 electives from the following (may not count the same course twice): o COM 243 - Studio Production o COM 247 - Documentary History and Theory o COM 260 - Environmental Communication o COM 299 - Directed Study o COM 321 - Business and Professional Speaking o COM 345 - Organizational Communication o COM 399 - Internship 113 ● o COM 405 - Nonverbal Communication o COM 415 - Advanced Critical Media Studies o COM 480 - Public Relations/Promotional Communication o COM 495 - Communication Topics o COM 499 - Independent Study 0 to 2 approved outside electives from another major, for example: o ART 132 - Photography I o ART 201 - Introduction to Graphic Design o ART 215 - Introduction to Web Design o BUS 242 - Principles of Management o ENL 227 – Journalism o ENL 228 - Broadcast and Online Journalism o FLM 399 – Internship o MKT 252 – Marketing o Another course approved by Communication Studies department Communication Arts/Literature Teacher Licensure Major This major, which includes secondary education coursework and student teaching requirements in the Education Department, offers students the preparation necessary to become teachers of communication arts and literature in public schools and allows them to become licensed to teach at the middle school through the secondary level. Recommendation for teacher licensure is granted only to students who complete the requirements for this program with a minimum grade of C- in major courses and with a minimum cumulative GPA of 2.50 in the major. All requirements in the major must be completed prior to student teaching. The course requirements for this program are listed in the English Department section of the catalog. Departmental Honors Departmental Honors is designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Departmental Honors students must maintain a 3.50 GPA in the major and a 3.00 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality (COM 499 registration). Honors candidates should meet with their faculty mentor prior to their senior year to develop a proposal for the honors project. Communication Studies Minor For transfer students, at least three of these six courses must be courses completed at Augsburg. Six courses including: ● ● ● ● ● COM 111 - Public Speaking COM 280 - Introduction to Communication Studies COM 329 - Intercultural Communication COM 351 - Argumentation Two elective courses chosen from the following 4-credit courses: o COM 120 - Mass Media and Popular Culture o COM 243 - Studio Production o COM 247 - Documentary History and Theory o COM 254 - Interpersonal Communication o COM 260 - Environmental Communication o COM 301 - Research Methods in Communication Studies o COM 299 - Directed Study o COM 321 - Business and Professional Speaking o COM 345 - Organizational Communication o COM 352 - Persuasion o COM 355 - Small Group Communication o COM 399 - Internship 114 o o o o o o COM 405 - Nonverbal Communication COM 415 - Advanced Critical Media Studies COM 480 - Public Relations/Promotional Communication COM 490 - Keystone: Critical Conversations about Vocation COM 495 - Communication Topics COM 499 - Independent Study Film Major The Augsburg Film major reflects our belief that students are transformed through a well-rounded curriculum that encourages creativity, critical analysis and inquiry, ethical considerations, and an understanding of the synergy between theory and practice. The major explores the tension between art and commerce through dialogues with film industry members, internship and mentorship opportunities, film symposia, and Study Abroad. Students will gain experience in scripting, directing, editing, acting, and producing for both 16mm film and digital. Students will be introduced to the study of film theory, criticism, and culture. Students are encouraged to double major or to seek minors in related fields such as Art, English, Theater, Communication Studies, American Indian Studies, and Gender, Sexuality, and Women’s Studies, to name a few. Required of all Film Majors: Nine core courses plus three electives from one of two tracks of study: ● ● ● ● ● ● ● ● ● ● FLM 180 - Film Sight and Sound FLM 216 - Film Production I FLM 260 - Documentary Production I FLM 420 - Issues in Contemporary Cinema FLM 490 - Film Studies Keystone: Critical Conversations about Film and Vocation COM 247 - Documentary History and Theory ENL 241 - Intro to Cinema Arts ENL 371 - History of Cinema One of THR 232 or THR 233 (Production track majors may substitute FLM 372: Producing for Film and Television) o THR 232 – Acting o THR 233 - Acting for Camera Three electives must be chosen from one of the two defined tracks below in consultation with your advisor, who is designated by the program director. Note that not all elective courses are offered every year, so alternatives within the track may need to be chosen. Track 1: Production Students interested in producing films or videos choose from: ART 132 - Photography ART 215 - Introduction to Web Design ART 315 - Graphic Systems ART 340 - Digital Imaging COM 243 - Studio Production ENL 228 - Broadcast and Online Journalism ENL 229 - Screenwriting FLM 124 - Monster Movies FLM 240 - Animation FLM 312 - Film Production II FLM 348 - Intermediate Video Production FLM 399 - Internship FLM 495- Topics FLM 499 - Independent Study MUS 130 - Introduction to Music in the Fine Arts 115 PHY 119 - Physics for the Fine Arts THR 328 - Theatrical Design Track 2: Theory and Culture Students interested in analysis of film, film genres, and cultural context choose from: AIS 264 - American Indians in the Cinema AIS 364 - Indigenous Filmmakers AIS 208 - Native American/First Nations Women and Film ART 240 - Art History Survey ENL 221 - Intermediate Expository Writing About the Arts ENL 228 - Broadcast and Online Journalism ENL 229 - Screenwriting ENL 240 - Introduction to Literary Study ENL 430 - Advanced Studies in Theory and Method FLM 124 - Monster Movies FLM 399 - Internship FLM 495- Topics FLM 499 - Independent Study PHI 120 - Ethics PHY 119 - Physics for the Fine Arts RLN 319 - Religion at the Movies SPA 248 - Spanish and Latin American Culture Through Film Film Minor ● ● ● ● ● ● COM 120 - Mass Media and Popular Culture COM 247 - Documentary History and Theory ENL 241 - Introduction to Cinema Arts ENL 371 - History of Cinema FLM 180 - Film Sight and Sound FLM 420 - Issues in Contemporary Cinema New Media Major, Bachelor of Arts The transdisciplinary New Media major is a course of study designed to engage students from all fields in an exploration of new and emergent media, preparing them for achievement and scholarship in multifarious new media environments. The program fosters learning to manage change in media, creating effective expressions (communications, creative works, applications) in digital environments, and exploring the interrelationship of new media with other fields of study to understand the relationships between technology and culture. The major involves options for courses in art, business, communication, computer science, education, English, music, political science, and more. Students are encouraged to double major and select a concentration in Game Design, Promotional Communication, or Web Design or design a path of study as approved by the program advisor. Required of all New Media Majors: ● ● ● ● ● ● ● NMS 220 - Foundations of New Media NMS 242/ENL 242 - Electronic Literature COM 415 - Advanced Critical Media Studies POL 371 - Internet Law One of the following: o NMS 399 - Internship o NMS 375 Practicum o Internship, Practicum, or Workshop in Concentration NMS 490 - Vocation and New Media (or Keystone in Concentration) Four courses (or at least 16 credits) from the new media electives list: 116 o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o ART 102 - Design ART 124 - Graphic Design Production: InDesign (1cr) ART 125 - Graphic Design Production: Illustrator (1cr) ART 126 - Graphic Design Production: Photoshop (1cr) ART 133 - Introduction to Digital Photography ART 180 - Intro to Community-based Photography ART 201 - Introduction to Graphic Design ART 202 - Typography ART 215 - Introduction to Web Design ART 226 - Artist Workshop (1cr) ART 315 - Graphic Systems ART 340 - Digital Imaging COM 243 - Studio Production CSC 250 - Game Programming on the Web CSC 431 - Intro to AI Robotics CSC 495 - Topics: Mobile Applications EDC 220 - Educational Technology ENL 221 - Intermediate Expository Writing about the Arts ENL 226 - Introduction to Creative Writing ENL 228 - Broadcast and Online Journalism ENL 229 - Screenwriting ENL 241 - Introduction to Cinema Art ENL 290 - Explorations in Language and Theory ENL 324 - Creative Non-Fiction ENL 371 - History of Cinema ENL 427 - Advanced Studies in Media, Ethics, and Theory FLM 180 - Film, Sight, and Sound FLM 240 - Animation FLM 260 - Documentary Production I FLM 372 - Producing for Film and Television INS 330 - Art Praxis: Social Justice Theory and Practice in the Field INS 331 - Art and Culture in Political, Social and Historical Context MUS 221 - Intro to Music Technology MUS 272 - Human Identity through the Creative Arts MUS 336 - Arts Management and Concert Promotion NMS 230 - Social Media NMS 260 - New Media Production NMS 295 - Topics in New Media NMS 320 - Contemporary New Media Practices NMS 495 - Topics in New Media NMS 499 - Independent Study PHI 260 - Philosophy and the Arts PHY 261 - Electronics POL 342 - Mass Communication and Society POL 495 - Impact of the Internet RLN 216 - Religion and Science in Popular Culture New Media Concentration in Promotional Communication This concentration emphasizes the importance of understanding message, purpose, goals, and audience to make effective use of new media technologies. Students are required to take the New Media core and four of the following courses: 117 COM 120 - Mass Media and Popular Culture COM 480 - Public Relations/Promotional Communication ENL 228 - Broadcast and Online Journalism ENL 427 - Advanced Studies in Media, Ethics, and Theory NMS 230 - Social Media NMS 260 - New Media Production NMS 320 - Contemporary New Media Practices New Media Concentration in Game Design This concentration emphasizes the social significance of computational problem solving within the game narrative and game-based environments. Students are required to take the New Media core and the following courses: CSC 240 - Information Security and Assurance CSC 250 - Game Programming on the Web Two from the following: CSC 373 - Symbolic Programming and Artificial Intelligence CSC 495 - Mobile Applications CSC 431 - Intro to AI Robotics New Media Concentration in Web Design This concentration emphasizes visual design, interactivity, and web development. Students will obtain a foundation in design, learn coding, and obtain valuable skills in understanding the impact of such on society. Students are required to take the New Media core and the following courses: ART 124 - Graphic Design Production: InDesign ART 127 - Graphic Design Production: HTML/CSS ART 201 - Introduction to Graphic Design ART 202 - Typography ART 215 - Introduction to Web Design ART 315 - Graphic Systems POL 495 - Impact of the Internet New Media Minor Four core courses and 8 elective credits: ● ● ● ● ● NMS 220 - Foundations of New Media NMS 242/ENL 242 - Electronic Literature COM 415 - Advanced Critical Media Studies POL 371 - Topics: Internet Law Two courses or 8 credits from the new media elective list. Departmental Honors Departmental Honors is designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Departmental Honors students must maintain a 3.25 GPA in the major and a 3.00 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality (COM 499/FLM 499/NMS 499 registration). Honors candidates should meet with their faculty mentor prior to their senior year to develop a proposal for the honors project. Graduation Skills The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the 118 following courses: COM 301 (QF) and COM 352 (QFA) for Communication Studies majors and one of MAT 163, MAT 164 or PHY 119 for Film and New Media majors. Note: For transfer students, at least three of these six courses must be courses offered at Augsburg. For a complete list of courses and descriptions, see the Course Description Search. 119 Critical Race and Ethnicity Studies The outline of the Critical Race and Ethnicity Studies major and minor have been approved by the Augsburg faculty; Augsburg is currently seeking approval through both the Higher Learning Commission and the Minnesota Office of Higher Education. All courses listed below are still in development. Degree and Major Requirements A minimum of 16 of the 40 major credits must be completed at Augsburg, and at least 5 of the 10 required major courses must be numbered 300 or above. Each course for the major can only satisfy one requirement. The major requires three core courses, five focus area courses, and eight credits of additional electives, as outlined below. ● ● ● ● ● CRS 100 - Introduction to Critical Race and Ethnicity Studies CRS 300 - Critical Race and Ethnicity Studies Theory and Methods CRS 490 - Critical Race and Ethnicity Studies Senior Seminar Complete five focus area courses, with three in the primary focus area and one from each of the other two areas. o Africana Studies ▪ CRS 120 - Topics in Africana Studies ▪ CRS 320 - Topics in Africana Studies ▪ CRS 420 - Colloquium in Africana Studies o Asian American and Pacific Islander Studies ▪ CRS 140 - Topics in Asian American and Pacific Islander Studies ▪ CRS 340 - Topics in Asian American and Pacific Islander Studies ▪ CRS 440 - Colloquium in Asian American and Pacific Islander Studies o Latine/x Studies ▪ CRS 160 - Topics in Latine/x Studies ▪ CRS 360 - Topics in Latine/x Studies ▪ CRS 460 - Colloquium in Latine/x Studies Complete eight credits of additional electives, chosen from: o CRS 101 - Topics in Critical Race and Ethnicity Studies o CRS 301 - Topics in Critical Race and Ethnicity Studies o CRS 400 - Colloquium in Critical Race and Ethnicity Studies Graduation Skills The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. Fulfillment of the graduation skills in Speaking (S) and Writing (W) is not yet determined. The Quantitative Reasoning (QR) graduation skill is met with one of the following courses: MAT 111, MAT 145, MAT 146, MAT 163, MAT 164, PHI 230, or the QR from a second major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Minor in Critical Race and Ethnicity Studies Complete CRS 100 plus sixteen credits of CRS electives, with at least eight credits of electives numbered 300 or above. 120 Culture and Social Justice Minor The Culture and Social Justice minor is an interdisciplinary program committed to engaging students with the histories, struggles, knowledge, and agency of marginalized groups throughout our global society. Drawing on the diversity of current and past voices from the Augsburg neighborhood, the minor connects local and national efforts to larger global struggles for justice. The program explores the interplay of experiences that form and reform the current landscapes of globalization, including Indigenous origins, diaspora, immigration, the impact of colonialism, postcolonialism, and neocolonialism, cross-cultural and multicultural integration, and cultural thrivance. The interdisciplinary character of this minor helps students develop professional skills for working across cultures and disciplinary audiences, enhances writing and speaking skills for multicultural audiences, and provides preparation for the increasingly diverse and globalized marketplace. Coordinators Andrew Aoki and Elise Marubbio Minor Requirements A total of six courses – one introductory course, four cluster courses, and one capstone course – are required. No more than two classes from the same department can count toward the minor. At least 2 courses must be upper division. No class can fulfill a requirement in more than one area. Courses noted with an asterisk have prerequisites. Some topics courses not listed here may be used for one of the requirements; please contact one of the coordinators (above) for approval. One introductory course: AIS 105 - Introduction to American Indian Studies ANT 141 - Introduction to Cultural Anthropology CCS 100 - Introduction to Cultural Studies One course is required from each of the four clusters: Theory cluster: Courses from this cluster will help students develop the ability to use a variety of theoretical approaches to understanding globalization and marginalization. One course is required. AIS 208 - Native American/First Nations Women and Film AIS 364 - Indigenous Filmmakers COM 329 - Intercultural Communication PSY 261 - Personality and Cultural Context SOC 240 - Protest and Social Change: Sociology of Social Movements SOC 265 - Race, Class, and Gender SOC 290 - Cultures of Violence THR 245 - Introduction to Pan-Asian Theater WST 305* - Introduction to Queer Studies WST 315 - Margins as Center: Feminist Theory WST 324* - Undocumented, Ecofeminist, & Queer: Contemporary Latin American Liberation Theologies Local community cluster: Students will be able to describe the histories, politics, and cultures of the communities in which Augsburg resides, and be able to explain how those communities have been shaped by and responded to marginalization. One course is required. AIS 105 - Introduction to American Indian Studies AIS 205 - Contemporary American Indian Issues AIS 302 - Indigenous Expressive Forms AIS 304 - Engaging Native Communities ENL 355* - Themes in American Indian Literature POL 122/URB 122 - Social Justice in Urban America 121 National cluster: Courses in this cluster will help students be able to explain the ways that the United States has been constructed from a variety of cultures, and the economic, political, and social consequences of that. One course is required. AIS 105 - Introduction to American Indian Studies AIS 205 - Contemporary American Indian Issues AIS 264 - American Indians in the Cinema ART 290/ ART 390 - Native American Art ENL 250* - American Voices ENL 251* - Introduction to African American Literature ENL 255* - American Indian Literature ENL 350* - Readings in African American Literature ENL 365* - Contemporary Post-Colonial Fiction HIS 236 - American Indian History HIS 241, 242, 243 - African American History POL 282 - Asian American Politics THR 270 - Introduction to Black Theater Global cluster: Courses in this cluster will help students be able to describe issues and questions that cross national boundaries, and the ways that people around the world are adapting to changing environments. One course is required. AIS 305† - Indigenous Issues of the Americas [Travel seminar]* ART 100† - special topic on pottery & spirituality; taught in Guatemala* ART 231 - Pre-Columbian, Colonial, and Contemporary Mexican Art HIS 150/350 - Revolutions, Republics, and Resilience in Latin America HIS 155/355 - Cultural Conflict and Change in Latin America HIS 162/362 - Modern South Asia HIS 327† - Racism and Resistance in Southern Africa and the United States* HIS 357†* - Mexican History, Culture, and Cosmovision POL 158 - Introduction to Political Science POL 359* - Topics POL 459* - Topics in Comparative Politics SPA 332* - Latin American Civilizations and Culture WST 250 - Global Perspectives on Gender and Sexuality WST 335†* - Contemporary Latin American Women WST 341†* - Globalization, Social Struggles, and the Environment CGEE programs in Mexico, Namibia, and Central America can count toward 1 class requirement. Note: Courses marked with a dagger (†) are not offered in the United States. Some are offered through the Center for Global Education and Experience at one of their international locations, while others may be done through a study abroad seminar. Courses marked with an asterisk have one or more prerequisites. One capstone course: In this capstone to the minor, students will review the connections between local, national, and global dynamics, and be able to describe the ways that people around the world adapt to the forces of globalization, and the role that those forces play in creating or reinforcing pressures of marginalization. AIS 405: Indigenous Activism and Resistance in the Americas INS 495: Topics For a complete list of courses and descriptions, see the Course Description Search. 122 Economics The Department of Economics offers a program that stresses a strong theoretical background, quantitative analysis, and an emphasis on national and international issues. Students who graduate with an economics major are well prepared to continue their education in a variety of fields or to work successfully in business and government because of the strong liberal arts emphasis within the major. The department offers six majors: Economics, Applied Economics, Mathematical Economics, Business and Economics, and Economics and Political Science (Education majors only). The Economics major and the Applied Economics majors lead to careers in the business world or government. The Mathematical Economics major is designed for students who intend to attend graduate school in economics or another quantitative field such as finance or operations research. It is also designed to serve students to work in quantitative fields immediately upon graduation, e.g., research analysts or actuaries. The combined Economics/Business Administration major allows students great flexibility in order to explore both fields. Finally, the teaching major in Political Science/Economics allows secondary education licensure students to obtain a solid background for teaching economics. The study of economics provides a firm foundation for confronting change because it presents a disciplined way to analyze and make choices. An Economics major prepares students for community leadership and leads to a great diversity of career opportunities including law, teaching, journalism, and private and public international service. Pre-law and potential Master of Business Administration students are especially encouraged to consider Economics as a major or a minor. Students are able to combine an Economics major with other disciplines such as Business Administration, International Relations, Mathematics, Management Information Systems, Political Science, History, and area study programs. Students who are interested in any type of quantitatively-oriented graduate program in economics or in business are encouraged to either major or minor in Mathematics. These students should also take courses in Computer Science. Consult an advisor for specific course suggestions. For the Economics and Applied Economics majors, the capstone experience is ECO 490 - Research Methods in Econometrics. Students in other majors should consult their advisor for alternatives. Internships are recommended. Students must consult with the department chair and the Strommen Center before registering for an internship for academic credit. Note: Transfer students must complete at least three upper division economics courses for a major and two for a minor. Transfer classes must have been completed in the last 10 years with at least a C- grade. Economics Faculty Stella Hofrenning (Chair), Jeanne Boeh, Keith Gilsdorf, Liaila Tajibaeva Degree and Major Requirements Major in Economics, BA ● ● ● ● ● ● ● ECO 112- Principles of Macroeconomics ECO 113 - Principles of Microeconomics ECO 312 - Intermediate Macroeconomics ECO 313 - Intermediate Microeconomics ECO 490 - Research Methods in Econometrics Three four-credit upper division economics electives (ECO399 may not be applied to this requirement) One of MIS 379, MAT 163, or MAT 164 o MIS 379 - Quantitative Methods for Business and Economics o MAT 163 - Introductory Statistics o MAT 164 – Introductory Statistics for STEM 123 ● One of MAT 114, MAT 145, or MAT 146 o MAT 114 – Precalculus o MAT 145 and 145L - Calculus I o MAT 146 and 146L - Calculus II Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Major in Applied Economics, BA ● ● ● ● ● ● ● ● ● ● ● ● ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics One of ECO 312 or ECO 315 o ECO 312 - Intermediate Macroeconomics o ECO 315 - Money and Banking ECO 313 - Intermediate Microeconomics ECO 318 - Management Science ECO 350 - Labor Economics ECO 360 - International Economics ECO 490 - Research Methods in Econometrics ENL 223 - Writing for Business and the Professions One of ECO 399 or ECO 499 o ECO 399 - Internship Program o ECO 499 - Independent Study One of MIS 379, MAT 163, or MAT 164 o MIS 379 - Quantitative Methods for Business and Economics o MAT 163 - Introductory Statistics o MAT 164 - Introductory Statistics for STEM One of PHI 120 or PHI 125 o PHI 120 - Ethics o PHI 125 - Ethics and Human Identity Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Combined Major in Economics and Business Administration, BA Five Economics courses and supporting courses in other departments: ● ● ● ● ● ● ● ● ● ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics ECO 312 - Intermediate Macroeconomics ECO 313 - Intermediate Microeconomics ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting BUS 242 - Principles of Management MKT 252 - Principles of Marketing One of FIN 331 or MIS 379 o FIN 331 - Financial Management o MIS 379 - Quantitative Methods for Business and Economics 124 ● ● One four-credit upper division Economics course elective (ECO399 may not be applied to this requirement) One four-credit upper division Business elective Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The Quantitative Reasoning (QR) graduation skill can be met by completing two courses: (1) ECO 112 or 113 (QF) and (2) MIS 379 or ECO 318 or ECO 490 (QA). Consult your department chair or academic advisor if you wish to choose an alternative approach to meeting the QR graduation skill. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Major in Mathematical Economics, BS (joint offering with the Department of Mathematics, Statistics, and Computer Science) ● ● ● ● ● ● ● ● ● ● ● ● ● ● ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics ECO 312 - Intermediate Macroeconomics ECO 313 - Intermediate Microeconomics ECO 416 - Mathematical Economics ECO 490 - Research Methods in Econometrics MAT 145 and 145L - Calculus I MAT 146 and 146L - Calculus II MAT 245 - Calculus III MAT 246 - Linear Algebra MAT 373 - Probability Theory MAT 374 - Statistical Theory and Applications One of MAT 324, MAT 369, or MAT 377 o MAT 324 - Analysis o MAT 369 - Modeling and Differential Equations in the Biological and Natural Sciences o MAT 377 - Operations Research Two four-credit upper division Economics courses To meet the prerequisite for ECO 490, students must also complete an introduction to statistics - one of: ● ● ● MAT 163 - Introduction to Statistics MAT 164 - Introduction to Statistics for STEM MIS 379 - Quantitative Methods for Business and Economics Recommended Courses: CSC 165 - Introduction to Computer Programming (Python) Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a MAT course. Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Teacher Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students, therefore, should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. 125 Teaching Major in Political Science and Economics See Political Science. Departmental Honors GPA of 3.50 in the major and 3.00 overall; a senior thesis and comprehensive oral examination in the major field of concentration. Minor in Economics This minor is not available to students majoring in the combined major of Business Administration and Economics. ● ● ● ● ● ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics ECO 312 - Intermediate Macroeconomics ECO 313 - Intermediate Microeconomics One additional four-credit upper division economics course Other configurations may be permitted by consulting with the department chair. Note: Students who plan to major in the department are strongly encouraged to select a faculty mentor as soon as possible in order to carefully plan their program of study. For a complete list of courses and descriptions, see the Course Description Search. 126 Education The Department of Education maintains liberal arts-based teacher education programs that are approved by the Minnesota Board of Teaching. These programs lead to recommendation for licensure to the State of Minnesota for: ● ● ● ● ● Elementary (grades K-6) Secondary—grades 5-12 in communication arts/literature, health, mathematics, and social studies; grades 9-12 in life science, chemistry, and physics K-12 licenses in visual arts, physical education, music, English as a Second Language (ESL) and the special education: Academic Behavioral Strategist (ABS) license. (Note the ESL and ABS programs are available in weekday evening program only*) General Science (5-8) initial license Optional endorsements for a K-6 elementary license include, mathematics (grades 5-8), general science (grades 5-8), social studies (grades 5-8), or communication arts/literature (grades 5-8). Program Availability Degree and/or licensure programs are available in both the Day and AU (weekday evening*) programs. Augsburg Undergraduate (AU) degree and licensure programs are limited to elementary, secondary communication arts/literature and social studies, and K-12 visual arts, ESL and ABS. Additional licensure programs are available through the Day program and open to AU students who can take courses on a weekday schedule. All prerequisite courses, elementary core courses, and professional education courses are available on a weekday evening schedule*. P-12 field service requirements associated with courses and student teaching must be completed during regular P-12 school hours. All students must have some time available each term for field service in P-12 educational settings. Licensure only Students who have completed a BA/BS degree may complete a licensure only program within the day or AU* undergraduate program. Contact the Education Department or the Office of Admission for information. Program Overview Students in all degree and/or licensure programs must apply for acceptance into the licensure program prior to beginning most 300-400 level courses. (EDC 310 may be taken prior to admission). It is highly recommended that candidates apply for acceptance to the licensure program before they are enrolled in EDC 310 in order to be ready to register for most other 300-400 level courses in a timely manner. Additional criteria for acceptance into the Education Department are available through the department website. Students complete a semester of full-time student teaching at the conclusion of their degree and/or licensure. Students must complete the EdTPA during their student teaching semester. State law requires passing appropriate exams (pedagogy and content exams) prior to recommendation for licensure. Students who entered Augsburg University under earlier catalogs must comply with the requirements of the new licensure programs. The Education Department offers non-licensure majors in Elementary Education and Education Studies. Contact the department for details. The department also offers a Special Education minor which is described at the end of this section. Students are assigned an Education Department program advisor upon request or at the outset of EDC coursework. All students are expected to become knowledgeable about programs and follow through with department policies. Handbooks outlining programs and policies are available through the Education Department and website. Student Teaching Abroad Selected Education Department students may participate in an international student teaching program. Those interested in further information should contact the Education Department at least one year prior to student teaching. Students 127 who teach abroad will do part of their student teaching in the Twin Cities area under direct Augsburg faculty supervision. In addition to gaining Education Department approval for student teaching abroad, students must apply through the Study Abroad and Study Away Office in the Center for Global Education and Experience. Education Faculty Joseph Erickson, Jennifer Diaz, Sally Durand, Terrance Kwame-Ross (Chair), Audrey Lensmire, Rachel Lloyd, Jason Lukasik, Joaquin Munoz 128 Elementary Education Major and Licensure Requirements Elementary Education majors are required to complete the following non-major and major courses. To be licensed they must also complete a student teaching experience. Degree-seeking students follow the Bachelor of Science Liberal Arts Foundation requirements. Non-departmental Core Courses These requirements should be taken during the first year or sophomore year; many of these courses will also fulfill liberal arts requirements: ENL 111 - Effective Writing II HPE 115 - Chemical Dependency Education Math sequence for students (Do NOT take if seeking 5-8 math endorsement.) MPG 3 prerequisite. MAT 137 - Mathematics for Elementary Teachers I (fall) MAT 138 - Mathematics for Elementary Teachers II (spring) Science sequence for students (Do NOT take if seeking 5-8 general science endorsement.) Option A is for Day students who do not have college-level science courses in their background. BIO 102 - The Biological World and PHY 203 - Physics and Earth Science for Elementary Education Teachers Option B is for weekday, AU*, and/or transfer students with at least one college-level science course accepted in transfer, or for weekday students who have already started this sequence. PHY 203 - Physics and Earth Science for Elementary Education Teachers or EED 203 - Physical Science for Elementary Teachers (summer session, Time 1 only) and EED 200 - Elementary Education Earth Science (summer session, Time 2) and BIO 102 - The Biological World Option C (Rochester only). SCI 110 - Natural Science I (Physical Science) SCI 111 - Natural Science II (Biological and Earth Science) Major Courses Foundations Block I ● EDC 200 - Orientation to Education in an Urban Setting** ● Complete either EDC 206 or both EDC 210 and EDC 211 o EDC 206 - Diversity/Minnesota American Indians o EDC 210 - Diversity in the School (or EDC 110) and EDC 211 - Minnesota American Indians ● EDC 220 - Educational Technology ● EED 225 - Foundations of Literacy 129 Foundations Block II ● EDC 310 - Learning and Development in an Educational Setting Methods Block I (Courses from this point on require admission to the department) ● EED 311 - K-6 Methods: Health ● EED 312 - K-6 Methods: Physical Education ● EED 325 - K-6 Methods: Literacy ● EED 326 - Elementary Reading K-6 Field Experience** ● EED 386 - K-6 Methods: Children’ Literature Methods Block II ● EED 336 - Advanced Literacy Methods** ● EED 341 - K-6 Methods: Art ● EED 342 - K-6 Methods: Music ● EED 350 - K-6 Methods: Mathematics** ● EED 360 - K-6 Methods: Science** ● EED 370 - K-6 Methods: Social Studies/Thematics ● EED 380 - Kindergarten Methods** Capstone Block ● EDC 410 - Learners with Special Needs** ● EDC 490 - School and Society Student Teaching Block Student teaching is required for licensure. Students with an Elementary major who do not complete student teaching can graduate through the Elementary Education non-licensure major or the Interdisciplinary Studies major. ● ● EDC 481 - Student Teaching: Initial License (12-14 weeks) EED 489 - Teacher Performance Assessment and Student Teaching Seminar Endorsements (optional to add on to elementary license, secondary biology, chemistry, physics) Communication Arts (5-8) ● ● ● ● ● ● ● ENL 220 - Intermediate Expository Writing ENL 240 - Introduction to Literary Study One of COM 254, COM 329, COM 351, or COM 355 o COM 254 - Interpersonal Communication o COM 329 - Intercultural Communication o COM 351 – Argumentation o COM 355 - Small Group Communication EED 331 - Middle School Methods Writing ESE 300 - Reading/ Writing in the Content Area** ESE 350 - 5-12 Methods: Literature and Reading** EDC 482 - Student Teaching: Endorsement Social Studies (5-8th grade) ● ● ● POL 121 - American Government and Politics One of HIS 120, HIS 121, or HIS 122 o HIS 120 - Colonizing a Continent and Creating Nations: North America to 1815 o HIS 121 - An Empire for Liberty? 19th Century U.S. History o HIS 122 - Gender, Race, Class and Democracy in the 20th Century U.S. ECO 113 - Principles of Microeconomics 130 ● ● ● ● ● One of HIS 103, HIS 104, PSY 105, SOC 121, or ANT 141 o HIS 103 - A Global History of Europe Since 1750 o HIS 104 - Decolonizing Asia and Africa o PSY 105 - Principles of Psychology o SOC 121 - Introduction to Sociology o ANT 141 - Introduction to Cultural Anthropology ESE 220 - Introduction to Human Geography ESE 300 - Reading/Writing in the Content Area** ESE 311 - Middle School Methods: Social Studies** EDC 482 - Student Teaching: Endorsement Mathematics (5-8th grade) ● ● ● ● ● ● ● ● ● MAT 114 - Precalculus (or MPG 4) MAT 145 and 145L - Calculus I One of MAT 163: Introductory Statistics, MAT 164 or: Introductory Statistics for STEM (recommended), or MAT 373: Probability Theory MAT 252 - Exploring Geometry MAT 271 - Discrete Mathematical Structures MAT 287 - History of Mathematics ESE 300 - Reading/Writing in the Content Area** ESE 331 - Middle School Methods: Mathematics** EDC 482 - Student Teaching: Endorsement General Science (5-8th grade) ● ● ● ● ● ● ● ● ● ● BIO 102 - The Biological World BIO 121 - Human Biology CHM 115 - General Chemistry I CHM 116 - General Chemistry II PHY 116 - Introduction to Physics SCI 106 - Introductory Meteorology Geology - (take elsewhere—see Education Department for suggestions) ESE 300 - Reading/Writing in the Content Area** ESE 341 - Middle School Methods: Natural Science** EDC 482 - Student Teaching: Endorsement Graduation and Licensure/ Endorsement Requirements A minimum GPA of 2.50 overall, 2.50 in the major, 2.00 in the specialty area, and grades of P in student teaching courses are required for licensure as well as C- or better in all required core, specialty, and education major courses. Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. For a complete list of courses and descriptions, see the Course Description Search. 131 K-12 English as a Second Language The K-12 English as a Second Language (ESL) undergraduate major is available as an initial license as well as an endorsement to an existing license. This license qualifies teachers to work with K-12 students for whom English is a second language across a range of subject areas. A prerequisite to program admission is two years of high school level or one year of college level language instruction. The K-12 ESL program is offered in a hybrid format with a mix of face-to-face and online instruction throughout the semester. Program courses are offered in a weekday evening* framework during the academic year and summer semester to make them accessible to working adults. Major and Licensure Requirements Required Non-major Courses: ● ● ● HPE 115 - Chemical Dependency Education ENL 111 - Effective Writing II Modern language prerequisites (2 years high school or 1 year college language) Required Education Courses for ESL: ● ● ● ● ● ● ● ● EDC 200 - Orientation to Education in an Urban Setting** Complete either EDC 206 or both EDC 210 and EDC 211 o EDC 206 - Diversity/Minnesota American Indians o EDC 210 - Diversity in the School (or EDC 110) and EDC 211 - Minnesota American Indians EDC 220 - Educational Technology EDC 310 - Learning and Development in an Educational Setting EDC 410 - Learners with Special Needs** ESE 325 - Creating Learning Environments EED 325 - K-6 Methods: Literacy EED 326 - Elementary Reading K-6 Field Experience** ESL Major Courses ● ● ● ● ● ● ● ● ● ESL 310 - Second Language Acquisition ESL 320 - Introduction to Linguistics ESL 330 - History and Structure of the English Language ESL 340 - ESL Literacy** ESL 410 - ESL Testing and Evaluation ESL 420 - ESL Methods ** ESL 490 - Language, Culture, and Schools (Keystone requirement) EDC 483 - Student Teaching: Initial License in PE, Music, Art, or ESL ESL 489 - Teacher Performance Assessment and Student Teaching Seminar A minimum GPA of 2.50 overall, 2.50 in the major, and grades of P in student teaching courses are required for licensure as well as C- or better in all required core and education major courses. Graduation Skills Graduation Skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. For a complete list of courses and descriptions, see the Course Description Search. 132 Secondary Education It is the responsibility of each student to meet all specific requirements of the Education Department and the subject area major. Secondary and K-12 licensure students are expected to have advisors in both their subject area major and in the Education Department. K-12 licensure is available in art, music, health and physical education. A 5-12 secondary licensure program is available in communication arts/literature, mathematics, and social studies. A 9-12 secondary licensure program is available in life science, chemistry, and physics with an additional general science endorsement for grades 5-8. Licensure requirements in the state of Minnesota for teaching in secondary schools are met through the Augsburg University Education Department licensure program. These requirements are: bachelor’s degree, academic major in an approved teaching area, and completion of an approved licensure program. Consult with your subject matter advisor for Graduation Skills requirements in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W). Major and Licensure Requirements Non-Departmental Requirements ● ● ENL 111 - Effective Writing II HPE 115 - Chemical Dependency Education Program Requirements Foundations Block I ● EDC 200 - Orientation to Education in an Urban Setting** ● Complete either EDC 206 or both EDC 210 and EDC 211 o EDC 206 - Diversity/Minnesota American Indians o EDC 210 - Diversity in the School (or EDC 110) and EDC 211 - Minnesota American Indians ● EDC 220 - Educational Technology Foundations Block II ● EDC 310 - Learning and Development in an Educational Setting Courses from this point and on require admission to the Education Department. Methods Block I ● ESE 300 - Reading/Writing in the Content Area** ● ESE 325 - Creating Learning Environments Methods Block II ● ESE 3XX - K-12 or 5-12 Methods in Content Area** Capstone Block ● EDC 410 - Learners with Special Needs** ● EDC 490 - School and Society Student Teaching Block ● One of EDC 481 or EDC 483 o EDC 481 - Student Teaching: Initial License (12-14 weeks) o EDC 483 - Student Teaching: Initial License in PE, Music, Art, or ESL ● ESE 489 - Teacher Performance Assessment and Student Teaching Seminar 133 A minimum GPA of 2.50 overall, 2.50 in education, 2.50 in the teaching major, and P (pass) in student teaching are required for licensure. All required major, non-departmental requirements, and education program courses must have a grade of C- or better. Art, Music, and Physical Education Licensure (K-12) Students preparing for licensure in one of these areas follow the Secondary Education program even though they may plan to teach at the elementary school level. A person with a major in one of these special areas will take three to four courses in student teaching and do some student teaching at both the secondary and elementary levels. Note: Recommendation for teacher licensure in music is granted only to students who successfully complete the requirements for the Music Education (K-12 licensure track)major. Art, music, and physical education teacher education programs lead to licensure for grades K-12. Students may no longer license in a minor field of study. A graduate level licensure option is available through the AU* evening program. Licensure is obtained through a combination of graduate and undergraduate credits. Contact the Education Department or the Undergraduate and Graduate Admission Offices for information. For a complete list of courses and descriptions, see the Course Description Search. 134 Special Education: Academic Behavioral Strategist The special education ABS major is available only through the AU* program. This major is ideally suited to people who are currently working in schools with K-12 special education students. Students must complete field experience requirements in K-12 special education and general education mainstreamed settings as part of course and program requirements; field service requirements are during the regular school times and calendar year. A graduate-level licensure option is available through AU*. Licensure is obtained through a combination of graduate and undergraduate credits. Major and Licensure Requirements Special Education Major Non-departmental core courses - These requirements should be taken during the first year or sophomore year; many of these courses will also fulfill liberal arts requirements: ● ● ● ENL 111 - Effective Writing II HPE 115 - Chemical Dependency Education MAT 137 - Mathematics for Elementary Teachers I (MPG 3 prerequisite) Required Education Courses for ABS: ● ● ● ● ● EDC 200 - Orientation to Education in an Urban Setting** Complete either EDC 206 or both EDC 210 and EDC 211 o EDC 206 - Diversity/Minnesota American Indians o EDC 210 - Diversity in the School (or EDC 110) and EDC 211 - Minnesota American Indians EDC 220 - Educational Technology EDC 310 - Learning and Development in an Educational Setting EED 225 - Foundations of Literacy Students must be admitted to Education Department to take courses beyond this point. ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● EED 325 - K-6 Methods: Literacy EED 326 - Elementary Reading K-6 Field Experience** EED 336 - Advanced Literacy Methods** EED 350 - K-6 Methods: Mathematics** EED 360 - K-6 Methods: Science** EDC 410 - Learners with Special Needs** EDC 330 - Building the Public Good: Public Achievement and Organizing I EDC 331 - Practicum in Public Achievement I EDC 332 - Building the Public Good: Public Achievement and Organizing II EDC 333 - Practicum in Public Achievement II SPE 410 - Implementing Assessment Strategies SPE 411 - Etiology and Theory of Mild to Moderate Disabilities SPE 415 - Theory to Practice SPE 425 - Transition and Community SPE 430 - Instructional and Behavioral Practices SPE 490 - Parent and Professional Planning EDC 481 - Student Teaching: Initial License (12-14 weeks) SPE 489 - Teacher Performance Assessment and Student Teaching Seminar A minimum GPA of 2.50 overall, 2.50 in the major, and grades of P in student teaching courses are required for licensure as well as C- or better in all required core and education major courses. 135 Graduation Skills Graduation Skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Special Education Minor The Special Education minor requires six courses (five plus one prerequisite psychology course) that encompass an interdisciplinary perspective on the field of disability. The minor is designed to fit the needs of students in various disciplines interested in disability issues. This minor is available through the weekday program. Required courses: ● ● ● ● ● ● EDC 410 - Learners with Special Needs** EDU 491 - Practicum and Seminar in Special Education** PSY 105 - Principles of Psychology SOC 231 - Family Systems: A Cross-Cultural Perspective One of PSY 250, PSY 252, or PSY 253 o PSY 250 - Child Development o PSY 252 - Adolescent and Young Adult Development o PSY 253 - Aging and Adulthood One of PSY 357, PSY 359, SOC 265, or SWK 301 o PSY 357 - Behavior Analysis o PSY 359 - Assessment o SOC 265 - Race, Class and Gender o SWK 301 - History and Analysis of Social Policy Interested students should contact the director of Special Education at the outset of coursework For a complete list of courses and descriptions, see the Course Description Search. 136 English Through the study of English we witness life’s complexity, experience life as others do, and thus better understand the world in which we live and work. Literature helps us contemplate the pains and joys of human existence and allows us to frame human events within diverse world views. Those who study English typically believe that an intense concern for words, ideas, and images helps people understand who they are and who they can become. At the same time, the English Department’s emphasis on writing helps our students to clarify and share their thoughts. English relates closely to other majors. Like the other arts, English is concerned with the pleasure that comes from artistic creation and with the contemplation of works of art. Like psychology and sociology, English is concerned with individual and group behavior. Like philosophy, English is interested in ideas and in the relation between meaning and language. Like science, English is interested in discovering order and determining structures. Like speech and communication, English studies the effective use of language. Like history and the other social sciences and humanities, English studies the way people have acted and thought at different times and in various cultures. Augsburg’s English Department integrates its programs with cultural opportunities available in this vital urban area. Plays, films, and readings are available near the campus, often within walking distance. English majors also have opportunities to use and refine their skills by working in internships on and off campus, tutoring English Language Learner (ELL) students, or tutoring in the Writing Lab. Students who complete an Augsburg English major pursue careers in elementary, secondary, and college education, journalism, government, law, the ministry, library science, medicine, advertising, public relations, publishing, writing, and other professions and businesses. English Faculty Robert Cowgill, Stephan Clark, Sarah Greenfield, Dallas Liddle, John Schmit, Lindsay Starck, Kathryn Swanson, Mzenga Wanyama (Chair) Degree and Major Requirements Choosing a Concentration Students majoring in English have the opportunity to choose one of three concentrations: literature, language, and theory; creative writing; and secondary licensure in communication arts/literature. While some of our courses explicitly address theoretical approaches to literature, especially those that examine race, class, and gender, all of our courses infuse these concerns in their engagement with primary works of fiction, poetry, creative nonfiction, film, and drama. All literature classes involve students in multiple forms of literary examination and are taught by professors who love teaching and who love literature. Our classes develop and demand the skills of aesthetic receptivity, perceptive and critical reading, open and clear speaking, and analytical and engaging writing—skills of the educated and employable citizen. English Major with a Literature, Language, and Theory Concentration The Literature, Language, and Theory concentration provides students various approaches to the study of the written word and visual text. Spotlight courses focus on specific authors, genres, or themes, and enable the discovery of new literary experiences. Courses in African American, Native American, Asian American, and postcolonial literatures reconfigure the nature of traditional literary studies. Survey courses in English, American, and world literatures are organized by historical periods and provide a classically structured framework of study. Courses in literary theory demand the intense and intellectually challenging engagement of text, culture, and self. The Literature, Language, and Theory concentration offers courses of study cross-listed with American Indian Studies, Art, Communication Studies, Film, Theater, and Gender, Sexuality, and Women’s Studies. 137 This concentration requires nine courses above ENL 111, or HON 111, or ENL 112 including: ● ● ● ● One of ENL 220 or ENL 221 o ENL 220 - Intermediate Expository Writing o ENL 221 - Intermediate Expository Writing About the Arts At least two 200-level literature courses as prerequisites for upper division courses in English. No more than two 200-level literature courses may count for the major. At least five 300-level courses, with one each in British literature, American literature, and world literature. At least one 400-level course. Any 300-level course serves as a prerequisite for the 400-level. Literature, Language, and Theory Minor Five courses above ENL 111, or HON 111, or ENL 112 are required, including: ● ● One of ENL 220 or ENL 221 o ENL 220 - Intermediate Expository Writing o ENL 221 - Intermediate Expository Writing About the Arts Four literature, language, and theory courses, three of which must be upper division courses. English Major with a Creative Writing Concentration The English Creative Writing concentration helps students develop professional writing skills by focusing their efforts in the creative modes: poetry, fiction, creative nonfiction, playwriting, and screenwriting. Over the course of the major, students master terminology; engage the field’s aesthetic and ethical issues; and read and study the works of established writers. The creative writing concentration expands competencies in observation, research, and analysis that enable writers to gather and interpret material from a variety of sources and perspectives for their work; it attends particularly to the artistic aspects of the writer’s craft, such as form, affect, and revision. English majors in Creative Writing engage the interdisciplinary demands inherent in literary endeavors, including issues of design, and enhance their appreciation of the aesthetic possibilities inherent in the writing life. Creative Writing courses are taught by dedicated professors, who are themselves practicing writers. The writing concentration offers courses of study cross-listed with Art, Communication Studies, and Theater. To complete this concentration, students must take 10 courses above ENL 111, or HON 111, or ENL 112, including three literature, language, and theory courses. At least one of these must be at the 300-level or higher. ● ● ● ● ● ● One of ENL 220 or ENL 221 o ENL 220 - Intermediate Expository Writing o ENL 221 - Intermediate Expository Writing About the Arts ENL 226 - Introduction to Creative Writing ENL 420 - Advanced Studies in Writing (Keystone) One of ART 215, ART 201, or PWC 330 o ART 215 - Introduction to Web Design o ART 201 - Introduction to Graphic Design o PWC 330 - Writing for Digital Media Three literature, language and theory electives, with at least one at the 300-level or higher Three writing electives, with at least two at the 300-level, chosen from: o ENL 227 - Journalism o ENL 228 - Broadcast and Online Journalism o ENL/FLM 229 – Screenwriting o ENL 320 - Fiction One o ENL 321 - Fiction Two o ENL 322 - Poetry One o ENL 323 - Poetry Two o ENL 324 - Creative Non-Fiction o ENL/THR 325 - Playwriting I o ENL/THR 326 - Playwriting II 138 o o o o o o o ENL 329 - Screenwriting II ENL 396 - Internship in Teaching Writing ENL 397/399 - Internship PWC 300 - Playwriting PWC 310 - Topics in Playwriting PWC 320 - Writing for Television An approved ACTC creative writing course Creative Writing Minor A minor with a creative emphasis requires five writing courses above ENL 111, or HON 111, or ENL 112, including: ● ● ● ENL226 - Introduction to Creative Writing One literature, language, and theory elective Three creative writing electives, with at least two numbered 300 or above, chosen from: o ENL 227 - Journalism o ENL 228 - Broadcast and Online Journalism o ENL/FLM 229 - Screenwriting o ENL 320 - Fiction One o ENL 321 - Fiction Two o ENL 322 - Poetry One o ENL 323 - Poetry Two o ENL 324 - Creative Non-Fiction o ENL/THR 325 - Playwriting I o ENL/THR 326 - Playwriting II o ENL 329 - Screenwriting II o ENL 396 - Internship in Teaching Writing o ENL 397/399 - Internship o PWC 300 - Playwriting o PWC 310 - Topics in Playwriting o PWC 320 - Writing for Television o An approved ACTC creative writing course Writing Minor A minor with an open emphasis requires five writing courses above ENL 111, or HON 111, or ENL 112, including at least one course from the 200-level and two from the 300-level. Communication Arts/Literature Teacher Licensure Major The Communication Arts/Literature Teacher Licensure concentration is for students who seek to be licensed to teach communication arts/literature in Minnesota. Students are encouraged to take courses toward their major during the first and sophomore years and to apply for the education licensure program no later than the spring of their junior year. Students in both programs must work with advisors in the English Department and the Education Department in order to meet the professional requirements within the Education Department as well as the requirements for the major. Should licensure not be possible, graduation can be achieved through an English major, which requires at least two additional, specific courses, or through a communication studies major. Prerequisite: ENL 111, or HON 111, or ENL 112 Major Requirements (eight courses in English): ● ● ● ● ● ENL 220 - Intermediate Expository Writing ENL 240 - Introduction to Literary Study ENL 365 - Contemporary Post-Colonial Fiction ENL 380 - Introduction to the English Language ENL 396 - Internship in Teaching Writing 139 ● ● ● One upper division ENL British literature course One upper division ENL American literature course One additional ENL literature, language, or theory course chosen from ENL360, 361, 362, 367, 368, 371, 385, 394, 410, and 430 Experiential Requirement (no credit): One college-level experience required in forensics, debate, newspaper, literary journal, or related activity (subject to departmental approval) Additional Courses (outside the English Department): ● ● ● ● COM 111 - Public Speaking COM 254 - Interpersonal Communication COM 351 – Argumentation One of COM 120, COM 243, or POL 342 Special Methods (two courses): ● ● ESE 350 - 5-12 Methods: Literature and Reading ESE 351 - 5-12 Methods: Speaking and Listening Additional ESE and EDC courses are required for licensure. See the Education Department section for a listing of secondary education licensure requirements. In addition to consulting your designated ENL advisor, contact an Education Department advisor for information about education courses. Graduation Skills Graduation Skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. The Quantitative Reasoning (QR) graduation skill is met with one of the following courses: HIS 369, MAT 111, MAT 145, MAT 146, MAT 163, MAT 164, NUR 410, PHI 230, PHY 119, POL 483, or the QR from a second major. Departmental Honors GPA of 3.5 in the major and 3.0 overall; submit proposal to department chair by early October in senior year for department approval. Submit and defend paper before faculty committee. Honors project may receive independent study credit (refer to departmental guidelines). MFA Master Class Option Upper-level students (Junior or Senior) with the recommendation of a creative writing instructor, a writing sample, and a GPA of 3.00 in English courses, and the permission of the MFA program director, may join a MFA summer residency course in their genre. Upon successful completion of the same residency requirements as graduate students, master class students will earn the same number of credits towards their Augsburg undergraduate degree (maximum 6 credits). Additionally, if they enroll in the Augsburg MFA program in the future, they will have satisfied the first of their three summer residency course requirements. The MFA Master Class Option is not repeatable. The MFA Master Class Option is open to undergrad students from other institutions as well as Augsburg University. Transfer Students Note: Transfer undergraduate English majors must take at least three of their English courses at Augsburg. Transfer students who minor in English must take at least two of their English courses at Augsburg. 140 Transfer English education students with a BA in English from another college must take at least three of their English courses at Augsburg (preferably upper division courses). These courses must be taken before the department can recommend a student for student teaching. The English Placement Test A writing sample is required of students to determine their placement in an appropriate writing class. Students having completed AP (Advanced Placement) courses in composition must have a score of 4 or 5. Students who need to develop competence in composition skills—such as stating and supporting a thesis, organizing clearly, and constructing paragraphs and sentences—are required to enroll in Effective Writing I (ENL 101) where they receive more individual instruction than is possible in Effective Writing II (ENL 111). These students must pass Effective Writing I (ENL 101) with a grade of P, C-, or higher before enrolling in Effective Writing II (ENL 111). Note: Students must register for ENL 101 during the first semester of attendance, if possible. ENL 111, 112, or HON 111 should be completed, if possible, during the first year. Students in Effective Writing I (ENL 101), Effective Writing II (ENL 111), HON 111, or ENL 112 can elect the traditional grading system or P/LP/N grading in consultation with their instructor up through the last week of class (without special permission/petition). Service Courses The department offers these service courses for students as required by a placement test. Literature, Language, and Theory Courses The 200-level courses in the literature, language, and theory track of the English major develop foundational competencies in reading and interpreting literary texts, and provide opportunities for diverse literary discovery. These courses require ENL 111, or HON 111, or ENL 112 as a prerequisite or co-requisite. Upper Level Courses The 300-level courses in the literature track in English concentrate on primary texts in historical and cultural contexts. These courses ask students to practice interpreting literary texts by employing techniques, terminology, and research methods of the discipline, resulting in effective and substantive expository writing about the subject. Unless otherwise indicated, students must take ENL 220 or 221 (see writing courses), or one 200-level literature, language, or theory course, or gain consent of the instructor as a prerequisite. The 400-level literature, language, and theory courses emphasize scholarship, criticism, and theory, and ask students to write and speak professionally about literary texts. Any 300-level literature course or permission of the instructor serve as a prerequisite for the 400-level. One 400-level course must fulfill the keystone requirement. Writing Courses Note: First day attendance in all writing courses is mandatory for a student to hold their place in the course. For a complete list of courses and descriptions, see the Course Description Search. 141 Environmental Studies Environmental Studies is the interdisciplinary investigation of human relations with the natural world. Augsburg’s program focuses on the study of urban environmental justice, drawing on the natural sciences, social sciences, humanities, and professional studies to examine the interdependence between humans and the natural world. It provides an understanding of the ecological, social, and cultural processes and problems that bind that world together. Augsburg’s Environmental Studies students study the most pressing local, regional, national, and global issues of our day, and gain the knowledge and skills needed to go out into the world as problem-solvers and change agents. Augsburg University’s location in a diverse inner-city neighborhood adjacent to the Mississippi River offers an opportunity for the close study of complex urban environments and their relationship to wider ecological systems. Although many equate environmental issues with rural areas, most people live in cities. Urban residents shape nature in innumerable ways, including through energy, food, and water consumption; transportation; and industrial production. In turn, environmental injustice is often found in urban settings. With that in mind, Augsburg’s Environmental Studies program simultaneously studies ecological quality and social justice. The program provides undergraduate training leading to a BA or a minor in Environmental Studies. Upon completion of the program, students will be able to understand and analyze ecological processes, recognize the many and varied forms of nature in the city, distinguish stakeholders’ interests in policy debates, decipher the context and variety of human experiences in nature, identify inequities in the access to and use of natural resources, and articulate responses grounded in multiple disciplinary insights to current urban environmental challenges. Drawing on their experiences in settings as diverse as the Cedar-Riverside neighborhood, the upper Mississippi River Valley, and Mexico, graduates of the program pursue vocations in nonprofit organizations, government policy and planning positions, law and graduate school, education, ministry, and corporate settings. Environmental Studies Faculty Matthew Beckman (Biology), Amanda Case (Chemistry), Kristen Chamberlain (Communication Studies), Christina Erickson (Social Work), Z. Vivian Feng (Chemistry), Nancy Fischer (Sociology/Urban Studies), Sarah Greenfield (English), Joan Kunz (Chemistry), Michael Lansing (History), Emily Schilling (Biology/Environmental Studies), Liaila Tajibaeva (Economics), Keith Gilsdorf (Economics), Joseph Underhill (Political Science, Program Director), John Zobitz (Mathematics). Degree and Major Requirements Environmental Studies Major A total of 14 courses, as follows: ● ● ● ● ● ● ● ● ● ● BIO 152 and 152L - Ecology, Evolution and Diversity and Lab ECO 113 - Principles of Microeconomics ECO 365 - Environmental Economics ENV 100 - Environmental Connections ENV 301 - Environmental Seminar (.5 credit) students must take 2 sections; advanced transfer students (entering with more than 63 credits) must take 1 section ENV 320 and 320L - Environmental Science and Lab ENV Internship (ENV 396, 397, 398, or 399) HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History One of SWK 210 or ENV 340 o SWK 210 - Environmental Justice and Social Change o ENV 340 - Climate and Environmental Justice One of CHM 102 or CHM 115 o CHM 102 and 102L - Chemistry for Changing Times o CHM 115 and 115L- General Chemistry I and Lab 142 ● ● ● ● One lower division elective chosen from: o AIS 105 - Introduction to American Indian Studies o AIS 205 - Contemporary American Indian Issues o COM 260 - Environmental Communication o ENL 270 - Themes: Environmental Literature (this topic only) o POL 241 - Environmental and River Politics o SOC/URB 111 - City Life: Introduction to Urban Sociology One research methods course chosen from: o COM 301 - Research Methods in Communication Studies o ENV 360 - Field Research Methods and Investigation o MAT 163 - Introductory Statistics o MAT 164 - Introductory Statistics for STEM o MIS 379 - Quantitative Methods for Business and Economics o POL 483 - Political Statistics and Methodology o PSY 215 - Research Methods and Statistics I o SOC 362 - Statistical Analysis One additional upper division elective chosen from: o BIO 420 - Conservation Biology o BIO 425 and 425L - Freshwater Ecology o BIO 481 and 481L - Ecology and Lab o ECO 370 - International Economic Development o ENV 310 - Environmental Politics Field Seminar o ENV 330 - Topics in Environmental Studies o ENV 340 - Climate and Environmental Justice o ENV 350 - Ecology and Socio-Ecological Systems Change o ENV 370 - Environmentalism and the Arts: Building a Sustainable Humanities o POL 325 - Politics and Public Policy o POL/WST 341 - Globalization, Social Struggle and the Environment o RLN 333/WST 313 - Environmental Theology and Ethics o SOC 380 - Disaster and Resilience o SOC/URB 381 - City and Regional Planning One of ENV 492 or ENV 490 o ENV/URB 492 - The City and Environment Keystone o ENV 490 - Environmental Studies Independent Project Environmental Studies Minor Five courses: ● ● ● ● ENV 100 - Environmental Connections ENV 301 - Environmental Seminar (.5 credit) SWK 210 - Environmental Justice and Social Change Complete four courses from at least two of the three divisions; at least two of the electives must be numbered 300 or above: o Humanities ▪ COM 260 - Environmental Communication ▪ ENL/ENV 370 - Environmentalism and the Arts: Building a Sustainable Humanities ▪ HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History ▪ RLN 333/WST 313 - Environmental Theology and Ethics o Social Sciences ▪ ECO 365 - Environmental Economics ▪ ENV 310 - Environmental Politics Field Seminar ▪ POL 241 - Environmental and River Politics ▪ POL 325 - Politics and Public Policy 143 o ▪ POL/WST 341 - Globalization, Social Struggle and the Environment ▪ SOC 380 - Disaster and Resilience Natural Sciences ▪ BIO 152 and 152L - Evolution, Ecology, and Diversity ▪ BIO 420 - Conservation Biology ▪ BIO 425 and 425L - Freshwater Ecology ▪ BIO 481 and 481L - Ecology ▪ CHM 115 and CHM 115L- General Chemistry I ▪ ENV 320 and 320L - Environmental Science Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The Quantitative Reasoning (QR) requirement is met by the Quantitative Methods requirement. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. For a complete list of courses and descriptions, see the Course Description Search. 144 Gender, Sexuality, and Women’s Studies The Gender, Sexuality, and Women’s Studies program provides students with the opportunity to critically examine women’s contributions and experiences in various historical and cultural contexts. This is an inter-college program with course offerings at Augsburg University, Hamline University, St. Catherine University, and the University of St. Thomas. Courses are drawn from many disciplines and combine theoretical, practical, and research components that focus not only on gender, but also acknowledge that race, class, and sexual identity are crucial aspects of women’s experiences. The Gender, Sexuality, and Women’s Studies program offers both a major and a minor, and provides students with academic preparation for careers in human services, education, and social work as well as graduate study. Faculty Adriane Brown (director), Kristin M. Anderson, Janelle Bussert, Kristin Chamberlain, Sarah Combellick-Bidney, Ankita Deka, Jacqueline deVries, Grace B. Dyrud, Darcey Engen, Nancy Fischer, Milda Hedblom, Sophia Jacobsen, Michael Lansing, Mary Lowe, Ann Lutterman-Aguilar, M. Elise Marubbio, Kathleen McBride, Norma Noonan, Pary PezechkianWeinberg, Timothy Pippert, Beverly J. Stratton, Kathryn Swanson, James Vela-McConnell, Mzenga Wanyama Degree and Major Requirements Major Ten courses that must include: ● ● ● ● ● WST 201 - Introduction to Gender, Sexuality, and Women’s Studies WST 315 or another mid-level course in feminist theory selected from an approved list WST 485 - Senior Seminar WST 199/399 – Internship The remaining six electives are to be selected from approved Gender, Sexuality, and Women’s Studies courses, and should include one course with a racial, ethnic, or global emphasis and one course with a sexuality emphasis. At least three of the six electives must be upper division courses. Students may take courses at any of the colleges participating in the Gender, Sexuality, and Women’s Studies program. However, at least three courses must be completed at Augsburg. Each student’s program must have the written approval of the Gender, Sexuality, and Women’s Studies program coordinator. Both majors and minors are encouraged to participate in one of the gender-focused semester study abroad programs offered through Augsburg’s Center for Global Education. Two programs have been pre-approved for Gender, Sexuality, and Women’s Studies credit: Crossing Borders: Gender and Social Change in Mesoamerica (offered fall semester) and Migration and Globalization: Engaging Our Communities (offered spring semester). Graduation Skills The Speaking (S), Writing (W), and Critical Thinking (CT) graduation skills are embedded at all levels and are met by completing the major. The Quantitative Reasoning (QR) graduation skill can be met by completing MAT 163 or MAT 164. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Minors and Concentrations Students majoring in Gender, Sexuality, and Women’s Studies can pursue a concentration in Sexuality Studies and/or Global Women’s and Gender Studies. A concentration will be noted on the transcript at the point of graduation, not a minor. 145 Gender, Sexuality, and Women’s Studies Minor Five courses that must include WST 201; WST 315; and three electives, one of which must be upper division. Courses may be taken from the other ACTC colleges as well as Augsburg. Each student’s program must have the written approval of the Gender, Sexuality, and Women’s Studies Program Coordinator. Sexuality Studies Minor or Concentration The 20-credit minor/concentration in Sexuality Studies offers students the opportunity to explore the history, social construction, and physiology of sexuality and to examine the cultural meanings of gender, sexual orientation, and sexual practice on a global level. Students are required to take three core courses plus two electives (one of which must be upper division), as follows: Core Courses in Sexuality Studies: ● ● ● ● WST 201 - Introduction to Gender, Sexuality, and Women’s Studies SOC 266 - Sociology of Love, Intimacy, and Sexuality WST 305 - Introduction to Queer Studies Two electives, including at least one upper division elective, chosen from: o WST 250 - Global Perspectives on Gender and Sexuality o WST 315 - Margins as Center: Feminist Theory o HPE 316 - Human Sexuality o WST 281/481 - Topics Global Women’s and Gender Studies Minor or Concentration The 20-credit minor/concentration in Global Women’s and Gender Studies offers students the opportunity to focus on women’s roles, experiences, and worldviews in a global context. Students are required to take three core courses plus two electives (one of which must be upper division), as follows: Core Courses in Global Women’s and Gender Studies: ● ● ● ● POL 359 - Topics: Women in Comparative Politics WST 201 - Introduction to Gender, Sexuality, and Women’s Studies WST 315 - Margins as Center: Feminist Theory Two electives, including at least one upper division elective, chosen from: o WST 250 - Global Perspectives on Gender and Sexuality o WST 281/481 – Topics o WST 313 - Environmental Theology and Ethics o WST 341 - Globalization, Social Struggles and the Environment o WST 357 - Mexican History, Culture and Cosmovision o WST 362 - Walking the Truth: Culture, Gender and Millennium Development Goals in Sub Saharan Africa o WST 366 - Latin American Liberation Theologies and Social Change o AIS 208 - Native American/First Nations Women and Film o AIS 305 - Indigenous Issues of Central America o ENL 365 - Contemporary Post Colonial Fiction o HIS 195 - Topics in History: Promoting Justice and Seeking Equality - Globalization and Women’s Grassroots Movements in Latin America Students are strongly encouraged to study abroad or to take at least one travel seminar. Transfer Students Students who transfer to Augsburg University and wish to complete a major or minor in Gender, Sexuality, and Women’s Studies are urged to consult with the director of Gender, Sexuality, and Women’s Studies immediately upon transfer. The Gender, Sexuality, and Women’s Studies program has an articulation agreement with Century College and with Inver Hills Community College that governs students from these institutions with a Women’s Studies certificate who 146 transfer to Augsburg. Transfers from other colleges and universities must consult with the director of Gender, Sexuality, and Women’s Studies for approval of courses for the major or minor. For a complete list of courses and descriptions, see the Course Description Search. 147 Health, Physical Education, and Exercise Science All students at Augsburg University interact with the Department of Health, Physical Education, and Exercise Science. Departmental goals include providing quality experiences and preparation for careers in education, allied health, and fitness professions, along with an education that leads to lifelong participation in wellness activities. The department ensures that all students - recreational participants as well as student athletes - will find ample opportunity for developmental activities. The Physical Education program prepares students for careers in physical education endeavors in schools and in allied professions. The Health Education program prepares students for careers in school health education, wellness, and allied professions. This program offers a comprehensive view of wellness that examines prevention and promotion needs for individuals, schools, and the community. The Exercise Science program prepares students with practical application of the knowledge needed to become a health fitness or community health professional. Interested students will also be prepared to move on to graduate or professional school in allied health professions such as physical therapy, occupational therapy, athletic training, and chiropractic studies. Faculty Nick Brundy, Anthony Clapp (Chair), Christopher Dixon, Carol Enke, Jill Everett, Aaron Griess, Holly LaBerge, Melissa Lee, Marissa Lindback, Tara Mader, Brianna McMichael, Michael Navarre, Ana Ribeiro, Eric Rolland, Missy Strauch, Nathan Tenut, Macey Terhell, Steve Verlennich, Jackie Voigt, Hanan Zavala Degree and Major Requirements Health Education Major ● ● ● ● ● ● ● ● ● ● ● ● ● ● HPE 104 - Components of Fitness Training HPE 110 - Personal and Community Health HPE 114 - Health and Safety Education HPE 115 - Chemical Dependency Education HPE 215 - Health and Exercise Psychology HPE 316 - Human Sexuality HPE 320 - School Health Curriculum HPE 357 - Measurement in Health, Physical Education and Exercise Science HPE 358 - Assessment in Health and Physical Education HPE 390 - Instructional Methods and Materials in Health Education HPE 410 - Administration and Supervision of the School Health Program HPE 450 - Current Health Issues BIO 103 - Human Anatomy and Physiology One of PSY 250 or PSY 252 o PSY 250 - Child Development o PSY 252 - Adolescent and Young Adult Development Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. 148 Health Education Minor ● ● ● ● ● ● ● ● ● HPE 104 - Components of Fitness Training HPE 110 - Personal and Community Health HPE 114 - Health and Safety Education HPE 115 - Chemical Dependency Education HPE 316 - Human Sexuality HPE 320 - School Health Curriculum HPE 390 - Instructional Methods and Materials in Health Education HPE 450 - Current Health Issues BIO 103 - Human Anatomy and Physiology (The Minnesota Board of Teaching does not license minors in teaching.) Teaching Licensure The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty mentor concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option. All students seeking teaching licensure must receive a minimum grade of C- in all required courses with an HPE prefix. Physical Education Major ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● HPE 104 - Components of Fitness Training HPE 114 - Health and Safety Education HPE 115 - Chemical Dependency Education HPE 205 - Introduction to Health, Physical Education, and Exercise Science HPE 220 - Motor Learning and Development HPE 254 - Introduction to Developmental/Adapted Physical Education HPE 275 - Prevention and Care of Athletic Injuries HPE 324 - K-6 Physical Education Games and Activities HPE 334 - 7-12 Sport Skills and Activities HPE 335 - Outdoor Education HPE 340 - Organization and Administration of Physical Education Programs HPE 350 – Kinesiology HPE 351 - Physiology of Exercise HPE 357 - Measurement in Health, Physical Education, and Exercise Science HPE 358 - Assessment in Health and Physical Education HPE 473 - Physical Education Curriculum BIO 103 - Human Anatomy and Physiology Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Physical Education Minor ● ● ● ● HPE 104 - Components of Fitness Training HPE 115 - Chemical Dependency Education HPE 205 - Introduction to Health, Physical Education, and Exercise Science HPE 324 - K-6 Physical Education Games and Activities 149 ● ● HPE 334 - 7-12 Sport Skills and Activities HPE 351 - Physiology of Exercise (The Minnesota Board of Teaching does not license minors in teaching.) Coaching Certification The Minnesota Board of Teaching does not require coaching certification. The following courses are recommended for those interested in coaching in Minnesota public schools: HPE 114 - Safety Education HPE 275 - Prevention and Care of Athletic Injuries HPE 280 - Coaching Theory The Minnesota State High School League (MSHSL) requires all head varsity coaches of interscholastic sports to complete a coaching effectiveness program offered through the MSHSL. Teaching Licensure The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty mentor concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option. All students seeking teaching licensure must receive a minimum grade of C- in all required courses with an HPE prefix. Exercise Science Major, BA ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● HPE 104 - Components of Fitness Training HPE 110 - Personal and Community Health HPE 114 - Health and Safety Education HPE 115 - Chemical Dependency Education HPE 205 - Introduction to Health, Physical Education, and Exercise Science HPE 215 - Health and Exercise Psychology HPE 220 - Motor Learning and Development HPE 275 - Prevention and Care of Athletic Injuries HPE 300 - Nutrition for Exercise Science HPE 304 - Advanced Fitness Training HPE 305 - Stress Management HPE 315 - Exercise Testing and Prescription HPE 350 – Kinesiology HPE 351 - Physiology of Exercise HPE 357 - Measurement in Health, Physical Education, and Exercise Science HPE 397/399 - Internship in Exercise Science HPE 450 - Current Health Issues HPE 452 - Advanced Biomechanics HPE 490 - Exercise Science Seminar and Keystone BIO 103 - Human Anatomy and Physiology Exercise Science Major, BS Pre-Health Science Track This major is available for those wishing to satisfy the prerequisites for graduate school in exercise science and allied professions such as physical therapy, occupational therapy, athletic training, and chiropractic. Students wishing to apply for admission to an accredited Physical Therapy program are advised to take INDI 2220 - Medical Terminology, and one of MAT 114 - Precalculus or MAT 145 - Calculus. ● HPE 104 - Components of Fitness 150 ● ● ● ● ● ● ● ● ● ● ● ● ● HPE 110 - Personal and Community Health HPE 114 - Health and Safety Education HPE 115 - Chemical Dependency Education HPE 205 - Introduction to Health, Physical Education, and Exercise Science HPE 275 - Prevention and Care of Athletic Injuries HPE 300 - Nutrition for Exercise Science HPE 304 - Advanced Fitness Training HPE 315 - Exercise Testing and Prescription HPE 350 – Kinesiology HPE 351 - Physiology of Exercise HPE 357 - Measurement in Health, Physical Education, and Exercise Science HPE 397/399 – Internship HPE 490 - Exercise Science Seminar and Keystone Supporting courses: ● ● ● ● ● ● ● ● ● ● ● BIO 151 and 151L - Introductory Biology BIO 152 and 152L - Evolution, Ecology and Diversity Complete an anatomy and physiology two course sequence o BIO 353 and BIO 473 ▪ BIO 353 and 353L - Comparative Vertebrate Anatomy ▪ BIO 473 and 473L - Physiology of Humans and Other Animals o HPE 203 and HPE 204 ▪ HPE 203 and 203L - Human Anatomy and Physiology ▪ HPE 204 and 204L - Advanced Human Anatomy and Physiology o BIOL 2610 and BIOL 2620 (St. Catherine) ▪ BIOL 2610 - Human Anatomy and Physiology I ▪ BIOL 2620 - Human Anatomy and Physiology II CHM 115 and CHM 115L- General Chemistry I CHM 116 and CHM 116L - General Chemistry II PHY 107 and 107L - College Physics I PHY 108 and 108L - College Physics II PSY 105 - Principles of Psychology Complete one of PSY 215, MAT 163, or MAT 164 o PSY 215 - Research Methods and Statistics I o MAT 163 - Introductory Statistics o MAT 164 - Introductory Statistics for STEM Complete one of PSY 203 or PSY 262 o PSY 203 - Lifespan Development o PSY 262 - Abnormal Psychology Complete one elective chosen from: o HPE 215 - Exercise and Health Psychology o HPE 220 - Motor Learning and Development o HPE 305 - Stress Management o HPE 450 - Current Health Issues o HPE 452 - Advanced Biomechanics Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. 151 Exercise Science Minor ● ● ● ● ● BIO 103 - Human Anatomy and Physiology HPE 104 - Components of Fitness Training HPE 350 and 350L - Kinesiology and lab HPE 351 and 351L - Physiology of Exercise and lab Complete eight credits of HPE electives, chosen from the following: o HPE 114 - Health and Safety Education o HPE 215 - Health and Exercise Psychology o HPE 220 - Motor Learning and Development o HPE 280 - Coaching Theory o HPE 304 - Advanced Fitness Training o HPE 315 - Exercise Testing and Prescription o HPE 357 - Measurement in Health, Physical Education, and Exercise Science For a complete list of courses and descriptions, see the Course Description Search. 152 History Everything—and everyone—has a history. There’s nothing more human than to wonder about how and why things came to be. Understanding the past helps us make sense of the present. It also helps us to envision different futures. We cultivate a critical understanding of past and present that will help students become thoughtful, informed, and engaged participants in the world. Students who major in history ask careful questions, consider multiple perspectives, analyze information, see experiences in context, and use their imagination. In doing so, they hone the mindset necessary for success in the 21st century. They enrich their own lives and develop the skills to help them make significant contributions to the broader world. After all, history is to a community what memory is to an individual—it is the foundation of identity. History majors and minors learn how to read critically, write clearly, and speak thoughtfully. This empowers them to pursue life-long vocations in a wide range of for-profit and non-profit venues. Traditionally, history graduates found careers in law, education, or cultural institutions. Today, they also work in media and communication, management, manufacturing, information technology, administration, finance, social services, data management, and sales. Many pursue advanced degrees—not only in history, law, and education, but also in public policy, the health professions, and business. History Faculty Michael J. Lansing (Chair), Jacqueline deVries, William Green, Maheen Zaman Degree and Major Requirements History Major Students must complete HIS 200, HIS 300, HIS 400, and six HIS electives (defined below). Each course can only satisfy one requirement. At least three of the six electives must be upper division. Four of the nine courses must be taken at Augsburg. Topics courses and independent study courses not listed here may be substituted as appropriate, depending on specific offerings. ● ● ● ● HIS 200: Why History Matters HIS 300: Doing History in Public HIS 400: Research Seminar Six total elective courses, with at least three being upper division courses, including: o Three global area electives from three different global areas: ▪ Asia: HIS 104, 162, 186, 323, 362, 368, or 386 ▪ Africa: HIS 104, 187, 327, 346, or 387 ▪ Latin America: HIS 150, 155, 156, 188, 350, 355, 357, or 388 ▪ North America: HIS 120, 121, 122, 189, 225, 234, 236, 241, 242, 243, 249, 282, 316, 331, 332, 335, 336, 338, 343, 349, or 389 ▪ Europe: HIS 101, 102, 103, 190, 311, 348, 352, 354, 360, 361, 369, 370, 374, 378, 390, or 474 o One pre-1800 elective chosen from: ▪ HIS 101, 102, 120, 170, 360, 361, 369, 370, 374, 378, or HUM 120 o Two additional HIS electives Graduation Skills The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. Speaking (S) and Writing (W) skills are also developed throughout the major, but are given special emphasis in the following courses (both required for majors): S: HIS 400 W: HIS 200 and HIS 400 153 The Quantitative Reasoning (QR) graduation skill may be fulfilled by taking HIS 369, MAT 111, MAT 145, MAT 146, MAT163, or PHI 230. Teaching Licensure The State of Minnesota has specific licensing requirements for teachers that differ in emphasis from the Augsburg major requirements. The state requirements will also be subject to change after publication of this catalog. Students should consult with Augsburg’s Department of Education to identify current Minnesota teacher licensure requirements in Social Studies. Minor Five HIS courses, at least three of which must be upper division. Departmental Honors GPA of 3.60 in the major and 3.00 overall; except in special instances, application before the end of the first term of the junior year, and an honors thesis (equal to four credits) to be defended before a faculty committee. Other Requirements 100-level courses are introductory. 200-level courses are basic. 300-level courses are intermediary. 400-level courses are advanced. Upper division courses are numbered 300 and above. Prerequisites Satisfactory completion of ENL 111 (or its equivalent) is required before enrolling in an upper division (300- and 400level) course. Satisfactory completion of HIS 200 is required before enrolling in HIS 400. See instructor for permission to waive prerequisites. Transfer Students Transfer students planning a major must normally take at least four of their courses at Augsburg including HIS 200, HIS 300, and HIS 400. A minor normally requires two courses taken at Augsburg. For a complete list of courses and descriptions, see the Course Description Search. 154 Interdisciplinary Studies Bachelor of Arts in Interdisciplinary Studies The B. A. in Interdisciplinary Studies degree includes the following requirements: ● ● ● ● ● ● ● A student must complete at least 40 credits for the major. Within the 40 credit minimum, a student must complete 24 credits of 300- or 400-level courses and can only include 4 credits of 200-level language courses. A student must select at least one concentration field of study and take at least 20 credits (including 12 credits at a 300- or 400-level) from that field of study (those from a single course prefix, for example AIS, or courses that are typically part of a major in that field). If a student elects to have two concentration fields of study, the student will take 20 credits (including 12 credits at a 300- or 400-level) from each of two fields of study (will have 20 credits from each of two different course prefixes). A student must also complete all core and signature curriculum requirements. A student must complete a capstone and/or keystone as a culminating experience. (Credits for KEY 490 are not included in the 40 credit total.) Options include: o A capstone/keystone course in one of their concentration disciplines; o An internship or faculty mentored research and KEY 490; or o An independent study capstone experience and KEY 490. A student must compile a portfolio of learning experiences that demonstrate the achievement of each of the selected learning outcomes. A template for the portfolios will be developed by the faculty committee proposing this major in consultation with the Director of Assessment and the Director of General Education. The name of the major noted on the transcript will be Interdisciplinary Studies, and the concentration(s) will be noted on the transcript. The faculty mentor will assist the student in determining which of the institutional learning outcomes align with the proposed major. Each major will include at least 3 institutional student learning outcomes. a. use appropriate methods to gather and analyze evidence, identify underlying assumptions, and evaluate competing claims b. construct coherent, polished and persuasive arguments, narratives and explications in written, oral and other formats c. critically engage their own beliefs and articulate their gifts and goals for meaningful life and work in a pluralistic context d. identify the broad foundations for sustainable living and apply them in demonstrable ways e. employ the fundamental principles of quantitative literacy to arrive at thoughtful judgments articulate and solve problems in creative, analytical, and integrative ways f. engage their communities and demonstrate a sense of agency to create change in ethical and informed ways g. explain diverse positions and collaborate effectively across social, cultural and geographic differences in local and global contexts All Interdisciplinary Studies majors will include the following learning outcome. h. demonstrate the ability to apply, analyze, synthesize, and evaluate theories and/or concepts from one or more fields studied in depth The student will work with one faculty member as their advisor and get input from other faculty as needed to develop a major plan. Specialized training will be developed for faculty mentors who are working with students in this major developed with input from Academic Advising, the Director of General Education, and the Director of Assessment. Having one faculty mentor will ensure the consistency of the information for the student and can be accommodated by our current academic management software. The major plan will be approved by the advisor, the department chair of each concentration, and the Dean of Arts and Sciences or the Dean of Professional Studies before submission to the Registrar. 155 International Relations International Relations is an interdisciplinary major which provides students with the basis for informed global citizenship, preparing them for graduate study or careers in foreign service, nonprofit organizations, or international business. Students focus on a discipline or geographic area of the world. The program consists of a core of seven courses and six electives chosen from a wide list of offerings at Augsburg and other colleges. Students are encouraged to consider foreign study opportunities; most of our majors do study abroad at some point during their time at Augsburg. Competency in one foreign language is required, and some students study two languages. All majors complete a significant senior research project and thesis on a topic of their own choosing, such as immigration, conflict resolution, economic development, or climate change. The goal of the program is to give students a broad exposure to international studies with considerable freedom to choose options for specialization. Students often combine this major with a second major in History, Political Science, International Business, or a foreign language. Numerous combinations of majors and minors are possible with the international relations major. Director Joseph Underhill Degree and Major Requirements International Relations Major Required Core Courses ● ● ● ● ● ● ● ● One of ECO 112 or ECO 113 o ECO 112 - Principles of Macroeconomics o ECO 113 - Principles of Microeconomics One of HIS 103 or HIS 104 o HIS 103 - A Global History of Europe Since 1750 o HIS 104 - Decolonizing Asia and Africa One of POL 158 or POL 160 o POL 158 - Introduction to Political Science o POL 160 - World Politics One of POL 490 or KEY 480 o POL 490 - International Relations Keystone o KEY 480 - Topics in Global Interdependence Four terms (or equivalent) of college work in a modern language other than English One of the following lower division electives: o ANT 141 - Introduction to Cultural Anthropology o INS 225 - Introduction to Islam o POL 241 - Environmental and River Politics o WST 250 - Global Perspectives on Gender and Sexuality o or one additional upper division course from the list of required electives listed below. Two of the following: o HIS 332 - The U.S. in the World: Diplomacy, Foreign Policy, and International Relations o POL 368 - Model United Nations o POL 459 - Topics: Comparative Politics o POL 461 - Topics: International Politics Five of the following (not more than three from any one discipline may be counted toward the major): o BUS 362 - International Business o BUS 465 - International Management o COM 329 - Intercultural Communication 156 o o o o o o o o o o o o o o o o o o o o ECO 360 - International Economics ECO 365 - Environmental Economics ECO 370 - International Economic Development ENV 310 - Environmental Politics Field Seminar FIN 460 - International Finance FRE 332 - French Civilization Today GER 332 - German Civilization and Culture II HIS 323 - Modern China HIS 346 - Namibia and South Africa: A Historical Perspective HIS 352 - The Holocaust in German History HIS 354 - Cultures of Empire: A Multinational Britain HIS 440 - Topics in World History HIS 474 - Europe and the World MKT 466 - International Marketing POL 350 - Topics: European Politics POL 459 - Topics: Comparative Politics POL 483 - Political Statistics and Methodology RLN 276 - World Religions SPA 331 - Spanish Civilization and Culture SPA 332 - Latin American Civilization and Culture Seminars, independent study, topics courses, and courses at other colleges/universities can be considered here with the approval of the program director, as well as a fourth term or higher of college work in a second foreign language. Note: Only the fourth or higher term of language counts toward the major; prerequisite courses or competencies cannot be credited toward the 13 required courses. Students should confer with the program director about regional and disciplinary concentrations possible within the major; for example, a concentration in a geographic area or one of the major disciplines in the program. Graduation Skills The Critical Thinking (CT) and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing ECO 365 The graduation skill in Quantitative Reasoning (QR) may be met by completing the IR elective POL 483 or MAT 163 or MAT 164. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. International Relations Major with International Business Concentration ● ● ● ● ● ● One of ECO 112 or ECO 113 o ECO 112 - Principles of Macroeconomics o ECO 113 - Principles of Microeconomics One of HIS 103 or HIS 104 o HIS 103 - A Global History of Europe Since 1750 o HIS 104 - Decolonizing Asia and Africa One of POL 158 or POL 160 o POL 158 – Introduction to Political Science o POL 160 - World Politics One of POL 490 or KEY 480 o POL 490 - International Relations Keystone o KEY 480 - Topics in Global Interdependence Four terms (or equivalent) of college work in a modern language other than English One of the following lower division electives: o ANT 141 - Introduction to Cultural Anthropology 157 ● ● ● ● o INS 225 - Introduction to Islam o POL 241 - Environmental and River Politics o WST 250 - Global Perspectives on Gender and Sexuality Two of the following: o HIS 332 - The U.S. in the World: Diplomacy, Foreign Policy, and International Relations o POL 368 - Model United Nations o POL 459 - Topics: Comparative Politics o POL 461 - Topics: International Politics Three of the following: o BUS 362 - International Business o BUS 465 - International Management o FIN 460 - International Finance o MKT 466 - International Marketing One of the following: o ECO 360 - International Economics o ECO 365 - Environmental Economics o ECO 370 - International Economic Development One elective from the list of International Relations major electives, excluding other Business, Economics, and Marketing courses. Note: Several of the Business courses have prerequisites. Please consult the catalog and your academic advisor before registering for one of the advanced courses. Departmental Honors GPA of 3.50 in the major; 3.00 overall. In addition to fulfilling the requirements for the major, the student must enroll in an independent study (POL 499) course and complete an honors thesis no later than April 1 of the senior year and must defend the thesis before a faculty committee. Students should declare their intention to complete an honors major by the end of their junior year. International Relations Minor ● ● ● ● ● ● One of ECO 112 or ECO 113 o ECO 112 - Principles of Macroeconomics o ECO 113 - Principles of Microeconomics One of HIS 103 or HIS 104 o HIS 103 - A Global History of Europe Since 1750 o HIS 104 - Decolonizing Asia and Africa One of POL 158 or POL 160 o POL 158 - Introduction to Political Science o POL 160 - World Politics One of HIS 332 or POL 461 o HIS 332 - The U.S. in the World: Diplomacy, Foreign Policy, and International Relations o POL 461 - Topics: International Politics One year of modern language Three courses from the list of required electives for the major Not more than two courses from any department can count toward the minor. Peace and Global Studies Minor The Peace and Global Studies minor focuses on the centrality of justice, tolerance, and intercultural understanding in moving toward a less violent world; it takes advantage of the campus resources of the Human Rights Forum (co-hosted each year by Augsburg University), the Center for Global Education and Experience, and the international diversity of our surrounding neighborhoods. The minor is structured as a learning community that involves students, faculty, staff, and community members; it focuses on experiential learning that emphasizes the interconnections between peace, justice, 158 and environmental sustainability. Students in the program draw on study abroad in taking local actions to address global issues. The minor consists of two required courses, two upper division electives, a senior keystone seminar, a study abroad requirement, and participation in local peace-related activities. See International Relations program director for full program description. ● ● ● ● ● ● POL 160 - World Politics SWK 230 - Course has been discontinued – see program director for alternative options An approved senior keystone course Study abroad experience Participation in local peace-related activities Two upper division electives from: o ECO 365 - Environmental Economics o ECO 495 – Topics o ENL 365 - Contemporary Post-Colonial Fiction o HIS 332 - The U.S. in the World: Diplomacy, Foreign Policy, and International Relations o HIS 346 - Namibia and South Africa: A Historical Perspective o HIS 350 - Revolutions, Republics, and Resilience in Latin America o INS 312 - The Politics of Development in Southern Africa o POL/WST 341 - Globalization, Social Struggles and the Environment o POL 353 - Political and Social Change in Namibia o RLN 333 - Environmental Theology and Ethics o RLN 336 - Latin American Liberation Theologies o RLN 376 - Religion and Social Change in Southern Africa o SOC 240 - Protest and Social Change: The Sociology of Social Movements o Other topics or study abroad courses with approval of program director For a complete list of courses and descriptions, see the Course Description Search. 159 Languages and Cross-Cultural Studies The Department of Languages and Cross-Cultural Studies at Augsburg University contributes in many ways to realizing the university’s mission of providing liberal arts education for service in today’s world. The department is committed to the view that education should go beyond career preparation and that familiarity with the language and culture of another people is an essential step in the development of a truly global perspective. The department offers language, literature, and culture courses leading to a major in Spanish, an interdisciplinary major in Cross-Cultural Studies, and minors in French, German, or Spanish. Introductory courses in Latin, Dakota, Ojibwe, Hmong, and American Sign Language are offered at Augsburg, and courses in Ancient Greek, Arabic, Chinese, Japanese, and Portuguese are available to Augsburg students through Augsburg’s four partner institutions in the Associated Colleges of the Twin Cities (ACTC) consortium. Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in second-language education and translation, but also represents a valuable special qualification in many other professions. Students anticipating careers in international business, law, social work, the diplomatic corps, the health professions, or the ministry may wish to take a second major or minor in languages. In addition, a minor in languages is a valuable research tool for those intending to pursue graduate study in most academic disciplines. Languages and Cross-Cultural Studies Faculty Cédric Briand, Sarah Degner-Riveros, Sharon Gerlach, Randy Gresczyk, Michael Kidd, Diane McDonagh, Ethan Neerdaels, Kate Reinhardt, Joseph Towle (Chair). Degree and Major Requirements Spanish Major ● ● ● CCS 100 - Introduction to Cultural Studies 9 courses above SPA 211 including: o One course in literature o KEY 480 - Topics in Global Interdependence A semester of study abroad (15 weeks) is required Students are expected to take as many courses taught in the Spanish language as possible. Other than CCS 100 and KEY 480, any course taught in English must be approved by the advisor for credit toward the major. Cross-Cultural Studies Major The Cross-Cultural Studies major consists of three core courses, a language requirement, a study-abroad requirement, and three electives, as specified below. Core courses: ● ● ● CCS 100 - Introduction to Cultural Studies CCS 399 – Internship KEY 480 - Topics in Global Interdependence Language requirement: ● Minor in French, German, or Spanish or completion of the 212 level in two different languages. Placement waivers of the core skill in languages do not fulfill any part of the language requirement for the Cross-Cultural Studies major. Heritage speakers must earn credit by examination for 212, if following the two-language path, or complete the coursework for a minor in available languages (consult Academic Advising for testing in less commonly taught languages). Study-abroad requirement (consult Augsburg Abroad for offerings): 160 ● One semester (15 weeks) on an approved study abroad program or two short-term international study experiences approved by the department. Electives: ● Three upper-division courses in relevant areas. Courses must be chosen in consultation with the student’s academic advisor and must include comparative study of a non-English speaking culture. Seminars, independent study, topics courses, and courses at other colleges and universities can be considered here. No more than two courses may be counted from a single department. Graduation Skills For all majors, the Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S) and Writing (W) are met by completing CCS 100 and KEY 480. The Quantitative Reasoning (QR) graduation skill is met with one of the following courses: HIS 369, MAT 111, MAT 145, MAT 146, MAT 163, MAT 164, NUR 410, PHI 230, PHY 119, POL 483, or the QR from a second major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Language Minor (French, German, or Spanish) Four courses above 211 Students are expected to take all courses in the target language. Any course taught in English must be approved by the advisor for credit toward the minor. Departmental Honors Majors seeking graduation with departmental honors must apply to the chair of the department in their junior year. Requirements include a 3.50 GPA both in the major and overall, and an honors thesis written in the target language. Prerequisite Any prerequisite must be completed with a minimum grade of C- or P. Transfer Students Transfer students intending to major or minor in languages must take a minimum of one upper division course per year at Augsburg. See major/minor above for limits on non-Augsburg courses. Courses accepted for transfer must have been taken within the past seven years. Study Abroad A semester of study abroad (15 weeks) is required for Language majors, and some study abroad is strongly recommended for minors. See advisor for guidelines on portfolio documentation of coursework taken abroad. Majors in Cross-Cultural Studies must complete a semester abroad (15 weeks) or two short-term international study experiences approved by the department. Internships An advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199) that links language skills with community service and career exploration may be arranged pending faculty availability. For a complete list of courses and descriptions, see the Course Description Search. 161 Leadership Studies Minor The Leadership Studies minor is designed for students who are, and have been, engaged in leadership experiences and to tie their experiences with the academic study of leadership. Successful completion of the undergraduate minor in leadership will allow the student advanced standing in the MA in Leadership program at Augsburg. They would not be required to take ML 505 Foundations and would only have to take 10 courses to complete the MA instead of 11. Five courses are required for the minor: LST 205, LST 485 and three electives as specified below. Note: some of these courses may have a prerequisite. LST 205 - Introduction to Leadership Studies LST 485 - Leadership Seminar: Integrating Leadership Theory and Practice At least three electives chosen from the two core areas of leadership focus – communication and cultural competence in organizations. At least one course from each area. Courses must be selected from at least two different departments. Students must have a C- grade or above in all of the courses in the minor to qualify for graduation with the minor. Note: some of these courses may have prerequisites. Communication Leaders must have skills in imparting or exchanging of information. Choose at least one of the courses below, or a director approved elective: COM 321 - Business and Professional Speaking COM 345 - Organizational Communication COM 355 - Small Group Communication COM 480 - Public Relations/Promotional Communication ENL 220 - Intermediate Expository Writing ENL 385 - Language and Power Director approved elective Cultural Competence in Organizations All leadership takes place within the context of an organization. Leaders should be able to understand, appreciate, and interact with persons from cultures and/or belief systems other than their own within those organizations. Choose at least one of the courses below, or a director approved elective: COM 329 - Intercultural Communication INS 359 - Political Sociology of Building Power, Change, and Equity SOC 265 - Race, Class and Gender SOC 349 - Organizations and Society: Understanding Nonprofits and Corporations SWK 280 - Diversity and Inequality in Professional Practice Approved CGEE Study Abroad Course Director approved elective For a complete list of courses and descriptions, see the Course Description Search. 162 Mathematics, Statistics, and Computer Science Mathematics, Statistics, and Computer Science provide tools for solving a wide array of quantitative and computational problems. Our majors and minors develop the ability to understand both applied and abstract quantitative relationships, to interpret and communicate with data, to use modern technology to compute, and to understand and implement algorithms. Based on a strong theoretical foundation and grounded in the liberal arts, these perspectives and skills are critical not only to today’s top jobs but also to the yet-to-be-discovered jobs of the future. Students completing a major in Mathematics, Mathematical Economics, or Computer Science or a minor in Mathematics, Statistics, or Computer Science go on to careers such as Data Analytics, Software Engineering, Finance, and Insurance, or to teach in Grades 7-12. They pursue graduate work in Mathematics, Statistics/Biostatistics, Economics, Finance, Law, Business, or other sciences. The department offers the following programs: ● ● ● ● ● Computer Science (BA, BS, and Minor) Computational Philosophy (BA) Mathematics (BA, BS, and Minor) Mathematical Economics (BS) Statistics (Minor) Mathematics, Statistics, and Computer Science Faculty Suzanne Dorée (Chair), Nimanthi Atukorala, Pavel Bělík, Larry Crockett, Rebekah Dupont, Richard Flint, Matthew Haines, Scott Kerlin, Amy Larson, Christopher Smith, Jody Sorensen, Erik Steinmetz, John Zobitz List of Courses Offered and Descriptions See the Course Description Search. Degree and Major Requirements Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course. Computer Science Major, Bachelor of Arts ● ● ● ● ● ● ● ● ● One of CSC 160 or CSC 165 o CSC 160 - Introduction to Computer Science and Communication o CSC 165 - Introduction to Computer Programming (Python) CSC 170 - Introduction to Object-Oriented Programming (Java) CSC 210 - Data Structures One of CSC 240, CSC 272, or approved topics course with a “systems” focus o CSC 240 - Information Security and Assurance o CSC 272 - UNIX and C o Approved topics course CSC 320 - Algorithms CSC 345 - Principles of Computer Organization CSC 450 - Programming Languages One of CSC 352, CSC 396, or approved topics course with a “user-client” component o CSC 352 - Database Management and Design o CSC 396 - Internship - or 4 credits of CSC397/398, or CSC399 o Approved topics course One of CSC 443, CSC 451, MIS 476, or approved topics course with a “semester-long project” o CSC 443 - Software Engineering o CSC 451 - Compilers o MIS 476 - Information Systems Projects o Approved topics course 163 ● ● ● Two electives (8 credits) from: o CSC courses above 200 (beyond those applied to above requirements) o PHY 261 – Electronics o MAT 355 - Numerical Mathematics and Computation o One elective may be chosen from MAT 213, MAT 273, MIS 270, or approved “computing with data” course ▪ MAT 213 - Data Visualization and Statistical Computing ▪ MAT 273 - Statistical Modeling ▪ MIS 270 - Data Management for Business MAT 114 - Precalculus (or MPG 4) One of MAT 171 or MAT 271 o MAT 171 - Discrete Mathematics for Computing (recommended) o MAT 271 – Discrete Mathematical Structures Students may apply up to 4 credit hours of internship towards the major. Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course. Students must also earn a grade of C- or better (or P) in each course that applies toward the BA major in Computer Science. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the BA major in Computer Science. The Speaking (S) graduation skill is met by MAT 201, COM 111, COM 115, or other speaking courses approved by the department. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Computer Science Major, Bachelor of Science ● ● ● ● ● ● ● ● ● ● ● One of CSC 160 or CSC 165 o CSC 160 - Introduction to Computer Science and Communication o CSC 165 - Introduction to Computer Programming (Python) CSC 170 - Introduction to Object-Oriented Programming (Java) CSC 210 - Data Structures One of CSC 240, CSC 272, or approved topics course with a “systems” focus o CSC 240 - Information Security and Assurance o CSC 272 - UNIX and C o Approved topics course CSC 320 - Algorithms CSC 345 - Principles of Computer Organization CSC 385 - Formal Logic and Computation Theory CSC 450 - Programming Languages One of CSC 352, CSC 396, or approved topics course with a “user-client” component o CSC 352 - Database Management and Design o CSC 396 - Internship - or 4 credits of CSC397/398, or CSC399 o Approved topics course One of CSC 443, CSC 451, MIS 476, or approved topics course with a “semester-long project” o CSC 443 - Software Engineering o CSC 451 - Compilers o MIS 476 - Information Systems Projects o Approved topics course Two electives (8 credits) from: o CSC courses above 200 (beyond those applied to above requirements) o PHY 261 - Electronics o MAT 355 - Numerical Mathematics and Computation 164 o ● ● ● ● One elective may be chosen from MAT 213, MAT 273, MIS 270, or approved “computing with data” course ▪ MAT 213 - Data Visualization and Statistical Computing ▪ MAT 273 - Statistical Modeling ▪ MIS 270 - Data Management for Business MAT 145 and 145L - Calculus I MAT 271 - Discrete Mathematical Structures (students who have already completed MAT 171 may choose to substitute a third MAT elective from those listed below) One of MAT 146, MAT 246, or MAT 304 o MAT 146 - Calculus II o MAT 246 - Linear Algebra o MAT 304 - Graph Theory One additional mathematics elective chosen from: o MAT courses above 200 (beyond those applied to above requirements) o MAT 163 - Introductory Statistics o MAT 164 - Introductory Statistics for STEM Students may apply up to 4 credit hours of internship towards the major. Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course. Students must also earn a grade of C- or better (or P) in each course that applies toward the BS major in Computer Science. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the BS major in Computer Science. The Speaking (S) graduation skill is met by MAT 201, COM 111, COM 115, or other speaking courses approved by the department. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Computer Science Minor ● ● ● ● ● ● One of CSC 160 or CSC 165 o CSC 160 - Introduction to Computer Science and Communication o CSC 165 - Introduction to Computer Programming (Python) CSC 170 - Introduction to Object-Oriented Programming (Java) CSC 210 - Data Structures One of CSC 320 or CSC 345 o CSC 320 - Algorithms o CSC 345 - Principles of Computer Organization One additional CSC course numbered 300 or above (Internships may not be used as electives toward the minor) One of MAT 171 or MAT 271 o MAT 171 - Discrete Mathematics for Computing o MAT 271 - Discrete Mathematical Structures Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course. Computational Philosophy Major, Bachelor of Arts (joint offering with the Department of Religion and Philosophy) ● ● ● ● MAT 114 - Precalculus (or MPG 4) One of MAT 171 or MAT 271 o MAT 171 - Discrete Mathematics for Computing o MAT 271 – Discrete Mathematical Structures One of CSC 160 or CSC 165 o CSC 160 - Introduction to Computer Science and Communication o CSC 165 - Introduction to Computer Programming (Python) CSC 170 - Introduction to Object-Oriented Programming (Java) 165 ● ● ● ● ● ● ● ● ● ● ● CSC 210 - Data Structures CSC 320 - Algorithms CSC 373 - Symbolic Programming and Artificial Intelligence CSC 385 - Formal Logic and Computation Theory PHI 241 - History of Philosophy I: Ancient Greek Philosophy PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy PHI 344 - History of Philosophy IV: 20th-Century Philosophy PHI 365 - Philosophy of Science One of PHI 410 or CSC 495 o PHI 410 - Topics in Philosophy o CSC 495 - Advanced Topics in Computer Science One additional upper division elective in philosophy Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course. Graduation Skills The Speaking (S), Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the BA major in Computational Philosophy Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Mathematics Major, Bachelor of Arts ● ● ● ● ● ● ● ● MAT 145 and 145L - Calculus I MAT 146 and 146L - Calculus II MAT 245 - Calculus III MAT 246 - Linear Algebra MAT 271 - Discrete Mathematical Structures MAT 491 - Mathematics Colloquium (to be taken during junior and senior years) One of: MAT 304: Graph Theory, MAT 314: Abstract Algebra, MAT 324: Analysis, MAT 363: Dynamical Systems, or other approved “theoretical structures” course. Three additional electives chosen from MAT courses numbered above 250, at least two of which are numbered above 300. Note that PHY 327: Special Functions of Mathematical Physics, and ECO 416: Mathematical Economics count as 300-level MAT courses. Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course. Students must also earn a grade of C- or better (or P) in each course that applies toward the BA major in Mathematics. At least two MAT courses numbered above 250 must be taken at Augsburg. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the BA major in Mathematics. The Speaking (S) graduation skill is met by MAT 201, COM 111, COM 115, or other speaking courses approved by the department. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Mathematics Major, Bachelor of Science ● ● ● ● ● ● MAT 145 and 145L - Calculus I MAT 146 and 146L - Calculus II MAT 245 - Calculus III MAT 246 - Linear Algebra MAT 271 - Discrete Mathematical Structures MAT 491 - Mathematics Colloquium (to be taken during junior and senior years) 166 ● ● Four additional electives chosen from MAT courses numbered above 250, at least three of which are numbered above 300. Note that PHY 327: Special Functions of Mathematical Physics, and ECO 416: Mathematical Economics count as 300-level MAT courses. Three additional electives chosen from MAT courses numbered above 250, or the following list of supporting courses (or substitutes with departmental approval); BIO 255, BIO 473, BIO 481, CHM 280, CHM 362, CHM 368, CSC 165, CSC 170, CSC 210, CSC 320, CSC 385, CSC 457, ECO 112 or ECO 113 (cannot count both), ECO 318, ECO 416, ECO 490, ESE 330, FIN 331, MAT 163, MAT 164, MAT 173, MIS 379, MKT 352, PHY 121, PHY 122, PSY 215, PSY 315, SOC 362, SOC 363. (Not more than one of MAT 163, MAT 164, PSY 215, SOC 362, or MIS 379 may count). Among these seven electives (or additional courses) there must be: ● At least one of: MAT 304: Graph Theory, MAT 314: Abstract Algebra, MAT 324: Analysis, MAT 363: Dynamical Systems, or other approved “theoretical structures” course. ● At least one of: MAT 355: Numerical Mathematics and Computation, MAT 369: Modeling and Differential Equations in Biological and Natural Sciences, MAT 374: Statistical Theory and Applications, or other approved “applied projects” course. ● At least one of: MAT 163: Introductory Statistics, MAT 164: Introductory Statistics for STEM, MAT 373: Probability Theory, PSY 215: Research Methods and Statistics I, SOC 362: Statistical Analysis, MIS 379: Quantitative Methods for Business and Economics, or other approved “statistical perspectives” courses. Note that MAT 373 applies to the requirement for “Four additional electives chosen from MAT courses numbered above 250, at least three of which are numbered above 300. “ The other choices apply to the requirement for “Three additional electives chosen from MAT courses numbered above 250, or the following list of supporting courses,” which applies to some focus areas but not others. ● At least five courses from a focus area approved by the department. Students are encouraged to have their plans for a focus area approved by the department before junior year. Sample focus areas include: o Actuarial Science (with University of St. Thomas) o Business o Computational Mathematics o Data Analytics o Economics o Finance o Mathematical Biology o Mathematical Chemistry o Physics o Statistics o Teaching Mathematics o Theoretical Mathematics In addition, an experiential component in the focus area is required, such as an internship, volunteer or paid work experience, undergraduate research project, student teaching in mathematics, or other experiences approved by the department. Such experiences may also fulfill the Augsburg Experience requirement if approved. For an undergraduate research project, the work may build upon a course-based project, but significant work beyond a course is expected. Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course. Students must earn a grade of C- or better (or P) in each course that applies toward the BS major in Mathematics. At least two MAT courses numbered above 250 must be taken at Augsburg. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the BS major in Mathematics. The Speaking (S) graduation skill is met by MAT 201, COM 111, COM 115, or other speaking courses approved by the department. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. 167 Teaching Licensure in Mathematics The State of Minnesota has specific licensing requirements for mathematics teachers in K-12 schools. The state requirements are subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. Grades 5-12 Teaching Licensure in Mathematics: At the time of publication, undergraduate students seeking secondary education licensure (Grades 5-12) and a major in Mathematics should complete the requirements for a BS major in Mathematics with the following seven electives: ● ● ● ● ● ● ● ESE 330 - 5-12 Methods: Mathematics MAT 252 - Exploring Geometry MAT 287 - History of Mathematics MAT 314 - Abstract Algebra One of MAT 324: Analysis or MAT 363: Dynamical Systems One of MAT 355: Numerical Mathematics and Computation, MAT 369: Modeling and Differential Equations in Biological and Natural Sciences, MAT 374: Statistical Theory and Applications, or other approved “applied projects” course. One of MAT 163: Introductory Statistics, MAT 164: Introductory Statistics for STEM (recommended), or MAT 373: Probability Theory Grades 5-8 Teaching Endorsement in Mathematics: At the time of publication, undergraduate students seeking a middle school (Grades 5-8) endorsement in mathematics and a major in Elementary Education should complete the requirements for a BS major in Elementary Education and the following courses: ● ● ● ● ● ● ● ● ● MAT 114 - Precalculus (or MPG 4) MAT 145 and 145L - Calculus I One of MAT 163: Introductory Statistics, MAT 164 or: Introductory Statistics for STEM (recommended), or MAT 373: Probability Theory MAT 252 - Exploring Geometry MAT 271 - Discrete Mathematical Structures MAT 287 - History of Mathematics ESE 300 - Reading/Writing in the Content Area** ESE 331 - Middle School Methods: Mathematics** EDC 482 - Student Teaching: Endorsement Elementary Education majors seeking middle school mathematics licensure are strongly encouraged to consult with a Mathematics faculty mentor before enrolling in the 200 level MAT courses. Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course. Students must also earn a grade of C- or better in each course that applies towards education licensure. For the Grades 5-12 teaching license, a minimum GPA of 2.50 is required for courses required for the mathematics major. For the Grades 5-8 endorsement, a minimum GPA of 2.00 for required MAT courses needed for the endorsement. Mathematics Minor Five courses including: ● ● ● MAT 145 and 145L - Calculus I MAT 146 and 146L - Calculus II Three MAT electives numbered above 200, at least one of which is numbered above 300. Note that PHY 327: Special Functions of Mathematical Physics, and ECO 416: Mathematical Economics count as 300-level MAT courses. Alternatively, students may complete a minor by taking the six courses: MAT 145 - Calculus I, MAT 146 - Calculus II, One of MAT 163 - Introductory Statistics or MAT 164 - Introductory Statistics for STEM, MAT 252 - Exploring Geometry, MAT 271 - Discrete Mathematical Structures, and MAT 287 - History of Mathematics. 168 Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a MAT course. Students must also earn a grade of C- or better in each course that applies toward the minor in Mathematics. At least one MAT course numbered above 250 must be taken at Augsburg. Mathematical Economics Major, Bachelor of Science (joint offering with the Department of Economics) ● ● ● ● ● ● ● ● ● ● ● ● ● ● ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics ECO 312 - Intermediate Macroeconomics ECO 313 - Intermediate Microeconomics ECO 416 - Mathematical Economics ECO 490 - Research Methods in Econometrics MAT 145 and 145L - Calculus I MAT 146 and 146L - Calculus II MAT 245 - Calculus III MAT 246 - Linear Algebra MAT 373 - Probability Theory MAT 374 - Statistical Theory and Applications One of MAT 324, MAT 369, or MAT 377 o MAT 324 - Analysis o MAT 369 - Modeling and Differential Equations in the Biological and Natural Sciences o MAT 377 - Operations Research Two four-credit upper division Economics courses To meet the prerequisite for ECO 490, students must also complete an introduction to statistics - one of: ● ● ● MAT 163 - Introduction to Statistics MAT 164 - Introduction to Statistics for STEM MIS 379 - Quantitative Methods for Business and Economics Recommended Courses for Mathematical Economics majors: CSC 165 - Introduction to Computer Programming (Python) Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course. Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Statistics Minor ● ● ● ● An introduction to statistics - one of: o MAT 163 - Introduction to Statistics o MAT 164 - Introduction to Statistics for STEM o MIS 379 - Quantitative Methods for Business and Economics o PSY 215 - Research Methods and Statistics I o SOC 362 - Statistical Analysis MAT 213 - Data Visualization and Statistical Computing MAT 273 - Statistical Modeling A project-based statistics course - one of: o BIO 481 – Ecology o ECO 490 - Research Methods in Econometrics o MAT 374 - Statistical Theory and Applications o MKT 352 - Marketing Research and Analysis o POL 483 - Political Statistics and Methodology 169 ● o PSY 315 - Research Methods and Statistics II o SOC 363 - Research Methods Two electives chosen from the following: o MAT 373 - Probability Theory o MAT 394 - Topics in Statistics o No more than one of the following: ▪ CSC 170 - Introduction to Object-Oriented Programming (Java) ▪ CSC 310 - Introduction to Data Science ▪ CSC 352 - Database Management and Design ▪ MIS 270 - Data Management o A second project-based course: ▪ BIO 481 – Ecology ▪ ECO 490 - Research Methods in Econometrics ▪ MAT 374 - Statistical Theory and Applications ▪ MKT 252 - Marketing Research & Analysis ▪ POL 483 - Political Statistics and Methodology ▪ PSY 315 - Research Methods and Statistics II ▪ SOC 363 - Research Methods o No more than one of the following, with prior approval from the Mathematics, Statistics, and Computer Science Department: ▪ PSY 491 - Advanced Research Methods ▪ Advanced statistics electives taught in the ACTC or in transfer ▪ An undergraduate research experience or internship using statistics Either the project-based course or one of the electives must have a designate other than MAT. Students interested in graduate work in statistics are encouraged to select MAT 373: Probability Theory as one elective and MAT 374: Statistical Theory and Applications as the project-based course, and also to complete MAT 145: Calculus 1, MAT 146: Calculus 2, MAT 245: Calculus 3, and MAT 246: Linear Algebra. Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course. Students must also earn a grade of C- or better (or P) in each course that applies toward the minor in Statistics. Departmental Honors in Mathematics, Statistics, and Computer Science The faculty in the Department of Mathematics, Statistics, and Computer Science awards departmental honors to a few graduating seniors each year. This honor may be given in one (or more) of the disciplines: Mathematics, Statistics, or Computer Science. Departmental honors recognizes: ● ● ● ● Depth of study in the discipline (minimum of the BS Major in Mathematics; BS degree in Mathematics with focus area in Statistics and the Statistics minor; or BS Major in Computer Science, respectively); Excellent performance in courses: Minimum 3.00 overall GPA and 3.50 disciplinary GPA; Independent investigation or application of the discipline, including public presentation; and Involvement in the life of the discipline. Students who might be eligible for departmental honors should discuss the process with their MSCS faculty mentor during junior year. Detailed requirements and information on the application process are available from the department. National Honor Society Membership in the Augsburg chapter of the national Pi Mu Epsilon honor society is by invitation. To be considered, students must have a declared Mathematics major, junior or senior status, and a GPA of 3.00 in their major and overall. Detailed requirements are available from the department. 170 Prerequisites A course must be completed with a grade of C- or higher to count as a prerequisite for a Mathematics or Computer Science course. Math Placement Group (MPG) Before enrolling in any Mathematics course and many other courses that have Math Placement prerequisites, students must have the required Math Placement. All students are required to have their Math Placement Group (MPG) determined. MPG measures students’ current skill in and understanding of Basic Math (MPG 2), Algebra (MPG 3), Precalculus (MPG 4), and Calculus I (MPG 5). Students who have taken the ACT test within the last five years are assigned an initial MPG based on their mathematics subscore, illustrated below. Students who have recently completed a mathematics course at another college or university are assigned an initial MPG by the Registrar’s Office as part of Transfer Credit Evaluation, if the course covers Basic Math, Algebra, Precalculus, or Calculus. Students who receive a grade of 4 or 5 on the Advanced Placement Exam in Calculus (AB or BC) are assigned MPG 5. Students are allowed to take the Math Placement Exam to determine if they should be placed into a higher MPG than their initial placement. In particular, students whose initial placement is MPG 1 or MPG 2 are expected to take the Math Placement Exam. All other students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. The exam is given during Summer Orientation and Registration (SOAR) sessions for first-year students, and before new student registration appointments for transfer and AU students. Other times can be scheduled on an individual basis. Students are also permitted to retake the Math Placement Exam once during their first semester of enrollment at Augsburg University. Practice questions and other information are available from Academic Advising. Students in MPG 1 take MAT 103 to advance to MPG 2. Students in MPG 2 take MAT 105 or MAT 106 to advance to MPG 3. Students in MPG 3 may take MAT 114 to advance to MPG 4. No other MAT course changes a student’s MPG. ACT Math Subscore Initial Math Placement Required Math Placement Exam 18 and below MPG 1 Basic Math; Algebra 19-21 MPG 2 Algebra 22-23 MPG 2 Algebra 24-25 MPG 3 No exam needed 22-25 and successful high school precalculus, trigonometry, or calculus MPG 3 Precalculus (if seek MPG 4) 26+ and successful high school precalculus, trigonometry, or calculus MPG 4 No exam needed For a complete list of courses and descriptions, see the Course Description Search. 171 Medieval Studies Minor The objective of Medieval Studies is to introduce students to the culture of the Middle Ages—its diverse history and beliefs, its arts and literature, its legacy to the modern period —and to the disciplinary and interdisciplinary skills necessary for its serious study. Medieval Studies Faculty Michael Kidd (Languages and Cross-Cultural Studies, Program Director), Kristin M. Anderson (Art), Merilee Klemp (Music), Philip A. Quanbeck II (Religion), Hans Wiersma (Religion), Maheen Zaman (History) Minor Requirements LAT 101 and 102 are highly recommended given that Latin is the universal language of the medieval period. Five courses are required, including HUM 120 and one course each in literature, religion/philosophy, and history of arts, and one elective. ● ● ● ● ● HUM 120 - Medieval Life in 12th-Century Europe One of the following literature courses: o ENL 330 – Shakespeare o ENL 332 - British Literature: Renaissance and Reformation o ENL 360 - The Classical Tradition o ENL 361 - The Medieval World o SPA 352 - Survey of Spanish Literature I One of the following religion or philosophy courses: o HIS 378 - Pilgrims, Popes, and Penance: History of the Medieval Church o PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy o RLN 342 - Martin Luther and the Reformation One of the following history of arts courses: o ART 386 - Medieval Art o ART 387 - Renaissance and Baroque Art o MUS 231 - History and Literature of Music, Antiquity to 1750 o THR 361 - Theater Histories: Origins to 1800 One of the following elective courses: o HIS 369 - The Early and High Middle Ages o HIS 370 - The Late Middle Ages to 1648 o HIS 374 - War and Religion in the Medieval Context o HIS 440 - Topics in World History: Monks and Heretics (this topic only) o POL 380 - Western Political Thought o SPA 331 - Spanish Civilization and Culture For a complete list of courses and descriptions, see the Course Description Search. 172 Music The Music Department at Augsburg University offers education for music professions in the context of a liberal arts curriculum through three degrees and five music majors. All Augsburg students with interest and/or background in music, regardless of major, are eligible to participate in music courses and ensembles. Some music courses fulfill Liberal Arts Foundation requirements. Augsburg’s location in the heart of the vibrant artistic and cultural Twin Cities makes it an ideal place to study music, and the Music faculty seek and encourage opportunities that connect the campus and the greater arts communities. These opportunities allow students to explore the links between theory and applied knowledge and may take many forms, including internships; community performances; Music Therapy practica; community-based learning projects; required off-campus performance and concert attendance assignments; or travel and study within and outside the United States. Augsburg University is accredited by the National Association of Schools of Music and its music programs fulfill all NASM curricular standards; the music therapy program is accredited by the American Music Therapy Association. Faculty Full-time J. Anthony Allen, Kristina Boeger, Jill Dawe, Susan Druck, Annie Heiderscheit, Merilee Klemp, Ju Young Lee, Emma Moonier, Reinaldo Moya, Rafael Rodriguez, Erika Svanoe, Sonja Thompson Part-time Faculty Trudi Anderson, Thomas Bartsch, Colleen Bertsch, Deborah Carbaugh, Jane Cords-O’Hara, Jessica DeVillers, Lynn Erickson, Erin Fox, Jennifer Gerth, Emily Heuschele, Charles Hodgson, Joan Hutton, Linh Kauffman, Mark Kausch, Kathy Kienzle, Steve Lund, Kameron Markworth, Lindsay Markworth, Xenia Sandstrom-McGuire, Laurie Merz, Dawn Miller, Tami Morse, Elise Parker, Shon Parker, Rick Penning, O. Nicholas Raths, David Schmalenberger, Mark Sedio, Andrea Stern Consulting Chair David Myers Fine Arts Coordinator Cathy Knutson Departmental Administrator Tina Brauer Degrees/Majors Bachelor of Arts Music Major Music Major/Music Business Concentration Bachelor of Music Music Performance Major Music Education Major (P-12 state licensure; community music) Bachelor of Science Music Therapy Major 173 Music Therapy Equivalency Offers students with an undergraduate degree the preparation necessary to meet the American Music Therapy Association requirements for becoming a Board Certified Music Therapist (MT-BC). Music Minors Creativity Music Music Business Music Production Degree and Major Requirements All students interested in majoring in music should consult with the music department prior to or during their first semester of study at Augsburg University. Applying students are strongly encouraged to schedule a Fine Arts Scholarship audition during their senior year of high school or, if transferring, in the year prior to entering Augsburg University. Students intending to pursue a music major in any of the three music degree programs must declare their major, perform a sophomore/transfer music major qualifying jury, and complete the Music Department degree application by the end of their fourth semester of study. More detail is included in the Music Department Student Handbook posted on the Music Students site on Moodle. Students interested in a double major within music or between music and another discipline should consult with their advisors before undertaking relevant course work. Music Core ● ● ● ● ● ● ● ● ● ● MUS 113 - Music Theory and Aural Skills I MUS 114 - Music Theory and Aural Skills II MUS 213 - Music Theory and Aural Skills III MUS 214 - Music Theory and Aural Skills IV MUS 231 - History and Literature of Music I MUS 232 - History and Literature of Music II One of MUS 331, MUS 332, MUS 333, or MUS 334 o MUS 331 - Music of the Baroque Era o MUS 332 - Music of the Classical Era o MUS 333 - Music of the Romantic Era o MUS 334 - Music of the 20th Century MUS 458 or 459 - Senior Recital Performance Study on the principal instrument or voice in accordance with degree requirement Four to eight semesters Large Ensemble/Chamber Music in accordance with degree requirement Large Ensemble Options: MUE 111 - Augsburg Choir MUE 112 - Riverside Singers MUE 114 - Masterworks Chorale MUE 115 - Cedar Singers MUE 121 - Augsburg Symphony Orchestra MUE 141 - Augsburg Concert Band Chamber Music Options: MUE 113 - Vocal Chamber Music MUE 122 - String Chamber Music MUE 125 - Guitar Chamber Music MUE 131 - Woodwind Chamber Music MUE 142 - Brass Chamber Music 174 MUE 144 - Percussion Chamber Music MUE 145 - Piano Chamber Music Additional Requirements ● ● ● Pass a piano proficiency test or MUS 238 - Class Piano 4 Pass a first-year/transfer music major qualifying jury Complete the Music Department degree application Graduation Skills Bachelor of Arts, Major in Music; Bachelor of Music, Major in Music Education; Bachelor of Music, Major in Performance Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skills in Speaking (S) and Quantitative Reasoning (QR) are met by completing the following courses: S: MUS 341 QR fulfilled with QFA: PHY 119, MAT 145, MAT 146, MAT 163, or MAT 164. Bachelor of Science in Music Therapy Graduation skills in Critical Thinking (CT), Writing (W), Speaking (S), and Quantitative Reasoning (QR) are embedded throughout the offered courses and are met by completing the major. Bachelor of Arts, Music Major, Concentration in Music Business Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the following courses: QR fulfilled with QFA: One of MAT 145, MAT 146, MAT163, or PHY119 Transfer Students Transfer Students and Graduation Skills: Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Music Major, Bachelor of Arts Offers the broadest education in liberal arts and prepares the student for the greatest range of graduate, business, and professional opportunities. Students who intend to pursue non-performance graduate study or desire to enter one of the many music-related business fields most often choose this course of study. Faculty mentor: Reinaldo Moya Music Core, Additional Requirements and the following: ● ● ● ● ● ● ● MUS 341 - Basic Conducting(S) MUS 458 - Senior Recital Eight credits of MUS electives MUP 1xx - Performance Studies (four semesters of 1 credit lessons in principal instrument/voice) MUP 3xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice) Large Ensemble - eight semesters on the principal instrument or voice from: Chamber Music - two semesters of chamber music/small ensemble courses on the principal instrument/voice Music Major with Music Business Concentration, Bachelor of Arts The Music Business concentration prepares students to enter today’s music industry and to pursue career opportunity where the arts and commerce intersect. Courses in music, performing arts, and business combine with field 175 observations and internships. These experiences prepare students for careers in fields such as arts management, promotion, the recording industry, and general music business. The program affords both the performing artist and the business student the opportunity to pursue music business studies. The Music Business concentration has two tracks: the Bachelor of Arts in Music with Music Business Concentration (designed with a music emphasis) and the Bachelor of Arts in Business Administration with Specialization in Music Business (designed with business emphasis). Faculty mentor: J. Anthony Allen Music Core, Additional Requirements and the following: ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ACC 221 - Introduction to Financial Accounting ECO 113 - Principles of Microeconomics MIS 260 - Problem Solving for Business One of BUS 242 or ENT 254 o BUS 242 - Principles of Management o ENT 254 – Entrepreneurship MUS 105 - Careers in Music Business MUS 162 - Entrepreneurship for Creative Business MUS 205 - Legal Issues in Music, Entertainment, and the Arts MUS 336 - Arts Management and Concert Promotion MUS 408 - Current and Future Issues in the Music Industry One of MUS 399 or BUS 399 o MUS 399 – Internship o BUS 399 – Internship MUS 458 - Senior Recital MUP 1xx - Performance Studies - four semesters of 1 credit lessons in principal instrument/voice MUP 3xx - Performance Studies - four semesters of 1 credit lessons in the principal instrument/voice Large Ensemble - eight semesters on the principal instrument or voice* Chamber Music - two semesters of chamber music/small ensemble courses on the principal instrument/voice *Students wishing to fulfill the large ensemble requirement in a performance area other than their principal instrument or voice may petition the department. Business Administration with Specialization in Music Business, Bachelor of Arts See Business Administration for requirements. Music Education Major, Bachelor of Music In addition to fulfilling curricular standards of the National Association of Schools of Music, Augsburg's music education program is accredited by the Minnesota Professional Educator Licensing and Standards Board. The Music Education major offers students preparation to become licensed P-12 music teachers and/or skilled teachers in studio and community settings. Those seeking licensure must complete requirements as specified by the Minnesota Professional Educator Licensing and Standards Board, including coursework and student teaching, resulting in certification to teach at the elementary through secondary levels, with either a vocal/general or instrumental/general emphasis. Students desiring to enter the Bachelor of Music degree program with a major in music education must formally apply to the Music Department for admission; those applicants seeking licensure to teach in public school settings must also apply to the Augsburg University Department of Education for acceptance to the music education licensure program. All course requirements in and beyond music must be complete prior to the student teaching semester. Those not pursuing licensure have a wider range of options for their degree programs through the Community-Based Program, including electives that would best prepare students for their future vocational area to be taken with approval of the program advisor. Admission to upper division music education courses requires an overall academic GPA of at least 2.50 and a music GPA of at least 2.75. Approval for student teaching and internships requires an overall minimum academic GPA of 2.75 and a music GPA of 2.75. For licensure students, minimum grade of C is required in all Music Core courses, Music Education Core courses, and approved courses and internships. For community-based students, minimum grade of C- is required 176 in all Music Core courses, Music Education Core courses, and approved courses and internships. In addition to grades, applicants for student teaching placements and internships are reviewed in addition to GPA criteria, to assure appropriate professionalism, dispositions, and attitudes for school and occupational settings appropriate for one’s future vocation. Music Core (except for MUS 331, 332, 333, or 334*) and the following: ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● MUS 220 - Worlds of Music MUS 303 - Introduction to Learning, Teaching, and Technology in Music MUS 311 - Composition I MUS 341 - Basic Conducting MUS 352 - General Music Education Methods MUS 353 - Special Education in Music Education MUS 358 - Junior Recital MUS 459 - Senior Recital Complete either EDC 206 or both EDC 210 and EDC 211 o EDC 206 - Diversity/Minnesota American Indians o EDC 210 - Diversity in the School (or EDC 110) and EDC 211 - Minnesota American Indians EDC 310 - Learning and Development in an Educational Setting MUS 355 - Music Methods: Strings**** MUS 356 - Music Methods: Brass and Percussion**** MUS 357 - Music Methods: Woodwinds**** MUS 359 - Music Methods: Vocal**** Choose one of the following areas of emphasis: o Vocal Emphasis: ▪ MUS 251 - English Diction ▪ MUS 252 - Italian Diction ▪ MUS 253 - German Diction ▪ MUS 254 - French Diction ▪ MUS 342 - Choral Conducting*** ▪ MUS 478 - Choral Methods in Music Education o Instrumental Emphasis: ▪ MUS 344 - Instrumental Conducting*** ▪ MUS 477 - Instrumental Methods in Music Education Performance Studies and Ensembles - Students should choose the following courses in accordance with their area of emphasis**. Complete all of the following: o MUP 1xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice ) o MUP 3xx - Performance Studies (three semesters or 1 credit lessons in the principal instrument/voice) o Large Ensemble - seven semesters on the principal instrument or voice o Chamber Music - two semesters of chamber music/small ensemble courses Additional Courses for Licensure Students ● ● ● ● ● HPE 115 - Chemical Dependency Education EDC 200 - Orientation to Education in an Urban Setting ESE 300 - Reading/Writing in the Content Area EDC 483 - Student Teaching: Initial License in PE, Music, Art, or ESL MUS 494 - Music Teacher Performance Assessment & Student Teaching Seminar Additional Courses for Community-Based Students Minimum of 8 credits to be fulfilled with electives approved by the program advisor. 12 credits of MUS 397 and/or MUS 399 to be taken during the final semester of degree career 177 * Students majoring in music education are exempted from the Music Core requirement to complete one of MUS 331, MUS 332, MUS 333, or MUS 334. ** A Music Education major whose major instrument is piano, organ, or guitar is required to take a minimum of four additional semesters of lessons on an instrument/voice that corresponds with their large ensemble requirement. *** Students not seeking licensure are exempted from the requirement to complete MUS 342 and MUS 344. **** For MUS 355, MUS 356, MUS 357, and MUS 359, students not seeking licensure must complete two of these four courses, including one that addresses their principal performance medium. Music Performance Major, Bachelor of Music This major is a focused classical training program designed to develop the skills, artistic voice, and performing ability of the individual musician. This degree best prepares students who are interested in graduate school, professional performance opportunities, or private studio teaching. Acceptance to the program requires a half-hour formal audition and interview. Faculty mentor: Jill Dawe Requirements: Music Core, Additional Requirements and the following: ● ● ● ● ● ● MUP 1xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice) MUP 3xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice) MUS 358 - Junior Recital MUS 459 - Senior Recital Large Ensemble - eight semesters on the principal instrument or voice* Chamber Music - four semesters of chamber music/small ensemble courses on the principal instrument/voice *For guitarists, harpists and pianists: either eight semesters of large ensemble or four semesters of large ensemble and four additional semesters of chamber music or other assignment in consultation with advisor. Voice Majors: ● ● ● ● ● ● ● MUS 251 - English Diction MUS 252 - Italian Diction MUS 253 - German Diction MUS 254 - French Diction MUS 435 - Voice Repertoire MUS 359 - Music Methods: Vocal *MUS Elective (2 credits) *Voice students are strongly encouraged to take MUS/THR 235 Skills of Music Theater and/or MUE 294 or 494 - Opera Workshop. Keyboard Majors: ● ● ● MUS 436 - Piano Repertoire MUS 456 - Piano Pedagogy MUS Elective (2 credits) Instrumentalists: ● ● One of MUS 355, MUS 356, or MUS 357 o MUS 355 - Music Methods: Strings o MUS 356 - Music Methods: Brass/Percussion o MUS 357 - Music Methods: Woodwinds MUS Elective (4 credits) Additional requirements: 178 BM performance major candidates must pass an extended performance audition and interview that is scheduled after completion of the sophomore/transfer music major qualifying jury. Music Therapy Major, Bachelor of Science Fulfills the academic and clinical requirements for eligibility to take the Music Therapy Board Certification Examination. The BS in Music Therapy is a four-and-one-half-year degree program, which includes a six month full-time internship in a clinical facility approved by the American Music Therapy Association (AMTA) or at a university-affiliated site. This course of study is chosen by students who wish to become professional music therapists. A minimum grade of C in all music therapy courses is required. Faculty mentor: Emma Moonier Requirements: Music Core (except for MUS 331, 332, 333, or 334*), Additional Requirements and the following: ● MUS 135 - Class Piano 1 ● MUS 136 - Class Piano 2 ● MUS 152 - Class Voice ● MUS 158 - Class Guitar 1 ● MUS 237 - Class Piano 3 ● MUS 238 - Class Piano 4 ● MUS 258 - Class Guitar 2 ● MUS 271 - Introduction to Music Therapy ● MUS 273 - Functional Music Skills ● MUS 315 - Psychology, Culture, and Community in Music ● MUS 340 - Music Therapy Methods I ● MUS 345 - Music Therapy Methods II ● Two 300-level Music Therapy practica (MUS 374 or MUS 375) ● MUS 376 - Music Therapy Assessment, Treatment and Clinical Processes ● MUS 385 - Music Therapy Clinical Improvisation ● MUS 458 - Senior Recital ● Two 400-level Music Therapy practica (MUS 474 or MUS 475) ● MUS 480 - Music Therapy Senior Seminar ● MUS 481 - Music Therapy Clinical Internship ● BIO 103 - Human Anatomy and Physiology ● PSY 105 - Principles of Psychology ● PSY 203 - Lifespan Development ● PSY 215 - Research Methods and Statistics I ● PSY 262 - Abnormal Psychology ● MUP 1xx - Performance Studies (four semesters of 1 credit lessons in principal instrument/voice) ● MUP 3xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice) ● Large Ensemble - eight semesters on the principal instrument or voice ● Chamber Music - two semesters of chamber music/small ensemble courses on the principal instrument/voice ● Pass guitar proficiency test, piano proficiency test, and voice proficiency test * Students majoring in Music Therapy are exempted from the Music Core requirement to complete one of MUS 331, MUS 332, MUS 333, or MUS 334. Music Therapy Equivalency/Certification Program The Music Therapy equivalency program is available to students who already have a bachelor’s degree in music and wish to meet the requirements set by the American Music Therapy Association (AMTA) to become a board-certified music therapist (MT-BC). This equivalency program prepares students for eligibility to take the Music Therapy Board Certification Examination. Depending upon the student’s degree and skill level, individual requirements will be outlined by the director of Music Therapy. There is a minimum two-year residency requirement, which includes participation in a major ensemble for four terms. Acceptance to the degree program requires the following: 179 ● ● Pass the sophomore/transfer music major jury and Music Department degree application Pass guitar proficiency, piano proficiency, and voice proficiency Creativity Minor The Creativity minor allows students interested in music composition, creation, improvisation, song-writing, and/or production to deepen their experience and knowledge during their time at Augsburg. The program is intended to be useful for students in any music degree who are interested in composition, song writing, music production, etc. The program aims to incorporate a variety of different musical traditions, approaches, and expressions to create a unique program that aims to be student-directed and genre-fluid. This minor is open only to students majoring in a Music Department field. Faculty mentor: Reinaldo Moya Requirements: ● ● ● ● ● ● ● ● ● ● MUS 113 - Music Theory and Aural Skills I Two semesters of MUP 193 - Performance Study: Composition MUS 220 - Worlds of Music MUS 221 - Introduction to Music Technology MUS 311 - Composition I MUS 312 - Composition II MUS 413 - Advanced Analysis MUS 476 - Instrumentation and Arranging One of MUP 192, MUS 242, or THR 116 o MUP 192 - Performance Study: Improvisation o MUS 242 - Jazz Improvisation 1 o THR 116 - Acting and Improvisation for Non-Majors Four additional credits from: o MUS 207 - From Boogie Woogie to Rock and Hip Hop: The Culture, Artists, and Sounds of Pop Music o MUS 241 - History of Jazz o MUS 331 - Music of the Baroque Era o MUS 332 - Music of the Classical Era o MUS 333 - Music of the Romantic Era o MUS 334 - Music of the 20th Century o MUS 392 - Topics Music Minor Faculty mentor: Merilee Klemp Requirements: ● ● ● ● ● ● ● MUS 113 - Music Theory and Aural Skills I MUS 114 - Music Theory and Aural Skills II MUS 341 - Basic Conducting One of MUS 231 or MUS 232 o MUS 231 - History and Literature of Music I o MUS 232 - History and Literature of Music II One additional course (2 credits or above) in music history or conducting (Other music courses may be approved by departmental petition) MUP 1xx - Performance Studies (four semesters of 0.5 credit performance studies in the principal instrument/voice) Large Ensemble - four semesters in a large Augsburg ensemble Additional requirements: Submit a Music Department application for minor by spring semester, sophomore year 180 Music Business Minor The Music Business minor is a course of study designed both for the Music major desiring additional preparation in business and for the non-music major interested in pursuing a career in the music industry. With the Music Business minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that address specific professional skills necessary to enter today’s music industry. The minor is a collaborative program between the Music and Business departments. Faculty mentor: J. Anthony Allen Requirements: ● ● ● ● ● ● ● ● ● ACC 221 - Introduction to Financial Accounting ECO 113 - Principles of Microeconomics MIS 260 - Problem Solving for Business MUS 105 - Careers in Music Business MUS 162 - Entrepreneurship for Creative Businesses MUS 205 - Legal Issues in Music, Entertainment, and the Arts MUS 408 - Current and Future Issues in the Music Industry MUS/BUS 399 - Internship (approved for the music business minor) One of the following: o MUS 336 - Arts Management and Concert Promotion o BUS 301 - Business Law o ENT 254 - Entrepreneurship Music Production Minor The Music Production minor is a course of study designed both for the Music major desiring additional preparation in audio recording and production and for the non-music major interested integrating music technology into their career. With the Music Production minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that address specific professional skills necessary to enter today’s music industry. Students in the minor will primarily be working in the Grangaard Record Studio. Faculty mentor: J. Anthony Allen Requirements: ● ● ● ● ● ● MUS 221 – Introduction to Music Technology MUS 225 – Electronic Music Production MUS 306 – Audio Recording MUS 307 – Music Production and Distribution One of the following: o MUS 113 – Music Theory and Aural Skills I o MUS 160 – Fundamentals of Music One of the following: o MUS 205 – Legal Issues in Music, Entertainment, and the Arts o Both MUS 135 and MUS 136 – Class Piano 1 and Class Piano 2 o Two semesters of music ensemble (two credits of MUE) o MUS 158 – Class Guitar 1 Departmental Honors Senior Music majors with a cumulative GPA of 3.5 or higher in Music courses may apply for Music departmental honors by completing extended original work in their area of interest. Such work could include, but is not limited to, one of the following: defending a senior thesis, presenting an additional recital, composing a substantial piece(s), conducting a program, presenting a research paper, or some combination of any of the above. 181 Consideration for departmental honors requires a clearly written proposal that includes a project title, a transcript, and a brief music résumé to be submitted to the music faculty by November 1 of the senior year with outlined plans to complete the project by spring break of the senior year. Piano Proficiency All Augsburg Music majors are required to have basic piano skills that are either demonstrated by passing MUS 238 or by meeting the standard required by the Piano Proficiency Test offered at the end of each semester. Students come to Augsburg with a wide variety of prior training and experience in piano, and therefore can elect to develop their piano skills and prepare for the proficiency test in several ways. Students with extensive training may be able to simply pass the test; those with some training may register for private piano lessons; the majority of students are advised to take a piano placement test that determines their appropriate placement within a sequence of four class piano courses (MUS 135/136/237/238) designed to teach the skills of the piano proficiency test. To maximize student learning, it is strongly recommended that piano training is started during the first year, when piano study will complement and strengthen the student’s experience in the music theory and aural skills curriculum. Consult the Music Student Handbook for piano major and non-piano major requirements and test dates. For a complete list of courses and descriptions, see the Course Description Search. 182 Natural Science Teaching Licensure The Natural Science licensure program is designed to combine a strong content focus with early and ongoing teaching preparation courses that meet Minnesota licensure requirements. Courses are designed to provide a broad background in science and allow for specialization in an area. The following programs assume that the student will meet the general education requirements of the university, the requirements for appropriate majors, required education courses (see Secondary Education requirements), and, in the physical sciences, have at least one year of calculus. Early consultation with the Education Department (in your sophomore year) is essential to complete undergraduate major and licensure requirements on a timely basis. Degree and Major Requirements Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current licensure requirements. All upper division courses required for the Biology major must be completed before student teaching. Licensure Requirements General Science Endorsement (for grades 5-8): Introductory Geology (taken off campus, offered through ACTC program) ● SCI 106 - Introductory Meteorology ● BIO 121 - Human Biology ● BIO 102 - The Biological World ● Complete PHY 116 or both PHY 121 and PHY 122 (see advisor before registering for physics) o PHY 116 - Introduction to Physics o PHY 121, 122 - General Physics I, II ● CHM 115 - General Chemistry I ● CHM 116 - General Chemistry II *See the Biology, Chemistry, or Physics Department sections for teaching major requirements in those disciplines. For a complete list of courses and descriptions, see the Course Description Search. 183 Nursing (BSN) Bachelor of Science Completion The Augsburg University BSN Completion program is designed exclusively for registered nurses (RNs) who want to advance their education, increase their career opportunities, and address changing health needs in a variety of rapidly changing care settings and communities. The BSN program at Augsburg prepares nurses to synthesize knowledge from the liberal arts with the art and science of nursing. Educational opportunities are provided that challenge students’ interests and engage their creativity as they increase skills in critical thinking, speaking, writing, ethics, nursing theories, community assessment, leadership, decision-making and the role of citizen nurse. Classes that combine short-term immersion experiences of study both at home and abroad are woven into the BSN curriculum. Students are invited to participate in these exciting endeavors as they are able. Department of Nursing Faculty Martha Aleman, Kaija Freborg, Kristin McHale, Joyce Miller (Chair), Katherine Martin Staff: Colleen Hagerman Mission Within the context of the liberal arts and Christian values, the baccalaureate in nursing program prepares students to uphold and improve health and human potential among persons, families, groups and communities across care settings with particular emphasis on health inequities locally and globally. Program Goals The program goals at the baccalaureate level: ● ● ● Prepare graduates of associate degree and diploma nursing programs for professional nursing practice in contemporary and emerging roles. Provide a sound scholarly foundation for transformative nursing practice and graduate study. Create and sustain a teaching-learning environment that promotes personal growth, lifelong learning, and a vocation of professional service in a global society. Degree and Major Requirements Nursing Major, BSN Seven 4-semester credit hour courses, including: ● ● ● ● ● ● ● NUR 300 - Trends and Issues in Nursing NUR 305 - Communication NUR 306 - Paradigms in Nursing NUR 403 - Families and the Life Cycle NUR 410 - Community Health Nursing I NUR 411 - Practicum: Community Health Nursing II NUR 490 - Leadership/Management A minimum grade of C in each nursing course and a cumulative major GPA of 2.5 are required. Students also must complete Augsburg’s residence and general education requirements. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded throughout the required courses in the Nursing major and are met by completing the major. 184 Students petitioning to transfer in upper division nursing courses from another institution to meet requirements in the nursing major at Augsburg must consult a nursing advisor about potential adjustments to their course requirements to fulfill each of these graduation skills. Other Information The BSN program has been planned so that courses in the nursing major can be completed over 16 months of full-time study taking two courses per semester. Students can pursue their studies as quickly as 12 months taking three courses per semester, based on personal choice. More time may be required to complete the total course of study depending on the number of liberal arts (general education) courses individual students need to complete the BSN degree and the number of credits each student transfers to Augsburg University from other colleges or universities. Students need 36 upper division courses to graduate. Students in Nursing may take non-nursing courses in both the Day and Adult Undergraduate programs. Students will be assigned to a nursing faculty adviser to develop a plan of study. Admission to the Nursing Major In addition to meeting admission requirements for Augsburg, admission to the Nursing major requires the following: ● ● ● ● ● ● An earned associate of science degree in nursing Cumulative GPA of 2.5 or higher in one’s basic nursing program Unencumbered RN license–applicant must be a registered nurse who is licensed and currently registered to practice in Minnesota prior to beginning the Nursing major Up-to-date immunization records Criminal background check (details provided in application process) Special conditions: o Students may be provisionally admitted to the Bachelor of Science in Nursing program at Augsburg with a cumulative GPA of less than 2.5 in their basic nursing program. Full admission to the program requires students to achieve a GPA of 3.00 or better in two liberal arts courses at Augsburg before being fully admitted to the BSN program. o Students may apply to Augsburg prior to completion of their associate nursing degree program. However, all BSN program admission requirements must be met prior to matriculating into the BSN program at Augsburg. Admissions are handled throughout the year. Students are admitted for fall, spring, or summer semesters. Credit for Previous Nursing Courses Registered nurses transferring into Augsburg’s BSN completion program will be awarded up to 34 semester credits in recognition of their previous lower division nursing coursework if the following standards are met: ● ● Prior nursing education in the United States is taken in an associate degree in nursing (ADN) program or a diploma in nursing program. Both must be state board-approved programs. Nursing coursework taken outside of the United States requires a professional credit evaluation. See the International Students section of this catalog for details about how to submit this evaluation. In addition, nursing coursework must be verified for authenticity by the Commission on Graduates of Foreign Nursing Schools (CGFNS). Applicants must request CGFNS (www.cgfns.org) to forward the educational credentials report to the Minnesota State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and demonstrate successful passing of the National Council Licensure Examination (NCLEX). Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, and who have passed the NCLEX, will be considered for admission and must meet the same residency requirements expected of all students. Class Schedules Augsburg recognizes that nurses have a variety of time schedules, personal responsibilities, and work demands that must be taken into account in any decision to work toward a degree. For this reason, Augsburg offers full- and part-time sequential alternatives for pursuing a Nursing degree. 185 Courses in the Nursing major are generally offered on Monday, Tuesday, or Thursday evenings, and practicum courses (NUR 411) may require some additional weekday time. Generally, most nursing classes meet face to face 4 to 6 times a semester on weekday evenings for four-hour time blocks. However, instruction modalities vary: Some courses are offered face-to-face in classroom settings, while some courses are offered face-to-face instruction through the use of video conferencing, and then some courses are offered entirely with asynchronous online instruction. Activities also occur between face-to-face meeting times, so therefore weekly activities will occur. Optional immersion courses and practica at home and abroad are scheduled throughout the year. Students complete their community health practicum locally or have the opportunity to go to Pine Ridge, SD or abroad. Check with the Department of Nursing for details. It is recommended to work with an academic advisor for advice on liberal arts courses. Transfer of Upper Division Nursing Courses BSN students who are provisionally accepted into the Master of Arts in Nursing program at Augsburg may enroll in up to three designated MAN courses, which can be used to fulfill elective credits in the BSN program as well as fulfill credits in the MAN program. Note that these graduate courses may not transfer into another college or university as graduate courses if they have been used to complete the BSN; Augsburg University, however, accepts the courses as also fulfilling requirements in the MAN. The three graduate Nursing courses plus the practica include the following: NUR 500 - Transcultural Health Care (3 semester credits) NUR 500P - Practicum: Transcultural Health Care (1 semester credit) NUR 532 - Transcultural Healing and Self Care (3 semester credits) NUR 532P - Practicum: Transcultural Healing Practices and Self Care (1 semester credit) NUR 541 - The Politics of Health Care (3 semester credits) NUR 541P - Practicum: Politics of Health Care (1 semester credit) Note: Students who decelerate for more than five years may be asked to audit courses already taken. There is a fee to audit courses. Departmental Honors Admission to the honors major requires a GPA of at least 3.60 in the major and 3.30 overall, application to the department chair by November 1 of the senior year, recommendation by nursing faculty, and an honors thesis to be presented before a faculty committee by April 15. Candidates register for NUR 499 to complete the honors requirement. Latin Honors To be eligible for Latin honors, a student must meet minimum GPA standards as well as complete a minimum of 56 traditionally-graded credits at Augsburg. For further information, see the Latin Honors section in Academic Information. Accreditation The baccalaureate degree program in nursing/master’s degree program in nursing and Doctor of Nursing Practice program at Augsburg University are accredited by the Commission on Collegiate Nursing Education, 655 K Street NW, Suite 750, Washington, DC 20001, (202) 887-6791. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation, Approvals, and Memberships section. For a complete list of courses and descriptions, see the Course Description Search. 186 Philosophy See Religion and Philosophy for details about the Philosophy major and minor. 187 Physics Physicists are a curious and ambitious lot. Their aim is to understand the fundamental principles that describe and govern all physical aspects of the universe. Historically called “natural philosophers,” physicists investigate by means of controlled experimentation and mathematical analysis. Physics includes the study of systems ranging from sub-atomic particles to the largest galaxies and from the relative stillness of near absolute zero to the fiery activity of stars. Physics plays an important role in many of the liberal arts disciplines and contributes to society’s understanding of such areas as energy, weather, medical science, and space exploration. A good background in physics (and the associated problem solving skills obtained therein) will prepare you well for a multitude of careers. Recognizing the importance of physics in contemporary life and the need to keep abreast of rapid technological advances, the department strives to give students not only an understanding of basic concepts, but also insights into recent developments. A rigorous major provides students with the preparation required for graduate study in physics. It also provides flexibility, serving as a stepping stone to advanced work in related areas such as astronomy, engineering, materials science, atmospheric science and meteorology, oceanography, biophysics, environmental science, and the medical and health-related fields. The department serves the liberal arts by offering courses for non-science students that enable them to attain a general understanding of a particular area of science. These courses provide the basis for further study and enable students to follow new developments in science with heightened awareness and comprehension. The department administers Augsburg University’s portion of funds designated for the Minnesota Space Grant College Consortium, funded by NASA. It also maintains active research programs through its Center for Atmospheric and Space Sciences and the Sverdrup Laboratory for Biophysics, with support from the National Science Foundation, NASA, and other private and public sources. Several students work as research assistants in these efforts during the academic year and in the summer. Cooperative education, internship, and undergraduate research programs provide opportunities for students to apply their knowledge and problem-solving skills in practical situations in industrial, governmental, and academic settings. Faculty Stuart Anderson (professor emeritus), Moumita Dasgupta, Mark Engebretson (professor emeritus), Ben Stottrup (Chair), Jeff Walter Degree and Major Requirements Physics Major, BA ● ● ● ● ● ● ● ● ● ● ● ● ● ● PHY 121 and PHY 121L - General Physics I PHY 122 and PHY 122L - General Physics II PHY 245 and PHY 245L - Modern Physics PHY 351 - Classical Mechanics PHY 365 - Electricity and Magnetism PHY 395 - Comprehensive Laboratory I PHY 396 - Comprehensive Laboratory II PHY 484 - Quantum Mechanics Supplement CHM 368 - Physical Chemistry: Microscopic Theory MAT 145 and 145L - Calculus I MAT 146 and 146L - Calculus II MAT 245 - Calculus III One of PHY 327 or MAT 369 o PHY 327 and PHY 327L - Special Functions of Mathematical Physics o MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences Eight elective credits, with at least four in physics, chosen from: o PHY 261 and 261L - Electronics 188 o o o o o o o o o o o o o PHY 317 and 317L - Biophysics BIO 473 and 473L - Physiology of Humans and Other Animals BIO 475 and 475L - Neurobiology CHM 362 - Physical Chemistry: Macroscopic Theory CHM 430 - Advanced Thermodynamic and Separation Lab CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab CHM 481 - Instrumental Analysis CHM 482 - Advanced Inorganic Chemistry CSC 345 - Principles of Computer Organization CSC 431 - Introduction to A I Robotics MAT 273 - Statistical Modeling MAT 355 - Numerical Mathematics and Computation MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences (if not used in place of PHY 327 above) Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing one of the following courses—COM 111, COM 115, HON 130, or MAT 201. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Physics Major, BS ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● PHY 121 and 121L - General Physics I PHY 122 and 122L - General Physics II PHY 245 and 245L - Modern Physics PHY 261 and 261L - Electronics PHY 351 - Classical Mechanics PHY 365 - Electricity and Magnetism PHY 395 - Comprehensive Laboratory I PHY 396 - Comprehensive Laboratory II PHY 484 - Quantum Mechanics Supplement CHM 115 and 115L - General Chemistry I and lab CHM 116 and 116L - General Chemistry II and lab CHM 368 - Physical Chemistry: Microscopic Theory MAT 145 and 145L - Calculus I MAT 146 and 146L - Calculus II MAT 245 - Calculus III One of PHY 327 or MAT 369 o PHY 327 and 327L - Special Functions of Mathematical Physics o MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences Eight elective credits, with at least four in physics, chosen from: o PHY 317 and 317L - Biophysics o BIO 473 and 473L - Physiology of Humans and Other Animals o BIO 475 and 475L - Neurobiology o CHM 362 - Physical Chemistry: Macroscopic Theory o CHM 430 - Advanced Thermodynamic and Separation Lab o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab o CHM 481 - Instrumental Analysis o CHM 482 - Advanced Inorganic Chemistry o CSC 345 - Principles of Computer Organization 189 o o o o CSC 431 - Introduction to A I Robotics MAT 273 - Statistical Modeling MAT 355 - Numerical Mathematics and Computation MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences (if not used in place of PHY 327 above) Graduation Skills Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic advisor for requirements for meeting the Quantitative Reasoning (QR) graduation skill. The graduation skill in Speaking (S) is met by completing one of the following courses—COM 111, COM 115, HON 130, or MAT 201. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Physics Major with Concentration in Space Physics, BS It is the same as the BS major, with the addition of PHY 320 - Introduction to Space Science and PHY 420 - Plasma Physics. Physics Major with Concentration in Biophysics, BS It is the same as the Physics BS major, with PHY 317 replacing the required PHY elective, the addition of one independent project (PHY, CHM, BIO, or MAT 499), and one additional elective from the following: BIO 253 and 253L - Introductory Cellular Biology BIO 255 and 255L - Genetics BIO 369 and 369L - Biochemistry BIO 471 and 471L - Advanced Cellular and Molecular Biology BIO 475 and 475L - Neurobiology BIO 476 and 476L - Microbiology BIO 486 and 486L - Immunology CHM 280 and 280L - Quantitative Analytical Chemistry CHM 464 - Advanced Organic Chemistry CHM 481 - Instrumental Analysis Departmental Honors A GPA of 3.50 in physics and 3.30 overall. An original research project on a significant topic in Physics with an oral presentation and written report. Project proposals should be made to the department by November 30 of the senior year. Final project submissions are due to April 1st. Other Requirements In planning their courses of study, students are encouraged to work closely with members of the Physics faculty. Normally, students should have MAT 145, 146, and PHY 121, 122 during the first year, and MAT 245 and 369 (or PHY 327) during the sophomore year. Graduation Skills Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic advisor for requirements for meeting the Quantitative Reasoning (QR) graduation skill. The graduation skill in Speaking (S) is met by completing the following course—COM 115 Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. 190 Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● PHY 121 and 121L - General Physics I PHY 122 and 122L - General Physics I PHY 245 and 245L - Modern Physics PHY 351 - Classical Mechanics PHY 365 - Electricity and Magnetism PHY 395 - Comprehensive Laboratory I PHY 396 - Comprehensive Laboratory II SCI 490 - Integrated Science or other approved Keystone Two additional physics courses above 122; PHY 261 recommended MAT 145 and 145L - Calculus I MAT 146 and 146L - Calculus II MAT 245 - Calculus III PHY 327 and 327L - Special Functions of Mathematical Physics CHM 115 and 115L - General Chemistry I and lab CHM 116 and 116L - General Chemistry II and lab Physics Minor ● ● ● ● ● PHY 121 and 121L - General Physics I PHY 122 and 122L - General Physics II MAT 145 and 145L- Calculus I MAT 146 and 146L - Calculus II Three elective physics courses (12 credits) numbered above PHY 122 Society of Physics Students The Augsburg chapter of the Society of Physics Students provides students the opportunities of membership in a national physics society and of participating in the physics community on a professional basis. Membership in the society is open to all students interested in physics. Sigma Pi Sigma Membership in the Augsburg chapter of this national physics honor society is open to those students who have completed the equivalent of a minor in physics, have a GPA of 3.00 in physics and overall, and rank in the upper third of their class. For a complete list of courses and descriptions, see the Course Description Search. 191 Political Science Political Science at Augsburg University helps prepare you for many paths: political engagement, pursuit of an advanced degree, a successful career. Political science focuses on the role of power and authority in human affairs, something relevant to any field you might choose. Understanding power and authority is also necessary for anyone interested in political and social change. Political Science majors pursue many options after graduation, including law school, or graduate work in areas such as political science, public administration, and public policy. Our majors have gone on to work in government, business, communications, the non-profit sector, education, and numerous other fields. Internships are within easy reach of the campus, because of our location in the heart of the Twin Cities metro area. Grounded in the diverse and international community around Augsburg, the department directly engages the world and issues around us. Numerous study abroad programs are also available, as well as learning opportunities throughout the country. Our Model UN team travels annually to participate in a Model UN in other parts of the country, and is a highlight for many students. Our majors experience an education which extends from the classroom to the surrounding community to places around the world. Experienced faculty teach in all major areas of political science, and also possess special expertise in campaigns and elections, immigration and ethnic and racial politics, urban and environmental politics, gender and politics, economic development, comparative and international politics, mass communications and other information technology, and American public law. Our broad, balanced, and flexible course offerings, combined with the many special educational opportunities, enhance your potential for graduate study and a successful career. Faculty Andrew Aoki, Sarah Combellick-Bidney (Co-chair), Milda Hedblom (Co-chair and Pre-Law Advisor), Elizabeth Klages, Norma Noonan (emerita), Joseph Underhill Degree and Major Requirements A C- minimum grade is required in all courses taken for the major. Political Science Major Ten courses: ● ● ● ● ● ● POL 158 - Introduction to Political Science POL 483 - Political Statistics and Methodology POL 484 - Political Analysis One elective from the following: o POL 121 - American Government and Politics o POL 122 - Social Justice in Urban America o POL 160 - World Politics o POL 170 - Law in the United States At least five other upper division courses in four out of five Political Science areas. A seminar in one of the five areas may be counted for that area. Only one internship may count for an upper division area. One other Political Science course in any area, upper or lower division Political Science Area Courses This is a list of commonly offered courses that fulfill the upper division area elective requirements. Students may also satisfy the elective requirements with a variety of courses from study abroad experiences or other programs, with the permission of the department. POL495 can be used toward area requirements with advisor approval. The applicable area will vary based on the topic of the course. 192 ● ● ● ● ● Area 1 – American Government and Politics: POL325, 326, 342, or 421 Area 2 – Comparative Politics and Analysis: POL350, 359, or 459 Area 3 – International Politics: POL368, 461, or 490 Area 4 – Public Law: POL370 or 371 Area 5 – Political Theory and Analysis: POL380 or 381 Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing one of the following courses: POL 325, POL 326, or POL 380 Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Pre-Law Concentration in Political Science 11 required courses including: ● ● ● ● ● ● POL 121 - American Government and Politics POL 170 - Law in the United States POL 483 - Political Statistics and Methodology POL 484 - Political Analysis Two of the following three courses: o No more than one of ENL 220 or ENL 223 ▪ ENL 220 - Intermediate Expository Writing ▪ ENL 223 - Writing for Business and the Professions o PHI 230 – Logic o COM 111 - Public Speaking Five Electives: o Three courses from the choices below: ▪ POL 350 - Topics: European Politics ▪ POL 370 - Constitutional Law ▪ POL 371 – Topics ▪ POL 380 - Western Political Thought ▪ POL 381 - Topics: Democratic Theory o Two additional upper level courses in Political Science (can come from the list above, or be any other upper level Political Science course). Public Policy and Political Change Concentration in Political Science 10 courses plus an internship, including: ● ● ● ● ● One of ECO 112 or ECO 113 o ECO 112 - Principles of Macroeconomics o ECO 113 - Principles of Microeconomics One of POL 121 or POL 122 o POL 121 - American Government and Politics o POL 122 - Social Justice in Urban America One of POL 325 or POL 326 o POL 325 - Politics and Public Policy o POL 326 - Political Parties and Behavior One of ECO 490, POL 483, or SOC 362 o ECO 490 - Research Methods in Econometrics o POL 483 - Political Statistics and Methodology o SOC 362 - Statistical Analysis POL 484 - Political Analysis 193 ● ● ● One Course from the Following: o POL 121 - American Government and Politics o POL 122 - Social Justice in Urban America o POL 124 - American Women and Politics o POL 158 - Introduction to Political Science o POL 160 - World Politics o POL 170 - Law in the United States Four Courses from the Following: o POL 241 - Environmental and River Politics o POL 325 - Politics and Public Policy o POL 326 - Political Parties and Behavior o POL 342 - Mass Communication in Society o POL 370 - Constitutional Law o POL 371 – Topics o POL 381 - Topics: Democratic Theory o POL 421 - Topics: American Politics o POL 461 - Topics: International Politics o SOC 381 - City and Regional Planning o One of ECO 312 or ECO 313 ▪ ECO 312 - Intermediate Macroeconomics ▪ ECO 313 - Intermediate Microeconomics An internship, usually taken as POL 399. Notes ● ● ● ● ● If both POL 121 and 122 are completed, one can count for section I and one for section II. The same course cannot fulfill requirements in both sections. If both POL 325 and 326 are completed, one can count for section I and one for section III. The same course cannot fulfill requirements in both sections. Only one economics course (either 312 or 313) can be counted toward the four courses required in Section III. The internship can be taken for credit or not-for-credit. A student taking an internship not for credit must still have a Political Science department faculty member supervising the internship, and must fulfill certain academic requirements, which will be explained by the supervising faculty member. Substitutions to the courses above can be approved by the department chair. For example, the department sometimes offers relevant topics courses under numbers not listed above. Political Science Areas (I) (II) (III) (IV) (V) American Government and Politics Comparative Politics and Analysis International Politics Public Law Political Theory and Analysis. Any course listed in more than one area may be counted in only one area toward major or minor requirements. Departmental Honors The honors major in Political Science includes the requirements listed above, plus the following: The student’s GPA must be 3.50 in Political Science courses and 3.00 overall; the student must take an honors independent study (to work on the thesis) and a seminar (usually POL 484), and must submit an honors thesis to be defended before a faculty committee. Students may work with any member of the department on their honors thesis. For specific requirements, consult the department chair. For a student to be eligible for departmental honors, all courses in the major must be taken with traditional grading (not P/LP/N). Exceptions may be made in extraordinary circumstances. 194 Political Science Minor Five courses, including: ● ● ● POL 158 - Introduction to Political Science One of the following lower division electives: o POL 121 - American Government and Politics o POL 122 - Social Justice in Urban America o POL 160 - World Politics o POL 170 - Law in the United States o POL 241 - Environmental and River Politics o POL 282 - Asian American Politics At least three upper-division courses in three out of five political science areas POL 483 may not usually be used for a minor. Pre-Law Minor ● ● ● ● POL 121 - American Government and Politics POL 170 - Law in the United States Two of the following: o No more than one of ENL 220 or ENL 223 ▪ ENL 220 - Intermediate Expository Writing ▪ ENL 223 - Writing for Business and the Professions o PHI 230 – Logic o COM 111 - Public Speaking Two electives from the following: o POL 350 - Topics: European Politics o POL 370 - Constitutional Law o POL 371 – Topics o POL 380 - Western Political Thought When necessary, substitutions can be approved by the chair (e.g. if a required course has to be canceled). Public Policy and Political Change Minor ● ● ● ● One of POL 121 or POL 122 o POL 121 - American Government and Politics o POL 122 - Social Justice in Urban America One of POL 325 or POL 326 o POL 325 - Politics and Public Policy o POL 326 - Political Parties and Behavior POL 399 - Internship Three of the following: o POL 241 - Environmental and River Politics o POL 325 - Politics and Public Policy o POL 326 - Political Parties and Behavior o POL 342 - Mass Communication in Society o POL 381 - Topics in Democratic Theory o POL 421 - Topics in American Politics o POL 461 - Topics in International Politics o SOC 381 - City and Regional Planning o No more than one of ECO 312 or ECO 313 ▪ ECO 312 - Intermediate Macroeconomics ▪ ECO 313 - Intermediate Microeconomics Notes 195 ● ● If both POL 325 and 326 are completed, one can count for section I and one for section II. The same course cannot fulfill requirements in both sections. Only one Economics course (either 312 or 313) can be counted toward the three courses required in Section II. Teaching Major in Political Science and Economics Total of 12 courses required: five courses in economics, five courses in political science, and two courses in education. ECO 112 or 113 and POL 121 also fulfill requirements for the social studies core; education courses also fulfill licensure requirements for secondary education. ● ● ● Economics Courses: o ECO 112 - Principles of Macroeconomics (elective for social science core) o ECO 113 - Principles of Microeconomics (elective for social science core) o One of ECO 312 or ECO 315 ▪ ECO 312 - Intermediate Macroeconomics ▪ ECO 315 - Money and Banking o ECO 313 - Intermediate Microeconomics o One other upper division Economics course Education Courses: o EDC 200 - Orientation to Education in an Urban Setting (required for licensure) o ESE 310 - 5-12 Methods: Social Studies (Capstone course) (required for licensure) Political Science Courses: o POL 121 - American Government (social science core course) o Two upper-level political science courses (must be in two different areas) o Two other Political Science courses In addition, in order to graduate with this major, a student must have been admitted into the Department of Education. To be licensed in social studies, additional education courses and the social studies core are required. Note: Students interested in secondary education may take a Political Science major or the teaching major in Economics and Political Science. Either option requires that the student also take courses required for the social studies core. For more information, see the department chair. For a complete list of courses and descriptions, see the Course Description Search. 196 Psychology Psychology is the scientific investigation of behavior and mental processes. As an integral part of a liberal arts education, psychology contributes to the understanding of individual and group behavior. The study of psychology equips students to understand and use the scientific method to think creatively and critically beyond the classroom. To prepare students for graduate study and work in psychology, the major emphasizes the complementary components of a strong foundation in research and theoretical work with the application of knowledge and skills in coursework, research experiences, and internships within the community. The curriculum’s emphasis on the experiential dimensions of learning and the integration of liberal arts and professional domains prepares students for careers in many settings including business, education, social services, research, law, government, religious institutions, and medicine. Faculty members in the Department of Psychology have varied professional specializations including clinical, counseling, neurobiological, developmental, social, cognitive, and industrial/organizational psychology as well as expertise in psychological applications to health, law, and public policy. Students may tap this expertise through a variety of learning experiences including group and individual projects, Psi Chi Honor Society, and faculty-student research teams. Faculty Alex Ajayi, Ben Denkinger, Stacy Freiheit, O. Evren Guler (Chair), David Matz, Bridget Robinson-Riegler, Henry Yoon Degree and Major Requirements Psychology Major The major is 10 courses including: ● ● ● ● ● ● ● PSY 105 - Principles of Psychology PSY 215 - Research Methods and Statistics I PSY 315 - Research Methods and Statistics II PSY 400 - Keystone Internship At least two courses from the following: o PSY 325 - Social Behavior o PSY 354 - Cognitive Psychology o PSY 355 - Biopsychology At least one course from the following: o PSY 491 - Advanced Research Seminar o PSY 493 - Seminar: Contemporary Issues o PSY 495 - Clinical Research and Lab Electives (three additional courses in psychology) Majors are encouraged to take more than the minimum 10 required psychology courses. Note: A minimum of five courses must be from Augsburg. No more than two courses from among PSY 199, 299, 399, 400 and 499 may be counted. Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students should consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. All psychology majors must have an advisor in the Psychology department. 197 Transfer Students Transfer-course policy for majors and minors: All transfer courses, including ACTC courses, must be approved by the chair. Only those psychology courses successfully completed (C- or above) within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be applied to elective or PSY 105 credit for the major. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Biopsychology Major The Psychology and Biology Departments jointly offer a program in Biopsychology. See Biopsychology in the departmental pages of this catalog. Concentration in Clinical Psychology The Clinical Psychology concentration is designed to prepare students for careers and graduate education in mental health care fields. Students will learn about the biological, psychological, and social factors related to defining, understanding, and treating abnormal behavior. Emphasis is placed on developing knowledge and skills related to both the science and practice of psychology. Experiential learning opportunities include collaborating on faculty-student research projects and completing an internship in a real-world mental health setting. Students take ten courses, including: ● ● ● ● ● ● ● ● ● PSY 105 - Principles of Psychology PSY 215 - Research Methods and Statistics I PSY 262 - Abnormal Psychology PSY 315 - Research Methods and Statistics II PSY 385 - Counseling Psychology PSY 400 - Keystone Internship At least two courses from the following: o PSY 325 - Social Behavior o PSY 354 - Cognitive Psychology o PSY 355 – Biopsychology At least one course from the following: o PSY 491 - Advanced Research Seminar o PSY 493 - Seminar: Contemporary Issues o PSY 495 - Clinical Research and Lab At least one course from the following: o PSY 261 – Personality and Cultural Context o PSY 359 - Assessment Departmental Honors GPA of 3.50 in the major and overall, and completion of a high-quality research project. Formal application must be made during the junior year. Consult the department chair for more detailed requirements. Minor Five courses, including: ● ● PSY 105 - Principles of Psychology Four additional PSY electives A minimum of two courses must be taken at Augsburg. No more than two of the following courses can count toward the minor: PSY 199, 299, 396, 399, 400, and 499. 198 For a complete list of courses and descriptions, see the Course Description Search. 199 Religion and Philosophy The Department of Religion and Philosophy offers courses and programs in the distinct disciplines of religious studies, theology, and philosophy. All three of these disciplines ask and engage deep questions about the meaning, purpose, and reality of life for individuals and for communities. The Department of Religion and Philosophy affirms that human inquiry regarding basic religious, theological, philosophical, and ethical questions shapes public life. In a similar way, public life shapes the human quest for meaning and identity. The religion and philosophy programs at Augsburg think historically, respectfully, and critically about these matters. The Department of Religion and Philosophy grounds, provokes, empowers, problematizes, collaborates, and nurtures the critical investigation of faith, religion, identity, ethics, vocation, truth (epistemology), and spiritual inquiry. We do this critical work as a community of learners, faculty and students together, in the following ways: ● ● ● ● ● ● We ground our conversations in sacred texts, historic documents, and contemporary writings as well as in specific locations, among real people, with lived experiences and concrete issues. We provoke questions of truth, meaning, and identity and investigate how these claims interact with and inform public life. We empower one another to question our own beliefs, practices, ethics, and understanding of vocation, and to inquire, respectfully and critically, about the claims of others. We problematize and challenge religious and philosophical claims from a variety of social locations and diverse perspectives. We collaborate across faiths and philosophies, across academic departments, and with off-campus faith-based and humanist communities to create learning, research, and service opportunities. We nurture our community of learners by raising and reflecting on personal questions of meaning, identity, values, vocation, and spirituality. Religion Faculty Lori Brandt Hale (Chair), Mary Lowe, Matthew Maruggi, Jeremy Myers, Iva Patel, Philip Quanbeck II, and Hans Wiersma Philosophy Faculty David Apolloni, Larry Crockett Majors The Religion and Philosophy Department offers majors in Religion, Philosophy, Theology and Public Leadership, and Computational Philosophy. General Education Requirements RLN 100: Religion, Vocation, and the Search for Meaning I Augsburg embraces a world of many cultures, beliefs, and traditions. This introductory course invites students into that engagement between religious commitment and the world through an exploration of vocation, pluralism, and diversity. The course encounters the search for meaning through the narratives of Judaism, Christianity, and Islam, and encourages students to consider their own religious, philosophical, and ethical commitments in dialogue with other perspectives. Course related texts, activities, and experiences foster critical thinking and inquiry. Religion, Vocation, and the Search for Meaning II For their second required Religion course, students may choose from a wide range of courses that build on the foundational themes established in RLN 100 and continue the exploration of vocation, the search for meaning, and role of religion in public life in the context of particular issues, topics, and people. These courses focus the study of Religion through a specific topic or issue from the broad field of Religion and its connection to Public Life in a variety of social, cultural, and historical settings. One option, RLNEL 200: Religion, Vocation, and the Search for Meaning II, develops 200 themes from RLNEL 100, including vocation, culture, pluralism, and interreligious dialogue. Other courses are described in the course listings. Any course taken in fulfillment of this requirement may count toward a potential Religion major or minor. Degree and Major Requirements Religion Major, BA Courses offered toward a major in Religion highlight the theme of Religion in Public Life in four concentrations: 1) Culture and Society, 2) History and Theology, 3) Sacred Texts and Narratives, 4) Global Religions and Interfaith Studies. Students majoring in Religion may choose one of these areas as a concentration for their degree by completing four courses within the concentration out of the 8 total courses (32 credit hours) required for the major. Many students choose to add religion as a second major. Examples of double majors include students in biology, sociology, and history. The Religion major prepares students to think critically, read analytically, write clearly, and speak confidently— skills that make our graduates attractive to graduate schools and employers in any field. Major/Concentration/Minor Requirements Religion Major: 8 courses (beyond RLN 100/300; including RLN 209, RLN 400) Concentration within the major: Minimum 4 courses in the concentration Religion Minor: 4 courses (beyond RLN 100; can include RLN 209, RLN 400) Concentrations Students majoring in Religion can pursue one of the four concentrations listed below. Culture and Society – Sixteen credits from: RLN 205: Exploring Topics in Religion (depending on topic) RLN 216: Religion and Science in Popular Culture RLN 222: Spirituality, Religion, and Popular Culture RLN 230: Self, Sex & Sin: Human Person in Christian & Contemporary Thought RLN 251: The Bible in Culture and Counterculture RLN 257: Heaven, Hell, and the End of the World RLN 319: Religion at the Movies RLN 409: Topics (depending on topic) RLN 441: Contemporary Theology History and Theology – Sixteen credits from: RLN 205: Exploring Topics in Religion (depending on topic) RLN 214/MUS 234: Church Music and Worship RLN 216: Religion and Science in Popular Culture RLN 230: Self, Sex & Sin: Human Person in Christian & Contemporary Thought RLN 237: Giants of the Christian Faith RLN 240: Religion and the Rise of Science RLN 243: Religion in America RLN 245: The Lutheran Heritage RLN 257: Heaven, Hell, and the End of the World RLN 319: Religion at the Movies RLN 330: Theology of Death and Dying RLN 331: Christian Ethics RLN 342: Martin Luther and the Reformation RLN 340/HIS 378: The Medieval Church RLN 370: American Indian Spirituality and Philosophical Thought 201 RLN 374: Ethics and World Religions RLN 409: Topics (depending on topic) RLN 441: Contemporary Theology Sacred Texts and Narratives – Sixteen credits from RLN 205: Exploring Topics in Religion (depending on topic) RLN 251: The Bible in Culture and Counterculture RLN 257: Heaven, Hell, and the End of the World RLN 261: Jesus and His Interpreters RLN 409: Topics (depending on topic) Global Religions and Interfaith Studies – Sixteen credits from: RLN 205: Exploring Topics in Religion (depending on topic) RLN 275: Judaism RLN 276: World Religions RLN 370: American Indian Spirituality and Philosophical Thought RLN 374: Ethics and World Religions RLN 407: Interfaith Scholars Seminar I (2 semester credits) RLN 408: Interfaith Scholars Seminar II (2 semester credits) RLN 409: Topics (depending on topic) Theology and Public Leadership Major, BA The Theology and Public Leadership major is an interdisciplinary major that forms leaders for work at the intersections of church and society. Students in this major are equipped with the necessary theological and theoretical frameworks, leadership skills and servant hearts to lead a variety of communities in their expression of faith and their work for justice in the world. This happens through the disciplined study of theology, scripture, the social sciences, and ministry. A distinctive element of the major is the combination of practical and theological training: students have many opportunities to apply knowledge and skills in specific ministry contexts, including a supervised internship. Graduates of this program work in the areas of youth ministry, congregational ministry, community organizing, public policy and advocacy, nonprofits and graduate school. Our vision is a generation of Christian leaders equipped to lead the Christian church into the public square for the common good. Students in this program earn a Bachelor of Arts in Theology and Public Leadership and combine this degree with a concentration, minor or second major in an area of interest. A Word about Youth and Family Ministry: For decades, Augsburg University has been a leader in the field of youth and family ministry. The Youth and Family Ministry degree program has a long and storied history of pushing the envelope with cutting edge approaches to ministry. This new version of the degree program stands proudly on that storied past. Students who are pursuing a call to ministry with children, youth and families can prepare for this career by combining the Theology and Public Leadership major with the Youth Studies concentration or minor. Theology and Public Leadership Major (40-56 credits) ● Theology core (20 credits): o RLN 209 - Research Methods in Religion o RLN 251 - The Bible in Culture and Counterculture o RLN 342 - Martin Luther and the Reformation o RLN 400 - Religion Keystone o RLN 441 - Contemporary Theology ● Public ministry core (16 credits): o RLN 290 - Foundations for Public Ministry o RLN 295 - Church: Past, Present, Future o RLN 390 - The Art of Public Ministry o RLN 399 - Internship ● Cross-Disciplinary Elective (4 credits) OR Concentration (16-20 credits) 202 o Complete 4 credits in one of the concentrations listed below or complete the entire concentration Concentrations Students majoring in Theology & Public Leadership can pursue one of the concentrations listed below. A concentration will be noted on the transcript at the point of graduation, not a minor. Youth Studies Concentration The 20-credit concentration in Youth Studies offers students the opportunity to explore the history and practice of work with children and youth, to form a critical and constructive framework for understanding and appreciating young people, and to develop the necessary skill set for effective work with children and youth. ● ● ● ● ● YST 210 - Rethinking Children and Youth YST 320 - Working With Children and Youth One human development course from: o PSY 203 - Lifespan Development o PSY 250 - Child Development o PSY 252 - Adolescent and Young Adult Development o SWK 303 - Human Development and the Social Environment EDC 330, 331, 332, and 333 – Public Achievement sequence Complete 4 credits in a YST elective from the courses listed below o HPE 115 - Chemical Dependency Education (2 cr.) o HPE 335 - Outdoor Education (2 cr.) o POL 122 - Social Justice in Urban America o POL 325 - Politics and Public Policy o PSY 262 - Abnormal Psychology o PSY 291 - Addiction and Recovery o SOC 231 - Family Systems: Cross Cultural Perspectives o SOC 265 - Race, Class, and Gender o SOC 387 - Juvenile Delinquency o SOC 395 - Mental Illness and Society o WST 281/481 – Topics: Girls, Culture, and Identity (this topic only) Leadership and Management Concentration This 16-credit concentration prepares students to manage and lead organizations, especially non-profits. ● ● ● ● SOC 349 – Organizations and Society: Understanding Nonprofits and Corporations BUS 242 – Principles of Management COM 345 – Organizational Communication NMS 230 – Social Media Community Engagement Concentration This 16-credit concentration prepares students to be effective community organizers and leaders who help organizations effectively connect with their surrounding communities. ● ● ● ● SOC 111 - City Life: Introduction to Urban Sociology or POL 122 – Social Justice in Urban America SOC 240 - Protest and Social Change: The Sociology of Social Movements SWK 406 - Social Work Practice 3: With Communities and Policies COM 329 - Intercultural Communication Worship and Music Concentration This 16-credit concentration prepares students to be worship and music leaders in congregations and other faith communities. ● RLN 214/MUS 234 - Church Music and Worship ● COM 111 - Public Speaking ● Two other courses (yet to be determined; see program director for more information) 203 Environmental Stewardship Concentration This 16-credit concentration prepares students to organize and educate faith communities and other non-profits around practices of environmental stewardship. ● ● ● ● ENV 100 - Environmental Connections ENV 320 - Environmental Science SWK 210 - Environmental Justice and Social Change COM 260 - Environmental Communication Advocacy & Public Policy Concentration This 16-credit concentration prepares students to lead faith communities and other non-profits in their work around advocacy and public policy. ● ● ● ● POL 325 - Politics and Public Policy SOC 390 - Social Problems Analysis SOC 265 - Race, Class, and Gender COM 329 - Intercultural Communication Human Services Concentration This 16-credit concentration prepares students to work in faith communities and other non-profits serving individuals and families in need. ● ● ● ● PSY 203 - Lifespan Development PSY 262 - Abnormal Psychology or SOC 395 - Mental Illness and Society SOC 231 - Family Systems: Cross Cultural Perspectives SWK 100 - Introduction to Professional Social Work Cross-Cultural Relations Concentration This 16-credit concentration prepares students to help faith communities and other non-profits work effectively across cultural differences. ● Two semesters (8 credits) of a modern language at the 200-level or above, or its equivalency. ● CCS 100 - Introduction to Cultural Studies ● COM 329 - Intercultural Communication Philosophy Major Eight courses including, including at least four upper division courses: ● ● ● ● ● ● ● One of PHI 230 or PHI 385 o PHI 230 – Logic o PHI 385 - Formal Logic and Computation Theory PHI 241 - History of Philosophy I: Ancient Greek Philosophy PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy PHI 344 - History of Philosophy IV: 20th-21st Century Philosophy A 400-level Philosophy course (other than PHI 499) Two elective courses in Philosophy Note: The Philosophy department at present does not offer a keystone PHI 499 course of its own. We recommend that majors take the keystone course offered in the Religion Department, or (in the case of double majors) in the department of the other major. Computational Philosophy Major, Bachelor of Arts (joint offering with the Department of Mathematics, Statistics, and Computer Science) See the Mathematics, Statistics, and Computer Science section for more information. 204 Philosophy Minor Five courses: ● ● Two of PHI 241, PHI 242, PHI 343, or PHI 344 o PHI 241 - History of Philosophy I: Ancient Greek Philosophy o PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy o PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy o PHI 344 - History of Philosophy IV: 20th-21st Century Philosophy Three additional PHI electives Graduation Skills for Religion and Theology and Public Leadership Majors The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Quantitative Reasoning (QR), Speaking (S) and Writing (W) are met by completing the following courses: Quantitative Reasoning: MAT 145, MAT 146, MAT 163, MAT 164, or PHI 230; or by the QR requirement for a second major Speaking: Consult with advisor for an approved course outside the major Writing: RLN 400 and one of the following: RLN 342, 370, or 441 Transfer students must consult a Religion Department advisor about potential adjustments to their course requirements to fulfill each of these skills. Graduation Skills for Philosophy major Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The Quantitative Reasoning (QR) graduation skill can be met by taking PHI 230. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Prerequisites Completion of either RLN 100 or RLN 300 is required before all other RLN courses. Transfer Courses All transfer courses for majors and minors, including ACTC courses, must be approved in writing by the chair. Only courses successfully completed within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be applied to elective credit for the major. Advising All majors must have an advisor in the Religion and Philosophy Department. Departmental Honors GPA of 3.50 in the major and 3.00 overall, research project approved by the department, and colloquium with the department. Application must be received by the department by December 30 of the student’s senior year. For a complete list of courses and descriptions, see the Course Description Search. 205 Social Studies Teaching Licensure The social studies licensure program is designed to combine a strong content focus with early and ongoing teaching preparation courses that meet Minnesota licensure requirements. Students preparing to teach social studies at the secondary level must complete a broad foundation program in the social sciences and professional requirements within the Education Department. Coordinators Michael Lansing, History, Content Liaison Jason Lukasik, Secondary Education Social Studies Teaching Licensure Core requirements: ● ● ● ● ● ● ● ● ● ECO 113 - Principles of Microeconomics ESE 220 - Introduction to Human Geography One of HIS 120, HIS 121, or HIS 122 o HIS 120 - Colonizing a Continent and Creating Nations: North America to 1815 o HIS 121 - An Empire for Liberty? 19th Century U.S. History o HIS 122 - Gender, Race, Class and Democracy in the 20th Century U.S. One of HIS 103 or HIS 104 o HIS 103 - A Global History of Europe Since 1750 o HIS 104 - Decolonizing Asia and Africa HIS 200 - Why History Matters POL 121 - American Government and Politics PSY 105 - Principles of Psychology SOC 121 - Introduction to Sociology ANT 141 - Introduction to Cultural Anthropology Plus a major in one of five fields—Economics, History, Political Science, Psychology, or Sociology. Geography and anthropology are also acceptable fields, although they are not offered as majors on the Augsburg campus. An interdisciplinary Social Studies major is available for persons holding a bachelor’s degree and seeking licensure only. Consult with Jason Lukasik and Michael Lansing for details. Students considering a career in social studies education should consult the Augsburg Education Department and the Social Studies coordinator by the beginning of their sophomore year. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. Students should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. For a complete list of courses and descriptions, see the Course Description Search. 206 Social Work Professional social work is for students who have the desire to better the lives of people and communities through the empowerment of individuals and advancement of social justice. Social workers are licensed professionals who work in various sectors of society. You will find social workers in nearly all major social settings from clinics and hospitals, to schools, non-profit organizations, faith communities and government entities. Augsburg’s nationally-accredited social work program immerses students in the skills and theories of social work and interweaves that body of knowledge with biology, psychology, sociology, economics, statistics, and political science. The curriculum prepares you for multicultural professional social work through two different year-long field placements in a range of human service agencies during the junior and senior year. Students graduating with this major will receive a Bachelor of Science in Social Work degree (BSW). The degree qualifies you to sit for the national social work licensing exam and allows you to be licensed in any state in the US as a Licensed Social Worker.. Students interested in a graduate degree in social work are encouraged to apply to our Master of Social Work program (MSW). The undergraduate degree provides transferable credits toward the foundation year of an MSW program, reducing the number of credits needed. Both the undergraduate and graduate Social Work programs are accredited by the national accrediting body, the Council on Social Work Education. For more information about the MSW program, consult the Graduate Catalog. Social Work Faculty Laura Boisen (Chair), Bibiana Koh (MSW Program Director), Erin Sugrue (MSW Field Director), Christina Erickson (BSW Program Director), Melissa Hensley (BSW Field Coordinator), Johanna Barry, Susan Carlin, Ankita Deka, Kao Nou L. Moua, Paula Watts Zehringer Admission to the Major Students must apply to be admitted to the degree program in Social Work. This application process begins in the fall semester of the sophomore year at Augsburg or in the spring and summer months for junior transfer students. Each Social Work major must complete the application materials and be officially admitted to the Social Work program before beginning the junior year. Social Work majors must have a cumulative 2.50 GPA to apply to the program. Students who do not meet this minimum GPA standard will be given an opportunity to explain their GPA and may be considered for conditional admission. Admission to the program is required as a prerequisite for the 300 and 400 level courses restricted to Social Work majors. Degree and Major Requirements The BSW degree consists of ten upper-level courses and a total of seven supporting courses. Social Work courses that are open to non-majors are designated with an asterisk. The Supporting Courses ● ● ● ● ● ● BIO 121 - Human Biology PSY 105 - Principles of Psychology SOC 121 - Introduction to Sociology SWK 280 - Diversity and Inequality in Professional Practice* Select one of these two courses: o SWK 100 - Introduction to Professional Social Work* o SWK 210 - Environmental Justice and Social Change* Select one of these four courses: o ECO 112 - Principles of Macroeconomics o POL 121 - American Government and Politics 207 ● o POL 122 - Social Justice in Urban America o POL 325 - Politics and Public Policy Select one of these three courses: o SOC 362 - Statistical Analysis o MAT 163 - Introductory Statistics o MAT 164 - Introductory Statistics for STEM Graduation Skills The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the curriculum and are met by completing the major. The Quantitative Reasoning (QR) graduation skill is met by taking SWK 401 and MAT 163, MAT 164 or SOC 362. GPA Requirement After admission to the program, a cumulative 2.50 GPA is required (in the supporting courses, upper division courses, and overall) to remain in good program standing. A grade of C is required for each required upper division social work course. All Social Work majors must take their social work courses with traditional grading. Social Work Major Ten upper-level courses: ● ● ● ● ● ● ● ● ● ● SWK 301 - History and Analysis of Social Policy* SWK 303 - Human Development and the Social Environment* SWK 306 - Social Work Practice 1: With Individuals SWK 307 - Field Work 1: Integrative Seminar SWK 316 - Social Work Practice 2: With Families and Groups SWK 317 - Field Work 2: Integrative Seminar SWK 401 - Social Work Research and Evaluation SWK 406 - Social Work Practice 3: With Communities and Policies* SWK 407 - Field Work 3: Integrative Seminar SWK 417 - Field Work 4: Integrative Seminar (Senior Keystone course) Courses with an asterisk are open to non-social work students. Social Work Semester in Mexico Each spring social work majors who are juniors may attend our Social Work In Mexico Semester and complete their coursework and field placement at Augsburg’s Mexico Campus: ● ● ● ● ● ● SWK 261 - Social Welfare: The U.S. Mexican Context SWK 271 - Comparative Social Policy: Social Policy and Social Change in Mexico and the United States SWK 316 - Social Work Practice 2: With Families and Groups SWK 317 - Field Work 2: Integrative Seminar Spanish Language Requirements are often taken Students who go to the Social Work in Mexico Semester are not required to take SWK 280 Social Welfare Minor (for non-social work majors) The goal of the social welfare minor is to give non-majors an understanding of the impact of social work on society and a means to apply social work perspectives to their chosen career. Six courses including: ● ● ● ● ● ● SWK 100 - Introduction to Professional Social Work SWK 301 - History and Analysis of Social Policy SWK 303 - Human Development and the Social Environment SWK 406 - Social Work Practice 3: With Communities and Policies SOC 265 - Race, Class and Gender And one course from: 208 o o o POL 121 - American Government and Politics POL 158 - Introduction to Political Science POL 325 - Politics and Public Policy Required Social Work Field Placement Students are required to take a field placement at a social service agency in their junior and senior year. The field placements are a total 120 hours each semester or 240 hours over the course of two semesters. The BSW FIeld Director assists students in finding and retaining field placements. Augsburg has relationships with hundreds of organizations, public and private, across the Twin Cities. Social Work Course Sequence The Social Work major offers two ways to begin the degree: SWK 100 is for those students interested in the breadth of the profession; SWK 210 is for students whose interest is in environmental justice and social change strategies. Both courses are equal as introductions to the major. Each course features an experiential learning component. Social Work upper-level courses (300s and 400s) are taught in a two-year sequence. Courses are taught once a year and are required to be taken sequentially. Students move through the program in a cohort allowing for deep peer relationships and strong connections to faculty. Social Work Study Abroad Opportunities All social work students are encouraged to study abroad at some point in their academic career. Through The Center for Global Education and Experience, the BSW program offers an award-winning semester study abroad program in Cuernavaca, Mexico. The Social Work department also offers a rotating selection of faculty-led, short courses to countries such as China, Slovenia, South Africa, Mexico, and India. Students are also encouraged to study abroad for elective credit. No credit for non-academic work In accordance with national social work accreditation standards, the Social Work Department cannot grant credit for life experience or previous work experience. Departmental Honors The Social Work Department offers eligible students the opportunity to earn departmental honors through the completion of an applied or scholarly project during a student's senior year. Students may apply for departmental honors if they have earned and maintained an overall GPA of 3.50 and maintain a cumulative GPA of 3.60 in all Social Work classes at the 300-level and above. Honors applicants may take up to two non-social work courses as P/LP/N (pass/low pass/no credit) and must complete a minimum of 56 traditionally-graded Augsburg credits. Departmental honors requires the successful completion of a paper or project designed to demonstrate a deep and critical understanding of one area in the field of social work. A faculty mentor will guide and supervise work on this paper or project. Please consult with your faculty mentor or the BSW Program Director for complete details and deadlines. Social Work Honor Society Phi Alpha Omicron Delta is the Augsburg University chapter of the national social work honor society. Phi Alpha fosters high standards of education for social workers and invites into membership those who have attained excellence in scholarship and achievement in social work. The national honor society requirements allow membership to juniors and seniors who have completed at least one semester in the social work program and who rank in the top 33 percent of student cumulative GPA’s. Invitations are sent in the spring of each year. For a complete list of courses and descriptions, see the Course Description Search. 209 Sociology Sociology is the scientific study of society and social interaction in groups. Our examination of human social organization provides the opportunities to improve the world we have created and in which we collectively live. The sociological perspective provides an important way to critically understand how human beings come to think and act as they do in a variety of social contexts. The goal of the Sociology Department is to guide students in gaining knowledge of social processes and the social order, how it affects them in their daily lives, and how it can be applied to future careers. Sociology majors develop an understanding of theories of society and social groups, learn to create and use scientific tools of analysis, and employ sociological concepts to solve social problems. We encourage students to use Augsburg’s urban and international settings (through study abroad) as a laboratory for learning. Internships enable our majors to draw upon sociological theories and research skills while they explore different career paths. Students also may take an independent study, special topics course, or field study toward that end. The major in Sociology has equipped our alumni with the analytical skills to understand and function more effectively in the social world as professionals and citizens. The Sociology major provides a highly versatile knowledge base of research, analytical, writing, and critical thinking skills. Augsburg Sociology alumni are currently employed in the nonprofit sector (for example, as analysts, counselors, community organizers, and lobbyists). They work in the criminal justice field (as lawyers, police and probation officers). They can also be found in offices of Human Resources, conducting research for corporations, as well as teaching at universities as professors of sociology. The Sociology major also provides excellent preparation for advanced study in areas such as law, human services, counseling, social work, urban planning, and ministry. Sociology Faculty Nancy Fischer (Chair), Lars Christiansen (Emeritus), Garry Hesser (Emeritus), Diane Pike, Tim Pippert, James VelaMcConnell Degree and Major Requirements Sociology Major Sociology has a long-standing tradition as an intellectually challenging undergraduate major that produces a sound foundation for a number of fields from human services to criminal justice to business to public service. The Sociology major at Augsburg provides a clearly organized curriculum that is intellectually engaging, develops concepts and theories over the course of the major, and builds a highly useful set of important skills including: abstract thinking, writing, critical analysis, research design, integration of theory, and analysis of quantitative and qualitative data, and the connection between of the individual and collective perspectives reflected in the sociological imagination. The five core courses intentionally develop those skills in our students. The electives allow students to focus on content areas and develop additional courses related to areas of career interest. The major includes a total of 10 courses: five required core courses and five electives, at least three of which are upper division courses from the specified list below. Majors must have a C- or higher in each required core course (SOC 121, 362, 363, 485, and 490) to receive credit in the major, and at least a cumulative 2.00 GPA in courses counting toward the major. Core courses (complete all five): ● ● ● ● ● SOC 121 - Introduction to Sociology SOC 362 - Statistical Analysis SOC 363 - Research Methods SOC 485 - Sociological Theory SOC 490 - Senior Seminar and Keystone 210 Five elective courses, at least three of which must be upper division: ● ● Lower division elective options o SOC 111 - City Life: Introduction to Urban Sociology o SOC 231 - Family Systems: Cross Cultural Perspectives o SOC 240 - Protest and Social Change: The Sociology of Social Movements o SOC 265 - Race, Class and Gender o SOC 266 - Sociology of Love, Intimacy, and Sexuality o SOC 277 - Introduction to Criminology o SOC 290 - Cultures of Violence o SOC 299 - Directed Study Upper division elective options (minimum of three required; SOC121 prerequisite) o SOC 320 - Sociology of Law o SOC 349 - Organizations and Society: Understanding Nonprofits and Corporations o SOC 375 - Social Psychology o SOC 377 - Organizational Crime and Deviance o SOC 380 - Disaster and Resilience o SOC 381 - City and Regional Planning o SOC 387 - Juvenile Delinquency o SOC 390 - Social Problems Analysis o SOC 395 - Mental Illness and Society o SOC 399 - Internship o SOC 499 - Independent Study/Research Please note that Directed Studies and Independent Studies with Sociology faculty must be taken for 4 credits in order to count as electives for the major. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements. Interest Tracks In order to focus preparation for careers and further study, the Department offers interest tracks within the major. These interest tracks are: City and Community; Crime and Deviance; Law; Organizations; and Social Psychology. Interest tracks guide majors in selecting elective courses in a way that tailors their sociological training, experiences and skills. Working with an advisor, Sociology majors can design a pathway through the major that directs them toward particular careers or graduate work in criminal justice, law, organizational development, public relations, social services, and urban studies. Students who are interested in pursuing an interest track should discuss this with their advisor or the Sociology Department chair. A full description of each interest track may be found at the Sociology Department website, www.augsburg.edu/sociology. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Departmental Honors To complete departmental honors in Sociology, the student must have a minimum GPA of 3.50 in the major and overall. See department chair and website for specific requirements. An application for departmental honors/graduation with distinction must be completed by spring of the junior year. 211 Minor Five courses including SOC 121 and at least two upper division courses taken at Augsburg University. Students are required to have a C- or higher in SOC 121 and at least a cumulative 2.00 GPA in courses counting toward the minor. For a complete list of courses and descriptions, see the Course Description Search. 212 Theater Theater is an ever-changing field that is important to understand in cultural and societal context. In our courses, productions, recitals, and artist series, the Theater Department explores both classical and new forms, examines global and local perspectives, and encourages in-depth creative exploration. Students are challenged to deepen their critical thinking abilities and to master professional skills while also exploring new approaches to theater through their studies in design, directing, performing, and playwriting. Students thoughtfully interrogate issues of cultural representation, diversity, and inclusion as they find and express their own creative visions. The program prepares them well to continue with their education and/or to become leaders in the field of theater and performance studies. The study of theater is firmly grounded in the liberal arts, integrating knowledge and principles from many academic and artistic disciplines, including literature, history, philosophy, religion, speech, art, music, and dance. Both the high quality curriculum and dramatic productions of our department offer valuable cross-disciplinary connections for students and the campus, while providing a solid base in classical, modern, and contemporary theater from various cultural traditions. In order to encourage non-majors to become involved in our department, we offer two Theater minors and welcome all Augsburg students to become involved in our productions. Augsburg’s location in the heart of a nationally recognized theater community makes it an ideal place to study theater. At Augsburg we create every opportunity for students to grow both as theater artists and scholars by encouraging connections between our campus and the greater arts community, and between theory and practice. Students have the opportunity to make these connections through course study, theatrical production work, participation in the Artist Series (an annual series of events featuring visiting theater professionals from the local community who work closely with students), and attendance at numerous professional productions throughout the Twin Cities. Augsburg productions are a valuable opportunity for students to enter into creative collaboration with faculty and professional artists-inresidence. We value and regard theater productions as a critical and vital laboratory for student learning and training, and we hold our productions to the highest standards of the profession. Many of the skills acquired by Theater majors or minors are valuable and transferable to other professions: collaboration, verbal and nonverbal communication, organization, critical thinking, leadership, creativity, and selfexpression. Involvement in theater can help prepare students for successful careers in law, education, business, communication, journalism, and many other fields, as well as in professional or academic theater, television, or film. Theater Faculty Full-Time Darcey Engen (Chair), Michael Burden, Beliza Torres Narváez Adjunct Charles Adams Jr, Sarah Bahr, Jason Ballweber, Pedro Bayon, Barbra Berlovitz, Monica Birrenkott, Warren C. Bowles, Adlyn Carreras, Marlina Gonzalez, Brian Grandison, Taous Khazem, Karen Mulhausen, Stacey Palmer, Richard Remedios, Kimberly Richardson, Joel Sass, Tylie Shider, Stephanie Walseth, and Randy Winkler Degree and Major Requirements Bachelor of Arts The Theater Department currently offers both a Theater major with one (or more) concentrations, a Theater major without a concentration and two Theater minors. There are three choices for concentrations within the major: performance, directing/dramaturgy/playwriting, and design/technical. The Theater major with a concentration requires the following: The Theater core curriculum, three concentration courses, plus two Theater major electives (12 total courses). The Theater major with no concentration requires the following: The Theater core curriculum and two Theater major electives (9 total courses). The general Theater minor requires any five courses from our department and the Musical Theater minor requires five specified courses (see Theater minors). 213 Each concentration requires 8 Theater Practicum Units (THPs). The Theater major without a concentration requires 4 THP units. The Theater minors both require 3 THP practicum units. See Theater Practicum courses for specific course information and transfer requirements. Graduation Skills The Theater Department addresses the graduation skills using the embedded model. Every course within the core curriculum and most electives as part of a specific concentration require various projects that address Critical Thinking (CT), Writing (W), and Speaking (S). The Quantitative Reasoning (QR) graduation skill can be met by completing MAT 111, MAT 145, MAT 146, MAT 163, MAT 164, PHI 230, or PHY 119. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Theater Major ● ● ● ● ● ● THR 228 - Introduction to Stagecraft THR 229 - Theatrical Design THR 232 - Acting THR 250 - Script Analysis: Foundations of Theater Three from the following: o THR 245 - Introduction to Pan-Asian Theater o THR 270 - Introduction to Black Theater o THR 273 - Latinx Theater and Performance o THR 361 - Theater Histories: Origins to 1800 o THR 362 - Theater Histories: 1800 to the Present Two elective courses from the following: o THR 226 - Movement for Theater o THR/FLM 230 - Scenic Painting: Painting for Stage, Film and Faux Application o THR 233 - Acting for the Camera o THR 235 - Skills of Musical Theater o THR 237 - Dance for Musical Theater o THR 245 - Introduction to Pan-Asian Theater o THR 255 - Introduction to Musical Theater o THR 265 - Computer Drafting for the Stage and Architecture o THR 270 - Introduction to Black Theater o THR 273 - Latinx Theater and Performance o THR 275 - Lighting and Sound for the Stage o THR 280 - Costumes and Makeup for Performance o THR 295 - Topics o THR/ENL 325 - Playwriting I o THR/ENL 326 - Playwriting II o THR 350 - Voice for Speech, Stage and Screen o THR 355 - Performing Shakespeare o THR 361 - Theater Histories: Origins to 1800 o THR 362 - Theater Histories: 1800 to the Present o THR 365 - Advanced Acting o THR 366 - Stage Direction o THR 367 - New Methodologies of Stage Direction and Dramaturgy o THR 490 - Theater Keystone: Exploring Vocation & Artistic Practice o ENL 221 - Expository Writing about the Arts o ENL 330 - Shakespeare o ENL 338 - British and Commonwealth Drama o ENL 358 - Readings in American Drama o ENL 368 - Readings in World Drama 214 ● o PWC 300 - Playwriting o PWC 310 - Topics in Playwriting o PWC 320 - Writing for Television o PWC 330 - Writing for Digital Media The general Theater major requires four THP credits (Theater Practicum Units) in any area. Theater Major with Concentration(s) Theater majors with concentrations require an additional three courses, specified below. No course can be counted twice as a major requirement and a concentration requirement. A total of twelve courses are required for Theater majors with concentrations. Theater majors with concentrations require eight THP credits: 1 performance, 1 stagecraft/crew, 1 lighting, 1 costuming, and the remaining four in any area. Transfer students with concentrations should complete the following number of THPs based on their transfer standing: 6 for sophomores, 4 for juniors, and 2 for seniors. The areas in which these THPs are completed should be determined with an advisor. Performance Concentration Choose three from the following: THR 226 - Movement for Theater THR 350 - Voice for Stage, Speech, and Screen THR 355 - Performing Shakespeare THR 365 - Advanced Acting Design/Technical Concentration Choose three from the following: THR/FLM 230 - Scenic Painting THR 275 - Lighting and Sound for the Stage THR 280 - Costumes and Makeup for Performance THR 285 - Scenery Design Directing/Dramaturgy/Playwriting Concentration Choose three from the following: THR/ENL 325 - Playwriting I THR/ENL 326 - Playwriting II THR 366 - Stage Direction THR 367 - New Methodologies of Stage Direction & Dramaturgy PWC 300 - Playwriting PWC 310 - Topics in Playwriting PWC 320 - Writing for Television PWC 330 - Writing for Digital Media Theater Minor Any five courses offered in Theater or listed above under Theater major electives. The Theater minor requires three Theater Practicum Units (THPs) in any area. Musical Theater Minor Choose five from the following: THR 232 - Acting THR/MUS 235 - Skills of Musical Theater 215 THR 237 - Dance for Musical Theater THR 255 - Introduction to Musical Theater THR 365 - Advanced Acting MUE 294 - Opera Workshop Three theater practicum units (THPs) in any area. Curricular Planning Information First-years planning to major in Theater should complete THR 228, 232, and 250 during their first year. Students who are second-year, third-year, or fourth-year majors may choose from the following courses, depending on their concentration and courses offered: THR 226, 229, 230, 235, 237, 245, 255, 270, 275, 280, 295, 325, 361, and 362. Theater majors who are juniors or seniors may take THR 326, 350, 361, 362, 365, 366, 425, and 495. Note: While many courses are offered annually, some courses are offered alternate years only and others are offered only on an occasional basis. Departmental Honors Designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Departmental Honors students must maintain a 3.75 GPA in the major and a 3.60 GPA overall and complete a substantial independent project of honors quality within the major. Honors candidates should meet with their departmental mentor during the spring semester of their junior year to develop a proposal for the honors project to be submitted by mid-April. The Theater Department will assign an honors project advisor to students submitting successful proposals. Transfer Students Transfer students should meet with a transfer advisor upon acceptance to determine what credits taken at another institution will transfer into the major. The majority of Theater core classes should, however, be taken at Augsburg. Additionally, transfers are required to take a minimum of three upper-division Theater courses at Augsburg. Students pursuing one of the three theater concentrations should complete eight practicum units to fulfill their major requirements. Students transferring with sophomore standing should complete a minimum of six practicum units within the department. Students transferring with junior standing should complete a minimum of four practicum units within the department. Theater Practicum Units Theater Practicum Units (THPs) involve practicum teaching and learning in the context of play productions and are required for the Theater Majors/Minors. Theater majors and minors will register for THPs and the THPs are taken for no credit with pass/no credit grading. Evaluation by the faculty mentor will be based on: 1) Successful and timely completion of the practicum area for which the student is registered; 2) Positive and professional attitude and work ethic demonstrated by the student; and 3) Demonstrated competency in the practicum area. The positive evaluation of each of the areas must be sufficient enough to lead to a minimum grade of C- in order to receive a P grade. Theater Practicum Units require: ● ● ● ● ● Consent and signature of instructor Supervision by Theater faculty A minimum of 25 hours of assessed participation by the student Registration for THP in the semester the practicum is completed THP course registration must meet the Registrar’s Office deadlines Please Note: ● ● ● THPs may be repeated Crew work required for classes/coursework does not count toward practicum credits Student employment hours do not count towards practicum credit 216 3 THP credits are given for large stage management projects and 2 THP credits are given for small stage management projects because of the extraordinary amount of time required of the student. Theatre Major THP (Theater Practicum Units) Requirements for Major, Minor, and Transfer students: ● ● ● ● Theater majors without a concentration are required to complete 4 THPs in any area. Theater majors with a concentration are required to complete 8 THP units in the following areas: 1 performance, 1 stagecraft/crew, 1 lighting, 1 costuming, and the remaining four in any area. Transfer Theater majors in all three concentrations should complete the following number of THPs at Augsburg based on their transfer standing: 6 for Sophomores, 4 for Juniors, and 2 for Seniors. The areas in which these THPs are completed should be determined with an advisor. All Theater minors are required to complete 3 THPs in any area. Theater Practicum Courses - Groupings Performance THP 111/121/131/141/151 - Theater Practicum: Acting/Performance Students who complete participation as an actor in one midterm and one final student directing project for THR 366 may be given one THP 151 credit. Production THP 112/122/132 - Theater Practicum: House Management THP 113 - Theater Practicum: Sets THP 123 - Theater Practicum: Costumes THP 133 - Theater Practicum: Lights THP 114/124/134 - Theater Practicum: Running Crew THP 115/125/135 - Theater Practicum: Stage Management-Small Project THP 116/126/136 - Theater Practicum: Stage Management-Large Project THP 117/127/137 - Theater Practicum: Artistic For a complete list of courses and descriptions, see the Course Description Search. 217 Urban Studies Urban Studies is the study of cities as social, political, economic, and cultural entities. Urban Studies brings many different perspectives to the study of urban life. It is an interdisciplinary major where students use the tools of sociology, political science, political philosophy, history, environmental studies, art and architecture to understand metropolitan areas in terms of complex relationships that contribute to opportunities and challenges. The major is designed with experiences that utilize the city as our classroom, demonstrating the interplay of urban design, policy, and lived experience. Coursework often includes walking tours, site visits, and field research. Augsburg University’s Urban Studies program emphasizes the themes of planning urban, suburban, and rural areas to be more environmentally sustainable, promoting the health and civic engagement of citizens, and ways to achieve effective engagement in all aspects of city making. The Urban Studies major helps prepare students for careers and graduate work in community organizing, urban planning, public administration, environmental advocacy, sustainability and resilience planning, government service, social welfare and non-profit work, and architecture. All students participate in internships that reflect their career interests as part of their experience. Many students who major in Urban Studies often double-major in related disciplines such as Environmental Studies, Political Science or Sociology. If you’re interested in double-majoring, please consult the director of Urban Studies about how to best plan your academic schedule to accommodate both majors. Faculty Nancy Fischer (Director, Sociology), Kristin Anderson (Art), Andrew Aoki (Political Science), Lars Christiansen (Emeritus), Keith Gilsdorf (Economics), Stella Hofrenning (Economics), Michael Lansing (History), Liaila Tajibaeva (Economics), and Joseph Underhill (Political Science). Degree and Major Requirements Urban Studies Major A total of 11 courses, with the following required courses. A minimum GPA of 2.00 in the core courses is required for the major. Core Courses: ● ● ● ● ● ● ● ● ● ● SOC/URB 111 - City Life: Introduction to Urban Sociology POL/URB 122 - Social Justice in Urban America ECO 113 - Principles of Microeconomics SOC/URB 381 - City and Regional Planning SOC/URB 399 - Internship URB 492 - The City and the Environment Keystone One of SOC 362 or POL 483 o SOC 362 - Statistical Analysis o POL 483 - Political Statistics and Methodology One of SOC 363 or POL 484 o SOC 363 - Research Methods o POL 484 - Political Analysis One of the following: o ART/HIS 249/349 - The Designed Environment o HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History o SOC 380 - Disaster and Resilience And two additional urban-related electives, approved by the Program Director. For electives, please see the following list, which is not exhaustive. Please consult the Director of Urban Studies for other elective possibilities that suit your career interests, including off-campus study, ACTC courses, or study abroad. 218 o o o o o o o o o o o o o o o o o o ART 243 - History of Architecture to 1750 ART 244 - History of Architecture after 1750 ART/HIS 249/349 - The Designed Environment ECO 365 - Environmental Economics ENV 100 - Environmental Connections GEOG225 Introduction to Geographic Information Systems (Macalester) GEOG241 Urban Geography (Macalester) GEOG321 Geographic Information Systems (St. Thomas) HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History POL 241 - Environmental and River Politics POL 325 - Politics and Public Policy SOC 265 - Race, Class and Gender SOC 349 - Organizations and Society: Understanding Nonprofits and Corporations SOC 380 - Disaster and Resilience URB 199 - Internship URB 295 - Special Topic URB 299 - Directed Study URB 395 - Special Topic Students who are thinking of careers in urban planning are highly encouraged to take courses in Geographic Information Systems (GIS) at Macalester College (Geography 225, 363 and 365) or at the University of St. Thomas (Geography 221, 321 and 322). Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the core courses and are met by completing the Urban Studies major. Transfer students must consult the Director of Metro Urban Studies about potential adjustments in their course requirements to fulfill these skills. Urban Studies Minor A total of five courses including: ● ● ● ● ● SOC/URB 111 - City Life: Introduction to Urban Sociology POL/URB 122 - Social Justice in Urban America SOC/URB 381 - City and Regional Planning One of the following: o HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History o ART/HIS 249/349 - The Designed Environment o SOC 380 - Disaster and Resilience o URB 492 - The City and Environment Keystone And an approved Urban Studies Elective (see list above). Off-Campus Study and Study Abroad Off-campus study is highly recommended for Urban Studies majors. Urban Studies faculty frequently lead short-term study abroad courses over the winter break and summer. Please check the Center for Global Education and Experience (CGEE) and ask Urban Studies faculty about upcoming short-term abroad courses in the major. For semester-length programs, the Higher Education Consortium for Urban Affairs (HECUA) Programs are highly recommended. These semester-length and summer programs include: Inequality in America, Environmental Justice, and Art for Social Change Programs. Other study abroad programs that are particularly useful to Urban Studies majors include: IES Abroad Metropolitan Studies program in Berlin, Germany; and the Danish Institute of Study Abroad Urban Studies in Europe Program in Copenhagen, Denmark. Urban Studies students have participated in programs in other countries as well. 219 Please see the program websites, CGEE and the Director of the Urban Studies Program for completing Urban Studies coursework in off-campus programs. For a complete list of courses and descriptions, see the Course Description Search. 220 Youth Studies Minor The Youth Studies minor is an interdisciplinary exploration of the lived realities of children and youth in today’s shifting cultures. The minor is intended to supplement a student’s current course of study particularly if that student is considering child or youth work in the future. The courses in this minor will help students develop a constructive and critical lens for understanding how young people are viewed and treated within society and how young people interact with and construct meaning and culture. Students in this minor will also gain practical skills through hands-on experience working with children and youth in various settings. The underlying philosophy of the Youth Studies minor is one of youth empowerment. Young people are often targeted as a menace to society, but we see young people as gifted and empowered agents of positive change. Students in this minor will learn to take this approach to youth work into their chosen professions. Minor Requirements 20 credits including: ● ● ● ● ● YST 210 - Rethinking Children and Youth YST 320 - Working with Children and Youth One human development course from: o PSY 203 - Lifespan Development o PSY 250 - Child Development o PSY 252 - Adolescent and Young Adult Development o SWK 303 - Human Development and the Social Environment EDC 330, 331, 332, and 333 – Public Achievement sequence Complete 4 credits in a YST elective from the courses listed below o HPE 115 - Chemical Dependency Education (2 cr.) o HPE 335 - Outdoor Education (2 cr.) o POL 122 - Social Justice in Urban America o POL 325 - Politics and Public Policy o PSY 262 - Abnormal Psychology o PSY 291 - Addiction and Recovery o SOC 231 - Family Systems: Cross Cultural Perspectives o SOC 265 - Race, Class, and Gender o SOC 387 - Juvenile Delinquency o SOC 395 - Mental Illness and Society o WST 281/481 – Topics: Girls, Culture, and Identity (this topic only) For a complete list of courses and descriptions, see the Course Description Search. 221 Augsburg University Board of Regents For more details, go to augsburg.edu/about/leadership/regents. Ann B. Ashton-Piper Sylvia Bartley, PhD Karen A. Durant ’81 Matthew K. Entenza, JD Ellen Ewald Nicholas C. Gangestad ’86, MBA Rev. Marlene Whiterabbit Helgemo James Hereford Veena Iyer, JD Diane L. Jacobson, PhD Mark Johnson ‘75 Eric Jolly, PhD Cyndi Jones ‘81, PhD Wayne D. Jorgenson ‘71 Dean Kennedy ‘75 Toby Piper LaBelle ‘96 The Honorable LaJune Thomas Lange ’75, JD Steven E. Larson ’72, MD Karolynn Lestrud ‘68 Terry Lindstrom ‘73, PhD Dennis J. Meyer ‘78 Pamela Hanson Moksnes ‘79 Nancy Mueller ’85 Jeffrey M. Nodland ’77 John O’Brien, PhD Paul C. Pribbenow, PhD John Schwartz ‘67 Bishop Laurie Skow-Anderson, ex officio Dean A. Sundquist ‘81 Bishop Ann Svennungsen, ex officio Jill N. Thomas, JD Rev. David L. Tiede, PhD Rev. Mark N. Wilhelm, PhD, ELCA advisory member Noya Woodrich, ‘92, ‘94 MSW ELCA Vocation and Education Program Unit Program Director for Colleges and Universities Rev. Mark N. Wilhelm, PhD 222 Faculty and Administration Beginning year of service of faculty and staff is indicated with parentheses. University Cabinet Paul C. Pribbenow (2006). President. BA, Luther College; MA, PhD, University of Chicago. Leif Anderson (1996). Vice President and Chief Strategy Officer. BA, MPP, University of Minnesota. Robert Gould (2018). Vice President for Strategic Enrollment Management. BS, State University of New York at Utica; MS, Ithaca College. Rebecca John (2010). Vice President and Chief Operating Officer. BA, University of St. Thomas; MA, University of Phoenix, MBA, Augsburg University. Karen Kaivola (2013). Provost and Senior Vice President for Academic and Student Affairs and Professor of English. BA, Georgetown University; MA, PhD, University of Washington. Joanne Reeck (2008). Vice President for Equity and Inclusion. BA, MA, University of Minnesota. Heather Riddle (2012). Vice President for Institutional Advancement. BA, Concordia College, Moorhead. Administration Catherine Bishop (2011 ). Assistant Provost of Academic Affairs and Chief Student Success Officer. BA, Macalester College; JD, William Mitchell College of Law. Harry Boyte (2009). Director of the Center for Democracy and Citizenship and Sabo Senior Fellow. BA, Duke University; MDiv, University of Chicago Divinity School; PhD, Union Institute. Tom Carroll (2014). Director, Financial Planning and Analysis. BA, Loras College; MBA, Keller Graduate School of Management, DeVry University. John Coskran (2020). Senior Finance Director. BS, Carleton College; MBA, Augsburg University; MS, DePaul University. Amy Cram Helwich (2009). Executive Director of the Minnesota Urban Debate League. BS, University of Wyoming; MPA, University of Pittsburgh. Monica Devers (2017). Dean of Professional Studies and Graduate Education. MA, MSc, University of Glasgow; MA, PhD, University of Minnesota. Rebekah Dupont (1995, 2008). Director, STEM Programs and Associate Professor of Mathematics. BA, University of Wisconsin, Madison; MS, PhD, Washington State University. Anthony Erchul (2006). Director of Public Safety. BA, Augsburg University; Law Enforcement Certificate, Alexandria Technical and Community College. Elaine Eschenbacher. Director, Sabo Center for Democracy and Citizenship. BA, University of Minnesota; MA, Augsburg University. Michael Grewe (2008). Assistant Dean of Students and Director of Campus Life. BS, University of Minnesota; MSW, Augsburg University; PhD, University of Minnesota. Sarah Griesse (2006). Dean of Students. BA, Wittenberg University; MA, The Ohio State University; PhD, Loyola University-Chicago. Ryan Haaland (2019). Dean of Arts and Sciences. BA, Concordia College; MS, University of California, Los Angeles; DPhil University of Oxford. Mary A. Hollerich (2015). Director of Library Services. AB, MS, University of Illinois at Urbana-Champaign. 223 Marah Jacobson-Schulte (2018). Assistant Provost for Academic Administration and University Registrar. BS, MS, EdD, St. Cloud State University. Stephen Jendraszak (2015). Associate Vice President and Chief Marketing Officer. BA, MA, Ball State University. Scott Krajewski (2000). Director of IT and Chief Information Officer. BS, Augsburg University; MS, Iowa State University. Mark Lester (1987). Co-site director, Central America, Center for Global Education. BA, St. Pius X Seminary; MA, Mt. St. Mary Seminary. Emily Long (2021). Director of Residence Life. BA, Regis University; MEd, Seattle University. Ann Lutterman-Aguilar (1993). Site director, Mexico, Center for Global Education. BA, Earlham College; MDiv, Yale University; DMin, San Francisco Theological Seminary. Mayra Medina Macias (2020). Director of Latinx Student Services. BA, Augsburg University. Dawn Miller (2016). Human Resources Director. BA, University of Minnesota. Renee Most (2019). Director of StepUP Program. BS, St Catherine University; MA, Hazelden Betty Ford Graduate School of Addiction Studies. Patrick Mulvihill (2017). Assistant Provost of Global Education and Experience. BA, St. Olaf College; MPA, University of Minnesota, Humphrey School of Public Affairs. Alyson C. Olson (2001). Director, Student Support Services/TRiO. BA, Grinnell College; MA, University of Minnesota. Steve Peacock (2008). Director of Community Relations. BA, College of Wooster; MURP, University of Minnesota. Jamie Randall (2019). American Indian Student Services Director. BA, MFA, Augsburg University. Dixie Shafer (2000). Director, Office of Undergraduate Research and Graduate Opportunity. BA, Moorhead State University; EdM, Rutgers University. Leah Spinosa de Vega (2008). Director of Global Initiatives and Off-campus Study. BA, MA, University of Minnesota. David St. Aubin (2008). Director, Athletic Facilities. BS, University of Minnesota. Jeffrey F. Swenson (1986). Athletic Director. BA, Augsburg University; MA, University of Minnesota. Tina Maria Tavera (2001, 2008). Director, McNair Scholars Program. BA, MA, University of Minnesota. Azania Tripp (2020). Director of Pan-Afrikan Center. BS, University of Minnesota; MSW, University of Michigan. Martha Truax (2007). Director of Annual Giving. BA, Macalester College. Jeremy Updike (2018). Director of Rochester Programs and Advanced Placement Summer Institute. BS, University of Wisconsin-Platteville; MS, University of Wisconsin-La Crosse. Hli Vang (2014). Assistant Dean of Students and Director of Pan-Asian Student Services. BS, University of Wisconsin-River Falls; MA, University of Wisconsin-Lacrosse. 224 Faculty (Full-time) A Alex A. Ajayi (2018). Assistant Professor of Psychology. BA, Lawrence University; PhD, University of Minnesota. J. Anthony Allen (2018). Assistant Professor of Music. BA, Grand Valley State University; MM, Peabody Conservatory of Music of the Johns Hopkins University; PhD, University of Minnesota. Kristin M. Anderson (1984). Professor of Art. AB, Oberlin College; MA, University of Minnesota; MA, LutherNorthwestern Seminary; PhD, University of Minnesota. Andrew L. Aoki (1988). Professor of Political Science. BA, University of Oregon; MA, PhD, University of WisconsinMadison. David B. Apolloni (1989). Associate Professor of Philosophy. BA, University of Minnesota; MDiv, Luther-Northwestern Seminary; PhD, University of Minnesota. Nimanthi Atukorala (2019). Assistant Professor of Mathematics, Statistics, and Computer Science. BS, University of Peradeniya; PhD, Iowa State University. B Johanna Barry (2021). Assistant Professor of Social Work. BA, Colorado College; MSW, The University of Chicago; PhD, Loyola University Chicago. Jennifer Bankers-Fulbright (2008). Associate Professor of Biology. BA, College of Saint Benedict; PhD, Mayo Clinic College of Medicine. Matthew Beckman (2008). Associate Professor of Biology. BA, Brandeis University; PhD, University of Alabama. Pavel Bělík (2008). Professor of Mathematics, Statistics, and Computer Science. PhD, University of Minnesota. Marcia Bennett (2019). Professor of Clinical Psychology. BA, University of South Dakota; MA, PhD, University of Nebraska-Lincoln. Margit Berman (2019). Program Co-Director and Associate Professor of Clinical Psychology. BA, PhD, University of Minnesota. Vanessa Bester (2017). Assistant Professor of Physician Assistant Studies. BS, University of Pittsburgh. MPA, University of Florida. Ben Binder (2018). Assistant Professor of Chemistry. BA, St. Olaf College; PhD, University of Minnesota. Jeanne M. Boeh (1990). Professor of Economics. BS, MA, PhD, University of Illinois. Kristina G. Boerger (2018). Schwartz Professor in Choral Leadership. BS, MM, and DMA, University of Illinois. Laura S. Boisen (1996). Professor of Social Work. BA, Wartburg College; MS, University of Wisconsin-Madison; MPA, Iowa State University; PhD, University of Minnesota. Adriane Brown (2012). Associate Professor of Gender, Sexuality, and Women’s Studies. BA, Wichita State University; MS, Minnesota State University, Mankato; PhD, Ohio State University. Jonathan Brown (2021). Instructor of Mathematics, Computer Science, Statistics. BS, University of Wisconsin; MS, PhD, University of Minnesota. Eric L. Buffalohead (1997). Associate Professor of American Indian Studies. BA, MA, PhD, University of Minnesota. Michael R. Burden (1990). Associate Professor of Theater (Designer and Technical Director). BA, Augsburg University; MFA, University of Minnesota. C William C. Capman (1994). Associate Professor of Biology. BA, University of Illinois-Chicago; PhD, University of Illinois at Urbana-Champaign. 225 Amanda S. Case (2016). Assistant Professor of Chemistry. BS, University of Wisconsin-Stevens Point; PhD, University of Wisconsin-Madison. Kristen A. Chamberlain (2007). Associate Professor of Communication Studies, Film, and New Media. BS, PhD, North Dakota State University. Anthony J. Clapp (2001). Associate Professor of Health, Physical Education, and Exercise Science. AA, Golden Valley Lutheran College; BA, Texas Lutheran College; MA, Southwest Texas State University; PhD, University of Alabama. Kathleen Clark (2009). Assistant Professor of Nursing. BSN, University of Wisconsin; MA and DNP, Augsburg University. Stephan Clark (2011). Associate Professor of English. BA, University of Southern California; MA, University of California, Davis; PhD, University of Southern California. Sarah Combellick-Bidney (2009). Associate Professor of Political Science. BA, Oberlin College; MA, PhD, Indiana University-Bloomington. Susan Conlin (2015). Instructor of Social Work. BA, University of Minnesota; MS, University of Wisconsin-Madison; MS; University of Wisconsin-Stout. Robert J. Cowgill (1991). Associate Professor of English. BA, MA, PhD, University of Minnesota. Larry J. Crockett (1985). Professor of Computer Science. BA, MA, Pacific Lutheran University; MDiv, Luther Theological Seminary; PhD, University of Minnesota David Crowe (2008). Associate Professor of Biology. BA, Gustavus Adolphus College; PhD, University of Minnesota. D Moumita Dasgupta (2019). Assistant Professor of Physics. BS, St. Xavier’s College; MA, PhD, Clark University. Jill A. Dawe (1994). Associate Professor of Music. BM, Memorial University of Newfoundland; MM, DMA, Eastman School of Music. Sarah Degner Riveros (2015). Lecturer in Languages and Cross-Cultural Studies. BA, University of Illinois at UrbanaChampaign; MA, Ph.D, Columbia University. Ankita Deka (2008). Associate Professor of Social Work. BA, Delhi University; MA, Tata Institute of Social Sciences; PhD, Indiana University. Benjamin Denkinger (2011). Associate Professor of Psychology. BA, Hamline University; PhD, University of Minnesota. Jacqueline R. deVries (1994). Professor of History. BA, Calvin College; MA, PhD, University of Illinois at UrbanaChampaign. Jennifer D. Diaz (2015). Associate Professor of Education. BS, MS, PhD, University of Wisconsin-Madison. George Dierberger (2012). Associate Professor of Business Administration. BA, University of Minnesota; MBA, Fairleigh Dickinson University; MIM, EdD, University of St. Thomas. Suzanne I. Dorée (1989). Professor of Mathematics, Statistics, and Computer Science. BA, University of Delaware; MA, PhD, University of Wisconsin-Madison. Susan Druck (1993). Instructor of Music. BA, Iowa State University; MA, University of Iowa. Rebekah Dupont (2012). Associate Professor of Mathematics, Statistics, and Computer Science, and Director, STEM Programs. BA, University of Wisconsin-Madison; PhD, Washington State University. E Darcey K. Engen (1997). Professor of Theater. BA, Augsburg University; MFA, University of Wisconsin-Madison. Jacob Enger (2017). Instructor of Business Administration. BA, St. John’s University; MPAcc, University of Washington. Carol A. Enke (1986). Instructor of Health, Physical Education, and Exercise Science. BS, MEd, University of Minnesota. 226 Christina L. Erickson (2004). Professor of Social Work. BS, University of Minnesota; MSW, University of Minnesota– Duluth; PhD, University of Illinois-Chicago. Joseph A. Erickson (1990). Professor of Education. BA, MA, College of St. Thomas; MA, Luther-Northwestern Theological Seminary; PhD, University of Minnesota. F Zengqi Vivian Feng (2008). Professor of Chemistry. BS, Linfield College; PhD, University of Illinois. Nancy L. Fischer (2005). Professor of Sociology. BA, Hamline University; MA, The American University; PhD, State University of New York – Albany. Richard M. Flint (1999). Assistant Professor of Mathematics, Statistics, and Computer Science. BA, St. Olaf College; MS, Iowa State University. Jennifer R. Forsthoefel (2018). Assistant Professor of English. BA, ME, University of Florida; MA, PhD, Georgia State University. Kaija Freborg (2011). Assistant Professor of Nursing. BS, University of Wisconsin, Eau Claire; MA, DNP, Augsburg University. Stacy R. Freiheit (2005). Professor of Psychology. BA, University of Central Florida; MA, PhD, Case Western Reserve University. G Keith F. Gilsdorf (2001). Professor of Economics. BS, Moorhead State University; MA, North Dakota State University; PhD, University of Nebraska-Lincoln. Ashley Godbold (2021). Instructor of Mathematics, Computer Science, Statistics. BS, Francis Marion University; MS, College of Charleston; DCS, Colorado Technical University. William D. Green (1991). Professor of History. BA, Gustavus Adolphus College; MA, PhD, JD, University of Minnesota. Sarah Greenfield (2016). Assistant Professor of English. BA, Westmont College; MA, PhD, University of WisconsinMadison. Kellie Groon (2017). Instructor of Business Administration. BS, Delaware Valley College; MBA, University of South Dakota. Robert C. Groven (1997). Associate Professor of Communication Studies, Film, and New Media. BA, Concordia CollegeMoorhead; MA, JD, University of Minnesota. Evren Guler (2011). Associate Professor of Psychology. BA, University of North Carolina; PhD, University of Minnesota. H Matthew J. Haines (2001). Professor of Mathematics, Statistics, and Computer Science. BA, St. John’s University; MS, PhD, Lehigh University. Lori Brandt Hale (1998). Professor of Religion. BA, University of Iowa; MA, University of Chicago; PhD, University of Virginia. David R. Hanson (2006). Assistant Professor of Chemistry. BA, PhD, University of Minnesota. Jenny L. Hanson (2013). Assistant Professor of Communication Studies, Film, and New Media. BA, Augsburg University; MFA, Donau-Universität Krems. Rebecca Hartwig (2017). Lecturer of Nursing. BS, Idaho State University; MS, University of Colorado; DNP, Augsburg University. Milda K. Hedblom (1971). Professor of Political Science. BA, Macalester College; MA, JD, PhD, University of Minnesota. Annie Heiderscheit (2013). Associate Professor of Music. BME, Wartburg College; MS, Iowa State University; PhD, University of Minnesota. 227 Melissa Hensley (2010). Associate Professor of Social Work. AB, MSW, Washington University; MHA, University of Missouri–Columbia; PhD, Washington University. Stella K. Hofrenning (2000). Professor of Economics. BS, University of Maryland; PhD, University of Illinois. Patricia Hopkins-Smith (2021). Assistant Clinical Professor of Psychology. BA, Minnesota State University; MS, PhD, West Virginia University. Christopher Houltberg (2011). Associate Professor of Art. BA, Azusa Pacific University; MFA, Art Institute of Boston. I Marc D. Isaacson (1998). Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic Institute. K Phyllis Kapetanakis (2015). Associate Professor of Business Administration. BA, BS, Creighton University; MT, Arizona State University. Scott Kerlin (2017). Instructor of Computer Science. BS, MS, University of North Dakota. Michael Kidd (2008). Professor of Languages and Cross-Cultural Studies. BA, Pomona College; PhD, Cornell University. Won Yong Kim (2016). Associate Professor of Business Administration. BA, MA, Yonsei University; MBA, Thunderbird School of Global Management, Arizona State University; PhD, Drexel University. Merilee I. Klemp (1980). Professor of Music. BA, Augsburg University; MA, University of Minnesota; PhD, Eastman School of Music. Jenny Kluznik (2014). Assistant Professor of Physician Assistant Studies. BA, Hamline University; MPH, George Washington University; MPA, Augsburg University. Bibiana D. Koh (2012). Associate Professor of Social Work. BA, Hartwick College; MA, Columbia University; MSW, Smith College; PhD, University of Minnesota. Jayoung Koo (2015). Associate Professor of Business Administration. BA, MA, Yonsei University; PhD, University of Minnesota. Teresa R. Krause (2018). Lecturer of Biology. BS, Boise State University; PhD, Montana State University. Joan C. Kunz (1987). Professor of Chemistry. BS, University of Missouri-St. Louis; PhD, University of Wisconsin-Madison. Terrance Kwame-Ross (2016). Associate Professor of Education. BA, National Louis University; Med, PhD, University of Minnesota. L Michael J. Lansing (2005). Professor of History. AB, College of William and Mary; MA, Utah State University; PhD, University of Minnesota. David V. Lapakko (1986). Associate Professor of Communication Studies, Film, and New Media. BA, Macalester College; MA, PhD, University of Minnesota. Martha Laskar-Aleman (2008). Assistant Professor of Nursing. BS, University of Minnesota; MA, Augsburg University. Amy C. Larson (2019). Assistant Professor of Mathematics, Statistics, and Computer Science. BS, University of Massachusetts at Amherst; PhD, University of Minnesota. Juyoung Lee (2019). Assistant Professor of Music. BA, Chon-Buk National University; MM, PhD, University of Melbourne. Audrey Lensmire (2011). Associate Professor of Education. BA, Indiana University; MAT, National-Louis University; PhD University of Minnesota. Jil Leverone (2019). Assistant Professor of Clinical Psychology. BA, Miami University; MAEd, PhD, University of Cincinnati. Dallas H. Liddle (1999). Professor of English. BA, Grinnell College; PhD, University of Iowa. 228 Kristen J. Lindvall (2018). Clinical Assistant Professor of Physician Assistant Studies. BA, Gustavus Adolphus College; MSPAS, Augsburg College. Rachel Lloyd (2014). Associate Professor of Education. BA, Carleton College; MA, PhD, University of Minnesota. Lori L. Lohman (1990). Professor of Business Administration. BA, MBA, PhD, University of Minnesota. Mary E. Lowe (2003). Professor of Religion. BA, Pacific Lutheran University; MDiv, Luther Northwestern Theological Seminary; PhD, Graduate Theological Union. Jason Lukasik (2016). Assistant Professor of Education and Director, Master of Arts in Education. BA, Med, PhD, University of Illinois at Chicago. M Tara Mader (2018). Assistant Professor of Health, Physical Education, and Exercise Science. BS, University of Wisconsin, River Falls; MA, PhD, University of Minnesota. Katherine Martin (2021). Assistant Professor of Nursing. BS, University of Wisconsin-Stevens Point; MS, PhD, University of Minnesota. M. Elise Marubbio (2003). Professor of American Indian Studies. BFA, Cleveland Institute of Art; MA, PhD, University of Arizona. Matthew Maruggi (2008). Associate Professor of Religion. BA, MA, University of Dayton; PhD, University of St. Thomas. David C. Matz (2001). Professor of Psychology. BA, Bemidji State University; MS, North Dakota State University; PhD Texas A & M University. Kristin McHale (2014). Assistant Professor of Nursing. BS, Winona State University; MA, DNP, Augsburg University. Marc C. McIntosh (2007). Associate Professor of Business Administration. BS, DePaul University; MBA, Harvard University; DBA, Argosy University. Jenna McNallie (2016). Assistant Professor of Communication Studies, Film, and New Media. BA, Concordia College; MA, University of Wisconsin, Milwaukee; PhD, Purdue University. Joyce P. Miller (2004). Associate Professor of Nursing. AA, Rochester State Junior College; BS, MA, Augsburg University. Thomas. F. Morgan (1983). Professor of Business Administration. BS, Juniata College; MBA, University of Denver; MS, University of Oregon; PhD, University of Minnesota. Kao Nou Moua (2021). Assistant Professor of Social Work. BA, MSW, University of Montana; PhD, University of Minnesota. Joaquin Muñoz (2016). Assistant Professor of Education. BA, MA, PhD, University of Arizona. Jeremy P. Myers (2006). Associate Professor of Religion. BS, University of Minnesota; MA, PhD, Luther Seminary. O Jill A. Oswald (2018). Instructor of Nursing. BS, Northern Michigan University; MS, Viterbo University. P Diane L. Pike (1981). Professor of Sociology. AB., Connecticut College; PhD, Yale University. Timothy D. Pippert (1999). Professor of Sociology. BA, MA, PhD, University of Nebraska-Lincoln. Q Alicia Quella (2015). Associate Professor and Program Director, Physician Assistant Studies. BS, Drake University; MPA, PhD, University of Iowa. Philip A. Quanbeck II (1987). Associate Professor of Religion. BA, St. Olaf College; MDiv, PhD, Luther Theological Seminary. 229 R Thaddeus B. Rada-Bayne (2018). Lecturer of Psychology. BA, Roosevelt University; MA, PhD, Bowling Green State University. Kathy J. Reinhardt (1997). Instructor of Languages and Cross-Cultural Studies. MA, Middlebury College. Ana Ribeiro (2014). Assistant Professor of Health, Physical Education, and Exercise Science. BA, UniverCidade; MS, St. Cloud State University; PhD, University of Minnesota. M. Bridget Robinson-Riegler (1994). Professor of Psychology. BS, Indiana University; MS, PhD, Purdue University. Rafael Rodriguez (2017). Lecturer of Music. BS, United States Naval Academy; MS, National University; MM, San Diego State University; PhD, University of Colorado. S Anna Sanchez (2016). Lecturer in Nursing. BA, St. Olaf College; MS, University of Wisconsin, Eau Claire. Milo A. Schield (1985). Professor of Business Administration. BS, Iowa State University; MS, University of Illinois; PhD, Rice University. Emily Schilling (2014). Associate Professor of Biology and Environmental Studies. BA, Colgate University; MS, PhD, University of Maine. John S. Schmit (1990). Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University of Texas. Deborah Schuhmacher (2014). Associate Professor of Nursing. BS, University of North Dakota; MA, DNP, Augsburg University. Christopher Smith (2011). Associate Professor of Education. BS, MS, Purdue University; PhD, University of Minnesota. Jody M. Sorensen (2005). Professor of Mathematics, Statistics, and Computer Science. BA, St. Olaf College; MA, PhD, Northwestern University. Lindsay Starck (2016). Assistant Professor of English. BA, Yale University; MFA, University of Notre Dame; PhD, University of North Carolina. Erik S. Steinmetz (1998). Assistant Professor of Computer Science. BA, Augsburg University; MS, University of Minnesota. Benjamin L. Stottrup (2005). Professor of Physics. BA, University of Minnesota, Morris; PhD, University of Washington. Erin P. Sugrue (2018). Assistant Professor of Social Work. BA, Grinnell College; MPP, MSW, PhD, University of Minnesota. Erika Svanoe (2016). Lecturer in Music. BME, University of Wisconsin, Eau Claire; MM, Oklahoma State University; DMA, Ohio State University. T Liaila Tajibaeva (2017). Assistant Professor of Economics. BS, University of Minnesota; MA, University of WisconsinMadison; PhD, University of Minnesota. Jason Tan (2019). Assistant Professor of Biology. BA, Minnesota State University Moorhead; PhD, Mayo Clinic. Sonja K. Thompson (1993). Assistant Professor of Music. BM, University of Minnesota; MM, The Juilliard School. Robert K. Tom (2002). Associate Professor of Art. BFA, University of Hawaii; MFA, Temple University. Beliza Torres Narváez (2015). Associate Professor of Theater. BA, University of Puerto Rico; MA, New York University; PhD, University of Texas. Joseph Towle (2011). Associate Professor of Languages and Cross-Cultural Studies. BA, North Dakota State University; MA, PhD, University of Minnesota. 230 U Joseph Underhill (1998). Associate Professor of Political Science. BA, University of California-Berkeley; MA, San Francisco State University; PhD, University of Michigan. V Raziel Valiño (2021). Instructor of Sociology and the Center for Global Education and Experience. BA, Autonomous University of the State of Morelos; MA/MPhil, and PhD, Columbia University. Lisa Van Getson (2012). Assistant Professor of Nursing. BS, College of St. Teresa; MA, St. Catherine University; MS, Winona State University. Eric R. Van Hecke (2018). Instructor of Physician Assistant Studies. BA, North Dakota State University; MSPAS, Augsburg University. James A. Vela-McConnell (1997). Professor of Sociology. BA, Loyola University; PhD, Boston College. W Jeff Walter (2019). Assistant Professor of Physics. BS, Hamline University. PhD, University of Minnesota. Mzenga A. Wanyama (2006). Associate Professor of English. BA, MA, University of Nairobi; PhD, University of Minnesota. Michael T. Wentzel (2011). Associate Professor of Chemistry. BS, Creighton University; MS, University of Pennsylvania; PhD, University of Minnesota. Hans H. Wiersma (2004). Associate Professor of Religion. BA, University of California, San Diego; MDiv, PhD, Luther Seminary. X-Y-Z Henry Yoon (2009). Associate Professor of Psychology. BA, University of California; MA, PhD, University of Minnesota. Maheen Zaman (2014). Assistant Professor of History. BA, SUNY Stony Brook University; MA, MPhil, PhD, Columbia University. John M. Zobitz (2007). Professor of Mathematics, Statistics, and Computer Science. BA, St. John’s University; MA, PhD, University of Utah. Faculty Emeriti Ruth L. Aaskov. Professor Emerita, Modern Languages. BA, Augsburg University; MA, Middlebury College; PhD, University of Wisconsin. Earl R. Alton. Professor Emeritus, Chemistry/Dean Emeritus. BA, St. Olaf College; MS, PhD, University of Michigan. Stuart M. Anderson. Professor Emeritus, Physics. BA, Augsburg University; PhD, University of Minnesota. Elizabeth Ankeny. Professor Emerita, Education. BA, Augustana College; MA, Morningside College; PhD, Colorado State University. John E. Benson. Professor Emeritus, Religion. BA, Augsburg University; B.D., Luther Theological Seminary; MA, PhD, Columbia University. Anthony A. Bibus, III. Professor Emeritus, Social Work. BA, University of St. Thomas; MA, University of Virginia; PhD, University of Minnesota. Julie H. Bolton. Professor Emerita, Theater. BS, MFA, University of Minnesota. Richard A. Borstad. Professor Emeritus, Health and Physical Education. BA, MA, PhD, University of Minnesota. Lois A. Bosch. Professor Emerita, Social Work. BA, Northwestern College; MSW, University of Iowa; PhD, University of Illinois at Urbana-Champaign. 231 Nora M. Braun. Professor Emerita, Business Administration. BSBA, University of Missouri-Columbia; MBA, PhD, University of Minnesota. Maria L. Brown. Professor Emerita, Social Work. BA, MA, American University; MSW, University of Minnesota. John C. Cerrito. Professor Emeritus, Business Administration. BA, Rhode Island College; MS, University of WisconsinStout; EdD, University of Minnesota. Lars D. Christiansen. Professor Emeritus, Sociology. BA, Clark University; MS, PhD, Florida State University. David A. Conrad. Professor Emeritus, Business Administration. BA, Winona State University; MA, EdD, St. Mary’s University of Minnesota. Cathleen A. Dalglish. Professor Emerita, English. BA, Saint Catherine University; MFA, Vermont College; PhD, The Union Institute and University. Grace Dyrud. Professor Emerita, Psychology. BA, MA, PhD, University of Minnesota. Wesley B. Ellenwood. Professor Emeritus, Communication Studies, Film, and New Media. BA, University of Minnesota; MFA, Syracuse University. Mark J. Engebretson. Professor Emeritus, Physics. BA, Luther College; MDiv, Luther Theological Seminary; MS, PhD, University of Minnesota. Kenneth N. Erickson. Professor Emeritus, Physics. BA, Augsburg University; MS, Michigan State University; PhD, Colorado State University. Ronald L. Fedie. Professor Emeritus, Chemistry. BA, University of St. Thomas; PhD, University of Minnesota. Norman B. Ferguson. Professor Emeritus, Psychology. BA, Franklin and Marshall College; MS, PhD, University of Wisconsin. Marilyn E. Florian. Professor Emeritus, Health and Physical Education. BA, Augsburg University; MS, St. Cloud State University. Mark L. Fuehrer. Professor Emeritus, Philosophy. BA, College of St. Thomas; MA, PhD, University of Minnesota. Douglas E. Green. Professor Emeritus, English. BA, Amherst College; MA, PhD, Brown University. Jeanine Gregoire. Professor Emerita, Education. BS, MA, PhD, University of Minnesota. Satya P. Gupta. Professor Emeritus, Economics. BS, MS, Agra University, India; MS, PhD, Southern Illinois University. Arlin E. Gyberg. Professor Emeritus, Chemistry. BS, Mankato State University; PhD, University of Minnesota. Daniel S. Hanson. Professor Emeritus, Communication Studies. BA, Augsburg University; MA, University of Minnesota. Peter A. Hendrickson. Professor Emeritus, Music. BA, Augsburg University; MA, Macalester College; MA, Columbia University; DMA, Manhattan School of Music. Edwina L. Hertzberg. Professor Emerita, Social Work. BA, Cedar Crest College; MSW, PhD, University of Minnesota. Garry W. Hesser Professor Emeritus, Sociology. BA, Phillips University; MDiv, Union Theological Seminary; MA, PhD, University of Notre Dame. Norman D. Holen. Professor Emeritus, Art. BA Concordia College-Moorhead; MFA, University of Iowa. Bradley P. Holt. Professor Emeritus, Religion. BA, Augsburg University; BD, Luther Theological Seminary; MPhil, PhD, Yale University. John R. Holum. Professor Emeritus, Chemistry. BA, St. Olaf College; PhD, University of Minnesota. Gretchen Kranz Irvine. Professor Emerita, Education. BS, College of St. Teresa; MS, University of Wisconsin-River Falls; PhD, University of Minnesota. Irene Khin Khin Jensen. Professor Emerita, History. BA, Rangoon University, Burma; MA, Bucknell University; PhD, University of Wisconsin. 232 Duane E. Johnson. Professor Emeritus, Psychology. BA, Huron College; BA, University of Minnesota; ME, South Dakota State University; PhD, University of Minnesota. Jeffrey E. Johnson. Professor Emeritus, Physics. BS, MS, MBA, PhD, University of Minnesota. Martha Johnson. Professor Emerita, Theater. BA, MA, PhD, University of Wisconsin. Amin Kader. Professor Emeritus, Business Administration. BComm, University of Cairo; MBA, University of Michigan. Roberta S. Kagin. Professor Emerita, Music. BA, Park College; BMusicEd, MMusicEd, University of Kansas; PhD, Temple University Kenneth S. Kaminsky. Professor Emeritus, Mathematics. AB, MS, PhD, Rutgers University. Ashok K. Kapoor. Professor Emeritus, Business Administration. BA, MA, University of Delhi; MA, MBA, University of Minnesota; PhD, Temple University. Anne M. Kaufman. Professor Emeritus, Education. BS, MA, PhD, University of Minnesota. Mary A. Kingsley. Professor Emerita, Modern Languages. BA, St. Olaf College; MA, Middlebury College. Russell C. Kleckley. Professor Emeritus, Religion. BA, Newberry College; MDiv, Lutheran Theological Southern Seminary; DTh, University of Munich. Boyd N. Koehler. Professor Emeritus, Journalism. BA, Moorhead State College; MA, University of Minnesota. Alvin L. Kloppen. Professor Emeritus, Health and Physical Education. BS, Augustana College; MA, University of South Dakota. Steven LaFave. Professor Emeritus, Business Administration. BA, MA, Michigan State University; MBA, University of Minnesota. Barbara A. Lehmann. Professor Emerita, Social Work. BA, Knox College; MSW, Tulane University; PhD, Case Western Reserve University. Cheryl J. Leuning. Professor Emerita, Nursing. BA, Augustana College; MS, University of Minnesota; PhD, University of Utah. Lynn E. Lindow. Professor Emerita, Education. BS, Mankato State University; MS, North Dakota State University; PhD, University of Minnesota. Lynne F. Lorenzen. Professor Emerita, Religion. BA, University of Iowa; MDiv, Northwestern Lutheran Theological Seminary; MA, PhD, Claremont Graduate School. Dawn B. Ludwig. Professor Emerita, Physician Assistant Studies. BA, University of Colorado, Denver; MS, PA Certification, University of Colorado Health Science Center; PhD, Capella University. Esther G. McLaughlin. Professor Emerita, Biology. BA, PhD, University of California-Berkeley. Fekri Meziou. Professor Emeritus, Business Administration. BA, University of Tunis; MA, PhD, University of Minnesota. Erwin D. Mickelberg. Professor Emeritus, Biology. BA, Augsburg University; MA, University of Minnesota. Mildred “Mike” Mueller. Professor Emerita, Education. BA, MA, Central Michigan University; EdD, University of Minnesota. Catherine C. Nicholl. Professor Emerita, English. BA, Hope College; MA, University of Michigan; PhD, University of Minnesota. Beverly J. Nilsson. Professor Emerita, Nursing. BS, MS, PhD, University of Minnesota. Norma C. Noonan. Professor Emerita, Political Science. BA, University of Pennsylvania; MA, PhD, Indiana University. Susan E. O’Connor. Professor Emerita, Education. BS, University of Minnesota; MS, PhD, Syracuse University. Sandra L. Olmsted. Professor Emerita, Chemistry. BA, Augsburg University; MS, University of Wisconsin; PhD, University of Minnesota. 233 Vicki L. Olson. Professor Emerita, Education. BS, MA, PhD, University of Minnesota. Magdalena M. Paleczny-Zapp. Professor Emerita, Business Administration. BA, MA, Central School for Planning and Statistics, Warsaw; PhD, Akademia Ekonomiczna, Krakow. Ronald G. Palosaari. Professor Emeritus, English. BA, Bethel College; BDiv, Bethel Seminary; MA, PhD, University of Minnesota. Patricia A. Parker. Associate Academic Dean Emerita. BA, Eastern Michigan University; MA, PhD, University of Michigan. Curtis M. Paulsen. Professor Emeritus, Social Work. BA, St. Olaf College; MSW, University of Minnesota; PhD, The Fielding Institute. Lauretta E. Pelton. Professor Emerita, Education. MEd, Marquette University. Noel J. Petit. Professor Emeritus, Computer Science. BA, St. Olaf College; MS, PhD, University of Minnesota. Joyce M. Pfaff. Professor Emerita, Health and Physical Education. BA, Augsburg University; MEd, University of Minnesota. Philip A. Quanbeck, Sr. Professor Emeritus, Religion. BA, Augsburg University; BD, Augsburg Theological Seminary; MTh, ThD, Princeton Theological Seminary. Larry C. Ragland. Professor Emeritus, Computer Science. BS, MA, Central Missouri State College; PhD, University of Texas at Austin. Deborah L. Redmond. Professor Emerita, Communication Studies. BA, MA, University of Minnesota. Bruce R. Reichenbach. Professor Emeritus, Philosophy. BA, Wheaton College; MA, PhD, Northwestern University. Nancy A. Rodenborg. Professor Emerita, Social Work. BS, Indiana University; MSW, University of Minnesota; PhD, Arizona State University. Glenda Dewberry Rooney. Professor Emerita, Social Work. BS, University of North Texas; MSW, University of Illinois; PhD, University of Minnesota. Marianne B. Sander. Dean of Students Emerita. BA, Valparaiso University; MA, University of Minnesota. Michael D. Schock. Professor Emeritus, Social Work. BA, University of Washington; MSW, University of Minnesota; PhD, University of Washington. Kathryn Schwalbe. Professor Emerita, Business Administration. BS, University of Notre Dame; MBA, Northeastern University, PhD, University of Minnesota. Frankie B. Shackelford. Professor Emerita, Languages and Cross-Cultural Studies. BA, Texas Christian University; PhD, University of Texas. Charles M. Sheaffer. Professor Emeritus, Computer Science. BA, Metropolitan State University; MS, PhD, University of Minnesota. Robert J. Stacke. Professor Emeritus, Music. Band and Jazz Director. BA, Augsburg University; MACI, College of St. Thomas; PhD, University of Minnesota. Nancy K. Steblay. Professor Emerita, Psychology. BA, Bemidji State University; MA, PhD, University of Montana. Stuart M. Stoller. Professor Emeritus, Business Administration. BS, MS, Long Island University. Martha E. Stortz. Professor Emerita, Religion. BA, Carleton College; MA, PhD, The Divinity School, The University of Chicago. Beverly Stratton. Professor Emerita, Religion. BA, MA, Boston University; ThD, Luther Seminary. Grace K. Sulerud. Professor Emerita, Library. BA, Augsburg University; MA, University of Minnesota. Karen T. Sutherland. Professor Emerita, Computer Science. AB, Augustana College; two MS degrees; PhD, University of Minnesota. 234 Kathryn A. Swanson. Professor Emerita, English. BA, St. Olaf College; MA, PhD, University of Minnesota. Tara K. Sweeney. Professor Emerita, Art. BS, University of Wisconsin-Stout; MFA, Minneapolis College of Art and Design. Maryann Syers. Professor Emerita, Social Work. BA, Arizona State University; MSW, PhD, University of Minnesota. Philip J. Thompson. Professor Emeritus, Art. BA, Concordia College, Moorhead; MFA, University of Iowa. David L. Tiede. Bernhard M. Christensen Professor Emeritus, Vocation and Religion. BA, St. Olaf College; BD, Luther Theological Seminary; PhD, Harvard University. Mark D. Tranvik. Professor Emeritus, Religion. BA, Luther College; MDiv, Yale University; ThD, Luther Seminary. Eileen Kaese Uzarek. Professor Emerita, Health, Physical Education, and Exercise Science. BA, Gustavus Adolphus College; MS, Minnesota State University, Mankato. Rita R. Weisbrod. Professor Emerita, Sociology. BA, MA, University of Minnesota; PhD, Cornell University. Barbara A. West. Professor Emerita, Education. BS, St. Cloud State University; MS, Syracuse University. Mary Louise Williams. Professor Emerita, Social Work. BFA, MSW, University of Pennsylvania. 235
Show less

Title: Master of Social Work (MSW) Catalog, 1995-1997
Collection: Course Catalogs
Search Result: ., . ,. .. . . ·' · . ·~ · .. · .<'·:. . ·' ·:· · ...···u·.. .. '". ~:·. .; ' .. . ... . . · ....~ . ..·· a· ~ ":; ~ ' . r·I"'\ ...- . .'!iii. -.J.. I... • f • I '· .·~ · · . r ..,..,, .. ,~ · -. ~· .~ ·r;: ·v.J :•'~ · .~ :· ;!E.. ' ·. • • '. ,. . '.' Ii. ...
Show more ., . ,. .. . . ·' · . ·~ · .. · .<'·:. . ·' ·:· · ...···u·.. .. '". ~:·. .; ' .. . ... . . · ....~ . ..·· a· ~ ":; ~ ' . r·I"'\ ...- . .'!iii. -.J.. I... • f • I '· .·~ · · . r ..,..,, .. ,~ · -. ~· .~ ·r;: ·v.J :•'~ · .~ :· ;!E.. ' ·. • • '. ,. . '.' Ii. .,.~:. ··. " ·. • , .. I . , ', ..... . . . .... : . .. ·~~ ' .. . .. . ... . ~· ': ·. ... . · ' .. . ~ • ·•• . .·i : •. ~ .·. .. .. ,. " ..... .If... '; . .·· . I ,, ••• ' · i . . -. ":, !'~ . :. ,>,, .; .. he good we secure for ourselves ·• . . . ·., ,' .. ·... ~ is precarious and uncertain ... .•.-··· ' •','. ··· · until it is secured for all of us and . incorporated into our common life. ... ' I • • ••• ' :· • 'l • '. , t .... ~ :' .: - Jane Addams ·•·.. •.... .. . :· . ... - . .,. ~ -. . '• ., . ., .. • • .. . . . .' .· ... . . t: · ---- • .. ' ...... ·. ., .. .. . . . .- .. ,' ~ . ~ . ,. ~·· Ji' :" - ' • ·~I .. ·' ... •, .. Qi . • • ?=:! ~ ·.:: n•. ,• .• •. . • l • • • ' ! . . ' I " • I··. . .,., .:• . .' .. . . .' ' : . .. •. :.· .. • I . . ',. ' • .. I . .. .. . .... '11 ;.. • ~ ,, . .• .... ,·".,,. •' • • 1 .·.. %BLE OF CONTENTS . . .... ' ··" . . ~·, • • • • : .'~'!· • . ·~ \:: ·:; ... . Curriculum Design ....................................... ... ... ... .6 Course Descriptions .. .................. ........................... 8 l ;-~ • Introduction ........................................................... 4 -J! •. . .' . .. • • •. -.:. . Library .................................................................. 11 Accreditation and Affiliations .............................. 11 Student Rights ................................................... ... 11 Admission Requirements ..................................... 12 Application Procedures ........................................ 12 .. ... ... . ·' ~J ••• •••• ·.: ' .. .. ..,, .. .. . . . ... , :• ., • . ·. • 1·· International Applicants ......... .............. ...... .......... 13 Academic Policies ................................................ 14 ,. . Fee and Payment Schedule ................. .. .... ............ 16 ., ' Financial Aid ..................................... ................... 17 About Augsburg ................................................... 20 . A .. Campus Location Map ......................................... 21 Campus Map ........................................................ 21 Faculty and Administration .................................. 22 ,, . .. .. . .' ... ~~-:Jc ... ..... . ~ ' : ;' .. . ., • .; ' • •• • '! .. :·::.f·. !, ~ < ~· . ., ·' .. : ·..··' , ' .· .. •1 • .. . , . ... ... ,. ~TRODUCTION Social Work graduate program classes meet during weekends (often alternate weekends) in four hour blocks on Friday evenings, Saturday mornings and Saturday afternoons. Students also meet one Sunday afternoon per trimester for a program seminar that addresses specific professional issues. The Master of Social Work Program builds on the liberal arts base of the College and supports the College's mission statement: To nurture future leaders of service in the world by providing high quality educational opportunities which are based in the liberal arts and shaped by the faith and values of the Christian Church, by the context of a vital metropolitan setting, and by an intentionally diverse campus community. . ' Accommodating the Needs of Adult Learners .. "' .... '.. t ,, ' .• .• .·.:.., .·'....,. : ·..-' .. .. . ,• ... . · ~. . .. .... . "' . . .. .. .~ . .. ~ • I •. The Master of Social Work Program is designed to meet the needs of a wide range of students who have family, community or employment obligations and/or must travel distances to obtain graduate social work education. Augsburg College takes pride in its focus on adult learners throughout its programs and is committed to education for experienced working people. The library, student center, computer center, counseling, parking, food service and many other support services are open to accommodate graduate students. Faculty arrange office hours to meet non-traditional student needs. Inexpensive oncampus accommodations are available for students who travel to attend the program and wish to stay overnight. MSW Program concerns The Augsburg Master of Social Work Program has two program concentrations: family practice and program development, policy and administration. Professional preparation at the Master of Social Work level at Augsburg is founded on the following assumptions: • Analysis and presentation of complex social issues and solutions must be based on ,.·. .. "~ \ 4 ' ... solid research. Augsburg MSW students will develop competencies to conduct, analyze and present practicebased research • The world is interdependent in all areas; students will become knowledgeable of social welfare policies and programs that address changing needs of the world community • Social justice is a focus throughout the program. In the interests of constructive social change that promotes social justice, students are educated to address institutional oppression because of age, gender, race, disability, sexual orientation or religion • Preparation for ethical, competent, professional practice • A framework for practice of problem-solving within a systems and strengths perspective The Master of Social Work Program is also based on: • Tradition of excellence in programs, faculty and students • Metropolitan location which attracts students from diverse backgrounds • Access to challenging and rewarding field placements •Building on a solid foundation in the liberal arts Program Philosophy The Master of Social Work program at Augsburg College is based on the following: • Understanding of and respect for diverse people and cultures • Commitment to educate the whole person • Responsibility and service to the broader community in the interests of social justice • Commitment to oppose oppression • Focus on client empowerment .•.• . .. . ..... •\ . f ~ ,..: · ... ' .. : ... ·· ..-· .. ~RR CULUM DESIGN • ! .. ~ .L .... ..... ... .. ..·. . ; ... '( t,• Foundation ~ \ ... I•• ' The courses of study include the Foundation, the Advanced and the Concentration courses and the Thesis Seminar. Students must complete 18 courses (12, if they hold the Bachelor of Science in Social Work degree and are approved for advanced standing). The complete program includes nine Foundation courses, five Advanced curriculum courses, four Concentration courses and a thesis, and includes 900 hours of professionally supervised, program-approved social work field experience. ' The Foundation courses begin the MSW Program. These nine courses, including 420 hours of MSW supervised field work, must be successfully completed prior to enrollment in the Advanced Curriculum. Six of these courses may be waived for persons who hold a baccalaureate degree in social work from a Council on Social Work Education-accredited program and who are approved for advanced standing. Ad-ranced The Advanced courses include two Integrative Field Work Seminars, Research II and one elective as well as the Thesis Seminar. Concentration Concentration courses are in two areas: Family Practice and Program Development, Policy and Administration. Family Practice ... . .. .· .. ·: ·) Family, in its diverse forms, is central to society. "Family," in this context, is interpreted broadly as the nurturing system surrounding people. It is inclusive of many areas of need. As a growing number of familyrelated challenges face society, there is an ever-increasing need for professionals who base their professional practice on indepth study of the broad spectrum of issues that confront the family . In the Family Practice concentration, students will concentrate on promoting empowerment of the family nurturing systems from a developmental and holistic perspective. Program Develop111e11t, Policy and ,\d111i11istratio11 Social change is necessary to foster policies and services that respond to human need. The Program Development, Policy and Administration concentration has been developed in response to the growing demand for creative leadership and administration. Effective services require participatory development, competent practitioners, strong leadership and effective administration. Students in this concentration will develop the abilities and skills necessary to promote and achieve needed change, and to develop, lead, guide and administer programs that will serve diverse people in a variety of settings. Eied.ivts Students must select one elective in their course of study toward the MSW degree. Master's Thesis and Seminar All students will complete a Master's thesis. The thesis is intended to integrate research and practice. . • . ' .. 1· :\ . "' • · • ..1 . , .. . .. ,• • ii' i'-·. ··· . . ·/ . ·~ t: .... .,. .· ' Curriculum Plan Courses are offered exclusively on a weekend format: Friday evenings and Saturdays. Foundation Courses (9 credits) SWK 500 Human Behavior in the Social Environment SWK 501 History of Social Welfare Policy SWK 502 Integrative Field Work Seminar I SWK 503 Integrative Field Work Seminar II SWK 504 Research I SWK 505 Practice Methods and Skills I SWK 506 Practice Methods and Skills Il SWK 520 Introduction to Family Practice SWK 521 Introduction to Program Development, Policy and Administration ,: . ' Advanced Courses (5 credits) SWK 523 Integrative Field Work Seminar III SWK 524 Integrative Field Work Seminar IV SWK 527 Research II SWK 560 Elective "Topics" SWK 589 Thesis Seminar 9 411, I • t '' ,· ... .~ .~ ' . ,' II • Family Practice Concentration Courses (4 credits) SWK 540 Family Practice I SWK 541 Family Practice II SWK 542 Family Diversity (.5 er) SWK 543 Creative Problem Solving for Supervision SWK 545 Family Social Policy (.5 er) Program Development, Policy and Administration Concentration Courses (4 credits) SWK 550 Processes of Program Planning and Development SWK 551 Organizational Development and Administration SWK 552 Inter-Organizational, Community and Political Relations SWK 553 Advanced Social Policy • •• • ... · :·' . ·~ . ..•. • \ Master of Social Work Degree .f . . '•... Total credits required: 18 for Foundation level entry, 12 for Advanced Standing level entry. ·1 I • ' ' · ;t .. : .•'.• .· .... ' ..... " .... WouRSE DESCRIPTIONS Foundation Courses . . .· . .. ~ • .. . . ·. . 1 ..• ... . .. , ·• j ... • ' . .. • :. .. '• .. ':\ '': • .. " ,·· SWK 500 Huma11 Behavior i11 the Social Environment This course provides the knowledge basic to an understanding of human growth through the life cycle and of the interplay of socio-cultural, biological and psychological factors . SWK 501 History of Social Welfare Policy This course analyzes the history of social welfare policy in the United States and its impact on current social systems and social policy . The course examines the major assumptions, values, ideas and events which contributed to the rise of the welfare state and the profession of social work. SWK 502 and 503 Integrative Field Work Seminar I and II The integrative seminars are courses where field practice and classroom theory meet. The goal is to strengthen the connections between generalist social work theory and practice. SWK 504 Research I This course provides an introduction to social science research method and ethics including practice and program evaluation. The course presents research designs, both quantitative and qualitative approaches, and various ways to organize, compare and interpret findings. Students will be introduced to the use of computers in data analysis. SWK 505 Practice Methods and Skills I This course focuses on the theoretical foundation, general principles and practice techniques of the problem-solving model of social work and basic features of the helping process. Work with a diversity of professional and natural helping networks and client groups is stressed. SWK 506 Practice Methods and Skills II This course emphasizes problem-solving with small groups, community and organizational systems, with an emphasis on group task and maintenance functions. Throughout the course the focus is on work with di verse groups and organizations. (Prerequisite: SWK 505) SWK 520 Introduction to Family Practice This course explores concepts, theories, policies and research underlying holistic professional social work practice with families. It provides an overview of family practice using a systems framework and the strengths perspective. ; .. ... · . .. . ...•:, SWK 521 Introduction to Program Development, Policy and Administration This course presents the theories of organizational development, policy analysis, program development and budgeting. Roles of generalist social workers in agencies, as well as professional, ethical and effective functioning within organizational structures, will be explored. Advanced Curriculum SWK 523 and 524 Integrative Field Work Seminar Ill and IV The integrative seminars are courses where field practice and classroom theory meet. The goal is to strengthen the connections between generalist social work theory and practice. SWK 527 Research II This course offers a practiceoriented exploration of the range of research methods used in social work, a critique of the role of research in assessing effectiveness in social service delivery, and identification with the responsibility of social workers to expand the knowledge base of social work. A research project will be designed and initial planning for the MSW thesis is incorporated. (Prerequisite: SWK 504) SWK 560 Elective Topics The following are examples of elective offerings. Students should consult the Program Schedule for current electives. • SWK 560 Child Welfare: History, Policy and Practice • SWK 560 Contemporary Services for Persons with Developmental Disabilities and Their Families • SWK 560 Dual Diagnosis: Mental Health and Substance Abuse • SWK 560 Old Age • SWK 560 Peace and Social Justice • SWK 560 Poverty, Equality and Income Support Policy • SWK 560 Social Work with Involuntary Clients SWK 589 Thesis Seminar The MSW thesis provides the avenue for integration of knowledge and ·experience gained during the course of study, particularly emphasizing the greater understanding of the utility and importance of research to social work practice. The student, in consultation with the thesis advisor, will select an area of study focused on social need, practice, service and policy. The Thesis Seminar will provide students with a supportive group environment in which to problem~solve theoretical, conceptual, c0ntent, ethical and technical issues in the design, implementation, analysis, write-up and dissemination of thesis research. . • :···· ... , . ... WouRSE DESCRIPTIONS •, . r •• • ' ' ~· • Family Practice Concentration Courses SWK 543 Creative Problem Solving for Supervision account organizational, financial and technological dimensions SWK 540 Family Practice I within an analytical framework of defined need and demand for This course is designed to This course includes knowledge and skill building in the administrative, educational and address contemporary work in a context of historical references; supportive functions of social work supervision. The interac- to provide the foundational elements for individual family tional model, creative problem- practice model creation; to synthesize universal family . .·, practice principles with special population requirements, and to .. • . ·- ~ . ..t 11~· t : .. •, ... ,. .: ' SWK 545 Family Social Policy (0.5 er.) SWK 541 Family Practice II This course explores the impact of social policies on diverse This course focuses on effective family practice intervention. It . .. addresses specific theorists, compared and contrasted specif- .. ically to the feminist perspective, and demonstrates the application of theory and '· . • -,' . practice to a variety of family issues in different service delivery settings. SWK 542 Family Diversity (0.5 er.) This course examines the variou s theories underlying professional practice with families in their many diverse forms. . . •·. . . .• .. ... • •• .. . .. . ' ~~ ~ ' 'll:. , .. ' . \ variety of settings. ~ .. .. , ... .. ' understanding and influencing the dynamics of supervision in a integrate social policy and research into all levels of family practice. ~ .· ...... •••. solving and strengths perspective are the frameworks for f families, including policies which relate to housing, income maintenance, health, long-term care, education and discrimination . National and international political, social and economic systems are analyzed. Program Development, Policy and Administration Concentration Courses SWK 550 Processes of Program Planning and Development This course examines theoretical and conceptual ideas concerning Recogni zing that the family is the basic institution through which one is socialized, this human services, their rationale in a market economy, and their relationship to public policy. course examines how family membership shapes one's understanding and appreciation of ethnicity, gender roles and sociological script. Students will gain knowledge and build skills in the planning, implementation and evaluation of services at various levels of system design, taking into service. SWK 551 Orga11izatio11al Developlllent and Ad111i11 istratio11 This course examines organizational theory and structure, processes of development, research and evaluation and social work values and ethics in the workplace. SWK 552 lnter-Orga11izatio11al, Community and Political Relations This course explores strategies and methods for working effectively with other service agencies, legislative and policymaking bodies, regulatory agencies and advocacy groups. stn; 553 4.dm11cetf Social Policy This course examines theories, concepts and analytical frameworks for analyzing policy. It addresses the role of economics , demographics , politics, values and other relevant factors on policy design and implementation. The course emphasizes the analyisis of selected existing or proposed policies in such areas as social insurance (e.g. Social Security), welfare reform, health care, long-term care and tax policy including tax expenditures . . ' '. ~ '. ' .._ '· ••I • • ~BRARY ..... • , ,; , : . ~~ ....•. . The Augsburg Library is dedicated to supporting the curriculum of the College. The staff is experienced in guiding graduate students to research materials for course work as well as for the thesis stage of the Master of Social Work program. Librarians will help students acquire research skills through individual appointments and group instructional sessions. The Library's collection of 160,000 volumes is complete with the latest computerized catalogs, indexes and CD ROM stations for various academic disciplines - e.g. Social Work Abstracts, Psychlit, ERIC (education) and CINAHL (nursing and health). An online catalog, CLICnet, reflects holdings of Augsburg and its six partner Twin Cities private college libraries. Twice-daily courier service among these and other local libraries (including the University of Minnesota and Minneapolis and St. Paul Public Libraries) facilitates easy and quick sharing of resources. Additional collections nationwide are also accessible through interlibrary loan arrangements. • . . .... .. ... I • ' A The Augsburg Master of Social Work program is fully accredited by the Council on Social Work Education (CSWE). Augsburg College is accredited by the North Central Association of Colleges and Schools. ~ ccREDITATION AND AFFILIATIONS The college is a member of the Associated Colleges of the Twin Cities (ACTC), the Lutheran Education Council in North America and the Minnesota Private College Council. Augsburg College is registered with the Minnesota Higher Education Services Office. ~ ~· ... . : ... a ' .. ..., .... .., ,." ~ ' ;~ .J • •' ... I .' ~DENT RIGHTS The College has adopted a statement of student rights and responsibilities and has provided for due process in the matters of disciplinary action, grievances and grade appeal. Any student who wishes to identify appropriate procedures for a complaint should contact the Vice President for Student Affairs (330-1160). The College operates in compliance with the Family Rights and Privacy Act and Title IX . Students have the right to inspect all official records which pertain to them (except where a waiver of access has been signed) and to challenge inaccurate or misleading information. Students have a right to experience education free from discrimination. ·. ; • .. .1 . ·• . ' . .•. .- : . ·..~ . ,,J. \ · ·' · •• I -· - ' ' ' ... . .. " A DMISSION REQUIREMENTS . ·. . ! .. ,-. 11•.• • • .. .. ·~ • •. . ··! . ",, ·;. .. ··-·; . .. ' ~· ..." . '• IL•!' The Master of Social Work Program promotes the widest possible diversity within its student and faculty populations and across its curriculum content. Therefore, the admission policies ensure that educational opportunities are provided to persons with a range of abilities, backgrounds, beliefs and cultures. A strong liberal arts background in the behavioral sciences is required. A course in biology, physiology or anatomy that includes studies of the human systems is required as well as completing a course that includes basic statistics. Applicants who have completed majors in areas other than the behavioral sciences are encouraged to apply and they will be given consideration based on ' their composite assets. Students who do not hold a bachelor's degree in social work should apply as Foundation Level students. Students who hold a bachelor's degree in social work from a Council on Social Work Education (CSWE) accreditedprogram may apply for Advanced Standing. Applicants are reminded that admission to the Advanced Standing is not an automatic decision. Academic credit is not given for life or professional experience. Application deadline: January 15 Notification of acceptance: April 1 Requirements: • Bachelor's degree from an accredited college or university • A minimum grade point average of 3.0 on a 4.0 scale (B average) for the last two years of an undergraduate program • A minimum of two years employment or volunteer experience (one of which is in the human service area) •A course in human biology, physiology or anatomy • A course that includes basic statistics • A solid foundation in the liberal arts Matriculation date: Fall trimester for Foundation level Spring trimester for Advanced Standing level •11., .... ., .....,... . > ._ . .. ••• : . ,- , .-.. ' .. '• ....... ...-···... ' i . , I ·" • f• . 2) Written personal statement which addresses: ; • • To apply, students must submit the following to the Office of Master of Social Work Program: 1) Completed application form with $25 (non-refundable) application fee. ~. .:, . . . APPLICATION PROCEDURES ' • Your perspective on social welfare and society • Your understanding of the social work profession '• .. · . ·.. :: .· .. ·j • Your demonstrated ability to work with a diversity of people • Your personal qualities that equip you for the social work profession • Your oral and written communication skills • Your employment and /or volunteer work which prepared you for pursuing a Master of Social Work degree • Your career and life goals and how you anticipate the MSW degree will facilitate your development 3) Recommendations from three sources using the Recommendation Forms available from the Department of Social Work • Your limitations which you perceive as needing to be addressed during the course of your professional preparation 4) Official transcripts of undergraduate and graduate work from each institution attended. All of the above must be received by the deadline of January 15. ,.!\ . .• " .·. '*.I • • ~TERNATIONAL APPLICANTS The Augsburg College Department of Social Work encourages qualified applicants from other countries to apply for admissions to the program of study leading to the Master of Social Work degree. International applicants should keep in mind that classes meet on the weekends (Friday evening and Saturday morning and afternoon) and that students can take three courses per trimester for a yearly total of nine classes (including Field Work courses). With this schedule, students can complete the required course work in two years. See the section under Admission Requirements for a general description of the admission process, selection criteria, and work experience requirements. All application requirements as outlined under Admission Requirements and Application Procedures are to be submitted in English. Additional application materials required for international applicants are: • Completed Declaration of Finances • Official marksheets with certified translations from all undergraduate institutions attended listing all courses taken, marks earned, dates attended, and degree(s) or diploma(s) conferred, if any • Official marksheets with certified translations from all graduate institutions attended listing all courses taken, marks earned, dates attended, and degree(s) or diploma(s) conferred, if any • Official results on the Test of English as a Foreign Language (TOEFL) with a minimum score of 590 • Applicant may be asked to participate in an interview with graduate program faculty , if applicant is in the United States Very limited financial aid from Augsburg College may or may not be available. Therefore, students and their financial sponsor must complete a Declaration of Finances as part of the application for admission, along with appropriate certifications. Students will need to provide proof of availability of funds for tuition, books, and living costs for each academic year in which they want to attend. The College requires students to provide proof of a minimum of $10,000 in U.S. funds for living expenses for themselves plus the cost of tuition. NOTE: Additional information may be required, as requested by Augsburg College to evaluate educational credentials more accurately. Furthermore, supplemental information may be needed to issue an 1-20 or J-1 for students admitted to the MSW program. Information requested for the 1-20 or J-1 will not be used to make an admission decision. ., .•.... .. ' +~ f} ~ •.• ./ l I ....•. :."•' . .·. ..- -..: = ' . .. . . " ... .... .. I . .,. . .. ·,. . ..... I • ·. ~ ' ...·. ..... A ·~ ... .....· . - • • "' •. ::·• , ' . ~ . ·..· '• ' ··-·. .' ' . • • .-., Evaluation of academic performance for the Master of Social Students must maintain a 3.0 Work degree will be based on number grades using a 4.0 point scale with these definitions: cumulative grade point average. If a student falls below a 3.0 4.0 Achieves highest standards of excellence 3.5 3.0 average, the student will be placed on probation for the Achieves above basic course standards following term. A 3.0 cumula- Achieves the minimum passing standard tive grade point average must be restored in order for a student to be removed from I • • ~ p Achieves at or above the 2.0 level (not computed in grade point average) N Does not meet minimum passing standard (no credit and non-punitive -not computed in grade point average) w Grade given when course is dropped I Incomplete grade given in case where student is unable to complete course requirements for reasons beyond the student's control. (To receive an incomplete, a student .·.:: ..· ' \' ... ., . x • . •. I . toward the degree. No more than two courses with a grade below 2.0 can be repeated. Only the credits and grades earned =·· .. •. .. .•.· ~ ~ ~ ,- .. the MSW Program Committee. Students also may be dismissed by the MSW Program Committee for behavior detrimental to the program such as a No more than two courses with a grade below 3.0 will count .. permitted to continue in the program. A plan for the student to follow would be outlined at below 3.0, the student may be dismissed from the program by " - ·.. Committee before being A grade of X is given by the instructor to indicate that term in which the work is completed and evaluated (but not longer than one year). I student must petition successfully with the MSW Program that time. If the cumulative grade point average again falls the study (Internships and Independent Studies) is extended. A final grade will be issued at the end of the •• probation. If a student receives a grade of N in a course, the must file a petition with the Registrar's Office.) ' ·- ~ .. Academic Probation and Dismissal 2.5 2.0 .. '• .. Academic Evaluation •I . ' .,. cADEMIC POLICIES the second time are counted in the grade point average. gross violation of college policy (as published in the Student Guide). Dismissal would occur only after established procedures were followed . .. . ' ;i. . •' .. ; • I ·~ .,....' Credit and Contact Hours Each graduate course in the Master of Social Work program is the equivalent of four semester credits or six quarter credits. Students meet in class a total of 32 hours and are responsible for a significant amount of individual study and preparation. In addition, attendance at a four-hour Sunday Seminar is required once during each Trimester. Advanced standing students must attend four seminars and Professional Foundation students must attend six Sunday Seminars for graduation clearance. Enrollment Policy/Leaves of Absence Students may enroll on a full or part-time basis, taking three or two courses, respectively, each trimester. All students are required to complete the program within four years. Students who leave the program for more than one term must request a leave of absence in writing from the MSW Program Director. Residency Advisement Each student must be enrolled in the MSW program for the equivalent of the last year or nine courses. The MSW Program Director assigns academic advisors whose purpose it is to promote student growth, development, and the achievement of personal goals and professional education. Faculty office hours are posted on office doors; students may meet with faculty at other times by appointment. In addition to the academic advisor, all social work faculty are accessible to students. Social work faculty consider advising time a high priority. Transfer Students Up to eight courses from a CSWE-accredited MSW program may be transferable if the grades are 3.0 or better. Transfer students must meet the admissions and residency criteria. ., ,... ., ~. .•.. ... . . .. • ·. . . ~· .• . ·' ... .. ..- '\ ! ..-. . ... . ' . .. ,.. . !Yi~ AND PAYMENT SCHEDULE : . Fees . .. ' ... • ... • • .i .. The application fee ($25) is due 1995-96 Tuition and Fees on or before the application Application Fee (payable once, non-refundable) $ 100 non-refundable deposit reserves a place in the program in a given term, once a person is accepted. Tuition is due at the time of registration. Refund Schedule In order to be eligible for the refund, students are responsible . ~. " • .. .. 1 $5.00 (cancel/add/change grade option, or combination at one time) Registration Change after First Class Meeting $2.00 Finance Charge: A finance charge is applied at a simple rate of tuition refund will be made on 1 % per month on any account with an open balance of 30 days or more. the following basis: 100% 3) Company Reimbursement: Full courses, or equivalent, College will not release class meeting - which are company reim- diplomas or academic tran- 80% Prior to the third scheduled class bursed require a deposit of scripts until all student accounts meeting - $150 per course reimbursed, are paid in full. This also 60% with full payment due within applies to student loan funds No refund after third scheduled 45 days after the end of the administered by the college class meeting. term. (Perkins Student Loan); they .·." approval, a 3-pay plan is available each trimester. Payment plans will be .•... . .•1 r• .. .. A finance charge is applied at a simple rate of 1% per month on 1) Payment in Full : Due day of registration. ..... paid in full as agreed. Augsburg Prior to the second scheduled ication and after College • ($25 per day up to a maximum of $125 charged to any student registering after the scheduled registration date.) Registrar's Office. A per-course 2) Payment Plan: Upon appl- ·' $25.00 Transcript Fee (per copy after first, which is free) Payment Options* ·..· ~ $1,040.00 Late Fee .! ..,· ' ' 11 Tuition for 1995-'96 (per trimester course) Prior to the first scheduled class ... . .. (non-refundable; applied toward tuition charges) for canceling courses with the meeting - ,• ••a $100.00 Enrollment Reservation Deposit 'r, ~ .Ill ' $25.00 deadline for a given term. The offered only if previous plans have been adhered to . any amount with an open must be current according to established repayment schedules. balance of 30 days or more. Tuition is set on an annual basis, payable in 3 equal installments at the beginning of each trimester. Registration is permitted only if the student's account for a previous term is *A non-sufficient-funds check will declare your registration invalid and could affect further credit extended by the College. . ,. ." ~ ••.. · :..• j/f~ANCIAL AID Students may receive assistance in meeting graduate program costs in a number of ways. Enrollment in two or more courses per trimester allows the student to be classified as fulltime for all federal and state financial aid programs. The Office of Student Financial Services (612) 330-1046 will assist students in assessing financial aid eligibility and may offer financial aid from available alternatives, including the following: Bureau of Indian Affairs, Tribal and State Indian Scholarships American Indian students who meet federal, state or tribal requirements may apply for these scholarships. Indian grants generally supplement other sources of financial aid. For assistance in applying, please contact Augsburg's American Indian Support Program Director at 612-330-1138 or your tribal agency. Federal and State Aid Programs The Office of Student Financial Services determines eligibility for any Federal or State financial aid programs available to graduate students. Determination of eligibility is based on a standard nationally approved methodology. Ill. .. ... . .. .. :· ~· •• . . ,.. \ I .. .. .. .• •I It Funded Scholarships Augsburg actively pursues outside funding for special scholarships. The availability of such scholarships enables participation for individuals of limited financial means as well as individuals who work for volunteer agencies and other organizations not likely to provide tuition reimbursement. Company Tuition Assistance Programs Many companies, agencies and corporations offer full or partial tuition assistance to employees who participate in work-related or degree-related college programs. Augsburg College offers several payment plans by which employees may handle tuition reimbursement. .. ' .~'. · I I• ••• ··' ··'· ····· . ·.. •"' ..... •' ·, I' ,. 1111' . .- ... . ,. .. ·:•.. •> ~ ' ' ·•. . • .,·.'I.·· I_ • • .... . . . . . . -.... ..... .. . ..,. .·.·:.. ,,, . > ; • Slf~ANCIAL AID ·.: .. ' .. ...... . .... . . ·::·. ,. . ... . .' .. . . t ' '" . , • • •• • t II ' ... The Federal Family Education Loan Program • Federal Stafford Loan Program Available to students based on a financial eligibility determination. Annual loan limits are up to $18,500 per year for graduate students, of which up to $8,500 may be subsidized, if eligible. The aggregate loan limit is $128,500 for graduate students (including undergraduate borrowing). Interest rates for new borrowers with loan periods beginning October 1, 1992, or later are determined annually by the 91 -day T-Bill +3.1 %. with a cap of 8.25%. Students with outstanding balances on Federal Stafford Student Loans will continue with the interest rate on the previous loan. No interest accrues to the student borrower while enrolled at least half-time in an eligible program. The federal government subsidizes the interest during this time . • Federal Stafford Loan Unsubsidized Program characteristics (loan limits, interest rates, etc.) are the same as the above subsidized Stafford Loan, except that the interest accrues to the student borrower while enrolled. This loan is available to those who do not qualify for the subsidized Stafford Loan. A normal financial aid application is required. •Federal Perkins Student Loan A joint Augsburg Collegefederally funded program administered through the College for students who demonstrate financial eligibility . No interest accrues nor do payments have to be made on the principal at any time students are enrolled at least half-time. A student may borrow a maximum of $3,000 per year as a graduate student with a $30,000 maximum (including undergraduate and graduate amounts). Simple interest of 5 percent and repayment of the principal (at the minimum of $40 a month) begins nine months after the student graduates or leaves school. Repayment may extend up to ten years. • SELF (Student Educational Loan Fund) A Minnesota State loan program. Students may borrow up to $9,000 per year for graduate students with a $40,000 aggregate maximum when graduate study is included ($500 minimum). The interest rate is variable, paid by the borrower quarterly while in school. Principal payments begin 13 months after leaving school. Students must apply for financial aid and be enrolled at least half-time . To Apply for Financial Aid 1) Complete the Application for Admission and indicate a desire to apply for financial aid. 2) The Office of Student Financial Services will send the necessary application and financial statement forms (or the student may pick them up in the Office of Student Financial Services, 152 Science Hall. 3) A student must have a Financial Aid Transcript on file with Augsburg from each previously attended postsecondary institution even if the student did not receive aid. Forms are available from the College. 4) Complete and return the financial aid forms by the deadlines indicated. 5) Accept the financial aid offered, in whole or in part, within the deadline stated. .. . . .. . .. ,: • .. • ·~ .. .. • . .. A BOUT AUGSBURG r., ·.; : ~ outside, the skyways, tunnels and elevators provide accessible connections betw~en nine of 14 major buildings - student housing towers, the Christensen Center, main acad~mic and administrative halls, the Library, Music Hall and the Foss Center for Worship, Drama and Communication. In addition, there are programs for students with learning and physical disabilities. Church Affiliation ... "· I' •• • .. ...·:·,, . ; ·.· .... = . ,......' . ,. I •. . ... . ' . , .. ... ·... History Campus Location Augsburg College was the first seminary founded by Norwegian Lutherans in America. Named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530, Augsburg opened in September, 1869, in Marshall, Wisc., and moved to Minneapolis in 1872. The name Augsburg College and Seminary changed to Augsburg College in 1963 when the Lutheran Free Church merged with The American Lutheran Church. Augsburg's 23-acre campus is located in the heart of the Twin Cities surrounding Murphy Square. Adjacent to the campus are the Fairview Riverside Medical Center complex, the West Bank campus of the University of Minnesota and Mississippi River parkways . Accessibility Augsburg College has made a major effort to become one of the most accessible campuses in the region. Without going Augsburg is a college of The Evangelical Lutheran Church in America. The College is a diverse community with many strong religious traditions represented among the students, faculty and staff, including but not limited to Lutheran, Roman Catholic, American Indian Spirituality and Thought, Buddhist and Islamic faiths. Non-Discrimination Policy Augsburg College does not discriminate on the basis of race, creed, national or ethnic origin, age, marital status, gender, sexual orientation or disability as required by Title IX of the 1972 Educational Amendments or Section 504 of the Rehabilitation Act of 1973 as amended in its admission policies, educational programs, activities, and employment practices. . ........ . ~ . •,# : •. .• ... ~MPUS LOCATION N Parking CD From Minneapolis Interstate 94 east to 25th Avenue exit, left to Riverside A venue, left to 21st A venue South, left at Augsburg sign. From St. Paul Interstate 94 west to Riverside exit, right on Riverside Avenue to 21st Avenue South, left at Augsburg sign. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. Admissions House George Sverdrup Library Science Hall Old Main West Hall Mortensen Tower Urness Tower Christensen Center Sverdrup-Oftedal Memorial Hall Music Hall 2222 Murphy Place Si Melby Hall Ice Arena Stage II Theatre College Relations Nordic Center Foss, Lobeck, / Miles Center for Worship, Drama and Communication Center for Global Education Jeroy C. Carlson Alumni Center Youth and Family Institute American Indian Support and Minority Education Partnership Oscar Anderson Hall East Hall All posted Augsburg College parking lots, with the exception of resident parking lots in front and behind the residence halls, are free and open for student use from 4:30 p.m. Friday through Sunday evening and Monday through Thursday evenings after 4:30 p.m. until 8:00 a.m. Lots are located on Seventh Street between 21st and 22nd A venues and north of Eighth Street on 21st A venue. Most street parking is four hour parking and available seven days a week, except for the parking meters on Riverside Avenue. The parking meters are as posted by the City of Minneapolis. Additional parking is available in the Fairview Riverside Medical Center ramp. ..... 411 • • ! .. . . . , ·. • :f -- ••• . ·~ Public Transportation For schedules and specific information about city bus transportation to Augsburg College, call the Metropolitan Transportation System at (612) 373-3333. . •. I ..... . ,.•... ' l : •. .. ~· • o .: I .... . . . .. --~~~ .-· . ....... ~MPUSMAP . . ) r .. . 1 .-. •. / . •. : •\' .! • ' ~. ~·. ~~ . ,:. ... .... ·. •, .. BUTLER PLACE . , .. '• . ... .. . .. . A. Admissions Parking B. Student Parking C. Visitor Parking D. The Quad E. Faculty/Staff Parking F. Murphy Square G. Anderson-Nelson Athletic Field H. Fairview/St. Mary's Parking Ramp I. Husby-Strommen Tennis Courts J. Resident Parking Only K. Student/Commuter Parking X. Accessible Entrance . .. . .~ INTERSDITE 94 ', •' • • • ~\ •· • c I • c ... ' .. ! .c -: .-... ,, .. . • I .. ·~i .: 1 • l •f ... . I ~CULTY AND ADMINISTRATION ' Blanca-Rosa Egas Associate Professor. MD, M.Ed. and Psychiatry Residency, University of Guayaquil; M.P.H. and Substance Abuse Fellowship, University of Minnesota. Hans Eriksson Visiting Professor. B.A., Wilmington College (OH); M.S.W., University of Minnesota; Advanced Studies in Social Work, Case Wes tern Reserve University. Carol F. Kuechler Assistant Professor. B.A., Marquette University; M.S.W., University of Wisconsin-Milwaukee; Ph.D., University of Minnesota. .- • Anthony Bibus III Assistant Professor and BSW Program Director. B.A., College of St. Thomas; M.A., University of Virginia; Ph.D., University of Minnesota. I ..'. •• 'I ' .. . • ' 11 ' ' I • .... .. _, ..., ... .. . .~ .. • : ,' .. ,, Vern Bloom Assistant Professor and Coordinator of Field Instruction. B.A., M.S.W., University of Minnesota . Maria Brown Associate Professor. B.A. (German), M.A. (German), American University; M.S.W., University of Minnesota. Francine Chakolis Assistant Professor. B.S., Augsburg College; M.S.W., University of Minnesota. Rosemary J. Link Associate Professor and Department Chair. B.A., Southampton University; C.Q.S.W., London University (Bedford College); Ph.D., University of Minnesota. Sharon K. Patten Associate Professor. B.A., St. Olaf College; M.S.W., M.A. (Public Affairs), Ph.D., University of Minnesota. Curt Paulsen Associate Professor. B.A., St. Olaf College; M.S.W., University of Minnesota; Ph .D., The Fielding Institute. Glenda Dewberry Rooney Associate Professor. B.A., University of North Texas; M.S.W., University of Illinois-Chicago; Ph.D., University of Minnesota. Michael Schock Assistant Professor. B.A., University of Washington; M.S.W., University of Minnesota; Ph.D., University of Washington. Edward R. Skarnulis Professor. B.A ., Omaha University; M.S.W., Ph.D. , University of Nebraska. Clarice Staff Assistant Professor and MSW Program Director. B.A., Augsburg College; M.S.S.W., D.S.W., Columbia University. Mary Lou Williams Assistant Professor. B.F.A., University of Pennsylvania; M.S.W., University of Pennsylvania. 1196 Thh; coralog was current at the rime of publi· cario11. It is subjecl lo change ivitlww 1101ice. \• .. .•. • . : .•··. .. . " .. ..., .. . : ". ·.·,, .... .:··:.• ··, .~.' ., ... ,. . .. I " • I .. ' .... ,. ·..... ~ It' • \ •• .. • .. I .• ·'• ti . ,, • I C•O•L•L•E•G•E MSW Graduate Program Office Campus Box No. 269 2211 Riverside Avenue Minneapolis, MN 55454 612/330-1307 FAX 612/330-1493 • ,\i I .. . ~ '• .... .. ... .· ." .., I·,"!, :··.·•.: '··~~ .. . . .. { '
Show less

Title: Augsburg College Graduate Catalog, 2010-2011
Collection: Course Catalogs
Search Result: 2010-2011 Graduate Studies Catalog Master of Arts in Education Master of Arts in Leadership Master of Arts in Nursing Doctor of Nursing Practice Master of Business Administration Master of Science in Physician Assistant Studies Master of Social Work at Graduate Studies Catalog 2010-2011 O...
Show more 2010-2011 Graduate Studies Catalog Master of Arts in Education Master of Arts in Leadership Master of Arts in Nursing Doctor of Nursing Practice Master of Business Administration Master of Science in Physician Assistant Studies Master of Social Work at Graduate Studies Catalog 2010-2011 Official publication of Augsburg College 2211 Riverside Avenue Minneapolis, MN 55454 612-330-1000 This catalog should answer most questions students have about Augsburg College’s graduate programs. Although information was current at the time of publication, it is subject to change without notice. The written policies in the catalog are the College policies in force at the time of printing. It is the responsibility of each student to know the requirements and academic policies in this publication. If you have questions about anything in this catalog, consult the Graduate Admissions Office, the graduate program directors, or the registrar. Key offices are listed on page 6 for correspondence or telephone inquiries. Published December 2010 www.augsburg.edu A Greeting from the President I am pleased to know of your interest in Augsburg College’s exciting and innovative graduate programs. You are part of a select and discerning group of professionals who seek to find a graduate program that combines an excellent curriculum, a values-based approach to work, a talented and experienced faculty, and program formats that meet the needs of busy and successful people. Augsburg College’s graduate-level programs in Business Administration, Education, Leadership, Nursing, Physician Assistant Studies, and Social Work are distinguished by the opportunities they provide students to expand decision-making and strategic skills. Beginning in the fall of 2010, Augsburg is proud to offer its inaugural doctoral degree program—the Doctor in Nursing Practice program. Augsburg College is characterized by a strong mission: Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran church, and shaped by its urban and global settings. For our graduate programs, this mission helps to shape an innovative educational experience that features an expansive perspective on social responsibility, economic realities, business initiative, and environmental sustainability. At Augsburg College, we believe that our distinctive educational purpose is to help you, the individual student, find your calling at work and in the world. The Augsburg graduate programs are designed to offer you quality educational experiences, personal attention, and opportunities to expand your personal and professional talents and skills. We are confident that our graduates are prepared for leadership in our ever-changing global society, the hallmark of an Augsburg degree. Sincerely, Paul C. Pribbenow President, Augsburg College Augsburg College I 3 Greetings from the Academic Affairs Office Welcome to our graduate programs. We are committed to education that prepares people for leadership in their communities and places of work. We believe that the liberal and professional arts and sciences form the best preparation for living in the fast-paced, changing, and complex world of today and tomorrow. Our locations in the vital metropolitan areas of Minneapolis/St. Paul and Rochester offer exciting and challenging field experiences for courses that include real-life learning through academic internships, experiential education, and cultural enrichment. The Twin Cities and Rochester become extended campuses for Augsburg students. Also, the diversity in our campus community ensures that our graduates are prepared for the range of experiences and perspectives that characterize today’s global environment. When you join Augsburg you become part of a community that offers lifelong learning opportunities in state-of-the-art classrooms, with accessible libraries and dedicated faculty and staff. You join a body of experienced people who quickly form your network of employer connections and career opportunities. We encourage our alumni to become your mentors and build on our city connections through public events, including our convocations and Advent Vespers. All our programs share distinctive qualities, including our commitment and mission to be of service, with one another and to our neighbors. We expect our graduates to have their eyes on the world as they develop their identity as global citizens, with a sense of responsibility to participate in socially- and economically-sustainable development. We hope that at some time during your degree, you’ll explore the opportunities to participate in an international learning experience—for example, travel seminars to our global campuses in Central America, Mexico, and Namibia, and opportunities to meet visiting students and faculty members from our partner institutions in Norway, Germany, Finland, and Slovenia. Inspired by the faith of our Lutheran founders to be inclusive to the early immigrants who came to Augsburg’s doors, we welcome a diversity of cultures and faiths. Although each graduate program has its own “neighborhood” and unique features, we encourage interdisciplinary courses and opportunities for you to study with colleagues across disciplines. We encourage both “horizontal” initiatives—i.e., cross-program collaboration—as well as “vertical” initiatives—engaging our undergraduate students to consider graduate work. This means that sometimes you may be encouraging classmates who are just beginning to imagine a graduate degree. We are companions on your journey in fulfilling your dream of a graduate degree and we cannot wait to meet you. Sincerely, Barbara A. Farley Vice President of Academic Affairs and Dean of the College Graduate Catalog I 4 Lori A. Peterson Assistant Vice President of Academic Affairs and Dean of Graduate and Professional Studies Table of Contents Greeting from the President 3 Greeting from the Academic Affairs Office 4 Directory of Offices and Programs 6 About Augsburg College Mission Statement 7 Degrees Offered 7 Minneapolis and Rochester Locations 7 Accreditation, Approvals, and Memberships 9 Facts and Figures 10 Academic Programs and Policies Academic Calendars 12 Academic Policies 12 Evaluation of Transfer Credit 14 Student Rights 14 Graduate Admissions Admission to Augsburg College 16 Readmission to the College 16 Admission of International Students 16 Foreign Credential Evaluation 16 Financing Your Education Costs of Graduate Study 18 Payment Options 18 Sources of Financial Aid 18 Applying for Financial Aid 19 Refund Schedule 19 Graduate Programs Master of Arts in Education 20 Master of Arts in Leadership 34 Post-Master’s Certificate in Leadership Studies 40 Dual degree—BA, Accounting/Master of Arts in Leadership 40 Master of Arts in Nursing 43 Doctor of Nursing Practice 49 Master of Business Administration 54 Concentrations and Certificates 57 Dual degree—Master of Social Work/MBA 58 Master of Science in Physician Assistant Studies 61 Master of Social Work 68 Dual Degree with Luther Seminary—MSW/MA, Theology 75 Dual degree—MSW/Master of Business Administration 76 College Information Maps (Minneapolis and Rochester campuses) 81 Augsburg Board of Regents 82 Augsburg College I 5 Directory of Offices and Programs Academic Affairs: 612-330-1024 Master of Arts in Education (MAE) Vicki Olson, Director: 612-330-1131 Karen Howell, Coordinator: 612-330-1354 maeinfo@augsburg.edu www.augsburg.edu/mae Master of Social Work and Master of Business Administration (MSW/MBA) Lois A. Bosch, MSW Director: 612-330-1633 Steven Zitnick, MBA Director: 612-330-1304 mbainfo@augsburg.edu www.augsburg.edu/mba Doctor of Nursing Practice (DNP) Master of Arts in Leadership (MAL) Norma Noonan, Director: 612-330-1198 Patty Park, Coordinator: 612-330-1150 malinfo@augsburg.edu www.augburg.edu/mal Master of Arts in Nursing (MAN) Cheryl Leuning, Dept. Chair and Director: 612-330-1214 Patty Park, Coordinator: 612-330-1150 Sharon Wade, Program Assistant: 612-330-1209 Linden Gawboy, Administrative Assistant manursing@augsburg.edu www.augsburg.edu/ma_nursing Master of Business Administration (MBA) Steven Zitnick, Director: 612-330-1304 Katherine Fagen, Coordinator: 612-330-1774 mbainfo@augsburg.edu wwww.augsburg.edu/mba Master of Science in Physician Assistant Studies (PA) Dawn Ludwig, Department Chair and Director: 612-330-1399 Carrie Benton, Coordinator: 612-330-1518 paprog@augsburg.edu www.augsburg.edu/pa Master of Social Work (MSW) Lois A. Bosch, Director: 612-330-1633 Holley Locher-Stulen, Coordinator: 612-330-1763 mswinfo@augsburg.edu www.augsburg.edu/msw Master of Social Work and Master of Arts in Theology (MSW/MA) Luther Seminary: 651-641-3521 Cheryl Leuning, Dept. Chair and Director: 612-330-1214 Patty Park, Coordinator: 612-330-1150 Sharon Wade, Program Assistant: 612-330-1209 Linden Gawboy, Administrative Assistant nursing@augsburg.edu www.augsburg.edu/dnp Graduate Admissions Office: 612-330-1101 or gradinfo@augsburg.edu www.augsburg.edu/grad Bookstore: 612-359-6491 Center for Counseling and Health Promotion: 612-330-1707 or www.augsburg.edu/cchp Campus Ministry: 612-330-1732 or campmin@augsburg.edu Enrollment Center: 612-330-1046, 1-800-458-1721, or enroll@augsburg.edu Questions about registration, financial aid, transcripts, payments, accounts International Student Advising (ISA): 612-330-1686 or http://www.augsburg.edu/isa/ Lindell Library: 612-330-1604 or www.augsburg.edu/library Public Safety: 612-330-1717 or security@augsburg.edu Registrar’s Office: 612-330-1036 or registrar@augsburg.edu Rochester Campus Program Office: 507-288-2886 or rochinfo@augsburg.edu Welcome/Information Desk: 612-330-1000 Graduate Catalog I 6 About Augsburg College About Augsburg College At Augsburg College, we believe that graduate education should prepare gifted people for positions of leadership in their communities and places of work. Augsburg graduates will be able to demonstrate not only the mastery of a major field of study, but also the ability to think critically, solve problems, act ethically and communicate effectively in a global world. The heart of an Augsburg education is the Augsburg mission, informed by the liberal and professional arts and sciences, to serve our neighbors in the heart of the city with faith-based, ethical values. We welcome students from a diversity of backgrounds and experiences. Also, our programs look to the world through international courses and cultural exchanges. the following graduate programs: Master of Arts in Education (MAE)—see p. 20 Master of Arts in Leadership (MAL)—see p. 34 Master of Arts in Nursing (MAN)—see p. 43 Master of Business Administration (MBA)—see p. 54 Master of Science in Physician Assistant Studies—see p. 61 Master of Social Work—see p. 68 Doctor of Nursing Practice—see p. 49 Mission Statement Augsburg is enhanced by its global centers in Namibia, Mexico, and Central America. Students can perform research, take courses, or consult with faculty in those locations to gain new perspectives on their discipline. Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community, committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran Church, and shaped by our urban and global settings. Augsburg Today Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wis., and moved to Minneapolis in 1872. A short history of Augsburg College can be found at www.augsburg.edu/about/history.html Today, Augsburg continues to reflect the commitment and dedication of its founders who believed: • Education should have a solid liberal arts core at the graduate level; this focus centers on the ability to think critically and broadly about the world and the work we do in it; • An Augsburg education should be preparation for service in community and centers of faith; • The city—with all its excitement, challenges, and diversity—is an unequaled learning environment. The vision of the College’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.” Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg prepares its students to become effective, ethical citizens in a complex global society. Degrees Offered Augsburg’s undergraduate program of liberal arts and sciences is offered on both a traditional weekday schedule and a nontraditional weekend and evening schedule. Augsburg offers Dual degrees: BA in accounting/MAL—see p. 40 MSW/MBA—see p. 58 and 76 MSW/MA in theology, with Luther Seminary—see p. 75 A Community of Learners Essential to the goals of Augsburg’s graduate programs is participation in a community of adult learners. This community is enriched by the presence of men and women with a variety of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages students to make use of all College facilities such as Lindell Library, the Kennedy Center, and the Christensen Center, and to participate in College activities such as music and dramatic presentations and athletic events. Graduate Faculty The heart of any educational institution is its faculty, and Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold the doctorate or other terminal degree, and all consider teaching and service to be the focus of their activity at the College. Faculty are involved in social, professional, and a variety of research activities, but these support and are secondary to their teaching. Faculty are actively involved in a dynamic faculty development program that introduces them to best practices in teaching and learning techniques and theories. Augsburg’s small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. Minneapolis and Rochester Locations Augsburg’s Minneapolis campus Augsburg’s Minneapolis campus surrounds Murphy Square, the oldest park in the city of Minneapolis. The University of Minnesota West Bank campus and one of the city’s largest medical complexes—the University of Minnesota Medical Center, Fairview—are adjacent to Augsburg, with the Missis- Augsburg College I 7 About Augsburg College sippi River and the Seven Corners theatre district just a few blocks away. Convenient bus routes run by the campus, and two Hiawatha Line light rail stations are just blocks away. In addition to its Minneapolis campus, Augsburg has a branch campus in Rochester, Minn., located at Bethel Lutheran Church. For maps, directions, and parking information, go to www.augsburg.edu/about/map. Augsburg established its branch campus in Rochester, Minn., in 1998. Classes in Rochester meet on an evening schedule with occasional Saturdays, making them accessible to working adults. There are three trimesters in each academic year, and students can enter degree programs in the fall, winter, or spring. Several complete degree programs are available through the Rochester campus. In addition, students may work on a variety of other majors through a combination of Rochester-based courses and courses taken in the day or Weekend College program on the Minneapolis campus. Students who enroll in Rochester courses are required to use technology in the learning and communication process through the online course management system. For more information, go to www.augsburg.edu/rochester or call the Graduate Admissions Office at 612-330-1101 or the Rochester program office at 507-288-2886. Bookstore The Augsburg College Bookstore, operated by Barnes and Noble, is located in the Oren Gateway Center. Online purchasing, phone purchasing, and delivery services are available through the bookstore. Counseling and Health Promotion The Center for Counseling and Health Promotion (CCHP) offers programs and services that enhance student learning by promoting personal development and well-being. The center is located at 628 21st Avenue South. Christensen Center Christensen Center is the hub of college life. The new firstfloor student lounge area offers games, TV, and a place to gather. Also in Christensen Center are Cooper’s Coffee Shop, the Commons dining areas, Christensen Center Art Gallery, and offices for student government and student publications. Both the Graduate Admissions Office and the Office of Undergraduate Admissions for Day College are located here. Food Services A variety of food options are available both in the Christensen Center and in Oren Gateway Center. Augsburg’s Rochester campus Augsburg’s Rochester campus is located in the facilities of Bethel Lutheran Church (ELCA) just a few blocks south of the heart of a city of approximately 100,000 residents. Situated in the heart of the Midwest, the community has a rich ethnic diversity and superior technological resources. Students at the Rochester campus are students of Augsburg College. As such, our purpose is to “educate for service,” by preparing and equipping women and men to make a difference in the world. On the Minneapolis Campus Foss, Lobeck, Miles Center for Worship, Drama, and Communication The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are housed in this complex, which provides space for campus ministry, the theatre and communication studies offices, as well as the film program. Foss Center’s lower level is home to the Center for Learning and Adaptive Student Services (CLASS). James G. Lindell Family Library The Graduate Admissions Office is located on the upper level of Christensen Center. The Physician Assistant Studies Program admissions office is located in Anderson Hall. This library and information technology center houses all library functions and brings together the computer technology resources of the College. The library is located on the block of campus bordered by 22nd and 21st Avenues, and by Riverside Avenue and Seventh Street. Augsburg for Adults Office Kennedy Center Admissions Offices Augsburg for Adults focuses on adult-centered educational programs and assists adult learners in all programs. It evaluates how the program fulfills their needs and identifies the educational services to help them succeed. The Augsburg for Adults office is located in Oren Gateway Center 110. This three-story addition to Melby Hall features a wrestling training facility, classroom space, locker rooms and fitness facilities, as well as hospitality and meeting rooms, classrooms, and offices. Augsburg Abroad This complex provides facilities for the Health, Physical Education, and Exercise Science Department, intercollegiate and intramural athletics, the Hoyt Messerer Fitness Center, and serves as the College’s general auditorium. The Augsburg Abroad office, located in Murphy Place, provides advising and administrative services for students interested in an international experience. Resources for study, work, internship, and volunteer opportunities abroad are available. Graduate Catalog I 8 Melby Hall About Augsburg College Murphy Place Murphy Place is home to three of the four components of the Office of International Programs—Augsburg Abroad, Center for Global Education, and International Student Advising. It is also home to the four support programs for students of color—American Indian Student Services, Pan-Afrikan Center, Pan-Asian Student Services, and Hispanic/Latino Student Services. Music Hall Music Hall contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the music faculty. Old Main Home for the Languages and Cross-Cultural Studies, and Art Departments, Old Main was extensively remodeled in 1980, combining energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Oren Gateway Center Dedicated in 2007, Oren Gateway Center is positioned on Riverside Avenue to serve as the “gateway” to campus. It houses Alumni Relations, Parent and Family Relations, Institutional Advancement, Augsburg for Adults, the Master of Business Administration program, the Master of Arts in Leadership program, and the StepUP program. The center also includes student residence apartments, the Gage Family Art Gallery, Augsburg Bookstore, Nabo Café, classrooms, and the Johnson Conference Center. Science Hall Classrooms, science laboratories, a medium-sized auditorium, faculty offices, and Finance and Administration offices are found in Science Hall. Sverdrup Hall The Enrollment Center, classrooms, and faculty offices are located in Sverdrup Hall. ing the week and some weekend hours. Current hours are posted on the website. AugNet Account All students receive an AugNet email account. All official correspondence from the College is sent to this account and students are responsible for checking it. Students also have a secure network folder on the College’s network that is backed up weekly. The folder is accessible from both on- and off-campus. Computing Students have access to over 250 on-campus computers with their AugNet account. There are both PC and Macintosh desktop computers available in the Lindell Library Learning Commons and computer lab and in the 24-hour Urness computer lab. The College has six computer classrooms and 41 technology- enhanced classrooms. The circulation desk in the Lindell Library has 40 wireless laptops available for use in the Library. A valid Augsburg ID is required. All campus computers are equipped with a standard suite of software including Microsoft Office, SPSS, and Internet browsers. Additionally, a RemoteLab service provides access to campus software to offcampus students. See the TechDesk website for more information. A high-speed fiber optic campus network provides access to AugNet online services, printing, and connections to the Internet and Internet2. Network-ready student machines can connect to the campus network using WiFi. All of the AugNet online services and several of the Registrar’s student services are available securely on the Inside Augsburg web page http://inside.augsburg.edu to students on and off-campus. Accreditation, Approvals, and Memberships Augsburg is accredited by: • The Higher Learning Commission of the North Central Association of Colleges and Schools Sverdrup-Oftedal Memorial Hall Originally built as a dormitory, Memorial Hall contains the president’s office, Human Resources, and other administrative and faculty offices. Student Technology Center/TechDesk The Student Technology Center/TechDesk, located on the ground floor of the Lindell Library, functions as the initial point of customer contact for the Augsburg Information Technology Department. The TechDesk staff field requests for computer and media support. Many questions can be answered by searching the TechDesk web page at http://www.augsburg.edu/techdesk/ or by contacting them at 612-330-1400, at techdesk@augsburg.edu., or instant messaging on the webpage. Hours are generally business hours dur- • National Council for the Accreditation of Teacher Education • Association of Collegiate Business Schools and Programs (ACBSP) (Augsburg’s MBA is a candidate for accreditation) • Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) • Commission on Collegiate Nursing Education (CCNE) (Augsburg’s master’s degree is full accredited; the doctoral degree is a candidate for accreditation) Augsburg College I 9 About Augsburg College • Council on Social Work Education (CSWE) (bachelor’s and master’s degrees) Augsburg’s programs are approved by: • American Chemical Society • Minnesota Board of Teaching • National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) • National Association of Schools of Music Augsburg College is an institutional member of: • American Association of Colleges and Universities (AACU) • American Association of Colleges of Teacher Education (AACTE) • American Association of Higher Education (AAHE) • American Music Therapy Association, Inc. • Association of Collegiate Business Schools and Programs (ACBSP) • Campus Compact • Council of Independent Colleges (CIC) • Lutheran Education Council in North America (LECNA) • National Association of Schools of Music (NASM) • National Society for Experiential Education (NSEE) • Physician Assistant Education Association (PAEA) • Associated Colleges of the Twin Cities (ACTC), • Higher Education Consortium for Urban Affairs (HECUA) • Minnesota Private College Council (MPCC) • Twin Cities Adult Education Alliance (TCAEA) See individual graduate program sections for additional accreditation and affiliation citations. Augsburg College is registered as a private institution with the Minnesota Office of Higher Education pursuant to sections 136A.61 to 136A.71. Credits earned at the institution may not transfer to all other institutions. Augsburg College Facts and Figures • Location—Augsburg College was founded in 1869 in Marshall, Wis. The College moved to Minneapolis in 1872. • Religious affiliation—The Evangelical Lutheran Church in America (ELCA). Although a plurality of students are Lutheran, 16 percent are Roman Catholic, and 25 percent represent other denominations and religions. • Enrollment (fall 2010)—4,109 students from 26 countries. Graduate student enrollment is 920. • Alumni—Appox. 24,000 alumni since 1870, including over 1,200 graduate program alumni. • Student/Faculty ratio—13 to 1 • Degrees granted—BA, BS, BM, MA, MBA, MS, MSW, DNP • Library—Over 190,000 items, direct access to more than 2.5 million through CLIC, the Twin Cities private college library consortium. • Calendar year—Weekend/evening trimesters and weekday semesters, varying by the graduate program • Majors—More than 50 majors in 35 departments and programs with two five-year degrees (BA in accounting with MAL, and BS/MSW in social work). Six master’s degree programs and one doctoral program, plus several dual degrees. • Off-campus programs—The Office of International Programs offers programs through Augsburg’s Center for Global Education and International Partners programs for short- and longer-term study abroad for both undergraduate and graduate students. • Athletic affiliation—Minnesota Intercollegiate Athletic Conference (MIAC), and National Collegiate Athletic Association (NCAA), Division III. Clery Act information The Clery Act Annual Report for Augsburg College contains statistics on reported crimes on and near Augsburg property and campus, as well as institutional policies concerning campus security and crime. The report is available online at www.augsburg.edu/dps/security/report.html. For a printed copy, contact Augsburg’s Department of Public Safety at 612330-1717. Non-Discrimination Policy Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, gender identity, gender expression, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, employment, scholarship and loan programs, athletic and/or school administered programs, except in those instances where there is a bona fide occupational qualification or to comply with state or federal law. Augsburg College is committed to providing reasonable accommodations to its employees and students. (See Physician Assistant Studies for details of its program policy on page 66.) Any questions concerning Augsburg’s compliance with federal or state regulations implementing equal access and opportunity can be directed to the Office of Human Resources, CB 79, Augsburg College, 2211 Riverside Avenue, Minneapolis, MN 55454, or 612-330-1058. • Campus—18 major buildings. Major renovations to classrooms in 2007. • Accessibility—Augsburg is one of the most accessible campuses in the region. A skyway/tunnel/elevator system provides inside access to 12 major buildings. Graduate Catalog I 10 FERPA The Family Educational Rights and Privacy Act (FERPA) of 1974 as amended, provides certain rights to students regarding their education records. Augsburg College understands About Augsburg College that no information other than “directory information” can be released without the written permission of the student. Students must give permission in writing for educational information to be released to anyone outside of the official personnel (faculty and administration) at Augsburg. For example, this means that faculty or others cannot write letters of support/recommendation or nominate students for awards unless explicit written permission is given by the student to release non-“directory information.” It is not sufficient to ask for letters of recommendation. In accordance with FERPA, you are notified of the following: Right to inspect and review education records You have the right to review and inspect substantially all of your education records maintained by or at Augsburg College. You must request to review your education records in writing, with your signature. The College will respond in a reasonable time, but no later than 45 days after receiving the request. Right to request amendment of education records You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records as you requested. Right to give permission for disclosure of personally identifiable information You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. One exception which permits disclosure without consent is disclosure to school officials with legitimate education interests. A school official is a person employed by the College in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); person or company with whom the College has contracted (such as an attorney, auditor, or collection agent); a person serving on the Board of Trustees, or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg College not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg College will be refused. “Directory information” includes the following: • The student’s name; • The student’s address; • The student’s telephone number; • The student’s e-mail address; • The student’s date and place of birth; • The student’s major and minor field of study; • The student’s academic class level; • The student’s enrollment status (FT/HT/LHT); • The student’s participation in officially recognized activities and sports; • The student’s degrees and awards received; • The weight and height of members of athletic teams; • The student’s dates of attendance; • The most recent previous educational agency or institution attended by the student; and • The student’s photograph. Augsburg College will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. The Office of the Registrar must be notified in writing of your intent to withhold your Directory Information. If the notice is not received by the registrar prior to Sept. 15 (or within 10 school days of the start of a subsequent term for a new student), it will be assumed that all Directory Information may be disclosed for the remainder of the current academic year. A new notice for withholding disclosure must be completed each academic year. Right to complain to FERPA Office You have the right to file a complaint with the Family Educational Rights and Privacy Act Office, U.S. Department of Education, 400 Maryland Ave. S.W., Washington, D.C., 20202-4605, concerning Augsburg’s failure to comply with FERPA. Reporting Educational Information Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. Right to withhold disclosure of “directory information” FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg College without notification of the request or disclosure to the student. Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very Augsburg College I 11 Academic Programs and Policies Academic Programs and Policies Academic Calendars Most of our graduate programs meet on a trimester calendar. Physician Assistant Studies classes meet on a semester day schedule. The official academic calendars for individual programs can be found at www.augsburg.edu/registrar. All academic calendars are subject to change. Academic Policies The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. Academic Honesty A college is a community of learners whose relationship relies on trust. Honesty is necessary to preserve the integrity and credibility of scholarship by the Augsburg College community. Academic dishonesty, therefore, is not tolerated. As a College requirement, student course projects, papers, and examinations may include a statement by the student pledging to abide by the College’s academic honesty policies and to uphold the highest standards of academic integrity. (See Augsburg’s Academic Honesty Policy in the Student Guide at www.augsburg.edu/studentguide/) Academic Evaluation Evaluation of academic performance in each program will be based on number grades using a 4.0 point scale, where 4.0 achieves highest standards of excellence. See each program for details of field study and special projects. Students must achieve a 3.0 GPA in order to graduate; Physician Assistant students must consult the PA Program Progression Standards Policy. The numeric grade point definition for Graduate Studies is: 4.0 grade points Achieves highest standards of excellence 3.5 grade points Achieves above acceptable standards 3.0 grade points Meets acceptable standards 2.5 grade points Meets minimum standards 2.0–0.0 grade points Unacceptable performance P Represents work at 3.0 or higher (not counted in grade point average) N No credit (not counted in grade point average) V Audit W Withdrawn I Incomplete X In progress, extended beyond term of registration Withdrawn Status W—Grade given when a student withdraws from a course after the deadline without notation on the record Graduate Catalog I 12 Incomplete (I) Grades An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must file an Application for Incomplete Grade form with the Office of the Registrar that states the reasons for the request, outlines the work required to complete the course, and includes the course instructor’s signature. The instructor may stipulate the terms and conditions that apply to course completion; however, students may not attend the same course (or a portion of the same course) in a following term with an incomplete grade. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and the filing of a grade before the final day of the following academic term in the student’s program. If the work is not completed by the specified date of the following academic term, the grade for the course becomes 0.0. Academic Probation Graduate students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on academic probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. Graduate students in the Physician Assistan must consult the PA Program Progression Standards Policy. Attendance Policy Attendance and participation are critical to the success of any course. Evaluation of the level and quality of participation may be incorporated into the course grade. We view attendance as a joint commitment of both instructors and students to our professional development. Each instructor has the authority to specify attendance and participation requirements to address the needs of particular courses, individual students, or various learning styles. Lack of attendance may result in a failing grade and the requirement to repeat the course. Students must notify the professor in advance of any expected absence. In the case of emergency, when prior notification is not possible, students must notify the professor of an absence as soon as possible. Continuation Policy for Thesis or Final Project (effective in fall 2010) Following the initial registration term for the final (or summative or capstone) project, students will be automatically registered for continuation course 999 each trimester for up to 15 trimesters or until a grade for the completion course is submitted by the project adviser. Continuation course 999 maintains students’ active status in the graduate program, in- Academic Programs and Policies cluding library, AugNet, and parking privileges. This registration will result in a Campus Access Fee of $35 (subject to change as costs increase) per trimester. Doctor of Nursing Practice—For information about course credits and contact hours for the Doctor of Nursing program, see p. 49. Automatic registration will occur for up to five years or 15 terms. At the end of this time, the course grade will change from X to N. Students who wish to complete the final project after receiving a failing grade must meet with the program director to evaluate readmission to the College and program. Students who are readmitted may need to complete additional course work and will need to pay full tuition for all additional courses and to repeat the final project course. If/when the final project course is completed, the new grade would supersede the previous grade. Degree Requirements Students may withdraw from the College, and thus from continuation course 999 and the final project course, at any point during the continuation period and receive a W notation on the transcript for the final project course. Following a withdrawal, students are welcome to meet with the program director to evaluate readmission to the College and program. Students may be subject to additional coursework. An accounts receivable hold will be placed on the student’s account if a collegewide $250 unpaid threshold is reached. The threshold will adjust with the practices of the Student Accounts Office. If a student owes more than the threshold amount, the registrar’s office will not continue to automatically enroll the student in continuation 999. The registrar’s office and the Student Accounts Office will inform the student, the program director, and coordinator that the student must pay the account (including the late fee). At this point coordinators and/or program directors will communicate with the student and the faculty adviser and, if necessary, request that the faculty adviser submit a grade change of N. The student also may elect to withdraw from the College. If the grade change has not been submitted within one term, the program director will submit the grade change of N. This policy is effective as of September 2010. Students will sign a contract outlining the terms of the continuation policy, which will be kept on file with the program and in the Office of the Registrar. Accumulated charges stand for current students, but beginning in fall 2010 students will be charged $35 per term. The Enrollment Center will work with students, as needed, who are currently in the continuation phase and who have accumulated a debt higher than the $250 threshold. Course credit and contact hours A full credit course (1.0) is equal to four semester credits or six quarter credits. Each full course on the trimester schedule meets for approximately 28 contact hours (MSW trimesters meet for 32 hours, and the PA weekday semester schedule is approximately 45 hours) with the expectation of substantial independent and group study offered through the web-based electronic course management system. To be conferred the graduate degree, all graduate students must achieve the following: • Successful completion of all required courses • A cumulative GPA of 3.0; Physician Assistant students must consult the PA Program Progression Standards Policy. • Successful completion of all degree requirements within the stipulated period of matriculation or a signed continuation agreement with Augsburg College. Dismissal from the College A student whose GPA falls below the required GPA for his/her graduate program (3.0 in most programs) in two or more terms may be subject to probation or dismissal. A plan for the student to continue in the program may be worked out with the program director. Students may also be dismissed for violation of standards of behavior defined by their profession, their program, or the College. Dismissal Appeals Process A student may appeal a program’s dismissal decision using the College’s program dismissal appeals process. Appeals are limited to procedural errors that the student can demonstrate negatively affected the outcome. The student initiates the appeal process by submitting a hard copy of the statement of appeal to the Assistant Vice President of Academic Affairs and Dean of Graduate Studies (AVP-Graduate Studies); email is not acceptable. The statement must identify each procedural error and state how each error negatively affected the outcome. The statement of appeal will be the only basis of the student’s appeal. The AVP-Graduate Studies must receive the student’s statement of appeal within 14 calendar days of the date on the department’s written notification of dismissal. The AVP-Graduate Studies will send a copy of the statement of appeal to the program chair/director. The program must submit a response to the student’s statement of appeal within 15 business days of the date that the statement was received by the AVP-Graduate Studies’ office. A hard copy of the program’s response should be submitted to the AVP-Graduate Studies. The AVP-Graduate Studies will send a copy of the program’s response to the student. The AVP-Graduate Studies will convene the Program Dismissal Appeals Committee, which will include the AVP-Graduate Studies as a non-voting chair and three program faculty members (one from programs not named in the appeal: Social Work, Education, Physician Assistant Studies, Nursing, Business, Leadership). Augsburg College I 13 Academic Programs and Policies The Program Dismissal Appeals Committee will schedule its hearing within 15 business days of receipt of the program’s statement of response. The Committee will meet with the student and a program representative to review the procedures and ask questions of both the student and the program representative. The student and program representative may each bring a third party to the review meeting (limited to an Augsburg College faculty member, staff member, or student). The role of the third party representative is to provide support to the student or the program representative, not to serve as an advocate during the meeting. Dropping Courses or Withdrawing Students who enroll in courses but later decide not to attend must formally drop their courses through the registrar’s office prior to the start of classes to avoid being charged for those courses. Students who do not properly drop courses will be responsible for the tuition, regardless of non-attendance. Courses may be dropped or withdrawn online through AugNet Records and Registration or in person at the Enrollment Center during hours of operation. If you need assistance with this, contact your program faculty at least two days in advance of the start of classes. Independent Study Students may request to complete an independent study course as an addition to the required coursework. A faculty sponsor is required for an independent study project, and project proposals must be approved by the program director in order to receive credit. Normally, independent study may not be used as a replacement for a standard course offered in the curriculum, with the exception of the general elective (if approved). A special independent study registration form is required and is available at the Enrollment Center. Terms of Non-attendance Students who interrupt their program enrollment for longer than one semester or three trimesters must readmit to the College and program to resume their degree program. For an absence of any length, students should coordinate with their program director prior to leaving. Due to a variety of program schedules and cohorts for some degrees, it is required that students meet with their adviser and obtain the advice of their director. Evaluation of Transfer Credit Students may petition the program director for transfer credit to apply to program requirements. The transfer of credit will be evaluated on an individual basis. Students will be asked to provide appropriate documentation regarding previous coursework, including but not limited to an official transcript, course description, and syllabus. In order to be considered for transfer, a course must be from a regionally-accredited college or university and graded 3.0/B or better. Courses must have been taken at the graduate level and course content must be comparable to program requirements at Augsburg. Graduate Catalog I 14 The maximum number of course credits that can be transferred to these program is as follows: Master of Arts in Education (2.0) Master of Arts in Leadership (2.0) Master of Arts in Nursing (3.0) Master of Business Administration (6.0) Master of Science, Physician Assistant Studies (Contact program coordinator) Master of Social Work (8.0) Augsburg course credits are equivalent to four semester hours or six quarter hours. Therefore, transfer credits that are reported to Augsburg as semester or quarter hours are converted to Augsburg course credits by dividing by four or six respectively. Courses and credits that are accepted in transfer are recorded on the student’s transcript. Grades and gradepoints from other institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average. Student Rights The College has adopted a statement of student rights and responsibilities and has provided for due process in the matter of disciplinary action, grievances, and grade appeal, as outlined in the Augsburg Student Guide, at www.augsburg.edu/studentguide. Students have a right to experience education without discrimination. Grievance Procedures Involving Augsburg College Faculty Members and Students Part I—Introduction/Preface Augsburg College is committed to a policy of treating fairly all members of the college community in regard to their personal and professional concerns. However, times do occur in which students think they have been mistreated. This procedure is provided in order to ensure that students are aware of the way in which their problems with faculty members can be resolved informally and to provide a more formal conciliation process when needed. Each student must be given adequate opportunity to bring problems to the attention of the faculty with the assurance that each will be given fair treatment. The faculty member must be fully informed of the allegations and given an opportunity to respond to them in a fair and reasonable manner. Definition of Grievance A grievance is defined as dissatisfaction occurring when a student believes that any conduct or condition affecting her/him is unjust or inequitable, or creates unnecessary hardship. Such grievances include, but are not limited to a violation, misinterpretation, or inequitable application of an academic rule, regulation, or policy of the College or prejudicial, capricious, or manifestly unjust academic evaluation. Academic Programs and Policies College policies and procedures that do not come within the scope of the Grievance Procedures are the sexual harassment policy, the sexual violence policy, the Committee on Financial Petitions, Discipline Process, and Academic Standing. Time Limits Time limits will include only business days (M–F) for the program in which the student was enrolled. (Weekends, and vacation days are not included; summer may not be included depending on the student’s program.) Part II—Informal Process It is always the student’s responsibility to know these procedures and timelines and to follow them. A. Any time a student feels that she/he has been mistreated by a faculty member, the student should contact the faculty member to discuss the problem and attempt to resolve it. B. If no mutually satisfactory solution can be reached with the faculty member or if, in unusual circumstances, the student prefers not to confer with the faculty member, the student should discuss the problem with the department chairperson of the faculty member and attempt resolution of the problem. C. If the problem cannot be resolved in discussions with the faculty member or department chairperson, or if the faculty member and the department chairperson are the same individual, the student may contact the vice president of academic affairs and dean of the College. • In unusual circumstances, the time limit may be extended by the vice president of academic affairs and dean of the College. A grievant or respondent must submit a written request for such extension before the end of the time limit. If the vice president of academic affairs and dean of the College thinks the extension is warranted, the Dean will notify all concerned persons in writing. E. If the grievance has been resolved, either by agreement or by expiration of the time limits, a copy of the informal grievance and statements of the resolution will be kept by the vice president of academic affairs and dean of the College for one year. Neither a copy of nor any reference to the grievance will be placed in the personnel file of the respondent. If these informal discussions do not resolve the problem to the satisfaction of the student, a more formal conciliation procedure is available in Part III of this document. Note: A student must file a written grievance, per below, within five days after completion of the informal process Part III—Formal Process Preface If a student has a grievance with a faculty member that has not been resolved through the Informal Grievance Process described in Part II of this document, the student may then seek resolution through formal procedures. For a complete copy of the procedures, contact the dean’s office, Academic Affairs. D. The student must begin the Informal Grievance process within 15 days of the conduct giving rise to the grievance, by submitting an Informal Grievance Form to the vice president of academic affairs and dean of the College. • The time limit to begin the Informal Grievance process for a grade appeal will be 30 days from the last published finals date for the relevant term. It is the responsibility of the student to maintain a correct and current address on file with the registrar. • If the student could not reasonably be expected to be aware of the conduct when it occurred, the student will have 15 days to file the grievance from the date on which the student could reasonably be expected to be aware of the conduct or condition that is the basis for the grievance. It is the responsibility of the student to establish the reasonableness of such non–awareness. The vice president of academic affairs and dean of the College will determine if this paragraph applies to a grievant. • The vice president of academic affairs and dean of the College and the student must ensure the informal process is completed in 20 days. (See Part I for definition of time limits.) Augsburg College I 15 Graduate Admissions Graduate Admissions Admission to Augsburg College Readmission to the College All graduate programs require students to have a bachelor’s degree from a regionally-accredited four-year institution. The last day to receive approval for readmission to the College and register for classes is one business day prior to the start of the term. Pending approval by the graduate program, students who left on probation or who were dismissed from the College must have their readmission application and file reviewed by the program director. (Please consult with individual programs for information regarding readmission process). All graduate students must submit completed application forms that can be downloaded from each individual program’s web page, as listed below. Each graduate program also has additional program requirements, which may include coursework, professional experience, testing, etc. See the program sections for these additional requirements. MA, Education—p. 20 www.augsburg.edu/mae MA, Leadership—p. 34 www.augsburg.edu/mal MA, Nursing,—p. 43 www.augsburg.edu/ma_nursing DNP—p. 49 www.augsburg/edu/dnp MBA—p. 54 www.augsburg.edu/mba MS, PA Studies—p. 61 www.augsburg.edu/pa MSW—p. 68 www.augsburg.edu/msw Proof of English Competency The TOEFL (Test of English as a Foreign Language) is required for all students for whom English is a secondary language, except those who have a four-year degree from a U.S. institution with a minimum of two years of successful academic work in the U.S. (seven or more courses). In order to receive an F-1 visa, federal regulations require international applicants to be sufficiently proficient in English to pursue a full course of study. To fulfill this requirement Augsburg graduate programs require international applicants to submit an official score report from the Test of English as a Foreign Language (TOEFL) with a minimum score of 100 (iBT), 250 (CBT) or 600 (PBT). The TOEFL is waived for applicants who have a four-year degree from a U.S. institution with a minimum of two years of successful academic work completed in the U.S. (seven or more courses). Graduate Catalog I 16 Admission of International Students Augsburg College graduate programs encourage qualified applicants from other countries to apply. An F-1 student is a nonimmigrant who is pursuing a “full course of study” to achieve a specific educational or professional objective at an academic institution in the United States that has been designated by the Department of Homeland Security (DHS) to offer courses of study to such students, and has been enrolled in SEVIS (Student and Exchange Visitor Information System). A student acquires F-1 status using form I-20, issued by a DHS-approved school through SEVIS. Status is acquired in one of two ways: 1) if the student is abroad, by entering the United States with the I-20 and an F-1 visa obtained at a U.S. consulate, or 2) if the student is already in the United States and not currently in F-1 status, by sending the I-20 to USCIS (United States Citizenship and Immigration Services) with an application for change of nonimmigrant status. A student who is maintaining valid F-1 status may transfer from another DHS-approved school to Augsburg by following the transfer procedures set forth in the F-1 regulations. In addition to fulfilling all general admission requirements for a particular graduate program, prospective F-1 students must also comply with the following: A. Foreign Credential Evaluation Augsburg requires foreign credential evaluation for any transcript(s) from an institution outside of the United States. This evaluation should include the following: • Analysis of credentials—to determine if your degree is equivalent to an accredited U.S. bachelor’s degree. • Course-by-course evaluation—to show your complete course listing with credit values and grades received for each course. • Calculation of grade point average—to demonstrate your cumulative grade point average using the standard U.S. grading system, i.e., A=4.0, B=3.0, C=2.0, D=1.0, F=0.0. • Translation to English (if applicable) Graduate Admissions The evaluation report must be sent directly to Augsburg’s Adult and Graduate Admissions Office. Refer to World Education Services at http://wes.org for direction on transcript evaluation. B. Proof of Financial Support International applicants must provide reliable documentation that they have financial resources adequate to meet expenses for the duration of their academic program, which include tuition and fees, books and supplies, room and board, health insurance, personal expenses, and living expenses for dependents (if applicable). Funds may come from any dependable source, including scholarships, fellowships, sponsoring agencies, personal funds, or funds from the student’s family. Documentation of scholarships and fellowships may be in the form of an official award letter from the school or sponsoring agency; documentation of personal or family funds should be on bank letterhead stationery, or in the form of a legally binding affidavit. Government Form I-134, Affidavit of Support, or Augsburg’s Financial Sponsorship form can be used to document support being provided by a U.S. citizen or U.S. legal permanent resident. All financial documents such as bank statements must be dated within three months prior to the date of application. Health Insurance All F-1 international students and their dependents (if applicable) are required to have adequate health insurance coverage for the duration of their program. International students will be enrolled in the Augsburg international student plan unless they fill out a waiver verifying proof of coverage through an alternative provider for the same period. Augsburg College I 17 Financing Your Education Financing Your Education Costs for Graduate Studies Sponsored Scholarships Each academic year the Augsburg Board of Regents reviews costs and makes changes as required. The College reserves the right to adjust charges should economic conditions necessitate. Augsburg actively pursues non-Augsburg funding for special scholarships. The availability of such scholarships may enable the participation of individuals with limited financial means as well as individuals working for volunteer agencies and other organizations not likely to provide tuition reimbursement. Refer to the program sections or contact the programs for more information. For current academic year costs for graduate study, go to the Enrollment Center webpage at www.augsburg.edu/enroll. Financing Your Education Financial assistance is available to graduate students who are enrolled in a total of at least 1.0 course credit per term in any of Augsburg’s graduate programs. Two full-credit courses per term is considered full time. You may be eligible to finance your education through loan programs from the State of Minnesota or the federal government. You may also select from a variety of payment plans available each semester or trimester, including a plan for those who receive company tuition assistance. Financial aid may be used for international programs where credit is offered. Payment Options Various payment plans are available: • Payment in full: Due after registration and before the beginning of the semester/trimester. No finance charge or administrative fee. Finance charge of 8% APR will apply toward any unpaid balance after the start of the term. • Loans, grants, and/or scholarships: If you plan to use the loans that you have been awarded, you must request the funding. These loans include Stafford, PLUS, Alternative/Private, etc. All loan requests (either paper or online) must be received and approved by the lender and certified by Augsburg’s financial aid office, on or before the first day of the term. Company Reimbursement An application for the Employer Reimbursement Payment Plan must be filed once each academic year. Students enrolled in the payment plan will be charged a $20 fee each term unless the account is paid in full by the start of the term or if financial aid will cover all costs for the term. This fee is non-refundable after the 100% drop date. Final payment on any remaining balance is due 60 days after the end of the course. Accounts not paid in full by the due date will receive a monthly $50 late payment fee and are subject to further collection efforts. The student is responsible for payment if the employer does not pay for any reason. Sources of Financial Aid The Enrollment Center assists students in assessing financial aid eligibility and identifying various sources of aid. Graduate Catalog I 18 Military Discount At Augsburg College, we value the varied professional and academic experiences that our adult students bring to our campus community and are grateful to those who volunteer to serve in the military. Augsburg offers a 10% military tuition discount for the following: • a member of the military currently serving full or part time (any branch) • veteran of any branch of the United States Armed Forces. The military discount is available only to students in the Augsburg for Adults undergraduate and graduate programs. Contact the Graduate Admissions Office or go to www.augsburg.edu/military for more details. AmeriCorps Scholarships AmeriCorps scholarships are available to full-time graduate students. Contact the Enrollment Center for more details. Tribal and State Indian Scholarships American Indian students who meet federal, state, or tribal requirements may apply for these scholarships. Indian grants generally supplement other sources of financial aid. For assistance in application, contact Augsburg’s American Indian Student Services Program director at 612-330-1144 or your tribal agency. Federal and State Aid Programs The Enrollment Center uses standard, nationally accepted methodology to determine eligibility for federal and state financial aid programs. Federal Stafford Loan Program Common Loan Provisions Borrowing Limits: Graduate students may borrow up to $20,500 per year with an aggregate of $138,500 (undergraduate and graduate). A student may borrow from either the unsubsidized or subsidized programs or a combination of both but cannot exceed the annual loan limits. Repayment Terms: Repayment begins six months after you cease to be enrolled at least half time in an eligible program leading to a degree or certificate. Repayment may extend up to 10 years. Financing Your Education Deferments: No interest accrues nor do payments need to be made at any time you are enrolled at least half time or for serving three years in the military, Peace Corps, or VISTA. Contact the Enrollment Center if you think you are eligible for a deferment. For further information, contact the Enrollment Center, 612330-1046, 1-800-458-1721, enroll@augsburg.edu, or www.augsburg.edu/enroll. Supplemental Loans: If additional financing is needed, the Enrollment Center can offer guidance in selecting the appropriate loan. To Apply for Financial Aid Financial aid information is available at www.augsburg.edu/enroll Applicants must be admitted to Augsburg as regular students or be returning students ingood academic standing to be eligible for financial aid. Applicants for graduate study must submit the Free Application for Federal Student Aid (FAFSA). To complete and submit the FAFSA electronically, go to www.augsburg.edu/enroll If a student is selected for verification, additional documents will be needed. Students in this situation will be contacted by the Enrollment Center. Finanical Policies Refund Schedule Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges based on the appropriate refund schedule (except for the minimum charge of $100 to cover administrative costs). Financial aid may also be adjusted for those students who withdraw from the College or drop one or more courses and receive financial assistance. [NOTE: Tuition refunds and financial aid adjustments are not necessarily made on a one-to-one basis. For example, you could receive a 60% tuition refund but have 80% of your financial aid returned. Be sure you understand the financial consequences of making adjustments to your registration.] Students are responsible for canceling courses through the Enrollment Center in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. The refund schedule is effective whether or not a student has attended classes. All refunds of charges will be applied to the student account and all adjustments for aid, loans, fines, deposits, etc. will be made before eligibility for a cash refund of any resulting credit balance is determined. Allow two weeks for a refund. The refund is a percentage of the full tuition charged, not a percentage of any deposit paid toward tuition, e.g. deposits made under the employer reimbursement payment plan. Contact the Enrollment Center For information on cost, payments, financial aid, tuition discounts, and refunds: 612-330-1046 or 1-800-458-1721 enroll@augsburg.edu www.augsburg.edu/enroll Augsburg College I 19 Master of Arts in Education Master of Arts in Education We are pleased with your interest in the Master of Arts in Education (MAE) program. Augsburg has a long history in teacher education with alumni of our programs teaching throughout Minnesota and elsewhere. We know that Augsburg College is an excellent choice for you to pursue your teaching dreams and goals—and here’s why. OUR PHILOSOPHY The Education Department program themes include relationships, reflection and inquiry, diversity and equity, and leadership. You can read about each theme on the following page, but for the MAE program, I want to highlight one of the program themes—leadership. As this program theme suggests, we expect our students to leave our programs as responsive, knowledgeable teachers prepared to exercise leadership in the classroom and, eventually, the school and community. Our urban setting provides yet another dimension to our programs through a combination of course content, field experiences, and classroom instructors. Our goal is that students will leave our programs as collaborative and capable teachers committed to educating all learners in a diverse and changing world. OUR FACULTY Augsburg faculty members who teach in the MAE program are a mix of full-time and adjunct instructors, all of whom have K-12 teaching experience. Many adjunct instructors are currently teaching in K-12 settings; all fulltime faculty members are frequent visitors to K-12 settings through student teaching and field experience supervision, volunteer work, and/or in-service education. We understand the importance of what we do and what you hope to do. We value good teaching and, most especially, we value good teachers. OUR ACCESSIBILITY We realize that although teaching is your dream, your reality most likely includes work, family, and personal responsibilities. Because we understand the demands adult students face, we offer flexible scheduling. A majority of licensure and graduate-level courses are taught in the evenings and weekends to allow you to manage these responsibilities while pursuing your goals. You will need to be available during the weekday for the challenge and responsibility of field experiences, but education coursework is accessible through the weekend and evening schedules. As a student in Augsburg’s Master of Arts in Education licensure and degree program, you will find yourself among interesting students and dedicated professors who believe that all children deserve a good, highly qualified teacher—the teacher you can become. Vicki L. Olson, PhD Director, Master of Arts in Education Graduate Catalog I 20 Master of Arts in Education Education Department Mission The mission of the Augsburg Education Department is to develop responsive, knowledgeable teachers committed to educating all learners in a diverse and changing world. Program Themes Responsive, knowledgeable teachers understand the dynamic interaction among relationships, reflection and inquiry, diversity and equity, and leadership. These four interrelated program themes provide lenses through which we filter our practice. Relationships Learning is relational and communal. Responsive teachers create significant relationships with their students, colleagues, and community partners by developing learning communities. These nurturing learning communities provide a safe, trustworthy place where challenging and engaging questions can be considered. We model the kinds of learning communities that we expect our graduates to create. We share with our students a learning model that connects content, theory, and practice in an ongoing cycle. Students and their learning are the focus for responsive teachers. Therefore we embrace and foster a progressive and constructivist orientation. Reflection and Inquiry Responsive teachers are reflective practitioners who are students of teaching and learning. Providing numerous frameworks through which to filter our experience encourages intentional and thoughtful inquiry. Through field placements, service learning, generative questions, and classroom experiences, students and faculty develop their perspectives about teaching and learning. Critical reflection allows us to examine content, theory, and practice in ways that transform our practice. We think it is important to understand and learn how to manage the many polarities inherent in the teaching and learning process. Diversity and Equity Responsive teachers embrace diversity and intentionally work to ensure that all learners, especially those who for some reason have been marginalized, learn and develop in powerful ways. We continually reflect on what it means to be a “school in the city.” We recognize that each student is unique, shaped by culture and experience; therefore, differentiating instruction is essential. The perspective of multiple intelligences, learning style theory and teaching for understanding help us differentiate and enable us to provide choice, variety, and flexibility. Responsive teachers believe that all students can learn. They also have a sense of efficacy and believe that they can help all students learn. Leadership Responsive teachers recognize that becoming a learning leader is a developmental process, which begins in pre-service edu- cation and continues throughout one’s career. Teachers serve as leaders within the classroom, and with experience, increased confidence, and professional development become leaders within the school, the district, and the community. Teacher leaders view themselves as lifelong learners. They become role models committed to their profession as a vocation rather than a job. Emerging teacher leaders keep student learning at the center of their work while advocating for instructional innovation, constructivist curricular development, and systemic change. Master of Arts in Education Conceptual Framework Teacher leadership is the theme that threads through our graduate licensure and degree completion programs. The Augsburg Education Department believes that teachers are leaders in their classrooms and should be leaders in their institutions and communities. The leadership focus plays out in three ways. First, the additional work required in the graduate versions of the combined undergraduate/graduate courses focuses on providing graduate students the chance to exercise leadership as well as extend their knowledge beyond the basic requirements. Second, in the degree completion component, students are required to include coursework focused on leadership and study aspects of leadership as part of their degree program. Third, the final project—be it an action research, a leadership application project, or the performance assessment course—gives students the opportunity to study an issue of concern and, supported by research, define a means for addressing it. Program Overview The Master of Arts in Education (MAE) is designed to provide a teaching license as part of a master’s degree program. K-12 initial teaching licenses offered at Augsburg include: • Elementary education (K-6), with or without a middle school specialty area endorsement in math, communication arts, social studies, or science. Also available is the pre-primary endorsement to the elementary license. • Secondary education (5-12 and K-12) in social studies, communication arts/literature, visual arts, health, mathematics, music, and physical education; and 9-12 in biology, chemistry, and physics. • K-12 special education, emotional and behavioral disabilities • K-12 special education, learning disabilities Teachers who are already licensed can work towards the MAE degree through the following four licensure endorsement options: • Pre-Kindergarten endorsement • K-12 special education: emotional and behavioral disabilities • K-12 special education: learning disabilities • K-12 reading endorsement (This program is under revision. Consult the Education Department for current status.) Augsburg College I 21 Master of Arts in Education All teachers seeking licensure through Augsburg must take and pass all tests required by the state of Minnesota for licensure. The MAE degree is also available without a license but with an education core. Accreditations and Approvals Augsburg College is accredited by: • The Higher Learning Commission of the North Central Association of Colleges and Schools • National Council for the Accreditation of Teacher Education Augsburg College is approved by the Minnesota Board of Teaching. For a complete list of accreditations, approvals, and memberships, see page 9. area endorsements, 5-12 social studies, 5-12 communication arts, and K-12 art. Additional licenses in the following areas are available through a combination of weekday, weekday evening, and weekend schedules: biology, chemistry, health, mathematics, music, physical education, and physics. For these licenses, the education and degree completion courses are taken during the weekend and weekday evenings while some if not all of the content area courses are taken during the weekday. The weekend schedule is comprised of three trimesters spread from early September through late June. In general, classes are held every other weekend. The weekday schedule is comprised of two semesters spread from early September through late April. Classes offered during the weekday meet two or three times per week. Classes offered jointly between weekday and weekend meet on a weekly basis in the evening. The official academic calendars can be found at www.augsburg.edu/registrar. Program Structure The Master of Arts in Education (MAE) program is made up of a core of education licensure courses coupled with a degree completion option. Courses in the degree completion phase are drawn from the Master of Arts in Leadership (MAL) and graduate courses in education. Most students in the MAE program pursue a K-12 teaching license as part of their program plan. The MAE degree is also open to students who do not want a teaching license but do want a background in education and leadership. The MAE degree requires 9.0 or 10.0 Augsburg graduate level courses, depending on the degree completion option. In addition, several courses at the undergraduate level are required for licensure. Only courses taken at the graduate level apply towards the MAE degree. Course Credit A full-credit graduate or undergraduate course (1.0) is equal to four semester credits or six quarter credits. Each full course offered within the weekend schedule meets for 28 hours with the expectation of substantial independent study outside of class. Schedule The majority of the education courses in the MAE licensure and degree programs are offered through the weekend schedule. Some education courses and many undergraduate content area courses are offered on a weekday evening schedule. The MAL degree completion courses are offered primarily through the weekend schedule. Summer session courses are offered weekdays and weekday evenings. The following teaching licenses are available entirely through the weekday evening and weekend schedule: elementary education, middle school and preprimary specialty Graduate Catalog I 22 Curriculum—Teaching Licenses K-6 Elementary Education This program is designed to prepare teachers for grades K-6. Optional endorsements in middle school specialty areas of math, science, social studies, and communication arts and in pre-kindergarten can be pursued along with or separately from the K-6 license. The teaching license and some endorsements are offered at both undergraduate and graduate levels through a mix of undergraduate courses and combined graduate and undergraduate courses. Graduate-level licensure coursework (500 and above) is available to students who already hold a bachelor’s degree and meet MAE admissions criteria. All of the following courses must be taken for K-6 elementary licensure. Up to six courses may be taken at the graduate (500) level and applied toward the MAE degree. EDC 200/522 Orientation to Education (1.0)* EDC 206/566 Diversity/Minnesota American Indians (1.0) EDC 310/533 Learning and Development (1.0)* EDC 410/544 Learners with Special Needs (1.0)* EDC 490/580 School and Society (1.0) EED 325/525 K-6 Literacy Methods (1.0)* To complete the license, the following undergraduate requirements must be completed: HPE 115 Chemical Dependency (.5) EDC 220 Educational Technology (.5) EED 225 Foundations of Literacy EED 326 Literacy Field Experience (0.0)* (taken concurrently with EED 325/525) EED 311 K-6 Methods: Health (.25) EED 312 K-6 Methods: Physical Education (.25) EED 336 Advanced Methods in Literacy (.5)* EED 341 K-6 Methods: Visual Arts (.25) Master of Arts in Education EED 342 EED 350 EED 360 EED 370 EED 380 EED 386 EED 481,483 K-6 Methods: Music (.25) K-6 Methods: Math (1.0)* K-6 Methods: Science (1.0)* K-6 Methods: Social Studies (.5) Kindergarten Methods (.5)* Children’s Literature (.5) Student Teaching (2.0) *Field experience hours are required in these courses. Students spend 20 or more hours per term in field experiences. These experiences occur in K-6 classrooms during the weekday. If more than one course with field experience is taken in a given term, field experience requirements expand accordingly (i.e., two courses with 20 hours of field experience each require a total of 40 hours). EDC 206/566 Diversity/Minnesota American Indians This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesotabased American Indian tribal government, history, language, and culture. EDC 220 Educational Technology (.5 course) Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio and/or visual technology for teaching/learning situations. Undergraduate Liberal Arts Requirements The number of supporting content area courses required for licensure depends upon the courses completed as part of the bachelor’s degree and/or other coursework. Requirements are determined by Minnesota licensure standards for specific college-level coursework in math, biology, physics, and earth science for all students seeking elementary licensure. Specific requirements are on file in the Education Department. Minnesota licensure standards allow for optional subject area endorsements in communication arts/literature, social studies, math, and science. The optional pre-K endorsement is also available. Specific requirements for these endorsements are on file in the Education Department. Previous coursework can be accepted into the licensure program if it meets Minnesota standards and if a grade of C or better was achieved. The Education Department and the content area departments determine the courses that are accepted. Transcripts, course descriptions, and course syllabi are used to make these determinations. Courses that are older than five years are judged on a case-by-case basis. Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree. The program has limits on the amount and type of courses that are accepted. Grades of B or better are required for transfer consideration. See the MAE program director for approval of graduate coursework accepted in transfer. EDC 310/533 Learning and Development in an Educational Setting A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. (Prereq.: Admission to department) EDC 410/544 Learners with Special Needs The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes and special focus on needs of urban students. Fieldwork experience. (Prereq.: Admission to department or special permission of instructor) EDC 490/580 School and Society Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development. Serves as final theoretical preparation for student teaching. (Prereq.: Admission to department) EED 225 Foundations of Literacy Instruction in and discussion of literacy instruction, development, and assessment. In this course, students will investigate theories, research, and practices involved in K-6 literacy instruction. Students will examine different methods and approaches for teaching literacy in K-6 classrooms, and the knowledge and theory underlying those approaches. Elementary Licensure Course Descriptions HPE 115 Chemical Dependency Education (.5 course) An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health education and services. EED 311 K-6 Methods: Health (.25 course) Examination and preparation of materials and resources for health at the kindergarten and elementary levels. (Prereq.: Admission to department) EDC 200/522 Orientation to Education in an Urban Setting Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Urban fieldwork experience. EED 312 K-6 Methods: Physical Education (.25 course) Examination and preparation of materials and resources for physical education at the kindergarten and elementary levels. (Prereq.: Admission to department) Augsburg College I 23 Master of Arts in Education EED 325/525 K-6 Literacy Methods The study and use of a variety of assessment and teaching techniques and resources for literacy instruction, including the diagnosis and correction of reading difficulties. (Prereq.: Admission to department) EED 326 Literacy Field Experience (0.0 course) Taken currently with EED 325/525. Students will be given the opportunity to apply the knowledge learned within the context of EED 325/525 to an elementary classroom setting. Over the course of the trimester, students will begin to construct an understanding of literacy education from a teacher’s perspective. Two primary goals for this course are: (1) to understand and analyze school and classroom environments; (2) to understand the interconnections between assessment, instructional planning, and individual learners. (Prereq.: Admission to department) EED 331 Middle School Methods: Communication Arts/Literature/Writing (.5 course) Introduction to the teaching of writing at the middle school level. (Prereq.: Admission to department) EED 336 Advanced Methods in Literacy (.5 course) The study and use of differentiated assessment and instructional methods to meet literacy learning needs of a range of students, including students with learning difficulties and first languages other than English. (Prereq: Admission to department and EED 225 and 325/525) EED 341 K-6 Methods: Visual Arts (.25 course) Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels. (Prereq.: Admission to department) EED 342 K-6 Methods: Music (.25 course) Examination and preparation of materials and resources for music at the kindergarten and elementary levels. (Prereq.: Admission to department) EED 350 K-6 Methods: Mathematics Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: Admission to department and MPG 3. Math 137 prior to EED 350 is recommended.) EED 360 K-6 Methods: Science Examination and preparation of materials and resources for science at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: Admission to department) EED 370 K–6 Methods: Social Studies/Thematic Studies (.5 course) Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and elementary levels. (Prereq.: Admission to department) Graduate Catalog I 24 EED 380 Kindergarten Methods (.5 course) Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience. (Prereq.: Admission to department) EED 386 Children’s Literature (.5 course) The study of children’s literature and its uses in the elementary classroom. (Prereq: Admission to department) EED 481, 483, 485 Student Teaching Two to three courses of full-time, supervised classroom experience. Required for licensure. Occurs upon satisfactory completion of licensure and/or degree program and program portfolio. Preprimary Endorsement for Elementary Licensure This endorsement can be added to a K-6 elementary license. Required courses include the following: PSY 250 Child Development (Prereq.: PSY 105 or equivalent) SOC 231 Family Systems OR SPE 490/540 Parent and Professional Planning (Graduate students using the preprimary endorsement must take SPE 540.) ECE 345/545 Foundations of Preprimary Education ECE 346/546 Learning environments for Preprimary Aged Children ECE 347/547 Immersion and Teaching Competence ECE 488 Preprimary Student Teaching Preprimary Endorsement Course Descriptions ECE 345/545 Foundations of Preprimary Education Students gain an understanding of philosophical, theoretical, historical, pedagogical, societal, and institutional foundations of preprimary education. Attention is given to the efforts of modern programs to adapt instruction to developmental levels and experience backgrounds of young children and to work in partnership with parents and social service agencies. Field experience (20 hours) is a critical part of this course. (Prereq.: PSY 105, 250,or their equivalents, and admission to department) ECE 346/546 Learning Environments for Preprimary Aged Children Students gain an understanding of how to recognize and construct, developmentally appropriate pedagogy and practice. Attention is given to the synthesis between course readings and experience, and students’ experience working with current teachers in site-based field experience. Field experience (20 hours) is a critical part of this course. (Prereq.: PSY 105, 250, or their equivalents; ECE 345/545; admission to department) ECE 347/547 Immersion and Teaching Competence Students gain an understanding of how to deliver developmentally-appropriate instruction and assess learning appropriately for preprimary children. Students gain experience taking the perspective of families and communicating with them. A reflective practitioner’s skills are developed through self-eval- Master of Arts in Education uation of curriculum planning. Field experience (20 hours) is a critical part of this course. (Prereq.: admission to department; PSY 105, 250 or their equivalents; ECE 345, 346) ECE 488 Student Teaching in a Pre-Kindergarten Classroom K-12 and 5-12 Secondary Education K-12 and 5-12 licensures in several content areas are offered through a combination of graduate and undergraduate coursework. K-12 licenses prepare teachers to teach a content area across elementary, middle school, and high school. Licenses for grades 5- 12 prepare teachers to teach at the middle and high school levels. Graduate-level licensure coursework (500 and above) is available to students who already hold a bachelor’s degree and meet MAE admissions criteria. The following content area majors are offered almost entirely on weekends and weekday evenings: communication arts/literature, history or economics or psychology or sociology (all for social studies), art. Students seeking 5–12 licensure in social studies must complete a broad-based core of courses in the social studies in addition to a social science major. Education courses for these licenses are also taken during weekends and weekday evenings. The following content area majors are offered primarily or entirely through the weekday program: biology, chemistry, physics, health, physical education, music, and mathematics. Students seeking licensure in any of these areas will likely need to take additional content courses in the weekday schedule. Students can obtain a 9–12 license in physics, chemistry, or biology and have the option of adding the 5–8 general science to the 9–12 license. Students also can obtain the 5–8 general science license without the 9–12 license. Education courses for these licenses are taken during weekends and weekday evenings. Licensure Requirements The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure; four to six of them also may be taken at the graduate level and applied toward the master’s degree in education. EDC 200/522 Orientation to Education (1.0)* EDC 206/566 Diversity/Minnesota American Indians (1.0) EDC 310/533 Learning and Development (1.0)* EDC 410/544 Learners with Special Needs (1.0)* EDC 490/580 School and Society (1.0) ESE 300/500 Reading and Writing in Content Area (1.0)* To complete the license, students also will need to complete the following requirements at the undergraduate level: HPE 115 Chemical Dependency (.5) EDC 220 Educational Technology (.5) ESE 325 Creating Learning Environments (1.0)* ESE 3XX K-12 or 5-12 Special Methods (1.0 –2.0)* ESE 481, Student Teaching (2.0-3.0) 483, 485 *Field experience hours are required in these courses. A minimum of 100 hours in classrooms and education-related settings is required prior to student teaching. Students spend approximately 20 hours per term in field experiences. Undergraduate Content Area Requirements The equivalent of a major in the licensure content area is required for K-12 and 5-12 licenses. Students who have majored in a field in which we offer licensure must have their previous coursework evaluated by the major department at Augsburg. Two or more content area courses tied to Minnesota licensure standards are generally required, even with a completed academic major. Previous coursework is evaluated by the content area department and accepted if it meets Minnesota licensure standards and if a grade of C or better was achieved. Coursework older than five years is judged on a case-by-case basis. Specific course requirements for each content area are on file in the Education Department. Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree program. See the MAE program director for approval to use graduate level transfer courses in the degree program. Secondary Licensure Course Descriptions HPF 115 Chemical Dependency Education (.5 course) See course description on page 23. EDC 200/522 Orientation to Education in an Urban Setting See course description on page 23. EDC 206/566 Diversity/Minnesota American Indians See course description on page 23. EDC 220 Educational Technology (.5 course) See course description on page 23. EDC 310/533 Learning and Development in an Educational Setting See course description on page 23. EDC 410/544 Learners with Special Needs See course description on page 23. EDC 490/580 School and Society See course description on page 23. ESE 300/500 Reading/Writing in the Content Areas The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. Fieldwork experience. (Prereq.: Admission to department). Augsburg College I 25 Master of Arts in Education ESE 325 Creating Learning Environments An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis on creating environments conducive to learning. Fieldwork experience. (Prereq: Admission to department. Note: Students seeking 5– 12 health and K–12 PE licenses do not take this course). ESE 310 K-12 Methods: Social Studies Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. ESE 311 Middle School Methods: Social Studies (.5) is taught concurrently with ESE 310 and is required for the middle school social studies endorsement. Fieldwork experience. (Prereq.: Admission to department) ESE 330 K–12 Methods: Mathematics Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum development. ESE 331 Middle School Methods: Mathematics is taught concurrently with ESE 330 and is required for the middle school mathematics endorsement. Fieldwork experience. (Prereq.: Admission to department) ESE 340 K–12 Methods: Science Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. ESE 341 Middle School Methods: Science is taught concurrently with ESE 340 and is required for the middle school science endorsement. Fieldwork experience. (Prereq.: Admission to department) ESE 350 K–12 Methods: Literature and Media Literacy Introduction to media literacy, adolescent literature, and the teaching of literature in the middle and high schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: Admission to department.) ESE 351 K–12 Methods: Speaking and Listening (.5 course) Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies and curriculum development. (Prereq.: Admission to department) ESE 360 K–12 Methods: Visual Arts Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: Admission to department) ESE 370 K-12 Methods: Music Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: Admission to department) ESE 481, 483, 485 Student Teaching Two to three courses of full-time, supervised student teaching required for licensure. Secondary licenses require two courses. Graduate Catalog I 26 K–12 licenses require three courses. Student teaching occurs upon satisfactory completion of licensure coursework. Special Education There are two licensure options in the K–12 Special Education program: emotional/behavioral disabilities (EBD) and learning disabilities (LD). Both programs qualify students to teach in special education programs and positions; many students get licensure in both. The MAE program with licensure in special education is based on an innovative internship model that allows students employed in EBD and/or LD classrooms to fulfill a portion of their special education field experience requirements while they work. Students not employed in these settings are expected to complete a significant number of volunteer hours in special education settings. All must complete field placements or student teaching in EBD and/or LD classrooms across elementary, middle school, and high school. Specific information on field experience requirements is available from the Education Department. Also available is the Naadamaadiwin Tribal Special Education Cohort—This graduate licensure program in Special Education: EBD/LD is designed and taught from an American Indian perspective. It is offered in collaboration with the University of Minnesota-Duluth as a hybrid (partly face-to-face and partly online) cohort program. The licensure courses can be applied towards the MAE degree. See the Education Department and www.augsburg/edu/mae/academics/ais_focus.html for more information. The course descriptions are included below. The EBD/LD licensure programs are offered through the weekend trimester schedule. The Naadamaadiwin Tribal Special Education Cohort program is offered through the semester schedule. Licensure Requirements Emotional/Behavioral Disabilities Core The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure, and up to six also may be taken at the graduate level and applied toward the master’s degree in education. EDC 200/522 EDC 206/566 EDC 310/533 EDC 410/544 EED 325/525 SPE 315 SPE 400/500 SPE 410/510 SPE 420/520 SPE 430/530 SPE 490/540 Orientation to Education (1.0)* Diversity/Minnesota American Indians (1.0) Learning and Development (1.0)* Learners with Special Needs (1.0)* K–6 Literacy Methods (1.0)* Special Education Critical Issues Seminar (.5) Teaching Students with Emotional/Behavioral Disabilities (1.0)** Implementing Assessment Strategies (1.0)** Planning, Design, and Delivery (1.0) ** Instructional and Behavioral Practices (1.0)** Parent and Professional Planning (1.0)** Master of Arts in Education Learning Disabilities Core Students wishing to earn learning disabilities licensure in addition to emotional/behavioral licensure will take the above courses in the emotional/behavioral core and two additional specialty courses: SPE 424/524 Etiology and Origins of Learning Disabilities (1.0)** SPE 434/534 Teaching Content Areas to Students with Learning Disabilities (1.0)** A student wishing to earn only a learning disabilities license would take all of the above courses with the exception of SPE 430/530 Instructional and Behavioral Practices. To complete either license students will also need to complete certain requirements at the undergraduate level: EDC 220 Education Technology (.5) HPE 115 Chemical Dependency (.5) EED 225 Foundations of Literacy EED 326 Literacy Field Experience (0.0 course)* (taken concurrently with EED 325/525) EED 350 K–6 Methods: Math* EED 360 K–6 Methods: Science* SPE 481,483 Student Teaching (1.0-2.0) 485, 487 *Ten to 20 hours of field experience required as part of this course. **These courses are taken during the internship year. A significant amount of contact with students labeled EBD or LD is required. The ideal situation for the internship year is to be working in a K–12 setting with these students. Students not currently employed in schools must be available for extensive volunteer field placements during the internship year. This program is built on an inclusive education model. Under this model, students learn how to work closely with both special and general educators to facilitate inclusion of special education students into the regular education classroom. Licensure Requirements—EBD/LD–Naadamaadiwin Special Education Tribal Cohort This program is available only at the graduate level. Courses are taught in a hybrid fashion, partially face to face and partially online. Courses are available only to those admitted to the special education tribal cohort program. SPE 501 SPE 503 SPE 504 SPE 505 SPE 506 Historical and Contemporary Issues in American Indian Education Assessment of American Indian Learners Working with American Indian Families and Communities The Manifestation of Multigenerational Trauma and Internalized Oppression Indigenous Learners SPE 507 Indigenous Methods of Instruction: Practical Application SPE 508 Professional Issues and Development (.5 course credit) SPE 509 Literacy Instruction for American Indian Learners with Exceptionalities SPE 481, 483, Student Teaching (1.0–2.0) 485, 487 Special Education Licensure Course Descriptions HPE 115 Chemical Dependency Education (.5 course) See course description on page 23. EDC 200/522 Orientation to Education in an Urban Setting See course description on page 23. EDC 206/566 Diversity/Minnesota American Indians See course description on page 23. EDC 220 Educational Technology (.5 course) See course description on page 23. EDC 310/533 Learning and Development in an Educational Setting See course description on page 23. EDC 410/544 Learners with Special Needs See course description on page 23. EED 225 Foundations of Literacy See course description on page 23. EED 325/525 K-6 Literacy Methods See course description on page 24. EED 326 Literacy Field Experience (0.0) Taken concurrently with EED 325/525. See course description on page 24. EED 350 K-6 Methods: Mathematics See course description on page 24. EED 360 K-6 Methods: Science See course description on page 24. SPE 315 Critical Issues: Special Education Seminar (.5 course) This course is designed to support students seeking special education licensure throughout their internship year. Issues related to special education and their specific settings are the focus of the course. The department portfolio is completed as a part of this course. (Prereq: Admission to department.) SPE 400/500 Teaching Students with Emotional/Behavioral Disabilities This course presents an overview of learners with emotional and behavioral disabilities and learning disabilities. It ad- Augsburg College I 27 Master of Arts in Education dresses the historical and philosophical aspects of the EBD category, examines origins of student behavior and student learning styles, and addresses theoretical perspectives and conceptual models as they relate to this category of disability. (Prereq: Admission to department) SPE 501 Historical and Contemporary Issues in American Indian Education This course examines foundational aspects of teaching and learning as they relate to education. It will investigate educational history, philosophy as well as models of teaching and learning. A major focus will be to examine past and present educational experiences of American Indian people in the U.S. Minnesota Board of Teaching (BOT) Standards and American Indian Learner Outcomes (AILOS) will also be introduced. (Prereq: Admission to the Naadamaadiwin program) SPE 502 American Indians and Special Education This course will explore disability awareness in traditional and contemporary native culture, exploring historical and contemporary issues effecting students with disabilities and focusing specifically on American Indian students in special education. It will provide an overview of special education in U.S. culture including relevant laws, theories, and sociological concepts as they relate to disability. It will also examine the high incidence of American Indians in special education including fetal alcohol syndrome (FAS), autism, and biological and environmental conditions. A field component will accompany this course. (Prereq: Admission to the Naadamaadiwin program; admission to the department) SPE 503 Assessment of American Indian Learners This course will examine the cultural bias and discrimination issues with mainstream educational systems, providing alternative assessments appropriate with native populations. It will also identify differences in assessment tools and strategies, native student learning and best practices in assessment. Characteristics of learning deficits and how they interfere with the Circle of Courage will be examined, and approaches for compensation will be developed. A field component will accompany this course. (Prereq: Admission to the Naadamaadiwin program: admission to department) SPE 504 Working with American Indian Families and Communities This course will examine techniques appropriate for working with American Indian families, extended families, professionals, paraprofessionals, and the community when planning and implementing IEPs and transitions for American Indian students with special needs. Skills and strategies to build partnerships to work within and among Native families and communities to best meet the needs of the student will also be addressed. A field component will accompany this course. (Prereq: Admission to the Naadamaadiwin program: admission to department) SPE 505 The Manifestation of Multigenerational Trauma and Internalized Oppression This course will focus on how multigenerational trauma and Graduate Catalog I 28 internalized oppression manifests itself in families, communities, schools, and student learning. It will examine and explore strategies that provide practical skills and tools to mitigate these effects. Disability categories such as Emotional Behavioral Disabilities (EBD), Attention Deficit Disorder (ADHD), Autism Spectrum Disorders (ASD), and Fetal Alcohol Syndrome (FAS) will be examined as contemporary issues impacting American Indian children. Behavioral support options appropriate for students identified with EBD will be provided. A field component will accompany this course. (Prereq: Admission to the Naadamaadiwin program: admission to department) SPE 506 Indigenous Learners This course will identify best practices in American Indian education incorporating culturally appropriate methods and materials for students in special education. It will also explore cultural differences in learning and behavioral practices, community and environment variables, examining the high incidence of American Indian students in special education, cultural misunderstandings that impede placement, services and diagnosis. A field component will accompany this course. (Prereq: Admission to the Naadamaadiwin program: admission to department) SPE 507 Indigenous Methods of Instruction: Practical Application Current best practices in American Indian education will provide students with hands on skills and strategies for curriculum development including unit planning, lesson planning, and individualization. Various models of instruction for teaching students including the development of intervention plans that are culturally, academically, and socially appropriate based on assessment and observation to meet the needs of American Indian special education students. A field component will accompany this course. (Prereq: Admission to the Naadamaadiwin program: admission to department) SPE 508 Professional Issues and Development (.5 course credit) This course will focus on professional development and integrity in teaching. It will examine current issues and ethical dilemmas in the fields of special education/American Indian education. Documentation, reflection, synthesis of learning and the development of a professional portfolio will be the main focus. (Prereq: Admission to the Naadamaadiwin program: admission to department) SPE 509 Literacy Instruction for American Indian Learners with Exceptionalities This course is designed to provide the special education teacher with an understanding of the complex developmental process of reading skills for K-12 American Indian students with special learning needs. We will consider ways in which reading disabilities develop among American Indian students. In this course, we will study complex developmental behavior influenced by factors such as phonemic awareness, words analysis, vocabulary, fluency, comprehension, language, and Master of Arts in Education motivation. This course will also include investigation of best practices in reading assessment and instruction for American Indian students with special learning needs. (Pre-req: Admission to Naadamaadiwin program; admission to the department) K-12 Reading Teacher Endorsement SPE 410/510 Implementing Assessment Strategies This course examines the assessment process from the pre-referral to the recommendation stage. Students gain understanding of key assessment tools and how they influence student placement and programming. A qualitative and person-centered assessment process is emphasized. (Prereq: Admission to department) The K-12 Reading Endorsement provides teachers with existing teaching licenses an opportunity to expand their knowledge and practices in the area of reading instruction. SPE 420/520 Planning, Design, and Delivery This course provides students with skills to write and implement individual program plans and to create effective learning environments for students labeled EBD. Particular attention is paid to inclusion models, diversity of student need, and forming partnerships with key school personnel. (Prereq: Admission to department) SPE 424/524 Etiology and Origins of Learning Disabilities This course will focus on the history and context of learning disabilities, which includes the medical and sociological aspects specific to learning disabilities. It will also teach students how to access information relevant to the field. (Prereq: Admission to department). SPE 430/530 Instructional and Behavioral Practices This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of reflective, proactive, and non-aversive approaches drawn from current best practices and including positive behavioral supports, person centered planning and functional assessment. (Prereq: Admission to department) SPE 434/534 Teaching Content Areas to Students with Learning Disabilities This course will teach students how to identify, adapt, and implement developmentally appropriate instruction and strategies that support the learning of students identified as having learning disabilities. The specific focus will be on the areas of reading, writing, and listening comprehension; and math, reasoning, and problem solving skills. (Prereq: Admission to the department). SPE 490/540 Parent and Professional Planning This course examines the role of families of students with special needs, specifically those families of students labeled EBD. A family systems perspective is introduced and applied. The need to form strong connections with community agencies is emphasized. (Prereq: Admission to department). SPE 481, 483, 485, 487 Student Teaching (1.0–2.0) The K-12 Reading Teacher Endorsement program is currently under revision. The program described here is available only to students beginning before September 1, 2010, and must be completed by August 31, 2012. Candidates for this license will complete 4.5 credits of coursework that have been designed to meet the requirements established for this license by the Minnesota Board of Teaching. Students may use these courses to fulfill requirements for the Master of Arts in Education degree. These courses include: EED 520 K-6 Methods: Reading (1.0)* ESE 500 Reading/Writing in the Content Areas (1.0)* EDC 505 K-12 Literature in the Classroom (.5) EDC 508 K-12 Reading Assessment and Evaluation (1.0)* EDC 510 Clinical and Reading Program Leadership (1.0)* *Field experience required Students beginning in fall 2010 or later who are interested in a K-12 Reading Endorsement should contact the Education Department. Student Teaching All education students are required to complete student teaching in their content area. In the MAE program, student teaching is generally completed before finishing the degree. Students can apply for licensure at this point and finish the degree later. Student teaching for elementary and secondary initial licenses lasts 12–14 weeks, depending on licensure scope. During that time, students work full time as student teachers and are supervised by an Augsburg faculty member. Students register for two to three credits of student teaching, depending on the license, and meet at Augsburg College for student teaching seminars several times during the term. Most student teaching placements are in the Minneapolis/St. Paul metropolitan area and Rochester. However, students do have the opportunity to student teach abroad, where students complete a 10-week student teaching experience in the metro area and then complete another student teaching experience abroad. Opportunities to teach abroad are available around the world, and it is a wonderful way to build a global perspective in education. Additional information is available through the Education Department. Student teaching for special education is 12 weeks in length for initial licenses and 7 weeks for those who already hold a license. For students who are working in an EBD or LD setting, a student teaching placement at that site may be possi- Augsburg College I 29 Master of Arts in Education ble, pending district approval. Additional information is available through the Education Department. Student teaching is required for the preprimary and middle school content area endorsements. See the Education Department for more information. A supervised practicum for the reading endorsement is completed as EDC 510 Reading Clinical. No further student teaching is required for this endorsement. Curriculum—Graduate Degree Completion Options Students take graduate coursework as part of the licensure program. This coursework forms the Master of Arts in Education licensure core, with between four to six Augsburg graduate level licensure courses fulfilling master’s requirements. Students bringing fewer than six graduate-level licensure courses into the degree program must complete additional Master of Arts in Leadership (ML) or education graduate courses to reach the total number of required courses. To complete the master’s degree, students will need to complete one of the following options. Action Research Degree Completion Option This degree completion option requires a minimum of 3.0 courses: a Master of Arts in Leadership (ML) elective, EDC 592 Action Research 1, and EDC 593 Action Research 2. The action research courses guide the student through completion of a long-term action research project, typically conducted in the student’s classroom and focused on a question or concern identified by the student. The research is presented at an action research symposium and a formal written report of the research is placed in Lindell Library. The action research project is designed to be completed within three trimesters. Additional terms are available through continuing registration. Leadership Application Project (LAP) Degree Completion Option This degree completion option requires a minimum of 3.0 courses: an ML elective, EDC/ML 514 Research Methods–Education focus or ML 514 Research Methods (In limited cases ML 513 Creating a Compelling Literature Review or EDC 592 Action Research 1 might also be appropriate. See MAE director for more information.), and EDC 585 Leadership Application Project. Students electing this degree completion option do so because they are interested in developing an educational product that meets an identified need or because they are interested in conducting an independent research project with the assistance of a faculty adviser. To be successful in this option, students must be self-directed and able to maintain momentum without the structure of an actual course. Students who leave the area and need to complete their final project at a distance may find the LAP fits their needs. The goal for the project varies, depending on the type of LAP. There are two options within the LAP. • The goal for those developing an educational product is to identify an issue or problem related to their practice, and Graduate Catalog I 30 after researching available literature, develop a solution to the problem or issue. The solution might be developed in the form of a curriculum, a workshop, a set of informational materials, a web site, an article for publication or other appropriate educational product. • The goal for those conducting independent research is also to identify an issue or problem to investigate; but in this case, the investigation is through an independent research project. For those conducting independent research, it is especially important to have a clear vision in mind for the research and have an adviser who is willing to provide support throughout the project. Both options are completed through a final oral presentation and placement of the final paper in the Lindell Library. Performance Assessment/Teacher Leadership Degree Completion Option (Currently under development; see MAE director for information.) This degree completion option requires a minimum of the following 4.0 courses: • Choose one ML leadership-focused course: ML 510 Visions of Leadership when taught with an emphasis on leadership rather than literature, ML 531 Dynamics of Change, ML 535 Organizational Theory and Leadership, ML 540 Political Leadership: Theory and Practice, ML 545 Decision Making and Leadership, or ML 565 Women and Leadership Additional courses, as developed, may also be used. • EDC 5XX Teacher Leadership • EDC/ML 514 Research Methods–Education focus. (ML 514 can be substituted if necessary) • EDC 5XX Performance Assessment/Teacher Leadership Students electing this degree completion option do so because they are especially interested in considering leadership within the context of education and themselves as potential change agents. Alternate Settings—MAE in Rochester In step with Augsburg College’s excellent reputation in the field of education, the licensure portion of the Master of Arts in Education program is now offered in Rochester. Licenses are available in elementary education and special education: EBD and LD. Classes primarily meet weekday evenings at Bethel Lutheran Church in Rochester. Elementary education The K-6 elementary education license allows students to teach in grade K–6. Augsburg College offers this license at the graduate level to students who already hold a bachelor’s degree and meet admissions requirements. Courses for this license are available in Rochester. Special education The K–12 Emotional Behavioral Disorder/Learning Disability program is designed for students currently working with or Master of Arts in Education planning to work with EBD and LD students. The program leads to Minnesota teaching licensure in special education with a specialty in emotional/behavioral disabilities and/or learning disabilities. All courses for these licenses are available in Rochester. tative and quantitative tools will be discussed. EDC 514/ML 514 Research Methods–Education focus will place more emphasis on reviewing existing literature and less emphasis on designing an independent research proposal. MAL Elective Courses MAE degree completion courses are currently held in Minneapolis. Graduate Degree Completion Course Descriptions EDC 5XX Teacher Leadership This course will explore generative questions about leadership, change, and our own paradigms, visions, and values. Questions like the following are at the heart of this course: What does it mean to you to be a teacher leader? What do teacher leaders do? How does one become a teacher leader? What are the ways in which teachers can take leadership? What are the skills and tools of teacher leadership? How do we bring about change? Who am I as a leader? EDC 585 Leadership Application Project (LAP) The leadership application project is either a research-based study or a curriculum-based project that links issues of leadership and education with the degree candidate’s personal interests. The character of the project will vary with the nature of the investigation, but will always be application oriented. The central component of the LAP is the demonstration of leadership ability through a concrete project appropriate to the candidate’s workplace or place of service. P/N grading. EDC 592 Action Research 1 This course will introduce students to action research, a form of research that simultaneously contributes to the practical concerns of people while furthering the goals of social science. It requires active self-reflective inquiry and collaboration. Action research is used in real situations, and is aimed at solving real problems. The goal of action research is to gain better knowledge of one’s practice while improving the situation in which the practice is conducted. This is the first of a two-trimester course. EDC 593 Action Research 2 The second term of this course involves intensive data analysis, writing, and sharing of the degree candidate’s research. It requires active self-reflective inquiry and collaboration. The trimester will culminate with a symposium in which student work will be presented in a public forum. P/N grading. EDC 5XX Performance Assessment/Teacher Leadership This performance assessment course will require the students to integrate their knowledge about leadership, their sense of themselves as education leaders, and their understanding of a specific teaching/learning problem into a solution to the problem and a process for change. P/N grading. ML 514 Research Methods Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice. Quali- At least one elective must be taken from the Master of Arts in Leadership courses. The following are recommended, but others may also be used. Course descriptions can be found in the MAL portion of the graduate catalog. ML 510 ML 511 ML 520 ML 530 ML 531 ML 545 ML 550 ML 560 ML 565 ML 599 Visions of Leadership: A Historical and Literary Journey Creativity and the Problem-Solving Process Self-Identity, Values, and Personal Growth Ethics in Communication The Dynamics of Change Decision Making and Leadership Communication, Decision Making, and Technology Developing a Multicultural Perspective Women and Leadership Special Topics (as appropriate) Admission to MAE Admission Requirements Students admitted into the MAE program must have: • bachelor’s degree from a regionally-accredited four-year institution • cumulative grade point average of 3.0 or higher (required for full admission for the graduate licensure option and degree program). Students with a cumulative grade point average of 2.5–3.0 may be admitted conditionally into the graduate licensure program. They may apply to the MAE full licensure and degree program after achieving 3.0 or better in two (2.0) Augsburg courses. Application Checklist The following items must be sent to the Augsburg Graduate Admissions Office: • Completed application form— http://www.augsburg.edu/admissions/mae/admissions/ • $35 non-refundable application fee • Personal summary outlining your tentative educational objectives and reasons for wanting to attend Augsburg • Official academic transcripts from all previously attended post-secondary institutions (including colleges, universities, vocational/technical schools, and PSEO institutions) sent directly to the admissions office. Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students on page 16. Augsburg College I 31 Master of Arts in Education Transfer Policy Acceptance of previous education coursework done at institutions other than Augsburg College is limited. Most courses that have not been completed in the last seven years are considered to be too old to transfer and need to be completed as part of one’s program at Augsburg. EDC 310/533 Learning and Development, EDC 220 Education Technology, and ESE 3XX K–12/5–12 Special Methods in Content Area are courses which may have a shorter acceptance time frame. Additional information on the transfer policy is available through the Education Department. Credit Evaluation: An official transfer credit evaluation of previous academic work will be completed as part of the admissions process. Education coursework is evaluated by the Education Department. For secondary licenses, content area coursework is evaluated by the content area department. This process is initiated as part of the admissions process. Generally, the requirement is that two or more classes in the content area must be taken at Augsburg, even with an undergraduate major in the field. In all cases, previous undergraduate courses must have received a grade of C or better to be eligible for transfer. Previous graduate coursework must have received a grade of B or better to be considered. Content area departments determine when courses are too old to be counted towards licensure. tion Department. This admissions process is outlined in the EDC 200/522: Orientation to Education and in admissions handbooks, which are available through the Education Department. Academic Achievement Conditionally-admitted MAE students are expected to achieve a 3.0 or better GPA in a minimum of 2.0 courses. When this is achieved, these students file a Change of Status form (available through the MAE coordinator) to become fully admitted to the MAE program and eligible for the MAE degree as well as licensure. Conditionally-admitted students whose GPA remains between 2.5 and 2.99 are able to complete the license but are not eligible for the degree. Fully-admitted MAE students are expected to maintain a cumulative GPA of 3.0 or better in both license and degree completion. In all cases, a cumulative GPA on the Augsburg graduate transcript must be at 3.0 or better to be admitted to the degree completion component of the MAE degree. Students who are ready to begin the degree completion component must file an Intent to Complete form (available through the MAE coordinator) at which point a transcript review is completed to confirm the 3.0 or better GPA and to determine the completed courses that apply to the degree and the courses that remain. Acceptance into the MAE Program Application files are reviewed by the MAE director. Applicants are notified by the Graduate Admissions Office of the admission decision, usually within one to two weeks after the application file is complete. Applicants whose cumulative undergraduate GPA is below 2.5 will not be admitted into the MAE program; however, these applicants can be reconsidered when additional undergraduate coursework raises the cumulative GPA to 2.5 or above. An exception to this occurs when the applicant has completed an advanced degree with a cumulative GPA of 3.0 or better. Under these circumstances, the applicant can be considered for full admission into the MAE degree and licensure programs. Advising and Registration Admitted students are able to participate in academic advising and the registration process. Typically, first-term registration occurs with intake advising. After the first term, students generally are able to register online through Records and Registration. All students are assigned an Education Department adviser early in the first trimester of courses. Academic Policies Application to the Education Department Once accepted to the College and the MAE program, students may take designated courses in education and content areas. Students initially admitted at the graduate level may register for courses at the graduate level. Prior to taking EDC 310/533 and above, students must be admitted to the Educa- Graduate Catalog I 32 Minimum Grade Policy Students who fail to maintain a cumulative 3.0 GPA in a given term are notified that they must raise their GPA to the required level. Students who receive below a 2.0 in any undergraduate course or 2.5 in any graduate course required for licensure are notified that they must repeat the course as soon as possible and raise it to the appropriate level. Dismissal from Licensure and Degree Program Students may be dismissed from the licensure program prior to student teaching for failure to maintain appropriate academic and teaching-based performance standards, for gross violation of College policy, and/or for conduct in violation of professional ethics. Dismissal occurs within the context of established department procedures described in the Education Department Handbook available through the Education Department. Students have the right to appeal dismissal from the licensure program on the grounds of procedural error, using the College’s program dismissal appeals process. Information about the program dismissal appeals process is available in the Augsburg Student Guide. Students may be dismissed from the MAE degree program for failure to maintain an appropriate GPA. Students have the right to use the College’s academic grievance procedure as they feel necessary. The full academic grievance policy is available in the Augsburg Student Guide. Master of Arts in Education Fieldwork Requirements Fieldwork experiences are tied to several licensure courses. In most cases, these experiences are conducted within a servicelearning framework, providing service to the school and classroom while also providing pre-service student opportunities for focused reflection linked back to course objectives. In general, students should plan for a minimum of 20 hours field experience per term. When multiple courses with field experience are taken in the same term, the requirements expand accordingly. Students in field experiences are evaluated by their host K-12 teachers on the basis of criteria drawn from the Minnesota Standards of Effective Practice. Evaluations are kept in the students’ Education Department files and used in decisions regarding progression through the program and student teaching. A full description of field experience requirements are available in the Education Department Handbook. Readmission and Withdrawal Students in good standing who fail to register for courses for three terms are withdrawn from the MAE program. To be readmitted to the College and the MAE program, students file a Readmission form through the registrar’s office. Program Costs In addition to tuition, students in this program can expect to pay an extra per-course fee for student teaching, as well as liability insurance at the student rate during student teaching and the cost of a background check for licensure and, possibly, field experience. In addition, optional international travel courses have associated costs above and beyond the charge for tuition. MAE/Education Department Full Time Faculty Elizabeth M. Ankeny, Associate Professor of Education. BA, Augustana College; MAT, Morningside College; PhD, Colorado State University. Christopher R. Brown, Field Experience Coordinator/Charter School Liaison; Instructor of Education. BS, Bemidji State University; MEd, University of Sydney, Australia. Shelley Burkhardt, Instructor of Education. BA, Valparaiso University; MS, Mankato State University. Joseph A. Erickson, Professor of Education. BA, MA, College of St. Thomas; MA, Luther-Northwestern Theological Seminary; PhD, University of Minnesota. Jeanine Gregoire, Associate Professor of Education. BS, MA, PhD, University of Minnesota. Dennis Greseth, Instructor of Education. BA, MS, Winona State University. Ann Grugel, Assistant Professor of Education. BA, St. Olaf College; MS, PhD,University of Wisconsin-Madison. Gretchen Irvine, Assistant Professor of Education. BS, College of St. Teresa; MS, University of Wisconsin-River Falls; PhD, University of Minnesota. Anne Kaufman, Associate Professor of Education. BS, MA, PhD, University of Minnesota. Gregory Krueger, Instructor of Education. BA, Southwest Minnesota State University; MA, Hamline University. Lynn Lindow, Associate Professor of Education. BS, Mankato State University; MS, North Dakota State University; PhD, University of Minnesota. Susan O’Connor, Associate Professor of Education. BS, University of Minnesota; MS, PhD, Syracuse University. Vicki L. Olson, Professor of Education and Director of the MAE Program. BS, MA, PhD, University of Minnesota. Donna Patterson, Assistant Professor of Education. BA, MEd, University of Minnesota. Ronald Petrich, Assistant Professor of Education. BA, Augsburg College; MS, University of Minnesota. Diane C.Vodicka, Assistant Professor of Education. BEd, North Park College; MEd, Georgia Southwestern College. Dana L.Wagner, Assistant Professor of Education. BA, St. Olaf College; MEd, PhD, University of Minnesota. Barbara West, Instructor of Education, Faculty Coordinator of Teacher Placement/Licensing. BS, St. Cloud State University; MS, Syracuse University. MAE/Education Department Adjunct Faculty Kathy Acursso, Instructor of Education. BS, MS, Mankato State University. Jacquylynn Brickman, Instructor of Education. BA, Augsburg College; MEd, St. Mary’s University. Steve Felton, Instructor of Education. BA, St. John’s University; BS, MS, Mankato State University. Cheryl Gresczyk, Instructor of Education. BA, University of Minnesota; MA, College of St. Thomas. Deborah Katz, Instructor of Education. AB, Stanford University; EdM, Harvard Graduate School of Education; EdD, National-Louis University. Jennifer Plucker, Instructor of Education. BS, Moorhead State University; MEd, St. Mary’s University-Winona. Alyssa Snyder, Instructor of Education. BA, Augsburg College; MA, University of St. Thomas. Melissa Sonnek, Instructor of Education. Augsburg College I 33 Master of Arts in Leadership Master of Arts in Leadership Welcome to the Master of Arts in Leadership (MAL) program’s catalog. Launched in 1987, the program has been a vital part of the Augsburg College curriculum ever since. The MAL program offers students an excellent opportunity to explore leadership within the context of the liberal arts. The program design broadens the skills and mindset you need to improve your leadership capabilities in your current and future positions, as well as in your life. The MAL program is taught by senior Augsburg faculty from a variety of disciplines. The faculty are committed to an interdisciplinary approach to leadership studies. Our students represent a wide array of occupations including business, health care, and the nonprofit sector. This diverse learning community provides a rich environment for you to explore leadership beyond your own realm of expertise. Our program will help you develop skills you need to be an effective leader in an ever-changing world. Students frequently tell me that the program has changed their lives, has sharpened their understanding of themselves and others, and has opened doors that would otherwise have remained closed. To learn even more about the program, visit our website at www.augsburg.edu/mal. I would be happy to help you determine how Augsburg’s Master of Arts in Leadership program may benefit you. You may contact me via e-mail at noonan@augsburg.edu or by telephone at 612-330-1198. I look forward to seeing you on campus soon! Norma C. Noonan, PhD Director, Master of Arts in Leadership Program Graduate Catalog I 34 Master of Arts in Leadership MAL Mission The primary purpose of the Master of Arts in Leadership (MAL) program is to develop leaders for organizations, the community, and society. Most organizations seek leaders who possess the following qualities: an ethically and morally responsible vision, an understanding of how change occurs and how it can be managed, sensitivity to the complex problems of organizations, and an ability to find solutions consistent with their mission, cultural competence and sensitivity to the needs of a diverse population, and the ability to inspire and motivate people to work toward a common goal. The Augsburg leadership development model provides a framework through which the program recruits its students and develops their skills. Program Overview The Master of Arts in Leadership (MAL) is the core program of Augsburg’s Center for Leadership Studies (CLS). The MAL program, which was launched in 1987, responds to the leadership development needs of both for-profit and not-for-profit organizations. While different in structure and purpose, most organizations seek leaders with the following qualities: a vision that is ethically and morally responsible, extending beyond immediate concerns; an understanding of how change occurs and affects the immediate environment; a sensitivity to the complex problems organizations face; an ability to achieve solutions consistent with an organization’s mission; the ability to motivate and inspire individuals and groups to work toward a common goal; and the ability to effectively represent the organization both internally and externally. The MAL program provides a means by which individuals may discover and refine these and other abilities fundamental to effective leadership. Leadership studies is a growing field in American higher education, and the MAL program has significantly developed and modified its curriculum in response to new trends in the field. The program has a deep theoretical base in leadership studies yet attempts also to offer its students practical approaches to leadership that can be applied in the workplace and society. Plan of Study Accommodating the Full-Time Work Schedule Designed to meet the needs and preferences of working adults, the MAL program is based on the assumption that the students who enroll are career-oriented, self-disciplined, and well-motivated individuals seeking a balance of classroom experience, group interaction, and individual study. Most courses are organized as seminars with the opportunity for discussion and dialogue. During the academic year, most classes meet on alternate Saturdays for four hours. Some classes meet on Monday evenings weekly from September through May and two evenings a week in June. Most courses incorporate some online work into their agenda. A few courses have a customized schedule. In the Monday night schedule, students take one course at a time; a course usually meets for seven consecutive weeks except in June, when a course may meet twice a week. Following this model, students complete six courses during the academic year. Community of Learners Essential to the goals of the MAL program is participation in a community of learners. This community is enriched by the students, who have a variety of work and life experiences. To facilitate community interaction, students are encouraged to make use of the Augsburg library, computer labs, and Christensen Center. The Center for Leadership Studies also offers special colloquia and seminars each year to supplement and complement the coursework of the master’s program. A sample class schedule in the MAL program on the Minneapolis Campus Period I Saturday 8 a.m. to noon Period II Saturday 1 p.m. to 5 p.m. Note: Each class taken commits a student to either Period I or Period II, an average of two meetings a month. A few courses are taught on an immersion model, which features fewer but longer sessions. Augsburg College has a summer session. The MAL program usually offers several classes during the summer; the courses are five weeks in duration, meeting normally two nights a week, except for special immersion courses. Class Schedule in Bloomington, 2010-11 At the St. Stephen Campus in Bloomington, most courses meet for seven consecutive weeks on Monday, 6–10 p.m., from September through May. Students take one course per half term as they progress through the program. In June a course is taught on an accelerated plan either two evenings a week or one weekend day. The final course, ML 588, lasts a full trimester. Leadership Development Model Leadership Development Model—Augsburg College The MAL program promotes leadership as a process that • inspires cooperation among people who must compete for limited resources, • promotes productivity within and beyond the organization, and • works toward progress for the individual and the organization. To accomplish this, individuals aspiring to positions of leadership must possess three key attributes: a sense of vision, the ability to persuade, and the ability to direct action. Underlying these attributes are abilities and awareness, outlined in the Leadership Development Model, which serve as specific outcomes for the MAL program. Augsburg’s model of leadership development is designed to assess, promote, enhance, and refine these capabilities within the individual. Augsburg College I 35 Master of Arts in Leadership Leadership Development Model Leadership Orientation Toward Action Sense of Vision Ethical • Social awareness • Environmental awareness • Tolerance of religious and philosophical differences • Appreciation of situational complexity Creative • Long-term perspective • Flexibility • Adaptability • Innovativeness Risk Assumptive • Curiosity • Achievement motivation • Self-esteem Curriculum Augsburg uses a course system rather than a credit system in its curriculum. An Augsburg course is equivalent to four semester credits or six quarter credits. Each course normally includes two or more liberal arts disciplines, encourages pursuit of the designated outcomes, and uses a variety of learning techniques appropriate to adult learners. Instructional techniques include case studies, debate, written and oral presentations, and group activity. These techniques develop targeted leadership abilities and understanding. Students are encouraged to see abilities and understandings as cross-disciplinary and to view content areas as integrated. The program reflects the view that the world in which we operate is complex, and that dealing with it successfully requires well-developed integrative abilities. In Plans A, B, and C, students take four core courses and have a choice of seven electives from a large list of elective courses. In the cohort program, students follow a sequenced list of required and elective courses. Final project options For non-cohort students there are three ways to complete the final project option in the MAL degree (Plans A, B, and C). Students in the cohort option must complete an action research final project (Plan D). All final projects are taken on a Pass/No Pass basis. In the Thesis/Leadership Application Project (Thesis/LAP) Option (Plan A), students complete 11 courses, including a Graduate Catalog I 36 Facility for Persuasion Communicative • Effective listener • Effective speaker • Effective writer • Diplomatic ability • Effective team member • Interpersonal sensitivity Culturally Aware • Appreciation for cultural differences • World-view perspective • Tolerance of individual differences Decisive • Self-confidence • Analytical ability • Ability to think critically • Understanding of research • Ability to manage conflict thesis or a major leadership application project. In the NonThesis Option (Plan B), students must complete 11 courses, two major papers, but no thesis. For the third option, the Comprehensive Exam Seminar (Plan C), students complete 11 courses, including the comprehensive exam seminar. In the cohort program, students complete 11 courses, including an action research final project seminar (Plan D). Plan A: Thesis/LAP Option Students who select the thesis/LAP option are required to develop and carry out an in-depth study of some aspect of leadership or of a leadership-related topic. This research-based study gives the student an opportunity to “tie together” what has been learned from the study of leadership and course-related activities. The principal distinction between the thesis and the leadership application project lies in their underlying orientation. A thesis has a more theoretical orientation, while a leadership application project is based on a practical issue. Both require similar rigor and preparation. For either alternative, the student must register for ML 592 and 593. For more information regarding the thesis/LAP option, refer to the Thesis/LAP and Non-Thesis Project Guidelines booklet. Students are given a continuation period of up to 15 terms to complete the project. During the continuation period, a campus access fee of $35 per term is charged. Refer to Augsburg’s continuation policy on page 12. Master of Arts in Leadership Plan B: Non-Thesis Option One alternative to the thesis is the successful completion of two major papers. The first of these papers will be written in conjunction with ML 580. The second paper will be written while enrolled in ML 597 Non-Thesis Independent Project. The independent research projects approved each year will be presented in an annual colloquium. For more information regarding the non-thesis option, refer to the Thesis/LAP and Non-Thesis Project Guidelines booklet. Students are given a continuation period of up to 15 terms to complete the project. During the continuation period, a campus access fee of $35 per term is charged. Refer to Augsburg’s continuation policy on page 12. Plan C: Comprehensive Exam Seminar The third completion option involves one paper written in conjunction with ML 580 (as in Plan B) and a comprehensive exam seminar (ML 589). This course must be taken as the last course in the program. This course is taken on a pass/fail basis, and when the course and the oral, written, and takehome examinations are successfully completed, the program requirements will be satisfied. Plan D: Final Project (Cohort Program) The cohort option includes a final seminar in which one prepares an action research project during the course of one trimester. This final project is comparable to Plan B and requires both ML 514 Research Methods and ML 580 Colloquium on Contemporary Theories of Leadership as prerequisites to ML 588 Final Project Seminar: Action Research Core courses for the thesis/LAP option (Plan A): (4.0 course credits) ML 510 Visions of Leadership ML 514 Research Methods ML 592 Thesis/LAP Consultation I ML 593 Thesis/LAP Consultation II Core courses for non-thesis option (Plan B): (4.0 course credits) ML 510 Visions of Leadership ML 514 Research Methods ML 580 Colloquium on Contemporary Theories of Leadership ML 597 Non-Thesis Independent Project Core courses for the comprehensive exam seminar option (Plan C): (4.0 course credits) ML 510 Visions of Leadership ML 514 Research Methods ML 580 Colloquium on Contemporary Theories of Leadership ML 589 Comprehensive Exam Seminar Core courses for the cohort final project program (Plan D) (4.0 course credits) ML 510 Visions of Leadership ML 514 Research Methods ML 580 Colloquium on Contemporary Theories of Leadership ML 588 Final Project Seminar: Action Research In addition, a sequenced list of electives is prepared for each cohort. Elective courses for ALL options: Curriculum Electives (at least 7.0 course credits) The MAL program requires that seven elective courses be selected from the following course list. All courses are 1.0 course credit (4 semester credits): ML 511 Creativity and the Problem-Solving Process ML 513 Creating a Compelling Literature Review ML 520 Self-Identity, Values, and Personal Growth ML 525 Personality and Systems Theory: Perspectives on Leadership ML 527 Spirituality and Leadership in the Workplace ML 530 Ethics in Communication ML 531 The Dynamics of Change ML 535 Organization Theory and Leadership ML 538 Communication Skills for Leadership ML 539 Communicating a Self in the Modern Organization ML 540 Political Leadership: Theory and Practice ML 545 Decision Making and Leadership ML 548 Coaching and Consulting ML 550 Communication, Decision Making, and Technology ML 553 Design and Leadership ML 557 Language of Leadership ML 558 Leadership and Science ML 560 Developing a Multicultural Perspective ML 562 Global Multiculturalism, World Religions, and Leadership ML 565 Women and Leadership ML 568 The Global Business Environment ML 570 Negotiation ML 574 Strategic Leadership ML 577 Universal Responsibility and Leadership: A Nicaraguan Experience ML 580 ML 598 ML 599 Colloquium on Contemporary Theories of Leadership (elective for Plan A) Independent Study (special permission required) Topics: special courses offered only once or twice Augsburg College I 37 Master of Arts in Leadership Course Descriptions ML 510 Visions of Leadership: A Historical and Literary Journey Introduction to selected concepts of leadership, providing a historical and philosophical framework for the program. This course views the nature and purpose of leadership from a variety of disciplines and perspectives. ML 511 Creativity and the Problem-Solving Process Exploration of creativity from the perspective of traditional aesthetics as well as contemporary organizational thinking. This course uses creativity as a method, and it examines techniques for solving problems in organizations, for enhancing innovation, and for seeking an integrative worldview. ML 513 Creating a Compelling Literature Review As leadership scholars and practitioners, our work should be evidence-based. The purpose of this course is to explore the published literature to determine what credible evidence tells us about effective leadership practices. Students will learn how to read research critically, analyze and develop arguments, and recommend best practices. ML 514 Research Methods Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice. Qualitative and quantitative tools will be discussed. ML 520 Self-Identity, Values, and Personal Growth Study of the concepts of self-identity, value formation, and personal growth as they relate to professional life; factors that influence the development of self-identity and personal values; and the effect of personal values on learning and leadership strategies. ML 525 Personality and Systems Theory: Perspectives on Leadership Study of leadership in the dual context of personality theory and systems theory. Contributions of Jung, Fromm, Maslow, May, and others to personality theory are considered, as are the systems theories of von Bertalanffy and Bateson. The theories are applied to the concrete realities of leadership in a variety of settings. ML 527 Spirituality and Leadership in the Workplace The wide-ranging spirituality movement in the workplace is a notable feature of contemporary life. This course explores the dimensions of this trend and its implications for leadership through a variety of sources and perspectives. ML 530 Ethics in Communication Interdisciplinary study of ethics and communication through the investigation of a variety of ethical perspectives within human communication. This course places particular attention on the use and abuse of communication in politics, advertising, and interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social and organizational settings. Graduate Catalog I 38 ML 531 The Dynamics of Change This course offers an exploration of the context of social change and varying responses to diverse human needs. Ways of achieving well-being may be viewed differently by leaders in public and private domains and across cultures. The course explores these various perspectives, including areas of conflict and opportunities for leadership in social and organizational change. Sociological, human development, and economic theories are applied to contemporary public and private sector issues for social change. ML 535 Organization Theory and Leadership In-depth exploration of organization theory plus related concepts, issues, and concerns. The course is designed to enable the student to acquire knowledge and develop skills in order to function as a responsible, ethical participant within various types of organizational structures and cultures. ML 538 Communication Skills for Leadership The course is designed to provide background in rhetoric as well as practice in speaking, writing, and presentation skills. A substantial performance component is included; evaluation of student work is based on mastery and performance of these skills. Students will perform communicative tasks in a variety of genres and evaluate their own performances and those of class members. ML 539 Communicating a Self in the Modern Organization Understanding through reading, reflecting, and dialogue of the functions of communication in organizational settings with particular emphasis on the self-defining aspects of the social contract between the individual and the organization in a changing world. Supplementary reading packet, open dialogue, and individual projects. ML 540 Political Leadership: Theory and Practice Analysis of leadership perspectives in selected political systems and other organizations. Special focus on significant leadership theories and leaders, past and present. Most theories studied are interdisciplinary and relevant to business and nonprofit organizations as well as to politics. ML 545 Decision Making and Leadership Review of the decision-making process—the setting, goals, and contingencies—as it affects leaders and leadership. Analysis of arguments and explanations; analysis of basic statistical concepts and their relationship to decision making. Assessment of major social decisions, past and present—their intentions, consequences, arguments, explanations, and justification. ML 548 Coaching and Consulting The purpose of this course is to develop influence skills through the exploration and application of consulting and coaching practices. To fulfill that purpose participants will read the work of master consultants and coaches, develop a toolkit, practice consulting as both a consultant and a client, Master of Arts in Leadership and reflect on these experiences to develop their own purpose, principles, and practices for influencing others. ML 550 Communication, Decision Making, and Technology Analysis of the role various forms of digitally-mediated communication play in our society and how communication, decision making, and leadership have been altered by these technologies. Students examine how they can engage and manage these processes in their organizations. ML 553 Design and Leadership “Design thinking” has transcended the world of engineering and architecture and is now a mainstream concern for most industries. This course explores the impact of “design thinking” on leadership, especially in the business world. ML 557 Language of Leadership Students analyze language from a variety of rhetorical and sociolinguistic perspectives and learn to make judgments about rhetorical and stylistic strategies. Topics include the use of language as an organizing principle for social interaction; speech act theory; strategies for giving effective directives; the creation and manipulation of style; the development of persuasive appeals; the protection of “face;” and strategies for maintaining personal relationships across hierarchical levels in organizations. ML 558 Leadership and Science Explores the common methods of science and the issues that science has encountered which affect the uses of science by leaders in the public and private sectors. Case studies include global warming and politics, psychology, and medicine. ML 560 Developing a Multicultural Perspective This course focuses on the ability to function and lead in culturally diverse contexts within the U.S. Goals include improved communication skills and interpersonal sensitivity, appreciation for the complexity of the racial and ethnic groupings, and awareness of key issues facing those groups. ML 562 Global Multiculturalism, World Religions, and Leadership In the global meeting of cultures, religion is a vital factor. This course examines the nature of religion as an essential feature of the cultures of the U.S. (Christianity), the Middle East (Islam), India (Hinduism), China (Buddhism, Confucianism, Taoism), and Japan (Shinto, Buddhism). Special emphasis is put on leadership and religion in all these cultures. ML 565 Women and Leadership A seminar exploring the theory and practice of women and leadership: entrepreneurial, political, and social. An interdisciplinary approach to issues of women and leadership. Topics include analysis of alternative approaches to leadership, women and careers, and women in society past and present. The course is intended to enhance the analytical and leadership skills of the participants. ML 568 The Global Business Environment Knowledge of the global business environment in the context of leadership studies is essential for modern, successful leaders and other professionals. The course complements other offerings in the international cultural understanding of leadership. ML 570 Negotiation An exploration of theories, strategies, and techniques of negotiation; overview of concepts and skills involved in negotiation as well as the context in which negotiation occurs. A special emphasis on the collective bargaining model with survey of examples of other types of negotiation. ML 574 Strategic Leadership The course develops students’ ability to think strategically and lead organizations through planning and implementation. Application of models and concepts to examples and cases from real-life practice. Case studies, exercises, and readings cover practices in for-profit and nonprofit organizations. ML 577 Universal Responsibility and Leadership The exploration of universal responsibility, conceptually and experientially. Course consists of a seminar in Minneapolis and one or two weeks in Nicaragua. The Nicaraguan portion includes meetings with leaders, a homestay in the two-week option, and visits to multiple sites and organizations. Topics such as Nicaraguan history, politics, indigenous cultures, poverty, health care, literacy, the arts, business foreign investment, and relations with the U.S. government and nonprofit organizations are explored. Special fees apply. ML 580 Colloquium on Contemporary Theories of Leadership Selected contemporary theories of leadership plus a case study on a prominent leader. Emphasis on critical thinking, discussion, written analysis. (Prereq.: at least one-year coursework in MAL and ML 510) Required for Plans B, C, and D. ML 588 Final Project Seminar: Action Research (Plan D) In this course students who are pursuing the cohort program will have the opportunity to write their final project doing action research on their own organization. This course will span two half-terms (one full trimester). ML 589 Comprehensive Exam Seminar This course is a completion option for the Master of Arts in Leadership. Students prepare for the examination series—oral, written, and take-home—through discussion, readings, and critical analysis in the seminar. It must be the final course taken in the program; no other course may be taken at the same time. ML 592 Thesis/LAP Consultation I Independent research project supervised by an academic adviser. Augsburg College I 39 Master of Arts in Leadership ML 593 Thesis/LAP Consultation II Completion of the thesis/LAP under the guidance of an academic adviser. ML 597 Non-Thesis Independent Project Major written project in an area of the student’s choice, to be completed in consultation with an adviser and a reader. The research is presented in a colloquium in partial fulfillment of requirements for the non-thesis option. ML 598 Independent Study Provides directed independent study in an area of the student’s choice. Open to students who have completed at least three courses with a grade of at least 3.0. Students must complete a Proposal for Independent Study and have it signed by the supervising professor. Proposals must be approved by the MAL program director prior to registration for the course. Students may not take more than one independent study course. ML 599 Special Topics Study of selected topics in leadership that are not treated extensively through current course offerings. Specific topics will be published prior to registration. Special Programs Post-Master’s Certificate in Leadership Studies Graduate students who already possess a master’s degree in any area (including leadership) may wish to pursue the certificate program. A certificate is awarded after completion of five Augsburg MAL courses in leadership (which were not previously applied to any other degree). The student may choose any five MAL courses or may wish to focus on a specific area, such as ethics and leadership, global leadership, organizational leadership, communications, leadership development, or the liberal arts. This option is attractive for people who want to continue their professional studies but not necessarily undertake a full degree program. The normal application process is used for students who wish to pursue the post-master’s certificate. Joint BA in Accounting and Master of Arts in Leadership A BA in accounting and an MA in leadership (MAL) can be earned in this five-year program designed for students who wish to qualify for CPA certification and obtain a master’s degree. By the end of the fifth year and successful completion of all requirements, the student receives both a BA in accounting and an MA in leadership and will have fulfilled the 150-hour requirement to qualify for the CPA certification. The MAL program offers a large number of courses on a weekend schedule or Monday evening. Refer to the MAL program catalog supplement for the list of courses each year and to the accounting program coordinator for a detailed academic plan. It is recommended that students meet with an accounting adviser to create an effective plan for successful completion of the five-year program. Graduate Catalog I 40 General Requirements for the Accounting/MAL Program Accounting students planning to pursue the five-year degree must apply for admission to the MAL program at the end of their junior year. The application process includes submission of: • completed application form • three letters of recommendation (two from professors and one from an employer) • personal statement • example of their writing in an academic paper • GPA of at least 3.30 • Interview with a three-person panel from the MAL program Students must also have faculty endorsement from the accounting program. Students must complete at least one year of accounting work experience (either a job or internship) by the time they graduate from the MAL program. Program coordinator: Professor Stu Stoller. Admission to MAL Admission Requirements Applicants to the program must have: • Bachelor’s degree from a regionally-accredited four-year college or university • Minimum cumulative undergraduate grade point average of 3.0 (on a scale of A = 4.0) and a minimum cumulative grade point average of 3.0 for graduate courses completed at an accredited college or university. Should an applicant not meet the minimum admission requirements, a conditional admission may be possible as decided on a case-bycase basis. • Applicants to the program must have three years of experience (or equivalent) with one or more organizations in a position of leadership or position demonstrating leadership potential. • Applicants holding a master’s or other advanced degrees from accredited colleges or universities are admissible. Decisions about admission to the program will be made on an individual basis by the MAL Admissions Committee. Admission to each entering graduate class will be given to the most highly qualified individuals. Admissions are handled on a “rolling” basis, with students admitted at the beginning of the fall, winter, and spring terms. Selection of candidates will be made on the basis of an evaluation of each applicant’s: • Previous college record • Letters of recommendation • Experience and organizational background • Written statement • Interview, if requested Application Checklist The following materials must be submitted to the Graduate Admissions Office: • Completed application form • $35 nonrefundable application fee • A 1–3 page statement relating the applicant’s career and life goals to leadership aspirations Master of Arts in Leadership • Recommendation letter and checklist from an immediate supervisor, assessing leadership potential • Recommendation letter and checklist from a work colleague (at the same level) describing the applicant’s work style and leadership potential • Official transcripts from all undergraduate institutions attended, listing all courses taken and any degree(s) conferred • Official transcripts from all graduate institutions attended, listing courses taken and degree(s) conferred, if any. Applicants may be asked to participate in an interview with graduate program faculty and/or staff members. For further information, contact: Graduate Admissions Office, 612-330-1101, gradinfo@augsburg.edu or www.augsburg.edu/grad Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outline in Admission of International Students on page 16. Academic Policies Academic Evaluation Courses not offered on the numbered grading system are noted in the course descriptions in this catalog as being graded on P/N basis. In order to receive a grade of P, a student must achieve at least a grade of 3.0. No more than two courses with a grade below 3.0 will count toward the degree. No more than two courses with a grade of or below 2.5 can be repeated. Only the credits and grades earned the second time are counted in the grade point average. Any course with a grade of 2.0 or lower will be transcribed as 0.0 academic credit. In order to graduate a student must have a G.P.A. of 3.0 or above. All required courses and the final projects must be successfully completed. A student registered for the final projects (ML 588, ML 589, ML 592, ML 593, or ML 597) will be permitted to participate in Commencement but will not receive a diploma until all courses and projects are successfully completed. Academic Probation and Dismissal Policies Students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of N or 0.0 in a course, the student must petition successfully with the MAL Advisory Committee before being allowed to continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of N or 0.0 is received, the student may be dismissed from the program by the MAL Advisory Committee. Students may also be dismissed by the MAL Advisory Committee for behavior detrimental to the program, such as a gross violation of College policy (as published in the Student Guide). Dismissal would occur only after established procedures were followed. MAL Program Enrollment Policy Students normally take either one or two courses per trimester. Enrolling in two courses per trimester enables a student to complete the coursework in the program within two years. Students who are away from classes for one year or longer must complete an Application for Readmission and submit it to the Office of the Registrar. Students who have been out of the program for three to five years must take one additional course to refresh their understanding of the field. Students who have been out of the program for five years or longer must take two additional courses to refresh their understanding of the field of leadership studies. Accreditation and Affiliation Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a complete list of Augsburg’s accreditation, approvals, and memberships, see page 9. MAL Faculty Andrew Aoki, Professor of Political Science. BA, University of Oregon; MA, PhD, University of Wisconsin. John Benson, Professor Emeritus of Religion. BA, Augsburg College; BD, Luther Theological Seminary; MA, PhD, Columbia University. Thomas Berkas, Instructor of Leadership Studies. BCE, University of Minnesota, PhD University of Minnesota. Graduate faculty member in organizational management, Concordia University, St. Paul. Larry Crockett, Professor of Computer Science. BA, MA, Pacific Lutheran University; MDiv, Luther Theological Seminary; PhD, University of Minnesota; Priest, Episcopal Diocese of Minnesota. Joseph A. Erickson, Professor of Education. BA, MA, College of St. Thomas; MA, Luther Northwestern Theological Seminary; PhD, University of Minnesota. John Furia, Assistant Professor of Business Administration. BA, Rhode Island College; MPA, University of Rhode Island. Daniel S. Hanson, Assistant Professor of Communication Studies. BA, Augsburg College; MA, University of Minnesota. Garry Hesser, Sabo Professor of Citizenship and Learning. BA, Phillips University; M.Div., Union Theological Seminary; MA, PhD, University of Notre Dame. Augsburg College I 41 Master of Arts in Leadership David Lapakko, Associate Professor of Communication Studies. BA, Macalester College; MA, PhD, University of Minnesota. Velma J. Lashbrook, Assistant Professor of Leadership Studies and Director of the Center for Teaching and Learning. BS, Iowa State University; MS, Illinois State University; EdD, West Virginia University. Steven Manderscheid, Instructor of Leadership Studies. BS, St. Cloud State University; MS, University of Minnesota; EdD, University of St. Thomas. Chair, Department of Organizational Management, Concordia University. Thomas Morgan, Professor of Business Administration and Executive Director, Augsburg Center for Faith and Learning. BS, Juniata College; MBA, University of Denver; MS, University of Oregon; PhD, University of Minnesota. Norma C. Noonan, Professor of Political Science and Director of the Center for Leadership Studies and the MAL Program. BA, University of Pennsylvania; MA, PhD, Indiana University. Magdalena Paleczny-Zapp, Associate Professor of Business Administration. BA, MS, Academy of Economics, Warsaw; PhD, Academy of Economics, Krakow, Poland. Catherine Paulsen, Instructor. BA, St. Olaf College; MA, Lone Mountain College. Curtis Paulsen, Associate Professor Emeritus of Social Work. BA, St. Olaf College; MSW, University of Minnesota; PhD, Fielding Institute. Diane Pike, Professor of Sociology. AB, Connecticut College; PhD, Yale University. John S. Schmit, Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University of Texas-Austin. Kathryn Swanson, Professor of English. BA, St. Olaf College; MA, PhD, University of Minnesota. Joseph Volker, Instructor of Leadership Studies. BA, University of California-Irvine; MA, PhD, University of Minnesota. Vice President and Practice Area Leader, MDA Leadership Consulting Inc. Staff Patty Park, MA, Program Coordinator Graduate Catalog I 42 Master of Arts in Nursing Master of Arts in Nursing Doctor of Nursing Practice Welcome to graduate nursing education at Augsburg. We are eager to offer discerning nurse professionals rich educational opportunities, engaging practicum experiences, and a wealth of transcultural nursing knowledge that will enhance your practice and advance your careers. The increasing diversity of our population challenges nurses to respond with creativity and competence in a variety of contexts. The Master of Arts in Nursing program prepares nurses for leadership across care systems, population groups, cultures, and care settings, with particular emphasis on addressing global and local health inequities. Students choose between transcultural nursing in community or transformational nursing leadership tracks of study. The new post-master’s Doctor of Nursing Practice (DNP) program prepares nurses for innovative practice that builds upon a transcultural foundation and embraces community health and holistic nursing. The advanced practice focus is on health and collective life lived in relationship. Thus our curriculum emphasizes advanced nursing roles that maximize health of communities and change the paradigm from one that focuses on disease and illness to one that focuses on prevention and wellness. In all our programs, our students are our greatest asset. They come from all parts of the world to continue their education in transcultural nursing. Classes are therefore a dynamic mix of cultures, spiritual traditions, and lifeways. The Augsburg College mission focuses our curriculum and unites us in ongoing efforts to become better informed citizens, more thoughtful stewards, critical thinkers, and responsible leaders. Classes are offered on the Augsburg campus in Minneapolis and at Bethel Lutheran Church in downtown Rochester, Minn. Video conferencing is used for most classes and allows for real-time connections between students at the two sites. Program faculty and staff are available at both sites and eager to assist students in whatever ways we can. Cheryl J. Leuning Chair, Department of Nursing Director, Master of Arts in Nursing Program and Doctor of Nursing Practice Program Augsburg College I 43 Master of Arts in Nursing Master of Arts in Nursing Master of Arts in Nursing Mission Within the framework of a Christian liberal arts education, the Master of Arts in Nursing program is designed to prepare nurses for transformational leadership and transcultural practice across care settings, with particular emphasis on addressing health inequities. Curriculum Transcultural Nursing in Community The Transcultural Nursing in Community track in the Master of Arts in Nursing program was designed to prepare nurses for advanced population-focused practice in culturally diverse communities. The curriculum is grounded in nursing science, public health principles, theory-guided practice, and transcultural care. The program of study focuses on reaching populations that are underserved by traditional care systems and who exist outside of the social mainstream. As such, the program provides rich alternative teaching and learning opportunities for graduate students locally and internationally. Upon graduation from the program, nurses completing this track are eligible to apply for certification in Advanced Transcultural Nursing through the International Transcultural Nursing Society. Also, graduates completing this track will be eligible to apply to the American Nurses Credentialing Center (ANCC) for certification as an Advanced Public Health Nurse (APHN-BC). Ten courses plus a transcultural field project course are required. Three courses in the advanced nursing core, which all master’s students must take; five courses from the Transcultural Nursing in Community Track; and two electives make up the coursework for the program. Advanced Nursing Core (three courses) NUR 505 Theoretical Foundations for Advanced Nursing Practice (36 practice hours) NUR 520 Research Methods in Nursing (36 practice hours) NUR 523 Theory, Research, and Practice Seminar (36 practice hours) Transcultural Nursing in Community track (five courses) NUR 500 Transcultural Health Care (36 practice hours) NUR 503 Transcultural Health, Families, and the Life Cycle (36 practice hours) NUR 541 The Politics of Health Care (72 practice hours) Plus, two of the following courses: * NUR 510 Advanced Community Health Nursing I: Health As Membership; Living in Community (36 practice hours) NUR 511 Advanced Community Health Nursing II: Emerging Models of Care in Diverse Communities (72 practice hours) Graduate Catalog I 44 or NUR 530 NUR 532 The Power of Ritual and Ceremony for Transformation** Transcultural Healing Practices** Electives—two graduate elective courses from Nursing, MAL, or another graduate program. *Students seeking certification as an Advanced Public Health Nurse from the American Nurses Credentialing Center (ANCC) must complete 500 hours of clinical practicum work and select NUR 510 and NUR 511; students seeking certification from the International Transcultural Nursing Society may select NUR 530 and NUR 532. Clinical practicum hours are integrated into several courses in the curriculum. **Course has 0 practice hours. Graduate Project—students are required to complete a graduate project, which is equivalent to one course. NUR 525 Graduate Field Project (144 practice hours) Transformational Leadership and Management The Transformational Leadership and Management track unites the liberal arts with nursing science and practice. This track is designed to develop nurse leaders who are analytical, articulate, and constructively critical and who will be able to cope with high-level healthcare delivery issues. Curricular emphasis is on interdisciplinary collaboration across care settings. Participation in nursing leadership practica and classroom dialogue provides opportunities for students to apply knowledge and gain experience partnering with diverse care providers, populations, and communities to address health inequities in creative and relevant ways. Specialty electives build on students’ competencies and goals. Courses are offered by the Department of Nursing faculty as well as faculty teaching in the Master of Arts in Leadership and Master of Business Administration programs. Students take a total of 10 courses, plus a transformational leadership project course. Three courses in the advanced nursing core, which all Master of Arts in Nursing students must take, four courses in the Transformational Leadership and Management Track, and three elective courses make up the coursework for the program. Advanced Nursing Core (three courses) NUR 505 Theoretical Foundations for Advanced Nurs ing Practice (36 practice hours) NUR 520 Research Methods in Nursing (36 practice hours) NUR 523 Theory, Research, and Practice Seminar (36 practice hours) Transformational Nursing Leadership Track (four courses)* NUR 501 Transcultural Care Systems (36 practice hours) Master of Arts in Nursing NUR 521 BUS 520 ML 541 Transformational Nursing Leadership (72 practice hours) Management of the Healthcare Organization The Politics of Health Care (72 practice hours) Electives—three graduate elective courses from Nursing, MAL, or another graduate program. *Upon graduation from the program and completion of the Transformational Leadership and Management track, students have the educational preparation to be eligible to apply for certification in Advanced Nursing Administration from the American Nurses Credentialing Center (ANCC). a rapidly developing country. Practical experience with nurses in a variety of care settings, meaningful dialogue with key resource persons, and critical reflection foster personal and professional growth in this practicum. Week-long immersion courses and practica are taught on the Pine Ridge Indian Reservation in western South Dakota. These courses and experiences offer students the opportunity to live on the reservation and participate with public health nurses providing health services. They also interact with tribal leaders and experience cultural events relevant to the Lakota people of Pine Ridge. Students will fulfill their Master of Arts in Nursing through a final project, which serves as the capstone of the master’s program: a graduate field project or course. Ten-day courses and practica are available in Mexico and Guatemala as well. Students explore the relationships of indigenous and Western health care, the connection between social justice and health, and interact with local indigenous healers. In the three core courses students will develop a plan for their final field project, which will be completed in NUR 525. Students may apply all these study abroad options to requirements in the Master of Arts in Nursing program. Practica These practice experiences include fees for travel and education costs onsite in addition to course tuition. Fees vary by practice site. Graduate Project Practice experience is emphasized in both tracks in the Master of Arts in Nursing program. Students who complete the Transcultural Nursing in Community track will have enough practice hours to be eligible to apply to take the certification exam in Advanced Community Health Nursing through the American Nurses Credentialing Center. Nursing practice with diverse populations will also provide students with the experiences needed to apply to take the certification exam in Transcultural Nursing. In the practica, all students practice primarily in nontraditional settings with persons underserved or excluded from mainstream health care. Emphasis is on cultural diversity and health inequities across healthcare settings. Students in the Transformational Leadership and Management track have practice experience in several courses with preceptors in leadership positions in a variety of care settings. A unique opportunity offered for practica at Augsburg is provided by the Augsburg Central Nursing Center. The Nursing Center provides services for persons struggling with poverty and homelessness in the city of Minneapolis. People from diverse backgrounds, who have health experiences grounded in wide-ranging cultural contexts, provide many opportunities for students to explore advanced nursing roles and new models and forms of practice. Study Abroad and Off-Campus Opportunities The Nursing Department works closely with cultural guides, nurse mentors, and Augsburg’s Center for Global Education in developing study abroad opportunities. The following study abroad and away opportunities offer four examples of existing practicum experiences. Students may travel to Namibia in southwest Africa to spend two weeks exploring health and healthcare challenges within Course Descriptions NUR 500 Transcultural Health Care This course explores meanings and expressions of health, illness, caring, and healing transculturally. Focus is on understanding and developing professional competence in caring for individuals, families, groups, and communities with diverse cultural backgrounds. Culture is examined as a pervasive, determining “blueprint” for thought and action throughout the human health experience. Patterns of human interaction that foster health and quality of life are analyzed, and health destroying patterns of interaction, e.g., stereotyping, discrimination, and marginalization, are examined and submitted to moral and ethical reflection. (36 hours of practice experience) NUR 501 Transcultural Care Systems In this course, organizations are viewed as cultural systems that are complex and adaptive, where continuous change and unpredictability rule the development and course of evolution. The importance of relationships, the role of self-organization, the processes of emergence and co-evolution are explored via readings and discussions. Attendance at a local, national, and/or international nursing leadership conference is mandatory. Dialogue and networking with a variety of nursing leaders to understand the context of transcultural healthcare organizations are expected. NUR 503 Transcultural Health, Families, and the Life Cycle The major curriculum concepts of individuals, health, nursing, and society are developed further in this course as the Augsburg College I 45 Master of Arts in Nursing function of individuals living in families and in communities is explored. Content about systems, communication, small group, and nursing theories is applied to family constellation. The influence of the multigenerational family is examined in terms of culture, belief system, roles, healthcare patterns, values, and goals. Specific concepts related to values and culture are expanded and applied to the more complex social structures of traditional and nontraditional families as they interact in and with society. (36 hours of practice experience) NUR 505 Theoretical Foundations for Advanced Nursing Practice This course focuses on nursing science and nursing theory as foundational to advanced transcultural nursing practice. Philosophical underpinnings of different theoretical and research traditions in nursing are compared and related to the provision of culturally competent care in diverse communities. Nursing science is emphasized as a process of theory advancement and as an accumulating body of nursing knowledge. (36 hours of practice experience) NUR 510 Advanced Community Health Nursing I: Health As Membership; Living in Community This course focuses on persons, families, and groups living in relationship. Emphasis is on applying the core functions of community/public health—assessment, policy development, and assurance. Principles of epidemiology, population demographics, and culture care are integrated into community-focused healthcare delivery models. Power structures within dominant social systems are analyzed and critiqued with regard to resource access and distribution among underserved populations. (36 hours of practice experience) NUR 511 Advanced Community Health Nursing II: Emerging Models of Care in Diverse Communities Emphasis is on the application of public/community health theory and research in providing health care to populations and communities. Essential public health services are assessed for adequacy in meeting community health needs and addressing transcultural health goals. The impact of diversity, privilege, resource limits, and globalization add depth and reality to local and global community health concerns, patterns of health, suffering, and healthcare provisioning. (Prereq.: NUR 510) (72 hours of practice experience) NUR 520 Research Methods in Nursing Through a combination of literature review, field experience, and class discussion, research methods relevant to the exploration of culture and health will be examined. Class topics will include formulating study questions to explore collective foundations of meaning and explanation in health and illness, practice in data collection procedures of field research, and issues of interpretation and analysis in qualitative research. (Prereq.: college-level statistics course) (36 hours of practice experience) Graduate Catalog I 46 NUR 521 Transformational Nursing Leadership This course emphasizes transformational nursing leadership and management in partnership with diverse groups. Transcultural competence is lifted up as significant to the evolving leadership and planning skills needed in emerging care systems. Opportunities for students to engage in designing relevant models of care delivery are woven into clinical practica. (36 hours of practice experience) NUR 523 Theory, Research, and Practice Seminar The conceptualization, investigation, and application of nursing knowledge will be critiqued with particular focus on its contribution to developing practice in transcultural community health care. Through reflection and dialogue, which includes professional experience of practice contexts, as well as theoretical and research literature, students will formulate a transcultural nursing model of care. (36 hours of practice experience) NUR 525 Graduate Field Project This course focuses on the application and integration of knowledge to a student-selected issue or topic of concern relevant to transcultural nursing, community health nursing, and/or transformational nursing leadership. This course focuses on a written report of the student’s project that has been developed in the nursing core. Relevant coursework is integrated into the project and the final written report. Plans for disseminating the report for public and professional use are encouraged. Students will defend the project to their graduate committee (major faculty adviser and two readers) and invited guests at the time of completion. (144 hours of practice experience) NUR 530 The Power of Ritual and Ceremony for Transformation In this course, the student will explore ritual and ceremony from a transcultural perspective. Attention will be focused on rituals and ceremonies in specific cultures and religions, and in the modern American medical system that sustains its own rituals. In some cultures, formal or informal religious practices may be integral to the ritual of ceremony and healing. In modern American culture, the perceived division between the mind, body, and spirit has led to ritual and ceremony being considered adjunctive to the scientific approach ritual and ceremony into their lives and healthcare practices. Students will also discuss the meaning of ritual and ceremony to their own lives and professional practice. NUR 532 Transcultural Healing Practices This course will introduce students to complementary healing practices including the historical and cultural contexts in which they developed. Students will discuss the philosophical underpinnings of therapeutic systems and paradigms of healing in selected complementary therapies: music therapy, traditional Chinese medicine, mind-body healing, spiritual and faith practices, energy healing practices, movement therapies, homeopathy, manual therapies, and nutrition and nutritional supplements. Master of Arts in Nursing NUR 541 The Politics of Health Care This course will explore how health and illness are related to inequities in society and dynamics of power in systems of health care. The following issues will be examined in the course: How widening gaps in the distribution of wealth diminish the health of all members of society; how social inequities become medicalized as health disparities, how an emphasis on profit in health care affects the distribution of healing resources in the population, and what strategies the poor and powerless employ to gain access to healthcare resources. This course will include an optional study abroad experience in Guatemala. (72 hours of practice experience) NUR 562 Walking the Truth: Culture, Gender, and the Millennium Development Goals (MDGs) in Sub-Saharan Africa This course explores the influence of cultural values and gender roles on the achievement of the Millennium Development Goals (MDGs) in sub-Saharan Africa. The social determinants of health and illness—economic realities, education levels, governmental policies, access to technology, and the competence of healthcare providers—are examined in relation to the unequal burdens of suffering and disease evident in Africa. Leadership skills that promote MDG achievement in local, regional, and national contexts are identified and applied through experiential practical learning activities. NUR 599 Topics Study of selected topics that are not treated extensively through current course offerings. Specific topics will be published prior to registration. BUS 520 Management of the Healthcare Organization This course provides an overview of the key organizational and behavioral concepts that underlie effective management practices in healthcare organizations. It addresses both the theory and practice of effective management. The course will emphasize the importance of addressing the expectations, needs, and performances of people in organizations, and recognizes the role of the internal, external, and global cultures that impact organizational structure, behavior, and change. ECO 520 Economics of Health Care in a Global Community At the end of the class, students will be better able to apply economic concepts to the health systems of both the United States and other parts of the world. The focus will be on the public policy aspects of the healthcare system, e.g., issues of access and cost. Admission to MAN • Cumulative GPA of 3.0 (on a scale of A = 4.0) in all previous college coursework • Experience as a registered nurse • Current nursing license • All required immunizations • National Criminal Background check A college-level statistics course is required for progression in the program, but is not necessary for admission. Decisions about admission to the program will be made on an individual basis by the Graduate Admissions Committee. Admissions are handled throughout the year, with students being admitted at the beginning of the fall (September), winter (January), and spring (April) terms. Selection of candidates will be made on the basis of an evaluation of the following items for each applicant: • Previous college record and GPA • Letters of recommendation • Professional experience • Written statement describing professional and educational goals Application Checklist The following items must be sent to the Graduate Admissions Office: • Completed application form— www.augsburg.edu/ma_nursing/ • $35 nonrefundable application fee • A 2-3 page typed statement describing the applicant’s professional and educational goals • Three letters of recommendation—in English—addressing the applicant’s character and ability for graduate study. (Two of these recommendations must be from professional colleagues.) • Evidence of Health Insurance Portability and Accountability Act (HIPAA) training, professional liability insurance, and required immunizations • Official transcripts from all undergraduate and graduate institutions attended, listing all courses taken and any degree(s) conferred. An interview with graduate program faculty and/or staff members may be requested. Admission as an international student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students on page 16. Admission Requirements Academic Policies Applicants into the Master of Arts in Nursing program must have: • Bachelor’s degree in nursing from a regionally-accredited four-year college or university, or must have an Associate of Science degree in nursing in addition to a non-nursing bachelor’s degree. Evaluation Standards Evaluation of academic performance in the Master of Arts in Nursing program will be based on number grades using a 4.0point scale. See detailed information on page 12. Augsburg College I 47 Master of Arts in Nursing Attendance Policy Department of Nursing Faculty Class attendance is expected and should be considered a responsibility, not only to one’s self, but to one’s classmates and course instructor. Magdeline Aagard, Associate Professor of Nursing. BA, Augustana College; MBA, EdD, University of St. Thomas. Academic Probation and Dismissal Policies Pauline Abraham, Assistant Professor of Nursing. BSN, Winona State University; MA, Augsburg College. Students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of 2.0 or less in a course, the student must petition successfully to the faculty of the Master of Arts in Nursing program before being allowed to continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of 2.0 or less is received, the student may be dismissed from the program. Students may also be dismissed for behavior detrimental to the program, such as a gross violation of college policy (as published in the Student Guide). Dismissal would occur only after established procedures were followed. Marty Alemán, Assistant Professor of Nursing. BSN, University of Minnesota; MA, Augsburg College. Katherine Baumgartner, Assistant Professor of Nursing. BSN, Minnesota State University; MA, Augsburg College. Ruth Enestvedt, Assistant Professor of Nursing, Co-Coordinator of the Augsburg Central Nursing Center (ACNC). BA, St. Olaf College; MS, PhD, University of Minnesota. Cheryl Leuning, Professor of Nursing, Chair of the Department of Nursing, and Director of Graduate Programs. BA, Augustana College; MS, University of Minnesota; PhD, University of Utah. Credit for Prior Education Students may petition the Master of Arts in Nursing faculty for approval of any variation in the curriculum including the transfer of credit. Transfer credits will be evaluated on an individual basis. The only courses that will be considered for transfer credit are those earned from accredited colleges and universities, whose course content is comparable to those in the Master of Arts in Nursing program. No more than three courses will be accepted for transfer credit. Credit and Contact Hours Each full-credit graduate course is the equivalent of four semester credits or six quarter credits. Classes are scheduled to meet the needs of working adults, combining in-class and web-based components. Clinical practica opportunities are included in selected courses. Last Day to Withdraw from Class The last date on which students may withdraw from a class and receive a “W” on their records is available on the Grad/Weekend College calendar: www.augsburg.edu/enroll/calenders/index.html. Accreditation and Affiliations The Master of Arts in Nursing program is fully accredited by the Commission on Collegiate Nursing Education (CCNE). Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools.For a complete list of Augsburg’s accreditations, approvals, and memberships, see page 9. Graduate Catalog I 48 Joyce Miller, Assistant Professor of Nursing. ADN, Rochester State Junior College; BS, Augsburg College; MA, Augsburg College. Susan Nash, Associate Professor of Nursing. BSN, MSN, EdD, University of Minnesota. Joyce Perkins, Assistant Professor of Nursing. BS, University of New Hampshire; RN, College of St. Teresa; MA, St. Mary’s College Graduate Center; MS, University of Minnesota; PhD, University of Colorado. Kathleen Welle, Instructor and Coordinator of the Augsburg Central Nursing Center, BS, MA, Augsburg College. Doctor of Nursing Practice Doctor of Nursing Practice The Doctor of Nursing Practice program prepares nurses to envision new models of advanced practice in transcultural nursing, community/public health, and advanced holistic nursing. Emphasis is placed on maximizing health within populations and communities through peaceful, collaborative actions across care settings and cultures, focusing on eliminating health inequities locally and globally. As a post-master’s program, the DNP builds upon the strengths of the Master of Arts in Nursing (MAN) program and prepares nurses for advanced practice roles in Transcultural Nursing (APTCN), Public Health Nursing (APPHN), and Holistic Nursing (AHN). Program Goals Graduates of the Doctor of Nursing Practice program will have advanced preparation to: • Negotiate the complexity of multicultural care settings and care systems to eliminate health inequities among populations and communities • Challenge conventional knowledge about illness through an ecological approach to social determinants of health • Lead change through building coalitions with marginalized people that are based on mutuality and common cause Program Structure The curriculum is structured as a full cohort model. One cohort a year will be admitted to begin in the fall term. It is expected that most students will take courses on a part-time basis as one didactic offering, one practicum, and one seminar each term. As a part-time student, completion of the program is expected to be 32 months, including completion of the capstone project. The curriculum for the DNP combines didactic, practicum, and seminar courses, with a capstone project to complete the degree. As a practice doctorate, the emphasis is on building skill in knowledge application among diverse cultural groups. The goal is to improve health and decrease inequities that lead to unnecessary morbidity and mortality in communities. Didactic A total of seven didactic courses constitute the DNP core, with one additional elective course credit required for completion of the didactic coursework. The didactic offerings carry 0.5 course credits each (1.0 course credit equals 4.0 semester credit hours) and are taught as an immersion one day a month with a half-day for seminar on the subsequent day. sions in a variety of cultural contexts led by nursing faculty or that are student initiated and individually directed experiences mentored by nursing faculty. Practica course credits range from 0.25 (36 hours per 12-week term) to 1.0 (144 hours per 12-week term). To achieve the DNP, students must complete a total of 1,000 practicum hours in their MA and DNP programs. Students will be allowed to transfer up to 600 practicum hours from their master’s in nursing into the Augsburg DNP. Assuming a 12-week semester, practicum hours are computed as follows: • (.25 course credits) 1 semester credit hour = 3 “clock” hours of practicum time per week x 12 weeks = 3 “clock” hours per week or 36 “clock” hours of practicum time per semester • (.50 course credits) 2 semester credit hours = 6 “clock” hours of practicum time per week x 12 weeks = 72 “clock” hours of practicum time per semester • (.75 course credits) 3 semester credit hours = 9 “clock” hours of practicum time per week x 12 weeks = 108 “clock” hours of practicum time per semester • (1.00 course credits) 4 semester credit hours = 12 “clock” hours of practicum time per week x 12 weeks = 144 “clock” hours of practicum time per semester Seminars Seminars focus on integration of conceptual learning with field practice developing the student’s particular practice interest. Students are required to participate in a doctoral seminar (.25 course credits) every term—fall, winter, and spring—until completion of the DNP degree. Cohorts of students who enter the DNP program together progress as a group in the seminars in which they enroll each term. The final seminar culminates in the project presentation and completion of the requirements for the DNP degree. Students will participate in a seminar (.25 course credits) every term until completion. Final DNP Capstone Project Final DNP capstone projects must make a significant impact on nursing practice and health outcomes of populations and communities, demonstrate an evidence-based contribution to existing nursing knowledge, and be suitable for presentation or publication in a peer-reviewed venue. Through this scholarly project students demonstrate synthesis and application of scientific knowledge in advanced transcultural public/community health nursing practice. Students should begin working on their DNP capstone projects in the early stages of the DNP program and continue throughout. This scholarly project is planned in collaboration with a major faculty adviser. Curriculum Practica Didactic Courses Practica are organized to give flexibility and individual choice to students to support their increasing independence and depth of practice experience at the doctoral level. Students select practicum experiences that are either structured immer- NUR 800 Practice Wisdom (Me¯tis) and Formal Evidence: The Dialectic Between Knowledge and Engagement This course provides a foundation for building the scholarship of advanced practice in transcultural nursing and community health. Sources of knowledge and procedures for Augsburg College I 49 Doctor of Nursing Practice acquiring knowledge, both formal and informal, will be studied for the power to positively influence health outcomes. Evidence will be evaluated for relevance to practical experience based on context-specific (emic) positions and for rigor in empirical procedures based in context-free (etic) perspectives. Utilizing selected evidence suited to particular transcultural issues, practice modes building on both local expertise and professional research will be analyzed through systematic reflection. Students will begin developing original practice models suited to their transcultural interests and relevant to concerns of people marginalized by dominant health systems. NUR 802 Making Room at the Table: Applying Ethics to Ending Hunger and Sharing Abundance This course in applied ethics focuses on health as a human right with emphasis on the development of skills in community building as citizen professionals. From the perspective that hoarding abundance compromises the health of everyone, the course facilitates human connections that go beyond charity to acting from a basis of shared risk and solidarity. NUR 803 Transcultural Cosmologies and a Global Perspective This course explores the intersection of Western scientific principles and cultural cosmologies. Cycles, rhythms, and patterns of nature are correlated to a Western understanding of natural science. These interrelationships are then viewed through the lens of nursing theory, research, and practice. A wider horizon of meaning derived from a broad understanding of diverse methods and healing practices allows for conceptual models of nursing care to emerge that are responsive to dverse cultural expressions of health and illness. NUR 804 Mobilizing Sustainable Models of Human Betterment: Participatory Action in Community Building and Health Care This course focuses on communities as the foundation of health by recognizing strength in community residents and models that utilize the qualitative methods of participatory action that minimize the expert role in planning. Globalization as a model of neoliberalism will be critiqued, and a perspective of building solidarity among local communities will be emphasized. Skill building in participatory action processes will occur. NUR 805 Ways of Knowing: Synthesizing Qualitative and Quantitative Evidence Drawing on insights from complexity science, this course examines the diverse ways of knowing that guide professional practice. It focuses on the comparative analysis of quantitative and qualitative data. Students will critically reflect on the data, unpacking it and uncovering the meaning behind the data that supports their practice. Comparing the positivistic and interpretive stance, the students will examine relevant knowledge and ways of knowing that provide scholarly grounding for their professional expertise. Graduate Catalog I 50 NUR 806 Ecology of Human Suffering in a World of Extremes This course examines the cumulative illness-producing effects of inequities that are embedded in structures of social privilege and disadvantage. Human suffering is viewed as neither coincidental nor inevitable, but related to exploitation and organized cruelty within social systems. Epidemiological approaches are used to trace patterns of disease and illness that strike population groups and communities unequally around the world. Health status appraisal, risk analysis, and the levels of structural violence in society will be examined using culturally responsive data collection methods, resource accessibility, and the application of appropriate technology. NUR 807 Magic, Medicine, and Healing Spirits: Transcultural Perspectives on Health Care This course explores transcultural healing and caring modalities including the integration of traditional and scientific healing ceremonies and beliefs. Healing traditions among indigenous peoples will be examined, including spiritual forces that promote health and cause illness. The use of medicinal plants for healing in indigenous traditions will be compared to contemporary views of health and healing in bioscientific models of curing. Practica Practica in the DNP include structured immersion experiences led and facilitated by faculty, and student initiated, selfdirected practice experiences mentored by faculty. All practica are designed to develop students’ individual practice interests and skills. Practica are taken concurrently when students enroll in a didactic course. Guidelines for the integration of DNP practica into a plan of study include the following: • Practica will be completed incrementally throughout the DNP program. • Students may register for varying practica and credits each term, including summer • Practicum hours may be completed at the student’s job site, if approved by a supervisor and the nursing faculty adviser, but the practicum work must go beyond the student’s current job responsibilities and be consistent with the DNP program expected student outcomes. • Practica must be led or mentored by either a nursing faculty member or another approved mentor who is an “expert” within a community, population group, or has expert knowledge related to a particular phenomenon of interest to the student. • Students will develop objectives for practicum experiences in collaboration with faculty advisers and keep a record of practicum work in a professional portfolio. • Students must register for enough post-baccalaureate practicum credits to reach a total of 1,000 practicum hours to earn the DNP degree. This will be evaluated when students are admitted to the DNP program. Doctor of Nursing Practice The following are examples of directed study practica and immersion practicum experiences developed and led by faculty in the DNP program: NUR 701 - NUR 704 Directed Study Practicum (0.25-1.00 credits, 36-144 practicum hours) Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills, including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As such, directed study practica are individualized to students’ specific areas of interest and are planned by students in consultation with a major faculty adviser, cultural guides, and other mentors in the communities in which they wish to carry out the practicum. NUR 712 Culture Care on the Pine Ridge Reservation (0.5 course credits, 72 practicum hours) In this practicum students live on the Pine Ridge Indian Reservation in western, South Dakota, where they have opportunities to gain knowledge about health inequities and structural violence from the viewpoint of persons living with poverty and cultural devastation. The strengths of the traditional Lakota culture emerge as Lakota elders and tribal leaders guide students into life on the reservation. Healing care systems and beliefs about health and illness are compared and contrasted with Western biomedical care and the politics of health care provided through the Federal Government’s Indian Health Service (IHS) are examined. NUR 742 Dia de los Muertos—Location: Mexico (0.5 course credits, 72 practicum hours) In this practicum students are immersed in the ancient tradition of honoring the children and ancestors during the celebration of the Day of the Dead in Mexico. Living in Cuernavaca or Oaxaca, Mexico, students are guided by indigenous participants in rituals and ceremonies that invite the return of ancestors who have died. Globalization of the holiday and its modifications through culture contact are revealed. NUR 723 Ancient Healing Practices—Location: England (0.75 course credits, 108 practicum hours) This practicum immerses students in ancient settings of healing in England—the healing waters of the Roman baths and the healing energy of and the sacred sites of ancient Celts. The importance of a connection to the land and cosmos is embodied in the origins of modern-day nursing. A visit to Homerton Hospital in Hackney, London, exemplifies transcultural care with a diverse population of immigrants and asylum seekers. NUR 752 Health Care on the Mexican–U.S. Border (0.5 course credits 72 practicum hours) This study abroad opportunity explores issues of poverty, public health, environment, immigration, and globalization in the context of displaced communities. Participants meet face to face with immigrants, refugees, border patrol agents, factory workers, and community leaders on both sides of the U.S.– Mexican border to listen and learn about their health concerns, economic development, human rights struggles, and efforts to achieve social justice. NUR 734 Health and Community Building—Location: Guatemala (1.0 course credits, 144 practicum hours) This practicum explores health as a human right. Analysis will focus on how widening gaps in the distribution of wealth diminishes the health of all members of society. Learning is based on immersion experiences in Guatemala City and highland Mayan communities. Observation, presentations by cultural guides, and classroom discussions will reflect on health and social justice for marginalized people. Participation in traditional back-strap weaving will guide reflection on the relationship of health and cultural continuity. Spanish language school is an option in this practicum. NUR 762 A Practicum Exploring Millennium Development Goal (MDG) Achievement in Sub-Saharan Africa (.5 course credit, 72 practicum hours) Students focus on the development of leadership skills that promote Millennium Development Goal (MDG) achievement in sub-Saharan Africa. Practicum activities are designed to engage healthcare professionals and members of local communities in best practices for achieving MDG targets by 2015. Structured lectures and discussions supplement practice and encourage students to explore sociocultural determinants of health and illness—economic realities, cultural values and gender roles, education levels, governmental policies, access to technology, and the competence of healthcare providers— in relation to the unequal burdens of suffering and disease evident in Africa. NUR 794 Culture Care in a World of Extreme—Location: Republic of Namibia (1.0 course credits, 144 practicum hours) Emphasis is on transcultural nursing leadership in partnership with persons and communities. Participants experience the challenges care systems face in providing health care within geographically and economically extreme contexts where isolation, poverty, and virulent disease are epidemic. Participant-observation among Ju/’hoansi communities in the Nyae Nyae Conservancy provide opportunities to collaborate and practice with nurses and other healthcare professionals striving to provide culturally safe and effective health care to one of the world’s “first peoples.” NUR 782 Poverty and Community Building in the Inner City—Location: Minneapolis, Minn. (0.5 course credits, 72 practicum hours) An immersion in the inner city of Minneapolis provides expe- Augsburg College I 51 Doctor of Nursing Practice rience with the rich diversity in the inner city. Concepts of advanced practice in public health nursing are applied among the community of people who visit the Augsburg Central Nursing Center, a community-based nursing service. In addition to participation at the Nursing Center, students explore issues of health and social reality with cultural guides from the inner city populations and with nurses who work effectively with them. Seminars NUR 811 First-Year Seminar, NUR 821 Second-Year Seminar, NUR 831 Third-Year Seminar, and NUR 841 Final Seminar (0.25 credits per term while enrolled in the DNP) Students are required to register for a seminar each term they are in the DNP program. The purpose of DNP seminars is to integrate diverse practicum experiences with students’ individual practice interests. As such, the seminars provide a venue for students to test ideas for their practice with faculty and peers and receive relevant feedback and support. Through dialogue in the seminars, students work on their DNP capstone projects and professional portfolios. The last seminar (NUR 841) culminates in the successful completion of a scholarly capstone project that advances nursing practice. Students register for NUR 841 during the term in which they will be completing and presenting their final doctoral project, along with their professional portfolios. The professional portfolio documents the process of theory and research integration and the emerging practice innovations the student is implementing. Elective courses Elective courses are selected in collaboration with faculty advisers. Students may choose relevant elective graduate courses (at the 500 level or above) to add depth and breadth to their nursing specialty focus. These credits may be chosen from within the Department of Nursing or from a number of interdisciplinary programs and courses, including those offered by Master of Arts in Leadership, Master of Social Work, Master of Business Administration, Economics, and the Master of Arts in Education. This allows students to take optimal advantage of the richness and diversity of opportunities afforded through Augsburg College graduate programs. Admission to the DNP Admission Requirements Applicants to the Doctor of Nursing Practice program must have: • Earned master’s degree in nursing from a nationally accredited institution • GPA of 3.2 on a 4.0 grading scale in master’s in nursing program • A current unencumbered RN license to practice in the U.S. • Evidence of a completed graduate research course • Evidence of up-to-date immunizations • Satisfactory results of a certified federal criminal background check Graduate Catalog I 52 Decisions about admission to the program will be made on an individual basis. Selection of candidates will be made on the basis of an evaluation of the following items for each applicant: • A three-page typed, double-spaced essay demonstrating ability to write in a thoughtful, coherent manner • Official transcripts from all colleges and universities attended (Applicants with a college or university degree completed outside of the United States must submit an official evaluation from World Educational Services.) • Three professional references • An interview with program faculty The number of applicants admitted to the DNP program will be limited and based on availability of faculty members who share a student’s practice interests and goals. Meeting the minimum admission criteria does not ensure that an applicant will be admitted to the program. Applicants who have graduated from a foreign nursing program, should submit their coursework for validation to the World Education Service (WES) and have the reports sent directly to Augsburg College. Additionally, internationally-educated applicants may request the Commission on Graduates of Foreign Nursing Schools (CGFNS) (http://www.cgfns.org/ ) to forward their educational credentials report to the Minnesota State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and demonstrate successful passing of the National Council Licensure Examination (NCLEX). Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, who have passed the NCLEX, will be considered for admission and must meet the same residency requirements expected of all students. Applicants whose first language is not English must submit evidence of earning a minimum score of 95 out of a possible 120 (or 250 if previous version was taken) on the Test of English as a Foreign Language (TOEFL). Transfer of credits Transcripts of students who have completed a master's degree in nursing or other graduate work are required for admission to the DNP. Doctoral credits may be transferred into the DNP program if assessed as equivalent to courses offered at Augsburg College. DNP students may potentially transfer up to 2.0 course credits or 8 semester credit hours into the DNP program. Elective courses acceptable for transfer are determined by the Department of Nursing faculty and the registrar. The process of obtaining transfer credit must be initiated by the student before the end of the first academic year of study. Submission of course syllabi and/or a detailed description of course content will be needed to initiate transfer of courses into the DNP program. To qualify for credit the practicum hours must be officially documented from the master’s degree program. Doctor of Nursing Practice Students may transfer up to 600 practicum hours that were earned and documented in their master’s degree program. These 600 hours will be counted toward the 1,000 hours required for the DNP degree. Program Staff Sharon Wade, Administrative Coordinator, BA, Augsburg College. Accreditation Linden Gawboy, Administrative Assistant Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. Patricia Park, Program Coordinator, MA, Augsburg College. The Doctor of Nursing Practice program is a candidate for accreditation from the Commission on Collegiate Nursing Education (CCNE), which has accredited the Master of Arts in Nursing and the Bachelor of Science in Nursing programs at Augsburg. An accreditation site visit by CCNE is scheduled for March 2011. For a complete list of Augsburg’s accreditations, approvals, and memberships, see page 9. Department of Nursing Faculty Magdeline Aagard, Associate Professor. BA Augustana College; MBA, EdD, University of St. Thomas. Pauline Abraham, Assistant Professor. BSN, Winona State University; MA, Augsburg College. Marty Aleman, Assistant Professor. BSN, University of Minnesota; MA, Augsburg College Katherine Baumgartner, Assistant Professor. BSN, Minnesota State University; MA, Augsburg College. Ruth Enestvedt, Assistant Professor. BS, St. Olaf College; MS, PhD, University of Minnesota. Cheryl Leuning, Professor, Chair of the Department of Nursing, and Director of Graduate Nursing Programs. BA, Augustana College; MS, University of Minnesota; PhD, University of Utah. Joyce Miller, Assistant Professor. AND, Rochester Community Technical College; BS, MA, Augsburg College. Susan Nash, Associate Professor. BSN, MSN, EdD, University of Minnesota. Joyce Perkins, Assistant Professor. BS, University of New Hampshire; RN, College of St. Teresa; MA, St. Mary’s College Graduate Center; MS, University of Minnesota; PhD, University of Colorado. Kathleen Welle, Instructor and Coordinator of the Augsburg Central Nursing Center, BS, MA, Augsburg College. Augsburg College I 53 Master of Business Administration Master of Business Administration Embarking on a graduate degree program is an exciting and challenging decision. The Augsburg MBA provides students a unique opportunity to investigate business cultures and practices through a faculty-led international experience. Our curriculum integrates the global experience of our faculty and reflects Augsburg’s mission of developing leaders grounded in values, purpose, and vocation. The Augsburg MBA is a demanding and proven accelerated program focusing on practical skills, knowledge, and teamwork built on a foundation of ethical decision-making. The Augsburg MBA additionally offers students the ability to include enhanced instructions in several professional business disciplines. We invite students to challenge themselves and their classmates to bring a new and expanded focus through guided reflection and examination. Augsburg MBA students are chosen because they exhibit purpose and direction in their careers and lives, and positive engagement with their community and associates. We invite you to become part of a growing community of Augsburg MBA alumni. Steven M. Zitnick Director, Master of Business Administration Program Graduate Catalog I 54 Master of Business Administration MBA Mission To prepare students for professional careers in business by developing their decision-making skills and judgment, and by transforming them into effective managers and leaders. The program aspires to provide an outstanding student-centered education that produces graduates who are critically astute, technically proficient, and who understand the moral and ethical consequences of their decisions on their organization and on the world. MBA Program Overview groups enables you to enhance your strengths, build your skills, expand your business acumen, and improve your decision-making. Together as a community you’ll build personal, social, and academic abilities. Adult learners bring a wealth of work and personal life experiences with them into the classroom, multiplying the opportunities for learning. The personal connections and relationships you build with fellow students and faculty will extend into an important and valuable network as you take your career to new levels. Today’s business leader must be able to quickly analyze situations and information and critically think through alternatives and courses of action. The purpose of the Augsburg MBA is to prepare students to accept greater responsibility in organizations facing this fast-evolving business culture. The curriculum of the MBA gives students the ability to think critically and ethically as they face the increased challenges of a global business environment. Quality, individual initiative, ethics, and teamwork are hallmarks of the Augsburg MBA. We have a commitment to continually improve students’ experiences and learning in the program. Our faculty is uniquely qualified to bridge theory and real-world application, giving MBA students opportunities to acquire skills and knowledge in a variety of disciplines. The Augsburg MBA offers students the flexibility of completing a general MBA or a specialized MBA with a concentration that matches their interests and career goals. Course Credit Accreditation Full-credit MBA courses consist of seven four-hour sessions. Classes meet one night each week with an occasional Saturday session. The Augsburg MBA is a candidate for accreditation with the Association of Collegiate Business Schools and Programs (ACBSP). Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a complete list of Augsburg’s accreditations, approvals, and memberships, see page 9. Plan of Study The Augsburg MBA is an accelerated, part-time program that allows working professionals to complete an MBA degree in fewer than 24 months. This is accomplished by using a cohort model in which students follow a predetermined schedule with classes meeting one night a week. Students in a cohort program model stay together as a group through the sequence of classes for the duration of the program. This provides a continuous, collaborative learning process. The cohort environment fosters a cohesive learning community where students learn from each another, mentor each other, and peer coach. You’ll share diverse professional expertise and experience as you work in teams on projects, case studies, presentations, and simulations, both inside and outside of class. Working both individually and in small Augsburg College uses a course-credit system. A full course credit (1.0) is equal to four semester credits or six quarter credits. Each full course on the trimester schedule meets for approximately 28 contact hours with the expectation of substantial independent and group study offered through the web-based electronic course management system. Plan of Study The Augsburg MBA offers students the flexibility of completing a general MBA or a specialized MBA with a concentration that matches their interests and career goals. The general Augsburg MBA consists of 13 courses that can be completed in fewer than 24 months. An Augsburg MBA with a concentration consists of nine core MBA courses and six additional courses that focus on their chosen area of interest. An MBA with a concentration can be completed in 28 months. Academic Calendar Currently, the Augsburg MBA uses the trimester schedule as well as a summer session. As of fall 2011, the Augsburg MBA will follow the semester schedule, including summer sessions. Courses are offered consecutively during each term so students are able to concentrate on one subject at a time. The program is designed to have students take at least two fullcredit courses per term. Official academic calendars and the MBA registration policies can be found at www.augsburg.edu/registrar. The unique cohort model of the Augsburg MBA requires individual calendars for each cohort, which are provided by the MBA department. The Augsburg MBA The 13 required courses of the general Augsburg MBA are as follows: MBA 510 Managerial Economics MBA 520 Accounting for Managers MBA 530 Managerial Finance MBA 540 Business and Professional Ethics MBA 545 Organization Development/Behavior Augsburg College I 55 Master of Business Administration MBA 550 MBA 560 MBA 565 MBA 570 MBA 575 MBA 592 MBA 595 MBA 580 Marketing Management Communication Issues in Management Managing in a Global Environment Quantitative Decision Making for Managers Strategic Technology Leadership: Ethics, Service, and Transformation Strategic Management Management Consulting Project (Capstone) MBA Course Descriptions MBA 510 Managerial Economics Application of economic tools in solving managerial problems. Topics include markets and organizations, demand and cost functions, demand and supply analysis, game theory and the economics of strategy, pricing incentives, evaluation, regulation, incentive conflicts and contracts, and ethics and the organizational architecture. Students develop critical thinking skills and a framework of analyzing business decisions. In summary, the objective of the course is to help business students become architects of business strategy rather than simply middle managers following the path of others. MBA 520 Accounting for Business Managers Concepts of Generally Accepted Accounting Principles (GAAP) for preparing financial statements. Students will learn to analyze income statements, balance sheets, and annual reports, and to budget using projected sales, fixed and variable expenses, breakeven calculation, and capital budgeting. MBA 530 Managerial Finance Understanding the foundations of financial management including markets, institutions, interest rates, risk and return, and the time value of money. Included are security valuation, corporate valuation, strategic investment and financing decisions, working capital management, mergers and acquisitions, derivatives, bankruptcy, and multinational implications. MBA 540 Business and Professional Ethics An understanding of the ethical problems faced by people in organizations and businesses today. A framework for recognizing ethical problems helps the student determine how decisions will affect people positively or negatively. This course conveys a model of analysis of ethical problems to allow students the ability to make better judgments about what is right and fair. The course also allows students to gain confidence in their understanding and their proposed solutions for ethical issues, thus being able to forcefully and reasonably defend their point of view. MBA 545 Organizational Development/Behavior Theory and application of organizational development (OD) of human resources within organizations. Topics include strategies and tactics for developing human resources to support organizational cultural changes (such as total quality management), team building, collaboration with other teams, training, the impact of diversity, and evaluation of OD strategies. Graduate Catalog I 56 MBA 550 Marketing Management Applying marketing theory and practice to real-life marketing situations. Topics include market segmentation, targeting, positioning, distribution of goods and services, the relationship between price and demand, brand management, and marketing plans and strategy. Students gain hands-on experience with marketing in cross-functional organization strategies. MBA 560 Communication Issues in Management An ethnographic approach to communication in the workplace including how physical settings, communication channels, institutional goals, institutional culture, and the roles of participants shape communication. Students will use case studies and their own workplace experiences to examine effectiveness, ideologies and biases, network theory, persuasive appeals, and communication of institutional values. MBA 565 Managing in a Global Environment Explores the reasons, conditions, processes, and challenges of internationalization from an enterprise perspective. The foci of the course will be international trade theory and institutional governance of international trade/monetary policy, and the differences in political-economic/socio-cultural systems and their implications for international business. MBA 570 Quantitative Decision-Making for Managers Extracting actionable information from data, interpreting data in tables and graphs, interpreting statistical significance, evaluating survey data, using data mining with large databases, and using simulation and modeling in business decisions. MBA 575 Strategic Technology Making strategic technology decisions most favorable to organization and culture, interaction with customers and suppliers, and future growth of the organization. Students will come to understand the impact of the internet and electronic commerce on the traditional business model, the effect on employees, and the ethical and societal results of given technology choices. MBA 580 Management Consulting Project Working in teams with a local organization, students develop expertise in an area related to their vocation, using communication, leadership, and collaboration skills, and academic knowledge to research, analyze, and make recommendations. The management consulting project culminates in a presentation to the client and the faculty adviser. MBA 592 Leadership: Ethics, Service, and Transformation Provides learners with well-rounded, comprehensive leadership skills that will enhance personal and organizational effectiveness. Leadership skills and abilities have long been viewed as important contributors to success in personal and professional spheres. Topics include leadership strategy, critical and distinctive functions and skills of management and leadership, relationship building, servant leadership, leadership communication, and self-awareness and discovery of leadership styles, traits, and abilities. Master of Business Administration MBA 595 Strategic Management Organizations that survive over time generally meet customer needs more effectively than the customer’s alternatives. These organizations adapt to a constantly changing environment, usually coordinating change in a variety of different functional areas. Strategy matches the organization’s capabilities to its market position, facilitates resource allocation, and provides guidance for decision-making. This course is integrative of all subject matter in the MBA program, and adopts the perspective of senior management. Graduate Concentrations and Certificates MBA with a concentration The Augsburg MBA with a concentration requires the successful completion of 15 MBA courses, including nine foundational courses and six required concentration courses. Students may choose one of five concentrations: finance, marketing, international business, human resources management, or health care. A concentration may allow students to become competitive in a specific career field or, in some cases, it may assist students in achieving professional certification or accreditation. The nine required core courses are as follows: MBA 510 Managerial Economics MBA 520 Accounting for Managers MBA 530 Managerial Finance MBA 540 Business and Professional Ethics MBA 545 Organization Development/Behavior MBA 550 Marketing Management MBA 570 Quantitative Decision Making for Managers MBA 580 Management Consulting Project (Capstone) MBA 592 Leadership: Ethics, Service, and Transformation Finance Concentration Students prepare for careers in international banking, finance, and investments by learning finance and investment theory and applications, and the operations of financial markets. • • • • • • Financial theory and applications Investment theory and portfolio management Financial markets Options and derivatives International finance Financial statement analysis Marketing Concentration Students receive solid exposure to major topic areas beyond the core, learn to evaluate research data for marketing decisions, and gain integrative, practical experience in marketing. • • • • • • Marketing research Marketing communications Sales management Consumer behavior Technology and e-commerce Strategies in global marketing International Business Concentration Students develop a specialized toolkit to deal with the global economy with its massive increases in international trade, foreign direct investment, multinational companies, and international financial transactions. • International business: strategies, trade agreements, and policies • International finance • Negotiations in a global environment • Strategies in global marketing • Global supply chain management • Legal aspects of international business Human Resource Management Concentration The certificate in human resource management prepares human resource professionals for a variety of human resource positions. Successful completion of the certificate program as well as passing the examination and meeting job experience requirements meet the criteria for certification as a Professional in Human Resources (PHR) or Senior Professional in Human Resources (SPHR). • • • • • Global human resources Organizational effectiveness Training, selection, and performance Compensation and benefits management Industrial labor relations Healthcare Management Concentration The concentration in healthcare management (MBA/HCM) is designed to provide students with leadership as well as the management knowledge and skills needed to be successful in today’s healthcare organizations. The MBA/HCM emphasizes the identification, analysis, and solution of complex management problems with a foundation of healthcare concepts and decision models that will support the variety of management roles in today’s healthcare environment. • • • • • • Legal and ethical considerations in healthcare management Integrated health delivery systems Healthcare financing Crosscultural issues in health care Global healthcare issues Healthcare operations management (elective) Concentrations as Graduate Certificate Programs For students who seek advanced skills and knowledge in a specific business discipline, but either already possess an MBA or are not interested in pursuing a degree at this time, the five concentrations are available as graduate certificate programs. These courses are transcribed as “for credit.” In most cases (depending on employer policies), they will be accepted for tuition reimbursement. Contact the MBA office at 612-3301778 or the Graduate Admissions Office at 612-330-1390 for more information. Augsburg College I 57 Master of Business Administration MSW/MBA Dual Degree Many social service agencies today require that agency managers combine financial and business expertise with social work practice and policy formation. The MSW/MBA degree enables graduates to function in a workplace that demands the delivery of quality services with increasingly limited resources. The MSW/MBA dual degree option is available to MSW students who elect the Program Development, Policy, and Administration (PDPA) concentration. MSW/MBA students will spend their first two years taking Master of Social Work courses followed by approximately 15 months of MBA courses. For more information regarding the Program Development, Policy, and Administration (PDPA) coursework required for the MSW/MBA dual degree, refer to p. 76 in the MSW section in this catalog. MSW students who graduated after June 2002 are required to complete the following eight MBA courses: MBA 510 Managerial Economics MBA 520 Accounting for Managers MBA 530 Managerial Finance MBA 545 Organizational Development MBA 550 Marketing Management MBA 560 Communication Issues for Managers MBA 575 Strategic Technology MBA 595 Strategic Management MSW students who graduated prior to 2002 are required to complete nine MBA courses. This includes the eight MBA courses listed above as well as MBA 592 Leadership: Ethics, Service, and Transformation. MSW students may also be required to adjust their summative evaluation project to meet the requirements of the MSW and MBA programs. Students interested in the MSW/MBA program must apply to both programs. See the application guidelines listed under each individual program. NOTE: Admission to one program does not guarantee admission to the other. Locations and Schedules MBA classes are offered at three locations: Augsburg’s Minneapolis campus, Thrivent Financial in downtown Minneapolis and Augsburg’s Rochester campus. Cohorts begin three times per academic year: fall term (September), winter term (January), and spring term (April). Orientation for new cohorts is generally scheduled for one-totwo weeks in advance of the beginning of classes. For more information on class schedules, go to www.augsburg.edu/mba or call the Graduate Admissions Office at 612-330-1390. MBA Advisory Board The MBA Advisory Board is comprised of both active and re- Graduate Catalog I 58 tired senior business leaders from global, regional, and entrepreneurial organizations. The board meets several times yearly to review the program’s progress, offer advice, and provide insight into contemporary business issues that influence curriculum development or modification. Additionally, the board is invited to participate in student and alumni events throughout the year. Admission to the Augsburg MBA Program Admission to the Augsburg MBA program is determined by a committee decision. The committee may include MBA program staff, Business Administration Department faculty, and Graduate Admissions Office staff. Admission Requirements Applicants to the MBA program must have: • bachelor’s degree from a regionally-accredited four-year institution • minimum of two years of relevant work experience • personal interview with the MBA program director Admission checklist The following materials must be submitted to the Graduate Admissions Office: • completed application—Apply online at www.augsburg.edu/mba/admissions/application.html • $35 application fee • Two personal statements • Official undergraduate/graduate transcripts sent directly to the Augsburg Graduate Admissions Office • Current résumé of work history • Two confidential letters of recommendation • Official GMAT score report (school code 6014)—not required for certificate applicants Admission as an international student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students on page 16. Admission as a transfer student Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants. Transfer students may receive up to six (6.0) transfer credits. (See Evaluation of Transfer Credit on p. 14.) Students must complete no fewer than seven (7.0) courses at Augsburg in order to receive their MBA degree from Augsburg College. Eligible coursework must be approved by the MBA program director before transfer credit will be granted. GMAT Waiver Policy As a general policy, the Augsburg MBA program requires the GMAT of all applicants, due to both the analytical and critical evaluation components of our accelerated program. The GMAT is used both to evaluate the candidate’s opportunity for Master of Business Administration success as well as to indicate areas where remedial work may be necessary. However, the Admissions Committee will consider, on a case-by-case basis, GMAT waiver requests for the MBA program. Waivers are not automatic for any candidate, and a brief written request must be submitted outlining the reasons why the Admissions Committee should grant a GMAT waiver. Current occupation or undergraduate disciplines are not specific grounds for a GMAT waiver. • Current résumé (unless previously submitted to the Graduate Admissions office) • Any other information that you wish to submit to support your request. Typically, GMAT waiver decisions are made within one week of receipt of materials. For questions about this checklist or the waiver policy, contact either the Graduate Admissions Office or the MBA program office. Eligibility for GMAT Waivers GMAT waivers may be offered to: • Candidates with an appropriate and current GRE score. • Candidates who have been enrolled in a graduate degree program in a technical or quantitatively rigorous discipline (such as actuarial science, engineering, mathematics, physics, economics, or chemistry) from an accredited institution and who were in good academic standing with an overall grade point average of 3.0 or better (or the equivalent of a B average under the system used by that institution). Students should have completed at least four academic courses within this curriculum to qualify. It is important to note that employment history and current assignment will be reviewed in addition to the degree requirement. • Candidates who hold the following graduate degrees from an accredited college or university with an overall grade point average of 3.0 or better (or the equivalent of a B average under the system used by that institution.) • Medical or dental degree (MD,DDS) • Master’s or doctoral degree in an academic discipline that included a significant quantitative, engineering, mathematics, or statistics component or involved research requiring significant quantitative skills. • Any other quantitatively-based graduate degree from an accredited college or university that the Admissions Committee believes has highly prepared the candidate for rigorous graduate-level work • Master’s, PhD, EdD, or advanced degrees in disciplines other than those identified, including those granted by academic institutions outside the U.S. These will be evaluated by the Admissions Committee. (See grade requirement above) • Candidates who have completed a graduate program at Augsburg College in the MAL, MAN, MSW, MAE, or PA programs. • Candidates with current and active CPA designation. If the CPA designation has been inactive and not current for a period greater than five years, the waiver may not be granted. GMAT Waiver Checklist Submit the following documentation to the associate director of the MBA program: • One-page written request outlining reasons why the Admissions Committee should grant a GMAT waiver • Copies of transcripts for all work completed at any college or university, whether or not a degree was granted (unless previously submitted to the Graduate Admissions office) Academic Policies MBA Program Enrollment Policy Students are strongly encouraged to remain in their cohort and complete their MBA program as scheduled. Adjustments or modifications to the MBA schedule require the approval of the MBA program director. All students are required to complete all components of the program within five years of matriculation. Extensions beyond five years will be considered on the basis of petition to the MBA director. Students who leave the program for more than one trimester must request a leave of absence in writing from the MBA program. A leave of absence may be granted for one calendar year. Students who return to the program after a leave of one year or more must fill out an Application for Readmission form and submit it to the MBA office. Time spent on an official MBA-approved leave of absence will not count toward the five-year deadline for degree completion. Academic Evaluation Evaluation of academic performance in the MBA program will be based on number grades using a 4.0-scale. For complete information, see p. 12. Withdrawal from Class For information regarding the last date on which students may withdraw from a class and receive a “W” on their records, refer to the course information on Records and Registration. Attendance Policies Student attendance at scheduled class meetings is a priority and required. However, MBA faculty understand that MBA students are working adults with significant responsibilities who, on occasion, face unforeseen situations that may interfere with attendance. Students should notify the faculty member teaching the course as soon as possible when the problem is immediate. When the student knows in advance of a class date where a potential conflict exists, they must discuss the proposed missed class with the faculty member prior to the date of the class. Students are responsible for the work covered during that class session and for making appropriate arrangements for obtaining handouts, lecture content, or other materials. Faculty members may assign appropriate independent work to insure that the student understands the material covered during the class session. Augsburg College I 59 Master of Business Administration If appropriate and acceptable coordination is carried out by the student, there need not be any grade reduction for a single missed class session. This may be dependent on assignments due on the date of the missed class; e.g., final project presentations or team presentations. Point/grade reductions for unexcused absences are the prerogative of the faculty. Two missed class sessions, unexcused or excused, may be grounds for directing the student to withdraw from the course. More than two absences, excused or unexcused, require that a student withdraws from the class. Ashok Kapoor, Associate Professor of Business Administration. BA, MA, University of Delhi; MA, MBA, University of Minnesota; PhD, Temple University. Degree Requirements Steven Lukas, Instructor, Business Administration. BS, MA, University of Nebraska; EdD, University of St. Thomas. To be conferred the MBA degree, students must achieve the following: • Successful completion of all admission conditions • Successful completion of MBA courses (2.5 or above) • No more than two courses with a grade of 2.5 or below, and with a cumulative GPA of 3.0 or higher • Successful completion and submission of the management consulting project Students who successfully complete Augsburg’s MBA program will receive a Master of Business Administration degree. MBA Faculty William Arden, Assistant Professor of Business Administration. BS, New York University; MS, Northeastern University; MBA, Boston University. David Bartlett, Instructor, Economics and Business Administration. BA, University of California-San Diego; MA, University of Chicago; MA, PhD, University of California-San Diego. Bruce Batten, Assistant Professor of Business Administration, MBA. BS, Davidson College; PhD, Medical College of Virginia. Jeanne M. Boeh, Associate Professor of Economics. BS, MA, PhD, University of Illinois. Nora Braun, Associate Professor of Business Administration. BSBA, University of Missouri-Columbia; MBA, PhD, University of Minnesota. C. Lee Clarke, Assistant Professor of Business Administration. BA, Capital University; MDiv, Trinity Lutheran Seminary; MBA, University of St. Thomas. David Conrad, Assistant Professor of Business Administration. BA, Winona State University; MA, EdD, St. Mary’s University of Minnesota. Stella Hofrenning, Assistant Professor of Economics. BS, University of Maryland; PhD, University of Illinois. Mark Isaacson, Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic Institute. Graduate Catalog I 60 Laura Lazar, Assistant Professor of Business Administration. BA, MLS, Valparaiso University; MBA, PhD, Indiana University. Edward Lotterman, Assistant Professor of Economics. BA, MS, University of Minnesota. Roseanne Malevich, Assistant Professor of Business Administration. BS, MBA, University of Wisconsin-Madison. Marc McIntosh, Assistant Professor of Business Administration. BS, DePaul University; MBA, Harvard University; DBA, Argosy University. Magdalena Paleczny-Zapp, Associate Professor and Chair of the Department of Business Administration. BA, MA, Central School for Planning and Statistics, Warsaw; PhD, Akademia Ekonomiczna, Krakow. David G. Schwain, Assistant Professor of Business Administration. BBA, University of Cincinnati; MBA, Harvard University. Peter J. Stark, Assistant Professor of Business Administration. BS, Northwestern University; MBA, Pepperdine University. Master of Science in Physician Assistant Studies Master of Science in Physician Assistant Studies Thank you for your interest in the Augsburg College Physician Assistant Program. I hope you will find the information included in this catalog helpful as you make the decision to pursue your graduate degree in physician assistant studies. Our mission in the Augsburg College Physician Assistant Program is to educate students in a manner consistent with the College’s mission. It is based on a foundation of respect and sensitivity to persons of all cultures and backgrounds, and oriented toward service to underserved populations. Students are educated to be well versed in current medical theory and practice, and graduates are encouraged to work in primary care settings. The program promotes dedication to excellence in performance, with the highest standards of ethics and integrity, and commitment to lifelong personal and professional development. Your education here will be guided by a group of faculty who are committed to the physician assistant profession and to seeing you achieve success as a graduate of the program. With a PA degree from Augsburg College, you will stand out as a person who cares about changing the world one person at a time, and who is willing to risk becoming different by building on your strengths. Since its founding in 1995, our program graduates have achieved many successes, some of which include: • The Classes of 2001, 2004, and 2007 scored among the highest mean averages in the nation on the National Board Exam. • 95% of Augsburg College PA graduates have successfully passed the National Board Exam on their first try. • ALL graduates seeking employment in the PA field have been employed within six months of graduation. We believe that this success is due in part to the quality of the education and preparation that the student receives in the Augsburg PA Program. In addition, it speaks to the kind of students we attract; hard working, committed individuals dedicated to their goal of becoming a physician assistant. Choosing the PA Program at Augsburg College will require you to move beyond current comforts and assumptions. You will likely encounter people of different backgrounds, and learn from their experiences to transform yourself into a competent and caring healthcare provider. Here you will begin your lifelong commitment to the care and well being of people. Dawn B. Ludwig, PhD, PA-C Director, Physician Assistant Studies Program Augsburg College I 61 Master of Science in Physician Assistant Studies PA Program Mission The mission of the Augsburg College Physician Assistant Program is based on a foundation of respect and sensitivity to persons of all cultures and backgrounds and oriented toward providing care to underserved populations. Students are well educated in current medical theory and practice, and graduates are encouraged to work in primary care settings. The program promotes dedication to excellence in performance, with the highest standards of ethics and integrity, and commitment to lifelong personal and professional development. The Augsburg Physician Assistant Program was most recently granted accreditation in September 2008. A physician assistant (PA) is a dependent practitioner of medicine who practices under the supervision of a licensed physician. The PA can practice in a multitude of settings and specialties of medicine. Common job responsibilities including taking patient histories, performing physical exams, ordering and interpreting laboratory tests and radiological studies, formulating diagnoses, and administering treatment. In the state of Minnesota, a PA is registered with the Board of Medical Practice. In Minnesota, and most other states, the PA must be NCCPA (National Commission on Certification of Physician Assistants) certified and hold a supervisory agreement with a licensed physician. Minnesota registered PAs have prescriptive privileges under delegatory supervision with their physician for prescriptive medications. The Physician Assistant Program at Augsburg is 36 months long with studies beginning each year in the summer semester (late May). The program accepts 28 students for each new class. Curriculum Studies begin in late May of each year. The first 19 months of study is didactic, or classroom work, including courses in human gross anatomy, pathophysiology, clinical medicine, pharmacotherapy, history and physical exam skills, research, and ethics and legal issues in medicine. The clinical phase is 17 months in length. Each student is required to successfully complete clinical rotations in family medicine, pediatrics, women’s health, psychiatry, emergency medicine, internal medicine, surgery, and an elective rotation by choosing from various specialties. The clinical phase will culminate with a 12-week preceptorship. The majority of established clinical rotation sites are in Minnesota in both rural and urban locations. Graduates will receive a Master of Science in Physician Assistant Studies and a PA certificate. PA Program Sample Calendar Calendar - Year 1 Summer • Anatomy • Pathophysiology Graduate Catalog I 62 Fall • • • Spring • • • • Clinical Medicine I Pharmacotherapy I History and Physical Exam Skills I Clinical Medicine II Pharmacotherapy II History and Physical Exam Skills II Research Tools for the PA Calendar - Year 2 Summer • Master’s Project course Fall • Clinical Medicine III • Clinical Phase Transition • Professional Issues Spring • Clinical Rotations 1, 2, 3 Summer • Clinical Rotations 4, 5 Calendar - Year 3 Fall • Clinical Rotations 6, 7, 8 Spring • Preceptorship • Capstone Course PA Program Course Descriptions Academic Phase (first 19 months) PA 501 Human Anatomy and Neuroanatomy This course takes a regional approach to the study of human anatomy. The course uses lecture, demonstration, discussion, and dissection of human cadavers. The intention is to give the students a foundation for Clinical Medicine. Prerequisites: PA student or consent of instructor PA 503 Human Pathophysiology This course uses lecture, detailed objectives/study guide, quizzes and exam, discussion, and case studies to learn and review basic human physiology and pathophysiology involving fluids and electrolytes; acid/base disturbances; cellular adaptations; immunity, hypersensitivity, inflammation, and infection; hematology; pulmonary; cardiovascular system; gastrointestinal system; renal; nervous system; and musculoskeletal system. The intention is to give the students a foundation for Clinical Medicine. Prerequisites: PA student or consent of instructor PA 511 History and Physical Exam Skills I A lecture-discussion-laboratory course designed to demonstrate and apply techniques and skills essential to interviewing and physical examination of patients. Topics covered include history taking and physical exam of the cardiovascular, respiratory, gastrointestinal, lymph, skin, and otorhinolaryngology systems. Basic nutrition, genetics, preventive Master of Science in Physician Assistant Studies health care, and complementary and alternative medicine are introduced. Units are coordinated with Clinical Medicine I and Pharmacotherapy I. Prerequisites: PA 501 and 503 PA 512 History and Physical Exam Skills II A lecture-discussion-laboratory course designed to demonstrate and apply the techniques and skills essential to interviewing and physical examination of patients. Topics covered include history taking and physical exam of the musculoskeletal system, neurology, ophthalmology, endocrinology, and the male reproductive system. Units are coordinated with Clinical Medicine II and Pharmacotherapy II. Prerequisite: PA 511 PA 521 Pharmacotherapy I This course will cover pharmacology and pharmacotherapy related to disease processes of the dermatologic, cardiovascular, respiratory, gastrointestinal, and otolaryngologic systems and infectious diseases. Units are coordinated with the Clinical Medicine I and History and Physical Exam Skills I courses. Prerequisites: PA 501 and 503 PA 522 Pharmacotherapy II This course will cover pharmacology and pharmacotherapy related to disease processes of the orthopedic, neurologic, ophthalmologic, hematologic, renal, urologic and endocrine systems, and pain management. Units are coordinated with the Clinical Medicine II and History and Physical Exam Skills II courses. Prerequisite: PA 521 PA 531 Clinical Medicine I with Lab This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, and treatment of common and serious disorders. Topics covered include dermatology, cardiology, pulmonology, gastroenterology, and otorhinolaryngology. This course builds on the foundation laid in Anatomy and Pathophysiology. Units are coordinated with concurrent courses in History and Physical Exam Skills I and Pharmacotherapy I. Prerequisites: PA 501 and 503 PA 532 Clinical Medicine II with Lab This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, and treatment of common and serious disorders. Topics covered include orthopedics, rheumatology, neurology, ophthalmology, hematology, nephrology, urology, and endocrinology. Global health and healthcare disparity are explored. Units are coordinated with concurrent courses in History and Physical Exam Skills II and Pharmacotherapy II. Prerequisite: PA 531 PA 533 Clinical Medicine III : Integrative Health Care This course provides an integrative approach incorporating clinical medicine, history and physical exam, and pharmacotherapy in the study of mental health, geriatrics, women’s health, and pediatrics. Common problems encountered in primary care and other issues unique to these populations are explored. The Community Seniors unit provides a service- learning experience where students work one-on-one with an elderly person from the community. Prerequisites: PA 532 PA 542 Professional Issues A course designed to introduce the physician assistant student to medical ethics and various professional topics that affect the practicing physician assistant. The course focus is on the medical and non-medical aspects of the profession such as history of the physician assistant profession, laws and regulations governing physician assistant practice and education, human experimentation, abortion, care for the dying, euthanasia, reimbursement issues, and professional behavior. Prerequisites: PA student or consent of instructor PA 545 Clinical Phase Transition This course incorporates experiential learning to prepare the student for clinical practice. It will also facilitate the transition of knowledge and skills from the academic phase into the clinical phase. Students will be placed in a clinic or hospital setting for part of the semester. Students will also have other health-related community experiences and activities during this course. In-class time will be used to discuss these experiences and work on skills essential for clinical practice. Prerequisites: PA 532 PA 555 Research Tools for the PA The course emphasizes research as a tool at all levels of physician assistant practice and education; identifies the linkages between research, theory, and medical practice; and the responsibility of physician assistants to expand their knowledge base. Primary, secondary, and tertiary disease prevention applications to public health are introduced. Information literacy in relationship to medical literature is integrated throughout the course. Prerequisites: PA student or consent of instructor. PA 570 Interdisciplinary Perspectives on Aging This course provides an opportunity for students in health and social services disciplines to explore issues related to aging and care of the elderly. Students gain real world experiences b working collaboratively in an interdisciplinary context. Students will be asked to apply knowledge and skills directly with elders utilizing an experiential learning model. Students will build a beginning expert level knowledge base regarding issues that affect older adults in contemporary health and social welfare contexts. Prerequisites: PA student or consent of instructor PA 599 Directed Study This course provides a practice-oriented approach to the information literacy methods used in health care. Students will develop a topic, complete a full review of the literature, and produce an analytic paper in consultation with the supervising professor. Prerequisite: PA 552 Clinical Phase (17 months) The clinical phase of the physician assistant graduate program is 17 months in length. The initial 12 months is designed Augsburg College I 63 Master of Science in Physician Assistant Studies much like a physician’s internship. Each student is required to progress through seven required rotations in the following disciplines: family medicine, internal medicine, pediatrics, general surgery, women’s health, emergency medicine, and psychiatry. Each of these rotations is six weeks long. Additionally, within that first 12 months, each student will complete six weeks total of selected electives from disciplines such as orthopedics, ENT, dermatology, etc. The clinical phase of the program is designed to effectively train students practice by placing students in healthcare facilities outside the metropolitan area for a minimum of two rotations. The goal is to provide students with one to two locations in which to complete their required rotations to take away some of the financial and travel burdens that a PA student often faces. The clinical phase culminates with a 12-week preceptorship. This preceptorship is designed to solidify the student’s primary care skills, and potentially place them in a setting that might be interested in recruiting a graduate PA. The preceptorship may be completed within the community that thestudent has been in for the required rotations, or may be elsewhere in the state. The clinical education is taught by physicians, and supplemented by physician assistants and other healthcare providers. Each student is evaluated by the clinical instructor for the designated rotation. Students will return to Augsburg College five times during the clinical phase for evaluation and education. Clinical Phase Descriptions PA 600 Family Medicine Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and conditions unique to the clinical practice of family medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation and development of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 601 Internal Medicine Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and conditions unique to the clinical practice of internal medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 602 General Surgery Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of sys- Graduate Catalog I 64 temic diseases and surgical conditions unique to the clinical practice of general surgery. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 603 Pediatric Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of pediatrics. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 604 Women’s Health Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of women’s health. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 605 Emergency Medicine Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of emergency medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 606 Psychiatry Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of psychiatric diseases and conditions unique to the clinical practice of psychiatric medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 607 Elective Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and conditions unique to the clinical practice of medicine. Students are allowed to choose, in consultation with the clinical coordinator, the area of medicine in which Master of Science in Physician Assistant Studies they would like to study as their elective. Prerequisite: Clinical phase PA student PA 620 or 621 or 622 Preceptorship A required 12-week rotation at the completion of the clinical phase. This course provides the student a final opportunity to develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans incorporating evidence-based medicine as determined by review and analysis of current medical literature. Can be completed in 620 Family Medicine, 621 General Medicine Specialty, or 622 Surgical Specialty. Prerequisite: PA 600-607 PA 690 Capstone This course provides each student the opportunity to present results of their individual research topic and to synthesize previous study and work experience in preparation for graduation and clinical practice. The student will demonstrate an understanding of the program’s and profession’s principles. Prerequisite: PA 600-607 Admission to the PA Program • one full course of general psychology • one full course of developmental psychology (birth to death lifespan) • one full course of physiology* (human/vertebrate/organ) • one full course of microbiology* • one full course of biochemistry* • one full course of general statistics • one course of medical terminology *Labs are recommended but not required. Refer to our “Guide to Prerequisites” on our website to help you with your prerequisite course selections. The following are strongly recommended but not required: • Cumulative GPA of 3.2 or higher • Minimum science GPA of 3.0 • Additional science courses such as anatomy, genetics, immunology, other biology courses, and organic chemistry • Clinical healthcare experience. Direct patient contact is the best type of experience to obtain in order to strengthen an application. Healthcare experience may be full time or part time, paid or volunteer. • Demonstration of a commitment to, and involvement with, underserved communities. Admission Requirements Note: The Graduate Record Exam (GRE) is not required. Complete and current-year admission guidelines can be found on our website at www.augsburg.edu/pa. PA Studies Application Process Admission to any physician assistant program is a highly competitive process. Augsburg College’s graduate program in physician assistant studies receives approximately 250 applications for each entering class of 28 students. Qualified applicants will have: • Bachelor’s degree (in any major) from a regionally-accredited four-year institution • Minimum cumulative GPA of 3.0 • Completed the prerequisite courses listed below Prerequisite Courses To be an eligible applicant for the physician assistant studies program, you must have completed the prerequisite courses listed below. These courses must have been completed within 10 years of the year you are applying for admission. Applicants completing their first undergraduate degree in the spring term may complete prerequisite coursework in the summer, fall, and spring term of the academic year they apply as long as the degree and prerequisite coursework will be completed by the start date for the program. Applicants who already have an undergraduate degree, or who will complete their degree in a term other than spring, have the summer and fall semesters of the year they apply by which to complete prerequisites. All course prerequisites must have been passed with a grade of C (2.0) or higher. Meeting minimum prerequisites does not guarantee admission into the program. The Augsburg Physician Assistant Studies program has a twostep application process—applying through CASPA and to Augsburg’s PA Studies Program. The Augsburg PA Program participates in the Centralized Application Service for Physician Assistants (CASPA) which is sponsored by the Physician Assistant Education Association (PAEA). All applications to the PA Program for the entering class must be processed through CASPA, following all guidelines and regulations set forth by CASPA. Application forms with detailed instructions can be obtained online at www.caspaonline.org. You will be considered an eligible applicant if you have a minimum cumulative GPA of 3.0 at the time of application (as calculated by CASPA), if you have completed or will complete your undergraduate degree prior to the start date of the program, and if you have completed or will complete your prerequisite courses within the timeline specified for your situation. Augsburg’s PA Program Supplemental Application can be downloaded from www.augsburg.edu/pa. It is important for the applicant to determine whether he or she is in fact eligible to apply to the PA Studies Program, as the supplemental application fee is non-refundable. You will be required to print and sign the supplemental application and mail it to the program by the application deadline. Since all incoming students begin the course of study in late May, the application is thus made approximately a year before matriculation. Augsburg College I 65 Master of Science in Physician Assistant Studies Selection Process All complete files (CASPA and Supplemental Applications that meet requirements) will be reviewed by the admissions committee. The admissions committee procedures utilize a blind review, so applicant demographic data is unknown (e.g., race, age, gender). Each file is reviewed by members of the committee. The selection committee looks for a balanced application by reviewing many criteria including cumulative GPA, science GPA, overall academic record, service to underserved (meaning disadvantaged, minority, or under-represented populations), direct patient contact experience, knowledge of the profession, fit with the program goals and mission, and recommendation letters. Once the committee has completed the file review, a group of candidates is selected for a telephone interview. The telephone interviews are generally conducted in mid- to late-January. In addition, those selected for a telephone interview are invited to a Candidate Information Session in the program to meet faculty, staff, current students, and to view the facilities. After telephone interviews are conducted, the class of 28 students, as well as a list of alternates will be selected. All applicants are notified of their status by mid-February. Accepted applicants must complete and pass a background check prior to matriculation and annually throughout the program. Failure of the background check could result in dismissal from the program. Academic Policies Technical Standards The Augsburg College Department of Physician Assistant Studies is pledged to the admission and matriculation of all qualified students and prohibits unlawful discrimination against anyone on the basis of race, color, national origin, religion, sex, age, marital status, sexual orientation, status without regard to public assistance or disability. Regarding disabled individuals, the PA department is committed to provide reasonable accommodations and will not discriminate against individuals who are qualified, but will expect all applicants and students to meet certain minimal technical standards, with or without reasonable accommodations. Physician assistants must have the knowledge and skills to function in a broad variety of clinical situations and to render a wide spectrum of patient care. They must be able to integrate all information received by whatever sense(s) employed, consistently, quickly, and accurately, and they must have the intellectual ability to learn, integrate, analyze, and synthesize data. Candidates for physician assistant certification offered by this department must have, with or without reasonable accommodation, multiple abilities and skills including visual, oral-auditory, motor, cognitive, and behavioral/social. Candidates for Graduate Catalog I 66 admission and progression must be able to perform these abilities and skills in a reasonably independent manner. • Visual: Candidates must be able to observe and participate in experiments in the basic sciences. In order to make proper clinical decisions, candidates must be able to observe a patient accurately. Candidates must be able to acquire information from written documents, films, slides, or videos. Candidates must also be able to interpret X-ray and other graphic images, and digital or analog representations of physiologic phenomena, such as EKGs with or without the use of assistive devices. Thus, functional use of vision is necessary. • Oral-Auditory: Candidates must be able to communicate effectively and sensitively with patients. Candidates must also be able to communicate effectively and efficiently with other members of the healthcare team. In emergency situations, candidates must be able to understand and convey information essential for the safe and effective care of patients in a clear, unambiguous, and rapid fashion. In addition, candidates must have the ability to relate information to and receive information from patients in a caring and confidential manner. • Motor: Candidates must possess the motor skills necessary to perform palpation, percussion, auscultation, and other diagnostic maneuvers. Candidates must be able to execute motor movements reasonably required to provide general and emergency medical care such as airway management, placement of intravenous catheters, cardiopulmonary resuscitation, and application of pressure to control bleeding. These skills require coordination of both gross and fine muscular movements, equilibrium, and integrated use of the senses of touch and vision. • Cognitive: In order to effectively solve clinical problems, candidates must be able to measure, evaluate, reason, analyze, integrate, and synthesize in a timely fashion. In addition, they must be able to comprehend three dimensional relationships and to understand the special relationships of structures. • Social: Candidates must possess the emotional health required for the full utilization of their intellectual abilities, for the exercise of good judgment, for the prompt completion of all responsibilities attendant to the diagnosis and care of patients, and for the development of effective relationships with patients. Candidates must be able to tolerate physically taxing workloads and function effectively under stress. They must be able to adapt to changing environments, display flexibility, and learn to function in the face of uncertainties inherent in the clinical problems of patients. • Tests and Evaluations: In order to evaluate the competence and quality of candidates, the Augsburg Physician Assistant Program employs periodic examinations as an essential component of the physician assistant curriculum. Successful completion of these examinations is required of all candidates as a condition for continued progress through the curriculum. Reasonable accommodation will be made in the form or manner of administration of these evaluations where necessary and possible. Master of Science in Physician Assistant Studies • Clinical Assessments: Demonstration of clinical competence is also of fundamental importance to the career and curriculum progression of the candidates. Therefore, the process of faculty evaluation of the clinical performance of candidates is an integral and essential part of the curriculum. Although reasonable accommodation will be made, participation in clinical experiences and the evaluation of that participation is required. lected coursework or meet new requirements of the Physician Assistant Program that became effective after the student’s withdrawal. A decision will also be rendered as to what program coursework will be considered for credit as completed. Experiential Learning Policy Payment Options The Augsburg Physician Assistant Program does not award academic credit to an individual for experiential learning. Applicants desiring admission to Augsburg’s PA Program must satisfactorily complete all prerequisite courses. Experiential learning will be considered separately from prerequisite courses. Experiential learning prior to and during admittance to the Augsburg PA Program will not substitute for any part of the clinical year or preceptorship. For complete and current payment options go to the Enrollment Center website at www.augsburg.edu/enroll. Employment while in the Program Program faculty discourage outside employment while in the Physician Assistant Program. Faculty recognize that employment may be an issue that some students will face. Given this recognition, realize that program obligations will not be altered due to a student’s work obligations. It is further expected that work obligations will not interfere with the physician assistant students’ learning progress or responsibilities while in the program. Withdrawal and Readmission Policies Voluntary withdrawal from the Physician Assistant Program may be initiated by a student after submission of a letter to the program director requesting withdrawal. In the letter, the student should outline the circumstances and reasons for withdrawal. Students will be requested to conduct an exit interview with the program director prior to leaving the program. See page 14 for information on withdrawal. Readmission Students may request readmission after voluntary withdrawal by submitting a letter to the program director stating the reasons the student wishes readmission and the anticipated date for readmission. The submission of a letter and previous enrollment does not constitute automatic acceptance and/or reentry into the program. Reapplication to the PA Program after dismissal from the program will be considered only under extremely unusual circumstances. Students who submit letters will be reviewed by the program faculty. Any student requesting readmission will be considered a new applicant to the program and will be required to complete the program application process as a new applicant, and may be required to repeat coursework. Costs of the PA Program For tuition information go to www.augsburg.edu/pa. PA Program Faculty Beth Alexander, Associate Professor of Physician Assistant Studies. BS, PharmD, University of Minnesota. Eric Barth, Assistant Professor of Physician Assistant Studies. BA, University of St. Thomas; BS, PA Certificate, Trevecca Nazarene University; MPAS, University of Nebraska. Carrie Gray, Assistant Professor of Physician Assistant Studies. BA, Central College; MPAS, University of Iowa. Holly Levine, Instructor of Physician Assistant Studies. BA, Northwestern University; MD, Loyola University Chicago Stritch School of Medicine. Dawn Ludwig, Assistant Professor and Director, Physician Assistant Studies. BA, MS, University of Colorado; PhD, Capella University; PA Certification, University of Colorado. Patricia Marincic, Associate Professor and Academic Coordinator, Physician Assistant Studies. BS, Purdue University; MS, Colorado State University; PhD, Utah State University. Steven Nerheim, Instructor and Medical Director, Physician Assistant Studies. MD, University of Minnesota; MDiv, Luther Seminary. Brenda Talarico, Assistant Professor and Clinical Coordinator of Physician Assistant Studies. BS, University of Minnesota; MPAS, University of Nebraska; PA Certification, Augsburg College. Trent Whitcomb, Assistant Professor of Physician Assistant Studies. BS, Mankato State University; MS and PA Certification, Finch University. Reapplication does not guarantee readmission to the Physician Assistant Program. After careful review of the student’s previous academic record and the request for readmission, a decision will be made. Students may be required to repeat se- Augsburg College I 67 Master of Social Work Master of Social Work You have chosen an exciting way to serve others. The social work profession offers you the rewarding prospect of joining with others to respond to problems and develop opportunities that benefit individuals, families, groups, and communities. The MSW degree prepares you for advanced professional practice in the field of social work. Augsburg’s MSW program prepares you for agency-based practice with individuals, families, groups, and communities, and with a dedication to system change that reduces oppression and discrimination. Graduates of our program share how they appreciated the opportunity to learn new ideas as well as learn more about themselves. These graduates valued our small class size, our cohort structure, and the opportunity to have a mentoring relationship with our faculty and staff. As a small program, we have high expectations for our students and at the same time offer the flexibility to help them meet their individual goals. Attending Augsburg College will transform and develop your professional life in unexpected ways. We have two concentrations. The first, Multicultural Clinical Practice (MCCP), will prepare you for direct clinical practice with individuals, families, and groups. The second, Program Development, Policy, and Administration (PDPA), will prepare you for macro social work practice with organizations, communities, and other large systems. We are delighted in your interest in our MSW program and invite you to join us in a lifelong adventure in learning. The personal and professional growth necessary to become an advanced professional social worker is challenging. We encourage you to take the challenge with us. Lois A. Bosch, PhD, LISW Director, Master of Social Work Graduate Catalog I 68 Master of Social Work MSW Mission Academic Calendar Our mission is to develop social work professionals for practice that promotes social justice and empowerment towards the well-being of people in a diverse and global society. The MSW program meets on a trimester academic calendar, offering classes September through June. Classes typically meet every other weekend with an occasional back-to-back weekend. Field practicum hours are generally completed during weekday hours in the student’s home town and vary depending on the agency placement and the student’s availability. For academic calendars and schedules, go to www.augsburg.edu/enroll/registrar. Program Overview The MSW program prepares social work students for agencybased practice in public and non-profit settings. By working in the agency setting, social workers collaborate with others to provide holistic, affordable, and accessible services to individuals, families, groups, and communities. Our challenging MSW curriculum integrates social work theory with microand macro-practice methods. Students develop skills, knowledge, and values necessary for ethical social work practice. As you progress through our MSW program, you will: • learn how an individual lives in and is affected by his or her social environment; • understand how social policies and programs affect individuals, families, communities, and society; • apply theories and methods of practice through the field practicum experience; • use a range of client-centered approaches to practice with client groups of all types and sizes; • engage in practice informed by sound, scholarly research; • evaluate the effectiveness o