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Title: Augsburg College Undergraduate Catalog, 1969-1970
Collection: Course Catalogs
Search Result: AUGSBURG COLLEGE / MINNEAPOLIS, MINNESOTA CATALOG FOR THE ACADEMIC YEARS 1968-69 AND 1969-70 RECORD FOR THE ACADEMIC YEARS 1966-67 AND 1967-68 AUGSBURG COLLEGE AFFl LlATlON Augsburg College is a fouryear liberal arts college affiliated with The American Lutheran Church. The College offers...
Show more AUGSBURG COLLEGE / MINNEAPOLIS, MINNESOTA CATALOG FOR THE ACADEMIC YEARS 1968-69 AND 1969-70 RECORD FOR THE ACADEMIC YEARS 1966-67 AND 1967-68 AUGSBURG COLLEGE AFFl LlATlON Augsburg College is a fouryear liberal arts college affiliated with The American Lutheran Church. The College offers a broad education in a Christian environment. ACCREDITATION Augsburg College is fully accredited by the North Central Association of Colleges and Secondary Schools, the National Council for the Accreditation of Teacher Education, the American Chemical Society, and the American Association of University Women. MEMBERSHIPS Augsburg College holds membership also in the American Council on Education, the Association of American Colleges, the American Association of Colleges for Teacher Education, the National Lutheran Educational Conference, the Association of Minnesota Colleges, the Minnesota Private College Council and the Association of Protestant Colleges and Universities. COURSES OF STUDY Augsburg College offers a Liberal Arts education with courses leading to a Bachelor d Arts degree offered in 29 major fields of study. Students are prepared for teaching, business administration, social work, medical technology, secretarial work, parish work, and missions. Students may prepare for further study in the fields of engineering, theology, dentistry, medicine, nursing, and law, and for graduate study in various fields. LOCATION Augsburg College is located along Interstate Highway No. 94, just 20 blocks from the downtown loop area of Minneapolis. Students have easy access to libraries, museums, and art collections. They also have the opportunity t o attend lectures, musical programs and other cultural activities in the Minneapolis-St. Paul area. SETTING The twelve-block Augsburg campus is located in the heart of Minneapolis and is adjacent t o the University d Minnesota West Bank campus and two of the city's largest hospitals. In this urban setting, Augsburg students prepare for careers in our increasingly urban society. A friendly atmosphere prevails on the Augsburg campus. Students participate in all phases of campus community life under the direction of a capable, wellprepared faculty. DEVELOPMENT A comprehensive development program is in operation which will, over the years, add additional land and buildings t o the Augsburg College campus. THE AUGSBURG COLLEGE CAMPUS Augsburg College is located near the Minneapolis loop and the University of Minnesota. The Administrative offices are in Science Hall at the corner of 7th Street and 21st Avenue South. Prospective students and other interested persons are cor- dially invited to visit the campus. Visiting hours are 9 a.m. to 5 p.m., Monday through Friday; Saturday by appointment. A letter or telephone call in advance is recommended. Write to the Office of Admissions, Augsburg College, Minneapolis, Minnesota 55404; or telephone 332-5181. ACADEMIC CALENDAR, AUGUST 1968 S M T W T F 1 2 4 5 6 7 8 9 1 11 12 13 14 15 16 18 19 20 21 22 23 25 26 27 28 29 30 S 3 0 17 24 31 JANUARY 1969 S M T W T F S 1 2 3 4 5 6 7 8 9 1 0 1 1 12 13 14 15 16 17 18 19202122232425 26 27 28 29 30 31 SEPTEMBER 1968 S M T W T F S 1 2 3 4 5 6 7 891011121314 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 OCTOBER 1968 S M T W T F S 1 2 3 4 5 6 7 8 9 1 0 1 1 1 2 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 NOVEMBER 1968 S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 DECEMBER 1968 S M T W T F S 1 2 3 4 5 6 7 891011121314 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 FEBRUARY 1969 S M T W T F S MARCH 1969 S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16171819202122 23 24 25 26 27 28 29 30 31 APRIL 1969 S M T W T F S 1 2 3 4 5 6 7 8 9 1 0 1 1 1 2 13 14 15 16 17 18 19 20212223242526 27 28 29 30 MAY 1969 S M T W T F S 1 2 3 4 5 6 7 8 9 1 0 11 12 13 14 15 16 17 18192021222324 25 26 27 28 29 30 31 2 3 4 5 6 7 : 9 10 11 12 13 14 I 5 16171819202122 23 24 25 26 27 28 SUMMER SESSION 1968 June 24 July 4 Aug. 2 ........... (Mon.) ............ ............ Final registration and beginning of classes (Thurs.) ........................ Holiday (Fri.) ................. Final examinations ............ ACADEMIC YEAR 1968-69 FALL TERM Sept. Sept. Sept. Nov. Nov. Nov. 5-9 .......... (Thurs.-Mon.) ... Freshman Welcome Week 9, 10 ......... (Mon., Tues.) ................ Registration 11 .......... (Wed.) . . . . . . . . . . . . . . . . . . . . . . Classes begin 19 .......... .(Tues.) ............... Last day of classes 20-26 ........ (Wed.-Tues.) ......... Final examinations 27-Dec. 3 . . . . (Wed.-Tues.) .......... Thanksgiving recess WINTER TERM Dec. 3 ............. (Tues.) ...................... Registration Dec. 4 ............. (Wed.) ..................... Classes begin Dec. 20, 9:00 p.m. ... (Fri.) ............. Christmas recess begins Jan. 6, 7:45 a.m. . . . (Mon.) . . . . . . . . . . . . . . . . . . . . Classes resume Feb. 25 ............ (Tues.) . . . . . . . . . . . . . . . Last day of classes Feb. 26-March 4 . . . (Wed.-Tues.) ......... Final examinations March 5-10 . . . . . . . (Wed.-Mon.) . . . . . . . . . . . . . . . . Term break SPRING TERM March 10 . . . . . . . . . . (Mon.) ...................... Registration March 11 .......... (Tues.) . . . . . . . . . . . . . . . . . . . . . Classes begin April 2, 9:00 p.m. . . (Wed.) ............... Easter recess begins April 8, 7:45 a.m. ... (Tues.) . . . . . . . . . . . . . . . . . . . . Classes resume May 23 . . . . . . . . . . . . (Fri.) ............... Last day of classes May 2 6 3 0 ......... (Mon.-Fri.) . . . . . . . . . . . . Final examinations June 1 . . . . . . . . . . . . (Sun.) . . . . . . Baccalaureate, Commencement ACADEMIC CALENDAR, 1969-1970 AUGUST 1969 S M T W T F 1 3 4 5 6 7 8 10 11 12 13 14 15 17 18 19 20 21 22 24 25 26 27 28 29 31 S 2 9 16 23 30 JANUARY 1970 S M T W T F S 1 2 3 4 5 6 7 8 910 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 SEPTEMBER 1969 S M T W T F S 1 2 3 4 5 6 78910111213 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 S 1 8 15 22 FEBRUARY 1970 M T W T F S 2 3 4 5 6 7 91011121314 16 17 18 19 20 21 23 24 25 26 27 28 , OCTOBER 1969 S M T W T F S 1 2 3 4 5 6 7 8 9 1 0 1 1 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 NOVEMBER 1969 S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 MARCH 1970 S M T W T F S 1 2 3 4 5 6 7 8 91011121314 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 APRIL 1970 S M T W T F S 1 2 3 4 5 6 7 8 91011 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 FIRST SUMMER SESSION 1969 Final registration and beginning of classes July 4 ............ (Fri.) . . . . . . . . . . . . . . . . . . . . . . . . . . . Holiday July 18 (Fri.) ................. Final examinations June 9 ............ (Mon.) . . . . . . . . . . . . ............ July 21 Aug. 8 SECOND SUMMER SESSION 1969 (Mon.) . . . . . . . . . . . . . . . . . . . . Classes begin ............ (Fri.) . . . . . . . . . . . . . . . . . . Final examinations ............ ACADEMIC YEAR 1969-70 FALL TERM Sept. 4-8 .......... (Thurs.-Mon.) ... Freshman Welcome Week Sept. 8, 9 . . . . . . . . . (Mon., Tues.) ................ Registration Sept. 10 ...........(Wed.) . . . . . . . . . . . . . . . . . . . . . Classes begin Nov. 18 . . . . . . . . . . . (Tues.) ............... Last day of classes Nov. I S 2 5 ........ (Wed.-Tues.) ......... Final examinations Nov. 26-Dec. 2 ..... (Wed.-Tues.) ......... Thanksgiving recess WINTER TERM Dec. 2 . . . . . . . . . . . . . (Tues.) . . . . . . . . . . . . . . . . . . . . . . Registration Dec. 3 . . . . . . . . . . . . (Wed.) ..................... Classes begin Dec. 19, 9:00 p.m. .. (Fri.) . . . . . . . . . . . . . . Christmas recess begins Jan. 5, 7:45 a.m. . . . (Mon.) ................... Classes resume Feb. 24 ............ (Tues.) . . . . . . . . . . . . . . Last day of classes Feb. 25-March 3 . . . .(Wed.-Tues.) . . . . . . . . . Final examinations March 4-9 ......... (Wed.-Mon.) . . . . . . . . . . . . . . . . Term break SPRING TERM March 9 . . . . . . . . . . . (Mon.) ....................... Registration March 10 . . . . . . . . . . (Tues.) . . . . . . . . . . . . . . . . . . . . . Classes begin March 25, 9:00 p.m. . (Wed.) . . . . . . . . . . . . . Easter recess begins March 31, 7:45 a.m. . (Tues.) . . . . . . . . . . . . . . . . . . . . Classes resume May 22 . . . . . . . . . . . .(Fri.) . . . . . . . . . . . . . . . . Last day of classes May 25-29 ........ (Mon.-Fri.) . . . . . . . . . . . Final examinations May 31 . . . . . . . . . . . (Sun.) . . . . . . Baccalaureate, Commencement DECEMBER 1969 S M T W T F S 1 2 3 4 5 6 78910111213 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 MAY 1970 S M T W T F 1 3 4 5 6 7 8 10 11 12 13 14 15 17 18 19 20 21 22 24 25 26 27 28 29 31 S 2 9 16 23 30 AIMS AND OBJECTIVES Augsburg College is a Christian liberal arts college of The American Lutheran Church. The faculty and the Board of Regents of the College affirm the following as their understanding of the aims, philosophy, objectives and character of this institution. ULTIMATE AlMS TO contribute to the true good of human life and society. To contribute to the building of free and living congregations in the community of the Christian Church. BASIC PHILOSOPHY The Christian message concerning the redemptive act of God in Christ constitutes the greatest potential for good in human life and society; but this potential is realized only insofar as it is actualized in the minds and hearts of individuals. The redemption of the mind constitutes the unique educational task laid upon the Christian Church; in seeking to relate all learning to the truth of the Christian faith, the Christian college performs its greatest service both to the Church and to society. Where there is an atmosphere of free and honest inquiry, truth has the overwhelming advantage; the Christian college, therefore, pursues its purposes not by indoctrination or coercion, but by inviting teachers and students to join in a common search for truth and in a common attempt to see all truth in relation to ultimate Truth. PRIMARY OBJECTIVES To attract to the college students of high ability and genuine religious concern who can reap the maximum benefit from a program of Christian higher education. To provide a campus setting that is conducive to the spiritual, mental, moral and physical wellbeing of its students. To stimulate its students' intellectual interest, and to assist them to develop the habits and skills necessary for sound academic work. To acquaint its students with the spiritual, cultural and intellectual riches of mankind, both for the sake of the enrichment of their own lives and, through them, for the enrichment of their homes and communities. To confront its students with the problems and benefits of living and serving in an increasingly urban culture. To lead its students to a deeper understanding and experience of the Christian Gospel in its relati,on to every area of life and learning. To assist its students in discovering and clarifying their peculiar aptitudes and interests, and to provide training and counsel that will assist them in preparing for a life work appropriate thereto. To aid its students in the development of Christian attitudes and Christian qualities of character; and to encourage each GENERAL INFORMATION student to look upon his life as a Christian vocatio,n, and an opportunity for service t o God and man. DISTINCTIVE CHARACTER Augsburg College is a Christian community of life and learning. As a Christian academic community, Augsburg seeks that high level of excellence which is appropriate to such a community. Augsburg treasures its religious and cultural heritage as an institution founded by Lutheran immigrants from Norway who sought t o play a creative role in American life and society, and seeks to preserve the enduring values of this heritage in the life of the college community today. As a metropolitan college, Augsburg attempts to relate its faculty and students t o an urban culture by utilizing the educational, social, cultural and religious resources of the growing metropolitan community in which it is located. THE PHYSICAL PLANT Instructional facilities and student housing a t Augsburg are conveniently located in relation to each other. Old Main, erected in 1900, contains a large number of classrooms and offices. Science Hall, erected in 194849, includes the general administration offices; well-equipped laboratories for chemistry, phys- ics, and biology; a medium-sized auditorium; and several classrooms and faculty offices. The Lisa Odland Observatory, on the roof of Science Hall, was completed in the summer of 1960. The George Sverdrup Library, named in honor of Augsburg's fourth president, was erected and dedicated in 1955. Adjacent to Science Hall and of similar contemporary architectural design, it contains spacious reading rooms, seminars, work rooms, a visual-education center, the Augsburg Archives, classrooms, and a number o~f faculty offices. There is stack space for approximately 100,000 volumes. Melby Hall, the new auditorium-gymnasium, was completed in 1961. This building, named in honor of Professor J. S. Melby, dean of men from 1920 to 1942, basketball coach and head of the Christianity department, provides excellent facilities for the health and physical education program, intercollegiate athletics, chapel services and general auditorium purposes. East Hall, purchased in 1966, provides a rehearsal hall for the Concert Band and Repertoire Band as well as rehearsal and instruction rooms for instrumentalists. The Music Hall was acquired by purchase in 1947 and has been remodeled to provide vocal, string and piano rehearsal rooms together with a rehearsal room for large groups. The Speech and Drama Building was acquired in 1959 and remodeled to make an extremely functional building for dramatic and other speech activities. The Augsburg College Center, completed in 1967, is a center of non-academic activity on campus. The building houses the Commons, which is the name for the main dining area, plus private dining rooms and coffee shop. Student government and student publications have quarters in this building. The bookstore is also located here. Spacious lounges and recreational areas are provided in this threestory building containing 55,000 square feet of space. Urness Tower Residence for Women, completed in 1967, is an eleven-story building providing living quarters for 324 women students. The building was named in honor of Mr. and Mrs. Andrew Urness who have given several generous gifts to the college. A unique feature of the building is that each floor is considered a "house unit" providing the 36 residents, housed two to a room, with their own lounge, study and utility areas. The second floor level with main lounge, also provides an apartment for the head resident. There is an observation lounge a t the top of the structure. Sverdrup-Oftedal Memorial Hall, erected in 1938, was named in honor of Augsburg's second and third presidents. The building houses about 65 men students and provides for some faculty and administration offices in one wing. Sivertsen-Mortensen Hall in- corporates a building donated to the college in 1939 from the late Dr. Iver Sivertsen and Mrs. Sivertsen, and a larger addition erected in 1955 and named in honor of Miss Gerda Mortensen, dean of women at Augsburg from 1923 to 1964. The building provides housing for about 144 men students as well as apartments for the resident head. The Studio Building, dedicated in 1964, houses the Department of Art on its two floors. West Hall is an apartment building purchased in 1966 shortly after it was constructed. The building houses 38 women students and an apartment for the head resident. Cottage Houses. A large number of dwellings have been acquired in recent years in the expanded campus area to provide accommodations for men or women students, married students and for faculty and staff members. The President's Home, an attractive colonial residence, is located on the West River Road. THE ARCHIVES The Augsburg Archives seeks to gather and make available for use documents, books, and other articles of historical value. The George Sverdrup Library provides adequate, fire-proof quarters for the archives. Here are found a large collection of periodicals, manuscripts, letters and pictures, affording extensive resources for scholarly research. - LIBRARY FACILITIES The beautiful and spacious George Sverdrup Library provides a central study-workshop for both faculty and students. It contains about 70,000 volumes, exclusive of pamphlets, and is adding approximately 7,000 new volumes each year. Students and faculty working in either of the two large reading rooms find the atmosphere conducive to quiet study and research materials close at hand. All books are kept on open shelves. Reference service, provided by an able and welltrained staff, is available to students. Special collections have been developed in the Music Library, the Chemistry Library, the Curriculum and Library Science Libraries, and in the Audio-Visual Center. In 1966, the AmericanScandinavian Foundation presented its collection of Scandinavian music to the College. Additional conveniences include conference rooms for larger groups or small classes. A typing comer is provided in the first-floor reading room. The library subscribes to nearly 600 of the best periodi- cals dealing with a large variety of subjects, as well as a number of serials devoted to the interests of special fields. Current issues are displayed in a pleasant browsing area. The library plays an active role in promoting general reading, presenting regular book displays, and sponsoring monthly book discussions for faculty, staff, and students. In the Twin City area are other libraries which make their holdings available to Augsburg students, notably, the St. Paul and Minneapolis public libraries, the latter of which issues library cards to out-of-town students for each school year. NATURAL SCIENCE LABORATORIES The laboratories of the Natural Sciences are located in the Science Hall. Four laboratories and storeroom and office space for bidogy are located on the second floor; three larger laboratories and two special research laboratories for chemistry and two laboratories for physics are located on the third and fourth floors. A chemistry library is located near the research facilities. Storerooms and faculty offices are also located here. FINANCIAL INFORMATION 1968-69 COMPREHENSIVE FEE Includes tuition, board and room and General fee as described below. (per year) TUITION New freshmen entering September, 1969 (per year) This rate is guaranteed for four consecutive years. In case of time lost due to illness or accident, the rate, upon application and approval, may be extended for a fifth year. Transfer students and returning students not on a prior year-guaranteed plan. (per year) Part-time students (carrying less than 12 credits per term) (per credit hour) Fee for auditing is one-half the fee for credit. Students carrying more than 51 credits for the academic year are charged $25.00 per credit hour for excess hours. BOARD AND ROOM Residence Halls Honor Houses (upper-class students only) The board plan provides 21 meals per week. (per year) (per year) OTHER REQUIRED FEES General Fee (per year) (Covers subscription to yearbook, newspaper, admissions to all regularly scheduled athletic events, dramatic productions, convocations, and the support of Student Society activities and the College Center.) Part-time students are charged on a proportionate basis. Application Fee Required of all new students, non-refundable. Initial Payment-New Students Required of students whose application for admission has been accepted; to be paid by May 1, 1969. The payment is applied to the tuition fee, but is not transferable or refundable. Room Reservation Deposit-Returning Students Required by July 1, 1969, to reserve a housing assignment for the term beginning September, 1969. Breakage Deposit Required of all students. Refundable upon graduation, transfer to another institution, or discontinuing educational program at Augsburg College. SPECIAL FEES Change in registration after classes begin (per cancel or add) Late registration after classes begin (per day) Graduation fee Transcript fee: first copy free, additional copy Arrangements for special examinations are made in Registrar's office, with charges according to schedule on file. SPECIAL COURSE FEES Computer Science Student Teaching Improvement of Reading Music Lessons (10 per term) Practice Studio Rental Organ (one hour per day) Piano or Voice (one hour per day) Books and supplies are available from the Bookstore. Estimated costs (per year) $ Linen service, required in residence halls (per year) $ Personal expenses for clothing, entertainment and transportation vary from student to student. In planning a yearly budget, a student should add (per year) $ (7 SETTLEMENT OF ACCOUNT A statement of charges for the year will be prepared and forwarded to the student early in August. Payment of one-third of the annual charge is due a t the beginning of each term except that for the fall term payments will be due on or before August 20, so that all necessary processing of financial arrangements can be completed in time to clear the student for registration. Variation from this schedule must be arranged with the Treasurer's Office prior to August 20. No student is permitted to register if his or her account for a preceding term has not been paid in full. REFUNDS If a student decides to cancel his registration, refunds of tuition and room charges are allowed as follows: during the first week of classes, 80%; during the second week, 70%; during the third week, 60%; during the fourth week, 50%; and during the fifth week, 40%. No allowance is given after the fifth week. If a student is forced to cancel his registration because of accident or illness during the first five weeks of the term, the charge is one-half of the rate indicated. Students required to enter military service will receive a full refund of tuition and a proportionate refund on room charges. In all cases, board refunds are made on a proportionate basis. FINANCIAL ASSISTANCE Financial aid in the form of loan funds, scholarships, and parttime employment is available a t Augsburg College. Augsburg participates in the College Scholarship Service (CSS) of the College Entrance Examination Board. Participants in CSS subscribe to the principle that the amount of financial aid granted a student should be based uposn financial need. The CSS assists the college's financial aid officer in determining the student's need for financial assistance. Entering students seeking financial assistance are required to submit a copy of the Parents' Confidential Statement (PCS) form to the College Scholarship Service, designating Augsburg College as one of the recipients, by March 15. The PCS form may be obtained from a secondary school or the College Scholarship Service, Box 881, Evanston, Illinois 60204. All upper-class students are required to submit a Parents' Confidential Statement-Renewal form each year. Several loan funds have been established to assist students in working out their financial problems. Loans may be arranged at a reasonable rate of interest for various periods of time. The General Student Loan Fund, established through the gifts of many individual donors, is maintained chiefly by contributions from the Augsburg College Women's Club. National Defense Student Loans, established by the National Defense Education Act of 1958, are available t o students capable of maintaining good standing in their chosen course of study. Special consideration will be given to all students with a superior academic background. Loans will normally be granted for the academic year, September through June, or the remaining balance thereof. Reapplication will be necessary for each succeeding loan period. United Student Aid Funds is a program of endorsing loans made by local banks to college students requiring financial assistance. A grant to the college by the Gamble-Skogmo Foundation provided the funds to establish the initial reserves required. The United Student Aid Fund Incorporation also handles the Federal Insured Loan program. Arrangements for all types of loans are made through a conference with the Dean of Students, chairman of the faculty committee on financial aid. In addition to arranging loans, the committee counsels students on financial matters with the objective in mind of helping the student work out a satisfactory plan for his finances. SCHOLARSHIPS SCHOLARSHIPS AVAILABLE TO FRESHMEN Foundation Fellowships are offered to students with outstanding high school records and high scores on the Scholastic Aptitude Test of the College Entrance Examination Board. Recipients are guaranteed enrollment in hon,ors course work. These awards range in amount from $100 to full tuition and are renewable for four years for students with a grade point average of 3.0 (B average). TO qualify for a Foundation Fellowship a student should rank in the upper five percent of his high school class and have a combined score of 1200 or higher on the Scholastic Aptitude Test. The scholarship committee also considers an individual's interests, abilities, and character. Honor Scholarships are offered to good students who have strong potential for academic success at Augsburg College. These awards range in amount from $100 to full tuition and may be renewed for four years for students with a grade point average of 2.50. Students who rank in the upper fifteen percent of their high school class and have above average scores in the Scholastic Aptitude Test are eligible for Honor Scholarships. Chemistry Scholarships and Research Awards are offered each year by the Department of Chemistry to students strongly interested in chemistry or medicine. The six awards vary in amount from $2,000 to $4,000 over four years. A student qualifies for a Chemistry Scholarship on the basis of his high school performance, a special chemistry examination, financial need, and vocational objective. Summer Research Awards are also available t o students in chemistry. This award provides a stipend of $600 for each student to do research under the guidance of the chemistry department. Academic Grants are awarded to students on the basis of financial need as demonstrated by the College Scholarship Service. Students who are admitted t o Augsburg College but do not qualify for a scholarship may be considered for an academic grant or financial award'. These awards range in amount from $100 t o $600 and may be renewable for four years with a grade point average of 2.0 (C average). SCHOLARSHIPS AVAILABLE TO UPPERCLASSMEN Departmental Scholarships of varying amounts are awarded each year to students who are highly recommended by the chairman of their maj,or department. These scholarships are renewable if the student maintains a scholastic average of 2.75 or better. Alumni Achievement Scholarships are awarded to outstanding students in the freshman, sophomore, and junior classes for use the following academic year. The scholarship fund., which is equivalent to three half-tuition scholarships, is awarded on the basis of previous academic performance. No award will be in excess of financial need. The Augsburg College Women's Club Schdarship awards, totaling $400, are granted each year to two or more students of outstanding character and excellent scholarship. The Peggy Christensen Benson Memorial Scholarship was established in 1965 by her husband, Thomas I. Benson. The Scholarship is awarded annually to a student studying choral music. The Thorvald Olsen Burntvedt Memorial Scholarship Fund was established in 1960 by gifts from the Burntvedt family and through a church-wide offering, to honor the memory of Dr. T. 0. Burntvedt who was President of the Lutheran Free Church from 1930 to 1958. One or more scholarships are awarded annually to a student or students in the senior class who are preparing for the ministry. The Alma Jensen Dickerson Memorial Scholarships were established in 196.1 by Mrs. Alma Jensen Dickerson, a member of the Augsburg faculty from 1943 to 1954. One or more scholarships are awarded annually to able and deserving junior or senior students. The M. J. Estrem Scholarship was established in 1965 by Mr. and Mrs. M. J. Estrem of Minneapolis to provide an annual scholarship for some worthy student of the College, such student to be selected upon the recommendation of the Scholarship Committee of the College. Augsburg awards Foreign Student Scholarships each year to deserving students from other countries. These scholarships may be awarded in amounts up to the equivalent of full tuition. The Gamble-Skogmo Foundation Scholarship Fund, established in 1965, makes possible the awarding of one or more scholarships each year to upperclass male students interested in careers in the field of business. The 0. I. Hertsgaard Scholarship was established in 1966 by Mr. and Mrs. 0 . I. Hertsgaard. One or more scholarships will be awarded annually to junior or senior students who have demonstrated a proficiency in choral and/or instrumental music, who show interest or potential in conducting and show promise of overall academic success. The Keith E. Hoffman Memorial Scholarship was established in 1945 by Mr. and Mrs. Charles S. Hoffman of Minneapolis in memory of their son who gave his life in the conquest of Okinawa. The scholarship is awarded annually to a student selected on the basis of academic achievement, personal character, and ability in the field of athletics. International Milling Company Scholarships are funded by contributions made by the International Milling Company to the Minnesota Private College Fund. These scholarships of variable amounts are awarded annually to able and deserving upper-class students. The American Indian Scholarship was established in 1955 by Spring Lake Park Lutheran Church, Minneapolis. It is a scholarship of $200 to be applied on tuition at Augsburg College. It is to be awarded to an American Indian student selected on the basis of scholarship and economic need. The Iver and Marie Iversen Scholarship was established in 1957 through a grant from Mr. Iver Iversen of Brooklyn, New York. It is awarded annually to a student in the College. The award, in the amount of $250, is made on the basis of need, scholarship, and interest in Christian service. The Magnus A. Kleven Family Scholarship was established in 1956 by members of the family to honor their parents. The scholarship is awarded annually t o a student on the basis of academic achievement, personal character, and promise of achievement in the field of physical education. Lutheran Brotherhood Scholarships of $500 each are provided by the Lutheran Brotherhood Life Insurance Society and awarded each fall to outstanding Lutheran college seniors. The students are selected by the College in the spring of the junior year on the basis of religious leadership and scholastic standing. Aid Association for Lutherans Scholarships were established in 1966 from funds given by Aid Association for Lutherans Insurance Company. These scholarships of variable amounts are awarded annually to able and deserving upper-class students who are policy holders. David Mathre Memorial Scholarship for Student Teachers is available to qualified full-time students in need of financial assistance during the term in which they are doing student teaching. The Onesirnus Scholarship, established in 1962 by Mr. and Mrs. James Helleckson, is awarded annually in the amount d $300 to an Augsburg student or graduate who is preparing for service in the Christian ministry. The Henry P. Opseth Music Scholarship was established in 1953 in memory of Henry P. Opseth, former head of the Music Department and director of the Augsburg College Choir. It is awarded annually to a sophomore or junior student s f outstanding promise in the field of music. The Adolph Paulson Memorial Prize, from a fund established by members of the Paulson family in memory of Professor Adolph Paulson who taught social science at Augsburg from 1930 to 1935, is awarded annually to a college student for the best essay written on an assigned subject in the field of Christian sociology. The amount of the prize is $50. The Quanbeck Scholarship Fund was established in 1963 by a bequest of John G. Quanbeck. The income from this fund is awarded annually to freshman students who, without assistance, would be unable to pursue higher education. The Reader's Digest Endowed Scholarship Fund, established in 1965, provides an annual scholarship for a deserving and able upperclassman. The Reverend Olaf Rogne Memorial Scholarships were established in 1958 by two anonymous donors to honor the memory of Reverend Olaf Rogne, business administrator of the college from 1940 to 1952. Three awards of $500 each are made annually to selected students preparing for Christian service. The Marlys Johnson Simengaard Memorial Scholarship was established in 1964 by her family and friends to honor her memory. As an expression of Christian concern for the problems of social injustice, this scholarship is awarded periodically to an American Negro student. Social Service Scholarship Program is sponsored by the Division of Charities of the American Lutheran Church. Two scholarships of $300 or three scholarships of $200 will be awarded each year to students at Augsburg College. The recipients must be juniors or seniors of the Lutheran faith who are enrolled in social work courses and plan to continue training in a graduate school of social work. In addition to scholastic achievement, a student's interests, aptitude, and skills in working with people are considered in making this award. The Marilyn Solberg Voice Scholarship in memory of Marilyn Yvonne Solberg, a member of the Ausgburg College Choir from 1950 until the time of her death in 1953, was established in 1955 by her parents, Mr. and Mrs. Iver Solberg and her brother, Doman. It is awarded to an Augsburg student who has music as a major or minor and who shows outstanding promise or achievement in the art of singing. The Marguerite Hamilton Storley Memorial Scholarship was established in 1965 by her family and friends to honor her memory. A scholarship of $300 will be awarded annually to an able and deserving junior or senior student recommended by the scholarship committee. The Professor P. A. Sveeggen Memorial Scholarship was established in 1959 by friends t o honor the memory of P. A. Sveeggen, professor of English at Augsburg from 1915 to 1952. The award of variable amount is made annually to an outstanding student in the field of English. Tozer Scholarships of $500 each are awarded annually to outstanding Junior or Senior students who are residents of the state of Minnesota. Monies for these scholarships are provided by the Tozer Foundation, Inc., of Stillwater, Minnesota. The Edward Yokie Memorial Scholarship was established in 1962 by E. Lorraine Yokie and Doris E. Yokie, daughters of Edward Yokie. A scholarship will be awarded annually t o an able and deserving junior or senior student recommended by the scholarship committee. Memorial Scholarship Foundation. Undesignated memorial gifts are placed in the Foundation Fund. Income from these endowment gifts is used to provide scholarships of varying amounts. The scholarship committee selects students who are able and deserving. The Crown Prince Harald Scholarship was created by the Augsburg College Board of Regents on the occasion of the visit by Crown Prince Harald o'f Norway to the Augsburg campus in October, 1965. This annual scholarship provides one year's full tuition for a student from Norway who wishes to s,tudy at Augsburg. The recipient is chosen from applicants by a committee in Norway set up for this purpose. The Manivald Aldre Memorial Chemistry Scholarship was established in 1960 by friends and the Department of Chemistry t o honor the memory of Manivald Aldre, assistant professor of chemistry at Augsburg from 1949 t o 1958. The annual award is made t o a student whose academic record indicates promise of achievement in the field of chemistry. The Carl Fosse Memorial Chemistry Scholarship was established in 1960 by the Department of Chemistry to honor the memory of Carl Fosse, professor d chemistry at Augsburg from 1921 to 1942. The annual award is made to a student whose academic record indicates promise of achievement in the field of chemistry. The Covey Hendrickson Memorial Chemistry Scholarship was established in 1967 by the family and friends and the Department of Chemistry to honor the memory of Covey Hendrickson, a student of chemistry at Augsburg until his death in June, 1966. The annual award is made to a student whose academic background indicates promise of achievement in the field of chemistry. The Dr. Frederick C. and Laura E. Mortensen Chemistry Scholarship was established in 1961 by the chemistry staff. The award is made annually to a chemistry student whose record indicates promise in the field of chemistry. The Dr. W. M. Saudstrom Chemistry Scholarship was established in 1963 by a gift from Dr. Sandstrom, retired professor of bi,ochemistry at the University of Minnesota. The annual award is made to a student whose academic background indicates promise of achievement in the field of chemistry. The Walter Gordon Schnell Memorial Chemistry Scholarship was established by friends and the Department of Chemistry in 1960 to honor the memory of Walter Gordon Schnell, a student of chemistry at Augsburg until the time of his death in January, 1960. The annual award is made to a student whose academic background indicates promise of achievement in the field of chemistry. The Walter E. Thwaite, Jr., Memorial Chemistry Scholarship was established in 1963. This annual award is made to a student whose academic background indicates promising achievement in the field of chemistry. GRADUATE SCHOLARSHIPS The Greater Augsburg Alumni Association Scholarship of $500 is awarded annually to an outstanding alumnus of Augsburg in order to encourage and assist promising students in the carrying out of projects of graduate study. The George Sverdrup Graduate Fellowship was established by the Board of Trustees of Augsburg in 1947 to honor the memory of George Sverdrup, President d Augsburg from 1911 to 1937. It is awarded annually to an Augsburg graduate of outstanding character and ability who plans to prepare further for the vwation of teaching. The amount of the Fellowship is five hundred dollars. STUDENT ElMPLOYlVIENT An employment service, located in the Student Personnel Office, assists students in obtaining part-time remunerative work during the school year, Christmas vacation, and summer. Both on-campus and off-campus jobs are available. ADMISSION APPLICATION PROCEDURE Applications for admission are provided by and submitted to the Office of Admissions, Applications may be obtained by visiting, writing, or calling (332-5181). A majority of the applications are received between September and January of the students' senior year in high school. Although the closing date for making application for the fall term is August 1, the class may be filled well in advance of this date. An early decision plan is available for highly-qualified applicants who apply before December 1. These applicants are notified concerning admission on the basis of grades through the junior year and college aptitude test scores. Students applying after December 1 will generally not be notified concerning admission until after the Scholastic Aptitude Test scores have been received by the college. A $100 tuition deposit is due before May 1, with earlier payment giving preference in the assignment of campus housing. Students admitted after May 1 are required to make the $100 tuition deposit within two weeks of notification of acceptance. The tuition deposit is not refundable but applies to the cost of tuition. An interview on campus is encouraged. Instructions for applying for admission: 1. Return the application form with a $10 application fee (non-refundable) and a photograph to: Off ice of Admissions Augsburg College Minneapolis, Minnesota 55404 2. Request your counselor or principal to send us a transcript of your high school record and all test results. Transfer students will request the previous college or colleges to send an official transcript of grades together with results of standardized tests taken. 3. The Scholastic Aptitude Test (SAT) of the College Entrance Examination Board is required for admission. The test should be taken early in the senior year or late in the junior year. See your counselor or principal about registering for the SAT or write to College Entrance Examination Board, c/o Educational Testing Service, Box 592, Princeton, New Jersey. Transfer students are not required to take the SAT. ADMISSION REQUIREMENTS The quality of a student's work in high school, type of course program, scores on college aptitude tests, extra-curricular participation, and recommendations are important factors in considering an application for admission. Augsburg College seeks students who rank high in their high school graduating class, at least in the upper half, and who have satisfactory scores on the Scholastic Aptitude Test of the College Entrance Examination Board. It is recommended that a student have a least 12 academic subjects in his college preparatory curriculum, which should include four units of English, and a t least two units each of a foreign language, social studies, mathematics, and science. A unit is defined a s a course covering one academic year and equivalent to at least 120 hours of classwork. A recent physical examination is also required. Students will be provided with blanks early in the summer to be filled out and returned to the Student Personnel Office by August 1. The health report must be received before the student will be permitted to register. TRANSFER Students are accepted by transfer from other colleges and universities if their academic record and test results are satisfactory and they are in good standing. College credit is granted for liberal arts courses satisfactorily completed a t accredited institutions. A maximum of 95 quarter credits is allowed on transfer from a junior college. The college reserves the right not to grant credit for courses where it considers the work unsatisfactory, and to grant provisional credit for work taken in unaccredited institutions. The grade point average for gra-duation is based on work taken a t Augsburg. ADVANCED PLACEMENT Advanced placement is granted to students who qualify, on the basis of work taken in high school or elsewhere, to enroll in courses beyond the beginning course. Placement may be determined by tests, or by the level and length of the course previously completed. ADVANCED STANDING Advanced standing, that is, college credit, is granted t o high school students who have successfully completed a college-level course provided they received a grade of 3, 4, or 5 on the Advanced Placement Examinations. MPUS There are many influences which mould life and character in c01lege. While the exercises d classroom, laboratory, and library form the organizing basis of college activity, they need to be supplemented by other than academic forces. These intangible but very real supplementary influences have much to do with creating the climate of an institution. At Augsburg definite emphasis is placed upon the maintenance of a wholesome spirit of Christian community living. THE CHAPEL SERVICE At the center of Augsburg's program is the daily chapel service, where the faculty and students gather for united worship, prayer, and a brief meditation upon the Word of God. Regular attendance is expected of all students and faculty. COMMISSION OF RELIGIOUS ACTIVITIES The Commission of Religious Activities, composed of students and faculty, is responsible to the Augsburg community for the implementation of the religious program. Chairman of this Commission is a student, who is also a member of the Student Council. Although Augsburg College does not believe that religious life can be separated from the rest of life, this Commission does see its major responsibility in relation to worship, devotional life, and the stimulation of faith through discussion and service. RECREATION STANDARDS AND DISCIPLINE At Augsburg all of the work of the college rests on certain Biblical affirmatives about human nature and man's relation to God. As a Christian liberal arts college, Augsburg takes these relationships seriously and therefore seeks to educate the whole man. It follows that one of its important responsibilities is to establish programs and policies that contribute to this end. It is expected of each student that his life, conduct and influence, both on and off campus, shall be worthy of a member of a Christian college, and students who do not feel drawn to this quality of life should not seek to be enrolled at Augsburg. Without attempting to dictate to the individual conscience, the college reserves the right to ask its students to adapt themselves to the social and recreational program approved by the college. It reserves the right to dismiss any student whose continuation in college is deemed undesirable for social as well as for academic reasons. It is the policy of the college that such action shall be taken only after the available campus resources of counseling and judicial processes have been utilized. Thus, disciplinary problems are first dealt with through counseling. Those not solved this way are channeled to a student-faculty Judicial Council through the Office of the Dean of Students. In all cases, careful investigation and the privilege of a hearing precede any disciplinary action. In seeking to develop a constructive recreational program, some limitations have been placed on certain activities. The college is opposed to all forms of gambling. The college does not allow the possession or consumption of alcoholic beverages in residence halls, in any college-approved place of residence or at any collegesponsored event. Minnesota state law forbids the possession or consumption of alcoholic beverages by people who are not 21 years of age. CONVOCATION Convocations are held on Wednesdays throughout the year. These programs acquaint the campus community with outstanding personalities in various fields. A wide range of interests is covered, including the scientific, political, social, religious, and artistic. SOCIAL, CULTURAL AND RECREATIONAL PROGRAM In attempting to meet the needs and interests of Augsburg students, use is made of all existing facilities on campus and many of those which are available in the Twin Cities. Much activity outside the classroom occurs in the College Center. There the college community is drawn together by social, recreational, and cultural activities. The activities program is designed to complement the classroom experience and to enhance the student's college experience. Throughout the year a variety of social activities are held in the center, in residence halls, and elsewhere on campus. These social activities include parties, teas, picnics, films, banquets, dances, talent shows and special dinners and big-name entertainment. Traditional highlights of the year are Homecoming, the Christmas Buffet, Sno-Days, the Carnival, and the spring formal dance. Many students take part in the social society system at Augsburg by joining either a men's or women's society. These societies are small groups which provide a natural contact between upperclass students and freshmen, and commuter and residence students, as they plan activities. The society system is governed by the InterSociety Council which, in turn, is responsible to the Student Council. The recreation program has activities for both participants and spectators. The intramural program under the direction of the Physical Education Department features touch football and basketball. On campus such recreational facilities as pool tables, ping-pong, and bicycles are available in addition to the facilities in Melby Hall. Students also enjoy tennis at nearby parks and swimming at Fairview Hospital. In the winter, students go on skiing outings or stay on campus to ice skate. There are informally organized soccer and boot-hockey teams. For the spectator there are the intercollegiate athletic contests. Students may attend home games on their activity card. For many of the away games bus transportation is arranged for those wanting to attend. The cultural program includes activities from the creative and performing arts. In the College Center there are art exhibits, discussions, music listening facilities, small recitals, concerts, drama readings and films. Art works are also exhibited in the Studio and the Scholarshop. Augsburgians also enjoy the annual choir, orchestra, and band concerts in Melby Hall. The college also features a major dramatic production each term in the Little Theatre. Students are admitted free to on-campus dramatic and musical programs by their activity card. Major responsibility for programming is handled by the Program Commission. The committees under the Program Commission are Social, Recreation, Fine Arts, Forum and Lecture, Hospitality, and Promotion. METROPOLITAN OPPORTUNITIES Augsburg's location in Minneapolis gives its students unique opportunities to make use of some of the finest educational and cultural advantages which the Northwest has to offer. Excellent art collections are to be found in the Minneapolis Institute of Arts, the Walker Art Center and several other art galleries. The Twin Cities' libraries are extensive in their services. The Historical Museum in St. Paul gives access to large collections of historical material. The Minneapolis Symphony Orchestra programs and other concerts afford rich opportunity for the enjoyment of music. Several theaters in the Twin Cities such as the Tyrone Guthrie Theater, Theater-in-the-Round, the Old Log Theater, the Firehouse Theater, and St. Paul Civic Opera Company provide a variety of dramatic and musical presentations. Many students and faculty attend Minneapolis Symphony Orchestra concerts by virtue of a special college season ticket arrangement. Season tickets are available also for other University concerts and for drama productions at the University and Tyrone Guthrie Theaters. Students also enjoy Minnesota Twins baseball and Viking football games a t Metropolitan Stadium. The Student Society consists of all full-time and part-time students enrolled a t Augsburg College. The central concern of student government is focused on education to the end that individuals may develop their full capabilities through intellectual growth. The student government relates to this broad objective by assuming responsibilities for furthering student affairs, educating members to the democratic process, developing a sense of community, fostering intellectual activity, and participating in policy making. STUDENT GOVERNMENT The administration, under the direction of the president, resides in the executive branch. Seven commissioners are each responsible to the president for one of the major areas of student life. Eight boards also assist him in his work. The Student Council, presided over by the vice-president, is the twenty-member legislative branch of the government. Each of the college classes has its own officers and participates in student government through its representatives on the council. The Judicial Council is a student-faculty judiciary whose rulings are subject to appeal only to the President of the College. The Student-Faculty Council, composed of students, administration and faculty, discusses campus problems, considers legislation adopted by one group or the other which affects the college as a whole, and promotes cooperation and understanding between the students, the faculty, and the administration. The students also have representation on college committees such as the President's Cabinet, the College Center Cabinet, and several faculty committees. The Student Society is a member of the National Student Association, the largest representative national union of students in the United States. Through this organization the students receive programming aids for use on the campus, and add their voice to the voice of all American students before the national government and other organizations in matters of student concern. The Student Government directs several projects of interest to the college community. These projects include the annual OneAppeal Campaign, Leadership Training Workshops, Political Action Week, Homecoming, Student Lecture Series, Development Council, Welcome Week, Sno-Days, International Students Program, Faith-in-Life-Week, College Center Programming, relationships with community organizations and contacts with neighboring institutions of higher education. Associated Women Students, composed of all the women students, provides opportunity for the women to develop meaningful selfgovernment. It aims to create a sense of harmony and fellowship, to promote and maintain high standards of honor and integrity in personal conduct, and to encourage participation in all college activities. It is affiliated with the Inter-collegiate Associated Women Students, a national organization. AWS has an on-campus council and an off-campus council which deal with the problems and programs of their respective areas. The college newspaper, The Augsburg Echo, is published by a student staff. The Echo serves as a voice of the student body as well as a medium of information. It provides an opportunity for experience in the many phases of journalistic work. PUBLICATIONS Augsburg's yearbook, the Augsburgian, provides a pictorial record of the activities of the year. Work on the annual provides opportunity for creative expression in artistic design as well as in photography. The Publication Commission is comprised of the editors, business managers, and advisers of the Augsburgian and the Echo. The chief responsibility of the Commission is to select editors and business managers for the campus publications. The Auggie is a directory of students, staff, and faculty and is published under the direction of the Office of Public Relations. The enthusiasm and energy of students motivate them to pursue their interests beyond the classroom. For most effective participation, students with similar interests have united to form clubs. Several of these are extensions of courses beyond the classroom. Others are devoted to interests not offered in the curriculum. All these organizations are co-ordinated through the Student Organizations Commission of the Augsburg Student Society. This Commission acts to evaluate club activities, to approve annual schedules, and to represent clubs at Student Council and Executive Council meetings. The Augsburg Chemical Society is open to both majors and minors in chemistry. The meetings consist of seminars on current topics in this specific area. The Augsburg College Association for Childhood Education is an organization especially for students in the elementary education program. It is concerned primarily with professional standards in the teaching profession, educational changes, and needs of children in the field of elementary education. CO-CURRICULAR PROGRAM Augsburg College Children's Groups involves students who meet weekly with a group of neighborhood children. The students provide such activities as games, crafts, field trips, and sports as they show their concern for these children by their own personal invoIvement. The Augsburg YGOP Club and YDFL Club aim to stimulate interest in public affairs and give students opportunity to participate actively in local, state, and national politics, and in other human relations activities. The Augsburg Society for Dramatic Arts provides for its members an opportunity to learn from participation in stage presentations and from field trips, as well as from reading and seeing plays produced. Membership is open to all students. Membership in National Collegiate Players represents recognition for continued excellence in drama participation. It is open to qualified upperclassmen. The "A" Club is limited to men who have won a major "A" at Augsburg. The aim of this organization is "to bind the 'A' men of the past, present, and future into a more intimate bond of fellowship, and to keep the athletics of Augsburg on the highest possible plane." The Cosmopolitan Club brings together foreign and American students who have a mutual interest in the culture, language, and people of various countries. The Debate Club fosters debate activity at Augsburg as it meets to develop skills necessary in debating. Members of the club represent Augsburg in the Twin Cities Debate League and other intercollegiate tournaments. The French Club is composed of students interested in the French language and culture. The German Club is open to all students who are studying or have studied German. In addition to providing opportunity for conversational practice, the club also promotes understanding and appreciation of the German people, their achievements and customs. Karate Club is organized to provide instruction in classical Karate for Augsburg men and women students. It also promotes better understanding of Karate itself and of the various schools of Karate. The Norse Club is composed of students who are interested in Norwegian culture as reflected in Norwegian literature, music, art and history. The Pre-Sem Club, composed of all pre-seminary students at Augsburg, is an organization that expresses concern for spiritual life at Augsburg, as well as acquaints its members with the vocation of the Christian ministry. The Psychology Club promotes interest in various fields of psycholowThe Ski Club is a recreation group promoting interest and developing skills in skiing. The Spanish Club serves as a means of interpreting Spanish culture to students in an informal way. The Sociology Forum is an organization of students preparing for professional work in the field of Social Service. The Student National Education Association, Martin Quanbeck Chapter, offers to its members associate membership in professional education associations and strives to acquaint future teachers with the importance of teaching as a profession. The Ushers' Club is a service organization providing trained ushers for public events scheduled for the campus. The Writers' Club includes students who enjoy creative expression in various forms of writing. The members share their literary efforts in an informal atmosphere, and benefit from mutual criticism. They publish The Arkai, a collection of the best creative writing each year. The Women's Recreation Association at Augsburg is a member of the Minnesota Athletic Association of College Women. Membership in this organization is gained by participation in individual and group recreational activities with awards given on a point basis. The Augsburg Concert Band numbers fifty members selected by audition from all classes. In addition to local appearances, the band tours annually to various parts of the United States. The Augsburg Choir has sixty-five members selected by audition from all classes. In addition to local appearances, the choir goes on tour each year to various parts of the United States and occasionally to Canada. The choir toured Norway and other European countries in 1965. The Augsburg College Choral Club performs frequently in campus programs and concerts and sings at various churches in the Twin City area. Membership is by audition or consent of the director. The Augsburg College Orchestra presents programs of standard repertoire for orchestra alone as well as with soloists and choral groups. In addition to campus and local appearances, the orchestra tours in the Midwest. Membership is by audition. Larger campus musical groups also include the Repertoire Band and the Symphonia. MUSIC ORGANIZATIONS PHYSICAL EDUCATION AND RECREATION Under the direction of the Department of Health and Physical Education, a wide range of recreational activities is arranged for general student participation. Every student is urged to participate in some activity for his own recreation and relaxation. An intramural program provides competition in a variety of team sports as well as individual performance activities. Climaxing the intramural program is the Extramural Meet, a tournament for the winners of intramural schedules in various colleges. INTERCOLLEGIATE ATHLETICS Augsburg is a member of the Minnesota Intercollegiate Athletic Conference. The college is represented annually by teams in football, cross country, basketball, hockey, wrestling, baseball, track, tennis, and golf. PURPOSE AND PHILOSOPHY OF INTERCOLLEGIATE ATHLETICS It is the purpose of Augsburg College to provide an intercollegiate athletic program which is in harmony with its Christian philosophy. This philosophy is to be reflected in the conduct and outlook of both the players and the spectators. The educational program of the college recognizes that recreation and play are a fundamental part of human life, and that this phase of life needs to be cultivated if physical, mental, and emotional health are to be maintained. Intercollegiate athletics, as a phase of that program, gives recognition to the fact that competitive play can contribute to the development of student interests, skills, insights, and loyalties. More specifically, the following outcomes are sought: (1) The student participating in athletics should acquire and exhibit, both in and out of athletics, such basic qualities of character as self-discipline, honesty, sense of fair play, and cooperation. (2) The participant should develop the knowledge, interests, and skills which will be of special use to him in such vocations as teaching and coaching or recreational leadership, or in his own recreational activities. Far from being set apart from his educational goal or in any way competing with it, the student's participation in intercollegiate athletics must either contribute directly to this goal or be complementary to his other educational activities. (3) The student spectator should acquire and exhibit some of the finer qualities of Christian character, such as self-restraint, sense of fair play, appreciation of high-grade performance on the part of both opponents and fellow-students, and respect for individual personality. (4) The intercollegiate athletic program should contribute to the development of a unified and healthy "school spirit." Enthusiasm for intercollegiate athletics or other co-curricular activities should not overshadow pride in high scholastic achievement, nor can it take the place of a well-rounded and effective intramural and general recreational program. ELIGIBILITY REQUIREMENTS In order to participate in certain extra-curricular activities, students must meet established eligibility requirements. Organizations check eligibility of candidates by submitting a list to the Director of Student Activities for approval. Eligibility f w participation in intercollegiate athletics is governed by the rules of the Minnesota Intercollegiate Athletic Conference. A student on academic probation may not be a member of the Augsburg College Choir, Concert Band, or the Orchestra. He is not eligible to participate in a major dramatic production, cheerleading, student publications, societies, or to accept elected or appointed student-government otfices or chairmanships. This list is not inclusive and o,ther activities may be designated. HONORS AND AWARDS The purpose of Beta Chi Epsilon is to honor those senior women who have maintained a high level of academic achievement and who have shown loyalty by giving service and leadership to the college community. In turn, it is the responsibility of these women to foster the development of academic excellence, leadership, and service among women students of Augsburg College. On the 1927 Class Cup for Scholarship Trophy is engraved the name of each s.tudent who has achieved the highest scholastic standing in his college graduating class. He must have attended Augsburg for a t least two years. Omicron Chapter of Lambda Iota Tau, a national honor society, is open to students with a major or minor in English or a foreign language, who have attained a high scholastic average and have presented a paper on a literary topic before a public audience. The purposes of the Timia Society, the Augsburg honor society, are to recognize academic achievement and to promote scholarship. Juniors and seniors who have earned a 3.5 grade point accumulative average are eligible for membership, while freshmen and sophomores with a 3.25 grade point average may be admitted as pledges. Augsburg has a Chapter of Pi Gamma Mu, the National Social Science Honor Society, which is affiliated with the Association of College Honor Societies. A high level of scholarship in the social sciences is required for election to membership. The Dean's List includes students who have achieved a grade point average of 3.5 or better in the previous term of work a t Augsburg College. The 1925 Class Cup in Athletics is awarded to the athlete who has made outstanding records both in athletics and in scholarship. The Harold A. Johnson Trophy, presented by Gerald L. Johnson in 1943, is awarded annually to the student who is judged to be the most valuable player on the basketball team. Outstanding seniors are nominated annually by a Student-Faculty Committee for membership in Who's Who Among Students in American Colleges and Universities. Special attention is given to scholarship, leadership and participation in extra-curricular activities such as athletics, drama, music organizations, societies, student government and community activities. Institutional services to students are organized and administered in accordance with plans and policies established by the Student Personnel Committee. Included are such services as Admissions, Counseling, Testing, Freshman Orientation, Student Records, The Student Health Service, Housing and Food Service, Placement, Student Employment, and Coordination of Student Activities. The administration of these services is centered in the Office of the Dean of Students. ADMISSIONS Pre-college counseling concerning admissions requirements, college entrance examinations, financial aids, and career planning is available from qualified personnel in the Office of Admissions. Counseling can be obtained either on campus or in schools and homes as the counselors travel throughout the Upper Midwest. In addition to high school seniors, sophomores and juniors are encouraged to use these services and also to visit the campus if at all possible. STUDENT PERSONNEL SERVICES COUNSELING Counseling services are maintained in an effort to assist each student to obtain the maximum benefits from the learning experiences offered a t Augsburg College. Matters such as uncertainty over vocational choice or educational planning, religious uncertainty, health or financial problems, personal and social adjustment and personal deficiencies can interfere with the learning process and are dealt with in counseling sessions. It is hoped that through counseling, students will develop a more realistic understanding of themselves and the surrounding world, and keener awareness of resources available to them as they meet the problems of daily life. At Augsburg the counseling process is carried on a t several levels. All faculty members participate in the counseling program, and each new student is assigned to a faculty counselor who works with him until he chooses a major field of study. At that time, the major adviser becomes his counselor. In addition, there are staff members who have specialized training in counseling and techniques for dealing with problems of adjustment. The personnel deans serve as special counselors. The counseling program is coordinated through the Director of Psychological Services in the Office of the Dean of Students in accordance with the plans and policies established by the Student Personnel Committee. RECORDS Individual student records are kept in the Records Office under the supervision of the Registrar. These records include admission data, academic achievement, student participation and achievement in non-academic activities, test scores, reports of counseling, and other information. The Student Personnel Office maintains a file of student government officers, of clubs and societies, including the constitutions, activities, schedules, and membership rosters. THE STUDENT HEALTH SERVICE The Student Health Service provides dispensary service with two registered nurses on duty. The college physician has daily office hours for consultation and for emergency treatment. Infirmary roloms are provided. The Health Service is located in Fairview Hospital, adjacent to the campus. Physical examinations are given to all seniors. Before registering, each entering student is required to have on file the report of a physical examination given by his family physician. Corrective treatment is prescribed where needed. Students who have personal problems are encouraged to seek help through counseling conferences. If a serious problem develops which demands professional skill, the student is referred to the offices of the personnel deans. Referrals may be made to the College Chaplain, or the College Psychologist. FRESHMAN ORIENTATION Freshmen and other new students participate in Freshman Days before the beginnkg of classes each year. The students take tests, attend classes, inspect the college facilities, and become acquainted with their fellow students, with the faculty, and especially with their own faculty counselors. The faculty counselors and students have several conferences during which they plan the student's program of study. All new students are given a battery of tests during Freshman Days. Scholastic Aptitude Test scores and special placement test scores are used by counselors to help students plan their initial programs. Personality inventories and the vocational interest profiles help the students to know more about themselves, in order to make a good choice of subjects and occupational goals. A special course in improvement of reading is offered for interested students. Freshmen who expect difficulty with the increased quantity and complexity of the reading material encountered in college are especially urged to enroll in this course. IJ HOUSING AND FOOD SERVICE In its residence program, the college aims to develop in the students Christian character, self-control, and thoughtful consideration of others. At the same time, the college realizes that students' happiness, comfort, and emotional adjustment in the residence halls are direct influences on their general efficiency in the classroom. In an effort to provide these opportunities for development, student residence councils assume the responsibilities for the administration of dormitory life policies in consultation with the head residents and personnel deans. Upper-class students serve as counselors in the residences and attempt to help residents with problems of personal adjustment. The head residents and personnel deans serve as resource people for these counselors and handle cases referred to them. All students not living at home are required to live in collegeoperated housing. Students desiring to reside in the city with relatives must first secure approval for such an arrangement from the Student Personnel Office. All students living in residences take their meals in the Commons. The college also provides a number of houses for men and women with a cooperative houseplan option. Residence halls are open to students a day before regular schedules become effective, and they close a day after the term closes. Students who wish to stay in residence during vacations must apply for the privilege. Rooms are furnished except for bed linen, towels, blankets, and bedspreads. Laundry facilities are available in each residence. Bed linens and towels may be rented with laundering service a t a reasonable cost. This service is required of all students in residence halls. An optional linen service is available to students living in houses. Students engage a room a t the beginning of the fall term for the entire school year. A room deposit is required of upper-class students to hold a room. This fee is payable a t the Treasurer's Office by May 15. Students who have not paid the room deposit by this date are automatically removed from the housing roster. No refunds are made after August 1. All men living in Memorial Hall, Mortensen-Sivertsen Hall and cottage housing, are required to pay a $20 key and breakage fee a t the beginning of each school year. At the end of the year the fee is refunded if the condition of the room and furniture is satisfactory and the key is returned. GRADUATE PLACEMENT The Placement Bureau assists seniors and alumni in securing positions. Continuous contact is maintained with business, governmental, welfare, and educational institutions a t the local, state, and national levels. The services of the Placement Bureau are free t o graduating seniors. Alumni seeking the services of the Placement Bureau will be charged a re-registration fee of $5. There is no placement fee. CO-ORDINATION OF STUDENT ACTIVITIES The Director of Student Activities assists student officers to maintain effective functioning of student activities, and keeps on file the club constitutions, rosters, and schedules of meetings. Faculty advisers to student organizations are approved by the Director. The program of student activities is a primary responsibility of the Program Commission and the Student Organization Commission in addition to other Boards and Commissions under the Augsburg Student Society. A weekly bulletin of events is prepared for the Echo by the Student Personnel Office. The college Master Calendar is kept in the Office of Student Activities. GRADUATION REQUIREMENTS Following are the requirements for graduation with the Bachelor of Arts degree from Augsburg College: 1. Satisfactory completion of the General Education Requirements described below. 2. Completion of a major. 3. A total of 180 quarter credits. (186 for students above junior standing in fall of 1968) 4. At least 54 credits in courses numbered above 50. 5. A minimum of "C" average in all courses taken. 6. Proficiency in English. 7. The last year of course work a t Augsburg. GENERAL EDUCATION REQUIREMENTS The general education program a t Augsburg College consists of core and distribution requirements as follows: 1. English 11, 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 2. History 1 or 2 or 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 3. Religion 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 4. Sociology 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 5. Physical Education 1, 2, 3 (one year) . . . . . . . . . . . . . . 1 6. Art 1 or Music 30 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 7. Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 8. Religion 21 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 9. Foreign Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0-18 10. Natural Science or Mathematics . . . . . . . . . . . . . . . . 8-12 11. Political Science or Economics . . . . . . . . . . . . . . . . . . 4 12. Speech or Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 13. Religion (upper division) . . . . . . . . . . . . . . . . . . . . . . . . 8 credits credits credits credits credit credits credits credits credits credits credits credits credits The first five courses listed above should be taken in the freshman year, except that students with majors in biology, chemistry, music, or medical technology may postpone history or sociology until the sophomore year. Religion 21 is required in the sophomore year. It is recommended that the general education requirements be completed in the first two years of college, except item 13 above. One upper division religion course should be taken in each of the junior and senior years. Students who enter college with a high proficiency in English will enroll in English 15 instead of English 11 and will substitute a literature course for English 12. The number of credits required in a foreign language is determined by proficiency examinations. The student is required to have the equivalent of four terms of a foreign language for graduation, that is, two terms of the beginning course and two terms of the intermediate level course. He is exempt from this requirement if he has had four years or more of one foreign language. In the natural sciences, two courses in biology, chemistry, mathematics, or physics satisfy the requirement. It is recommended that the two courses be taken in the same department. Students ACADEMIC ADMINISTRATION who obtain a grade of A or B in the first course of science have the option of taking Philosophy of Science for the second course. Philosophy 21 and 22 are designed to meet the philosophy requirement. Philosophy 23 may be used also. Students may choose from Political Science 20, 21, 22 or Economics 22 for the requirement in political science or economics. The general education requirement in speech or literature will be satisfied by: Speech 11 or 51; English 35, 40, or 45. Upon request a student may substitute another literature course by permission of the instructor. MAJORS AND MINORS The following majors are offered: American Studies Art Biology Business Administration: Accounting Business Administration: Finance Business Education Chemistry Economics Elementary Education English French German Greek Health and Physical Education History Mathematics Medical Technology Music Natural Science Philosophy Physical Education Physics Political Science Psychology Religion Scandinavian Studies Social Sciences Sociology Spanish Speech Students are required to prepare a plan for the major with the head of the department offering the major. This is normally done in the spring term of the sophomore year. A student may earn a minor in any of the fields listed above except Elementary Education and Medical Technology. Minors are also offered in Library Science and Latin. For major and minor requirements, see departmental statements. ELECTIVE CREDITS Most courses of study are designed to give the student an opportunity t o elect credits beyond those which are required for the major and for general education. To ensure a bro'ad range 08felectives, a limitation of 60 credits has been set as the maximum number of credits from one department which may count toward the Bachelor of Arts degree. (Exception is made for music majors who may count 68 credits in music. Business Administration and Economics are c o n s i d e ~ dseparate departments for this purpose.) A student may earn up to five credits in independent study courses in one year. A maximum of ten credits earned by independent study may be applied toward the 180 (or 186) credits required for the degree. PROFICIENCY IN WRITING All students are required to take an English test a t the end of the sophomore year and must demonstrate a proficiency in writing in order to qualify for the A.B. degree. See under Department of English. DEGREE WITH DISTINCTION Graduation with distinction is determined as follows: Summa Cum Laude . . . . . . . . . . . . . . . . . . . . . . 3.8-4.0 grade average grade average Magna Cum Laude . . . . . . . . . . . . . . . . . . . .3.5-3.79 Cum Laude .......................... 3.1-3.49 grade average + + To be eligible for these honors, the student must have completed a t least two years of work a t Augsburg, and his record at Augsburg, as well as his total record, must meet the requirements as given above. GRADE VALUES A . . . . . . . . . . . . . . . . . . . . . . . . Superior, 4 grade points per credit B . . . . . . . . . . . . . . . . . . . . . . . . . Very good, 3 grade points per credit C . . . . . . . . . . . . . . . . . . . . . Satisfactory, 2 grade points per credit D . . . . . . . . . . . . . . . . . . . . . . . . . . Passable, 1 grade point per credit F . . . . . . . . . . . . . . . . . . . . . . . . Failure, 0 grade points per credit E . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Condition I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Incomplete WP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Withdrew-Passing WF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Withdrew-Failing W . . . . . . . . . . . . . . . . . . Course withdrawn during first four weeks; or student withdrew from college. S (satisfactory), P (pass), N (no credit) indicate level of achievement; they do not affect grade point average. CONDITIONS AND INCOMPLETES A condition or an incomplete received at the end of a term must be removed within the first five weeks of classes of the following term. If conditions and incompletes are not removed within five weeks of the following term, the condition automatically becomes a failure and the incomplete becomes the grade submitted by the teacher along with the Incomplete. The final grade after the con,dition examination is taken may not be higher than D. A fee of $5 is charged for an examination making up an incomplete or a condition received a t the end of a term. REPEATING COURSES A course which has been failed or in which a D has been earned may be repeated for credit. Only the credits and grade earned the second time are counted toward graduation. Courses in which higher grades have been earned may not be repeated for credit; they may, however, be audited. - REGISTRATION Students who have been accepted for admission should register on the days designated in the Calendar for this purpose. Those who register late are charged a late registration fee of $1 per day after classes begin. The last date on which a student may register for or enter a course is one week after the beginning of classes. Registration for audit requires the same procedure as registration for credit. Audit registration is considered equal to one-half the credit registration in determining load and fees. Registration means that the student accepts all the rules and regulations established by the school. No credit will be given a student for any subject for which he has not registered. The college reserves the right to cancel any course for whichthere is not sufficient registration. The normal registration is 15 credit hours. A credit hour is nonnally defined as one recitation period a week throughout a term. The privilege of registering for more than 17 credit hours is granted to students who have gained an average record of B, or three grade points per credit, in the preceding term. No student is permitted to carry work for more than 19 credits per term. Students working part-time are urged to arrange the amount omf their registration accordingly. CHANGE OF REGISTRATION AND CANCELLATION A student who desires to make a change in his registration should obtain a form from the Registrar's Office. The approval of the teachers concerned, the student's adviser, and the Registrar are needed. A fee of $2 is charged for each change of registration after the first three days of classes. No course may be added after the first week of classes. A course which is cancelled during the first four weeks of classes is followed by W. After the first four weeks and before the last three weeks of the term, a course which is cancelled is given a grade of WP if the student is passing and WF if he is failing the course. No course may be cancelled during the last three weeks of the term. A student who finds it necessary to leave school before the end of a term must cancel his registration at the Registrar's Office in order to remain in good standing. CLASSIFICATION IJ In order to be classified in one of the regular college classes, a student must be carrying a minimum of 12 hours of work in which college credit is given. Classification is based on the attainment of the following number of credit hours with a t least twice that number of grade points: Credits Grade Points 36 72 Sophomore 84 168 Junior 130 260 Senior Students are classified by this regulation a t the time of their registration each school year. Students registered for less than 12 credits are classified as special students. PROBATION AND DISMISSAL A student is placed on scholastic probation a t the end of any term in which his achievement is unsatisfactory. The following guidelines are used in placing a student on probation with the overall average entering in as an additional factor. First-year students with a grade point average o,f 1.5 or below Second-year students with a grade point average of 1.6 or below Third-year students with a grade point average of 1.8 or below Fourth-year students with a grade point average of 1.8 or below All students with 7 or more credits of F. In order to be removed from probation, a student must achieve a grade point average of 2.1 or better for at least one term. A student will usually be allowed to continue on probation for two terms. If his academic achievement has continued to be unsatisfactory, he will be dropped for low scholarship. CLASS ATTENDANCE Regular class attendance is required of all students in lo'wer division courses. Attendance in upper division courses is voluntary for juniors and seniors unless required by the teacher of the class. In classes for which attendance is required, a record of attendance is kept and periodic reports on absences are submitted to the Registrar. Students wh'o find it necessary to be absent because of illness or for other reasons should report the reasons for the absence to their teachers. For prolonged absence of over one week due to illness, the student may obtain an excuse signed by the Health Service if this is requested by the teacher. Students with an excessive number of absences not excused by the teacher may be dropped from the course with a grade of F. Absences for tours, field trips, and other instructor-arranged activities are cleared with the Dean of the College. Lists of participants, with information as to exact periods absent, are issued by the Dean to all instructors involved, but the student is still responsible for any work missed. Teachers deal with tardiness as they see fit. Students arriving in class late must assume responsibility for reporting their presence to the teacher. EXAMINATIONS Tests are given periodically throughout each term. In the middle of the fall term, reports of the grades attained by freshmen are made to the Registrar who forwards them to the counselors, parents, and students. Final reports are sent at the end of each term to the parents and students. Written examinations are regularly scheduled a t the close of each term. No student or class may arrange to take a final examination in any course before the examination week. Absence from a final examination will result in a grade of failure unless the student presents a reasonable excuse immediately to the teacher concerned. If a student has obtained permission from the Dean of the College to take a final examination at another hour than that scheduled, he is charged a fee of $5 for such an examination. Before the student takes the examination, he must obtain a statement from the Registrar's office and bring it to the teacher concerned. COMPREHENSIVE EXAMINATIONS Comprehensive examinations may be permitted in courses in which the Committee on Admissions and Student Standing believes the student has adequate preparation or background. Students who wish to take a comprehensive examination must apply in writing to this committee. When permission is granted, the necessary approval forms may be secured at the Office of the Registrar. A fee of $5 ($10 for students not currently enrolled) is charged for each credit hour and must be paid in advance. Examination questions and the answers will be filed in the Registrar's Office. UNIVERSITY COURSES By arrangement with the University of Minnesota, students may register for courses at the University. But such registrations will not be allowed unless the student has a C average in his courses at Augsburg. Also, the combined number of credits in any term must not exceed 17. The credits thus gained a t the University may be transferred to Augsburg College and counted towards graduation. COURSES OF STUDY Descriptions of the courses offered in 1968-70 are given on the following pages. Unforeseen circumstances may necessitate making changes. Courses with inadequate registration may be cancelled. Students should consult the schedule o,f classes t o determine definitely the current course offerings. NUlMBERING OF COURSES Courses numbered below 50 are lower division courses; those numbered 50 and above are classified as upper division. In general, courses numbered 1-19 are primarily for freshmen; 20-49 for sophomores; 50-74 for juniors; and 75-99 for seniors. SYMBOLS # Course may be taken with consent of the instructor irrespective of prerequisites. CREDITS Credits shown are in terms of quarter credits. Unless otherwise stated a four-credit course meets four times a week and a fivecredit course five times a week. A term or quarter is 11 weeks in length, and the normal load for a student is 15 credit hours per term. DIVISIONAL ORGANIZATION The college courses are organized into four divisions in order to make interdepartmental coordination more convenient and cooperative aims more easily achieved. A chairman for each division is appointed for a two-year term. Major and minor requirements are indicated in the departmental statements. DIVISION of the HUMANITIES Mr. Raymond E. Anderson, Chairman Department of Art Department of Classical Languages Greek; Latin Department of English Department of Modern Languages French; German; Scandinavian Studies; Spanish Department of Music Department of Speech DIVISION of NATURAL SCIENCES and MATHEMATICS Mr. Theodore Hanwick, Chairman Department of Department of Department of Department of Department of Biology Chemistry Health and Physical Education Mathematics Physics DIVISION of RELIGION and PHILOSOPHY Mr. Philip A. Quanbeck, Chairman Department of Philosophy Department of Religion DIVISION of the SOCIAL SCIENCES Mr. Einar 0. Johnson, Chairman Department of Business Administration, Economics, and Business Education Department of Education Elementary Education Secondary Education Library Science Geography Department of History Department of Political Science Department of Psychology Department of Sociology AMERICAN STUDIES Mr. Nicholl, Director of Program The aim of the program in American Studies is to develop the student's understanding of American culture, past and present, in breadth as well as some depth. The major is interdepartmental, built primarily upon American area courses now offered in various departments. The program should offer the student a good foundation for graduate studies in law and the ministry, for the M.A. in library science and the M.A.T. in secondary school teaching. The major would also provide a good background for careers in the U.S. Government, particularly civil service positions and the foreign service. Major: 56 credits, minimum Requirements for the major include a core of foundation courses (29 crs.); a program of elective courses for integrated study (minimum, 18 crs.) and American Studies 99 (5 crs.); and American Studies 95 (4 crs.), a seminar of concentrated study. The core of courses, to be taken in the departments of English, History, Political Science, and Religion aim to give the student a broad foundation of subject matter in major areas of American culture, past and present, and introduce him to the methodologies of various disciplines. The following are required core courses: English 45: Major American Writers (5 crs.) Prereq. Eng. 11-12 History 21-22: United States History (10 crs.) Prereq. Hist. 1 or 2 or 3 Political Science 20: American Government I, Foundations of Amer. Dem. (5 crs.) Political Science 21: Am. Gov't 11, Amer. National Gov't (5 crs.) Religion 63: American Protestantism (4 crs.) Prereq. Rel. 11 and 21 In his program of elective courses the student would attempt to achieve a measure of integrated study of major themes in American civilization. Papers written in Independent Study, Am. S. 99, would attempt to accomplish this. From the following elective courses the student must choose a minimum of 18 credits from a t least 3 departments: Education 87: School and Society (4 crs.) English 82: The American Novel (4 crs.) Prereq. Eng. 45 History 55: Twentieth Century United States History (4 crs.) History 56: History of American Foreign Policy (4 crs.) Prereq. Hist. 21 or 22 Political Science 22: Amer. Gov't 111, State and Local Gov't; Public Administration (5 crs.) Prereq. Political Science 20-21 Political Science 70: Constitutional Law I (4 crs.) Prereq. Pol. Sci. 20, 21, 22 Philosophy 65: American Philosophy (5 crs.) Prereq. Phil. 21 Psychology 81: History and Theory (4 crs.) Prereq. # Sociology 59: Religion and Society (4 crs.) Prereq. Rel. 11 and 21 Sociology 42: Rural American Community (4 crs.) Prereq. SOC. 11 Sociology 43: Modern Urban Community (4 crs.) Prereq. Soc. 11 Refer to course listings under the various departments for full descriptions of the above elective courses in the program. American Studies courses (required): 95 Seminar 4 crs. Focuses on a limited, significant problem or phenomenon in American culture. Use of primary source material from various disciplines. Practice in the integrated use of these materials for an understanding of the topic in depth. To be taken in the senior year. For majors or #. (Winter) 99 Independent Study 5 crs. Major themes or topics cutting across courses elected in the program are chosen by the student for integrated study. The writing of several papers of an interdisciplinary nature. To be taken in the senior year. For majors only. (Spring) MR. THOMPSON, chairman, MR. HOLEN, MR. MOSAND, MRS. JENSON; MR. MOLDER, MR. WESTPHAL, artists in residence DEPARTMENT The Department of Art endeavors to further the student's technical and conceptual understanding of art. Besides experience in the disciplines of drawing, print making, painting, sculpture, and ceramics, emphasis is given to the function of art in history and religion. Because of the place art has in contemporary life, students are encouraged to consider the areas of teaching, graduate study, commercial designing, and avocational art. ART OF In addition to the courses oirered for credit, students have the opportunity to study and discuss rr-ith -4ugust Molder, artist in residence, problems of art related to the m a h g of stained gIass windows. David Westphal, cinematographer in residence, is available to those interested in film making as a fine art medium. Major: 46 credits, including 7, 8, 12, 18, 21, 67, 83, 84, 85, 99. Minor: 26 credits, including 7, 8, 12, 18, 21 or 50, and 83 or 84 or 85. Majors prepanng for teaching in secondary or elementary schools are required to take 50. It is recommended that art majors and minors take Introduction to Fine Arts under the Department of Music. 1 I INTRODUCTION TO FINE ARTS 4 crs. Historical and topical studies in fine arts. The visual arts seen in relation to music. Participation in the cultural life of the community leading towards appreciation and criticism. [3 lect., 1disc. Fall, Spring, 1 7 DRAWING 2 crs. Drawing in pencil, charcoal, pastel, ink, and mixed media. Emphasis on still-life and interiors. [2 double labs. Fall, Winter, Spring.] 1 8 DRAWING 2 crs. Figure drawing. C2 double labs. Fall, Winter, Spring.] 1 12 COMPOSITION 6 crs. A study of the elements of form and composition. Two- and threedimensional studies executed on a small scale. C4 lect., 2 double labs. Fall, Winter.] 18 PAINTING I 4 crs. Painting in aqueous media and oil. Emphasis on still-life, landscape, and figurative painting. [4 double labs. Prereq.: 7. Fall, 1968-69. Fall, Spring, 1969-70.1 1 2 I SCULPTURE I 4 crs. Modeling head studies, figures, and animal forms in terracotta and plaster. C4 double labs. Prereq.: 7. Fall.] 1 25 GRAPHIC DESIGN 4 crs. A study of the techniques and goals of business art. A concern for graphic design through calligraphy, typography and the preparation of art work for reproduction. [Winter, 1968-69.1 UPPER DIVISION COURSES 1 50 CERAMICS I 4 crs. An introduction to the making of pottery with an emphasis on handbuilding and glazing. C4 double labs. Winter.] 51 CERAMICS II 4 crs. A continuation of hand-building and glazing with an introduction to throwing techniques. [4 double labs. Prereq.: 7, 8. Spring.] 1 55 PAINTING II 4 crs. Further study of painting in oil and aqueous media. [4 double labs. Prereq.: 12, 18. Spring.] 1 58 ART IN ELEMENTARY SCHOOLS 4 crs. Theory, methods and materials of art in elementary education. C2 lect., 2 double labs. Spring.] 4 crs. 1 67 PRINT MAKING I Principles and methods of color printing and composition. Emphasis on the woodcut. [4 double labs. Prereq.: 7, 8. Spring.] 4 crs. 1 68 PRINT MAKING II Serigraphy and intaglio methods in plastic and copper. 14 double labs. Prereq.: 12, 67. Winter.] 1 78 SCULPTURE II 4 crs. Three major works in any three of the following media: steel (welding), plaster, lead, wood, fiberglass, and stone. [4 double labs. Prereq. 7, 8, 21. Winter, 196-9. Spring, 1969-70.1 1 8 3 ART HISTORY I 4 crs. Survey of architecture, sculpture, and painting in western civilization. Prehistoric to Renaissance. [Fall.] 1 84 ART HISTORY II 4 crs. Continued historical survey. Renaissance to the 1860's. [Winter.] 1 85 ART HISTORY Ill 4 crs. Modern art and its developing trends from the 1860's to the present. [Spring.] 1 99 STUDIO Ill 2-5 crs. Advanced study in either painting, sculpture, print making, or ceramics. Art majors will be granted up to 8 credits in this course. [Prereq. : second course in the studio area and#.] DEPARTMENT OF BIOLOGY MR. SULERUD, chairman, MR. HERFORTH, MR. MICKELBERG, MR. THORPE, MR. URDAHL It is intended that the offerings of the Department of Eiology should be extensive enough to meet the needs and interests of a tvide variety of students. For the nan-science major the aim is to pmvidc a reliable basic understanding nf biological science and, more generally, of the character of scieniifie Colmvlcclgc. The more ad\-anced courses are designed to provide a good preparation for students who elect to pursue the study of biological science for a career in the profession of biology or in a related area such as the medical profession. All students who intend to complete a major or minor in biology should plan their program carefully with specific reference to their intended career. It is important that a prospective binlogy major consult with the biology staff concerning this planning as soon es possible. In general, a broad background in the supportihg sciences and in mathematics is essential. Students who plan to enter graduate or medical school or to teach secondary school upon graduation must be certain to meet the appropriate preparatory requirements. Recommended fouryear programs for such students are given under Curriculums in the catalog as are the programs for pre-dental, pre-nursing and medical technology students. Major: Two programs leading to a biology major are available. Option I i s recommended, with few exceptions, for students who intend to obtain an advanced degree in biology, medicine or related fields. Option II may be preferable for potential secondary school teachers and others whose intended careers require relatively more work in biology and somewhat less in the related sciences. Option I: 38 credits in biology, including 11, 12, 72, and two terms of seminar; introductory chemistry (Chem. 15, 16; or 5, 6) and two terms or organic chemistry (Chem. 51, 52); one year of physics (Physics 21, 22, 23); two terms of calculus (Math. 41, 42) in addition to introductory math. Note: Medical schools also normally require quantitative analysis (Chem. 53). Option 11: 46 credits in biology, including 11,12, 72, one additional course in the 70 series, and two terms of seminar; four terms of chemistry, normally introductory chemistry (Chem. 15, 16; or 5, 6) and either two terms of organic Chemistry (Chem. 51, 52) or one term of organic chemistry (Chem. 23) and one term of analytical chemistry (Chem. 53); introductory mathematics (Math. 13, 14; or Math. 40; or equivalent). Minor: 30 credits in biology including 11 and 12; introductory chemistry (Chem. 15, 16; or 5, 6). Biology 1, 3, 4, 6 and 8 do not count toward a major or minor in biology. Biology 1and 6 satisfy the general education requirement in science; for this purpose Biology 1must precede Biology 6. H I PRINCIPLES OF BIOLOGY 5 crs. The basic concepts of biology. A general education course, not intended for majors in biology. Does not normally apply toward a biology major or minor. Students who receive a grade of B or better may be allowed to enter Biology 1 2 on consent of instructor. [4 lect., 1 double lab. Fall, Spring.] 4, 4 crs. 3 , 4 HUMAN ANATOMY AND PHYSIOLOGY A professional course in the structure and function of the human body. Designed for student nurses only. [Biol. 3: 2 lect. and 2 double lab. Fall; Biol. 4: 3 lect. and 1double lab. Winter.] W 6 HUMAN ANATOMY AND PHYSIOLOGY 5 crs. Designed to make the student aware of the structure and function of the human body. Required for physical education majors. Does not apply toward a biology major or minor, but does apply to the general education requirement in science if preceded by Biology 1. [4 lect., 2 double lab. Spring.] 8 MICROBIOLOGY 4 crs. Basic microbial features are considered as well as applications of microbiology to the fields of medicine and sanitation. For student nurses only. [Prereq. :Chem. 3.3 lect., 2 double lab. Winter, Spring.] 1 1 , 12 GENERAL BIOLOGY 6, 6 crs. A comprehensive introduction to biological science. For biology and other science majors. First term. molecular and cellular biology, genetics and development, evolutionary mechanisms. Second term: vertebrate anatomy and physiology, phylogenetic relationships of organisms, ecology. Must be taken in sequence. C5 lect., 2 double lab. Prereq.: Chem. 5 or 15. 11, Winter. 12, Spring.] 5 1 INVERTEBRATE ZOOLOGY 5 crs. The major invertebrate types stressing classification, morphology, behavior, life history, and evolutionary relationships. [4 lect., 2 double lab. Prereq. :12. Fall.] 53 COMPARATIVE VERTEBRATE ZOOLOGY 6 crs. A comparative study dealing with the taxonomy, morphology, and evolution of the larger vertebrate phyla. [4 lect., 2 double lab. Prereq.: 12, Winter.] 61 PLANT MORPHOLOGY 5 crs. The structure, reproduction, and development of the major taxonomic plant groups. [4 lect., 2 double lab. Prereq.: 12. Fall, 1969.1 W 63 PLANT TAXONOMY 5 crs. Principles of plant classification with special emphasis on the flowering plants. Includes field collecting and classifying some plants indigenous to our state. [4 lect., 2 double lab. Saturday field trips required. Prereq.: 12. Spring, 1968.1 W 71 CELLULAR BIOLOGY 6 crs. A study of the ultrastructure, function, and genetics of cells. Laboratory work includes microtechnique, cytological studies, studies in cell physiology, and a n introduction to tissue culture. [5 lect., 2 double lab. Prereq.: 12, Chem. 23 or 51. Fall.] W 72 GENETICS 5 crs. The principles of heredity with emphasis on recent advances in molecular, cellular and human genetics. Laboratory, with work on Drosphila and certain micro-organisms, is optional for one additional credit. [5 lect., 1double lab. plus individual work if lab is taken. Prereq.: 12. Spring.] W 73 GENERAL PHYSIOLOGY 6 crs. A study of physical and chemical processes occurring in animals with emphasis on the vertebrates. [5 lect., 2 double lab. Prereq.: 12, and Chem. 23 or 51. Winter.] 74 DEVELOPMENTAL BIOLOGY 6 crs. A consideration of the chemical, physiological, and morphological changes which occur during the development of organisms with emphasis on the vertebrate animals. Experimental as well as descriptive studies are included in the laboratory work. [5 lect., 2 double lab. Prereq.: 12. Spring.] UPPER DIVISION COURSES 76 MICROBIOLOGY 6 crs. An introduction to the study of micrclorganisms with emphasis on bacteria and viruses. Microbial taxonomy, morphology, physiology, genetics, and pathogenicity are considered as well as certain methods. [5 lect., 2 double lab. Prereq. : 12, Chem. 23 or 51. Fall.] E 81 ECOLOGY 5 crs. A survey of representative biological communities; the shtdy of reciprocal relationships between organisms and their environments. [4 lect., 2 double lab. Saturday field trips required. Prereq.: 12. Spring, 1969.1 91, 92, 93 SEMINAR I cr. each Discussions of topics based on biological literature and research. Topics may concern the history and philosophy of science as well as current literature. Biology majors are required to register for at least two terms in their senior year. [Fall, Winter, Spring.] 99 INDEPENDENT STUDY 1-5 crs. Individual work on a research project. [Prereq.: Previous arrangement with instructor. Fall, Winter, Spring.) MR. BUDGE, chairman, MISS LUND, MR. SABELLA, MR. SLESNICK, MR. TEDEFAIAK Majors in this department supplement the liberal arts program with general and specialized knowledge in business and economic affairs. The business administration major offers a basic core of courses, and then allows the student to choose a limited specialization in accounting or finance, and hence to prepare for careers in these fields. The economics major concentrates on fundamental theoretical and policy matters so that the student learns to analyze economic issues. He is prepared thereby for graduate study in economics. Either of these majors also can provide the background needed for general administrative careers in business, government, or various public and private institutions. In particular, either major could be the basis for graduate study in such fields as hospital and public administration, industrial relations, or law. DEPARTMENT OF ADMINISTRATION, ECONOMICS, AND EDUCATION BUSINESS ADMINISTRATION Major in Business Administration-Accounting : 38 credits, including Bus. Ad. 1, 2, 31, 61, 62, 63, 81, 83. Major in Business Administration-Finance: 38 credits, including Bus. Ad. 1, 2, 31, 61, 62, 73, 78. Both programs also require Econ. 22, 23, 51, 58 or 91 or 92; and Soc. 61. Minor: 18 credits, including Bus. Ad. 1, 2 ; and two courses from Bus. Ad. 61, 62, 63, 73. Econ. 22, 23 also required. Other combinations may be allowed by permission. 1 , 2 PRINCIPLES OF ACCOUNTING 4, 4 crs. Basic concepts of accounting, accounting for individual proprietorships, partnerships, and corporations. Special topics including manufacturing accounting, taxes, and budgeting. [I, Fall. 2, Winter.] 31 BUSINESS LAW 5 crs. Legal rules relating to contracts, agency, negotiable instruments, property and business organizations under the Uniform Commercial Code. [Fall.] W 61 FUNDAMENTALS OF FINANCE 5 crs. Capital structures of business organizations, use of financial statements, cash flow, raising and control of short and long-term funds for a business enterprise. [Prereq.: 1 , 2 . Fall. 1 62 INTERMEDIATE ACCOUNTING 5 crs. An analysis of accounting theory pertaining to financial statements, income concepts, capital stock and surplus accounts, current and longterm assets. [Prereq.: 1, 2. Winter.] 63 INTERMEDIATE ACCOUNTING 5 crs. An analysis of accounting theory pertaining to investments, tangible and intangible fixed assets, liabilities and reserves, actuarial topics. Additional emphasis on income determination considering price level changes. [Prereq. : 62. Spring.] 73 FINANCIAL MANAGEMENT 5 crs. Financial problems relating to budgeting, short and long-term fund requirements, debt and equity choices, mergers and reorganizations presented in case materials. [Prereq. : 62. Spring, 1969-70.1 UPPER DIVISION COURSES 78 INVESTMENTS 5 crs. The nature of various types of securities. Analysis of securities of industrial, utility, and financial enterprises and various governmental units. Portfolio management. [Prereq. :41. Spring, 196849.1 8 1 COST ACCOUNTING 5 crs. Essential features of accounting for manufacturing emphasis on management control. [Prereq. 1, 2. Fall.] 82 TAX ACCOUNTING concerns with 5 crs. The more common and important provisions of federal income taxes for individuals and various forms of business enterprises. [Prereq.: 1, 2. Winter.] 83 AUDITING 5 crs. Internal and external auditing procedures. Emphasis on internal checks and controls for accounting systems. [Prereq.: 63. Spring.] ECONOMICS Major: 37 credits, including Econ. 22, 23, 51, and 58. Soc. 61 and Bus. Ad. 1, 2 also required. Mathematics through course 43 is highly recommended for those planning on graduate study in economics. Minor: 22 credits, including Econ. 22, 23. 22 PRINCIPLES OF ECONOMICS I 4 crs. Analysis of economic institutions, problems, and policies. Emphasis upon the foundations of economics, economic systems, and specific issues, such as unemployment, poverty, monopdy, inflation, role of government. [Fall,Winter, Spring.] 23 PRINCIPLES OF ECONOMICS II 4 crs. Micro- and macroeconomic theory examined with the analytical tools of economics. Topics include determination of the level of national income and employment, money and bankjng. monetary-fiscal policy, economics of the firm, product and resource pricing and allocation, etc. [Prereq. : 22. Spring.] UPPER DIVISION COURSES E 5 1 INTERMEDIATE MICROECONOMICS 5 crs. Theory of demand, theory of the firm, price and output determination under various market conditions, factor price determination. [Prereq.: 23. Fall.] 52 ECONOMIC DEVELOPMENT 5 crs. Determinants of growth, theories, and historic patterns. Analysis of the present developing nations a s to characteristics, problems, and policies to promote growth. [Prereq.: 22 or #. Winter, 196849.1 53 LABOR ECONOMICS 4 crs. Economics of the labor market. Wage determination, collective bargaining, role of unions, level of total employment, economic security, and governmental activity. [Prereq. : 22 or # Spring.] . E 58 INTERMEDIATE MACROECONOMICS 5 crs. Determinants of national income, employment, and price level analyzed via a macro-model. Some consideration of macremeasurement, the business cycle, growth, monetary-fiscal policy. [Prereq.: 23. Winter, 1961)-70.1 91 PUBLIC FINANCE 5 crs. Governmental taxation, spending, borrowing, and the impact of governmental finance on economic activity. [Prereq.: 22 o r #. Fall.] 92 MONEY AND BANKING 5 crs. Functioning of the monetary and banking system, particularly commercial banks, the Federal Reserve and its role in relation to aggregate economic activity. Emphasis upon monetary theory and policy. [Prereq. : 23. Winter.] 9 9 INDEPENDENT STUDY 2-5 crs. Individual supervised projects designed to give the student opportunity to analyze some topic or issue in depth. [Prereq.: #. Fall, Spring.] BUSINESS EDUCATION These courses a r e planned to prepare students to teach business education in high school, for stenographic and secretarial positions in business offices, for parish secretarial work, and to provide a n o p portunity for the development of business skills for personal use. Major: 51 credits, including 8, 10, 21, 22, 50, 53, 63; Bus. Ad. 1, 2, 31; Econ. 22, 23. Minor with secretarial emphasis: 26 credits, including 8, 10, 21, 22, 50 and 53. Minor with accounting emphasis: 25 credits, including 8, 50; Bus. Ad. 1, 2 ; and Econ. 22, 23. For those who have had elementary shorthand in high school, the major may be 47 credits and the minor, 22 credits. Students with two years of shorthand from high school may be exempted from a total of 8 credits in shorthand, but they must elect one other course in the business field. I ELEMENTARY TYPEWRITING 2 crs. The fundamental skills of typewriting. Emphasis on personal use. Not open to students who have had one year of high school typewriting. [5 hours. Fall.] 8 CALCULATING MACHINES 4 crs. Operation of ten-key and full-key adding machines and the rotary calculator. Introduction to automation. [4 hours. Fall, Winter.] 10 DUPLICATING, TRANSCRIPTION, AND RECORDS MANAGEMENT 4 crs. Operation of transcription machines, stencil and spirit duplicating machines. An introduction to and application of basic principles of filing and organization of records in the office. 14 hoilrs. Prereq.: 1 or equiv. Spring.] 21 ELEMENTARY SHORTHAND 4 crs. Fundamentals of Gregg shorthand (Diamond Jubilee) with emphasis on theory, reading and writing shorthand. Introduction to transcription. Not open to students who have had one year of shorthand in high school. [5 hours. Prereq. : 1 or equiv. Fall.] 22 INTERMEDIATE SHORTHAND 4 crs. Review for those with previous shorthand instruction. Development of speed and accuracy in taking and transcribing mate?ial dictated a t speeds of 80-100 words a minute. 15 hours. Prereq.: 21 or equiv. Winter.1 UPPER DIVISION COURSES W 50 ADVANCED TYPEWRITING 5 crs. Further development of typewriting technique in business letter arrangement, billing, tabulating, manuscript typing, and the typing of legal documents. [Prereq.: 1 or equiv. Winter.] 53 ADVANCED SHORTHAND 5 crs. Advanced study of Gregg shorthand. Rapid dictation and transcription of material dictated a t speeds of 100-120 words a minute. [Prereq.: 22 or equiv. Spring.] 63 SECRETARIAL PROCEDURES 4 crs. Dictation, business letter writing, telephoning, use of business and legal forms, personality development, writing application letters, and making applications for a job. An introduction to automation. [Prereq.: 22 or equiv. Spring.] 65 BUSINESS SEMINAR 3 crs. A study in special problems in the field of business education through research and-inforial discussion. Special emphasis on general business. l-Fd.1 DEPARTMENT OF CHEMISTRY MR. AGRE, chairman,MR. ALTON, MR. GYBERG, MR. HOLUM, MR. INGEMANSON, MR. LYLE I t is the purpose of this department to give students an understanding and an appreciation of the nature of matter and the ways by which this has been elucidated. The curriculum in chemistry provides an opportunity to examine the chemical aspect of the structure, the power, and the beauty of one of the great intellectual accomplishments of man-modern science-and it provides dramatic examples of effective ways to handle certain types of problems. Courses in chemistry are offered as part of a liberal arts education, and as a preparation for: (1)high school teaching, (2) the study of biology, medicine, dentistry, pharmacy, medical technology, nursing and allied professions, (3) graduate study in chemistry and molecular biology, and (4) the chemical profession. The chemistry department is approved by the American Chemical Society for the preparation of chemistry majors. Students planning to majo-. in chemistry in preparation for graduate school, medical school, or high school teaching, are urged to consult with the chemistry staff a t the earliest possible time. Major: 40 credits, including Chem. 51, 52, 53, 61, and one additional upper division course. Also required are Physics 21, 22, 23; Math. 41, 42. Recommended for pre-medical students: 15, 16, 51, 52, 53, 61, and 62; for pre-dental students: 15, 16 (or 5, 6), 51, 52; for graduate study: 15, 16, and all courses above 50. Additional mathematics and physics strongly recommended for graduate study. Majors participate in informal, weekly seminars during the junior and senior years in Chem. 91. Minor: 27 credits; must include Chem. 15, 16 (or 5, 6) and other courses to complete the 27 credits. Chem. 23 and 53 are strongly recommended. Course 3 does not count toward the major or minor. See under Curriculums for a suggested course of study. 3 ELEMENTARY CHEMISTRY 4 crs. Selected elements of general, organic, and biological chemistry are organized around the theme: the molecular basis of life. Designed for prospective nurses from Lutheran Deaconess, Fairview, Methodist, and Swedish Hospitals. 13 lect., 1double lab. Prereq.: H.S. Chem. Fall.] 5 , 6 PRINCIPLES OF CHEMISTRY 6, 6 crs. Primarily for non-majors. The concepts and laws underlying chemistry illustrated by examples from inorganic and organic chemistry. Semimicro qualitative analysis included in the laboratory. [5 lect., 2 double labs. 5, Fall. 6, Winter.] 6, 6 crs. 15, 16 GENERAL AND QUALITATIVE CHEMISTRY An intensive course for pre-medical students and future chemists; others only by permission of instructor. First term devoted to fundamental principles, and second to inorganic chemistry and qualitative analysis. [5 lect., 2 double labs. Proreq.: H.S. Chem., elem. alg., plane geom. 15, Fall. 16, Winter.] 6 crs. 2 3 ELEMENTARY ORGANIC CHEMISTRY Designed for medical technology and other students 1.. ho desire less than the more intensive two-term course. Aliphatic and aromatic compounds with frequent reference to bio-chemistry. [5 lect., 1 three-hour lab. Prereq. :5 or 15. Spring.] 5 1 . 52 ORGANIC CHEMISTRY 6 , 6 crs. Important classes of organic compounds with special emphasis on types of mechanisms and multi-step syntheses. Descriptive material is correlated by means of modern theories of chemical bonds, energyrelationships, and reaction mechanisms. Laboratory work is a study of techniques while synthesizing or identifying typical compounds. Normally taken in the sophomore year. [5 lect., 2 three-hour labs. Prereq. : 6 or 16. 51, Fall. 52, Winter.] UPPER DIVISION 53 QUANTITATIVE ANALYTICAL CHEMISTRY 5 or 6 crs. Gravimetric and volumetric analysis with some instrumental analysis. Ionic equilibria and treatment of data. Normally taken in the sophomore year. Medical technology students register for 6 credits, others for 5. [4 lect., 2 three-hour labs. Prereq. : 6 or 16. Spring.] 61, 62 PHYSICAL CHEMISTRY 6, 6 crs. Atomic structure, states of matter, gas laws, thermodynamics, thermochemistry, equilibrium, solutions, phase rule, electrochemistry, kinetics, and colloids. [5 lect., 1 three-hour lab. Prereq.: 53, Physics 23, Math. 42. 61, Fall. 62, Winter.1 63 ADVANCED ORGANIC CHEMISTRY 5 crs. Organized around the problems of identifying organic compounds in the laboratory, the lecture topics include : structure-spectra correlations for TTe. UV, NMR, and mass spectroscopy; classical methods; use of the literature (inc. Beilstein); and further study in reaction mechanisms. IR and UV spectra routinely used. [4 lect., 2 four-hour labs. Prereq.: 52, 61, and some reading knowledge of German. Spring.] 1 72 QUANTUM CHEMISTRY 4 crs. Classical mechanics, uncertainty principle, Schrediiger's equation, approximate methods of solution, commutators, conservation laws, electron spin, angular momentum, the hydrogen atom, many electron problems. [4 lect. Prereq. :61 or #. Winter.] 8 1 ADVANCED ANALYTICAL CHEMISTRY 5 crs. Principles of atomic and molecular spectroscopy and their application to modern analytical methods. Includes instrumental methods, such as spectrophotometric, electro-analytical, and chromatographic techniques. [3 lect., 2 three-hour labs. Prereq. :53, 62 or #. Fall.] 83 ADVANCED INORGANIC CHEMISTRY 5 crs. Correlation of inorganic chemistry using the electrostatic, valence bond, and molecular orbital models. Coordination compounds are discussed using the ligand field theory. Preparations of typical inorganic compounds using a variety of techniques including vacuum manipulations. [4 lect., I four-hour lab. Prereq. : 62 or #. Spring.] 91 CHEMISTRY SEMINAR 0 crs. During the junior and senior years all chemistry majors will participate in weekly seminars to present and discuss research papers of general interest. [Fall, Winter, Spring.] 97 CHEMISTRY RESEARCH Cr. arr. During the summer after the junior year or during the senior year, each chemistry major preparing for graduate study in chemistry may participate in independent research in cooperation with staff members. By staff permission only. [Fall, Winter, Spring, or special summer program.] DEPARTMENT OF CLASSICAL. LANGUAGES MR. COLACCI, chairman, SISTER M. GERTRUDE WARD The purpose of the courses offered in the department is two-fold; first to provide the students with a linguistic foundation in order that they may have a direct approach to the classical tradition which is an essential part of our Western literary heritage; second, to introduce the studects to some of the major works of the Greek and Latin world in the original language. Courses 11 through 52 are designed to meet the two-year requirement in New Testament Greek of most theological seminaries. GREEK Major: 42 credits in Greek. Also required: Latin 1, 2. Special arrangements will be made for students who intend to major in Greek. If the number of students is not large enough to permit regular offering by the College, provisions will be made so that they may complete the major at the University of Minnesota. When this is the case, in addition to courses 11, 12, 13, 51, 52, 59, they are required to take a t the University, five courses to be chosen from those listed under Greek, 61 to 163. Minor: 27 credits. H 1 1 , 12 BEGINNING GREEK 5, 5 crs. Theoretical and practical study of Greek grammar, with special emphasis an morphology. Translation exercises from and into Greek. CPrereq.: Latin 2 or 2 yrs., H.S. Latin or #. 11, Fall, 12, Winter.] 13 INTERMEDIATE GREEK 5 crs. Continuation of grammar with special emphasis on syntax. Reading and parsing of easy selections from classical and New Testament Greek writings. [Prereq. :12. Spring.] 5 1 , 52 NEW TESTAMENT GREEK 4, 4 crs. Selections from the synoptic Gospels and the book of Acts. Special emphasis is given to parsing and syntax of the Greek text. [Prereq.: 13. 51, Fall; 52, Winter.] H 55 GREEK EXEGESIS 4 crs. Selections from the Pauline and Catholic Epistles. Special emphasis is given to the syntactical and exegitical approach to the Greek text. COffered on demand. Spring.] H 59 CLASSICAL GREEK 4 crs. Selections from classical Greek prose and poetry. [Prereq. : 52. Offered on demand.] UPPER DIVISION COURSES LATIN Minor: 28 credits. Also required: Eng. 35. Courses 52, 53 offered only if there is sufficient enrollment. If they are not offered, a minor may be completed a t the University of Minnesota. Consult the department chairman a t Augsburg. Students who wish to major in Latin may complete all courses in Latin offered a t Augsburg, plus 61, 62, 63 and 9 additional credits in courses numbered above 63 a t the University of Minnesota. 1 , 2 BEGINNING LATIN 5, 5 crs. Theoretical and practical study of Latin grammar, with special emphasis on morphology. Exercises in translation from and into Latin. [I, Fall, 2, Winter.] 3 , 4 INTERMEDIATE LATIN 4, 4 crs. Continuation of grammar. Reading of prose and poetry selections from Latin authors; e.g. Caesar, Cicero, Livy, Vergil, Ovid, St. Augustine, and the Medieval Latin writers. [Prereq.: 2 or equiv., determined by placement test. 3, Fall; 4, Winter.] UPPER DIVISION COURSES 52 VERGlL 5 crs. Selections from Vergil's "Aeneid" and pastoral poems. [Offered on demand.] 53 CICERO 5 crs. Selections from Cicero's works. [Offered on demand.] ECONOMICS See under Department of Business Administration, Economics, and Business Education. DEPARTMENT OF EDUCATION MR. JOHNSON, chairman, MRS. ANDEREGG, MR. FARDIG, MR. GROENHOFF, MRS. LUDEMAN, MISS MATTSON, MRS. PARKER, MR. M. QUANBECK The education curriculum has been designed primarily for those preparing to do public school teaching, although any student who is preparing to work with youth is encouraged to study in the area. The work in this department will qualify the graduate for teaching on the elementary or the junior and senior high school level. as well a s for further study in the field of education. The program is accredited by the State of Minnesota, the North Central Association of Colleges and Secondary Schools, and the National Council for Accreditation of Teacher Education. Admission to the education curriculum requires an application to be approved by the Committee on Teacher Education. Application must be made during the second semester of the sophomore year. Approval is granted on the basis of a satisfactory health report, favorable personality characteristics and a satisfactory scholastic achievement. For elementary teaching candidates, this means essentially a 2.5 grade-point average in work completed in the minor and a 2.0 over-all; for secondary teaching candidates a 2.5 in work completed in the major and a 2.0 over-all. Both are expected to maintain a 2.5 average in their major and 2.0 over-all average. Candidates in both fields must make application for student teaching as juniors and are required to meet the 2.5 major and 2.0 general average at this point. ELEMENTARY EDUCATION Major: 51 credits in professional education courses. In addition, the following general education courses are required: Psych. 5; Hist. 2 1 or 22; Math. 56; Geog. 14; and three terms of Group Activities (Ed. 52, 53, 54). See under Curriculums for a suggested course of study. 0 crs. 52, 53, 54 GROUP ACTIVITIES 1 , 11, 111 Required without academic credit as a laboratory experience in connection with Education 55 and 56. Includes such experience as teaching, supervising recreation, advising clubs in cooperation with city organizations and agencies. Three terms required. [Fall, Winter, Spring.] 55 HUMAN GROWTH AND DEVELOPMENT 4 crs. The growth and development of the human organism from conception through adolescence. Emphasis on process of learning, factors influencing learning. [Prereq.: Psych. 5. Fall.] 1 56 ELEMENTARY SCHOOL TEACHING 5 crs. The qualifications of teachers; the teaching profession. Survey of American schools: philosophies, curricula, policies, and practices. Learning theory and tests and measurements. Includes observation of teaching situations. [Prereq. : Admission to Elementary Education. Fall.] 1 57 METHODS AND MATERIALS: HEALTH, PHYSICAL EDUCATION, MUSIC 4 crs. Principles, methods and techniques for teaching health and physical education a t the elementary school level. Methods pertaining to rote singing, notation, rhythm, part singing. Integration of music in total elementary program. [Prereq. : 55, 56. Winter.] 58 ART IN ELEMENTARY SCHOOLS 4 crs. See under Department of Art. 1 63 METHODS AND MATERIALS: MATHEMATICS, SCIENCE 4 crs. Principles, methods and techniques of teaching arithmetic and science in the elementary school. Use of instructional materials. [Prereq. : 55, 56. Spring. I 64 METHODS AND MATERIALS: LANGUAGE ARTS, READING 6 crs. Objectives and techniques in the language arts : listening, speaking, writing, and reading. Application of principles of learning in acquisition of skills, interests, attitudes. Examinations of modern methods and materials. [Prereq. : 55, 56. Spring.] 65 METHODS AND MATERIALS: SOCIAL STUDIES 2 crs. Objectives, principles, methods and techniques in the social studies. Development of units. [Prereq.: 55, 56. Spring.] 15 crs. 77 PROFESSIONAL LABORATORY EXPERIENCE Student spends ten weeks in the classroom, assisting the regular teacher, and doing actual teaching. Supervision is carried out by the cooperating teacher and the college staff. This is followed by one week of seminar with discussion of problems encountered in the classroom. [Prereq. : # Fall, Winter.] . 79 CHILDREN'S LITERATURE 3 crs. Study of literature suitable to the elementary school child. Role of literature in the classroom, in life outside of school. Extensive reading and evaluation of children's books, compiling bibliography. [Prereq. : 55, 56 or #. Spring.] 87 SCHOOL AND SOCIETY 4 crs. ment of American education. [Prereq. : Senior standing. Winter, Spring.] Problems in education and the relation of the American school system to modern society. A study of educational philosophy and the development of American education. [Prereq.: Senior standing. Winter, Spring.] 0 SECONDARY EDUCATION For the Minnesota teacher's certificate students are required to complete 28 credits in professional education courses including 50, 52, 53, 54, 59, 83, 84, 87. All students must register for three terms of Group Activity (Education 52, 53, 54). Secondary education students must take Phy. Ed. 10 and Psych. 5 in addition to other general education requirements. 50 EDUCATIONAL PSYCHOLOGY 4 crs. Physical, mental, social and emotional development of adolescents with special emphasis placed on educational implication. The nature and conditions of learning. [Prereq.: Psych. 5 and junior standing. Fall, Winter.] 0 cr. 52, 53, 54 GROUP ACTIVITY I, 11, 111 Required without academic credit as a laboratory experience in connection with Education 50 and 59. lncludes such experience as teaching, supervising recreation, advising clubs in cooperation with city organizations and agencies. Three terms required. [Fall, Winter, Spring.] M 59 METHODS IN SECONDARY EDUCATION 5 crs. Teaching procedures, materials and problems at the secondary level. Three class sessions per week will be devoted to general methods and two to four class sessions to the specific methods and materials of the student's major field. [Prereq. : 50. Spring.] 68 TEACHING OF MUSIC IN ELEMENTARY AND JUNIOR HIGH SCHOOLS 4 crs. Materials, organization, and teaching procedures in the field of music a t the elementary and junior high school levels. For music majors. [Prereq.: 50. Spring.] 8 3 SEMINAR FOR STUDENT TEACHING 5 crs. Preparation for the student teaching experience including observation and planning. Special attention will be given to tests and measurements. [Prereq. : Admission to student teaching. Fall, Winter.] 84 STUDENT TEACHING 10 crs. Experience in observing and directing learning experiences a t the secondary school level under supervision of college and high school personnel. Course fee $20.00. [Prereq.: Admission to the student teaching program. Fall, Winter.] W 87 SCHOOL AND SOCIETY 4 crs. Problems in education and the relation of the American school system to modern society. A study of educational philosophy and the development of American education. [Winter, Spring.] 88 GUIDANCE 4 crs. The guidance function of the classroom teacher; tools and techniques used in studying students; and methods appropriate for student guidance, including counseling. [Fall.] W 99 INDEPENDENT STUDY 2-5 crs. Independent study offering students an opportunity to explore areas of specialization in education. Each student does research and presents a report of his findings on the requirements, present status, and future possibilities of his own field of interest. Conducted largely on a seminar basis. Open to seniors with the approval of the department. [Fall, Winter, Spring.] LIBRARY SCIENCE The following courses prepare the student to meet the state requirements for a minor in library science. Preparation for selection of books and related materials, efficient and effective management of library materials, intelligent use of library sources are included. While the minor in library science is planned to prepare the graduate in the area of school librarianship, it is also a valuable minor for any student planning a teaching career, since it introduces him to many avenues of curriculum enrichment. The courses provide a foundation for the student who wishes to do advanced work in the field of library science. Minor: 23 credits. 45 FUNCTIONS OF THE SCHOOL LIBRARY 5 crs. The role of the library in the school and community. Types of library services and activities; methods of evaluation. Organization of library materials, including cataloging and circulation. [Fall.] W 46 SELECTION OF LIBRARY MATERIALS 4 crs. Theory, principles and techniques of selection. An introduction to basic selection tools; analysis of book reviews and annotations. C3 lects., 1 disc. Spring.] UPPER DIVISION 58 THE ELEMENTARY SCHOOL LIBRARY: MATERIALS SELECTION AND GUIDANCE 5 crs. Characteristics and purposes of an elementary school library. Extensive study of book lists, book talks, story-telling and a wide exposure to individual titles of books and related materials. Emphasis on preparation of papers and bibliographies. C3 lects. Fall.] 59 INTRODUCTION OF REFERENCE MATERIALS 4 crs. Intensive study of outstanding and useful reference books most frequently used by students and librarians; bibliographies, indexes, and periodical guides. Development of skills in the performance of reference duties -of a librarian. Laboratory work. C3 lects. Winter.] 75 THE HIGH SCHOOL LIBRARY: 5 crs. MATERIALS SELECTION AND GUIDANCE Survey and evaluation of library materials on the secondary level, with attention to their use in relation to school curricula as well as for personal interests and needs of young adults. Emphasis on preparation of papers and bibliographies. [3 lects. Prereq.: 45. Spring.] GEOGRAPHY 14 HUMAN GEOGRAPHY 4 crs. An intxoduction to the basic concepts and tools of geography followed by a survey of the distribution patterns to be found in our physical and human environment. [Winter, Spring.] DEPARTMENT OF MR. GRAY, chairman, MR. BERGSTROM, MR. BLY, MRS. BOLSTERLI, MRS. CHRISTENSEN, MR. DAHLEN, MRS. KARVONEN, MISS LILLEHEI, MRS. LIVINGSTON, MR. NICHOLL, MR. PALOSAARI, MISS PEDERSON, MR. SARGENT, MRS. TRAUTWEIN The aim of the Department of English is to develop the student's ability in oral and written expression, to increase his proficiency in reading and analyzing literature, to acquaint him with the English language and with the beginnings of Western literature and its development, especially in England and America, and to stimulate his appreciation and understanding of the fundamental human problems and situations revealed in great literature. The department prepares for the teaching of English in the elementary and secondary school and for graduate study. Major: 46 credits above 15, Including, 35, 45, 47, 61, 62, 84, plus one writing course above 15, one seminar, one modern literature course, and electives. Major for secondary teaching: 54 credits above 15, including course 55 in addition to those listed for the major. Writing course 31 required. Speech 12 or 52, or 55, and 60 or 66, as well as Library Science 75 are also required. Students preparing for graduate study should include 86, 88, and a t least one tsrm of Independent Study. Proficiency in one or more foreign languages is recommended. Foreign languages most generally required for graduate study in English are Latin, German, French. Minor: 32 credits above 15, including 35, 45, 47 or 61 or 62, 84, plus one writing course above 15, one seminar course, and electives. Minor for secondary school teaching: 32 credits including course 31 for the writing course, and 55 in addition to those listed for the minor. Minor for elementary school teaching: 24 credits above 15, including 31, 35, 45, 55, and 47 or 61 or 62. Concerning English Proficiency: Juniors who do not have a satisfactory grade on the sophomore English Test must improve their use of English in preparation for a second test. The English Department will, upon request, advise the student how to direct his studies in preparation for the second test. Satisfactory completion of course 11 is prerequisite to 12; satisfactory completion of course 12 or 15 is prerequisite to all other English courses. W I I COMPOSITION AND LITERATURE 4 crs. The study of language and composition with emphasis on expository writing. Attention to correct usage, logical organization, reading and analysis of expository and narrative selections, especially the short story. [Fall, Winter, Spring.] W 12 COMPOSITION AND LITERATURE 5 crs. Continued stress on expository writing, including the reference paper, the study and analysis of drama, poetry, novel. [Fall, Winter, Spring.] W 15 COMPOSITION AND LITERATURE 5 crs. Honors course for students with high proficiency in English. Covers basically the material listed under 11 and 12 with more emphasis on critical analysis. Students completing this course meet the freshman English requirement by completing English 35 or 40 or 45. [Fall.] W 2 1 INTRODUCTION TO JOURNALISM 4 crs. A brief survey of the ethics and history of journalism, with emphasis on the techniques and practices in news, feature, and editorial writing. rWinter.1 , 3 1 EXPOSITORY WRITING 4 crs. A course in expository and argumentative writing, including reading analysis of selected models. [Fall, Winter, Spring.] W 32 CREATIVE WRITING 4 crs. Study of the techniques of descriptive and narrative writing, both prose and poetry. Class discussion and evaluation of the student's work. [Fall.] W 35 THE CLASSICAL TRADITION 5 crs. Study of the works of selected Greek and Roman writers in the various genre, and the influence of the classical tradition on later Western literature. [Fall, Winter, Spring.] W 40 LITERARY CLASSICS 4 crs. Reading, analysis, discussion of selected European classics from the Renaissance to the Modern Age, chiefly non-English writers. [Fall, Winter, Spring.] 45 MAJOR AMERICAN WRITERS 5 crs. Works of selected American writers from Colonial times to the present, noting their contribution to the historical development and the literary movements of American literature. [Fall, Winter, Spring.] 47 MEDIEVAL AND RENAISSANCE LITERATURE 5 crs. The development of Western literature, chiefly British, from "Beowulf" to Shakespeare through study of significant works and their relation to the literary and historical context. [Prereq.: 35 or #. Fall, Spring.] UPPER DIVISION COURSES . 55 INTRODUCTION TO MODERN ENGLISH 5 crs. A study of modern English viewed from a historical perspective, with reading in recent linguistic studies. Designed to give the student an introduction to structural linguistics and a view of the development of the English language. [Spring.] 6 1 BRITISH LITERATURE, 16 16-1 800 5 crs. Reading, analysis, and discussion of works of selected writers from the metaphysical poets through Blake, with attention to the historical, intellectual, and social influences and the major literary movements. [Prereq. :47 or # .Fall.] 62 BRITISH LITERATURE OF THE NINETEENTH CENTURY 5 crs. Study of the works of the major Romantic and Victorian poets, critics, essayists and novelists and of the major literary movements of the century. [Prereq. : 61 or # Winter.] . 72 MODERN FICTION 4 crs. Significant works of selected prose writers, chiefly British and American, of the twentieth century. [Winter.] 74 MODERN POETRY 4 crs. Study of the work of selected twentieth century poets, chiefly British and American, with attention to recent criticism. [Spring.] 78 ADVANCED WRITING: PROSE AND POETRY 4 crs. A course for students with demonstrated proficiency in writing. Assignments based on students' needs and interests. Class discussion of students' work. [Prereq. :31 or 32 or #. Spring.] 80 THE BRITISH NOVEL 4 crs. Survey of the development of the novel in England through study of the work of selected major novelists from the eighteenth century to the present. [Winter, 196%70.] 82 THE AMERICAN NOVEL 4 crs. A study of major and representative wokks of selected American novelists. [Winter, 196849.1 84 SHAKESPEARE 5 crs. Study of ten or twelve major plays-comedies, histories, tragedieswith attention to the development of Shakespeare's dramatic and poetic art. Additional plays assigned for reading -and analysis. [ ~ r e r e i . :47. Spring.] 86 MILTON 4 crs. A study of major poems and selected prose with reference to the intellectual and historical background of Milton's works. [Prereq.: 61 or #. Spring, 196849.1 88 CHAUCER 4 crs. Study of CXmucer's works and language, with emphasis on "The Canterbury Tales." [Prereq. :47 or #. Spring, 1968-69.1 9 0 , 9 1 , 9 2 ENGLISH SEMINAR 3, 3, 3, crs. Course 90, methods and problems of bibliography and research; 91, a major American or British writer; 92, studies in criticism. Open, with limited enrollment, to any junior or senior with permission of the instructor. [90, Fall. 91, Winter. 92, Spring.] 99 INDEPENDENT STUDY 2-5 crs. Open to junior or senior English majors with a grade of B or above. Provides directed independent study in the area of the student's choice. [Fall, Winter, Spring.] As an aid to students who are handicapped in their college work by inefficient reading skills, Augsburg College offers a non-credit class in Improvement of Reading. The fee for the class is $25 per term. Arrangements to take the course must be made at the time of registration for the fall term. FRENCH AND GERMAN See under Department of Modern Languages. GEOGRAPHY See under Department of Education. GREEK See under Department of Classical Languages. DEPARTMENT OF HEALTH AND EDUCATION MR. ANDERSON, chairman, MISS ANDERSON, MR. NELSON, MISS OLSON, MR. PEARSON, MRS. PETERSON, MR. PFEFFER, MR. SAUGESTAD The aim of the Department of Health and Physical Education is to promote health and physical fitness through a well-rounded physical education program, to develop character and good sportsmanship, to further the worthy use of leisure time, and to provide an effective training program for prospective teachers of health and physical education. All students are required to take a physical examination as a part of the registration procedure before participating in any phase of the physical education program. One year of physical activities, course 1, 2, 3, is required of all students. Physical Education major: 40 credits including 11 or 13, 23, 31, 32, 43, 51, 52, 71, 72. Broad teaching major in Health and Physical Education: 68 credits including 10, 11 or 13, 23, 31, 32, 43, 50, 51, 52, 57, 59, 60, 71, 72, 73, Biol. 6, plus P.E. 82 for men, and Soc. 31 for women. Physical Education teaching major: 53 credits includhg 10, 11 or 13, 23, 31, 32, 43, 51, 52, 59, 71, 72, and Biol. 6. Physical Education teaching minor: 29 credits including 10, 23, 31, 32, 43, and 72. Health teaching mfnor: 31 credits including 10, 50, 51, 60, 73, and Soc. 31, and Biol. 6. Coaching endorsement: 25 credits including 10, 43, 51, 82, and Biol. 6. Coaches entering their first head-coaching assignment in Minnesota Public Schools are reauired to have a t least a coaching endorsement in the field of physical education. Sports included under this requirement are football, basketball, track, hockey, wrestling, and baseball. 1, 2, 3 PHYSICAL ACTIVITIES 1/3, 1/3, 1/3 crs. Two hours per week. Meets the general education requirement. [I, Fall. 2, Winter. 3, Spring.] 10 HEALTH AND FIRST AID 5 crs. Modern concepts and practices of health and healthful living applied to the individual and the community. Includes also the American Red Cross First Aid Course. [Winter, Spring.] I I , 13 SWIMMING AND AQUATICS I , I cr. Theory and practice in teaching swimming, life-saving and water safety. Open only to majors and minors. C2 hrs. per wk. 11, (Women), Fall. 13 (Men), Spring.] 23 TEAM SPORTS 5 crs. Theory and practice in teaching and officiating team sports. Separate sections for men and women. [lo hrs. per wk. Spring.] 31 INDIVIDUAL AND DUAL SPORTS 5 crs. Theory and practice in teaching individual and dual sports. Separate sections for men and women. [lo hrs. per week. Fall.] 32 RECREATIONAL ACTIVITIES AND RHYTHMS 4 crs. Theory and practice in teaching recreational activities, social recreation, quiet games, low organized games, noon-hour activities, camp nights, relays, modified games, simple rhythmic games, folk and square dancing. C8 hrs. per wk. Winter.] 43 HISTORY AND PRINCIPLES OF PHYSICAL EDUCATION 5 crs. History, principles, and philosophy of physical education. [Spring.] 50 INSTRUCTOR'S COURSE IN FIRST AID I cr. Methods and materials in teaching the American Red Cross First Aid Course. [Prereq.: Currently valid Standard First Aid card. Winter.] 51 KINESIOLOGY AND PHYSIOLOGY OF EXERCISE 6 crs. Mechanics of movement with special emphasis upon the action of the muscular system. The major effects of exercises upon the systems of the body. [5 lect. and 1hr. arr. Prereq. : Biol. 6, Chem. 5. Fall.] 52 ADAPTED PHYSICAL EDUCATION AND EVALUATION 4 crs. Physical education for the exceptional child with special reference to the analysis of functional and organic abnormalities and the role of physical education. Survey of basic statistical procedures and evaluation of tests in physical education. [Winter.] 57 TEACHING OF HEALTH EDUCATION AND PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS 2 crs. Methods and materials. Offered in connection with course 5 under Department of Education. [Winter.] 59 TEACHING OF PHYSICAL EDUCATION IN SECONDARY SCHOOLS 2 crs. Methods and materials. Offered in connection with course 59 under Department of Education. Separate sections for men and wGrnen. [Spring.] UPPER DIVISION 60 SCHOOL HEALTH EDUCATION CURRICULUM 4 crs. Curriculum content in a school health education program. [Fall.] 7 1 PHYSICAL EDUCATION PROGRAMMING 5 crs. Curriculum analysis and preparation. Administrative techniques and procedures. [Fall.] 72 SELF-TESTING ACTIVITIES 4 crs. Theory and techniques of teaching stunts, tumbling, and special fitness activities. Men and women meet separately. C8 hrs. per wk. Winter.] 73 ADMINISTRATION OF SCHOOL HEALTH EDUCATION PROGRAM 5 crs. Methods, techniques, and procedures. [Spring.] 82 COACHING OF SPORTS 4 crs. Theory and techniques of coaching. Prevention and care of athletic injuries. [Winter.] 99 INDEPENDENT STUDY 1-3 crs. Directed intensive study in the area of Health Education or Physical Education. Open only to majors. DEPARTMENT OF HISTORY MR. CHRISLOCK, chairman, MR. GISSELQUIST, MR. GUSTAFSON, MR. HAUGE, MRS. JENSEN The Department of History aims to introduce students to the study of history as an intellectual discipline; to prepare students for secondary teaching and graduate work; to deepen students' understanding and appreciation of their own and other civilizations; and to enhance students' effectiveness as contributing members of society. Major: 49 credits. Minor: 33 credits. Both the major and minor require History 1, 2, 3, 21, 22, and 3 credits of seminar work. 1 , 2, 3 WESTERN CIVILIZATION IN A WORLD SETTING 4, 4, 4 crs. Western civilization from its beginnings in the Ancient Near East to the present. Other great world civilizations and their relationship to the West are surveyed. Course 1 carries the survey to 1300; course 2, to 1815; and course 3, to the present, becomes a survey of world civilization. Students may take any one, any two, or all three courses. [All offered each term.] 5, 5 crs. 2 1 , 22 UNITED STATES HISTORY The development of the ideas, institutions, and culture of the American people. Special seminar for one additional credit for students selected for the honors program. C21, Fall, ,Winter. 22, Winter, Spring.] 2 5 SCANDINAVIAN HISTORY 5 crs. See under Department of Modern Languages. UPPER 3 M S I O N COURSES W 55 TWENTIETH CENTURY UNITED STATES HISTORY 4 crs. Exploration in depth of such topics as the Progressive Movement, the New Deal, the background of World War I and World War n, and the coming of the Cold War. (Prereq. :22, Winter.) 56 HISTORY OF AMERICAN FOREIGN POLICY 4 crs. The relationship of .foreign policy to general American development is stressed. [Prereq. :21 or 22. Spring.] 1 57 HISTORY OF SOUTH AND SOUTHEAST ASIA 4 crs. Modern period since 1800. Historical survey of cultural and political institutions. Expansion and consolidation of European power in the area, Western impact on non-European societies, nationalist movements and emergence of independent governments after World War 11. [Fall.] 1 61 ANCIENT HISTORY 4 crs. A cultural and political history of ancient civilizations and their contributions to modern cultures. [Fall.] 1 62 ENGLAND TO 1714 Emphasis is placed on constitutional development. [Winter.] 66 EUROPE IN THE SEVENTEENTH CENTURY 4 crs. 4 crs. The main emphases are: the study of this century as the most critical period in the emergence of the modern state; and the beginning of a secular and scientific world view. [Spring.] 1 68 CHINA AND JAPAN SINCE EARLY NINETEENTH CENTURY 4 crs. A study of the major domestic developments in, and foreign affairs of China and Japan. [Prereq.: 3 credits of Western Civilization or consent of instructor. Winter.] 1 71 EUROPE IN THE AGE OF REVOLUTION, 1780's t o 1850 4 crs. The period in which major revolutionary movements periodically erupted in Europe. Population movements and economic changes which contributed to the "isms" that articulated the demands for change. [Fall.] 1 74, 75 EXPANSION OF EUROPE 4, 4 crs. The spread of European people, ideas, and power into the non-Western world and the impact on non-Western peoples. Case studies from Africa, South America, and Asia are used to illustrate exploration, trading post empires, the plantation system, adaptation and rejection by nonEuropean peoples, colonization, and economic and territorial imperialism. [74, Winter. 75, Spring.] 1 82 TWENTIETH CENTURY EUROPE 4 crs. Europe from the outbreak of World War I to the present. [Fall.] 1 95 SEMINAR OR ADVANCED READINGS 3 crs. Topics will vary from year to year. Students may earn up to 9 credits in this course. [Prereq. : #. Fall, Winter, Spring.] LATIN See under Department of Classical Languages. LIBRARY SCIENCE See under Department of Education DEPARTMENT OF MATHEMATICS MR. GULDEN, chairman, MISS DURKEE, MR. FOLLINGSTAD, MRS.NAUCK The Department of Mathematics aims to develop the student's knowledge and skill in the major branches of elementary and higher mathematics, an appreciation of its cultural and practical values, and the background for teaching and for professional and graduate study. Major: 24 credits above 43, inclucling 58, 67, 72, 73, 83, 84. Teaching major: 32 credits above 43, including 58, 61, 64, 67, 72, 80, 83, 84. Recommended for those considering further study: 40 credits above 43, including 58, 61, 64, 67, 72, 73, 83, 84, 85, 92. Minor: U credits above Math. 43. See under Curriculums for suggested course of study. W 13, 14 INTRODUCTION TO COLLEGE MATHEMATICS 5, 5 crs. A liberal arts course in mathematics with an introduction to analytic geometry, abstract algebra, trigonometry, logic, statistics, differential and integral calculus. Primarily for students not intending further study of mathematics. [Prereq.: Higher Algebra and CEEB placement. 13, Fall, Winter. 14, Winter, Spring.] 40 MATHEMATICAL ANALYSIS I 5 crs. An introduction to the concepts and terminology of mathematical analysis through the areas of algebra, logic, functions, systems. Students may not receive credit for this course if they have credit for 13, 14 (or 19). [Prereq.: Higher Algebra, Trig, and CEEB placement. Fall.] 4 41, 42, 43 MATHEMATICAL ANALYSIS 11, Ill, IV (Calculus1 5, 5, 5 crs. Topics of the elements of plane and solid analytic geometry integrated with differential and integral calculus including calculus of several variables, applications, and series. [Prereq.: 40, or #. 41, Winter. 42, Spring. 43, Fall.] UPPER DIVISION COURSES W 56 BASIC CONCEPTS OF ARITHMETIC 4 crs. Presents the patterns of mathematics underlying arithmetic and g e e metry. Emphasis is placed on the inductive techniques of discovery of such patterns. Includes the ideas of modern elementary school mathematics curricula. Primarily for elementary education majors. [Fall.] 58 DIFFERENTIAL EQUATIONS 4 crs. Ordinary differential equations with applications, series solutions, systems of differential equations ; solution by special transforms ; numerical methods; and an introduction to partial differential equations. [Prereq.: 43. Winter.] 61 LINEAR ALGEBRA 4 crs. A course intended to aid in making the transition from the concrete to the abstract. Such topics as elementary matrix algebra and its application to the physical and social sciences; linear equations; vector spaces and linear transformations ; unitary and orthogonal transformations ; the characteristic equation of a matrix and bilinear, quadratic, and Hermitian forms are presented. [Prereq. :43. Fall.] 1 64 MODERN GEOMETRY 4 crs. An analytic study of advanced Euclidean, projective, non-Euclidean, and finite geometries. An introduction to the geometry of transformations of the plane. [Prereq.: 43. Spring.] 67 PROBABILITY AND STATISTICS 4 crs. An analytic study of probability, distribution, random sampling estimation of parameters, central limit theorem, tests of hypotheses, regression, and other topics in statistics. Calculus and set theory are stressed as tools for modern mathematical approach. [Prereq.: 43. Spring.] 1 72, 73 MODERN ALGEBRA 4, 4 crs. The basic algebraic systems presented from an abstract point of view. Topics include the theory of groups, rings, fields, vector spaces and modules, and linear transformations. A development of the real and complex number systems. [Prereq.: 43. 72, Winter. 73, Spring.] 1 80 FOUNDATIONS OF MATHEMATICS 4 crs. The underlying structure of mathematics considering set theory, mathematical logic and the axiomatic method. Applications are made to various branches of mathematics such as number theory, algebra, geometry, and topology. [Prereq. : 43, Winter.] 83, 84, 85 ADVANCED CALCULUS 4, 4, 4 crs. Considers the fundamental notions of calculus for functions of several variables. A treatment of differentiable forms and manifolds in ndimensional Euclidean space as well as a more traditional vector analysis approach. Stress is placed on the theory of functions of real and complex variables especially during the last term. [Prereq.: 43. 83, Fall. 84, Winter. 85, Spring.] 1 99 INDEPENDENT STUDY 2-5 crs. Student chooses an area to study independently; meets with a mathematics faculty member at least one hour per week. [Prereq.: 73 and 85. Fall, Winter, Spring.] COMPUTER SCIENCE 45 COMPUTER SCIENCE 4 crs. Theory of modern digital computers. Terms such as algorithms, flow charts, storage, control, input-output units, and simulation are defined. Includes a survey of computer applications. A particular computer language is presented and used to solve a variety of problems. [Prereq.: Math. 42, Fall term. None, Winter. Fall, Winter.] MEDICAL TECHNOLOGY MAJOR See under Curriculums. MR. LANDA, chairman, MISS AASKOV, MISS ANDERSON, MRS. BALTINA, MRS. BONDEVIK, MRS. CAIRNS, MR. CREPEAU, MR. HANSEN, MRS. JAUNLININS, MRS. JOHNSON, MRS. KINGSLEY, MISS ROZENTALS, MR. SANDVEN, MR. WHITESIDE The Department of Modern Languages seeks to give the student a knowledge of a modern language : its pronunciation, its structure, and its idiomatic expression, in terms of listening, speaking, reading and writing skills. At the same time it aims to develop in the student a sympathetic jnterest in the history and life of the people whose language he is learning, transmitting the best of their literary, cultural and religious heritage. DEPARTMENT OF MODERN LANGUAGE The department prepares specifically for communication skills, for teaching at the junior and senior high school level, and for graduate study. The beginning and intermediate courses of a second modern language are needed for graduate study. Two terms of Latin are also recommended. Students may not receive credit for both 3, 4 and 5, 6 in the same language. O FRENCH Major: 30 credits above 6 including 55, 72, 74, 84; and two of 56, 57, 63, 64, at least one of which must be 63 or 64. Minor: 15 credits above 6 including 55 and any two of 56, 57, 63, 64, 84. 1, 2 BEGINNING FRENCH 5, 5 crs. Provides basic experience in understanding, speaking and reading French with oral and writing practice in the basic structural patterns of the language, both in class and in laboratory assignments. [Fall, Winter, Spring.] 3, 4 INTERMEDIATE FRENCH 4, 4 crs. Continues training in aural-oral skills, structure of the language and reading comprehension that will lead to cultural appreciation and the reading knowledge needed for general pursuits. Grammar review, selected reading and laboratory practice included. [Prereq.: 2 or equiv. Fall, Winter, Spring.] 5, 6 INTERMEDIATE FRENCH 4, 4 crs. Continues training in comprehension, conversation and reading skills with grammar review as a means to accuracy and facility in oral and written expression. Class discussion, selected reading, and laboratory material with cultural emphasis. Required for continuing study in French. [Prereq. :2 or #. 5, Fall. 6, Winter.] UPPER DIVISION COURSES . . 55 FRENCH CONVERSATION AND COMPOSITION 5 crs. Thorough practice in correct oral and written expression with the aims of both fluency and facility. Classroom and laboratory emphases on VOcabulary enrichment, organization of materials, accuracy of pronunciation and grammatical refinement. Required for majors and minors. [Prereq. :6 or #. Fall.] 56, 57 FRENCH CIVILIZATION 5, 5 crs. The development of political, social, intellectual and artistic movements and their outstanding manifestations as essential to the understanding of the French people. Readings, lectures, reports, discussions and laboratory materials in French. [Prereq.: 6 or permission of instructor. Spring. Offered on demand.] 5, 5 crs. 63, 64 SURVEY OF FRENCH LITERATURE The study of major French authors and literary movements in France, with the reading of whole literary works where possible. Lectures, discussion, oral and written reports in the language. One term required for the major. [Prereq.: 55 or # .] 72 THE FRENCH NOVEL 5 crs. Significant and representative French novels that show the evolution of this prose form to the present. Emphasis on literary works with lecture, discussion, reports in the language. [Prereq.: 55, and 64 or #. Spring, 1969.1 74 THE FRENCH DRAMA 5 crs. Significant and representative French plays that show the evolution of this genre from the classical to the modern period. Emphasis on the literary works with lectures, discussion, reports in the language. [Prereq. : 55, 63 or # .Spring, 1970.1 84 ADVANCED FRENCH CONVERSATION AND COMPOSITION 5 crs. Extensive training in accurate and effective speech and writing, with attention in listening and reading to the characteristic levels of French expression. Emphasis on refinement in style, organizational techniques, variety in form and subject. For majors and those intending to teach French. [Prereq.: 55, and 57 or #. Junior or senior standing. Fall.] 9 2 FRENCH SEMINAR 4 crs. Study in depth of an author, topic or genre in French literature for advanced students. Discussion and papers in French. May substitute for 72 or 74. [Prereq.: 55, 63, 64 or #. Junior or senior standing. Winter, on demand.] W 9 9 INDEPENDENT STUDY IN FRENCH 2-5 crs. Individual study of a topic, movement, genre of interest to the advanced student. May serve to replace 72 or 74. No more than 3 credits may be earned in a given term. [Prereq.: 55, 63, 64 or #. FaU, Winter, Spring.] GERMAN Major: 30 credits above 6, including 55, 72, 74, 84, and any two of 56, 57, 63, 64. At least one of 63, 64 recommended. Minor: 15 credits above 6, including 55, and any two of 56, 57, 63, 64. W 1 , 2 BEGINNING GERMAN 5 , 5 crs. Provides basic experience in speaking, understanding, and reading the German language, and comprehension of its structure through the acquisition of basic patterns of expression. Laboratory experience in the language is an integral part of the course. [Fall, Winter, Spring.] 4, 4 crs. 3 , 4 INTERMEDIATE GERMAN A terminal course for students not intending to continue in German. Provides a foundation for reading knowledge adequate for cultural and professional purposes. Some experience in oral expression and understanding of spoken German. [Prereq.: 2 or equiv. Fall, Winter, Spring.] 5 , 6 INTERMEDIATE GERMAN 4, 4 crs. Continued conversation and composition to further comprehension and facility in expression. Selected readings for class discussion in the foreign language, with cultural emphasis. Laboratory work required. [Prereq. : 2 or equiv. 5, Fall. 6, Winter.] W 5 5 GERMAN CONVERSATION AND COMPOSITION 5 crs. Intensive practice in the spoken word, with emphasis on pronunciation and original composition. Audio-oral exercises in language laboratory. Required for teachers, majors, and minors. [Prereq.: 6 or equiv. Fall.] UPPER DWISIOrj COURSES 56, 57 GERMAN CIVILIZATION AND CULTURE 5, 5 crs. Topics dealing rrith the intellectuaI, geo.gaphic, artistic, and scientific history of thc German-speaking countries, including attention to contemporary developments. Class discussions and lecmcs supplemented with demonstration materials. Taught in Ckrman. [Prereq.: 55, or 56, Winter. 57, Spring. Offered on demand.] +. W 63,64 SURVEY OF GERMAN LITERATURE 5, 5 crs. From the beginning to modern times. Reading of significant authors in German, supplemented by lectures on the history and development of German literature and culture. Reports and discussion of selected works. For majors and minors. Taught in German. [Prereq.: 55 or equiv., or#. 63, Winter. 64, Spring. Offered on demand.] 72 GERMAN NOVEL AND NOVELLE 5 crs. Reading in German and discussion of well-known prose writers representing various periods and movements in German literature. Especially for majors. [Prereq.: Any two of 56, 57, 63, 64, or equiv. Spring, 196849.1 W 74 GERMAN DRAMA 5 crs. Reading in German and class discussion of outstanding dramatic works in the various representative periods (classical, 19th century, naturalism, impressionism, expressionism.) Especially for majors. [Prereq. : Any two of 56, 57, 63, 64, or equiv. Spring, 1969-70.1 W 84 ADVANCED GERMAN CONVERSATION AND COMPOSITION 5 crs. This course aims to give the major and prospective teacher more intensive training in oral expression, with stylistic refinement and organizational practice in writing. Laboratory work required. [Prereq. : 55. Fall.] 99 INDEPENDENT STUDY 2-5 crs. May serve as substitute for German 72 or 74, if necessary. It is suggested that no student register for all five credits within one term. [Fall, Winter, Spring.] SCANDINAVIAN STUDIES Major: 30 credits above 6, including 25, 26, 55, 72, 74, 84. Minor: 19 credits above 6. Teaching minor: 19 credits, including 55, 72 or 74, 84. 5, 5 crs. 1 , 2 BEGINNING NORWEGIAN Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress on spoken rather than literary Norwegian. Laboratory work and regular class attendance expected. [I, Fall, Winter, Spring. 2, Winter, Spring.] 4, 4 crs. W 3, 4 INTERMEDIATE NORWEGIAN A terminal course for students not intending to continue with Norwegian language study. Vocabulary building and study of syntax through extensive readings in Norwegian literature. Some experience in oral expression. [Prereq.: 2 or equiv. 3, Fall. 4, Winter.] 4, 4 crs. W 5, 6 INTERMEDIATE NORWEGIAN Continued conversation and composition to further comprehension and facility of expression. Selected readings in Norwegian used as basis for class discussion and exercises. Brief literature survey. Laboratory work expected. [Prereq.: 2 or equiv. 5, Fall. 6, Winter.] 1 25 SCANDINAVIAN HISTORY 5 crs. A survey of the history of Norden, including Finland and Iceland, with particular attention given to the historical development of political democracy. Knowledge of a Scandinavian language not required. [Fall, 196%70.] 26 MODERN SCANDINAVIA 5 crs. A broad survey of Scandinavian culture with special emphasis on con- ditions and developments in the twentieth century. Knowledge of a Scandinavian language desirable but not required. [Spring, 1964-70.1 55 NORWEGIAN CONVERSATION AND COMPOSITION 5 crs. Intensive practice in spoken Norwegian with emphasis on pronunciation and original composition. Some attention given to regional variations in spoken Norwegian and to differences between the two official languages of Norway. Laboratory work expected. [Prereq.: 6 or equiv. Spring.] 62 SCANDINAVIAN MUSIC 4 crs. See description under Department of Music. This course may substitute for 25 or 26 for the major or minor by permission d the department chairman. CSpring.1 1 72 THE MODERN SCANDINAVIAN NOVEL 5 crs. Lectures will give a survey of the Scandinavian novel. Class discussion based on assigned reading of selected novels by Jonas Lie, Sigrid Undset, Selma Lagerlef, Par Lagerkvist, Knut Hamsun, Haldor Laxness, and others. Knowledge of a Scandinavian language desirable. Language majors and minors will be required to do assigned readings and written work in the Norwegian language. [Fall, 196849.1 UPPER DIVISION COURSES 74 THE MODERN SCANDINAVIAN DRAMA 5 crs. Assigned readings will incIude dramatic works by lbsen, l3prnson, Stsfndkrg; Ua~:trfirirrt,Nunk, and o t h ~ rtwentieth century dramatists. Lectures stress Ibsen and Strindberg. Knowledge of a Scandinavian language desirable. Language majors and minors w.ill be required to do assigned readings and twitten work in t h e Nor~reaian Imguage. [Spring, 1868-83.1 W 84 ADVANCED NORWEGIAN CONVERSATION AND COMPOSITION 5 crs. Further intensive -training in ma1 and written rx-presslon in Nonvegian. Some attention given to the other Seandinatqan Ianpages and to the historical deveIopment of x ~ ~ t t e g i a nLabmatory . work. Required for all majors and tcaching minors. [Prer~q.:55 or equiv. FaU, 196S70.1 W 99 INDEPENDENT STUDY 1-5 crs. This is primarily intended as an enrichment course, tfiough it may serve as a substitute for 72 or 74 under special conditions. Paper must he n ~ i t t c nIn Konx-egian. Available any term to majors and minors. LFaII, Winter, Spring.1 SPANISH Major: 30 credits above 6, including 55, 72 or 74, 84; and any two of 56, 57, 63, 64, of which at least one must be 63 or 64. IMinor: 15 credits above 6, including 55, and any two of 56, 57, 63, 64, 84. W 1 , 2 BEGINNING SPANISH 5, 5 crs. Aims to develop the four basic skills: understanding, speaking, reading and writing of elementary Spanish. Laboratory work is an integral part of the course. [Fall, Winter, Spring.] 3, 4 INTERMEDIATE SPANISH 4, 4 crs. Grammar review with emphasis toward reading comprehension and cultural appreciation. Further laboratory work. [Prereq.: 2 or equiv. 3, Fall, Spring. 4, Fall, Winter.] 4, 4 crs. W 5, 6 INTERMEDIATE SPANISH Continued conversation, composition, and review of grammar to further comprehension and facility in expression in Spanish. Further laboratory work. Required for the major and minor. [Prereq.: 2 or equiv. 5, Fall, Winter. 6, Winter, Spring.] UPPER DIVISION OOURSES W 55 SPANISH CONVERSATION AND COMPOSITION 5 crs. Thorough oral and written practice in correct expression with the aims of fluency and facility. Enrichment of vocabulary. Extensive laboratory work. [Prereq. :6 or equiv. Fall.] 56 SPANISH CIVILIZATION AND CULTURE 5 crs. Study of the Spanish character and of Spanish contribution to world civilization through its historical, intellectual, literary, and artistic movements. In Spanish. [Prereq.: 6 or equiv. Winter or Spring. Offered on demand.] W 57 REPRESENTATIVE HISPANIC AMERICAN AUTHORS 5 crs. An introduction to Spanish American literature. Lectures, discussions, written and oral reports in the language. [Prereq.: 6 or equiv. Winter or Spring. Offered on demand.] 111 63, 64 SURVEY OF SPANISH LITERATURE 5. 5 crs. A stady of representative authors in Spanish literatare, supplemented by lectures on the literaty movements and develuyment of Spanish l i t ~ r a ture. Lectures, rliscussion. ~irittcn and oral repc~rts in t l ~ clanguage. Laboratory w r k , !Pwreq.: ki or eqnlv. 83, KLnt~r.a,Spring. Offered on demand.] 72 SPANISH NOVEL 5 crs. Study of the outstanding novelists of the nineteenth and twentieth century in Spain. Oral and written reports in the language. [Prereq.: 63 or 64, or equiv. Fall, 1968.1 74 SPANISH DRAMA 5 crs. Study of the masterpieces of dramatic literature in Spain. Oral and written reports in the language. [Prereq.: 63 or 64 or equiv. Fall, 1969.1 84 ADVANCED SPANISH CONVERSATION AND COMPOSITION 5 crs. Aims to give an extensive training in oral expression, organizational practice in writing with stylistic refinement. Appreciation of differences in speech existent in the Spanish-speaking countries. Laboratory work required. For majors and those intending to teach Spanish. [Prereq.: 55. Spring.] 92 SEMINAR 4 crs. Study in depth of an author, topic or genre in Spanish or Hispanic American literature. Discussion and papers in Spanish. May substitute for Spanish 72 or 74. [Prereq.: 63 or 64 and Junior standing. Winter. Offered upon demand.] 99 INDEPENDENT STUDY 2-5 crs. Individual study of an author, theme or movement of interest to the student. May substitute for Spanish 72 or 74. It is suggested that no student register for all five credits within one term. [Prereq.: 63 or 64. Fall, Winter, Spring.] MR. SATEREN, chairman, MR. BEVERLY, MR. COAN, MR. EKLOF, MR. GABRIELSEN, RiISS HENNIG, MR. JOHNSON, MR. KARLEN, MRS. MOEN, MR. NIELSEN, MR. SA170LD, MRS. THUT, MR. VUICICH The Department of Music offers training to students who wish to be- come teachers of music, directors of choral and instrumental ensembles, or who are primarily interested in performance, as well as preparation for those who expect to pursue the study of music on the graduate level. General instruction is afforded other students who wish to broaden their cultural background with an understanding of and appreciation for the music of the masters. Through its performing organizations, both choral and instrumental, the department gives all students of the college varied experiences in creating music as a participant. Further enriching the program are opportunities, open to all students of the college, for private instrumental and vocal instruction with professionally qualified teachers. DEPARTMENT OF MUSIC Major: 68 credits. Courses 1 through 22, 50 or 53, 54, 57, 58, 60-62, and 76; 12 credits in applied music, and two years as a member of one of the college music organizations. Teaching major: 57 credits. Courses 1 through 22, 50 or 53, 54, 58, 60, and 61; 9 credits in applied music, and two years a s a member of one of the college music organizations. Minor: 27 credits. Courses 1-3, 20, 57, and 4 elective credits; 3 credits in applied music, and one year a s a member of one of the college music organizations. One public performance in their area of specialization is required of majors during either the junior or senior year. This requirement may be fulfilled by satisfactory participation in the bimonthly Performance Workshops. Formal public recitals are encouraged and, upon recommendation of the department, may be given in fulfillment of the requirement. Sophomores, juniors and seniors are required to attend the bimonthly Performance Workshops. Freshmen are encouraged to attend. All majors and minors are required to pass a piano proficiency examination by the end of the sophomore year. It includes: (a) major and harmonic minor scales with triads and inversions, played two octaves, ascending and descending, hands together and with correct fingering, a t moderate speed and from memory; (b) a Bach two-part invention or a classical sonata; (c) a romantic or modern piece showing expression; and (d) sight reading pieces of hymn-tune grade. One of the pieces (b or c) must be played from memory. During his junior and senior years, a student who has been certified as a music major by the Department of Music is given required applied music lessons in the area of his concentration without extra cost provided such study is with a member of the Augsburg College music faculty. The total of applied music credits earned under this provision may not exceed six. See under Curriculums for suggested courses of study. l THEORY l 4 crs. Principles of notation, major and minor scales, intervals, triads and rhythms, and their application in written exercises; aural skills, sight reading, dictation, and part-singing. [5 lect. Prereq.: Passing theory entrance test. Fall.] 2 THEORY 2 5 crs. The use of scales, intervals, and chord formations in written exercises. Harmonization of figured and unfigured bass and melody. [Prereq.: 1. Winter.] 3 THEORY 3 4 crs. Sixteenth century vocal counterpoint with examples from the music of Palestrina and di Lasso. Writicg two-, three-, and four-part polyphony in the church modes. [Prereq.: 2. Spring.] 20 THEORY 4 4 crs. Advanced work in harmonization; modulation, advanced chord progressions, suspensions, retardations, and ornaments of music. [Prereq.: 3. Fall.] W 21 THEORY 5 4 crs. Eighteenth century counterpoint with examples from the music of J. S. Bach; synthesis of tonal harmonic and contrapuntal writing. Writing two- and three-part inventions, a four-voice fugue, and a chorale prelude. [Prereq. : 20. Winter.] 1 22 THEORY 6 4 crs. Form and structure in music; harmonic analysis. [Prereq.: 21. Spring.] 1 30 INTRODUCTION TO THE FINE ARTS 4 crs. The development of music from 1600 to the present through the study of selected works of great composers from each period. Emphasis is placed upon relationships between music and the other fine arts. Participation in the cultural life of the community leading towards appreciation and criticism. For the non-music major. [Winter, 1968-69. Fall, Spring, 1969-701. 1 50 CHORAL TECHNIQUE 4 crs. UPPER DIVISION Fundamentals of voice culture as related to choral ensemble; methods, COURSES materials, and techniques. [Spring.] 4 crs. Class instruction in the techniques of playing reed and string instruments. [Fall.] 1 53 INSTRUMENTAL TECHNIQUE 1 54 INSTRUMENTAL TECHNIQUE 4 crs. Class instruction in the techniques of playing brass and percussion instruments. [Winter.] 1 57 CONDUCTING 3 crs. Techniques of conducting, preparation of and conducting choral scores, organization and administration of choral ensembles. [3 double periods. Prereq.: 22 or #. Winter.] 1 58 CONDUCTING 3 crs. Preparation of and conducting instrumental and combined vocal-instrumental scores, organization and administration of instrumental ensembles. [3 double periods. Prereq.: 57 or #. Spring.] 1 60 HISTORY AND LITERATURE OF MUSIC 5 crs. Music of the Renaissance, Baroque, and Classical eras. [Fall.] 1 6 1 HISTORY AND LITERATURE OF MUSIC 4 crs. Music of the Romantic and Modern eras. [Winter.] 1 62 SCANDINAVIAN MUSIC The music of Scandinavia since 1700. [Spring.] 70 HYMNS AND MUSIC OF THE CHURCH 4 crs. 4 crs. Development of the music of the Christian church, with special attention to the Protestant heritage. Designed for the general student as well as for organists, choir directors, and pre-theological students. [Fall.] 1 76 ORCHESTRATION AND CHORAL ARRANGING 4 crs. The craft of orchestrating and arranging music for instrumental and vocal ensembles of varying sizes and types. 14 1ect.-labs., 1 disc. Prereq.: 22, 53, 54, 58. Fall.] 1 87 PERFORMANCE WORKSHOP 0 cr. Student recitals affording opportunity for public performance. Acquaints students with a repertoire of musical excellence. [Two evenings per month. Fall, Winter, Spring.] APPLIED MUSIC Vocal and instrumental instruction is available to all students. Credit for the first term of lessons is given to majors and minors only after completion of. the second term in the same area with the same teacher. Others receive one credit for ten thirty-minute lessons per term. Occasional lessons are available without credit. For statement of fees see under Financial Information. 1 PIANO I cr. Technique as needed, repertoire, performance, accompanying. Only those credits earned in piano after the piano proficiency examination has been passed may be applied toward the music major or minor. [Fall, Winter, Spring.] 1 ORGAN I cr. Technique as needed, repertoire, performance, hymn-playing, accompanying. [Prereq.: Basic piano technique and #. Fall, Winter, Spring.] 1 VOICE I cr. Correct habits of pronunciation and articulation, breath control, flexibility, ear-training a s needed, interpretation of song classics-both sacred and secular. [Fall, Winter, Spring.] 1 WOODWIND INSTRUMENTS, BRASS INSTRUMENTS, STRING INSTRUMENTS I cr. Technique as needed, repertoire, performance. [Fall, Winter, Spring.] MUSIC ORGANIZATIONS The musical organizations exist not only for the benefit of the music student, but for any student of the college who wishes to participate in groups affording opportunity for musical expression. Membership for the full year is required of participants. CHOIR Membership is by audition and restricted to 65 singers. [4 rehearsals per wk. Fall, Winter, Spring.] CONCERT BAND Membership is by audition. [4 rehearsals per wk. Fall, Winter, Spring.] ORCHESTRA Membership is by audition. [3 rehearsals per wk. Fall, Winter, Spring.] CHORAL CLUB, REPERTOIRE BAND, SYMFONIA, INSTRUMENTAL ENSEMBLES Membership is by audition or consent of director. [2 rehearsals per wk. Fa, Winter, Spring.] MR. SANDIN, chairman, MR. BAILEY, MR. CHRISTENSON, MR. JOHNSRUD The department of philosophy conceives its task as an instructional department in a liberal arts college to be twofold: (1) to make a significant contribution to the liberal education of all students regardless of their college major; and (2) to provide a strong undergraduate program of study for students who desire to complete a major or minor in philosophy. Major: 46 credits, including 41, 42, 43; either 23 or 51; and either 8 1 or 4 credits of 99. Minor: 32 credits, including 41, 42, 43, and either 23 or 51. See under Curriculums for a suggested course of study. 21 PROBLEMS OF PHILOSOPHY 4 crs. Seeks to give the student a basic understanding of the nature and aims of philosophy, an acquaintance with some of its central problems, and a mastery of the terminology employed in philosophical discussion. Designed to meet the General Education requirement in philosophy. [Fall, Winter, Spring.] DEPARTMENT OF PHILOSOPHY 22 INTRODUCTION TO ETHICS 4 crs. Approaches ethics through a consideration of movements, such as relativism, naturalism, etc.; or problems, such as the nature of the good, conscience, etc.; or important figures, such as Plato, Kant, Hume. Designed to meet the General Education requirement in philosophy. . . . . . . . . [Spring.] 23 LOGIC 5 crs. A study of the formal rules of sound reasoning. Topics discussed include : the nature and functions of language ; fallacies in reasoning ; definition; principles of deductive reasoning; induction; a brief introduction to the notation of modern symbolic logic. [Fall, Spring.] 41 ANCIENT AND EARLY MEDIEVAL 4 crs. A historical survey of the outstanding men and movements in the development of philosophical thought from the Greeks through St. Thomas Aquinas. [Prereq.: 21 or #. Fall.] W 42 LATE MEDIEVAL AND EARLY MODERN 4 crs. A survey course in which the development of Western philosophical thought is traced from the breakdown of the Medieval synthesis to the systems of Kant and Hegel. [Prereq.: 21 or #. Winter.] 43 RECENT AND CONTEMPORARY 4 crs. A survey of the most important trends in Western philosophical thought in the nineteenth and twentieth centuries. [Prereq.: 21 or #. Spring.] UPPER DIVISION COURSES 5 1 SYMBOLIC LOGIC 5 crs. Treats deduction and the analysis of statements by means of special symbols. Topics include propositional functions and quantifiers, the logic of relations, the concept of an axiom system. [Prereq.: #. Winter.] 61 PHILOSOPHY OF RELIGION 5 crs. An inquiry into the nature of religious faith and experience, with special attention to the problem of the nature of religious language. [Fall, 1968-69.1 63 PHILOSOPHY OF SCIENCE 5 crs. A stcdy of the meaning, methods, and implications of modern science by means of an analysis of basic concepts, presuppositions and p r e cedures. [Prereq.: 23 or #. Winter.] 65 AMERICAN PHILOSOPHY 5 crs. American philosophical thought from colonial times to the present. Puritanism, and Revoluntionary period, transcendentalism, idealism, pragmatism, naturalism, and realism. [Fall.] 71 ETHICS 5 crs. An inquiry into the principles of morals and ethics, the nature of moral experience, and an analysis of the language of ethical discourse. [Winter, 1968-69.1 73 METAPHYSICS 5 crs. An inquiry into the nature of metaphysics, the function of metaphysical language, and an examination of major historical and contemporary views. [Prereq.: #. Winter, 1969-70.1 75 EPISTEMOLOGY 5 crs. An inquiry into the bases of claims to knowledge of various sorts and into the possibility of general criteria of truth and falsity. [Prereq.: # .Fall, 1969-70.1 H 81 SEMINAR IN PHILOSOPHY 5 crs. A careful study of some selected man or movement in the Western philosophical tradition, with heavy emphasis on the careful reading of primary source materials. [Prereq. : #. Spring.] 99 INDEPENDENT STUDY 2-5 crs. For philosophy majors. Individual study and research on some philosophical topic of interest to the student, worked out in consultation with the faculty advisor. CPrereq.: #. Fall, Winter, Spring.] PHYSICAL EDUCATION See under Department of Health and Physical Education. DEPARTMENT MR. HANWICK, chairman, MR. KWE, MR. SPIESS OF PHYSICS Recognizing the importance of physics in contemporary life and realizing that keeping abreast of the rapid advances in some areas is almost impossible, although necessary, it is the desire of the department to bring to the students not only the basic concepts, but also insights into recent developments. By so doing it is hoped that challenges will arise, be met, and so stimulate sound thinking, perceptive judgment, and an interest in experimental techniques. To this end the department prepares some students for graduate studies and some for the teaching profession. The liberal arts tradition is served by offering courses that will enable a student to follow developments with some degree of comprehension. Major: 48 credits, including 21, 22, 23, 51, 52, 61, 62, 63, 81, 82, and 5 credits of 77. Recommended for graduate school: 53, 70, 75, 83 in addition to courses listed for the major. Minor: 29 credits. H l ASTRONOMY 4 crs. A descriptive course requiring only elementary mathematics. Our solar system, the stars, and galaxies. The necessary optical i n s h m e n t s are explained, and use is made of a 12" reflecting telescope. Occasional night viewing. [Fall, Winter.] 3 INTRODUCTION TO PHYSICS 4 crs. A survey of physics, touching on some aspects of mechanics, heat, sound, electricity and magnetism, optics and atomic physics. The goals, methods and concepts are studied in a historical and contemporary context. Not intended for majors in physics. C4 lect., 2 hrs. lab. Spring.I 1 2 1 , 22, 23 GENERAL PHYSICS 5, 5, 5 crs. A rigorous study of the concepts of mechanics, fluids, heat, sound, optics, electricity, and magnetism, and some aspects of modern physics. For majors in physics and other specified fields. Must be taken in sequence. [5 hrs. 1ect.-recit., 2 hrs. lab. Prereq.: Math. 41. 21, Fall. 22, Winter. 23, Spring.] 1 5 1 , 52 MECHANICS 4, 4 crs. The classical equations of motion are presented for a single particle, a system of particles, and for rigid bodies. Stationary and moving frames of reference are used. Must be taken in sequence. [Prereq.: 23, Math. 58. 51, Fall. 52, Winter.] 53 MECHANICS 4 crs. A restatement of classical mechanics employing Lagrange's equations. Rigid body mechanics and small oscillations are included. [Prereq.: 52, Math. 58. Spring.] 1 6 1 ELECTRONICS 5 A review of D.C. and A.C. circuits b e f e e introducing the electron and some circuit applications. The study of solid state diodes transistors with applications to certain circuits. [4 lect., 2 hrs. lab. req. : 23, Math. 43. Fall.] crs. tube and Pre- 1 62, 63 ELECTRICITY AND MAGNETISM 4, 4 crs. Treats the classical electromagnetic theory using vector calculus throughout. Topics include electrostatics, magnetostatics, solutions of Laplace's and Poisson's equations and the use of Maxwell's equations to the solution of problems in electromagnetic wave phenomena. [Prereq.: 61, Math. 58. 62, Winter. 63, Spring.] 70 OPTICS 5 crs. Both geometrical and physical optics are presented with the greater emphasis on the latter. Reflection and refraction, interference, diffraction and polarization. [ 4 lect., 2 hrs. lab. Prereq.: 23, Math. 43. Spring.] 1 75 MODERN PHYSICS 4 crs. A phenomenological introduction to modern physics that includes the Special Theory of Relativity, atomic theory, radiation, particles and nuclear models. [Prereq.: 23, Math. 43. Fall.] I cr. 77 ADVANCED PHYSICS LABORATORY Independent laboratory investigations. Numerous experiments including mechanics, electricity, spectroscopy, nuclear physics. Students may take this course five times for credit with the last term devoted to some research project. [3 hrs. per wk. Prereq.: 23. Fall, Winter, Spring.] 1 8 1 , 82 THERMAL PHYSICS 4, 4 crs. Study of thermal properties, using as illustrative material the properties of gases, low temperature phenomena, and Curie's law substances. Three main divisions : classical thermodynamics, kinetic theory, and an introduction to statistical mechanics. [Prereq.: 52, Math. 84. 81, Fall. 82, Winter.] 1 83 INTRODUCTION TO SOLID STATE PHYSICS 4 crs. A study of the physical properties of solids, particularly the properties exhibited by atoms and molecules by virtue of their location in a regular crystal lattice. [Prereq.: 82, Math. 84. Spring.] UPPER DIVISION DEPARTh'IENT OF POLITICAL SCIENCE MR. STENSHOEL, chairman, MR. DEWEY, MRS. NOONAN Augsburg's offerings in political science are intended to facilitate an understanding of the processes, concepts, and institntins of governance; to provide an intellectual basis for effective and informed citizenship; and to help prepare interested students for additional work at the graduate or professional level, in such areas as law, political science, public administration, and international relations. Major: 45 credits in political science, plus 5 credits in Social Statistics (Soc. 61). Political science courses required include 20, 21, 22, and a t least one course in each of the following areas: Comparative Government (numbered in the 50's) ; International Relations (60's) ; Public Law (70's) ;and Political Theory (80's). Minor: 27 credits, including 20, 21, 22; and a t least one course in each of three of the four areas indicated above. A maximum of nine credits toward a political science major may be earned from among certain specific courses offered by the departments of history and economics. For information, see the Chairman of the Department of Political Science. . . Course 20, 21, or 22 will meet the general education requirement in political science or economics. 20 AMERICAN GOVERNMENT I: FOUNDATIONS OF AMERICAN DEMOCRACY 5 crs. The nature, assumptions, and conditions of democratic politics in the United States. Historical, economic, social, and constitutional factors are considered, as well as the roles of political parties and interest groups. The American system is compared briefly with democratic and nondemocratic alternatives. [Winter.] 2 1 AMERICAN GOVERNMENT II: AMERICAN NATIONAL GOVERNMENT 5 crs. The Presidency, Congress, and the Supreme Court as instruments of conflict and consensus in the American political system. The role of the national government is examined in the context of social and economic interdependence and of ideological and pragmatic conflict. [Spring.] 2 2 AMERICAN GOVERNMENT Ill: STATE AND LOCAL GOVERNMENT; PUBLIC ADMINISTRATION 5 crs. Problems and patterns of state and local government, including urban and metropolitan development and intergovernmental relationships. Public administration is introduced from several perspectives : as discipline, as political process, as concrete expression of the positive state. [Fall.] UPPER DIVISION COURSES . . 50 COMPARATIVE DEMOCRATIC GOVERNMENTS 4 crs. A comparative analysis of the respective political theories, institutions, and processes of selected democratic states. [Prereq.: 20, 21, or 22, or #. Winter.] 51 CONTEMPORARY COMMUNIST GOVERNMENTS 4 crs. The political processes of the Soviet Union and other Communist states are analyzed in terms of ideological assumptions, the party role and institutional forms. [Prereq. : 20, 21, or 22, or #. Fall.] W 60 INTERNATIONAL POLITICS 4 crs. General theories of international politics, the basic factors involved in international relations, and the formulation of foreign policy as background for study of recent international problems. [Prereq.: 20, 21, or 22, or #. Fall.] 62 COMMUNIST FOREIGN POLICIES 4 crs. Analysis of the motivation, formulation, and implementation of foreign policies of Communist nations, with emphasis upon the Soviet Union and China. [Prereq. :51 or 60. Spring.] 70 CONSTITUTIONAL LAW I 4 crs. The legal-political-philosophical role of the judiciary in the American constitutional system is analyzed via a study of significant cases decided by the U.S. Supreme Court. [Prereq.: 10 credits in American Govt. or #. Winter.] W 71 CONSTITUTIONAL LAW I I 4 crs. A continuation cf course 70, emphasizing the protections afforded individ~lc.1righ's and liberties cnder the Bill of Rights and the Fourteenth Amendment. [Prereq. : 70. Spring.] W 80 POLITICAL THOUGHT TO 1800 4 crs. Analysis of selected readings from outstanding political philosophers from Plato throxgh Burke. Emphasis is placed upon elements reflected in Western democratic thought. [Fall.] W 8 1 RECENT POLITICAL THOUGHT 4 crs. Conflicting ideologies of recent political thinkers, including anarchist, Communist, elitist, and democratic views. [Winter.] W 84 CONTEMPORARY POLITICAL ANALYSIS 4 crs. An investigation of the theory-building and model-building of selected contemporary political scientists, and of their philosophical and methodological assumptions. For majors in political science. [Spring.] W 9 5 SEMINAR 3 crs. Consult department chairman for information concerning terms and subject matter. [Prereq. : # .] W 9 9 INDEPENDENT STUDY Registration by special permission. [Fall, Winter, Spring.] 2-5 crs. DEPARmNT OF PSYCHOLOGY MRS. DYRUD, chairman, MRS. ANDEREGG, MR. HOLMAN, MRS. HOWARD The objectives of this department are: (1) to acquaint the student with the principles and methods in the scientific study of behavior; and (2) to enable the student to better understand the processes which influence behavior. Emphasis is on the study of human behavior. . . .. . . Major: 36 credits, including 5, 59, 61, 62, 64, 81, 91, and 99. In addition, Soc. 61 is required. Minor: 24 credits including 5, 59, and 87. 5 GENERAL PSYCHOLOGY 5 crs. A study of basic processes underlying behavior. The general principles and methods of psychology are examined as they apply to the many areas of specialization in psychology. [Prereq.: So. or #. Fall, Winter, Spring.I 7 GENERAL PSYCHOLOGY SEMINAR I cr. Offered in connection with course 5 for one additional credit. I t includes advanced readings and discussion on general psychology topics. [Prereq.: #. Fall, Winter, Spring.] UPPER DIVISION COURSES 50 EDUCATIONAL PSYCHOLOGY 4 crs. See under Secondary Education. 5 1 DEVELOPMENTAL PSYCHOLOGY: CHILD 4 crs. Development of personality and/or behavior of children, with emphasis on theoretical considerations and empirical findings regarding socialization, cognition, family relationships, and general psychological development. [Prereq.: 5 and concurrent registration in or completion of statistics. Fall.] 52 DEVELOPMENTAL PSYCHOLOGY: ADOLESCENT 4 crs. Development of personality and/or behavior patterns of adolescents, with emphasis on theory and empirical findings regarding physical and sexual development, parent-child relationships, identity and the peer group, cognitive development and achievement, and social class differences. [Prereq.: 5 and concurrent registration in or completion of statistics. Winter.] 53 DEVELOPMENTAL PSYCHOLOGY: ADULT 4 crs. Development of personality and/or behavior patterns of adults, with special emphasis on young adults. Some theory and empirical findings regarding personality, values, interests and vocational choice, sexuality, adjustment and behavior change. A brief discussion of findings in geriatric psychology. [Prereq. : 5 and concurrent registration in or completion of statistics. Spring.] 55 HUMAN GROWTH AND DEVELOPMENT 4 crs. See under Elementary Education. W 59 PSYCHOLOGICAL MEASUREMENT I 4 crs. Theory and principles of measurement and testing. Examination given to the purposes, construction and use of measurement devices in personnel work of business and industry. [Prereq.: 5, and Soc. 61. Fall.] . 60 PSYCHOLOGICAL MEASUREMENT II 4 crs. Administration and interpretation of standardized tests of intelligence, aptitude, interest, achievement and personality. Special emphasis given to the use of the Revised Stanford-Binet and Wechsler Adult Intelligence Scale in supervised practice situations. [Prereq. : 59. Winter.] W 61 PERSONALITY I: APPROACHES TO PERSONALITY 4 crs. A study of the dynamics of human adjustment with emphasis on behavior that customarily falls within the normal range. Includes an introduction to major theories of personality. [Prereq.: 5. Fall.] W 62 PERSONALITY II: ABNORMAL PSYCHOLOGY 4 crs. A study of the sociological, biological, and psychological factors involved in abnormal behavior. Contains an examination of diagnostic categories, treatment, and research in mental illness. [Prereq.: 61. Winter.] W 64 EXPERIMENTAL PSYCHOLOGY 4 crs. An introduction to experimental n~ethodologyin psychology : experimental design, operations, and data analysis. [Prereq.: 5 and Soc. 61. Spring.] W 75 SOCIAL PSYCHOLOGY See under Department of Sociology. 5 crs. 81 HISTORY AND THEORY 4 crs. A survey of ideas and events of importance in the development of current areas of psychology. [Prereq.: 13 crs. in psych. or #. Fall.] 85 COUNSELING PSYCHOLOGY 4 crs. An introduction to the basic principles, methods, and techniques of counseling. Consideration given to goals and ethical problems in a counseling relationship. [Prereq. : 62. Winter.] 87 DIFFERENTIAL PSYCHOLOGY 4 crs. Survey of individual and group differences and factors such as age, heredity, sex and environment which contribute to variations in ability and temperament. [Prereq. : 5. Fall.] 91 SEMINAR IN PSYCHOLOGY 3 crs. A study of psychological problems in the contemporary world. [Prereq.: 17 crs. in psych. or #. Spring.] 99 RESEARCH PROBLEMS 2-3 crs. Independent study in which students conduct individual research projects. [Prereq. : # . Fall, Winter, Spring.] MR. P . A. QUANBECK, chairman, MR. BENSON, MR. COLACCI, MR. FRETHEIM, MR. RTANDSAGER, MR. OLLILA, MR. SKIBBE The courses in religion are intended to assist the student in his reflection on the meaning of the Christian Church through the study of its beliefs, its scripture, and its mission. The graduation requirement includes 18 credits in religion. Of these credits 10 must be in the lower division, and at least 8 must be upper division. Freshmen are required to take course ll: sophomores, course 21. Courses ll and 21 are prerequisites for all upper division courses. Only one of courses 53, 54 may apply toward the graduation requirement. Requirements for transfer students will be determined a t the time of admission. Major: 46 credits, including one course from each of the following groups of courses plus one seminar: 51-59; 61-63; 71-74; 81-85. Also required are: two courses each in history, literature, philosophy (above 21); and one course in either sociology or psychology (above 5). Two courses of upper division Greek may be counted toward a major in religion. Minor: 26 credits. DEPARTMENT OF RELIGION W I l INTRODUCTION TO THEOLOGY 5 crs. .An inrroduction to the academic discipline of theology and to the dialogue beriveen the church and the world which concerns Christian doctrine. 1 Fall, Winter. S ~ ~ r i n1g . 21 BIBLICAL STUDIES 5 crs. The origin, literary character, and transmission of the biblical documents. The task of biblical interpretation. The history of Israel and the emergence of the church. [Fall, Winter, Spring.] UPPER DIVISION COURSES W 5 1 THE TEACHING MINISTRY OF THE CHURCH 4 crs. The historical development and theological foundation of education in the church, The relationship of the teaching and preaching ministries. Methods and means of teaching, and the task of Christian education today. [Winter.] 52 THE THEOLOGY AND FORM OF CHRISTIAN WORSHIP 4 crs. A study of the origin of Christian worship, the development of the various liturgical traditions and the recent liturgical innovations. Attention will be given to both the theology and the form of worship. Visits will be made to a variety of worship services. [Winter.] 53 HISTORY OF RELIGIONS I 4 crs. A study of primitive religion and several religions of the Near East, including Islam and Zoroastrianism. [Fall.] W 54 HISTORY OF RELIGIONS I1 4 crs. A study of several religions of the F a r East, including Hinduism, Buddhism, Confucianism, and Taoism. [Winter.] 59 RELIGION AND SOCIETY 4 crs. See under Department of Sociology. W 61 EARLY CHRISTIAN FATHERS 4 crs. The development of certain f ~ n d a m e n t a ltheological doctrines from the time of the Apostolic Fathers up to the Ecumenical Councils of the early church. [Fall.] W 62 THEOLOGY OF THE REFORMERS 4 crs. An introduction to the theological thought of the Protestant reformers of the sixteenth century. Special attention to the writings of Martin Luther, John Calvin, and other representative figures. [Winter.] 63 AMERICAN PROTESTANTISM 4 crs. The Protestant ethos in the United States. Special attention to the rise of religious liberty, revivalism, the American denominational structure, and the responses of American Protestantism to the challenges of its environing culture. [Spring.] 71 JESUS AND HIS INTERPRETERS 4 crs. Consideration of the New Testament Documents, particularly the Gospels, dealing with their content, literary structure and relationships. Attention to the variety of interpretations given the person of Jesus, including the "quest for the historical Jesus." [Fall.] 4 crs. 7 2 THE THEOLOGY OF PAUL A study of the Apostle Paul including his historical background, his relationship to the early church, and some of the themes to be found in his writings. [Spring.] 73 THE MESSAGE OF THE OLD TESTAMENT 4 crs. The various types of Old Testament literature. The distinctive ideas of Hebrew thought with emphasis on the message of the prophets. [Winter.] 74 STUDIES IN GENESIS ONE TO ELEVEN 4 crs. A detailed study of these chapters, with discussion of their theological significance and their background in Israel and the ancient Near East. Special attention will be given to interpretive problems, particularly a s related to history and science. [Fall.] 81 CONTEMPORARY THEOLOGY 4 crs. An introduction to some representative trends in Christian theological thought today, as seen from the systematic perspective, in the light of the continuing theological task of the Christian Church. [Spring.] 82 CONTEMPORARY ROMAN CATHOLIC THEOLOGY 4 crs. New trends of Roman Catholic theology a s expressed in the writings of some of its representatives. Relation of new theological and biblical insights to the dogmatic definitions of the church. [Fall.] 83 CHRISTIAN ETHICS 4 crs. The bases of Christian social responsibility, in terms of theological and sociological dynamics. Emphasis on developing a constructive perspective for critical reflection upon moral action. [Fall.] 84 CHRISTIAN VIEW OF MAN 4 crs. The Christian doctrine of man and salvation. Its uniqueness and relevance to certain other contemporary views of the nature and destiny of man. [Spring.] 85 THEOLOGY OF THE ECUMENICAL MOVEMENT 4 crs. A study of the theological factors inherent in the origin, the various participating churches and the main results of the modern Ecumenical Movement. Representatives from various religious groups will be invited to lecture and lead discussions. [Winter.] 86 SEMINAR 4 crs. Special study in some field of theology. Registration is by permission of the instructor. 99 INDEPENDENT STUDY 2-5 crs. SCANDINAVIAN STUDIES See under Department of Modern Languages. SOCIAL SCIENCE MAJOR See under Curriculums. MR. TORSTENSON, chairman, MR. BLOOM. MR. HUSFLOEN, MRS. MADSON, MR. NELSON, MR. NORDLIE, MR. VETVICK The objectives of this department are to help students attain a better understanding of society, its social order and forces of social change; to prepare students for social service occupations and for post-graduate studies in such fields as sociology, social work, industrial relations, urban planning, etc. The Department seeks to maximize its urban setting by promoting research and participant-observation experiences in the TwinCity Metropolitan region. DEPARTMENT OF SOCIOLOGY Major: 50 credits consisting of 20 lower division credits a.nd 30 upper division credits, including 61, 62, 76, 91. Psych. 5 also required. Philosophy of Science i s strongly recommended. Major with Social Work Sequence: 50 credits consisting of 20 lower division credits and 30 upper division credits including 51, 52, 53, 54. 55, 56, 61. Psych. 5 also required. Minor: 25 credits including 12, 43, 61. Sociology 11 is prerequisite to all other sociology courses. W I I MAN IN MODERN SOCIETY 4 crs. The cultural and structural dynamics of the Western world as seen through sociological perspectives. A focus on normative patterns, social organizations, social institutions, and socialization in the context of social change. [Fall, Winter, Spring.] W 12 SOCIAL PROBLEMS 4 crs. The dynamic processes a t the root of contemporary social problems in the context of historical, social and cultural change. [Winter, Spring.] W 31 MARRIAGE AND FAMILY 5 crs. The course is designed to help the student in his preparation for marriage and parenthood and focuses on such issues as the interpersonal relationships of dating, selection of a marriage partner, constructive use of the engagement period, early marriage adjustments, childbirth, discipline of children, and sex education. Integral parts of the course include films, personal analysis papers, and the discussion of case studies. A secondary emphasis is given to such sociology of the family concerns as tracing the family historically and cross-culturally, and viewing the contemporary American family against a background of modern society and social change. [Winter, Spring.] W 41 INTRODUCTION TO ANTHROPOLOGY 4 crs. Man's prehistory and contemporary primitive societies. An analysis of the origins of life and man, race and culture, and cultural and social anthropology including subsistence and crafts, marriage and kinship, social control, religion and magic, personality and culture, and cultural growth. [Fall.] W 42 RURAL AMERICAN COMMUNITY 4 crs. The social origins, development, and contemporary forms of rural society and the small community. The historic roots of the American rural community; rural social movements; and rural life in world perspective. [Winter.] W 43 MODERN URBAN COMMUNITY 4 crs. The cultural and social organization of the city in historical perspective including the forms, processes, and problems of the modern metropolis. [Spring.] UPPER DIVISION COURSES W 51 FIELDS OF SOCIAL WORK 4 crs. Examines basic concepts and values in the practice of social work; historical development and trends in Social Policy and Programs in the U.S.; and surveys the social services offered through the various public and non-profit agencies and institutions. [Prereq.: Concurrent registration in 54. Fall.] 52 INTRODUCTION TO METHODS OF SOCIAL WORK 4 crs. Provides a beginning understanding of the three methods of social workcasework, group work, and community organization. Explores basic concepts of human growth and behavior and social process and their relationship to the methodology of social work. [Prereq.: 51, and concurrent registration in 55. Winter.] 53 WELFARE ISSUES IN MODERN SOCIETY 4 crs. Examines Social Welfare's responsibility and relevance to the problems of modern society including poverty, mental illness, automation, deviant behavior, mental retardation, and civil rights. Explores some of the recent experiments and new approaches to these problems both within and outside the Social Welfare field. Points up some of the current and re-occurring issues within and about Social Welfare in modern society. [Prereq.: 52 and concurrent registration in 56. Spring.] 54,55,56 FIELD EXPERIENCE IN SOCIAL AGENCIES I cr. per term Students are assigned five hours per week to work in a social agency such as a settlement house, or a hospital, public welfare, family service correction and services to the mentally retarded. Responsibilities vary according to the agency. From one to four students are assigned to each agency. The agency provides the supervision and recommended grade for the course. No credit given unless all three quarters are completed. Must be taken concurrently with Soc. 51, 52, and 53. [54, Fall. 55, Winter. 56, Spring.] 57 SUMMER WORK STUDY IN CORRECTIONS AND SOCIAL SERVICE 5 crs. A summer experience for undergraduate students combining independent study and paid work experience in the fields of Corrections and Social Services. 59 RELIGION AND SOCIETY 4 crs. An examination of the social sources and structure of the church. Particular emphasis is given to the study of bureaucracy and its relation to religious systems. Some exploration of the changing patterns of society and the relationship of these changes to the institutional church. [Fall.] 6 1 INTRODUCTION TO SOCIAL STATISTICS 5 crs. Scientific methods of collecting, organizing, comparing and interpreting socio-psychological data. Constructing graphs and tables, finding measures of central tendency, variability and association, and h y p e thesis testing. IPrereq. : high school algebra or equir. Fall, Spring.] 62 SOCIAL RESEARCH 5 crs. Methods of investigation in sociology and psychology. An examination of procedures and problems of the research prccess. An analysis of research designs and techniques. The construction of questionnaires and other data-gathering tools. [Prereq.: 61. Winter.] 5 crs. Non-normative behavior with an emphasis upon crime and delinquency. Gang-delinquencv, white-collar crime, organized crime. The theories of crime causation, treatment, and prevention. [Spring.] W 73 CRIME AND DELINQUENCY M 75 SOCIAL PSYCHOLOGY 5 crs. Society and the individual, the socialization process, the development of personality, the impact of group norms. The various theoretical schools of social psychology. Selective forms of collective behavior such as cro-.vd, rumor, and audience. [Fall.] 82 RACIAL AND MINORITY GROUP RELATIONS 5 crs. The historical, cultural, structural and psychological dimensions of minority group relations. Major attention is focused upon prejudice, racism and civil rights in the American setting. [Winter.] 83 INDUSTRIAL SOCIOLOGY 5 crs. Large-scale organizations in contemporary industrial society. Bureaucracy, decision-making.. formal and informal or~anizational structure and labor-management relations. [Spring.] 85 SEMINAR IN THE MODERN METROPOLIS I cr. A study of the nature, dynamics and challenges of the emerging metropolitan community. 91 MODERN SOCIOLOGY THEORY 5 crs. The development and nature of the major theoretical schools of contemporary sociology, in the context of their historical settings in the nineteenth and twentieth centuries. [Winter.] SPANISH See under Department of Modern Languages. DEPARTMENT OF SPEECH MR. ANDERSON, chairman, MISS COLE, MRS. OLSON This department aims to foster in students those skills which contribute to meaningful self-expression and effective leadership. It seeks to develop platform skills, intelligent speech compositions, and critical listening hzbits. It aims, through courses in interpretative reading and drama, to stimulate an appreciation of fine literature and drama. Major: 40 credits. Students who do not plan to go into secondary or elementary school teaching should consult with the department regarding preparation for graduate school or other post-graduate opportunities. Teaching major: 44 credits. For secondary education students: 11, 32, 12 a 52, 51 or 55, 60, 61, 66, and 76. In addition, a course in logic is required, but credits in this course do not count toward the major. Minor: 28 credits. Teaching minor: 28 credits. For secondary education students: Y, 32, 51 or 55, 60, and 66. Course 76 is strongly recommended. For elementary education students: ll, 16, 60, 61, ond 76. For elementary education students, courses 16 and 76 are recommended. Elementary education students who have had speech in high school may request substitution of course 16 to fuliill the literature/speech requirement. Normally, courses 11 and 51 fulfill this requirement. I I BEGINNING SPEECH 4 crs. Basic problems of effective speaking and critical listening. Meets five times per week. [Fall, Winter, Spring.] I 2 FORMS OF PUBLIC ADDRESS 4 crs. Public speaking projects with emphasis on style, audience psychology, and adaptation to various situations. [Prereq. : 11. Winter.] 16 STORY TELLING AND CREATIVE DRAMATICS 4 crs. Selection of stories for various age groups. Techniques, observation, and practice in story telling and creative dramatics. Recommended for parish workers and elementary school teachers. [Fall, 196849.1 2 1 DEBATE I cr. Practice in debating the intercollegiate debate question of the year. Participation in intercolle$ate debates. Open to all students. May be repeated four times for credit. [Fall, Winter.] 28 STAGECRAFT 4 crs. Construction, painting, and other aspects of scenery preparation. Open to all students. [Winter.] 32 ACTING 4 crs. An introduction to the art of acting. Practical work in pantomime and improvisation; participation in dramatic presentations. [Spring.] UPPER DIVISION COURSES H 5 1 ARGUMENTATION 5 crs. Application of logic in public speaking, discussion, and debates. [Fall.] 52 PERSUASION 5 crs. Theory of persuasion and propaganda; study of great speeches; practical work in speech writing. [Prereq. :11. Spring, 1968-69.1 55 GROUP LEADERSHIP AND DISCUSSION 5 crs. Theories of group leadership: principles and types of discussion; practice in discussion techniques. [Winter.] 60 INTERPRETATIVE READING 5 crs. Basic principles of oral interpretation of literature. Practice in reading prose, poetry, and drama. [Fall, Winter.] 61 INTRODUCTION TO DRAMATIC ARTS 5 crs. An introduction to history of the theater and to theories of drama and dramatic production. [Fall.] 66 STAGE DIRECTION 5 crs. Theory and practice of stage direction with laboratory exercises in planning productions and conducting rehearsals. [Spring.] 67 LIGHTING AND SCENE DESIGN 5 crs. History, theory, and practice of stage lighting and scene design. [Fall, 196%70.] 68 DRAMA IN THE CHURCH 5 crs. History of drama in the church, reading and discussion of plays, study of uses of drama by the local congregation. [Spring, 1969-70.1 76 SPEECH PATHOLOGY 5 crs. Physical and psychological factors underlying normal and abnormal speech. An introduction to principles and methods of speech correction. [Winter.] 99 INDEPENDENT STUDY 1-3 crs. Selected topics in oral interpretation, acting, theater history, rhetorical theory, or speech pathology; individual projects with emphasis on the use of primary sources and methodolgy of research. [Fall, Winter, Spring.] SPECIAL PROGRAMS OF -- STUDY AFFILIATION WITH SCHOOLS OF NURSING Student nurses in the Schools of Nursing a t the Lutheran Dwconess, .Swedish, Fairview, and ~ e t h o d i i tHospitals in Minneapolis receive some of their instruction at Augsburg College. Application for admission to the Schools df Nursing should be made to the hospitals directly. MEDICAL TECHNOLOGY In cooperation with the Minneapolis General and Swedish Hospitals, Augsburg offers work which enables the student to receive a college degree with a major in Medical Technology. The first three years of this work are taken a t Augsburg and a final twelve-month program is completed a t one of the two hospitals. CORRECTIVE THERAPY [7 A program in Corrective Therapy worked out in cooperation with the Veterans Administration Hospital is available to students who complete a major in Physical Education a t Augsburg. Tke program requires 250 hours of clinical observation. practice, and orientation under the direction of the Chief of Physical Medicine and Rehabilitation Service at the Veterans Hospital. The work may be done either during the senior year or after graduation. It carries no college credit. SPAN Augsbrrrg participates in the SPAN (Student Project for AmiQ among Nations) program. Tnis is a joint venture of the University of Minnesota and several colleges in the state. Qualified students are selected to spend a summer in informal study abroad. -4ppplications are made in the spring of the sophomore year. JUNIOR YEAR ABROAD [7 Arrangements have been made under which Augsburg College students may spend their sophomore or junior year in study a t a number of European educational institutions. These institutions are: The University of Oslo, Norway; Schiller College and The Goethe Institute in Germany; and The Institute for American Universities a t Aix-en-Provence in France. Study a t other institutions may be possible through special arrangements. Applications for such foreign study must be approved by the Committee on Admissions and Student Standing. In addition, the student's program of study while in Europe must be approved by his faculty adviser prior to making application to the Committee on Admissions and Student Standing. A year of foreign study is recommended only for students with good scholastic records whose programs of study can be followed satisfactorily a t the institutions chosen. Credit earned through foreign study can usually be applied to the student's graduation requirements as electives or, occasionally, as elements of his major sequence. Such credit ordinarily does not satisfy the general education requirements with some exceptions such as the study of a foreign language. HONORS PROGRAM For superior freshman sudents, some special accelerated sections are available in such subjects as English and History. For superior students of all classes, special colloquia are offered each term. Many departments of the college offer a program through which the student can earn honors in his major field. Students of high ability who are interested in pursuing an honors curriculum are invited to write to the Director of the Honors Program for infomation regarding the Honors Programs which may be open to them. Honors students are selected on the basis of previous academic achievement and test results. NORTH-SOUTH STUDENT EXCHANGE PROGRAM In order to promote better understanding in the area of race relations and to encourage better cultural exchange between the students of Augsburg College and colleges in the South, Augsburg has entered into an agreement with various southern colleges whereby an interchange of students may take place. This exchange may take place during either the second or third, term, or both, depending upon the schedules of the cooperating colleges. In order to qualify for the exchange program, the Augsburg student must secure the approval of his/her parents (if he/she is a minor), his/her major adviser, and various college officials. A further general requirement is approval by the student exchange board which will, among other things, require a grade point average of a t least 2.50. Further details and application forms may be secured from the office of the Dean or the President of the Student Society. THE PASS/NO CREDIT GRADING SYSTEM Effective with the 196748 academic year, a Pass/No Credit grading system is available to juniors and seniors only, applicable to a maximum of one course per term. The provisions of the system are as follows: 1. Juniors and Seniors only may choose to be graded on the 2. 3. 4. 5. 6. basis of Pass/No Credit instead of a regular grade for a maximum of one course in any one term. The Pass/No Credit option may not be applied to courses in the student's major field. Each department of the college shall determine which, if any, of the courses it offers may not be taken by any student on a Pass/No Credit basis. Students will be informed by the Registrar's Office a t each registration day of the courses which may not be taken under the system. Although credits earned under the system will be counted toward fulfilling the requirements for graduation, Pass/No Credit grades will not be used in computing the student's Grade Point Average. The student must exercise the option of taking a course under the Pass/No Credit grading system at the time of his registration for the course, and may not change after the end of the first week of the term. Under the Pass/No Credit grading system, the grade of 'S' shall be assigned to the student earning the equivalent of a grade from 'A' to 'C'; the grade of 'N' to the student earning the equivalent of a grade from 'D' to 'F'. AUGSBURG SUMMER SCHOOL Students may earn up to ten credits of college work in a sixweek summer session from June 24 through August 2, 1968. For 1969, tentative plans call for a similar six-week term beginning June 9, followed by a short term of three weeks set for July 21 through August 8, during which additional five credits may be earned. Most courses will meet mornings, Monday through Friday. Others will meet for longer periods two evenings a week, in order to accommodate part-time students employed during the day. Eligible to attend Augsburg summer school are present students and graduates of Augsburg and other accredited colleges and universities, as well as recent high school graduates whose class standing and scores in college aptitude examinations indicate a high probability of success in college work. Courses to be offered during the summer sessions will be determined, in part, by demand. Most will not require prerequisites. In addition to formal classes, provisions are being made for independent study in several areas, and for individual instruction in voice and instrumental music. For 1968, summer tuition for 8-10 credits is $220.00, plus a registration fee of $5.00. The latter fee will, however, be waived for those completing registration not later than June 14. Private lessons will be charged separately. A single board and room charge for the 1968 summer session will be $100.00, and will provide morning and noon meals exclusive of weekends, and a room from the evening of June 23 through the morning of August 3. For specific information, interested persons are asked to write: Director of Summer School Augsburg College Minneapolis, Minnesota 55404 CURRICULU'MS The following courses of study are outlined as guides for the student and his adviser in planning a program for a selected major, or a particular vocational objective. GENERAL LIBERAL ARTS The course of study given below suggests a sequence which may be followed to include the required general education courses. For electives, students should take care to include all courses required for the major field of study. Requirements for the major are listed under departmental headings. Term FRESHMAN Religion 11 English 11, 12 History 1, 2, or 3 Sociology 11 Foreign Language Electives H. P.E. 1. 2, 3 I Term 11 I11 Cr. Cr. Cr. - - 5 5 4 - 4 - - 5 5-6 - 4 5 5 1/3 1/3 1/3 SOPHOMORE Religion 21 Foreign Language Natural Science or Math. Art 1 or Music 30 Pol. Sci. 20, 21, or 22, or Economics 22 Electives Term JUNIOR Religion Philosophy 21 Speech 11 or Literature Electives I II III Cr. Cr. Cr. - 4 - - 4 4 - SENIOR Religion Electives I I1 111 Cr. Cr. Cr. - 5 4 4 5-6 5-6 4 - - - 6 - - - 4-5 6 Term I II m Cr. Cr. Cr. 12 12 12 AMERICAN STUDIES MAJOR The following program is suggested for a major in American Studies. FRESHMAN Religion 11 English 11, 12 History 1, 2, or 3 Sociology 11 Foreien Laneuaee ~ i s t o 621. 22 H. P.E. 1, 2, 3 JUNIOR Economics 22 (Optional) Speech or Literature Art 1 or Music 30 Religion 63 Sistory 55. Psychology 81s Sociology 42'; 43' Philosophy 65 Electives (non-major) SOPHOMORE Religion 21 Foreign Language Natural Science or Math. Philosophy 21 English 45 Political Sci. 20. 21 - - 4 -4 - - 4 4 4 4 - - 4 4 4 4 - - 4 4 SENIOR Sociology 59. Political Sci. 70* Histon 56' ~ d u c a i i o n87. English 82. Political Sci. 22' American Studies 95 American Studies 99 Electives (non-major) * Electives in the major program ART MAJOR WITH HISTORY MINOR AS PREPARATION FOR GRADUATE STUDY FRESHMAN I Term I1 111 Cr. Cr. Cr. SOPHOMORE Relieion 21 F o r & n Language Natural Science or Math. Philosouhy 21 Art 21Art 18, 55 History 2 History 61 I Term I1 III Cr. Cr. Cr. JUNIOR Religion Art 83. 84 Art 67 Art 50 History 3 Speech 11 or Literature Music 30 History 21, 22 Elective Term I I1 I11 Cr. Cr. Cr. - - 4 - 4 4 - 4 4 - 4 - 4 -- 4 5 5 - 4 4 - SENIOR Religion Pol. Sci. 20, 21, or 22 or Economics 22 Art 68 Art 78 History 95 History 71 Art 99 Electives Term I I1 I11 Cr. - Cr. 4 Cr. - -- 4 8 - 4-5 4 4 3 - - - 4 - 8 ART MAJOR FOR TEACHING IN SECONDARY SCHOOLS The following program is a suggested course of study. Students are urged to read carefully the statement under the Department of Art. FRESHMAN Religion 11 English 11, 12 Foreign Language History 1, 2, or 3 Art 7 Art 8. 12 Sociology 11 H. P.E. 1, 2, 3 JUNIOR Religion Art 83, 84 Art 67 Art 50 H. P.E. 10 Education 50 Education 52, 53, 54 Education 59 Music 30 Electives Term I 11 m Cr. Cr. Cr. SOPHOMORE Religion 21 Foreign Language Natural Science or Math. Philosophy 21 Speech 11 or Literature Term I 11 I n Cr. Cr. Cr. Art ---. 21 -Art 18 and 55 Psychology 5 Term I I1 I11 Cr. Cr. Cr. SENIOR Religion Education 84 Education 83 Education 87 Pol. Sci. 20. 21. or 22 or Economics 2 2 Art 68, 99 Art 78 Term I I1 I11 Cr. Cr. Cr. BIOLOGY MAJOR The following program is recommended for students who plan to do graduate work in biology. Where choices of biology are indicated, the student should choose carefully the course best suited to his field of interest. At least one term of botanical work is usually desirable. Biology 72 is required. FRESHMAN Religion 11 Englsh 11. 12 History 3 Sociology 11 Chemistry 5 or 15 Chemistry 6 or 16 Biology 11, 12 H. P.E. 1, 2, 3 JUNIOR ---------- Foreign Language Physics 21. 22. 23 Biology 61; 71; or 76 Biology 63, 72 or 74 Pol. Sci. 20, 21. or 22 or Economics 22 Term I I1 I11 Cr. Cr. Cr. SOPHOMORE Religion 21 Speech 11 or Literature Chemistry 51, 52, 53 Mathematics 40, 41, 42 Biology 53 or elective Term I I1 111 Cr. Cr. Cr. - - 5 - 6 6 1 / 3 1/3 1/3 Term I I1 I11 Cr. Cr. Cr. SENIOR Religion Foreign Language Art 1 or Music 30 Philosophy 21 or 23 Biology 51, 71, or 76 Biology 73 or elective Biology 72. 74, or 81 Biology 91, 92, 93 Electives Term I I1 I11 Cr. Cr. Cr. BIOLOGY MAJOR FOR SECONDARY SCHOOL TEACHING The program suggested below provides for the recommended courses in chemistry as well as for a good background in the biological sciences. When making the choices between the biology course options, it is important that the various disciplines of biology are represented. Biology 72 and one other course in the 70 series are required. Term Term FRESHMAN Religion 11 English 11. 12 History 3 Socioloev 11 I I1 111 SOPHOMORE Cr. Cr. Cr. 5 4 - - - - 5- 6 - 6 - 4 4 6 - - 6 1/3 1/3 1/3 Relieion 21 ~ o r G g nLanguage Biology 51 Psychology 5 Chemistry 23 H. P.E. 10 Mathematics 13 or 40* Mathematics 14 or elective* Religion Speech 11 or Literature Foreign Language Education 50. 59 Chemistry 53' Biology 61. 71, or 76 Biology 53 or 73 Biology 63, 72, or 74 Education 52, 53, 54 I I1 I11 5 5 5 - 5 5 - - 5 - - 6 5 - - Term Term JUNIOR I Cr Cr. Cr. TI I11 Cr. Cr. Cr. - 4 4 4 4 5 4 5 5-6 6 5-6 0 0 0 - -- - SENIOR Religion Art 1 or Music 30 Biology 61, 71, or 76 Biology 72, 74, or 81 Biology 91, 93 Education 83 Education 84 Education 87 Pol. Sci. 20, 21, or 22 Philosophy 21 or 23 I I1 I11 Cr. Cr. Cr. 4 4 - 5-6 - - 5-6 1 - 1 - 5 10 4 4-5 4 - - - - - Elective if the student is allowed to take Mathematics 40 rather than Math. 13 and 14. MAJOR IN BUSINESS ADMINISTRATION (ACCOUNTING SPECIALIZATION) Students with a major in Business Administration may specialize in accounting or finance. Students are urged to read carefully the statement under the Department of Business Administration. Term FRESHMAN I I1 I11 SOPHOMORE Cr. Cr. Cr. Religion 21 Foreign Language Business Ad. 31 Economics 22, 23 Philosophy 21 Speech 11 or Literature Art 1 or Music 30 Electives Relieion 11 E n g E s h 11, 12 History 1. 2, or 3 Business Ad. 1. 2 Sociology 11 Natural Science or Math. Elective H. P.E. 1. 2, 3 Religion Foreign Language Sociology 61 Business Ad. 61 Economics 51 Business Ad. 62, 63 Electives I I1 I11 Cr. Cr. Cr. 4 4 4 - - 5 5 5 - 5 5 - 4 5 - 5 - 5 - 5 5 4 4 - - Term Term JUNIOR Term I I1 I11 Cr Cr. Cr. SENIOR I I1 I11 Cr. Cr. Cr. Religion Business Ad. 81 Business Ad. 83 Electives MAJOR IN BUSINESS ADMINISTRATION (FINANCE SPECIALIZATION) FRESHMAN Religion 11 English 11, 12 History 1, 2, or 3 Business Ad. 1, 2 Sociology 11 Natural Science or Math. Elective H. P.E. 1, 2, 3 Term I I1 I11 Cr. Cr. Cr. 5 4 5 4 4 4 - - 4 5-6 5-6 4 1/3 1/3 1/3 -- - - - - SOPHOMORE Religion 21 Foreign Language Business Ad. 31 Economics 22, 23 Philosophy 21 Speech 11 or Literature Art 1 or Music 30 Electives Term I I1 111 Cr. Cr. Cr. - - 5 5 5 - 5 - - 4 4 JUNIOR Religion Foreign Language Sociology 61 Economics 51 Business Ad. 61, 62 Electives Term I I1 I11 Cr. Cr. Cr. Term I 11 I11 Cr. Cr. Cr. SENIOR Religion Business Ad. 78 Business Ad. 73 Electives BUSINESS EDUCATION MAJOR FOR TEACHING IN SECONDARY SCHOOLS FRESHMAN Religion 11 English 11, 12 Foreign Language History 1, 2, or 3 Business Ed. 1 Business Ed. 10 Sociology 11 Philosophy 21 H. P.E. 1, 2, 3 JUNIOR Religion Education 50 Education 52. 53. 54 Education 59 Business Ad. 1, 2 Business Ed. 50 Economics 22, 23 Business Ed. .63 Art 1 or Music 30 Electives Term I I1 I11 Cr. Cr. Cr. SOPHOMORE Relieion 21 ForGgn Language Natural Science or Math. Speech 11 or Literature Psychology 5 Business Ed. 21 Business Ed. 22 Business Ed. 53 Business Ed.. 8 Term I I1 I11 Cr. Cy. Cr. 4 - 6 - - SENIOR Religion Education 84 Education 83 Education 87 H. P.E. 10 Business Ad. 31 Electives Term I I1 I11 Cr. Cr. Cr. Term I I1 I11 Cr. Cr. Cr. CHEMISTRY MAJOR The following course of study meets the requirements for the Bachelor of Arts degree a t Augsburg College and is approved by the American Chemical Society for students who plan to do graduate study in chemistry. FRESHMAN Religion 11 English 11, 12 History 1, 2, or 3 Mathematics 40 Chemistry 15, 16 or 5, 6 Mathematics 41, 42 H. P.E. 1. 2, 3 JUNIOR Religion Chemistry 61. 62 Chemistry 63 Mathematics 83 Foreign Language Philosophy 21 Chemistry 91 Electives Term I I1 I11 Cr. Cr. Cr. - 4 5 6 - 5 - 5 - 4 6 - 5 5 1/3 1/3 1/3 SOPHOMORE Religion 21 Chemistry 51, 52 Chemistry 53 Physics 21, 22, 23 Mathematics 43 Sociology 11 Term I I1 I11 Cr. Cr. Cr. Religion â¬hemism 81. 83 C h ~ m l s m$2 Forcim L ~ ~ g u a g e Speech 11 or Literature Pol. Sci. 80. 21. or 22 or Economics 22 Art 1 or Music 30 Chemistry 91 Electives Term I I1 I11 Cr. Cr. Cr. - - 5 6 6 5 5 - 5 5 4 - - 5 - - Term I I1 111 Cr. Cr. Cr. - - 4 5 - 5 - 4 4 - 4 - - DENTISTRY Students planning to enter the pre-dental curriculum should take geometry, trigonometry, and higher algebra in high school. Courses in physics and chemistry are highly desirable. The following schedule will meet the requirements for admission to most dental schools. Prospective dental students, however, should inquire of the dental schools in which they are interested about specific requirements. Term FRESHMAN Religion 11 English 11. 12 Mathematics 40. 41 Biology 11, 12 ' Chemistry 15, 16 or 5, 6 H. P.E. 1. 2, 3 I Term I1 111 Cr. Cr. Cr. - - 5 4 - 5 5 5 - 6 6 6 6 1/3 1/3 1/3 - SOPHOMORE Religion 21 Pol. Sci. 20, 21 or 22 Sueech. Lit. or Hist. ~;ychology 5 Chemistry 51, 52 Physics 21, 22, 23 I I1 111 Cr. Cr. Cr. 5 - 5 - - 4 - - ECONOMICS MAJOR The following program is a suggested course of study. Students are urged to read carefully the statement under the Department of Business Administration, Economics, and Business Education. Term FRESHMAN Religion 11 English 11, 12 History 1, 2, or 3 Natural Science or Math. Sociology 11 Electives H. P.E. 1, 2, 3 JUNIOR Religion F o r s g n Language Sociology 61 Economics 51, 58 Electives I Term I11 Cr. Cr. Cr. 5 - 4 5 4 5-6 5-6 - 4 - - 10 1/3 1/3 1/3 - - - Term I I1 I11 Cr. Cr. Cr. 4 - 4 4 - SOPHOMORE Religion 21 Foreign Language Philosophy 21 Speech 11 or Literature Art 1 or Music 30 Business Ad. 1, 2 Economics 22, 23 Electives I I1 111 Cr. Cr. Cr. - 5 5 5 - - 4 - - 4 - - 4 4 4 4 - 4 4 - Term SENIOR Religion Electives I I1 I11 Cr. Cr. Cr. - 4 15 12 15 ELEMENTARY EDUCATION Students planning t o prepare for elementary school teaching are required t o complete the following curriculum. Except where a choice is indicated substitutions may be made only upon the approval of the Director of Elementary Education. Since the optional subjects and free electives are limited, the program must be followed carefully from the first year. For the science-mathematics general education requirement, elementary education students are required to take one course in biological and one in physical science. For the speech-literature requirement in general education, they are required to take Beginning Speech unless exempted. The major in this program is Elementary Education. Each student is required t o complete a minor. Variations in the requirements of the minor from those prescribed by the department may be permitted subject to special departmental approval. An academic major is highly recommended. FRESHMAN Religion 11 Engljsh 11, 12 Foreign Language Historv 1. 2. or 3 ~ i o l o & o a lscience H. P.E. 10 Sociology 11 H. P.E. 1. 2. 3 Elective (minor) JUNIOR Relieion ducati ion 55 Education 56 Education 52, 53, 54 Geography 14 Education 64 Term I I1 111 Cr. Cr. Cr. 5 5 4 5 5 - 4 5 - 5 - 4 1/3 . 1/3 . 1/3 . - 4 - - - - - - - Term I 11 Cr. Cr. Cr. - 4 5 - 4 - 0 0 0 - 4 - - 6 rn SOPHOMORE Religion 21 Foreign Language Psychology 5 Phvsical Science poi. ~ c i 20, . 21 or 22 Music 30 History 21 or 22 Elective (minor) SENIOR Relieion r ducat ion 77 Philosophy 21 Speech 11 Education 79 Education 87 Education 65 Electives (minor) Term I I1 111 Cr. Cr. Cr. 5 4 4 5 4-6 - 5 4 5 - 4 5 - - ~ - - Term I I1 I11 Cr. Cr. Cr. 4 - - Elective (minor) JUNIOR AND SENIOR HIGH SCHOOL TEACHING Each state sets certain requirements for obtaining a teacher's certificate. The program outlined below satisfies the requirements for certification a t the junior and senior high school level in Minnesota and most of the neighboring states. The student should, during his sophomore year, apply t o the Committee on Teacher Education for admission t o the education curriculum. He will also need to apply for student teaching during the junior year. Admission will be determined on the basis of scholarship and other qualifications. Areas in which students may obtain teaching majors or minors are: Art Business Education English-Language Arts English Speech Foreign Language French German Scandinavian Studies Spanish Health and Physical Education Mathematics Music Natural Science Biology Chemistry Physics Social Sciences History Political Science Minors for teaching are also offered in Latin and Library Science. FRESHMAN Religion 11 English 11, 12 Foreign L a n g ~ a g e History 1, 2, or 3 Sociology 11 H. P.E. 1, 2, 3 Electives JUNIOR Religion Philosophy 21 Speech 11 or Literature Education 50, 59 Education 52, 53. 54 H. P.E. 10 Electives in the major Term I I1 I11 Cr. Cr. Cr. - 5 4 5 5 5 4 - 4 1/3 1/3 1/3 5-6 5 - Term I I1 I11 Cr. Cr. Cr. 4 - - 4 - 4 5 4 0 0 0 - - 5 - 8 8 8 SOPHOMORE Religion 21 Foreign Language Music 30 or Art 1 Natural Science or Math. Pol. Sci. 20, 21 or 22 or Economics 22 Psychology 5 Electives SENIOR Reliigon Education 83. 84 Education 87 Electives in the major Term I I1 I11 Cr. Cr. Cr. Term I I1 111 Cr. Cr. Cr. ENGINEERING The following program is recommended for students who plan to enroll in a school of engineering. Students planning t o enter this program should have completed four years of high school mathematics and be qualified by the Mathematics Placement Test to enter Mathematics 41. Those who plan t o transfer to the Institute of Technology at the University of Minnesota will also need, in some cases, a course in Rigid Body Mechanics (Statics) and Engineering Graphics. These may be taken in summer session a t the U. of M. FRESHMAN Relieion 11 ~ n g l k h11. 12 Sociology 11 Mathematics 40, 41, 42 Chemistry 15. 16 or 5, 8 H. P.E. 1, 2. 3 JUNIOR Religion Physics 75 Physics 62, 63 Physics Lab. Mathematics 83, 84 Biology 11, 12 or, Elective Electives Term I I1 I11 Cr. Cr. Cr. SOPHOMORE Religion 21 History 1, 2, or 3 Literature Sociology 12 Physics 21, 22, 23 Mathematics 43. 58 Art 1 Term I I1 I11 Cr. Cr. Cr. Term I I1 I11 Cr. Cr. Cr. - - 4 ENGLISH MAJOR The following program is a suggested course of study. Students are urged to read carefully the statement under the Department o'f English. FRESHMAN Religion 11 English 11 or 15 Enelish 12 or 35. 45 Foreign Language History 1, 2, or 3 Sociology 11 H. P.E. 1, 2, 3 JUNIOR Religion Art 1 or Music 30 English 61. 62, 84 English 72 or 74 English Elective Electives* Term I TI I11 Cr. Cr. Cr. 5 4-5 - 5 5 5 5 4 - A - - Term I II 111 Cr. Cr. Cr. ---4 - 5 - - 4 5 - 5 SOPHOMORE Religion 21 Foreign Language Pol. Sci. 20. 21. or 22 or ~conomics'22 Speech 11 Philosophy 21 Natural Science or Math. English 35 or 45 or Elective in the major English 47; and 31, 32, or 78 SENIOR Term I I1 I11 Cr. Cr. Cr. 5 - - Term I 11 n I Cr. Cr. Cr. Religion English 90 Electives* * Electives recommended for students planning to enter graduate school: English 80 or 82, 86, 88, 92, 95; and foreign language. ENGLISH MAJOR FOR TEACHING IN SECONDARY SCHOOLS FRESHMAN Religion 11 English 11 or 15 Enelish 12 or 35. 45 Foreign Language History 1, 2, or 3 Sociology 11 H. P.E. 1, 2, 3 Term I I1 111 Cr. Cr. Cr. SOPHOMORE Religion 21 Foreign Language Speech 11 and 12. 52 or 55 Pol. Sci. 20, 21. or 22 or Economics 22 Philosophy 21 Natural Science or Math. English 35 or 45 or 55 English 47, 31 Term I 11 I n Cr. Cr. Cr. JUNIOR Religion Psychology 5 Education 50 Education 52. 53. 54 Education 59 ' English 61. 62, 55 English 72 or 74, 84 Speech 60 or 66 Term I I1 I11 Cr. Cr. Cr. - 4 5 - 4 0 0 0 5 5 5 5 - 4 5 5 - - - - - Term I I1 I11 Cr. Cr. Cr. 4 - 10 5 SENIOR Religion Education 84 Education 83 Education 87 H. P.E. 10 Art 1 or Music 30 English 21 or 40, 86 or 88 English 90. 91, or 92 Library Science 75 -- -- -45 . 4 4 3 -- - - 4 - 5 FRENCH, GERMAN, SPANISH MAJORS FOR TEACHING IN SECONDARY SCHOOLS The following program is a suggested course of study. Students are urged to read carefully the statement under the Department of Modern Languages. Term I I1 I11 Cr. Cr. Cr. FRESHMAN Religion 21 Intfr. Foreign Language Sueech 11 or Literature ~ h i l o s o p h y 21 Pol. Sci. 20. 21, or 22 or Economics 22 Art 1 or Music 30 H. P.E. lo* Electives or 56, 57 Religion 11 English 11, 12 Beg. Foreign Language History 1. 2, or 3 Sociology 11 Natural Science or Math. H. P.E. 1. 2, 3 Term I I1 I11 Cr. Cr. Cr. JUNIOR Religion Education 50' Education 52.. 53.. 54' Education 59* Psychology 5. Conversation 55 Survey 63, 64" Literature 74~~~c~~~.;- 72- or -- Term I I1 I11 Cr, Cr. Cr. SOPHOMORE 5 5 5 - - 5 - - - Term I I1 I11 Cr. Cr. Cr. SENIOR Religion Education Education Education Ad. Conv. and Comp. 84 Literature 72 or 74 Indep. Study 99 Electives 5 - 2 5 - - - 5 2 5 5 5 5 Students who do not plan to take t h e education sequence may substitute 92. 99 or other electives for these courses. * * Courses 56, 57 may be elected for either 63 or 64. - GREEKMAJOR Students who plan to major in Greek should confer with the chairman of the department regarding electives and courses to be taken in the senior year. Term I I1 111 Cr. Cr. Cr. FRESHMAN Religion 11 English 11, 12 History 1, 2. or Latin 1, 2, 3 Sociology 11 H. P.E. 1, 2, 3 - - 5 3 JUNIOR Religion Greek Philosophy 41, 42, 43 Speech 11 Electives Term I fI 111 Cr. Cr. Cr. 4 4 4 4 4 4 4 4 - 8 8 - - Term I I1 I11 Cr. Cr. Cr. SOPHOMORE Religion 21 Naturll Science Greek 11. 12, Philosouhv 21 POI. sG. 30, 21, Econ. 22 Art 1 or Music SENIOR Religion Greek Literature Electives Math. 22 or Term I I1 111 Cr. Cr. Cr. 4 - - BROAD MAJOR IN HEALTH AND PHYSICAL EDUCATION FOR TEACHING Two teaching majors are offered in the Department of Health and Physical Education. Students are urged to read carefully requirements listed in the departmental course descriptions. FRESHMAN Religion 11 English 11, 12 Foreign Language History 1, 2, or 3 Sociology 11 H. P.E. 10 H. P.E. 23 H. P.E. 11, 13 (W,M) H. P.E. 1, 2, 3 JUNIOR Religion Education 50 Education 52, 53, 54 Education 59 Pol. Sci. 20, 21, or 22 Econ. 22 Art 1 or Music 30 H. P.E. 57' H. P.E. 51, 52 H. P.E. 71, 72 H. P.E. 82 or Soc. 31. Term I I1 I11 Cr. Cr. Cr. SOPHOWOBE - - 5 1 1 1/3 1/3 1/3 H' P E: 335. P.E. 43 R. P.E. 5D' Term I I1 I11 Cr. Cr. Cr. - 4 4 0 0 0 - - 5 - - - 6 5 - - 2 4 4 4-5 4-5 4 - - SENIOR Religion Education 84 Education 83 Education 87 Philosophy 21 H. P.E. 73. H. P.E. 60. Speech 11 or Literature Electives Term I I1 I11 Cr. Cr. Cr. Term I I1 I11 Cr. Cr. Cr. - - - 5 - 4 4 5 4 4 - n - 10 - -- -4 - - - 4 - - Starred courses are required for the broad major in Health and Physical Education but may be omitted for the Physical Education teaching major. HISTORY MAJOR The following program is a suggested course of study. Students are urged t o read carefully the statement under the Department of History. FRESHMAN Religion 11 English 11, 12 Foreign Language History 1, 2, 3 Sociology 11 301. Sci. 20, 21 or 22 or Economics 22 H. P.E. 1. 2, 3 JUNIOR Religion Foreign Language History Economics Art 1 or Music 30 Minor or Elective Literature Term I I1 111 Cr. Cr. Cr. 5 - - 4 5 - 5 5 4 4 4 - 4 4-5 1/3 1/3 1/3 Term I I1 I11 Cr. Cr. Cr. 4 - 5 5 4 8 4 4 - - - 4 - 4 4 - - 4 SOPHOMORE Religion 21 Foreign Laneuage Historv 21, 22 P h i l o s o ~ h y 21 Psychology 5 Natural Science or Math. SENIOR Religion Foreign Language History Seminar Minor or Elective Term I I1 111 Cr. Cr. Cr. - 4 5 - - 5 - 4 5 4 5 5-6 5-6 - Term I I1 111 Cr. Cr. Cr. HISTORY MAJOR FOR TEACHING IN SECONDARY SCHOOLS FRESHMAN ~ n g l i s h11, 12 Foreian Language History 1, 2, 3 Sociolonv 11 ~ c o n o m i c s 22 H. P.E. 1. 2. 3 JUNIOR Religion Education 50 Education 52. 53. 54 Education 59 -~ -.-... Art 1 or Music 30 Geography 14 Political Science 20. 22 H. P.E. 10 History Term I I1 111 Cr. Cr. Cr. 5 - 4 5 - 5 5 4 4 4 4 - 4 1/3 1/3 1/3 - - Term I I1 111 Cr. Cr. Cr. SOPHOMORE Religion 21 Foreign Language History 21, 22 Philosowhv 21 ~ s y c h o i o g y5 Natural Science or Math. SENIOR Religion Education 84 F,ueech 11 or Literature History History 95 Term I I1 I11 Cr. Cr. Cr. - - 5 5-6 5-6 Term I I1 I11 Cr. Cr. Cr. LAW College preparation for law school is flexible, and does not require a specific course of study or a particular major. Students considering law as a profession are urged to study the requirements and suggested curricula for the following majors: American Studies, pages 50 and 108. English, pages 68 and 114. History, pages 34 and 116. Political Science, pages 92 and 121. While any of the above majors is appropriate as a pre-law curriculum, other majors are also highly acceptable. For most law schools a broad background in the liberal arts constitutes a better preparation than specialization and expertise in narrower fields. While not all law schools require a baccalaureate degree as a condition for admission, it is normally to the advantage of the student to have completed his undergraduate degree program. Nearly all law schools in the United States require applicants to take a standardized Law School Admission Test, administered several times each year a t prescribed times. Students interested in law as a possible vocation should contact the pre-law adivsor, chairman of the Department of Political Science. MATHEMATICS MAJOR The following course of study is designed for students who have a strong background in mathematics from high school. Students who lack this background may need to complete Mathematics 13, 14 before registering for Mathematical Analysis. FRESHMAN Religion 11 English 11. 12 Foreign Language History 1, 2, or 3 Math. 40, 41, 42 H. P.E. 1. 2, 3 JUNIOR Religion Mathematics 83. 84, 85 mathematics 72, 73 Philosophy 21 Speech 11 or Literature Mathematics 61 Electives Term I I1 I11 Cr. Cr. Cr. 5 4 5 5 5 4 - - - - - 5 5 5 1/3 1/3 1/3 Term I LI I11 Cr. Cr. Cr. 4 4 4 4 4 4 4 - 4 4 4 4 4 - - - - - SOPHOMORE Religion 21 Pol. Sci. 20. 21, or 22 or Econ. 22 Socioloev 11 ~6riign"~anguage Art 1 or Music 30 Physics or Chemistry Mathematics 43, 58, 64 Term I I1 I11 Cr. Cr. Cr. 5 - - - - 4-5 4 4 4 4 5-6 5-6 5 4 4 - - - Term I I1 I11 Cr. Cr. Cr. SENIOR Religion Mathematics 67 Mathematics 80 Mathematics 99 Electives MATHEMATICS MAJOR 0 FOR TEACHING IN SECONDARY SCHOOLS FRESHMAN Religion 11 English 11, 12 Foreign Language History 1, 2, or 3 Mathematics 40, 41, 42 H. P.E. 1, 2, 3 Cr. C 4 5 5 5 - - - 4 5 5 5 1/3 1/3 1/3 Foreign Language Sociology 11 Pol. Sci. 20, 21, or 22 or Econ. 22 Mathematics 43, 58. 64 Physics or Chemistry 4 - 4 4 - - - 45 5 4 4 5-6 5-6 - I Relieion Art l or Music 30 Education 50, 59 Speech 11 or Literature Psychology 5 Mathematics 83. 84 Educatiun 52, 53, 54 Philosophy 21 Mathematics 61. 72 Elective Term II I11 Cr. Cr. Cr. 4 4 4 5 - 4 5 4 4 0 0 0 4 - -- SENIOR Term I Religion Education 87 Education 84 Education 83 mathematics 80 Mathematics 67 Mathematics 99 H. P.E. 10 Electives I1 111 Cr. Cr. Cr. - - -4 - 10 4 - ~ MEDICAL TECHNOLOGY MAJOR Students may c,omplete a course of instruction leading to the Bachelor osf Arts degree with a major in medical technology by completing three years of academic work a t Augsburg College and twelve months of preparation at General Hospital or Swedish Hospital in Minneapolis. A minimum of 24 credits each of biology and chemistry, and one term of mathematics, is required. A college course in physics is strongly recommended. The program outlined prepares students for certification in medical technology, and it also includes the Augsburg graduation requirements. In the senior year students taking this program must register a t Augsburg a s well as a t the affiliated hospital. FRESHMAN Relieion 11 ~ngnsh 11, 12 History 2 Sociology 11 SioloEv 11. 12 ~ h e m G t r y'5 or 15 Chemistry 6 or 16 H. P.E. 1, 2, 3 JUNIOR I Term Term I1 I11 Cr. Cr. Cr. 5 4 5 4 - - - 4 - 6 6 6 - - 6 - 1/3 1/3 1/3 I Term I1 I11 SOPHOMORE I I1 In: Cr. Cr. Cr. Religion 21 Foreign Language Art 1 or Music 30 Speech 11 or Literature Mathematics 13 Chemistry 23 Biology 53 or 73 Biology 72 SENIOR Cr. r. -. . C . Cr. -. Religion Foreign Language Pol. Sci. 20, 21, or 22 or Economics 22 Philosophy 21 or 23 Physics 3 Chemistry 53 Biology 71 or electives Biology 76 - 4 - - - - 5-6 6 4 4 4-5 4 - 4 - - Lectures, laboratory and practical work at General or Swedish Hospital for 12 months. 45 credits 4 6 - - MEDICINE Since mo'st pre-medical students at Augsburg have gone to the Medical School of the University of Minnesota, the following is based on its requirements for admission. Information for other medical schools may be obtained from "Medical School Admissions Requirements," published by the Association of American Medical Colleges, and available in the Augsburg library. It is the responsibility of the individual student to see that he has completed the requirements for admission to the medical schools to which he intends to make application. The "Minimum Requirements" for the Medical School, University of Minnesota, as translated into courses a t Augsburg College, are as follows: Credits 12 12 12 Biology 11, 12 Chemistry 15. 16 ChemIstrv 51. 52 &jal science and Humanities General electives Recommended: Physical Chemistry 61 Mathematics 42 (calculus) 5 5 Medical schools emphasize the word "minimum" in listing their minimum requirements. In addition to the required and recommended courses listed, pre-medical students are encouraged to take a t least two additional courses in biology and one course in psychology. Some medical schools require or strongly recommend this work. Broad studies in the liberal arts are highly desirable. Pre-medical students normally complete a major in either biology or chemistry. The minimum requirements for a biology major are shown under Department of Biology; for a chemistry major under Department of Chemistry. Students are strongly urged to consult these departments early for advice on scheduling these majors. MUSIC MAJOR FOR TEACHING The following program is a suggested course of study. Students are urged to read carefully the statement under the Department of Music. FRESHMAN Religion 11 English 11, 12 Foreign Language History 1, 2, or 3 Music 1, 2, 3 Applied Music H. P.E. 1, 2. 3 JUNIOR Religion Education 50 Education 52, 53, 54 Education 68 Education 59 Art 1 Music 53'. 54 Music 60, -61 Music 57, 58 Music Organization Applied Music Term I I1 111 Cr. Cr. Cr. - - 4 5 - 5 5 - 5 - - 4 5 4 1 1 1 1/3 1/3 1/3 4 Term I 11 In Cr. - .. Cr. - - . Cr. . - . - - 4 - - 4 0 - 0 0 - 4 5 4 3 0 1 3 0 1 - - 5 - 4 4 4 - 0 1 - SOPHOMORE Religion 21 Foreign Language Sociology 11 Psychology 5 Natural Science or Math. Music 4, 5, 6 Applied Music Term I I1 111 Cr. Cr. Cr. 5 4 4 - - 4 5 - 4 1 - - - 5-6 5-6 4 4 1 1 Term I I1 I11 Cr. Cr. Cr. SENIOR Religion Education 84 Education 83 Education 87 Pol. Sci. 20, 21, or 22 or Economics 22 H. P.E. 10 Philosophy 21 Music Organization Electives MUSIC MAJOR FRESHMAN Religion 11 English 11, 12 Foreign Language History 1, 2, or 3 Music 1, 2, 3 Applied Music H. P.E. 1, 2, 3 Term I I1 I11 Cr. Cr. Cr. - - 5 4 5 - SOPHOMORE Religion 21 Foreign Language Natural Science or Math. Sociology 11 Music 4, 5, S Applied Music Music Organization Elective Term I I1 I11 Cr. Cr. Cr. 4 - 4 4 1 0 4 4 5 - 4-5 4-5 4 4 1 0 - 1 0 - JUNIOR Religion Art 1 Music 60, 61, 62 Music 53*, 54 Music 57, 58 Applied Music Music Organization Electives * Term I II m Cr. Cr. Cr. - - 4 5 4 4 4 1 0 3 1 0 - 4 - 4 - 4 - 3 1 0 4 SENIOR Religicn Pol. Sci. 20. 21. or 22 or ~ c o n o m i c s22 Philosophy 21 Music 76 Applied Music Music Organization Speech 11 or Literature Electives I Term IIm Cr. Cr. Cr. - 4 - - 4-5 - - 4 - 1 0 1 0 4 - 1 0 4 8 10 - 5 Choral Technique may be substituted for Instrumental Technique in the fall term. NATURAL SCIENCE MAJOR FOR TEACHING IN SECONDARY SCHOOLS A major in natural science consists of 63 credits in science and mathematics with at least 27 credits in each of two of the areas of biology, chemistry, physics; or at least 27 cred,its in each of three of the areas of biology, chemistry, mathematics, physics. The following program is suggested. I Term nrn Cr. Cr. Cr. SOPHOMORE Term 1IIm Cr. Cr. Cr. For& Language Art 1 or Music 30 Natural Science or Math. Pol. Sci. 20. 21. or 22 or Economics. 22 Psychology 5 Term I I1 m Cr. Cr. Cr. Religion Philosophy 21 Speech 11 or Literature Education 50, 59 Natural Science or Math. Education 52, 53, 54 H. P.E. 10 - 4 -4 -9 8 0 0 - 5 4 - 4 5 8 0 Term SENIOR Religion Natural Science or Math. Education 84 Education 83 Education 87 ~ n 0. Cr. Cr. - - 10 5 - 4 - 13 13 - - - - 4 - PHILOSOPHY MAJOR FRESHMAN Religion 11 English 11, 12 Foreign Language History 1, 2, or 3 Sociology 11 Philosophy 21 H. P.E. 1, 2, 3 Electives JUNIOR Religion Speech 11 or 51 or Literature Philosophy Elective Electives Term I II m Cr. Cr. Cr. ---5 4 5 5 5 4 - SOPHOMORE 4 - - - 4 - - 4 1/3 1/3 1/3 - - 4 Religion 21 Foreign Language Natural Science or Math. Art 1 or Music 30 Pol. Sci. 20, 21, or 22 or Economics 22 Phdosophy 23 Philosophy 41. 42, 43 Term I I1 I11 Cr. Cr. Cr. SENIOR Term I n m Cr. Cr. Cr. -5 4 - 5-6 5-6 4 - - - - 5 4 - - 4-5 - 4- 4 Term I II I11 Cr. Cr. (Sr. Religion Philosophy 99 Philosophy Elective Electives PHYSICS MAJOR The following program is a suggested course of study. Students are urged to read carefully the statement under the Department of Physics. m FRESHMAN Religion 11 Enelish 11. 12 ~ o & i g n~ a $ u a g e Math. 14 or 40 Mathematics 41. 42 History 1, 2, or'3 Sociology 11 H. P.E. 1, 2, 3 JUNIOR Religion Physics 61 Physics 51, 52 Mathematics 83, Art 1 or Music Physics 62. 63 Physics 77 Electives Term I I1 111 Cr. Cr. Cr. 5 4 5 5 5 5 - 5 5 4 4 1/3 1/3 1/3 - - - - - Term I I1 I11 Cr. Cr. Cr. SOPHOMORE Religion 21 Foreign Language Physics 21, 22, 23 Mathematics 43 Mathematics 58 Pol. Sci. 20, 21 or 22 or 3conomics 22 Philosophy 21 Term I I1 I11 Cr. Cr. Cr. Term I I1 I11 Cr. Cr Cr. SENIOR Reliigon Physics 81, 82 Physics 77 Speech 11 or Literature Electives POLITICAL SCIENCE MAJOR 0 The following program is a suggested course of study. Students are urged to read carefully the statement under the Department of Political Science. FRESHMAN Religion 11 English 11, 12 History 3 Philosophy 21 Math. or Natural Science Sociology 11 Political Sci. 20, 21 H. P.E. 1, 2, 3 JUNIOR Religion ~ o r e i g nLanguage Political Sci. 60 Political Sci. 80, 81. 84 Economics 22. 23 Psvcholow 5 ~iferaturF Elective Term I I1 111 Cr. Cr. Cr. - 5 4 5 4 4 - 5-6 5-6 4 5 5 1/3 1/3 1/3 - - - - Term I 11 111 Cr. Cr. Cr. 4 - 5 5 4 4 4 4 - 4 4 - - - SOPHOMORE Religion 21 Art 1 or Music 30 Sociology 61, 62 Philosophy 23 Political Sci. 22, 50 Computer Science 45 History 21, 22 SENIOR Religion Political Sci. 51, 62 Political Sci. 70, 71 Foreign Language Electives Tern I I1 111 Cr Cr Cr. Term I I1 111 Cr. Cr. Cr. - 4 - PSYCHOLOGY MAJOR IJ FRESHMAN Term I I1 111 Cr. Cr. Cr. SOPHOMORE Term I I1 I11 Cr Cr. Cr. Religion 21 Foreign Language Philosophy 21 Pol. Sci. 20, 21, or 22 or Economics 22 Art 1 or Music 30 Speech 11 or Literature Psychology 5 Electives Religion 11 English 11, 12 Natural Science or Math History 1, 2, or 3 Sociology 11 H. P.E. 1, 2, 3 Electives Term I I1 I11 Cr Cr. Cr. - 4 4 4 5 4 - - - - 4 4 4 - Term I I1 I11 Cr. Cr. Cr. SENIOR Religion Psvcholoev ~&ychol Psychology Psychology Electives 81 o99 ~~ 91 Elective RELIGION MAJOR Term I I1 111 Cr. Cr. Cr. FRESHMAN Religion 11 English 11, 12 Natural Science History 1, 2 Sociology 11 Electives H. P.E. 1, 2, 3 Math. I Term n m Cr. Cr. Cr. Religion 21 Religion .-P O ~ . 2"i. - 20,-21,-or or Economics 22 Art 1 or Music 30 Philosophy 21 Electives I Religion Philosophy Foreign Language Psychology 5 Electives SOPHOMORE Term I1 I11 Cr. Cr. Cr. 4 4 4 4 4 - 4 4 5 - 4 6 - - - SENIOR Term I II rn Cr. Cr. Cr. Religion Religion 86 Literature Sociology Electives SCANDINAVIAN STUDIES MAJOR The following program is a suggested course of study. Students are urged to read carefully the statement under the Department of Modern Languages. Term I I1 I11 Cr. Cr. Cr. Religion 11 Eneldh 11. 12 scGa. 1. 5 EListov 1. 2. or 3 Natural Seience or Math. Soziology 11 H. P.E. 1, 2, 3 - - 5 Term I II I11 Cr. Cr. Cr. Religion 21 Scand. 5, 6 Scand. 55 Scand. 26 or Economics 22 H. P.E. 10. Art 1 or Music 30 Term I nrn Cr. Cr. Cr. - - Religion Psychology 5. Education 50. duoa at ion 52, 53, 54. Education 59. Scand. 72 Philoso~hv 21 Scand. -74Scand. 62 Electives SOPHOMORE - 4 5 - - 4 0 0 - - 05 5 - 4 - SENIOR Term I I1 I11 Cr. Cr. Cr. Religion Education 84' Education 83' Education 87; Scand. 84 Scand. 99 Electives * Students who do not plan to take the education sequence may substitute electives for these courses. SECRETARIAL WORK The first year of the f'ollowing program provides preparation for certain office positions. Completion of the second year provides more advanced training. A student who has had similar courses in high school may be admitted to advanced classes on the basis of his proficiency in the subject. An outline of the requirements for teaching business subjects in high school appears under Business Education. A secretarial-work certificate is awarded on completion of the twoyear program. A student in the two-year program must select three courses from the general education requirement making a total of 90 credits. FIRST YEAR Religion 11 Enelish 11. 12 ~ u i i i e s s~ - d 1. Business Ed. 50 Business Ed. 21. 22 Business Ed. 53 Business Ed. 10 Electives H. P.E. 1, 2, 3 Term I I1 111 Cr. Cr. Cr. SECOND YEAR Term I I1 111 Cr. Cr. Cr. Religion 21 psychology 5 Speech 11 Busixess Ad. 1, 2 Business Ed. 63 Business Ed. 8 Electives SEMINARY Completion of the pre-seminary curriculum is intended to prepare the student for admission into a theological seminary course. The following program gives the approximate pre-seminary course. It does not specify a major or a minor. The student should seek the counsel of the seminary adviser as early as possible since the major selected by the student may affect the choice of courses even in the freshman year. FRESHMAN Term I I1 I11 Cr. Cr. Cr. Religion 11 English 11, 12 Historv 1. 2. 3 ~ o r e i & ~anguage' Sociology 11 H. P.E. 1, 2 3 JUNIOR Religion Greek Philosophy 41, 42, 43 Speech 11 Electives SOPHOMORE Term I I1 111 Cr. Cr. Cr. Religion 21 Natural Science or Math. Foreign Language Philosophy 21 Pol. Sci. 20, 21, or 22 or Economics 22 Art 1 or Music 30 Electives Term I I1 111 Cr. Cr. Cr. 4 5 5 5 4 4 4 - 4 - - SENIOR Term I 11 111 Cr. Cr. Cr. Religion Greek Literature Electives * Since Latin 2 is a prerequisite to Beginning Greek. students who have not studied Latin in high school will need to take Latin 1, 2 in college. SOCIAL SCIENCE MAJOR FOR TEACHING IN SECONDARY SCHOOLS A major in the social sciences consists of 65 credits including at least 37 credits in history; 4 credits in geography; and 8 credits in each of economics, political science, and sociology. The following program includes the requirements for a teaching major in the social sciences. FRESHMAN Term I I1 111 Cr Cr Cr. Religion Education 50 Education 52, 53, 54 Education 59 Art 1 or Music 30 Geography 14 Political Sci. 20, 22 H. P.E. 10 Economics 23 History Term I I1 111 Cr Cr. Cr. Religion 21 Foreign Language History 21, 22 Philosophy 21 Psychology 5 Natural Science or Math. Religion 11 English 11, 12 Foreign Language History 1, 2, 3 Sociology 11 Economics 22 H. P.E. 1, 2, 3 JUNIOR SOPHOMORE Term I I1 I11 Cr. Cr. Cr. 4 - 4 0 0 0 - - 5 4 4 5 5 - 5 4 4 4 - - - - SENIOR Relieion ducati ion 84 Education 83 Education 87 Sociology 12 Speech 11 or Literature History History 95 Electives Term I I1 111 Cr. Cr. Cr. A social science minor consists of 45 credits including at least 29 credits in history; and 4 credits in each of the following: geography, economics, political science, sociology. SOCIOLOGY MAJOR The following program is recommended for students who plan to study sociology in graduate scho,ol. FRESHMAN Religion 11 English 11. 12 Foreign Language History 1, 2, or 3 Socioloev 11. 12 A& 1 ~ u s i c30 H. P E . 1. 2, 3 or JUNIOR Religion Philosophy 63 Sociology 31 Sociology 61,' 62' Psychology 5 Speech 11 Electives Term I I1 I11 Cr. Cr. Cr. - 5 4 5 5 5 4 - - 4 - - 4 - - 4 - 4 1/3 1/3 1/3 Term I I1 I11 Cr. Cr. Cr. - 4 - 5 - 5 5 5 - SOPHOMORE Religion 21 Natural Science or Math. Foreign Language Pol. Sci. 20, 21, or 22 or Economics 22 Philosophy 21 Sociology 41. 42, 43 Electives SENIOR Term I I1 111 Cr. Cr. Cr. 5 5-6 5-6 - - 4 - - - - 4-5 4 - 4 - 4 4 4 Term I I1 I11 Cr. Cr. Cr. Religion Sociology 75' Sociology 82, 83 Socioloas 91. * Required for the major. SOCIOLOGY MAJOR WITH THE SOCIAL WORK SEQUENCE The following program is a suggested course of study. Students are urged to read carefully the statement under the Department of Sociology. FRESHMAN Religion 11 English 11. 12 Foreign Lannuaae ist tory 1,r .2 3 Sociology 11, 12 Art 1 or Music 30 H. P.E. 1, 2, 3 JUNIOR Religion Sociology 51.' 52.* 53. Sociology 54,* 55,' 56" Sociology 61; Psychology 5 Sociology 31 Electives Term I I1 I11 Cr. Cr. Cr. 5 - 4 5 5 5 4 4 - - 4 - -4 1/3 1/3 1/3 Term I I1 I11 Cr. Cr. Cr. SOPHOMORE Religion21 Foreign Language Natural Science or Math. Soeech 11 or Literature ~ b l Sci. . 2 0 , 21, or 22 or Economics 22 Philosophy 21 Sociology 42, 43 Elective SENIOR Term I I1 111 Cr. Cr. Cr. - - 5 4 4 5-6 5-6 - 4 - Term I I1 I11 Cr. Cr. Cr. Religion Sociology 75. 82 Psychology 61, 62 Electives Required for the major. SPANISH MAJOR See under Curriculum for French major. 0 SPEECH MAJOR FOR TEACHING IN SECONDARY SCHOOLS The following program is a suggested course of study. Students are urged to read carefully the statement under the Department of Speech. FRESHMAN Religion 11 English 11, 12 Foreign Language History 1, 2, or 3 Sociology 11 Art 1 or Music 30 H. P.E. 1, 2, 3 JUNIOR Religion Soeech 61 ~ b l .Sci. 20, 21, or 22 or Economics 22 Speech 60 Speech 51. 55 Education 50 Educction 52, 53, 54 Education 59 H. P.E. 10 Electives Term I 11 n I Cr. Cr. Cr. SOPHOMORE Religion 21 Foreign Langu.age Speech 11 Natural Science or Math. Philosophy 21 Philosophy 23 Speech 12 or 52 Speech 32 Psychology 5 Term I I1 I11 Cr. Cr. Cr. - 4 4 - 4 5 5 6 4-5 - - 6 4 5 - Term I I1 III Cr. Cr. Cr. SENIOR Relieion speech 16 Speech 76 Speech 66 Education Education Education Electives Term I 11 I11 Cr. Cr. Cr. or 67 84 83 87 PERSONNEL THE BOARD OF REGENTS Officers of the Board Mr. Dr. Dr. Mr. Leonard F. Ramberg . . . . . . . . . . . . . . . . . . . . . . . . . . . Chairman Luthard 0.Gjerde . . . . . . . . . . . . . . . . . . . . . . . . Vice-Chairman Philip S. Dybvig . . . . . . . . . . . . . . . . . . . . . . . , . . . . . . Secretary Herbert A. Johnson . . . . . . . . . . . . . . . . . . . . . . . . . . . . Treasurer Mr. Ernest A. Alne, Pasadena, California Partner, Alne, Warnick & Mayhew Mr. Elmer L. Andersen, St. Paul, Minnesota Chairman of the Board,, H. B. Fuller Company Mr. Albert E. Anderson, Minneapolis, Minnesota Assistant Manager, Augsburg Publishing House Mr. Marvin F. Borgelt, West St. Paul, Minnesota President, Bituminous Surface Treating Co. Dr. Philip S. Dybvig, St. Paul, Minnesota Vice President and Business Manager, Luther Theological Seminary Mr. Jerome Formo, St. Paul, Minnesota Vice President, Plastics, Inc. Dr. Luthard 0. Gjerde, Minneapolis, Minnesota Executive Director, Lutheran Social Service of Minnesota Dr. John K. Grotting, Minneapolis, Minnesota Physician and Surgeon Mr. Ruben G. Hovland, Northfield, Minnesota High School teacher, Northfield Public Schools; Farming Mr. Herbert A. Johnson, Minneapolis, Minnesota Director, Special Markets, Investors Diversified Services Mr. John Lienemann, Minneapolis, Minnesota President, Minnesota National Life Insurance Company Mr. G. S. Michaelsen, Minneapolis, Minnesota Professor, Director Environmental Health & Safety, University of Minnesota Dr. E. Clifford Nelson, Northfield, Minnesota Professor, St. Olaf College The Rev. David W. Preus, Minneapolis, Minnesota Pastor, University Lutheran Church of Hope Mr. Cyrus Rachie, Appleton, Wisconsin Senior Vice President and General Counsel, Aid Association for Lutherans t:. I ,l.t Mr. Leonard F. Ramberg, Minneapolis, Minnesota Vice President, Northwestern National Bank Mr. Clair E. Strommen, St. Paul, Minnesota General Agent, Central Life Assurance Company The Rev. Johan Thorson, Eau Claire, Wisconsin Senior Pastor, Grace Lutheran Church Mr. John L. Werness, Minneapolis, Minnesota Partner, Werness Brothers Funeral Chapel Mr. John R. Winsor, Wayzata, Minnesota Partner, Piper, Jaffray & Hopwood ADMINISTRATION Oscar A. Anderson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . President Kenneth C. Bailey . . . . . . . . . . . . . . . . . . . . . . . Dean of the College Burton P. Fosse . . . . . . . . . . . . . . Vice President for Business Affairs Kenneth P. Fagerlie ............. Vice President for Development Glen W. Johnson . . . . . . . . . . . . . . . . . . . . . . . . . . . Dean of Students Fern I. Martinson .................. Associate Dean of StudentsDean of Women Mildred Joel . . . . . . . . . . . . . . . . Registrar, Secretary of the Faculty Beverly Wegge . . . . . . . . . . . . . . . . . . . . . . . . . . . Assistant Registrar Karlis Ozolins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Librarian Carl R. Hammarberg ......... Director of Placement and Testing S. V. Hjelmeland ............ Associate Director of Development Jeroy Carlson . . . . . . . . . . . . . . . . . . . . Director of Alumni Relations Richard Holy . . . . . . . . . . . . . . . . . . . . . Director of Church Relations Donald Sorlien . . . . . . . . . . . . . . . . . . . Director of Public Relations John Bostrom .............. Manager of Publications and Sports Michael Walgren . . . . . . . . . . . . . . . Manager of Music Organizations and Convocations Donovan Lundeen . . . . . . . . . . . . . . . . . . . . . . Director of Admissions Mark Johnson ................ Associate Director of Admissions Marilyn McKnight . . . . . . . . . . . . . . . . . . . . . Admissions Counselor Richard Berg .............................. Business Manager Eugene Ecklund ..................... Director of Plant Services Elton L. Erdahl . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Controller Mrs. Elaine Swanson . . . . . . . . . . . . . . . . Director of Food Services John J. Salchert ............................ College Physician Orlin Mandsager .............................. Campus Pastor Irving Hoe1 ........................... Manager of Book Store Bjarne Landa ......................... Curator of the Museum Agnes Tangjerd . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Archivist Mrs. Julie Thompson ............. Director of Student Activities PRESIDENT'S BOARD OF ADVISORS Dr. Walter H. Judd, Washington, D.C. Former Congressman from Minnesota, Chairman Mr. Oscar H. Batzli, Minneapolis, Minnesota Batzli Electric Company Mr. Robert J. Bjorklund, Minneapolis, Minnesota Agency Manager, Bankers Life Company Mr. Robert P. Boblett, Minneapolis, Minnesota President, A. D. Strong Company Mr. R. J. Brix, Minnetonka, Minnesota General Manager, Sears, Roebuck & Company Mr. Robert W. Fischer, Minneapolis, Minnesota Vice President, First National Bank Mr. Armand Evans, Chanhassen, Minnesota President, Warner Hardware Company Mr. J. Roscoe Furber, Minneapolis, Minnesota Vice President, Northern States Power Company Mr. A. L. Gallop, St. Paul, Minnesota Executive Secretary, Minnesota Education Association Mr. Roy N. Gesme, Minneapolis, Minnesota Gamble-Skogmo, Inc. Mr. Elling Halvorson, Seattle, Washington President, Elling Halvorson, Inc. Mr. Donald T. Knutson, Minneapolis, Minnesota President, The Knutson Companies, Inc. Mr. Paul W. Kraemer, Hopkins, Minnesota President, Minneapolis Gas Company Mr. Lloyd L. McBurney, Excelsior, Minnesota Chairman of the Board, Tescom Corporation Mr. Hoyt C. Messerer, Cedar Falls, Iowa President, First National Bank Mrs. Burton F. Myers, Minneapolis, Minnesota Homemaker Mrs. George N. Nelson, Minneapolis, Minnesota Homemaker Mr. William A. Nelson, Jr., New York, New York President, Gilbert Systems, Inc. Mr. Wendell L. Olson, Minneapolis, Minnesota President, Fourth Northwestern National Bank Mr. Donald Padilla, Minneapolis, Minnesota President, Padilla, Sarjeant, Sullivan and Speer, Inc. 0 Mr. Leslie C. Park, Minneapolis, Minnesota Vice Chairman, Executive Committee, Baker Properties, Inc. Mr. Raymond Plank, Wayzata, Minnesota President, Apache Corporation Mr. Dean B. Rar dall, Excelsior, Minnesota Vice President, Honeywell, Inc. Mr. Olaf G. Sandbo, Columbus, Ohio President, 0.G. Sandbo Company The Honorable Luther Sletten, Minneapolis, Minnesota Judge of the District Court General L. J. Sverdrup, St. Louis, Missouri Chairman of the Board, Sverdrup & Parcel and Associates, Inc. Mr. Arnulf Ueland, Minneapolis, Minnesota Midland National Bank Mr. Lester P. Wakefield, Excelsior, Minnesota Chairman of the Board, Jefferson Transportation Co. Dr. A. Cabot Wohlrabe, Minneapolis, Minnesota Physician and Surgeon COMMI'ITEES OF THE FACULTY Administrative Committee: 0. Anderson, Bailey, G. Johnson, Fosse, Fagerlie President's Cabinet: 0. Anderson, Miss Martinson, Miss Joel, Sorlien, Berg, Ecklund, Mrs. Swanson, Mrs. Thompson, M. Johnson, Mandsager Faculty Senate: 0 . Anderson, Bailey, P. Quanbeck, Skibbe, R. Anderson, Nicholl, Torstenson, Gisselquist, Agre, Sulerud Educational Policies: Bailey, 0 . Anderson, Sandin, Ollila, Miss Pederson, Karlen, Follingstad, Mickelberg, M. Quanbeck, Stenshoel, Miss Joel Library: Miss Kemmer, Fardig, Thorpe, Bergstrom, Colacci Student Personnel: G. Johnson, Miss Martinson, Benson, Gustafson, Mrs. Karvonen, Gulden Admissions and Student Standing: Bailey, Miss Joel, Holum, Miss Rozentals, Mrs. Dyrud, Holman International Education: Mrs. Johnson, Mrs. Jensen, Miss M. Anderson, Miss Joel, Mrs. Kingsley Athletics: E. Anderson, Mickelberg, Savold, Dahlen, Kiive Faculty Social Functions: Miss Lund, Holen, Mrs. Anderegg, Miss Kemmer, Miss M. Anderson Teacher Education: E. Johnson, Miss Mattson, Mrs. Parker, E. Anderson, J. Johnson, Ollila, Mrs. Olson Faculty Personnel Policies: Pfeffer, Budge, Mrs. Jensen, Sateren, Holum t:; ,C: '% D *Judicial Council: Nelson, Chrislock, Herforth, Stenshoel *Student-Faculty Council: 0.Anderson, Bailey, G. Johnson, Miss Martinson, Fretheim, Mrs. Kingsley *Convoctations:Agre, Miss Aaskov, Mrs. Noonan, Benson "Religious Life: Mandsager, Husfloen, Miss Martinson Archives: Miss Tangjerd, Miss Kemrner, Chrislock, Landa, Miss Mortensen * Joint Student-Faculty Committees THE FACULTY Ruth Aaskov (1960-63, 1965), Assistant Professor of French B.A., Augsburg College, 1953; M.A., Middlebury College, 1960. Courtland Agre (1959), Professor of Chemistry B.CH.E., 1934 and Ph.D., 1937, University of Minnesota. Earl Alton (1960), Associate Professor of Chemistry (on leave 1967-68) B.A., St. Olaf College, 1955; MS., 1958 and Ph.D., 1961, University of Michigan. Lyla Mae Anderegg (1959), Assistant Professor of Education and Psychology B.A., University of Minnesota, 1945; M.A., Northwestern University, 1947. Ernest Anderson (1946), Professor of Health and Physical Education, Basketball Coach B.A., Augsburg College, 1937; M.Ed., University of Minnesota, 1947. "Hildur Anderson (1965), Librarian I, Catalog Librarian A.A., North Park College, 1938; B.S., University of Minnesota, 1941. "Joyce M. Anderson (1966), Instructional Assistant in Health and Physical Education B.A., Augsburg College, 1965. Mary Marie Anderson (1965), Instructor in Spanish B.A., St. Olaf Co'llege, 1962; M.A., Middlebury College, 1964. Oscar A. Anderson (1963), President of the College B.A., St. Olaf College, 1938; B.D., Luther Theological Seminary, 1942; LL.D., Concordia College, 1963. Raymond E. Anderson (1949), Professor of Speech B.S., 1946, M.A., 1950 and Ph.D., 1959, University of Minnesota. "Stewart C. Anderson (1967), Instructional Assistant in Biology Kenneth C. Bailey (1965), Dean of the College and Professor of Philosophy B.A., St. Olaf College, 1950; M.A., 1952 and Ph.D., 1960, University of Minnesota. Valeria Baltina (1967), Instructor in German Diploma, Municipal Gymnasium, 1926; Diploma, 1931 and Magester der Philologie, 1933, University of Latvia. John Benson (1963), Assistant Professor of Religion B.A., Augsburg College, 1955; B.D., Luther Theological Seminary, 1959; M.A., 1961 and Ph.D., 1967, Columbia University. *William Bergstrom (1963), Assistant Professor of English B.A., 1950 and M.A., 1952, University of Minnesota. "Robert E. Beverley (1966), Assistant Professor of Music B.M.E., 1946 and M.M., 1948; Northwestern University. "Vernon M. Bloom (1965), Instructor in Sociology B.A., 1956 and M.S.W., 1959, University of Minnesota. Philip M. Bly (1967), Instructor in English B.A., St. Olaf College, 1961. Margaret J. Bolsterli (1967), Assistant Professor of English B.A., University of Arkansas, 1952; M.A., Washington University, 1952. "Dagrun Bondevik (1967), Instructor in Norwegian B.A., Logndal Gymnas, Logndal, Norway, 1955; Kristiansand Officiale Laerarskole, 1955-59. Bruce P. Budge (1960), Assistant Professor of Business Administration B.S., 1953 and M.S., 1957, University of Idaho. Penelope Cairns (1967), Instructor in French B.A., Carleton College, 1964; certificate, McGill University French Summer School, 1962; M.A.T., Duke University, 1967. Carl H. Chrislock (1952), Professor of History B.A., Augsburg College, 1937; M.A., 1947 and Ph.D., 1955, University of Minnesota. Bernhard M. Christensen (1938-63), President Emeritus B.A., Augsburg College, 1922; Th.M., Princeton Theological Seminary, 1927; Ph.D., Hartford Seminary Foundation, 1929. :':Gracia Christensen (1959-60, 1961-62, 1963), Instructor in English B.A., Hunter College, 1932; M.A., Radcliffe College, 1935. Thomas J. Christenson (1967), Assistant Professor of Philosophy B.A., Concordia College, 1963; M.A., 1965 and Ph.D., 1967, Yale University Robert W. Clyde (1967), Director of the Social Science Research Center with rank of Associate Professor B.A., Coe College, 1949; M.A., Rockford College, 1958; Ph.D., State University of Iowa, 1964. "John R. Coan, Jr. (1966), Artist in Residence of Music (Brass) B.A., University of Minnesota, 1953. Mario Colacci (1952), Professor of Classical Languages D.Th., Pontificium Atheneum Roman Major Seminary, 1932; L.R.B., Pontificium Institutum Biblicum de Urbe, Rome, 1934; D.Litt., University of Naples, 1940. Ailene Cole (1956), Associate Professor of Speech B.A., Gustavus Adolphus College, 1936; M.A., University osf Minnesota. 1949. Thomas E. Crepeau (1964), Assistant Professor of German (on leave 1967-68) B.A., College of St. Thomas, 1958; M.A., University of MinnesMa, 1964. K. Berner Dahlen (1941), Associate Profess'or of English B.A., Augsburg College, 1931; M.A., University of Minnesota, 1940. Carlyle C. Dewey (1967), Assistant Professor of Political Science B.A., 1962 and M.A., 1964, University of Minnesota. Beverly C. Durkee (1965), Assistant Professor of Mathematics B.A., 1952; B.S.L., 1953; B.S.Ed., 1963; M.A., 1965, University of Minnesota. Grace H. Dyrud, (1962), Associate Professor of Psychology B.A., 1957 and Ph.D., 1963, University of Minnesota. Wilfried Edner (1967), Visiting Professor of Modern Languages Diploma, 1954, and Ph.D., 1963, Bavarian State University, Erlangen, West Germany. *Edgar E. Eklof (1967), Artist in Residence of Music (Voice) B.A., University of Minnesota, 1951; M.A., Manhattan School of Music, 1955. Kenneth P. Fagerlie (1963), Vice President for Development B.A., Augsburg College, 1950. Sheldon Fardig (1962), Associate Professor of Education B.A., Carleton College, 1940; M.M., 1952 and Ph.D., 1966, Northwestern University. Henry G. Follingstad (1962), Assistant Professor of Mathematics B.E.E., University of Minnesota, 1947; C.D.T. diploma, Bell Telephone Laboratories, Inc., 1950. Burton P. Fosse (1953), Vice President for Business Affairs B.B.A. and B.M.E., University of Minnesota, 1949. Terence E. Fretheim (1961-63, 1967), Assistant Professor of Religion B.A., Luther College, 1956; B.D., Luther Theological Seminary, 1960; Th.D., Princeton Theological Seminary, 1967. Stephen Gabrielsen (1963), Instructor in Music, Director of Male Chorus (on leave 1967-68) B.A., Augsburg College, 1963, M.A., University of Minnesota, 1966. Daryl Gibson (1954), Associate Professor of Music (Brass Instruments) (on leave 1967- ) B.S., 1934 and M.A., 1941, University of Minnesota; Ph.D., University of Iowa, 1947. Orloue Gisselquist (1956), Assistant Professor of History B.A. 1943 and M.A., 1956, University of Minnesota. William S. Gray (1966-67), Associate Professor of English (on leave 1967-68) B.A., Centenary College, 1950; M.A., Louisiana State University, 1962; Ph.D., University of Exeter, 1964. *Edwin L. Groenhoff (1966), Instructor in Education B.A., Northwestern College, 1955; M.Ed., Macalester College, 1957. Dean B. Gulden (1966), Assistant Professor of Mathematics B.A., Augsburg College, 1963; M.S., University of Minnesota, 1967. Donald R. Gustafson (1961-63, 1966), Assistant Professor of History B.A., Gustavus Adolphus College, 1955; M.A., University of Wisconsin, 1956. Arlin E. Gyberg (1967), Assistant Professor of Chemistry B.S., Mankato State College, 1961; Ph.D., University of Minnesota, 1967. Carl R. Hammarberg (1953), Director of Placement and Testing with rank of Assistant Professor B.A., Gustavus Adolphus College, 1932; M.A., University of Minnesota, 1948. Leif E. Hansen (1961), Assistant Professor of Scandinavian (on leave 1967-68) B.A., Concordia College, 1947; M.A., University of Minnesota, 1950. Theodore J. Hanwick (1956), Professor of Physics B.E.E., 1933 and M.S., 1937, Polytechnic Institute of Brooklyn; Ph.D., New York University, 1950. *Kare Hauge (1967), Instructor in History B.A., University of Oslo, 1965; Alliance Francaise, Diplome Superior, 1964. Melvin Helland (1941-64), Professor Emeritus B.A., Augsburg College, 1915; C.T. Augsburg Theological Seminary, 1918; S.T.M., 1919 and Ph.D., 1930, Hartford Seminary Foundation. *Katherine A. Hennig (1966), Artist in Residence of Music (Voice) B.A., 1933 and M.S., 1956, University of Minnesota. Robert S. Herforth (1966), Assistant Professor of Biology B.A., Wartburg College, 1960; M.S., University of Nebraska, 1963. Norman Holen (1964), Instructor in Art B.A., Concordia College, 1959; M.F.A., Iowa State University, 1962. Thomas R. Holman (1966), College Psychologist and Assistant Professor of Psychology B.S., University of Wisconsin, 1959; Ph.D., University of Minnesota, 1966. John R. Holum (1957-58, 1959), Professor of Chemistry B.A., St. Olaf College, 1950; Ph.D., University of Minnesota, 1954. "Richard F. Holy (1967), Lecturer of Business Administration and Economics B.S., 1954 and J.D., 1955, University of Wisconsin; B.A., Luther Theological Seminary, 1959. Mary T. Howard (1965), Assistant Professor of Psychology B.A., West Virginia State College, 1948; M.A., University of Kansas City, 1952; Ph.D., University of Minnesota, 1967. Richard Husfloen (1962-63, 1964), Assistant Professor of Sociology B.A., Augsburg College, 1961; B.Th., Augsburg Theological Seminary, 1964; M.Th., Princeton Theological Seminary, 1964. James W. Ingemanson (1967), Instructor in Chemistry A.B., Augustana College, 1965; B.S., Iowa State University, 1967. Valija Jaunlinins (1965), Instructor in German Interpreter, Heidelberg University, 1948; M.A., University of Minnesota, 1964. *Irene Khin Khin Jensen (1955-56, 1959), Associate Professor of History B.A., Rangoon University, Burma, 1949; M.A., Bucknell University, 1951; Ph.D., University of Wisconsin, 1956. *Olive J. Jensen (1966), Lecturer in Art B.A., St. Olaf College, 1953; M.A., University of Minnesota, 1963. Mildred V. Joel (1947), Registrar with rank osf Associate Professor B.A., Augsburg College, 1940; M.A., University of Minnesota, 1947. Einar 0. Johnson (1956), Professor of Education B.A., Concordia College, 1938; M.A., 1950 and Ph.D., 1961, University of Washington. Glen W. Johnson (1961), Dean of Students with rank of Assistant Professor B.S.E., University of Nebraska, 1952; B.D., Luther Theological Seminary, 1959. James D. Johnson (1961), Instructor in Music (Piano) B.A., University of Minnesota, 1956; M.A., Julliard School of Music, 1958. *Mary E. Johnson (1962), Assistant Professor of French B.A., Smith College, 1947; M.A., Columbia University, 1950. Sherman J. Johnsrud (1960-61, 1965-66, 1967), Assistant Professor of Philosophy B.A., St. Olaf College, 1953; M.A., University of Chicago, 1955. Robert Karlen (1959), Assistant Professor of Music B.M., New England Conservatory, 1950; M.A., University of Minnesota, 1959. Joanne Karvonen (1965), Instructor in English B.A., Gustavus Adolphus College, 1961; M.A., University of Georgia, 1962. Grace E. Kemrner (1966), Librarian I, Acting Head Librarian B.A., Augsburg College, 1958; M.A., University of Minnesota, 1967. Priidu Kiive (1966), Instructor in Physics B.A., Berea College, 1953; M.A., University of Buffalo, 1959. :!:Mimi B. Kingsley (1947), Associate Professor of Spanish B.A., Maryville College, 1936; M.A., University of Mexico, 1944. Bemhardt J. Kleven (1937-46, 1947-65), Professor Emeritus B.A., Augsburg College, 1922; M.A., 1930 and Ph.D., 1941, University of Minnesota. "Carolyn R. Knutson (1966), Librarian I, Reference Librarian B.A., Grinnell College, 1955; M.A., University of Minnesota, 1965. Boyd N. Koehler (1967), Librarian I, Circulation Librarian B.A., Moorhead State College, 1966; M.A., University of Minnesota, 1967. Bjarne E. Landa (1947), Professor of German B.A., Voss State College, Norway, 1925; B.A., 1928 and M.A., 1930, University of Southern California; Ph.D., University of Minnesota, 1952. Bertha Lillehei (1937-40, 1960), Assistant Professor of English B.A., Augsburg College, 1934; M.A., University of Minnesota, 1960. (on leave 1967- ) Lorraine K. Livingston (1960), Assistant Professor of English B.A., 1930 and M.A., 1932, University of Minnesota. Ruth G. Ludeman (1967), Assistant Professor of Education A.B., Colorado State College, 1959; M.A., University of Minnesota, 1961. Gertrude S. Lund (1950), Associate Professor of Business Education B.A., Augsburg College, 1936; M.A., University of Minnesota, 1951. David Lyle (1964), Instructional Assistant in Chemistry B.A., Augsburg College, 1964. *Kay L. Madson (1966), Instructor in Sociology B.A., Augsburg College, 1962. Orlin L. Mandsager (1960-61, 1962), Campus Pastor and Instructor of Religion B.A., St. Olaf College, 1956; B.D., Luther Theological Seminary, 1961. Fern Martinson (1964), Dean of Women-Associate Dean of Students B.A., Concordia College, 1947; M.A., Syracuse University, 1950. Martha M. Mattson (1960), Associate Professor of Education B.A., Augsburg College, 1928; M.A., University of Minnesota, 1932. Erwin D. Mickelberg (1956), Associate Professor of Biology B.A., Augsburg College, 1954; M.A., University of Minnesota, 1964. *Kathryn Moen (1967), Artist in Residence of Music (Organ) B.A., Luther College, 1941; M.A., Northwestern University, 1947. *August Molder (1963), Artist in Residence and Instructor of Art Graduated, 1938 and LL.M., 1944, University of Tartu, Estonia. Gerda Mortensen (1923), Professor Emeritus and Executive Secretary of Centennial Committee B.S., University of Minnesota, 1923; M.A., Columbia University, 1928. John B. Mosand (1967), Instructor in Art Examen Artium, Gymnasium, Trondheim, Norway, 1954; Norwegian Institute of Technology, 1957-60; University of Illinois, 1960-61. Arthur Nash (1922-66), Professor Emeritus B.A., Augsburg College, 1922; Ph.D., University of Minnesota, 1938. Cecilia Y. Nauck (1966), Instructor in Mathematics B.A., Hofstra University, 1964. Edor C. Nelson (1946), Associate Professor of Physical Education, Football and Baseball Coach B.A., Augsburg College, 1938; M.Ed., University of Minnesota, 1947. t:; ,C: Gordon L. Nelson (1967), Assistant Professor of Sociology B.A., 1958 and M.A., 1959, University of Minnesota; B.D., Luther Theological Seminary, 1963; M.A., University of Chicago Divinity School, 1965. Grier Nicholl (1961), Associate Professor of English B.A., Wesleyan University, 1951; M.A., Columbia Teachers College, 1956; Ph.D., University of Minnesota, 1964. *John L. Nielsen (1966), Artist in Residence and Instructor in Music (Brass) B.A., Iowa State Teachers College, 1956; M.A., State University of Iowa, 1963. Norma C. Noonan (1966), Assistant Professor of Political Science B.A., University of Pennsylvania, 1959; M.A., 1962 and Ph.D., 1965, Indiana University. David Nordlie (1961), Assistant Professor of Sociology (on leave 1967-68) B.A., Augsburg College, 1960; M.A., University of Minnesota, 1965. Douglas J. Ollila (1966), Assistant Professor of Religion B.A., Augsburg College, 1953; B.D., Suomi Theological Seminary, 1956; Th.D., Boston University, 1963. Esther J. Olson (1960), Associate Professor of Speech B.S., 1945; M.A., 1945 and Ph.D. 1956, University of Minnesota. Judith Olson (1965), Instructional Assistant in Physical Education B.A., Augsburg College, 1965. *Nils W. Olsson (1967), Visiting Professor of Scandinavian A.M., 1938 and Ph.D., 1949, University of Chicago. Karlis Ozolins (1955), Librarian with rank of Associate Professor (on leave 1967-68) B.A., Augsburg College; 1951; B.Th., Augsburg Theological Seminary, 1952; M.A., 1961 and M.Ed., 1966, University of Minnesota. Ronald G. Palosaari (1965), Assistant Professor of English (on leave 1967-68) B.A., 1955 and B.D., 1959, Bethel College; M.A., University of Minnesota, 1963. *Patricia A. Parker (1960), Assistant Professor of Library Science B.S., Eastern Michigan College, 1949; M.A., University of Michigan, 1952. Howard E. Pearson (1956), Assistant Professor of Physical Education B.A., Augsburg College, 1953; M.A., University of Minnesota, 1957. Anne Pederson (1932-44, 1946), Professor of English B.A., Augsburg College, 1932; M.A., University of Minnesota, 1945. LaVonne Peterson (1950), Associate Professor of Physical Education for Women B.A., Augsburg College, 1950; M.A., Montana State University, 1954. Ronald D. Pfeffer (1966), Instructor in Physical Education B.S. Concordia College, 1962; M.S., University of Montana, 1966. Martin Quanbeck (1938), Professor of Education B.A., Augsburg College, 1929; M.A., 1933 and Ph.D., 1952, University omf Minnesota. Philip A. Quanbeck (1957), Professor of Religion B.A., Augsburg College, 1950; B.Th., Augsburg Theological Seminary, 1951; M.Th., 1954 and D.Th., 1957 Princeton Theological Seminary. Gunta Rozentals (1965), Assistant Professor of Spanish B.A., 1956 and M.A., 1961, University of Minnesota. Edward M. Sabella (1967), Assistant Professor of Economics B.S., University of Rhode Island, 1960. Robert T. Sandin (1958-60,, 1967), Professor of Philosophy B.A., Bethel College, 1949; B.D., Bethel Theological Seminary, 1954; M.A., 1956 and Ph.D., 1959, University of Minnesota. '!:Lars A. Sandven (1967), Instructional Assistant in Norwegian Richard Sargent (1967), Instructor in English B.A., University of North Carolina, 1965. Leland B. Sateren (1946), Professor of Music B.A., Augsburg College, 1935; M.A., University of Minnesota, 1943; L.H.D., Gettysburg College, 1965; D.Mus., Lakewood College, 1965. Edwin J. Saugestad (1960), Assistant Professor o,f Physical Education B.A., Augsburg College, 1959; M.A., University d Minnesota, 1964. A. Mayo Savold (1952), Associate Professor of Music B.A., Luther College, 1941; M.Mus.Ed., MacPhail School of Music, 1963. Marjorie H. Sibley (1961), Librarian I1 (on leave 1967-68) B.A., 1942 and M.A., 1943, University of Illinois; M.A., University of Minnesota, 1961. Eugene Skibbe (1964), Assistant Professor of Religion B.A., St. Olaf College, 1952; B.Th., Luther Theological Seminary, 1956; D.Th., University of Heidelberg, 1962. '"Frank L. Slesnick (1967), Instructor in Economics B.A., Oberlin College, 1964. George Soberg (1926-65), Professor Emeritus B.A., Augsburg College, 1926; C.T., Augsburg Theological Seminary, 1950. James R. Spiess (1967), Instructor in Physics B.A., Augsburg College, 1964; M.S., University of Colorado, 1967. *Charles A. Stendahl, Jr. (1967), Instructional Assistant in Biology *Roger R. Stem (1967), Instructor in Computer Science B.S., 1961 and M.A., 1964, University of South Dakota. Myles C. Stenshoel (1965), Associate Professor of Political Science B.A., Concordia College, 1948; M.A., 1958 and Ph.D., 1965, University of Colorado. Ralph Sulerud (1964), Assistant Professor of Biology B.A., Concordia College, 1954; M.A., University of Nebraska, 1958. *Agnes B. Tangjerd (1940), Librarian Emeritus and Archivist B.A., St. Olaf College, 1920; B.S., 1939 and M.A., 1944, University of Minnesota. *Rolf K. TedefaIk (1967). Instructor in Business Administration Graduated, Hvilans Gymnasium,Sweden, 1955; Commissioned, Military Academy, Sweden, 1956; B.S.B., University of Minnesota, 1964. Philip J. Thompson (1959), Associate Professor of Art (on leave 1967-68) B.A., Concordia College, 1955; M.F.A., Iowa State University, 1958. Neal 0.Thorpe (1967), Associate Professor of Biology B.A., Augsburg College, 1960; Ph.D., University of Wisconsin, 1965. John Thut (1947), Associate Professor Emeritus B.A., Goshen College, 1923; B.Mus., 1930 and M.Mus., 1934, American Conservatory of Music. *Vera Thut (1947), Instructor in Music (Piano) B.Mus., American Conservatory of Music, 1927. Renate Tietz (1963), Librarian I, Acquisition Librarian B.A., 1962 and M.A., 1965, University of Minnesota. Joel S. Torstenson (1938-42, 1947), Professor of Sociology B.A., Augsburg College, 1938; M.A., 1940 and Ph.D., 1959, University of Minnesota. *E. Margaret Trautwein (1950-54, 1961), Assistant Professor of English B.A., Augsburg College, 1937; M.A., University of Minnesota, 1953. Erling J. Urdahl (1943), Professor of Biology B.A., Concordia College, 1930; M.A., University of Minnesota, 1940. *Leo B. Vetvick (1966), Instructor in Sociology A.A., 1948, North Park College; B.A., 1953, Augsburg College; diploma, North Park Seminary, 1955. Eugene Vuicich (1967), Assistant Professor of Music B.S., University of Minnesota, 1949; M.M., Indiana University, 1967. *Sister Marie Gertrude Ward (1967), Assistant Professor of Classical Languages B.A., College of St. Catherine, 1940; M.A., University of Minnesota, 1945. Beverly A. Wegge (1966), Assistant Registrar B.S., St. Cloud State College, 1958. *David Westphal (1966), Artist in Residence in Art Dale R. Whiteside (1967), Assistant Professor of Modern Languages A.B., Augustana College, 1956. Robert M. Zeller (1965), Director of Instructional Services B.A., Augsburg College, 1965. "'Alvin A. Arens (1966-67), Assistant Professor of Business Administration B.B.A., University of Minnesota. *Norman K. Bakken (1966-67), Lecturer in Religion A.B., Augsburg College, 1947; S.T.M., Hamma Divinity School, 1954; Th.D., Union Theological Seminary, 1963. *Eric 0. Giere (1966-67), Artist in Residence in Music (Voice) B.A., Luther College, 1949; M.A., University of Iowa, 1964. :'tLoren E. Halvorson (1966-67), Adjunct Professor and Director, Academic Town Meeting B.A., St. Olaf College, 1949; B.Th., Luther Theological Seminary, 1953; Ph.D., University of Chicago, 1958. 'Vohn W. Knudsen (1966-67), Instructor in Business Administration, Economics and Business Education B.A., St. Olaf College, 1962. *Mary C. Preus (1966-67), Instructor in Classical Languages B.A., Luther College, 1963; A.M., Harvard University, 1964. '!:Harley J. Refsal (1966-67), Teaching Aide in Modern Languages "Henriette Rodary (1966-67), Instructional Assistant in Modern Languages *Marjorie Rodberg (summer, 1967), Librarian I, Assistant Catalog Librarian B.S., University of Minnesota, 1963. David A. Sjogren (1966-67), Teaching Aide in Biology '!'Paul H. Zimmennan (1966-67), Instructional Assistant in Health and Physical Education B.A., Augsburg College, 1966. Part-time faculty Ahlson, Margaret Ann . . . . Williston, N. Dak. Anderson, Allen Kenneth . . . . . . . . Paynesuille . . . . . . . Benron Anderson, Barbara W e n Minneapolis Anderson, Carol Louise . . . . . . Anderson, David Elbert . . . . . Grossion Anderson, Donald Eric . . . . . . . . . . Robbinsdale Anderson, Janet Marie . . . . . . . St. Paul Anderson, John Luther . . . . . . . . . . .C l i m . . Badger, la. Anderson, Karen Ann . Anderson, Mary Kay . . . . . . . . . . Red Wing Andreasen, John Gabriel . . Viroqua, Wis. . . . . . . Glencoe Arlt, Nancy Jeanne . . . Hinckley Ausmus, Duane G . Bagley, Harold James . . . . Zimmerman . . Robbinsdale Bakke, Judith M Beiningen, Janet Marie Cnnbr Benson, Carolyn Mae . . . . . . . . IIin~ropuIix Berg. Anita Christine . . . IT>ldl Berg, David Clarence . . . . . Minneapolis Bcmsvr)m. llnhrfi D P U I I ! ~ .\linncapnl~: Ilcri... Lmr;or~:\ nk:unrl . . Ilinr>opoik B!d:r. Rn.;s!d Pichord . . Sfishrd. Tl'mh nlnm. Cochcrjne T;lir.>betlr Bricrll-n E-XF?. Thc1r1at 5 P l!inncape!fi Rol:ta.l. PIJAIAil.:rnm(i . . .lli-u~~:ap+~#i . :\1inr~-2poIi$ Eokrb~l.Flo<.gmia !.I no~rn~?:. C1t.1-IPS I?<ril> afic,rap& h : h - Tir1.b lr>~ir!g*::-n For: I;:nr:cir. On: , COK. h ~ ~ i cC*x .n i c LII*, . 3Iimrrrrrolir E r n z w r ~ I:IIIP5w;m~ll~r , Ddmrnh. la. BCII>~~,IIJT.Ri~,iianl n'ilhom . IE~ncc,mliBruzek, Barbara . . . . . Minneionka Buhler, Joan Butterfield ... Carlson, Lee Diron Cartwright, Paul Otis Cerkvenik, Paula Kay . Christenson, Bruce G. . Cole, Larry .... Coleman, T. Patrick . . . . Coltvet, Benjamin H . . . . Coltvet, Helen B . . Corson. Corbin G Coryell, Charles Emerson Daniels, Brian Howard Danielson, Margaret C. Davis, Kathleen Marie Degen, Heidemarie . Delany, Marjorie Drews, Ellen Udine Minneapolis Anoka Princeton, N.J. .... Edina , Minneapolis Minneapolis Estheruille, l a Esiherville, In. Stockton, Calif. . Richfield .... Onalaska, Wis. . Minneapolis . . . Minneapolis i:rm;A-!urr am Main 1l'rj-r Germany . . . Waucou, Wis. Minneapolis , . , Egesdal, Miriam Ruth , Emerson, Douglas A. Engle, Judith Lynn . Erickson, Caren D. ....... Erickson, Janet Kathryn Erickson, Judith J. . . . Erickson, Judith Marie Erickson, Karen Kaye Ericson, Rodger Tilden Estenson, Grace Rolinda Elmore ?q-m.sci!lr ze;l$.*!d St. Pau! Rich,GrZJ . K~rWwr llinmcpolt, . Ricllficld . S?mch/i~:Id . Sun5urg ... . . , , . . . Thief Riuer Falls Ferber, Rebecca Ellen Fercheq Duane V. . . . Niagara Falls, N.Y. . . . . St. Louis Park Finke, Rodger Gary Fist, Le Mar Jack . . . . . . . St. Louis Park Fischer, Alberta Mary Elizabeth . . . . . Winona Franson, C. Vinal . . . . . . . . . . Richfie! Frick, Phyllis G , .... Minneopohs G i l b e m n , JoAnn Gayle . . . . . . Minneapolis . . . . . . . . Duluih Gilleland, Richard E Grant, Ordean Leonard . . . . . . . . . . . . . Austin .. . . Sheridan, Wy. Greenfie14 John Nelson . Gunderson, Darlene Ojakangas . . . Moniicello Gustafson, Jack Edward . . . . . . . . . . . . . Osseo Haag, Mary Lynne Kurth . . . . . . . . Hutchinson Hallcock, Beverly Marie . . . . . Northfield Hamberg Sandra Diane Edstrom Red Wing Hanse, Joel G. . . . . . . . . . . . . . . . .Morris Hansen Jean Mosal . . . . . . . . . Richfield . . . . . Richfield Hanson, Cynthia Ann . . . . . Thief River Falls Hanson, Ronald A. . . . . . Minneapolis Hanson, Thomas Frederick Minneapolis Hanwick, Theodore Thor . . . . . . . . . . . . . Wesibrook Hauberg, Lila Lee Hedman, Dave . . . . . . . . . . . . . . . . Seattle, Wash. Helvig, Mary Lee . . . . . . . . . . . . . . . . . . Truman Hendricksoq Alan Albert . Negaunee, Mich Hendrickson, John R , Jr . . . . . . Minnetonka . . . . . . . Maple Lake Hoekstra, Harold J. ... Brooklyn Center Hoff, Larry Eugene Hokkanen, Jerry David . . Kimble . Piermont, S. D d . Holm, Marilyn Franzen ...... Tigerion, Wis Holm, Steven Andreas Holmgren, Sharon Joy . . . . . . . . . . . . Minneapolis Holtan, Judith Ann . . . . . . . . . . . . . . . Minneapolis . Radcliffe, la. Hoversten, Linda Marie Huntzicker, Carol Diane Nelson Minneapolis . Permock Huseby, Edward J . Jacobson, David R Joesting, Susan Jean Johns, Russell H . Johnson, David Lawrence Johnson, Dennis Carl , Johnson, Donna Marie Johnson, Douglas Arthur Johnson, Duane Elmer . Johnson, Gary Steven Johnson, Gay A. . . Johnson, Irene M. Johnson, Karen Janice Johnson, Mardelle B Johnson, Robert Leslie . Johnson, Sally Ann . Johnson, Sandra Lee . Joing, Bonnie Jean Minneapolis . . . . St. Paul .. .. . Gheni, N.Y Bloomington Lake Mills, la. . Minneapolis Lahr, N. Dak. Columbia Heights Red Wing . Grantsburg, Wis . . Minneapolis , . Minneapolis ... Kirkland, Ill. . Willmar McCaIlsburg, Ia . . . Annandale . Minneaoolis . . Hector Kalberg, Eileen Marguerite . . Pmkers Prairie Kalpiq Kathleen L Klemp, Joy Carol . . . . . . . . . . . . Ezcelsior Klepp, John DeWayne . . . Bag* .... Ezcelszor Koepcke, Janet Lorraine . Kosloskc, Daryl Gordon . . Fairmonl Kotval, Sandra Jeanne . . . . . . . . Broweruille Kristenson, Allan Jerome Wanamingo . Kruse, Verland E. . Bloomingion KJ-110, Loren Jon Burnsuille . . Faribauli Landa, Mark Lange, Walter 5. Minneapolis . . . . . Minneapolis Larsen, Oliver A , J r , St. Paul Larson, Allen James . Newman Grove, Neb. Larson, Carole Jane Ht.c:nr Larsou, Mary Lynn LaSalle, Judith Carol I I ~ ~ ~ ~ t o r ~ o Lce, Henry Albert Ccn:rr.v. ;llbrr:a Can f.aCr.isr. R'i. Lee. Thomas Robert , <(!~iir .ihdja, Z:hiop~c Legesse, Hagos Lund, John W .Ilirms;unkc Lund, Karen 0 . . . Rusm~i Lundgren, Ida Elizabeth St. Croiz Falls, Wis . Minneapolis Luoma, Gracia A. Nydahl . Maas, Jerry LeRoy Mattison, Donald Roger Mattson, Dean ElRoy Mattson, Kathlyn Elvera Mattson, Philip Dale . . . . McCaughan, Charles A McGregor, Thomas Robert Meland, John Kristoffer Miklos, Geraldine Charron . Miller, John Richard Minear, Spencer E. . . Moland, Lucille Sharon . . Moore. James Ral-mond , Mork, Richard 3Iilk1n Morreim, Jeanne Wanner Muehlenthaler, Sharon B Myrvik, Karen Ann . . Minneapolis Minneapolis Luck, Wis Roseau , Milaca . . Bloomingion Minot, N. Dak . Minneapolis , Minneapolis Minneapolis Minneapolis Malia, Ill. , . Si. Paul . Benson cumberland, Wis . . St. Paul . Rockford, Ill. Nelson, Anne Moen ........ Hillsboro, N. D d . Nelson, Blair Russell ............... Lakeville Nelson, Jacqueline .................. Richfield Neseth, Carmen Lois .......-......... Kenyon Nor& Sandra Roth ..............., .. St. Paul N o m , Grant Marvin .......... Clayton, Wis. N o m l d , Douglas Berg ....... Wooduille, Wis. Nygaard, Marie T. ......... Columbia Heights Oelschlager, Karen .............. Wanamingo Oguamanam, Cletus Onyeama ... Abba, Nigeria Olson, Gracia Naorni ............. Robbinsdale Olson, Joseph Andrew ............ Minneapolis Olson, Larry Howard ........... Granite Falls Olson, Mary Ann ...............Minneapolis Olson, Sanfred N . .................. Roseville Ostby, John Leonard ............ Minneapolis Ostenson, Karen L. ................. Dennison Palmgren, P a ~ c i aClaire ............ St. Cloud Paulson, Dennis Edward ............ Clitherall Pautz, Lynn Eagen . . . . . . . . . . . . . .Minneapolis Pearson, Wayne Kenneth . . . . Brooklyn Pmk Persons, Warren Lee - . . - . . . . . . . Minneapolis Peterson, Darrel A. .................. Fmwell Peterson, Janice L. ............. Minneapolis Peterson, Ronald David .............. Cosmos Petzke, Bonita Kae .................. W i l l m r Pierson, Diana L. ............... Minneapolis Pinke, Paul August ................ Hustings Podas, Gary Charles ........... Minneapolis Poeschel, Richard Albert ............ Ezcelsior Popp, Kathleen Ann ............... Hutchinson Prokofieff, Philip E. . . . . . . . . . . Minneapolis Quam, Marilyn A. ................. Kenyon Ree, James R. ................St. Louis Pmk Rejff, Paul G. ................... Si. Paul Reiman, Dennis B. .................Princeton Rindal, Terence W . ................. St, Paul Ring, Vernice . . . . . . . . . . . . . . . Wanamingo Robbins, Richard Raymond . . . . . . Minneapolis Ronning, Donald David . . . - . . . .Fmgo, N. Dak. Ronning Sharon Bjugstad ........ Barron, Wis. Rosenquist, A d e l i e E. ........... Alezandria Rossing, Melvin 0. ...... Tulem, Madagascar Rosvold, L , Beverly ............... Cottonwood Rued, Mary Margaret . . , ....... Minneapolis Rykken, Dennis Neal . . . . . . . . . . . . . W i l l m m Minneapolis Sandau, Ivan D. ................. Minneapolis Sandin, Shirley Ann . . . . . . ., .......... Minneapolis Sather, Bonnie Louise Sawai, Noboru ................. Minneapolis Sawyer, Carol Ann ...... Newman Grove, Neb. Scharmer, Bonita Boll . .,............ Winona Schulz, Niles R. . . . . . . . ., ........ Zumbrota Schumann, Carolyn A. ............ Long Lake Scot% Michael David ............ Beloit, Wis. Senn, James A. ........ , ........... Hopkim Severson, Roland 0. . . . . . Blanchardville, W i s Sexton, Lela M. ................. Chicago, Ill. Shaleen, Esther A. ................ Richfield Shores, Stanley Bernard ............. W i l l m m Sigurdson, Eunice E. . . . . . . . . .New Hope Simonson, Ronald Marvin . . . . . . . . . . .McGraih Sorenson, Richard Edward . . Eau Claire, Wis. Sprague, P a ~ c i aJean .... , , . . St. Louis Park Stavmu, Soterios G. .. Diorios, Kyrenia, Cyprus Stende, John R. . . . . . . . . . . . . . .Minneapolis Stenson, Charles 0. ............... Minneapolis Stensrud, Alan T. ............. Golden Valley Stivland, Rodney L. ................. Lowry Strand, Carol Ruth .. , ........ Silverton, Ore. Streufert, Paul R. ........... Columbia Heights Strom, Dale L. ................... Richfield Struve, James Kenneth .............. Rochester Sundberg, Lois E. .................... Fridky ... Thimsen, Marcia Ann ............ Minnetonko Thompson, Judy M . .............. Minneapolir ....... Badger Torrin, Darryl Douglas Arne1 Torstenson, Beth Marie . . . . . . . . . . . . . .Dawson Torstenson, Sylvia Steinbeck . . Lake Pmk, la. Wagner, Dean Eldon ......... Lake Mills, la. Wagner, Nicholas E. . . . . . . . . . . . . . .St. Paul Fmington Wall, Kathryn Elizabeth Wallen, Lynn Louise .............. Richfield Warzyniak, Robert W . ......... Lester Prairie Weimer, Martha E. . . . . . . . . . . . Minneapolis Westby, Steven Arnold ............ Robbinsdale Will, Connie D. Clarine ........ Wmrsau, Wis. Williams, Richard Keith ............ Austin Windingstad, Ronald M. . . . . . . . . . . . . Dawson Woida, Duane Arthur ......... Peshtigo, Wis. Woolson, Cynthia Lee .............. Hmings ........ Zimmerman, Paul Henry, Jr. ...... Zumbrota Zinn, Richard Carlton ............... St. Paul GRADUATES, 1967 (through August 31) Aas, John Edward ........... Pelican Rapidr Adams, Marcia Louise ............ Minneapolis Albaugh. Marilyn Rae ............... Aurora Anderson. Barbara J. . . . . . . . . . . . . . . . .Osakis Anderson, Bruce Edward .-........ Eagle Bend Anderson, Joyce Ardell . . . . . . . . . . . .Austin Anderson, Patricia P. . . . . . . . . . . . Smgeant Andreason, Shirley M. .......... Minneapolis Arends, Ardell Martha . . . . . . . . . . Wubasso Asp, Julie Ann . . . . . . . . . . . . . . . . . Peterson Asper, Victoria Sharon . . . . . . Frederick. Wis. Axberg, Robert Atle . . . . . . . . . . .Minneapolis Bnrnaal. Lnis b . . . . . . . . . . . . . . Smwd N w j Rarsners. .bite > M e . . . . . . . . . . . . . 1J'a~wm BaidL;lld.~.Szndm Jcm . . . . . . . . . . . . . W n l m Bntnldm, S!eph.cn Kolmer . . . . . . . FfinnicpoEis Ecouclair ir.Sil&~l 31, . New Roclford. iV Dak. Ecnsorr. I7n:lcr; R . . . . . . . . . . Rw,kl?-rr Crnlrr ............... d i i w o ~ a n e ~ Carol . >J+k Bdhk@.c,Iuel Lce . . . . . . . . . . . . . C m o n Fdh Hnlllt M u i l ~ pfmn ............. H u f c k i m n Bp[Imnn. L.4. ............... ?rlimnpolis Born-ic!c S k v m i7. . . . . . . . . . . . . . RndcIif!~.Ic. Brdtsch Keith nirhml . . . . . . . . . . . . . .%+n~ilk &ewerh Chstanm T. Elizabeth ...... S!. PR::~ Burke, Ronald C. . . . . . . . . Minneapolis Chilgren, Donald L. ....... St. Anthony Village Christianson, Donna Dean . . . Wolf Point, Mont. Cina, Stephen Alan ................ Richfield Clawson, John T . ............... Bloomington Cooper, Grant William ........... Minneapolis Dahlquisf Kathleen . . . . . . . Minneapolis Danielson, Thad Carl ..........Amarillo, Tezas Deden, Ruth Ann ............... Zumbrota Doering, Sandra Lee ............. Robbinsdale Dolan, Mary Margie . . . . . . . . . . . . . . H a m 1 Donald, William Paul ............ Minneapo1i.i Dunham, Loren J. . . . . . . . . . Minneapolis Enlund. Marian I ................. Richfield Enstad, John C. ......... , ...........-. Revere Erickson, C o ~ o eLeRq. . . . . . Cannon Falls Erickson, Douglas R. . . . . . . . . . .Seattle, Wash. Erickson. Elaine Marie . . . . . . . Minneapolis Erickson. Steven I. ................. Cambridge Evenson, Larry Kent . . . . . . . . . . .Hamka . . . - . . . . . . . . . . Dululh Feddick, Kathleen A. . . . . . . . Ceylon Fenrich, Robert C. ...... . . . . . . . Milaca Feryson, Ronald Morris Filreis, Lucille Randall ................ Edina Fischer, Janet Susan ............ Buffalo Lake Forseth, Stephen W . . . . . . . . . . . Minneapolis Frovik, Terry James . . . . . . . . . . Minneapolis Gaard, Marilyn Kay . . . . . - . Boyceville, Wis. Geisness, Carmolita K. . . . . . . . . . . . . Alerandria Gerschwitz, Paul Roy . Streaky Bay, S. Australia . . . - . . . .Minneapolis Gierke, Alan Raymond Gisselquist, Kathleen Margaret Kraft Minneapolis Gisselquisf Rebecca Joan ...... Sioux City, l a Gjerde, Ruth Ann . . . . . . . . . Miles City, Mont. Goldenman, Dennis Alan ......... Zimmerman Gosewisch, Lorraine J. ........... Racine, Wis. Gronberg, Sharon Merle Hendrickson . -Id Groth, Fredric Ivan &hu Grover, John Robert ............. Rock&, Gundale, John David $4 h k wk Gunderson, Barry L. &&ttm Gunderson, Karen Mildred , Wash. Hamen, Bruce Lyle Hansen, Lee Anne W i b Haugen, David Allen M q > Hedquist, Willard A. &W Heitman, Sharon Kathleen ...... South St. Paul Heleesen, Rebecca L j n n .. , ......... Burnsville Helgesen, Sonja Jean Minnetonka Robbinsd.de Helskom, Gary K. .....:.......... Hetland, Duane Gordon Radcliffe, Highum, Gayle Elaine RILEhford ................... :....... Fa .......... ... .............. .................. ............. ................ ............ .a.4..... .-..........-.. ...'.....'lory Zumbrota Ia ................. Hirdman, Hoeft, Ardis Freda Hoffman, Sheldon Minneapolis Hofteig, John Haldor ............. , ... Mound Hokamon, Dale H. ............... Minneapolis Hosman, Robert Mur, , , Oak Lawn, 111. Hoveland, Dawn Diane .............. St. Paul Huber, Ronald R. ............... Montgomery Hueoson. Eueene Leiehton ......... Easi Chain Huseby, Rebecca Ann ............. Albert Lea Jacobson, Carol Beske ................ Atwater Jacobson, Karen Lee ................. Hawick Jensen, Cheryl Marie ............... St. Paul Johnson. Bonita Phyllis ........... Minneapolis Johnson. Dale I. ................. Rockford, Ill. Johnson, Kaylene Ruth New Richmond, Wis. Johnson, Lance S. ............... ,. .. S t Paul Johnson, Peter N. ... Tananariue, Malagmy Rep. Jorgensen, Michael Theodore ...... Minnetonka Kivi, Eileen Emch ................... Glenme Klune, John Gradie ...... .; ...... Minneapolis Knutson, David Walter ............... St. Paul Lamprccht, Gloria Dianne ........... Wabasso Lanes, Mary Lou ................ Montevideo Lang, Donald George ............. Lamberton Larsen, Frederic Clinton Culbertson, Mont. Larson, Karen A. Virginia ,. Climas Larson. Linda Rae Lechnyr, Patricia Ann ............ Minneapolis Lee, Robert Lloyd Wells, Mich. Leschensky, James E. ................... Edina Lewis, Janice Joan Coon Rapids Lewis. John Carl ............... Minneapolis Lewis, Pichard John Coon Rapids Liebers, Myma Gail .... , ........ Wmerly, la. Lier, Peter C. ................... Minneapolis Lillquist. George E., Jr. ... Spring Lake Park Lindekugel, Sandra Pleis ......... Lake Crsytal Lindell. Jamcs Gerald. Jr. ...... South St. Paul Lohn, ~ a r y~ o w a r d ............... ' Hayfield Dell Rapih, S, Dak. Loken, Ruth Mae Lyons, Kenneth Russell .......Columbia Heights ............ ..,. ... .... .................... ........... ....... ............... ............... ............. ......... Madsen, Janet Marie .................. Canby Minneapolis Magnuson, Stanley Richard Mattson, Carol Jayne ...............Lakeuille Madison, Wis. McKnight, Marilyn S. ............ Osseo Menzel, Lawrence H. .... , Zimmerman Meyer, Marlys Bertha Michaelsen, Jennifer Else ......... Minneapolis Eden, S. Dak. Miller, Dennis D. Moe, Eleanor Solveig ............. Viroquq Wis. Moore, Susan Diane Christianson ... Minneapolis Willmar Mork, Carol J. ..................... Munderovski, Roy Vitauts ........... Owdonna Munson, Diane Shirley ........... Robbimdale ....... ......... ............ ............... St. Paul Nelsen, Kay Eileen .................. Nelson, Linda Louise ............ Barron, Wis. Nelson, Paulette ....................... Spicer Mirznegpolis Nelson, Philip John ...........:.. Nelson, Susan Ann ............. Spooner, Wis. Nerdrum, Carol Joan ............ Stanley, Wis. Niles, Richard Allen .................. Hopkins Nordin, Marion Eileen Rudser ... Golden Valley Nyquist. Joel Victor .................. Cokato Columbia Heights Ocel, Roger ................. .................Ocomo, Wis. .................. Roseuille ............... Spring Valley Olsen, Myron Lee Omundson, L. Jean Overholt, Suzanne Ozbolt, Anthony C. .......... Kansas City, Mo. Pederson, Thomas Calvin Stmbuck Persson, Maxine Marie ........... Minneapolis Petersen, Cheryl Christine Robbinsdale Peterson, Daniel Lean Jackson Peterson, Donovan David ......... Minneapolis Peterson. Gerald B. ............... Minneapolis Peterson, Kenneth R. Minneapolis Peterson, Ronald Steven Vincent Minneapolis Pimnan. William V.. Jr. ............... Anoka Pudas, Grant Peter ............... Minneapolis ............. ......... ................ ............ ... ............ Minneapolis Rakow, Dorm Edward Ramnarine, David James CFlmcron .... Skeldoa Guyana Refsal, Harley J. .................... H o f f m n Reiff. Jamcs E. St. Paul Frank ............ *M Rice' Linda Jane ................. Roe. Janice Elaine . . - - . .* - - - FQ+E?,N. D+ ....................... - Ruona' RUpp' Emma - *-*' ............ .. ' '.... ' ' ....' ..a P~ Ann .......... trr(?maca* M i h Sackreiter. Dennis Arthur Sahl, Thomas James ............. Salo. Susan Sandbo, Mark R. ............... Minneapolis Sather. Sylvia Carolyn ............ Minneapolis Schlachtcnhaufen, Salame Ann . . Dcs Moines, la. Scholla, Muriel Berg .............. Bird Island Forest Lake Schrocder. Marian Ethel Scbultz, Michael Louis .......... Lester Prairie Lester Prairie Schwartz, John Norman Selstad. John Leslie ............ Minneapolis Nmhua, N. Hump. Senner. Priscilla Ruth Scttcrholm, Richard Dale ...... Brooklyn Center Sjerslee. Sallic Stephenson ......... Minneapolis Sjogren, David August ...... , .......... Hector Skottegaard, Robert Charles ....... Minneapolis Slavik, Robert Alan .............. Minneapolis Sletten, Jerilyn Kay ............. Barron. Wis. Smith, Paul D. .............. , .. Seattle, Wash. Snyder, Thomas Stanley ......... Minneapolis Sorenson, John Arthur ............ Minneapolis Sparks, Carol1 ................... Minneapolis Stensvaag. Ruth Ingrid ........... Minneapolis Glencoe Stradtmann, Phyllis Ann Strornmen, Mary Ellen ......... Rockford, 111. Stromsmoe, Gail Marie ...... Thief River Falls ... Minneapolis Sulzbach, Ann E. ......... , Suomela, Adele Joan Hermes ...... Minneapolis Swanson, Karen Dahlin .......... Minneapolis Swenson, Joan A. Alden Minneapolis Minnea~olis Syl~.ester,David Ernest RUUd' .............. "X ........................... ........... ......... ...... ............. .......... ........... ............ Teige, M. Philip Wateruille, Maim Tesdell, Darlene Joyce ............. Slafer, In. Thiesfeld, Susan Paulette ............. Glencoe Thompson, Robert Nathen Lake Lillian Tibbitr, Lorene Monmn ............... Canby Tinseth, Phyllis Dianna ............. Willmar Center City Titmd, Mark .................... True, David Jon ............. Columbia Heights ........ Utgaard, Stuart Brady Vaagenes, Bonnie Bicri ..... Star Prm'rie. .............. St. Wis. Paul Walen, Barbara E. ............... Minneapolis Wall, Geraldine Neff ............ Minneapolis Warner, Ronald Dean ....... Granduiew, Wash. Wcsley, Lynn Carol ................. St. Paul Westenno. Mary Ellen ........... Minneapolis White, Clyde Edward ............ Minneapolis Wilfrid, Luther Jon ............. Minneapolis Wilson: Carolyn Jean ............... Hayfield Woida, Karen Leslic Horton ......... St. Paul Wold, Philip Arlen ...........S i o u City, la. Wood, Virginia Joanne ......... New Brighton Wyckoff. Madeleine Jeanne . . Colun~biaHeights Youngquist, Michael William Richfield Yue, Samuel Ka-Sheng ............ Hong Kong Yuzer, Barbara Ann Wood Lake ....... .............. . Graduates - 1870-1965 ................................ 3496 OF Graduates - 1966 ..................................... 247 GRADUATES Total ................................................ 3743 SUMMARY ENROLLMENT SUMMARY AUGSBURG COLLEGE, 1966-67 Class Senior ..... Junior .... Sophomore Freshman . Special .... Nurse (D. H.) Nurse (F. H.) Nurse (M. H.) Nurse (S. H.) Total ..... First Term Men Women Total Second Term Men Women Total Thii Term Men Women Total 98 158 218 242 31 95 156 211 232 28 91 154 205 254 28 747 112 149 204 255 26 35 210 307 422 497 57 35 44 44 44 44 79 948 79 1695 98 150 199 254 25 34 40 41 75 916 193 306 410 486 53 34 40 41 75 1638 732 92 150 198 259 24 34 35 41 75 908 183 304 403 513 52 34 35 41 75 1640 TOTAL ACADFJMIC YEAR Class Senior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Junior ................................... Sophomore . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Freshman . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Special . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Nurse @. H.) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Nurse (F. H.) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Nurse (M. H.) . . . . . . . . . . . . . . . . . . . . . . . . . . . . Nurse (S. H.) . . . . . . . . . . . . . . . . . . . . . . . . . . . . Total .................................... Men Women 105 162 222 256 35 114 157 207 262 31 35 44 44 79 973 780 Total 219 319 429 518 66 35 44 44 79 1753 TOTAL STUDENT ENROLLMENT, 196G1967 Men Students ......................................... 780 Women Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 973 Total ..................................................1753 'DEX Academic Administration . . . Accounts. Payment of . . . . . Accreditation . . . . . . . . . . . . . Administration . . . . . . . . 41. Admission . . . . . . . . . . . . . . . Advanced Placement . . . . . . . Advanced Standing . . . . . . . . Affiliation . . . . . . . . . . . . . 2. Aims and Obiectives . . . . . . American Studies . . . . . 50. Archives. The . . . . . . . . . . Art. Department of . . . . . 51. Athletics . . . . . . . . . . . . . . . Attendance. Class . . . . . . . . . Awards . . . . . . . . . . . . . . . . . . 41 13 2 128 22 23 23 102 7 108 9 108 32 46 34 Biology. Department of . . 54. Board. Cost of . . . . . . . . . . . . Board of Regents . . . . . . . . . Buildings . . . . . . . . . . . . . . . . . Business Administration . 57. Business Education . . . . . 59. 109 12 126 8 110 111 Calendar . . . . . . . . . . . . . . . 4. 5 Campus Life . . . . . . . . . . . . . 24 Cancellation . . . . . . . . . . . . . . 45 Chapel Service. The . . . . . . . . 24 Chemistry . . . . . . . . . . . . 60. 111 Classical Languages . . . . . . . . 62 Classification of Students . . . 45 Clubs . . . . . . . . . . . . . . . . . . . 30 Coaching Endorsement . . . . . 72 Co-curricular Program . . . . . 29 College Center . . . . . . . . . . . . 9 Committees of the Faculty . . 130 Comprehensive Examinations 47 Computer Science . . . . . . . . . 77 Conditions . . . . . . . . . . . . . . . 43 Convocation . . . . . . . . . . . . . . 26 Corrective Therapy . . . . . . . . 97 12 Costs . . . . . . . . . . . . . . . . . . . . 36 Counseling . . . . . . . . . . . . . . . Courses of Study . . . . . . . . 48 C d i t s . . . . . . . . . . . . . . . . . . 48 Curriculums . . . . . . . . . . . . . . 108 American Studies . . . . . . . . 108 Art . . . . . . . . . . . . . . . . . . . 108 Biology . . . . . . . . . . . . . . . . 109 Business Administration . . 110 Business Education . . . . . . . 111 Chemistry . . . . . . . . . . . . . . 111 Dentistry . . . . . . . . . . . . . . . 111 Economics . . . . . . . . . . . . . . 112 Elementary Education . . . 112 Engineering . . . . . . . . . . . . 114 English . . . . . . . . . . . . . . . . 114 French . . . . . . . . . . . . . . . . 115 General Liberal Arts . . . . . 108 German . . . . . . . . . . . . . . . 115 Greek . . . . . . . . . . . . . . . . . 115 Health and Physical Ed. . . 115 High School Teaching . . . . 113 History . . . . . . . . . . . . . . . . 116 Mathematics . . . . . . . . . . . . 117 Medical Technology . . . . . . 118 Medicine . . . . . . . . . . . . . . . 118 Ministry . . . . . . . . . . . . . . . 123 Music . . . . . . . . . . . . . . . . . 119 Natural Science . . . . . . . . . 120 Philosophy . . . . . . . . . . . . . 120 Physics . . . . . . . . . . . . . . . . 120 Political Science . . . . . . . . . 121 Pre-Law . . . . . . . . . . . . . . . 117 Psychology . . . . . . . . . . . . 121 Religion . . . . . . . . . . . . . . . 122 Scandinavian . . . . . . . . . . . 122 Sectetarial Work . . . . . . . 122 Seminary . . . . . . . . . . . . . . 123 Social Science . . . . . . . . . . 123 Sociology . . . . . . . . . . . . . . 124 Spanish . . . . . . . . . . . . . . . . 115 Speech . . . . . . . . . . . . . . . . 124 Degree . . . . . . . . . . . . . . . . . . Dentistry. Pre-Dental Courses Discipline . . . . . . . . . . . . . . . . Distinction. Degree with . . . . . Divisional Organization . . . . Dramatics . . . . . . . . . . . 30. 41 111 24 Economics . . . . . . . . . . . . . . . . Education. Department of . . . Education. Elementary . . 65. Education. Secondary . . 66. Electives . . . . . . . . . . . . . . . . . Eligibility Requirements . . . . . Employment . . . . . . . . . . . . . . Engineering. Pre-Engineering Course . . . . . . . . . . . . . . . . English. Department of . 68. Enrollment . . . . . . . . . . . . . . . Entrance Requirements . . . . . Examinations . . . . . . . . . . . . . Expenses . . . . . . . . . . . . . . . . . 112 58 112 113 42 34 20 43 48 100 114 114 146 22 47 12 Faculty. The . . . . . . . . . . . . . . 132 Fees . . . . . . . . . . . . . . . . . . . . 12 Financial Assistance . . . . . . . 14 Financial Information . . . . . . 12 Fine Arts . . . . . . . . . . . . . 52, 85 Food Service . . . . . . . . . . . . . 38 French . . . . . . . . . . . . . . 78, 115 General Education Requirements . . . . . . . . General Information . . . . Geography . . . . . . . . . . . German . . . . . . . . . . . . . Grade Values . . . . . . . . . Graduates . . . . . . . . . . . . Graduates (1870-1 966). Summary of . . . . . . . . Graduation Requirements Greek . . . . . . . . . . . . . Health and Physical Ed. . 72. Health Service . . . . . . . . . . . High School Teaching Curriculum . . . . . . . . . . . . Historical Sketch . . . . . . . . . . History . . . . . . . . . . . . . . . 34. Honors . . . . . . . . . . . 34. 43. Hospital Affiliation . . . . . . . . . Housing . . . . . . . . . . . . . . . . . Humanities. Division of the . . Natural Sciences and Mathematics. Division of . . . . . . . . . . . . . 48 North-South Student Exchange Program . . . . . . . . . . . . . . . 104 Norwegian . . . . . . . . . . . . . . . 80 Numbering of Courses . . . . . . 48 Nursing. Affiliation with Schools of . . . . . . . . . . . . . 102 115 37 113 7 116 103 102 38 48 Incompletes . . . . . . . . . . . . . . 43 Intercollegiate Athlfetics. Purpose and Philosophy of . . . . . . . 32 Journalism . . . . . . . . . . . . . . . 69 Junior Year Abroad . . . . . . . . 103 Laboratories. Natural Science 10 Latin . . . . . . . . . . . . . . . . . . . . . . 64 Liberal Arts Curriculum . . . . . 108 Library . . . . . . . . . . . . . . . . . . 10 Library Science . . . . . . . . . . . 67 Loan Funds . . . . . . . . . . . . . 14 Location . . . . . . . . . . . . . . . . 2. 3 Majors . . . . . . . . . . . . . . . . . . Mathematics . . . . . . . . . . 76. Medical Technology . . . 103. Medicine. Pre-Medic Courses Membership in Educational 2 Associations . . . . . . . . . . . . Metropolitan Opportunities . 27 Ministry. Preparation for the 123 Minors . . . . . . . . . . . . . . . . . . . 42 Modern Languages. Department of . . . . . . . . . . 77 Music. Departmtent of . . 83. 119 Music Fees . . . . . . . . . . . . . . . 13 Musical Organizations . . . 31. 86 42 117 118 118 Objectives and Aims ...... 7 Orientation . . . . . . . . . . . . . . . 38 Pass/No Credit Grading System . . . . . . . . . . . . . . . . 105 Payment of Accounts . . . . . . . 13 Personnel Services. Student . . 35 Philosophy. Department of 87. 120 Physical Education . . . . . 32. 72 Physical Plant . . . . . . . . . . . . 8 Physics. Department of . . 90. 120 Placement Service for Graduates . . . . . . . . . . . . . 39 Plant. The Physical . . . . . . . . 8 Political Science . . . . . . 92. 121 Pre-Law . . . . . . . . . . . . . . . . . 117 Pre-Seminary Curriculum . . . 123 President's Board of Advisors 129 Probation . . . . . . . . . . . . . . . . 45 Psychology. Department of . . . . . . 94. 121 Publications . . . . . . . . . . . . . . 29 Records . . . . . . . . . . . . . . . . . . 37 Recreatio'n . . . . . . . . . . . . . 24. 32 Refunds . . . . . . . . . . . . . . . . . . 13 Regents. Board of . . . . . . . . 126 Registration . . . . . . . . . . . . . . 44 Registration. Change of . . . . . 45 Religion and Philosophy. Division of . . . . . . . . . . . . . 50 Religion, Deparhnent of . 95, 122 Religious Activities . . . . . . . . . 24 Repeating Courses . . . . . . . . . 43 Requirements, Graduation . . . 41 Room Costs . . . . . . . . . . . . . . 12 Scandinavian Studies . . . 80, 122 Scholarships . . . . . . . . . . . . . . 14 Sec~tarialCourses . . . . 59, 122 Seminary . . . . . . . . . . . . . . . . 123 Social and Recreational Activities . . . . . . . . . . . . . . . 26 Social Sciences, Division of the 50 Social Sciences . . . . . . . . . . . 123 Sociology, Deparhnent of 97, 124 SPAN . . . . . . . . . . . . . . . . . . . 103 Spanish . . . . . . . . . . . . . . 82, 115 Special Programs of Study . . 102 Speech, Department of . 100, 124 Student Activities, Coordinution of . . . . . . . . . 39 Student Government . . . . . 27 Student Personnel Services . . 35 9 Studio Building . . . . . . . . . . . . Summer School . . . . . . . . . . . . 106 Suspension of Students . . . 24, 45 Symbols . . . . . . . . . . . . . . . . . 48 Teacher's Certificate . . 64, 113 Transfer and Advanced Standing . . . . . . . . . . . . . . 23 Tuition and Fees . . . . . 12 University Courses . . . . . . . . . Upper Division Requirements 47 41
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Title: Augsburg College Interim Catalog, 1994
Collection: Course Catalogs
Search Result: Introduction ..................................................................... 2 Calendar .......................................................................... 3 About This Catalog ........................................................... 4 Options ..................................
Show more Introduction ..................................................................... 2 Calendar .......................................................................... 3 About This Catalog ........................................................... 4 Options ........................................................................... 4 .................................. 5 Visiting Students .................... Interim Courses ................................................................ 6 UMAlE Courses............................................................... 48 Other Courses ................................................................ 49 Augsburg Lifetime Sports ................................................ 51 . . . Interim is an integral part of the school year at Augsburg College. The College follows a 41-4 calendar, with Fall and Spring semesters of approximately 14 weeks separated by a four-week January Interim. Interim is particularly intended to be a time for both students and faculty to employ styles of teaching and learning and to investigate questions and topics in places and ways not possible during the regular term. Since one Interim course equals a full-time load, students should plan to spend the same amount of time in class and preparing for class as they would for a four-course load during Fall or Spring semesters. Students can register for only one course credit during Interim. There is no tuition refund for a student who chooses not to enroll in an Interim course. Most Interim courses are graded traditionally on a 4.0 to 0.0 scale. Students generally have the option to register on a Pass/No Credit basis. A few Interim courses are graded only on the PIN system; this is indicated in the course description. Some courses are offered for either upper or lower division credit. Such Interim courses have two numbers listed and the student must select which is most appropriate for their needs. Students registering for upper division credit should anticipate additional assignments and a more rigorous grading standard. Some courses, especially courses with travel requirements, have additional fees associated with them. These fees, although intended to be accurate, may change and students should check with the instructor to verify the final costs. To graduate, an Augsburg student who is under the Distribution requirements is required to complete three Interim courses. For a student under the Liberal Arts Perspective requirements, two Interim courses are required. The number of required Interim courses is adjusted for transfer students. Transfer students should refer to their transfer credit evaluation form, or consult the Registrar. It is the policy of Augsburg College not to discriminate on the basis of race, creed, national or ethnic origin, age, marital status, sex or handicap as required by Title IX of the 1972 Educational Amendments or Section 504 of the Rehabilitation Act of 1973, as amended, in its admissions policies, educational programs, activities and employment practices. Interim Office (Memorial 230) Interim Secretary, Kay Thornsen, 33@1025 Interim Director, Dr. David Gabrielson, 330-1025 October 25 - October 29 ............................Interim Registration November 29 ....................................Late Interim Registration January 3 .................................................... First Day of Interim Time I - 900a.m. (first day only) Time I1 - 1:00p.m. January 4 Last Day for Cancel/Add January 14 ...........Last Day for Determining Grading System with Registrar January 14 ..............Last Day for Withdrawing from Courses January 26 ..............................................................Interim Ends January 31 ............................................ Spring Semester Begins February 4 ................................................Interim Grades Due The time and number and length of meetings as well as the beginning time will be arranged the first day of class. The daily schedule for Interim is divided into two blocks of time: Time I: 8:00 a.m. to noon (on the first day Time I classes will begin at 9:00 a.m.) Time 11: 1:00p.m. to 5:00 p.m. Note: Martin Luther King Day will be obserued at Augsburg with a special convocation on Monday, ]anuay 17, at 1:00 p.m. Check with your instructor for class scheduling on this day. .......................................... The catalog lists courses by departments. Departments are listed in alphabetical order. At the end of the book are listings of other courses not offered by Augsburg but recognized by the College for Interim credit. Additional descriptions and infomation about these courses are available in the Interim Office, Memorial 230. Students may also register for one of the lifetime sports listed at the end of the catalog. International Interim - Students are invited to be part of one of the 24 international Interim courses offered by the Upper Midwest Association for International Education (UMAIE). These course opportunities are listed near the end of this catalog. Internships deadline - Friday, December 10. January Interim internships must be planned in advance. Students electing an internship must meet departmental requirements and present a signed Internship Learning Agreement Plan to the Internship Office (Murphy Place, Rm. 8) no later than the last day of Fall classes (Friday, December 10). The Learning Agreement forms are available in the same office. Internships during Interim must involve full-time work placements for approximately four weeks. Assistance for planning your internship is available in the Internship and Cooperative Education Office. Independent or Directed Study -Students may elect a program of independent study (upper division 499) or directed study (lower division 299) for Interim. Faculty members are strongly discouraged from accepting responsibility for more than one independent study per Interim. Students choosing to pursue independent or directed study must: 1. Meet departmental requirements. 2. Present to the registrar a copy of the proposed study plan approved by the supervising faculty member and the directedlindependent study registration form. These forms must be submitted by November 29. Appropriate study proposal and registration forms can be obtained in the Interim Office. Interims at Other Schools - Augsburg students may enroll at any other 41-4 institution which offers a reciprocal Interim arrangement.Catalogs of these Interim programs can be consulted in the Interim Office. The Interim Secretary will help students in applying for registration at other schools. Registration for Interims at the other ACTC colleges will be at Augsburg during the regular registration period. Most courses taught during the Interim at other 41-4 schools are accepted for credit by Augsburg, but may not necessarily be accepted as meeting Augsburg's general education require ments. This qualification particularly affects courses offered in religion. Augsburg College welcomes students from other 41-4 schools for the January Interim without tuition charges provided the student's home institution agrees not to charge tuition to Augsburg students for the January term. The waiver of tuition dors not include special fees, housing or board costs. Other students will bc charged $1,050 for the Interim course. Students interested in registering for an Augsburg Interim should write to the Interim Director for application forms or use the forms provided by the Interim Office at their own school. There is an application processing fee of $10. Students are welcome to stay on campus but are not required to do so. Requests for Interim housing should be made to the Interim Office. It should be noted that both ACTC exchange students and visiting students may not register for 299 or 499 courses. Art 24 7-A Instructor: Norman Holen A study of undraped figures for art students and non-art students. The figure will be depicted in various settings with a variety of media for varying lengths of time. Grades will be based upon quality and improvement. There will be a fee of $40 to be paid on the first day of class. Distribution: Art/Music Liberal Arts Perspective: Aesthetics Maximum Enrollment: 20 Time: I Room: Old Main 17 BIO 107-A lnstructoc Ralph Sulerud The development of the concept of evolution, arguably the single most important unifying biological principle, will be traced in this course from preDarwinian times to the present. In so doing the massive body of evidence in support of evolution will be addressed as will the pathway of the evolutionary process and the proposed mechanisms of that process. Notwithstanding its acceptance by the vast majority of biologists, evolution continues to be surrounded with controversy. The antievolution movement including its newest form, "scientific creationism," will be studied as will the ongoing scientific debate concerning evolutionary mechanisms. Finally the course will focus on some of the reciprocal relationships between evolution and society. There will be a variety of readings, and classes will consist primarily of lectures and discussion. Some audieslide presentations and videotapes will be utilized. Grading will be based primarily on quizzes and tests, but participation in discussion will also be a consideration. Prerequisite: High school biology Distribution: Biology/Chemistry Liberal Arts Perspective: Natural World 2 Maximum Enrollment: 20 Time: I Room: Science 2 1 3 BIO 7 40-A BIO 340-A lnstructoc Dale Pederson The Florida Keys provide an excellent site for the study of marine organisms and marine ecology. Most of the approximately two weeks in Florida will be spent at the Newfound Harbor Marine Institute located on Big Pine Key. The Institute offers laboratory facilities and field trips in addition to housing and a dining hall. Field trips will permit the study of diverse habitats such as those of coral reefs, shallow bays, mangrove swamps, sea-grass communities, and tide pools. Organisms from these communities and others will be investigated on site and in the laboratory. A marine biologist from the Institute will be available to lead all field trips and conduct specialized classes. Upon termination of the program at the Institute, there will be a short t i p to the Florida Everglades to experience yet another interesting environment. Preparation for the excursion to the Keys will be made during the week prior to the trip. This will include an introduction to marine biology utilizing a variety of audiovisual materials. The final week will be devoted primarily to study and the completion of the course requirements. Cost is $1,350. Evaluation will be based on overall participation in the program, a detailed journal based on daily experiences, and a final examination. Upper division students will also do a special research project which will be the basis of an extensive paper. Prerequisites: Biology 1I I; 112 for upper division credit Distribution: Biology/Chemistry Liberal Arts Perspective: ' Maximum Enrollment: 10 Time: I1 Room: Science 205 610 185-A lnstructoc Robert Herforth With the aging of the baby boom generation, interest in and research on the biological basis of the aging process has taken on an air of urgency, compared with an earlier more leisurely approach. This course surveys functional changes which occur in the body with age, dysfunctions and diseases associated with aging, and studies on what causes these changes, including findings on the cellular and genetic basis of aging. Attention will also be focused on the results of attempts to slow the aging process in experimental animals. Several quizzes and exams will provide the basis for arriving at grades. Distribution: Biology/Chembry Liberal Arts Perspective: Maximum Enrollment: 20 Time: I Room: Science 205 BUS 295-A lnstructoc john Cerrito The object of this class is to provide students who are not majoring in business with entrepreneurial skills for starting and running a small business. The student will be exposed to various aspects of small business management and will be required to prepare a business plan for a "model" business. The student will be evaluated on the basis of the "model" plan, on tests, and performances on small business case studies. Business majors may not take this course for credit; course is applied toward the major. Distribution Requirement: Liberal Arts Perspective: Maximum Enrollment: 20 Time: I1 Room: Old Main 13 BUS 302-A lnstructoc Milo Schield Examines micro-ethical issues involving individual choices in business. Reviews critical thinking skills in moral reasoning. Students will describe, analyze and evaluate business practices and policies. In addition to written papers, students will select and investigate a current topic and give a written and oral presentation. The class will visit several local businesses to discuss various perspectives on business ethics. This course is being submitted for a graduation-level critical thinking skill and for a Human Identity perspective. Check on status with the Registrar. Prerequisites: BUS 39 1 (now BUS 30 7) or PHI 120 or PHI 125 Distribution: Liberal Arts Perspective: Maximum Enrollment: 20 Time: I1 Room: Old Main 10 BUS 368-A lnstructoc Steven LaFave An examination of current Japanese business practices using a cultural perspective. A multimedia approach will be employed involving film, television documentaries, radio speeches, and readings from current periodicals in addition to text material. A seminar model will be used, with substantial participation expected on the part of students. Students will be evaluated based on a paper, two 20-minute sessions of seminar leadership, class participation, and a mid-tern and final examination.This class should be of interest to anyone majoring or minoring in International Business or any field of Business Administration, as well as anyone with an interest in Japan. Prerequisites: junior standing or consent of Instructor Distribution: Liberal Arts Perspective: Intercultural Awareness 7 Maximum Enrollment: 20 Time: I Room: Music 22 BUS 495-A Instructor Thomas Morgan What is "quality"? Do you "know it when you see it"? How and what should organizations learn? Searching for answers to these and other questions will be the central focus of this Special Topics course. Participants will develop and refine "systems thinking" skills and learn how to apply them to real strategic situations. Altemative perspectives on "the Quality Movement" and "Continuous Process Improve ment" will be explored through reading, discussion and field trips to local organizations involved in the pursuit of quality. Working in collaborative teams, participants will develop a hands-on project based on actual organizations. Evaluation will be based on two short papers and a group presentation. Prerequisites: BUS 242 & ECO 1 13, or permission of instructor Distribution: Liberal Arts Perspective: Maximum Enrollment: 2 0 Time: I1 Room: Foss Center 43 BUS 495 lnstructoc Dr. Magdalena Paleczny-Zapp The events currently taking place in Central & Eastern Europe represent one of the most important changes of the post Cold War era. They cany major implications for world trade and certainly for U.S. bilateral interests. This course will provide an understanding of these events and will identify the most effective ways of doing business with Russia, Central & Eastern Europe. Prerequisite: ECO 1 12 Distribution: Liberal Arts Perspective: Maximum Enrollment: 15 Time: I Room: Memorial Hall 323 CHE 100-A lnstructoc Arlin Gyberg This is a non-laboratory chemistry course based on the popular book by John W. Hill of the same title. It is not a traditional chemistry course and does not assume a science background. Basic science and math are introduced early and taught as needed for understanding the various topics and implications. The course does assume the student is interested in and concerned about the relationship of chemistry to life and living. Chemistry has been intimately a part of liberal education for centuries. The early scientists were considered to be philosophers and their societies were philosophical societies. In recent decades the human seeking of personal independence has led to chemistry becoming a part of everyday life to the point of actual dependence on chemistry. We live in a world of pesticides, fertilizers, plastics, "the Pill," food additives and processed foods, vitamin supple ments, the energy crisis, chemical dependency, biocides, pollutants, drugs, searching for life on other planets, genetic manipulation, and it goes on and on. Emotions and mental disorders can often be traced to chemical imbalance. The common dragged out, grumpy feeling after an afternoon nap is a result of a chemical imbalance. The nature of a hangover is the result of a complex system of altered body chemistry. Even learning appears to be the result of chemical reaction to form a "memory molecule." Most of the problems we face are molecular in nature. What then but chemistry can better help us to understand ourselves, our society, our world, and our universe? Come join us as we take a molecular look at the human condition. This course will be offered in a lecture/discussion format. Films will supplement the lecture/discussion periods. Daily quizzes will be used for evaluation. This course does not satisfy prerequisites for Chemistry 106 or 116. Prerequisite: Math Placement 111 Distribution: Biology/Chemistry Liberal Arts Perspective: Natural World 2 Maximum Enrollment: 30 Time: 11 Room: Science 3 15 CSC 270-A Instructor Larry Ragland A study of the FORTRAN programming language for students with previous knowledge of computer programming. This course will expand a student's knowledge of programming and programming languages through presentation of the features of FORTRAN together with programming techniques for using those features. Students are expected to know how to do computer programming in some programming language (such as Pascal) before entering this course. This course will involve lectures and several programming assignments in FORTRAN. Evaluation will be based on the successful completion of assignments and examinations. Prerequisite: One course which includes programming Distribution: Liberal Arts Perspective: Maximum Enrollment: 25 Time: I1 Room: Foss Center 42 ECO 1 10-A Instructor Ed Sabella Study of economic implications of the many problems facing a metro-urban environment. Fundamental microeconomics tools introduced to facilitate discussion of various topics, e.g. health issues, discrimination, education, etc. Course does not apply toward an Economics, Business Administration, or MIS major. Does not apply toward an Economics minor. Distribution: Economics/Political Science Liberal Arts Perspective: Social World 1 or 2, or The City Maximum Enrollment: 20 Time: I1 Room: Old Main 29 ECO 1 1 3-A lnstructoc Satya Cupta An introduction to microeconomics, the theory of the household, firm, market structures and income distribution. Application of elementary economic theory to market policy. May be taken independently of 110 or 112. Distribution: Economics/Political Science Liberal Arts Perspective: Social World 7 or 2 Maximum Enrollment: 25 Time: I Room: Old Main 7 6 EDE 295-A lnstructoc Carolyn Levy This is a class for both education and theatre students. The main objective will be to introduce the use of theatre with elementary children. One particular avenue of exploration will be the use of theatre in a multicultural environment. There will be a certain amount of theoretical discussion of why to use theatre with children, but the main thrust will be experiential learning: trying out various exercises, games and programs. The last part of the month will include five days of practice teaching in a local elementary school. Distribution: Liberal Arts Perspective: Maximum Enrollment: 20 Time: I Room: Old Main 23 EDE 375-A Instructor Mary Endorf The student will demonstrate knowledge of a developmental kindergarten philosophy though the study and utilization of a variety of techniques and resources for teaching kindergarten. Field work in a kindergarten classroom will occur during class meetings. Authentic assessment techniques will be utilized in class for student evaluation. This is a one-half credit course. Prerequisite: PPST Distribution: Liberal Arts Perspective: Maximum Enrollment: 25 Time: I1 Room: Library 17 EDU 353-A lnstructoc Rich Cermundsen This seminar-style course presents an examination and comparison of selected Western and non-Western educational systems as well as an investigation of possible careers in international education. Special attention will be directed toward Scandinavian and Central American models. There will be lectures, discussions, presentations by students, and guest speakers. Student evaluation will be based on class presentations and investigative projects. Distribution: Liberal Arts Perspective: Maximum Enrollment: 20 Time: I Room: Library 17 EDU 388-A lnstructoc loseph Erickson Emphasis on the study of values, of communication techniques and of the major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations. Open to all. This is a onehalf credit course. Prerequisites: junior or Senior standing Distribution: Liberal Arts Perspective: Maximum Enrollment: 25 Time: I Room: Music 23 ENC 282-A ENC 482-A lnstructoc john Mitchell This course will provide an introductory survey of contemporary American poetry by poets whose work has come into prominence since World War I1 or mid-century. Emphasis will be given to the vision and sensibility of each poet and to the themes of their poems, especially those images and statements that concern philosophical, historical, psychological and cultural values. Through comparison and contrast, students will be expected to formulate reasonable interpretations of selected poets and poems and to express their discoveries in class discussion and short papers. A final examination will be given, and two interpre tive papers about three to five pages in length will be assigned. For upper division credit, the student must also read and give a written class report on a book that discusses contemporary poetry; this choice must be approved by the instructor. Prerequisite: lntro to Literature - for students enrolling for upper division credit Distribution: English/Speech Liberal Arts Perspective: Maximum ~nrollment:I5 Time: I Room: Old Main 22 ENC 24 9-A lnstructoc Douglas Green Questions of ethnicity, class, language, gender, and sexuality pervade recent drama in English. These issues are vitalizing both contemporary drama and productions of classic texts. We will examine how dramatic works of the late 70s, the 80s, and the 90s, written in English, have been shaped by and have addressed issues ranging from racial tension to sexual preference. (We sometimes survey current drama on several such topics, like class, gender and language in 1989, and sometimes concentrate solely on plays about one issue, like homosexuality in 1990 and 1991.) For comparative purposes, we will also view a few films on related topics and hy to attend at least two productions in the Twin Cities. There will be moderate fees for the local productions. Prerequisite: ENC 1 I 1 (Effective Writing) is strongly recommended Distribution: English/Speech Liberal Arts Perspective: Aesthetics Maximum Enrollment: 20 Time: I1 Room: Foss Center 2 1 FRE/CER/NOR/SPA 350-A lnstructoc Roman Soto An inboduction to the critical reading of a broad range of texts (short stories, novels, films and comic strips) through the understanding of their structural properties as well as the social contexts of communication they presuppose or create and/or transform. Selected theoretical readings (in English) prepare students to analyze representative texts (in a second language of their choice).Both the aesthetic and social-historical aspects of literary analysis will be explored, with special emphasis given to analytical approaches from outside the U.S. Workshops and discussions are key features of the course andevaluation will be based on classroom presentations, short papers, and a final examination. Lectures, class discussion and all written work in English. Students may register under their particular major/ minor language. Distribution: Liberal Arts Perspective: Maximum Enrollment: 20 Time: I1 Room: Old Main 23 HPE 1 16-A Instructor Ed Saugestad This course is designed to prepare future teachers for their role in the School Health Program. Emphasis is placed on the prevention of childhood health problems, and the promotion of well-being. This is a onehalf credit course. Distribution: Liberal Arts Perspective: Maximum Enrollment: 20 Time: I Room: Melby Hall 202 (MWF) HPE 232-A Instructor: Carol Enke Theory and practice in teaching and performing American heritage and international folk dances. Exposure to New Games concepts and activities. The majority of the course grade is based on participation in class activities, a teaching assignment and a written test. This is a one-half credit course. Distribution: Liberal Arts Perspective: Maximum Enrollment: 20 Time: I Room: Melby Hall: North Court (TITH alternate Fridays - 1/4, 1/6, 1/7, 1/7 1, 1/13, 1/18, 1/20, 1/21, 1/25 - 9 meetings) HPE 250-A Instructor: Lisa Broek, Richard Borstad Designed for students who are interested in learning about contemporary health issues and applying this knowledge to their personal lives and the lives of their peers. This course provides a foundation for education, assisting and a p proaching fellow students about personal health issues. Students will apply student development models to peer education and peer helping. Topics include human develop ment theory, empowerment, communication skills, multicultural issues, referral sources and procedures, and decision-making skills. Students will examine strategies which promote a healthier campus environment. This course utilizes many interactive experiences combined with lecture and group discussion. Classroom activities allow students to practice and demonstrate skills taught during the course. Students have the opportunity to assess their own personal level of health. Evaluations will include objective tests, journal entries, and a group project. This course should be useful to students who are interested in impacting their campus environment as well as those who desire learning practical skills such as communication and negotiation, group facilitation, program development, and public speaking. Distribution: Liberal Arts Perspective: Maximum Enrollment: 20 Time: I1 Room: Music 22 HPE 475-A lnstructoc Paul Kriegler Emphasis placed on preventing injuries. Treatment of common athletic injuries. Practical experience in taping and training room procedures. This is a onehalf credit course. Prerequisite: BIO 103 Distribution: Liberal Arts Perspective: Maximum Enrollment: 15 Time: I Room: Melby Hall 119 (M/W alternate Fridays - 1/3, 1/5, 1/10, 1/72, 1/14, 7/17, 1/19, 1/24, 1/26 - 9 meetings) HPE 478-A lnstructoc Ed Saugestad Theory, techniques, and administrative aspecls of coaching hockey. This is a onehalf credit course. Distribution: Liberal Arts Perspective: Maximum Enrollment: 20 Time: I Room: Melby Hall 7 19 (T-R) HIS 162-A Instructoc Don Custafson This area on the other side of the world has produced the world's largest working democracy. From this people has come one of our centuqs greatest individuals (Gandhi)as well as some intriguing charlatans. It is a prime example of 20th Century colonialism and nationalism; it is a standard example for population crisis and world hunger illustrations. South Asia is all this - and much more. This course is designed for the student who has interest but little or no background in non-Western subjects. The heart of the course will be a wide assortment of readings (including at least one novel) and at least two really good movies, but there will also be lectures, time for discussion and perhaps some slides. Grades will be based on general level of participation, on some written work and a final exam. Distribution: History/Philosophy Liberal Arts Perspective: Maximum Enrollment: 25 Time: I Room: Murphy Place 4 HIS 220-A HIS 320-A Instructor Khin Khin lensen This course will focus on Asian immigration to the United States in the mid-19th century and the turn of the 20th century. The Chinese, Japanese, Korean, and Filipino experience will receive special attention. The course concludes with a component on the changes in the U.S. immigration laws in the post-World War I1 period. Students will study the pattern of Asian immigration, the areas they settled in, the contributions made by these ethnic groups to the American economic scene, and the role of new Asian immigrants since the end of the Vietnam war. The course will highlight the politics of the immigration laws and the gradual opening of the United States to some Asian immigration. Inter-active videos will be used. There will be a mid-tern and a final project (a paper, topic to be selected the first week of term in consultation with the instructor). Prerequisite: None for lower division; more for upper division (see asterisk below) Distribution: Histo~y/Philosophy Liberal Arts Perspective: Maximum Enrollment: 25 Time: I Room: Old Main 10 "Upper division students will be required to complete a longer paper than for lower division credit. They will also be expected to complete a book review on a book related to the course theme and provide an oral progress report of their paper to the class. TOPICS IN U.S. HISTORY: A HISTORY OF HIS 33 1 -A lnstructoc Chris Kimball The poet Walt Whitman once called baseball "America's game." In the century since Whitman uttered those words, baseball has occupied a prominent (and permanent) place in American life in some ways equivalent to business, politics, religion, and race. In this course, then, we will examine the relationship between the United States and its national pastime. Our focus will not be on the game between the lines, the great players and teams. Instead, we will take up several topics which can illuminate the historical evolution of this country. Some of these include: professionalization and its impact on amateur baseball, the role of ethnicity and ethnic rivalry, the color line, the emergence of the "big" leagues at the expense of the "minor" leagues, women's baseball, labor relations and the empowerment of the players, the impact of television, and the ballpark as an urban place. Special attention will be paid to baseball in the Twin Cities and students will be asked to do a short research paper on some aspect of baseball history in this region. Grading will be based on the research paper, class participation and a final exam. Prerequisite: One ( 1 ) history course or consent of instructor Distribution: History/Philosophy Liberal Arts Perspective: Maximum Enrollment: 30 Time: I Room: Murphy Place 3 TOPICS IN U.S. HISTORY: LEGALHISTORY HIS 331-A lnstructoc Bill Green This course will examine the social, economic, and intellectual factors in American history that contributed to the emergence of a modem national legal system from English and colonial antecedents. Some of the topics covered in this course are the evolution of the roles of judges, lawyers, and juries; the criminal justice system; property, contract, and tort law; legal education; family law; civil rights (for women, African Americans, Native Americans, and children); and business and labor law. Requirements: Discussions, attendance required, research paper. Distribution: Liberal Arts Perspective: Maximum Enrollment: 15 Time: I Room: Old Main 2 1 HON 407-A Instructor: Larry Crockett This course will consider radical black American writers on the left and the right, most notably exemplified by Malcolm X and Angela Davis on the left and Norma Sowell and Walter Williams on the right. Course will feature several guest speakers. Students will write two small papers and one large paper. Restricted to junior and senior honor students or permission of instructor. Distribution: Minority/Women/Urban Studies Liberal Arts Perspective: Maximum Enrollment: 25 Time: I Room: Foss Center 42 INS 120-A Instructor Ann Fleener Students will participate in a series of seminars, following the Paideia seminar format as developed by Mortimer Adler and Paideia Associates. Students will read selected readings, which will then be discussed in Paideia seminars. Students will also view selected films for seminar discussions; develop and/or hone habits of mature, intellectual talk; observe seminars conducted in a St. Paul Public School; evaluate their own behaviors during seminars and lead seminars. Distribution: Liberal Arts Perspective: Maximum Enrollment: 20 Time: I Room: Science 3 7 9 INS 197-A Instructors: Kristin Anderson, lulie Bolton, Merilee Klemp How do we see? How do we listen? How do we respond to theater? What is the nature of art? How are ideas conveyed in art forms? What do the visual arts, music, and theater have in common? How do they reflect the society in which they were created? Is art timebound or timeless? All art forms are linked to a particular time and place. We see that the visual arts, music, and theater always reflect the spiritual and intellectual climate of their time. Using examples of music, art, and theater created in Europe in the Baroque period, the course will explore how to appreciate and understand the various art forms, examine the relationships among the arts, and consider the expression of enduring themes and ideas at different points in time. Students will participate in the course through various readings, including reading plays, studying scores and listening to recordings, and reading primary source material comected to the art pieces considered. Using the resources of the College and the city, students will also attend a special performance of the Augsburg Faculty Artist Series, visit art collections, including the Minneapolis Institute of Arts, and attend music performances, including the Minnesota Orchestra, the Minnesota Opera, or the St. Paul Chamber Orchestra. Students will be expected to attend all required performances and museum visits, write analyses of the art works or performances, and write a paper integrating the different arts and time periods studied. There will also be quizzes. Costs for tickets to performances should not be more than $20. Distribution: Art/Music Liberal Arts Perspective: Maximum Enrollment: 75 Time: I (The class will normally meet during Time I, but students will be expected to attend a limited number of offcampus events (some evenings and/or weekends) as a part of the class work.) Room: Tjornhom-Nelson Theatre/SaterenAuditorium INS21 1-A Instructoc loan Kunz Do you enjoy talking about science and technical topics, but just can't find an audience? We'd love to listen! Through a series of four oral assignments, you will have the opportunity to talk science to your fellow scientists, improve on your oral presentation skills in a variety of formats, learn to effectively organize a speech, prepare visual aids, and listen to and learn about other science topics and science policy from your fellow scientists. This course satisfies the General Education Graduation Skill in speaking. Prerequisite: One year of an introductory science course Distribution: Liberal Arts Perspective: Maximum Enrollment: 7 6 Time: I Room: Science 3 15 INS 264-A lnstructoc Virginia Allery This course will be an historical survey of Hollywood movies that created and continue to foster images of the North American Indian in American society. Movies will include: "Drums Along the Mohawk," "Shadow Catcher, Broken Arrow," "Little Big Man," and "Pow-Wow Highway." Issues to be discussed will be authenticity, misrepre sentation, stereotypes and the use of Indian and non-Indian actors. Upper-class students will be expected to do a project related to any of the issues discussed in class. Distribution: Liberal Arts Perspective: Maximum Enrollment: 20 Time: I1 Room: Music 23 LIN 290-A lnstructoc Don Steinmetz Is our ability to use language acquired by learning, or is it present from birth? What do all languages have in common despite their obvious differences? How can learning a foreign language be so frustrating for adults, while young children learning their native language seem to be having fun? Questions such as these have fascinated people throughout history, and recent developments in linguistics have begun to provide some credible answers. The purpose of this course is to survey the most remarkable findings in this area and engage in some principled speculation as to what they mean. This course is open to all students with a healthy curiosity about language. No other prerequisite. There will be two tests and a short paper for class presentation. Distribution: Liberal Arts Perspective: Maximum Enrollment: 25 Time: I1 Room: Old Main I 1 MIS 376-A Instructor Kathy Schwalbe This course develops practical project management skills by combining theories, techniques, work-group skills, and computer tools. Students will participate in numerous inclass activities to determine projects to be done during class, estimate required resources, motivate people to successfully complete projects, use project management software to track progress and develop alternatives, etc. Evaluation will consist of individual and team presentations, participation, and a final exam. Prerequisites: BUS 227, BUS 242, and MIS 175 or MIS 370 Distribution: Liberal Arts Perspective: Maximum Enrollment: 20 Time: I Room: Foss Center 2 7 MAT 173-A Instructor Ken Kaminsky Learn how to determine the monthly payments on a house or car. Find out how much you need to be socking away now to have a million when you retire. Learn how annuities, perpetuities and life insurance work, and more. Prerequisite: Math Placement Level 111 Distribution: Math/Physics Graduation Level Skill: Quantitative Reasoning Maximum Enrollment: 25 Time: I Room: Science 1 12 MAT 253-A lnstructoc Steve Zheng Our objectives are the exploration of this new geometry of fractals, its rules, its visuals, how it reveals the beauty of mathematics, how to create images of such complex forms and experience it as a form of artistic expression via computer graphics. The class will observe the pattern of selfsimilarity and consider the transformations used to construct fractals such as this fern and the existence of selfsimilarity regardless of the power of magnification used in examining it. The class will also consider the well known Mandelbrot set and Julia sets in color and in three dimensional rendition. Class lectures will provide introduction to the mathematics, and computer programs will provide students with the opportunity to construct their own visuals. Students will be tested on the mathematics through a midterm exam. Students will create a portfolio of visuals similar to the one above and from pieces of the Mandelbrot or Julia sets which display the mathematical character of those visuals and do a major creative project. There will also be a final project. Prerequisite: Math Placement Croup 111 or higher Distribution: Math/Physb Liberal Arts Perspective: Aesthetics Maximum Enrollment: 15 Time: I1 Room: Old Main 2 7 SOUNDSAND SIGHTS OF EUROPE (UMAIE COURSE) MU5 179-A lnstructoc Robert Karlen/Roberta Metzler Much of American history and culture is derived from that of continental Europe and the cities of Amsterdam, Paris, Munich, and Vienna. This course provides an opportunity to visit and experience important cultural centers that provided the impetus for development of cultural life in the New World. Students will gain an appreciation of the role of art and music in the history of the Netherlands, France, Austria, and Germany. Evaluation is based on full participation in all course-related group activities, a daily journal, art/music critique sheets, and exams (oral and written). No prerequisites, and no previous experience in art or music is required. Fee: $2,895 includes all air and surface travel, accomrnodations, several cultural performances, continental breakfast daily, and five group dinners. Registration for this interim must be made before October 22 at the International Programs Office, 620 2 n d Avenue South, Minneapolis, MN 55454. Phone: 331655. Offered on a P/N basis only. Distribution: Liberal Arts Perspective: Aesthetics Maximum Enrollment: 30 MUS 204-A lnstructoc 0. Nicholas Raths, An introduction to the fundamentals of music and musicology as they occur within the context of Rock's inception (1950s) and maturation (1960s)periods. This course will examine the historical background, musical content, and methods of selected artists and their work. Evaluation will be based on class participation, a compre hensive term paper, exam and a group performance project. For non-music majors. Distribution: Art/Music Liberal Arts Perspective: Aesthetics Maximum Enrollment: 30 Time: I/ Room: Music 3 MUS 295-A Instructor Stephen "Cabe" Cabrielsen The program "Finale" will be explored. This computer program makes it possible for music students to generate professional level musical scores. Daily assignments will be given with the end goal of developing proficiency at printing music at the computer. Prerequisite: Note-reading ability Distribution: Liberal Arts Perspective: Maximum Enrollment: 12 Time: I Room: Music Library ( I st floor Music Bldg) MUS 394-A lnstructoc Mark Thomsen This course combines the study and performance of opera and music theater as well as study of the techniques of singing for the stage. Student participation will include reading, discussion, performance of opera/musical theater scenes, going to performances of other artists, and visiting some of the performing organizations in the Twin Cities area to see how they are run. Exercises devoted to release of tension and acting technique for the singerlactor will also be explored. Opera! Opera! will culminate in a performance of opera/ music theater scenes at the end of Interim that will be open to the public. Prerequisite: Permission of private voice instructor Distribution: Art/Music Liberal Arts Perspective: Maximum Enrollment: 30 Time: I1 Room: Sateren Auditorium NOR 1 1 I-A lnstructoc Nancy Aarsvold This course is for students with no previous background in Norwegian. It aims to develop basic skills in speaking, listening, reading, and writing as tools for communication and for understanding Norwegian culture. Classroom practice focuses on both presentation of vocabulary and structures and the use of the language in everyday contexts. Evaluation will be based on participation, daily assignments, quizzes, and a final exam. Distribution: Modern Languages Liberal Arts Perspective: Intercultural Awareness 2 Maximum Enrollment: 25 Time: I Room: Old Main I 1 PHI 146-A lnstructoc David Apolloni Is abortion wrong? Is killing a terminally-ill person murder? Are there some crimes for which capital punishment is justified? Is there such a thing as a just war? These questions and the various answers proposed arouse deep emotions and often hostile confrontations among many groups in our society. All too often, complex moral issues get reduced down to simplistic slogans when these groups campaign to maintain or change laws on these issues. This course will utilize readings on these complex and burning moral issues as an introduction to ethics and critical moral thinking. We will consider some philosophical theories on the nature of moral obligation and personhood to help us get past emotions and slogans to a much deeper and informed understanding of the philosophical problems which lie behind the controversies surrounding abortion, euthanasia, capital punishment, and war. The course will combine lecture and class discussion on some contemporary philosophical readings on killing. Students' work will be evaluated on the basis of four (2 to 3) page papers (each on some aspect of one of the topics) and class participation. Distribution: Liberal Arts Perspective: Maximum Enrollment: 3 0 Time: I Room: old Main 29 PHY 151-A Instructor: leff lohnson Spreadsheets (e.g., Lotus 123) have been used extensively in business for years. However, it is also possible to use spreadsheets to solve physics problems without using highpowered mathematics. Spreadsheets allow the student who is not an expert in mathematics to experience physics on a more intuitive level. We will use Lotus 123 to solve prob lerns in a wide variety of physics areas including planetary and projectile motion. Some of the problems investigated might be in areas other than physics. Grading will be based on spreadsheet projects, homework, and a final exam. Prerequisite: Math Level I 1 1 Distribution: Mathematics/Physics Graduation Level Skill: Quantitative Reasoning Maximum Enrollment: 20 Time: I Room: Science 30 PHY 337-A Instructor: Stuart Anderson The quest to understand how light and matter interact is at the heart of modem physics, and lasers are probably the most ubiquitous technical product of these ideas. "Making Light of Matter" will begin with an overview of optics needed for understanding imaging, beam control and dispersion, including the nature of light, reflection, refraction and interference. This sets the stage for treating the physics of superradiant devices and lasers, and the impact of cavity design on output characteristics. The course will conclude by applying these concepts to the study of atoms and simple molecules by the emission, absorption and scattering of light. Considerable emphasis will be placed on laboratory experiences; only onethird of the class period will be used for formal lectures and discussion, with the balance spent in the laboratory. Grades will be determined on the basis of weekly evaluation of laboratory notebooks, two onehour exams, and a formal research paper. Prerequisites: PHY 121, 122, 245; MAT 145, 146, 245 (or consent of instructor) Distribution: Liberal Arts Perspective: Maximum Enrollment: 9 Time: I1 Room: Science 30 POL 140-A lnstructoc Andrew Aoki This course requires students to struggle with questions of social justice in America. Students will develop and defend their own standards of social justice, and conditions in the United States will be measured against these standards. This course will stress the exchange of ideas, and students will be expected to be very actively involved in this exchange. The goal of the course will be for students to develop their own thinking about social justice, and to have a much greater awareness of values which may conflict with the pursuit of social justice. In addition, students should be able to use their ideas to evaluate and critique conditions in America today. Evaluation will be based on participation in class discussions and structured class activities, on two short (46 page) essays, and on a final exam. Distribution: Economics/Political Science Liberal Arts Perspective: The City Maximum Enrollment: 35 Time: I1 Room: Old Main 16 WORLD POLITICS: CONFLICT AND CRISIS IN THE 90s POL 160-A Instructoc Mary Ellen Lundsten By examining current crises and patterns of negotiations in places like Bosnia, South Africa, Israel, and the former Soviet Union, this course highlights the changing political structures and processes in the world of the 90s. Students will discuss new international economic patterns, security issues such as nuclear proliferation, United Nations efforts at peacekeeping, and environmental protection. Lectures will supplement readings from two textbooks. Students will give brief oral presentations of prepared materials on world crisis topics and they will prepare a final essay. The course will offer an opportunity for students to simulate how national leaders negotiate among themselves. Distribution: Economics/Political Science Liberal Arts Perspective: Social World 1 or 2 Maximum Enrollment: 30 Time: I1 Room: Foss Center 20 POL 220-A POL 320-A Instructor William Morris This course will examine the impact of the American political system upon public policy making in the United States. Three topics of major policy importance will be selected for examination in the way they are addressed by particular political practices and/or institutions. The class will evaluate the options available to policy-makers in light of the scholarly literature and other information available on each subject. It will then assess the interplay between these choices and their handling by the political system. Close attention will be given to an exploration of the ethical situation and dilemma of decision-making in politics. As part of the course, students will submit written analyses and evaluations of the success and/or failure of the policymaking process in addressing these problems. These, plus additional articles and portions of books from the social sciences, will serve as a basis for class discussion. The papers, a test on the assigned readings outlining the policymaking process in the United States, and class participation will determine final grades. Students taking the course for lower division credit will be expected to complete papers on two of the three policy issues addressed in the course. Those taking the course for Upper Division credit must complete an additional paper on a policy issue of their choice not covered in class. Prerequisites: Students should have completed at least one lower division social science class. Distribution: Economics/Political Science General Education Perspective: Maximum Enrollment: 20 Time: I1 Room: Old Main 27 POL 250-A POL 450-A Instructor: Einar Vetvik The course objective is to give knowledge of the political systems and the most important policy issues in modem Scandinavia. This will include party systems, elections, political institutions, public administration, and the welfare state. The course will include a comparative approach linking the Scandinavian system to the development within the European Community. Reference to the situation in the U.S. will also be made. The model of teaching is based on lectures, but emphasizes student participation in discussion and group work. Assignment 250: Readings, short essay paper, and a final exam. Assignment 450: More demanding exam, additional reading, and a more extensive paper. Distribution: Economics/Political Science Liberal Arts Perspective: Maximum Enrollment: 25 Time: I1 Room: Library 1 PSY201-A lnstructoc Victoria Littlefield The methods of psychology are used to study behavioral and social influences on health, including the interaction of behaviors, thoughts, emotions, and biological systems. Consideration is given to life styles, stress management, illness prevention and treatment, and the role that proactive behaviors play in health. Evaluation is based on class participation, homework assignments, papers, and quizzes. Prerequisites: PSY 10 1, 102, or 1 05 Distribution: Liberal Arts Perspective: Maximum Enrollment: 25 Time: I Room: Science 2 12 PSY 335-A Instructor: Nancy Steblay U.S. law and the legal system will be investigated from the perspective of psychological theory and practice. A speclfic focus will be on the social psychology of courtroom procedures with consideration of such topics as jury selection, eyewitness evaluation, and jury decision-making. Class readings and discussion will also cover such broader areas as morality, justice, ethics, and victimization. Evaluation methods include tests and written work; students will also be responsible for contribution to class discussion. Prerequisites: PSY 7 02 or 1 05 Distribution: Liberal Arts Perspective: Maximum Enrollment: 20 Time: I Room: Old Main 73 PSY 340-A lnstructor: Norm Ferguson This course will explore concepts of self from psychological, cultural, and theological perspectives. A variety of myths and symbols will be examined to gain knowledge about how they function as representations of the "self." The objective of the course is to gain a deeper understanding of one's self and of how conceptualizations of "self" are molded by a variety of social, cultural, and historical influences. The content of the course will include topics such as: the impact of science on myth; the mythologies of romantic love, war, and peace; the process of individuation; and metaphors of psychological transformation. Class time will be devoted mainly to the discussion of assigned readings. Students will be expected to be prepared for class by doing the readings and to be actively involved in the class discussions. Students will be given some of the responsibility for leading discussions. Evaluation will be based on class participation and five short (600-900 word) papers. Prerequisites: PSY 102 or 105 Distribution: Liberal Arts Perspective: Maximum Enrollment: 20 Time: 1 Room: Foss Center 43 PSY 370-A lnstructoc Duane lohnson Inquiry into the nature and presence of idealism in the life of the adolescent person. Theoretical bases for such idealism will be considered. Idealism directed toward other persons and society will be the main focus. +â-h This course will be conducted as a wmina&th h,+I~i!: level of student contribution and participah. i\~I&il~rI ~ ,ltF each class session is required. Ppf!kIu 1 t wi l I inr-tucic class discussion frequent s h ~ r $ ~ ~ i l ~ i < f r ~v <n oral l reports. Typewriting or quiylcfil w o ~ png~.cxv,ing l will be r e quired. ~ ' ? U R As i*lrkl)rau&pl. 111%i i hrm1students are required lo read r The Mnr,rf Lifi I?t '/rilllnj~I by Robert Coles before the start of the i n l ~ ~ l ' book l t i ~(in paperback) will be available in the Augsburg Ik~okstore by November 1.An additional text may be required and Iibrary reference work will be a part of the course process. This course is offered only on PIN basis. Prerequisites: PS Y I 02 or PS Y 7 05 Distribution: Liberal Arts Perspective: Maximum Enrollment: 20 Time: I Room: Old Main 25 REL 330-A lmtructoc Philip Quanbeck I1 This course will approach parts of the New Testament from the perspective of the social world. It will examine the world of cultural conflict, accommodation and change and determine how that shaped the New Testament message and how the church responded to the challenge. Topics will include concepts of cultural anthropology such as honor and shame, the social structures of the family and the city in the Grawo-Roman world. Social status will be addressed in the ways it affected women, men, free persons, and slaves. Special attention will be paid to the relation between early Christianity and Judaism. In the New Testament there will be particular focus on LukeActs, the Letters of Paul (Romans and I Corinthians) and First Peter. Evaluation will be by exam and a research paper. Prerequisites: REL I 1 1 or REL 22 7 Distribution: Religion (only one interim course may be used to meet religion requirements) Liberal Arts Perspective: Maximum Enrollment: 20 Time: I1 Room: Science 2 1 3 REL 343-A lnstructoc Cathy Paulsen Marriage has been described in terms of a free fall, a decision that we often make with a portion of our brain and all of our heart. This course will take nothing from the heart, whether you are married or not. It will, however, increase your certainty and the possibility for meaning and intimacy in your life with a partner. In the context of Christian teachings, many theories will be studied, with particular attention given to the work of C.G. Jung, and will be applied to the marital relationship primarily, and to the family secondarily. There will be lectures, discussions, and visiting resource persons. Evaluation will be based on class participation, one paper, and two tests. Two books will be required. Prerequisites: REL 7 7 7 or REL 221 or permission of instructor Distribution: Religion (only one interim course may be used to meet religion requirements) Liberal Arts Perspective: Maximum Enrollment: 25 Time: I Room: Music 24 REL 345-A Instructoc Eugene Skibbe The Lutheran Church is the largest Protestant church in the world. We will not only examine the Lutheran Church as it is at the present time, but also study its origin in the 16th century, its development over about 450 years, and its cultural influence. An anthology, which includes several monographs and the professor's lectures, will be used. Some important readings will be done from the reserved shelf of the library. Lecture and class discussion will deal with examples of Lutheran witness to the Gospel in art, music, philosophy, sociology, and theology. Requirements include four exams. Prerequisites: Religion 1 1 1 or 22 1 Distribution: Religion (only one interim course may be used to meet religion requirements) Liberal Arts Perspective: Christian Faith 2 or 3 Maximum Enrollment: 25 Time: I Room: Old Main 18 REL 374-A Instructors: john Benson, Mark Engebretson For some in our society, science is the driving engine of a better, more secure life and the basis for a philosophy of life. For others, science and its associated technologies, along with its invitation to become a global world view, constitute a grave threat. Some Christians particularly feel threatened by science. This course will address these matters in two ways. First, it will begin with a historical overview of the relations between science and the Christian faith, emphasizing three periods: the origins of the Christian faith, the development of "modern" science and mechanistic philosophy, and the reevaluation of science and nature in the 20th century. Second, it will study systematically the world views of science and religion to see how they compare. Class time will be divided among a variety of activities including lectures, whole class discussions, small group tutorials, and an extended simulation exercise in developing a space colony, drawing from the ideas developed in the course. Course evaluation will be based on two short exams, participation in small group tutorials based on assigned readings, a group project presentation, and a major synthe sis paper based on the group project and course materials. Prerequisites: One religion course, one science course, and junior or senior standing Distribution: Religion (only one interim course may be used to meet religion requirements) Liberal Arts Perspective: Maximum Enrollment: 60 Time: I1 Room: Old Main 7 8 REL 385-A lnstructoc Lynne Lorenzen This course is an introduction to process theology which is based on the philosophy of A.N. Whitehead and is a critique of "Classical Christianity." Issues such as theodicy, christology, sin and salvation will be considered. An 8 to 10 page paper will be written and presented to the class. Class sessions will include video and discussion. Prerequisites: REL 1 1 1 or REL 22 1 Distribution: Religion (only one interim course may be used to meet religion requirements) Liberal Arts Perspective: Maximum Enrollment: 20 Time: I1 Room: Science 3 19 SWK 257-A lnstructoc Mary Lou Williams Experiential learning occurs as stydents volunteer 80 hours (in a services agency or institution which students select). The placement must be approved by course faculty and supervised by agency staff. In the context of this volunteer experience students have opportunity to interact with human service professionals, clients, and communities of diverse culturelethnic heritage and special concerns (age, socio-economic status, lifestyles, developmental/physical abilities, gender, etc.).The course is designed to help students learn about themselves in relation to a possible major or future career in the human services. The three-hour weekly seminar is devoted to discussions which assist students in integrating agency experiences and readings which explore the historical development of social welfare as an institution and the nature and value system of social work as a profession. students will also examine and critique the manner in which social, economic, and political structures impact diverse groups in society. Students will focus on their own responsibilities in society, as well as examine their personal value system in relation to special concerns, such as poverty and the "isms." Distribution: Liberal Arts Perspective: The City Maximum Enrollment: 30 Time: I Room: Murphy Place 7 S WK 4 66-A (full course) SWK 4 6 6 4 (.5course) Instructor Vincent Peters This is a continuation of Field Work I1 -educationallyfocused field placement in a social service agency. Students will spend 15 (or 30) hours per week in field placement, plus one hour per week in a faculty-facilitated supportive seminar held on campus. Evaluations will be made in writing by the field instructor using previously developed contract and social work evaluation forms. Prerequisite: SWK 462 (Field Work 11) Distribution: Liberal Arts Perspective: Maximum Enrollment: Open enrollment for senior social work students Time: I Room: Murphy Place 2 SOC 232-A lnstructoc Rita Weisbrod In American culture, we have gone from nostalgia and romanticism regarding children in the early decades of this century to an increasingly widespread neglect of child welfare. We will examine the social status of children in Western society focusing on understanding problems in the current social relationships of children in American society. Students will develop a journal of their readings and complete an individual project selected from several options, including a child observation assignment or a libray research assignment, and give an oral report to the class followed by a written summary of their findings. Distribution: Liberal Arts Perspective: Maximum Enrollment: 25 Time: 11 Room: Old Main 25 SOC 265-A lnstructoc Jerry Cerasimo The dimensions of racial and minority group relations. Major attention is focused upon prejudice, racism, and the role of self-understanding. (P/N grading only) Distribution: Minority/Women/Urban Studies Liberal Arts Perspective: Intercultural Awareness I Maximum Enrollment: 25 Time: I Room: Foss Center 20 SPA 777-A lnstructoc Cabriela Sweet Beginning Spanish I introduces the student to basic vocabulary and grammar. The emphasis is on spoken Spanish, but secondary goals are to develop reading and writing skills as well. After Interim, students will be prepared to continue with Spanish 112 in the spring. The approach used in class will be proficiency oriented, and grammar explanations will be given as needed to clarify those in the text. Evaluation will include class participation, a test on each chapter, and a written and oral final exam. Distribution: Modern Languages Liberal Arts Perspective: Intercultural Awareness 2 Maximum Enrollment: 25 Time: I Room: Old Main 27 SPC 348-A lnstructoc Deb Bart This course is an advanced television production course which combines studio and field production with special emphasis on post-production editing. Students work in production teams to create and produce a one-hour magazine format news program. Prerequisites: Broadcast Production I or consent of instructor Distribution: Liberal Arts Perspective: Maximum Enrollment: 20 Time: I Room: Foss Center 175 (Media classroom) Augsburg is part of a consortium called UMAIE, Upper Midwest Association for Intercultural Education, which offers overseas learning experiences during the Interim. Additional information about the following courses can be obtained from Kathleen Lutfi at the International Programs Office, 620 2 n d Avenue S. (Tel. 33@1655)or from the Interim Office (Tel. 330-1025). Registration for these Interims ends October 29,1993. These courses are offered on a P/Nbasis only and generally cany a lower division number. Ancient Greece:Myth and Monuments Art and Architecture of Ancient Egypt China and Its Artistic Heritage The Church in Brazil: Comforting the Afflicted, Afflicting the Comfortable contemporary European Business and Economic Systems Coral Reefs in The Philippines and Hawaii Cultural Conflict in Renaissance ltaly English School and Family Environmental Issues: East and West Europe and The Rise of Modern Science Hawaii: Cross Cultural Transmission and lntegration Literary Ventures by Train: England and Scotland Nairobi and Arusha: The Tale of the Church in Two Cities The Natural History of the Galapagos Islands and an Ecuadorian Rainforest Post-Colonial Namibia: A land of Liberation and Peace Making Readings of the Bible ReJections in a Clouded Mirror: The Performing Arts and Iapanese Culture Russia, Ukrania and Poland after Communism Social Work and Social Welfare in Sweden Sounds and Sights of Europe Spanish Art and Culture of the Siglo De Oro Work Life in the Information Age: Action Research in Nonoay and Sweden These courses are offered by institutions or groups not connected with Augsburg College, but have been approved for credit by the College. Most cany a tuition cost plus other expenses which are the responsibility of the student. They are offered only on a P/N basis. Fuller descriptions and details for registering are available in the Interim Office. SAILING IN THE VIRGINISLANDS (JANUARY 4 - 20, 1994) HPE 455-A Instructor: Joyce Pfaff Designed for the beginning and intermediate sailor interested in the art and practice of sailboat mising. The course will take the participant to a competent level of sailboat handling (anchoring, mooring, helming, and crewing). The student will live aboard a 43 to 46 foot fixed keel sailboat with 5 to 6 other people and will function as an active crew member. Actual on-thewater instruction will be the major part of the course. Sailing will include mises to the various islands and cays in the British and American Virgin Islands. Snorkeling and windsurfing will be available on an optional basis. Some classes will be held in December prior to leaving for the Virgin Islands in January. The course cost is $2,600, which includes airfare, for Augsburg day students and qualifying 41-4 students. Others will have to pay regular Interim tuition in order to receive academic credit. Prerequisite: Permission from loyce Pfaff of the Health and Physical Education Department (6 12) 330- 1247. Distribution: Lifetime Sports; also one course credit. Graduation Level Skill: Lifetime Sports OUTWARD BOUND HPE 212-A Check for information in thehterim Office on dog sledding and snowshoeing on the Minnesota-Canadian border or for whitewater canoeing and desert camping on the Rio Grande in the December 27 through January 26 period. There is a cost of approximately $1,275 (the Outward Bound organization has some scholarships available). POL 398-A POL 398-A POL 398-A Students are required to take the full three week program (January 3-21). Segments I and I1 meet from January 3 to January 14,1994. Segment I11 meets from January 17 to January 21,1994. Campus liaison is Professor Milda Hedblom. Applications for financial assistance from the college are available i n Memorial Hall 117A; telephone is 33B1197. The following activities are available to students during interim and students may register for these classes as well as for a regular course. These activities do not carry course credit, but do meet the lifetime sports requirement for graduation. HPE 002-A lnstructoc Wayne Niles The form, basic techniques, and practical usage of American Karate, taught by a certified Third Degree M K A Black Belt inshctor. Fee of $30. Distribution: Lifetime Sports Graduation Level Skill: Lifetime Sports Maximum Enrollment: Unlimited Time: 12:OO-1:00 p.m. Mondays, Wednesdays, and Fridays Room: Melby Gym HPE 002-A lnstructoc Brian Ammann Practice and playing of badminton. Grading: P I N only Distribution: Lifetime Sports Graduation Level Skill: Lifetime Sports Maximum Enrollment: 16 Time: I M, W/alternate Fridays (1/3, 1/Sf 1/lo, 1/12, 1 /14, 7/17, 1/19, 1/24, 1/26 - 9 meetings) Room: Melby, north court HPE 002-A lnstructoc Brian Ammann Practice and playing of racquetball. Grading: P/N only Distribution: Lifetime Sports Graduation Level Skill: Lifetime Sports Maximum Enrollment: 8 Time: I T, Th/alternate Fridays (1/4, 1/6, 1/7,1/7 1,1/13, 1/78, 1/20, 1/2 1, 1/25 - 9 meetings) Room: Melby, north court HPE 002-A lnstructoc leff Swenson Grading: P/N only Distribution: Lifetime Sports Graduation Level Skill: Lifetime Sports Maximum Enrollment: 15 Time: I M, W,F - all term Room: Melby, weight room HPE 002-A lnstructoc ]eff Swenson Grading: PIN only Distribution: Lifetime Sports Graduation Level Skill: Lifetime Sports Maximum Enrollment: 15 Time: I1 M, W,F -all term Room: Melby, weight room
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Title: Augsburg College Graduate Catalog, 2014-2015
Collection: Course Catalogs
Search Result: 2014-2015 Graduate Catalog at Augsburg College Graduate Catalog 2014-2015 Official Publication of Augsburg College 2211 Riverside Avenue, Minneapolis, MN 55454 The Augsburg College Graduate Catalog contains information about academic program requirements and academic and student policies...
Show more 2014-2015 Graduate Catalog at Augsburg College Graduate Catalog 2014-2015 Official Publication of Augsburg College 2211 Riverside Avenue, Minneapolis, MN 55454 The Augsburg College Graduate Catalog contains information about academic program requirements and academic and student policies and procedures for fall semester 2014 - summer semester 2015. It is subject to change without notice. The catalog is intended to complement other College publications including the Student Guide and College website. It is important for students to be familiar with all College 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 2014 Phone: 612-330-1000 www.augsburg.edu 1 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, Creative Writing, Education, Leadership, Nursing, Physician Assistant Studies, and Social Work are distinguished by the opportunities they provide students to expand decision-making and strategic skills. 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 find your calling, at work and in the world. 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, Ph.D. President 2 Greetings from the Academic Affairs Office Welcome to graduate studies at Augsburg College. We are committed to education that prepares people for leadership in their communities and places of work. We believe that learning based upon intentional integration of the liberal and professional arts and sciences provides the best preparation for living in the fast-paced, changing, and complex world of today and tomorrow. We expect our graduate students to achieve tangible and measurable outcomes from their studies at Augsburg: specialized knowledge in a field of study, applied and collaborative learning, advanced intellectual skills (especially in engaging diverse perspectives and communication fluency), and demonstrated civic and global learning. When you join Augsburg, you become part of a community that offers lifelong learning opportunities in state-of-the-art physical and online classrooms with accessible libraries and dedicated faculty and staff. Our locations in vital metropolitan areas and the opportunities we provide for international travel offer exciting and challenging real-life learning. Cities and countries become extended campuses for Augsburg students. Additionally, the diversity in our own campus community ensures that our graduates are prepared for the range of experiences and perspectives that characterize today’s global environment. All of our graduate programs share distinctive qualities, including our commitment and mission to be of service, with one another and to our neighbors. 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. And, we encourage interdisciplinary courses and opportunities for you to study with colleagues across disciplines. At the same time, each graduate program also has its own “neighborhood” and unique features. You join a body of experienced people that expands your network of employer connections and career opportunities. We encourage our alumni to become your mentors and build on our city and global connections through public events, including our convocations and our annual, internationally-recognized Nobel Peace Prize Forum. We are companions on your journey in fulfilling your dream of a graduate degree and we cannot wait to meet you. Sincerely, Lori A. Peterson Assistant Vice President of Academic Affairs and Dean of Graduate and Professional Studies 3 About Augsburg 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 apply critical thinking, problem solving, and advanced communication skills in a collaborative approach within that discipline, thereby engaging others with diverse perspectives in the work of advancing civic and global initiatives critical for a sustainable future. 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 and out into the world 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. Mission Statement Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the College motto, “Education for Service,” and 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. 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, Wisconsin, and moved to Minneapolis, Minnesota in 1872. A Rochester, Minnesota campus was added in 2002. A short history of Augsburg College can be found at www.augsburg.edu/about/history. 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 offers the following graduate degrees: • • • • • • • • • Master of Arts in Education* Master of Arts in Leadership Master of Arts in Nursing* Master of Business Administration* Master of Fine Arts in Creative Writing Master of Music Therapy Master of Science in Physician Assistant Studies Master of Social Work Doctor of Nursing Practice* (with tracks in Transcultural Nursing and Family Nurse Practitioner) Augsburg offers the following dual degrees: • Bachelor of Arts in Accounting/Master of Arts in Leadership 4 • • • Master of Arts in Leadership/Master of Business Administration Master of Social Work/Master of Business Administration Master of Social Work/Master of Arts in Theology, with Luther Seminary *Programs offered at both of Augsburg’s campuses (Minneapolis and Rochester, MN) 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, whether a student in Minneapolis or Rochester, and to participate in College activities such as music and dramatic presentations and lecture/speaker 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 advisors and participate regularly in campus activities. 5 Locations Minneapolis Campus Augsburg College 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 the Hiawatha light rail line and the Central Corridor line, which provide easy access to Minneapolis, St. Paul, and the Minneapolis International Airport. Rochester campus Augsburg’s branch campus in Rochester was established in 1998 as a natural extension of the College’s mission and its expertise in teaching working adults. Degrees offered on the Rochester campus include the Master of Business Administration, Master of Arts in Nursing*, Master of Arts in Education*, and Doctor of Nursing Practice*, as well as several undergraduate majors. The Rochester campus classrooms and offices are located at Bethel Lutheran Church (ELCA), a few blocks south of the heart of the city, which is home to about 100,000 residents. Rochester is a city that enjoys a rich ethnic diversity and superior technological resources. Augsburg classes in Rochester meet on a semester schedule with classes taking place on weekday evenings and on occasional Saturdays, making them accessible to working adults. Students may also take courses within their program at the Minneapolis campus. Students at the Rochester campus are Augsburg College students. They are supported through an array of e-learning resources ranging from access to Lindell Library databases to the use of online course management software. Information about the Rochester campus is available at www.augsburg.edu/rochester or by calling the Rochester office at 507-288-2886. *Program includes some Minneapolis courses Abroad Locations 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 disciplines. 6 Facilities Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunnel/ramp/skyway system connects the two tower residence halls, the five buildings on the Quadrangle, plus Music Hall, Lindell Library, Oren Gateway Center, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication. Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunnel/ramp/skyway system connects the two tower residence halls, the five buildings on the Quadrangle, plus Music Hall, Lindell Library, Oren Gateway Center, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication. Admissions Office—The Office of Admissions is located on the lower level of Christensen Center. Anderson Hall (1993)—Named in honor of Oscar Anderson, President of Augsburg College from 1963 to 1980, 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 Master of Science in Physician Assistant Studies; Center for Global Education; and the Office of Marketing and Communication. 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. Christensen Center (1967)—The College center, with the Admissions Office, student lounge and recreational areas, the Strommen Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, copy center, and offices for student government and student publications. 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 drama and communication offices. 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 brings together the computer technology resources of the College. It also houses the Gage Center for Student Success. The library is located on the corner of 22nd Avenue and 7th Street and the Center for Learning and Adaptive Student Services (CLASS). Luther 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 two-bedroom 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 intramural athletics, the Hoyt Messerer Fitness Center, and general auditorium purposes. The Ernie Anderson Center Court was dedicated in 2001. Mortensen Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104 one- and two-bedroom apartments that house 312 upper-class students, the Department of Public Safety and a lounge area. Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the music faculty. 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. 7 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, Bernhard Christensen Center for Vocation, the Master of Business Administration Program, 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 classrooms; laboratories for biology, chemistry, and physics; mathematics; a medium-sized auditorium; faculty offices, administrative offices, and various other program offices. Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment Center, as well as classrooms and faculty offices. 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, and other administrative and faculty offices. 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. 8 Accreditation, Approvals, and Memberships 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 (NCATE) Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) Commission on Collegiate Nursing Education (CCNE) (bachelor’s, master’s and doctoral degrees) Council on Social Work Education (CSWE) (bachelor’s and master’s degrees) American Music Therapy Association (AMTA) (bachelor’s and master’s degrees) Augsburg’s programs are approved by: • • • • • American Chemical Society Minnesota Board of Teaching Minnesota Board of Nursing 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 Writers & Writing Programs (AWP) 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 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) Augsburg College is registered with the Minnesota Office of Higher Education. Registration is not an endorsement of the institution. Registration does not mean that credits earned at the institution can be transferred to other institutions or that the quality of the educational programs would meet the standards of every student, educational institution, or employer. 9 Policies 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 educational 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. (Approved by the Augsburg Board of Regents Executive Committee on June 16, 2010). For inquiries or grievances in any of the following areas, contact the director of Human Resources, ground floor, Memorial Hall 19, 612-330-1058. • • • • Affirmative Action—for matters based on race, creed, national, or ethnic origin Section 504—for matters based on physical or mental handicap Title IX—for matters based on gender or marital status Employment—All correspondence should be addressed to the Office of Human Resources at Augsburg College, 2211 Riverside Avenue, Minneapolis, MN 55454. The Director of Human Resources serves as the Title IX officer and may be reached at 612-330-1058. Deputy Officer for Students: Dean of Students Sarah Griesse 612-330-1489 griesse@augsburg.edu Deputy Officer for Athletics: Kelly Anderson Diercks Assistant Athletic Director 612-330-1245 diercks@augsburg.edu Deputy Officer for Employees: Interim AVP, Human Resources Dionne Doering 612-330-1602 doering@augsburg.edu Any questions concerning Augsburg’s compliance with federal or state regulations implementing equal access and opportunity can be directed to the Affirmative Action Coordinator, Human Resources, CB 79, Augsburg College, 2211 Riverside Ave., Minneapolis, MN 55454, 612-330-1058. 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. 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 College is required to give notice of the various rights accorded to students pursuant to FERPA. In accordance with FERPA, you are notified of the following: Right to inspect and review education records You have the right to review and inspect substantially all of your education records maintained by or at Augsburg College. The student must request to review their education records in writing with their 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 according to your request. Right to give permission for disclosure of personally identifiable information You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. One 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 College in an 10 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 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 College without notification of the request or disclosure to the student. Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg College not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg College will be refused. “Directory information” includes 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 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 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. Clery Act 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. For a printed copy, contact Augsburg’s Department of Public Safety at 612-330-1717. Copyright Policy Augsburg College Graduate Programs follows the norms of the US Copyright Law in granting exclusive rights under the Copyright Act to faculty and student authors to reproduce their original works, to use them as the basis for derivative. 11 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. Official Notices Students will receive official notices via the student campus mail system (student campus box), the A-Mail publication, and the student’s Augsburg e-mail account. Students should check their campus mailbox and their student e-mail account regularly. The A-Mail is a daily online publication on Inside Augsburg. 12 Graduate Admissions All graduate programs require students to have a bachelor’s degree from a regionally-accredited four-year institution or an equivalent degree from outside the US. All graduate students must submit completed applications. Each graduate program also has additional program requirements, which may include coursework, professional experience, testing, etc. See the program sections for these additional requirements. Please refer to each individual program’s catalog section (below) for additional instructions and for detailed information on applying to graduate programs, refer to the Graduate Admissions website at www.augsburg.edu/grad. Readmission Graduate students who have not registered for courses at Augsburg College 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. Returning students do not pay the application fee. The last day to receive approval for readmission to the College and register for classes is the Friday 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). Special Student Admission Students who are non-degree-seeking, but wish to enroll for academic credit in courses within a graduate degree program, may be considered for admission as special students (non-degree). Special students (non-degree) can enroll on a space-available basis. Registration dates are included in the College’s Academic Calendar. Admission requires program director approval, and the student must be in good standing at all previously attended institutions. To be considered for admission as a special student (non-degree), the items listed below must be submitted to the Admissions Office. Some programs may have additional requirements. • • Completed special-status application for admission An official transcript of undergraduate and/or last degree earned. A bachelor’s degree from a regionally accredited institution is the minimum requirement for admission. Students who have earned a degree outside the US must have their transcript evaluated to confirm it is equivalent to a US bachelor’s degree or greater. If a non-degree seeking student is pursuing regular admission status into the program; he or she should submit an application requesting regular admission to that program and submit the additional materials needed for regular admission to that program. Special student status is conferred for only one term of enrollment. Additional terms require reapplication as a special student (non-degree). Students may count up to 6-8 semester credits earned as a special student (non-degree) toward an Augsburg College degree with approval of the program director. International Students Admission 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: • • If the student is abroad, by entering the United States with the I-20 and an F-1 visa obtained at a US consulate. 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. 13 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: English Proficiency Requirements for International Graduate Applicants To meet Augsburg College admission requirements, you must provide evidence of a sufficient command of both written and spoken English to study college courses conducted entirely in English. Below is a list of the tests and programs Augsburg College accepts as evidence for English proficiency. • TOEFL (Test of English as a Foreign Language) o o • IELTS (International English Language Testing System) o o • www.ielts.org/ Score report of 6.5. MELAB (Michigan English Language Assessment Battery) o o • www.toefl.org/ Score report of 80 on the Internet-based TOEFL (iBT) with a subscore of 20 on the written and 20 on the speaking sections. (The Augsburg College TOEFL code is 6014.) www.cambridgemichigan.org/melab Score report of 80, and score report must be accompanied by an official letter from the testing coordinator. Successful completion of a previous undergraduate or graduate degree at an accredited college or university in the US, the United Kingdom, Ireland, English-speaking Canada, New Zealand, or Australia. Score reports must be sent to Augsburg directly from the testing center. Score reports must not be more than two years old. 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 US bachelor’s degree Verification the degree is equivalent, at a minimum, to a four-year US bachelor’s degree is required. Course-by-course evaluation to show your complete course listing with credit values and grades received for each course, may also be required for specific programs. Calculation of grade point average to demonstrate your 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) The evaluation report must be sent directly to Augsburg’s Office of Admissions. Refer to World Education Services at www.wes.org for information on how to obtain a foreign credential evaluation. 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 US citizen or US legal 14 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. 15 Financing Your Education Costs for Graduate Studies The Board of Regents approves the costs for the academic year. The board reviews costs annually and makes changes as required. The College reserves the right to adjust charges should economic conditions necessitate. Program Tuition and Fees • • • • • • • • • • Doctor of Nursing Practice (DNP) Master of Arts in Nursing (MAN) Master of Arts in Education (MAE) Master of Arts in Education Tribal (MAET) Master of Arts in Leadership (MAL) Master of Fine Arts (MFA) Master of Social Work (MSW) Master of Business Administration (MBA) Master of Arts in Music Therapy (MMT) Master of Science in Physician Assistant (MPA) $894 per 1.0 credit $683 per 1.0 credit $550 per 1.0 credit UMD Rate $776 per 1.0 credit $604 per 1.0 credit $648 per 1.0 credit $776 per 1.0 credit $775 per 1.0 credit $716 per 1.0 credit* Tuition: Students are charged per credit. 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: The standard semester fees are the Student Activity Fee and the Wind Energy Fee. Specific courses or programs may have additional fees associated with them, such as lab or supply fees. 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/make-a-payment/. 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 College offers payment plan options for all students. Information about payment plans is available online at www.augsburg.edu/studentfinancial/policies/disclosure/. Financial Aid All students who wish to be considered for financial assistance must establish financial aid eligibility on an annual basis. This includes completing the application process as outlined below and making satisfactory academic progress. In order to maintain eligibility in financial aid programs, students must make satisfactory academic progress toward the attainment of their degree or certificate as stipulated in the College catalog. Financial assistance awarded through Augsburg may be a combination of grants and loans. The College cooperates with federal, state, church, and private agencies in providing various aid programs. 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. 16 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). Institutional Grants/Discounts Augsburg offers grants/discounts for a variety of different students. Specific information about the different grants and scholarships, along with eligibility requirements, can be found online at http://www.augsburg.edu/studentfinancial/payment-plans-and-discounts/ Loan Assistance Graduate students must be enrolled at least half-time in order to receive federal loans. Three semester credits per term is considered half-time. Six semester credits per term is considered full-time. • Federal Unsubsidized Stafford Student Loan o • 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 Graduate Loan Program (PLUS) o Graduate PLUS is a loan program to help graduate students meet college costs. Students may borrow up to the cost of attendance (minus all other student financial aid). Further information about loan programs can be found online at http://www.augsburg.edu/studentfinancial/. Satisfactory Academic Progress Policy Federal regulations require that all higher education institutions establish and implement a policy to measure whether students [1] receiving financial aid [2] 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. Standards of Satisfactory Academic Progress 1) Minimum GPA requirements Undergraduate Students Students must maintain a minimum 2.0 cumulative GPA based on the entire academic record. Graduate Students Students must maintain a minimum 2.5 cumulative GPA based on the entire academic record. 2) Minimum Credits Completed Undergraduate Students Students must earn a cumulative 67% of the credits attempted based on the entire academic record. A completed credit has a grade of 4.0 – 0.5 or P. Credits earned and completed will include accepted cumulative transfer credits as defined by the Registrar’s Office. Unsatisfactory grades “W (Withdrawn),” “I (Incomplete),” “F (Zero),” and “N (Not Passing)” are counted towards the cumulative attempted credits. Repeat Courses and remedial courses are not counted towards the cumulative attempted credits. Graduate Students Students must earn a cumulative 67% of the credits attempted based on the entire academic record. A completed credit has a grade of 4.0 – 2.5 or P. Credits earned and completed will include accepted cumulative transfer credits as defined by the Registrar’s Office. Unsatisfactory grades “W (withdrawn),” “I (Incomplete),” “F (Zero),” and “N (Not Passing)” are counted towards the cumulative attempted credits. Repeat Courses and remedial courses are not counted towards the cumulative attempted credits. 17 3) Maximum Time Frame Undergraduate Students To demonstrate academic progress, undergraduate students must complete their degree objective within 150% of the length of the program. In the CORE Curriculum, a student needs a minimum of 32 credits to graduate with a bachelor’s degree. For those under the CORE Curriculum, they may not exceed attempting 49 credits. For students under the Perspectives and Skills Curriculum, a student cannot exceed attempting 52 credits. A student who reaches the 150% maximum time frame to complete their degree due to a change in major will need to notify the Student Financial Services Office in order to continue to receive financial aid. Graduate Students To demonstrate academic progress, graduate students must complete their degree objective within 150% of the length of the program. Requirements to Meet Satisfactory Academic Progress Standards 1) Cumulative GPA Undergraduate Students Students who are not meeting the GPA SAP standard will need to follow the Academic Probation standards set forth by Augsburg College Registrar’s Office. The student must maintain a minimum 2.0 cumulative GPA or higher. Graduate Students Students who are not meeting the GPA SAP standard must maintain a minimum 2.5 cumulative GPA or higher. 2) Minimum Credits Attempted Undergraduate and Graduate students earning less than 67% credits attempted must be enrolled at least half-time, must earn all attempted credits, cannot withdraw from any of the courses, and must achieve a minimum grade of 2.0 or better in each course. 3) Maximum Time Frame Undergraduate and Graduate students must complete and attain their degree within the 150% of the length of the program. Monitoring and Evaluating Progress In order to ensure SAP standards are being met, the office of Student Financial Services will evaluate and monitor the students’ academic achievement at the end of each term. After the student’s record is evaluated and the Student Financial Services Office determined the student to be unsatisfactory, the student will be placed on Financial Aid Warning or Financial Aid Probation. Students will be notified through their Augsburg email if they fail to meet SAP standards. Financial Aid Warning A student who fails to meet SAP standards will be placed on Financial Aid Warning for the following term of enrollment. Students placed on Financial Aid Warning will still be eligible to receive financial aid. A student on Financial Aid Warning must work with the designated Financial Aid Counselor to submit an academic plan. Financial Aid Warning will conclude when the student meets SAP standards, or guidelines set forth in the academic plan. Students currently on Financial Aid Warning who do not meet the standards at the end of the term will be placed on Financial Aid Probation. Students can continue to be placed on Financial Aid Warning for periods longer than one term on a case by case basis and/or as determined by the Student Financial Services Office. Financial Aid Probation A student who fails to meet either the minimum GPA requirement or minimum credits attempted while on Financial Aid Warning will be placed on Financial Aid Probation. A student on Financial Aid Probation is ineligible to receive any form of financial aid. A student on Financial Aid Probation may submit an appeal to reinstate their financial aid, and if the 18 appeal is approved, the student must work with the designated Financial Aid Counselor to submit an academic plan. Financial Aid Probation will conclude when the student meets SAP standards, or guidelines set forth in the academic plan. Students can continue to be placed on Financial Aid Probation for periods longer than one term on a case by case basis and/or determined by the Student Financial Services Office. Financial Aid will be suspended when a student placed on Financial Aid Probation does not meet SAP standards. Because grades may not be available before the beginning of the next scheduled term, it is possible that financial aid may be disbursed to a student before the review can be conducted. In the event that a student is found to be ineligible for the financial aid that has been disbursed due to a failure to meet one of the Standards, the aid that was disbursed will be canceled, and returned to the appropriate program(s). Right to Appeal Students who have had their financial aid suspended may submit the SAP Appeal Form to the Student Financial Services Office. The appeal must be submitted within 7 days of notification of unsatisfactory status or by the due date given on the appeal letter. The SAP Appeal Form must be completely filled out, along with any additional documents required by the Committee. The appeal should state reasons why the student failed to meet SAP standards, and what changed for the student that will allow the student to demonstrate progress towards meeting SAP standards. The appeal will be decided by the SAP Committee. All decisions made by the Committee are final. [1] Include all degree seeking students in both the Undergraduate Day and Augsburg for Adults, and all Graduate programs. [2] Financial Aid is defined as: Augsburg Institutional Aid, Federal Title IV funding, and Minnesota State Financial Aid programs. Financial Policies Registration is permitted only if the student’s account for a previous term is paid in full or if the student is making scheduled payments in accordance with an approved payment plan. Augsburg College will not release student academic transcripts or graduation diplomas/certificates until all student account charges are paid in full or, in the case of student loan funds administered by the College (Federal Perkins Student Loan), are current according to established repayment schedules and the loan entrance and exit interviews have been completed. Tuition Refund Policy 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, 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 Financial Petition Committee. 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. 19 Unofficial Withdrawal Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be reviewed. If courses are not completed (e.g., unofficial withdrawal, stopped attending), the College is required to refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date of attendance. Students are responsible for the entire cost of the term including the portion previously covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal from college. If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition forms are available online through the Registrar’s Office website. A student who registers, does not attend any classes, and does not withdraw may petition to withdraw retroactively. The student must petition within six months of the end of term and provide proof of non-attendance. Proof can include, but is not limited to, statements from each instructor that the student never attended, or documentation of attendance for the term at another college or university. If approved, grades of W will be recorded and tuition charges for the term will be replaced with an administrative cancellation fee of $300. 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 Aid Policy Students must earn the financial aid they are awarded each semester. A student can earn their aid by attending classes, or in the event of hybrid/online courses, be an active participant in the course. Federal/State Aid Adjustments Augsburg is required to return unearned federal/state aid for students who fully withdraw from their courses. Student are eligible to keep more aid the longer they attend their courses. After 60% of the term has passed, students are eligible to keep all of their federal/state aid. See the dates below. 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. Institutional Aid Adjustments Augsburg will return institutional aid for students who partially withdrawal or fully withdraw from courses if the student received. 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. Credit Refund Policy 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 (You can verify your financial aid status online through Track Your Financial Aid and applied to a student’s account (Check your Transaction History online to verify all of your financial aid has been applied to your account and nothing is left pending) before the Credit Refund can be issued. 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 credit 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 30-45 days to be processed. 20 Bookstore Policy Students who are registered for the upcoming term will be allowed to charge up to $600 to their student account. Students DO NOT need to request a bookstore account this year. Please plan ahead and purchase books and supplies before the scheduled cut off dates; be planful for courses that start midterm as you will be unable to charge anything to your student account after the cut-off date. Student’s accounts will be billed for only what was spent on their bookstore account before credit refunds are issued. If your bookstore charges creates a balance on your account you need to make payments in accordance with your statement. Bookstore purchases charged to a student’s 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. 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 Service’s office along with your invoice request. Additional Funds: If the cost of your textbooks and supplies are above $600 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, who is 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. 21 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. 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. 22 Student Resources/Academic and Support Services Library and Information Technology Services The James G. Lindell Family Library opened in 1997. The four-level, 73,000-square-foot facility houses the library and information technology functions of the College as well as the Gage Center for Student Success. In addition to its large collection of print volumes, e-books, and e-journals, Lindell Library includes special collections and archives, a curriculum library, a computer lab and student computing help desk, a library instruction classroom, and facilities for media viewing and listening. Skyways link the library to Oren Gateway Center and Sverdrup Hall. Learning Commons Within Lindell Library, a Learning Commons provides assistance in research and the use of technology as well as spaces for collaborative learning. In the Learning Commons multimedia lab, students can create digital audio and visual projects. Library Resources Students can search a wide variety of local, regional, national, and international databases. They have access to 27,000 e-journals, 18,000 e-books, and 190,000 print volumes within Lindell Library and, through a daily courier service, access to the library holdings of six other private liberal arts colleges in the Twin Cities. In addition, Lindell Library has a large collection of media resources. A service-oriented staff provides students and faculty with research assistance and instruction in the use of information resources. Arrangements are made for access by students with physical limitation and special needs. Information Technology Resources Augsburg College 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. Computing Students have access to more than 250 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 College has five computer classrooms, 41 technology-enhanced classrooms and one video conferencing-enabled classroom. The circulation desk in Lindell Library has 40 wireless 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 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. Center for Learning and Accessible Student Services (CLASS) The Center for Learning and Accessible Student Services (CLASS) provides individualized accommodations and academic support for students with documented learning, attention, psychiatric, and other cognitive disabilities, and for students with physical disabilities which may include TBI, chronic illness, mobility impairments, and vision, hearing or speech impairments, and temporary disabilities. CLASS has been recognized as a leader in its field, helping these students gain access to the college curriculum. Its mission is a reflection of Augsburg’s commitment to providing a rigorous and challenging, yet supportive, liberal arts education to students with diverse backgrounds, preparations, and experiences. Each term, Disability Specialists work directly with students to discuss their disabilities and determine a plan for academic access. Typically, meetings are held weekly and discussions may include: • • • Accommodations for testing and coursework (e.g., extended time, note-taking) 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 Laboratory 23 • • Assistance with academic, organizational, and time management skills Campus living accommodations The Disability Specialists may also consult with instructors, academic advisors, and other members of the College faculty, staff, or administration to support each student as they work toward success. Taking advantage of these opportunities 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 appropriate documentation. CLASS also provides informal screenings for students who suspect they may have a learning-related disability. These screenings are meant only to help students determine whether they should seek a thorough evaluation by a qualified professional. Academic accommodations are intended to ensure access to educational opportunities for students with disabilities and may not fundamentally alter the basic nature or essential curricular components of an institution’s courses or programs. CLASS services are made possible in part through endowment support provided by the Gage family and the Groves Foundation. 24 Academic Programs and Policies Academic Calendars All of our graduate programs meet on a semester calendar. Academic Calendars can be found at www.augsburg.edu/registrar. All academic calendars are subject to change without notice. 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) Evaluation and Grading 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. Grading option cannot be changed from traditional (0.0 - 4.0) to Pass/No Credit. Explanation of grades for Graduate Studies: Grade 4.0 3.5 3.0 2.5 2.0–0.0 FN P N V W I X Explanation Achieves highest standards of excellence Achieves above acceptable standards Meets acceptable standards Meets minimum standards Unacceptable performance Unacceptable performance Represents work at 3.0 or higher (not counted in grade point average) No credit (not counted in grade point average) Audit Withdrawn Incomplete In progress, extended beyond term of registration 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. Graduate students will be charged an audit fee of $1,000. The written permission 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 towards graduation. Withdrawal 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. 25 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 Registrar’s Office that states the reasons for the request, outlines the work required to complete the course, and includes the course instructor’s signature. The instructor may stipulate the terms and conditions that apply to course 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. Extension (X) Grades Internships, independent studies, and directed studies may sometimes last longer than one term. When this is the case, they must be completed by the grading deadlines within one year from the beginning of the first term of registration. A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that students given X extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being maintained. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not longer than one year). An instructor has the right to not grant an extension where satisfactory progress is not demonstrated. If the course is not completed, a grade of 0.0 will be assigned. Repeated Courses A course in which a grade of 0.0, 0.5, 1.0, 1.5, 2.0, or N has been received may be repeated for credit. Courses in which higher grades have been earned may not be repeated for credit and a grade, but may be audited. All courses taken each term and grades earned, including W and N, will be recorded on the academic record. Only the credits and grades earned the second time, for legitimately repeated courses, are counted toward graduation and in the grade point average. Courses completed at Augsburg College must be repeated at Augsburg to be included in the repeat policy. 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 colleges. Courses taken on the P/N grading option are recorded, but not computed in the GPA. The formula for computing the GPA is: GPA = Total grade points divided by number of credits attempted, i.e., courses with 0.0 to 4.0 grade assigned. Attendance 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. Non-Attendance/Non-Participation 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. 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 and Academic/Financial Petition. Graduate Continuation Policy Students registering for the final project course must complete the Final Project Registration/Graduate Continuation Contract by the last day to add with faculty signature for a Full Semester class as noted on the Academic Calendar. Upon 26 receipt of the contract, the Registrar’s Office will enroll the student in the Continuation Program for 13 semesters. Entry into the Continuation Program maintains students’ active status in the graduate program, including library and AugNet Services. Students can request an extension of up to 3 semesters beyond the initial 13 semesters to the program director by completing the Graduate Continuation Extension Contract. Approval of the extension is at the discretion of the program director. If a grade is not received and an extension has not been granted by the grading deadline of the 13th semester, the 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 coursework and will need to pay tuition and fees for any additional courses. If/when the final project course is completed, the new grade would replace the previous N grade. Students may withdraw from the College, and thus from the Continuation Program 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 who are readmitted may need to complete additional coursework and will need to pay full tuition and fees for any additional courses. If/when the final project course is completed, the new grade would replace the previous W grade. Credit and Contact Hours 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. All Augsburg programs follow the semester calendar with semester lengths from 14-16 weeks. Augsburg offers a summer semester which follows the same format as both fall and spring semester. Students must take at least 3 credits to be considered half-time, and 6 or more credits to be considered full-time. Students may take up to 22 credits. Degree Requirements 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. Probation and Dismissal 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 Assistant must consult the PA Program Progression Standards Policy. 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 27 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 AVPGraduate 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: Business, Creative Writing, Education, Leadership, Nursing, Physician Assistant Studies, Social Work). 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 or Withdrawing Courses may be dropped or withdrawn online through AugNet Records and Registration or with a Registration Form. To see the drop and withdrawal deadlines, see the Academic Calendar at www.augsburg.edu/registrar. 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 on the Registrar’s Office website. Term Off Students may take a term off for up to two semesters and have continued access to Augsburg e-mail and AugNet Services. If a student is not registered after 10th day of the third semester, the student’s file will be deactivated and the student will need to submit an Application for Readmission to re-enroll. 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 advisor 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 institution 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. The maximum number of semester credits that can be transferred is: • • • • • • Master of Arts in Education (6) Master of Arts in Leadership (6) Master of Arts in Nursing (9) Master of Business Administration (18) Master of Fine Arts in Creative Writing (12) Master of Music Therapy (Contact program director) 28 • • • Master of Science, Physician Assistant Studies (Contact program coordinator) Master of Social Work (22) Doctor of Nursing Practice (Contact program director) Augsburg credits are calculated in semester hours. If you completed courses at other institutions that are quarter hours, they will be converted to semester hours. One quarter hour equates to two-thirds of a semester hour. Courses and credits that are accepted in transfer are recorded 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. 29 Master of Arts in Education Augsburg has a long history in teacher education with alumni of our programs teaching throughout Minnesota and elsewhere. The Master of Arts in Education (MAE) program combines our excellent undergraduate licensure program with a master’s level focus on teacher leadership, preparing teachers to serve K-12 students effectively and to nurture healthy change within schools and school systems. Our Philosophy The Education Department program themes include relationships, reflection and inquiry, diversity and equity, and leadership. One of these themes is lived out within the MAE program —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 full-time faculty members are frequent visitors to K-12 settings through student teaching and field experience supervision, volunteer work, and/or in-service education. We understand the importance of what we do and what you hope to do. We value good teaching and, most especially, we value good teachers. Our Accessibility We realize that 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 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 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. *As of Fall 2014 our programs are transitioning from a weekend to an evening schedule. New students will be in the evening program. For the time being, end of program MAE degree completion options will remain on the weekend schedule. 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 safe, trustworthy places 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 30 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 education 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 program. The Augsburg Education Department believes that teachers are leaders in their classrooms and should be leaders in their institutions and communities. The leadership focus plays out in 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 performance assessment —gives students the opportunity to study an issue of concern and, supported by research, define a means for addressing it. Three Teacher Leadership Aspirations inform our program. They are as follows: Aspiration 1: Teacher leaders value learning for personal and professional growth. Teacher leaders share knowledge effectively with colleagues. We believe that teacher leaders are comfortable with their knowledge and expertise, neither flaunting it nor hiding it, but sharing it with others generously. They work to build bridges with a full range of colleagues, but they don’t let recalcitrant colleagues stop their own development. They see learning as a continuous endeavor and seek it throughout their careers. Aspiration 2: Teachers leaders think big—beyond the classroom to the broader context of education and community. We believe that teacher leaders see systems and the “big picture” and are able to put their classrooms, schools, and communities into a broader context. They understand the link between policies, politics, and education and participate in change efforts at the macro and micro levels. They seek to work with administrators to establish school and district policy that improves life for everyone. If this involves political action, they are prepared to engage in it. Teacher leaders also understand that teaching and learning are dynamic and that change within school systems is an ever-present 31 phenomenon. They are informed decision-makers predisposed to take on the challenge of change when they think it benefits students, teachers, and/or community. Aspiration 3: Teacher leaders possess courage and an orientation to action. We believe that teacher leaders help others not be afraid. They are able to help people to take warranted risks and step outside their comfort zones. They have the courage to bring people together to see the bigger picture and then help people get there. Teacher leaders accept both power and accountability. They understand that responsibility without power diminishes potential for effectiveness. They believe that accountability is a fair trade for the power to take effective action. They operate from a foundation of self-efficacy. Program Overview The Master of Arts in Education (MAE) is designed to provide a teaching license as part of a master’s degree program. K12 initial teaching licenses offered at Augsburg include: • • • • Elementary education (K-6), with or without a middle school content area endorsement in math, communication arts, social studies, or science. Also available is the pre-primary endorsement to the elementary license. Subject matter courses for these endorsements may need to be taken in the weekday schedule or at a community college when unavailable through evening course work. 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. Subject matter courses for these licenses may need to be taken in the weekday schedule or at a community college when unavailable through evening course work. K-12 English as a Second Language K-12 Special Education: Academic Behavior Strategist Teachers who are already licensed can work towards the MAE degree through the following four licensure endorsement options: • • • • K-12 English as a Second Language K-12 Special Education: Academic Behavior Strategist K-12 Reading Pre-Primary (This is an endorsement only to K-6 elementary licenses) All teachers seeking licensure through Augsburg must take and pass all tests required by the state of Minnesota for licensure. Accreditations and Approvals Augsburg College Teacher Education programs are accredited and approved by: • • National Council for the Accreditation of Teacher Education (NCATE) Minnesota Board of Teaching. (MN BOT) Augsburg College is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation, Approvals, and Memberships section of this catalog. Program Structure The Master of Arts in Education (MAE) program is made up of a core of education licensure courses at the graduate level 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. See the MAE program director for details. 32 The MAE degree requires ten or eleven 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. Credit MAE graduate level courses are offered for 3 semester credits. Each course is comprised of 37.5 instructional hours with the expectation of about 75 hours of independent study outside of class. Schedule The majority of the education courses in the MAE licensure and degree programs are offered through the evening schedule. Courses during the evening meet face to face every other week with online instruction during the alternate weeks. A few education courses and many undergraduate content area courses are offered in a face to face, classroom based format, meeting weekly in the evenings. The MAL and education degree completion courses are offered primarily in a weekend schedule through a mix of face-to-face and online instruction. Summer session courses are offered primarily weekday evenings. Summer courses are offered in a mix of formats from all online to all face-to-face. The following teaching licenses are available entirely through the evening and summer schedule: elementary education, pre-primary endorsement, 5-12 social studies, 5-12 communication arts, K-12 art, K-12 special education, and K-12 English as a second language. For the time being, the K-12 Reading Teacher endorsement and degree completion courses are offered in hybrid form through a weekend framework. Additional licenses in the following areas are available through a combination of weekday, weekday evening, summer schedules, and, occasional off-campus courses: biology, chemistry, health, mathematics, music, physical education, and physics. For these licenses, the education and degree completion courses are taken weekday evenings and summer while some, if not all, of the content area courses are taken during the weekday and/or off-campus. The weekday evening schedule is comprised of two semesters spread from early September through late April. In general, classes are held every other week, face to face with online instruction in the intervening week. The weekday schedule is also comprised of two semesters spread from early September through late April. Classes offered during the weekday meet one to 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 http://www.augsburg.edu/registrar/. 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-primary 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 have been admitted to the MAE program. All of the following courses must be taken for K-6 elementary licensure. Up to seven courses may be taken at the graduate (500) level and applied toward the MAE degree. EDC 200/522 - Orientation to Education in an Urban Setting* EDC 206/566 - Diversity/Minnesota American Indians EDC 310/533 - Learning and Development in an Educational Setting* EDC 410/544 - Learners with Special Needs* EDC 490/580 - School and Society EED 225/524 - Foundations of Literacy EED 325/525 - K-6 Methods: Literacy* EED 350/550 - K-6 Methods: Math EED 360/560 - K-6 Methods: Science EDC 591 - Topics 33 To complete the license, the following undergraduate requirements must be completed: HPE 115 - Chemical Dependency Education EDC 220 - Educational Technology EED 326 - Elementary Reading K-6 Field Experience* (taken concurrently with EED 325/525) EED 311 - K-6 Methods: Health EED 312 - K-6 Methods: Physical Education EED 336 - Advanced Literacy Methods* EED 341 - K-6 Methods: Art EED 370 - K-6 Methods: Social Studies/Thematics EED 380 - Kindergarten Methods* EED 386 - K-6 Methods: Children’s Literature EED 481, 483, 485 - Student Teaching: Elementary K-6 EED 488 - TPA and Student Teaching Seminar *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). 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. Subject matter courses for these endorsements will be available through a combination of weekday, evening and off-campus courses. The optional pre-primary 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. 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 (PSY 105 is a prerequisite for this course) SOC 231 - Family Systems: Cross Cultural Perspectives or SPE 490/540 - Parent and Professional Planning (Graduate students 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, 489 - Student Teaching: Preprimary K-12 and 5-12 Secondary Education K-12 and 5-12 licenses 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. 34 Subject matter courses in the following majors are offered on weekday evenings and summer: English, communications (for communication arts), history or economics or psychology (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 weekday evenings and summer. 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 typically will need to take additional content courses in the weekday schedule and off-campus. 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 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 seven 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 in an Urban Setting* EDC 206/566 - Diversity/Minnesota American Indians EDC 310/533 - Learning and Development in an Educational Setting* EDC 410/544 - Learners with Special Needs* EDC 490/580 - School and Society ESE 325/525 - Creating Learning Environments ESE 300/500 - Reading and Writing in Content Area* EDC 591 - Topics To complete the license, students also will need to complete the following requirements at the undergraduate level: HPE 115 - Chemical Dependency Education EDC 220 - Educational Technology ESE 3XX - K-12 or 5-12 Methods (in the content area)* ESE 481, 483, 485 - Student Teaching: Secondary ESE 488 - TPA and Student Teaching Seminar *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. Special Education Augsburg College offers licensure in K–12 Special Education: Academic Behavioral Strategist (ABS). This program qualifies students to teach in special education programs and positions working with students with mild to moderate disabilities in the areas of emotional/behavioral disabilities, learning disabilities, autism spectrum disabilities, developmental and cognitive disabilities and other health disabilities. 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 35 inclusion of special education students into the regular education classroom. Five years after being licensed, teachers must extend their license in one of the above categories through additional coursework. 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 http://www.augsburg.edu/mae/tribalspecial-education for more information. The ABS licensure program is offered through weeknight and summer schedules. The Naadamaadiwin Tribal Special Education Cohort program is offered primarily online with weekend sessions at the beginning and end of each semester. Licensure Requirements Licensure requirements are offered at both the undergraduate and graduate level. Classes will include both undergraduate and graduate students, with graduate students having additional course responsibilities. Graduate courses are taken at the 500 level. All courses must be taken for licensure, and up to seven courses may also be applied toward the master’s degree in education. The following courses for the ABS license are offered at both the undergraduate and graduate levels: EDC 200/522 - Orientation to Education in an Urban Setting* EDC 206/566 - Diversity/Minnesota American Indians EDC 310/533 - Learning and Development in an Educational Setting* EDC 410/544 - Learners with Special Needs* EED 225/524 - Foundations of Literacy EED 325/525 - K-6 Methods: Literacy* EED 350/550 - K–6 Methods: Math* EED 360/560 - K–6 Methods: Science* SPE 410/510 - Implementing Assessment Strategies* SPE 411/511 - Etiology and Theory of Mild to Moderate Disabilities SPE 415/515 - Theory to Practice* SPE 425/525 - Transition and Community* SPE 430/530 - Instructional and Behavioral Practices* SPE 490/540 - Parent and Professional Planning EDC 591 - Topics To complete the ABS license students will also need to complete certain requirements at the undergraduate level: HPE 115 - Chemical Dependency Education MAT 137 - Mathematics for Elementary Teachers I EDC 220 - Education Technology EDC 330 - Building the Public Good: Public Achievement and Organizing EDC 331 - Practicum in Public Achievement EED 326 - Elementary Reading K-6 Field Experience* (taken concurrently with EED 325/525) SPE 481,483 - Student Teaching: Elementary Special Education SPE 485, 487 - Student Teaching: Secondary Special Education SPE 488 - TPA and Student Teaching Seminar *Field experience required as part of this course. This program is based on an innovative internship model that allows students employed in special education 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 classrooms serving these populations. Hours must be completed across elementary, middle school, and high school and include experiences with the five areas of disability that are part of this license. Specific information on field experience requirements is available from the Education Department. 36 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 - Historical and Contemporary Issues in American Indian Education SPE 503 - Assessment of American Indian Learners SPE 504 - Working with American Indian Families and Communities SPE 505 - The Manifestation of Multigenerational Trauma and Internalized Oppression SPE 506 - Indigenous Learners SPE 507 - Indigenous Methods of Instruction: Practical Application SPE 508 - Professional Issues and Development SPE 509 - Literacy Instruction for American Indian Learners with Exceptionalities SPE 481, 483 - Student Teaching: Elementary Special Education SPE 485, 487 – Student Teaching: Secondary Special Education EDC 591 - Topics K-12 English as a Second Language (ESL) License The K-12 English as a Second Language license 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. The K-12 ESL licensure program is comprised of both undergraduate and graduate courses; up to seven of the graduate courses can apply to the completion of the MAE degree. Graduate-level licensure coursework (500 and above) is available to students who already hold a bachelor’s degree and have been admitted to the MAE program. A pre-requisite to program admissions 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 which means that courses are a mix of face to face and online instruction. Classes are offered during the academic year in the evening semester framework and during summer session to make them accessible to working adults. This license is also offered as an undergraduate major to Augsburg Undergraduate (AU) students seeking a baccalaureate degree. The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure, and up to seven also may be taken at the graduate level and applied toward the master’s degree in education. EDC 200/522 - Orientation to Education in an Urban Setting* EDC 206/566 - Diversity/MN American Indians EDC 310/533 - Learning and Development in an Educational Setting* EDC 410/544 - Learners with Special Needs* EED 325/525 - K-6 Methods: Literacy* ESE 325/525 - Creating Learning Environments* ESL 330/510 - History and Structure of the English Language ESL 340/520 - ESL Literacy* ESL 490/530 - Language, Culture, and Schools ESL 420/540 - ESL Methods* EDC 591 - Topics To complete the license, students also will need to complete the following requirements at the undergraduate level: HPE 115 - Chemical Dependency Education EDC 220 - Educational Technology EED 326 - Elementary Reading K-6 Field Experience (taken concurrently with EED 325/525) ESL 310 - Second Language Acquisition ESL 320 - Introduction to Linguistics ESL 410 - ESL Testing and Evaluation ESL 481, 483 - Student Teaching: Elementary ESL 485, 487 - Student Teaching: Secondary ESL 488 - TPA and Student Teaching Seminar 37 *This course has a 20 hour field experience attached to it. K-12 Reading Teacher Endorsement The K-12 Reading Endorsement provides teachers with existing teaching licenses an opportunity to expand their knowledge and practice in the area of reading instruction and potentially provide leadership within schools and districts in reading instruction. Candidates for this license will complete five classes 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. The K-12 Reading Teacher Endorsement program is offered in a hybrid format which means that courses are a mix of face-to-face and online instruction. Classes are offered during summer sessions and within the weekend format during the academic year. The endorsement program is designed to be completed within 12 months in a cohort model. Field experiences at elementary, middle school and high school levels are required; student teaching is not required. Required courses include: EDC 500 - Reading Leadership in the K-12 Schools EDC 506 - Readership, Literature, and New Literacies EDC 515 - Reading Leadership: Reading Theory and Research* EDC 535 - Reading Leadership: Assessment and Instruction with Elementary Readers* EDC 545 - Reading Leadership: Assessment and Instruction with Middle and High School Readers* *Field experience required Student Teaching Students are required to complete student teaching for initial and additional licenses (unless otherwise indicated). 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, secondary, and K-12 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 eight to twelve semester credits of student teaching and a two semester credit edTPA and student teaching seminar. They 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 a special education setting appropriate to the ABS license, a student teaching placement at that site may be possible, pending district approval. Additional information is available through the Education Department. Student teaching for ESL is 14 weeks in length and requires two placements, elementary and secondary. A single seven week placement is required for those who already hold a license. See the Education Department for more information. Student teaching is required for the preprimary endorsement and middle school endorsements. See the Education Department for more information. 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 seven Augsburg graduate-level licensure courses fulfilling master’s requirements. Students bringing fewer than seven graduate-level licensure courses or 21 semester credits into the degree program must complete additional Master of Arts in Leadership (ML) or education graduate courses to reach the required 30-33 semester credits for the MAE degree. To finish out the master’s degree, students will need to complete one of the following options. 38 Action Research Degree Completion Option (Minimum 30 credits) This degree completion option requires a minimum of three classes totaling at least nine semester credits: 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 coursework for action research is designed to be completed in two semesters; the project itself is done once the research is presented at an action research symposium and the paper is accepted for placement in Lindell Library. Additional terms beyond those in which the courses are completed are available through continuing registration for up to 13 semesters at no further charge. Leadership Application Project (LAP) Degree Completion Option (Minimum 30 credits) This option is currently suspended until further notice. This degree completion option requires a minimum of three classes totaling at least nine semester credits: an ML elective, EDC/ML 514 Research Methods - Education focus or ML 514 - Research Methods 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 advisor. To be successful in this option, students must be self-directed and able to maintain momentum without the structure of an actual course. 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 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 website, 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 advisor who is willing to provide support throughout the project. Students need a research background beyond what is provided within the MAE program to be successful with this option. Both options are completed through a final oral presentation and placement of the final paper in the Lindell Library. Additional terms beyond those in which the courses are completed are available through continuing registration for up to 13 semesters at no further charge. Performance Assessment/Teacher Leadership Degree Completion Option (Minimum 33 credits) This degree completion option focuses on the theme of the MAE degree program - teacher leadership - and requires a minimum of the following four classes: EDC 570 - Teacher Leadership EDC/ML 514 - Research Methods (ML 514 can be substituted if necessary) EDC 594 - Performance Assessment Project One ML leadership-focused course, preferably from this list: 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 ML 565 - Women and Leadership Additional courses may also be used with approval of the MAE Director. 39 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. EDC 594 must be taken as the last course in this sequence. Students finish their degree through this option with the successful completion of these four classes. Alternate Settings—MAE in Rochester In step with Augsburg College’s excellent reputation in the field of education, the Master of Arts in Education program is also offered in Rochester, MN. Licenses are available in elementary education and special education: ABS. Classes primarily meet weekday evenings and summer 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 Academic Behavior Specialist (ABS) program is designed for students currently working with or planning to work with students with mild to moderate special needs. The program leads to Minnesota teaching licensure in special education and the ability to work with students whose special needs are categorized as EBD, LD, DCD, ASD, and/or OHI. All courses for these licenses are available in Rochester. The Performance Assessment degree completion option is offered in Rochester as needed, typically every other year. MAL Elective Courses 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 - Visions of Leadership: A Historical and Literary Journey ML 511 - Creativity and the Problem-Solving Process ML 520 - Self-Identity, Values, and Personal Growth ML 530 - Ethics in Communication ML 531 - The Dynamics of Change ML 545 - Decision Making and Leadership ML 550 - Communication, Decision Making, and Technology ML 560 - Cultural Competence and Effective Leadership ML 565 - Women and Leadership ML 599 - Topics For a complete list of courses and descriptions, see the Course Description Search. Admission to MAE Admission Requirements Students admitted into the MAE licensure and degree programs 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 2.5-2.99 may be admitted conditionally into the graduate licensure program. To be admitted to the MAE degree completion program, all students must have a 3.0 or better Augsburg GPA. Application Checklist The following items must be sent to the Augsburg Office of Admissions: • • • Completed application form - 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 40 • 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. Transfer Policy Acceptance of previous education coursework completed 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. Acceptance into the MAE Program Application files are reviewed by the MAE director. Applicants are notified of the admission decision by the Office of Admissions, 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 undergraduate 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 advisor early in the first semester 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. Prior to beginning the methods courses within a program, students must be admitted to the Education 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 All MAE students are expected to achieve and maintain 3.0 or better GPA in their Augsburg course work. Students whose cumulative GPA falls between 2.5 and 2.99 at the end of their licensure program are able to complete the license but are not eligible for the degree. Students with cumulative GPA’s below 2.5 may not student teach and are subject to academic probation and possible dismissal. 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 41 to confirm the 3.0 or better GPA and to determine the completed courses that apply to the degree and the courses that remain. Minimum Grade Policy Students who fail to maintain a cumulative 2.5 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 expected to repeat the course as soon as possible and raise the grade to the appropriate level. Dismissal from Licensure and Degree Program Students may be dismissed from the licensure program prior to and during 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 who fail to complete the license may have the option to finish the degree. Fieldwork Requirements Fieldwork experiences are tied to several licensure courses. In most cases, these experiences are conducted within a service-learning framework, providing service to the school and classroom while also providing students’ 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 progress through the program and student teaching. A full description of field experience requirements is available in the Education Department Handbook. Readmission and Withdrawal Students in good standing who fail to register for courses for two terms (not including summer) 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 a data maintenance fee upon admission to the department, 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. 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. Renae Ekstrand, Assistant Professor of Education. BS, Bemidji State University; MS, Winona State University; EdD, Bethel University (expected May 2014). Joseph A. Erickson, Professor of Education. BA, MA, College of St. Thomas; MA, Luther-Northwestern Theological Seminary; PhD, University of Minnesota. Margaret J. Finders, Associate Professor of Education. BA, University of Iowa; MA, University of Iowa; PhD, University of Iowa. Jeanine Gregoire, Associate Professor of Education. BS, MA, PhD, University of Minnesota. 42 Audrey Lensmeier, Assistant Professor of Education. BA Indiana University; MAT National Louis University; PhD University of Minnesota. Gregory Krueger, Instructor of Education. BA, Southwest Minnesota State University; MA, Hamline University. Rachel M. Lloyd, Assistant Professor of Education. BS, Carleton College; MA, University of Minnesota; 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. Barbara Short, Associate Professor of Education. BA Augustana College; MS Illinois State University; EdD Illinois State University. Christopher Smith, Assistant Professor of Education. BS Purdue University; MS Purdue University; PhD University of Minnesota. Diane C.Vodicka, Assistant Professor of Education. BEd, North Park College; MEd, Georgia Southwestern College. Barbara West, Instructor of Education, Faculty Coordinator of Teacher Placement/Licensing. BS, St. Cloud State University; MS, Syracuse University. 43 Master of Arts in Leadership MAL Mission The purpose of the Master of Arts in Leadership (MAL) program is to develop leaders for organizations, the community, and society. Organizations seek leaders who possess: • • • • • An ethically and morally responsible vision An understanding of how change occurs and how it can be managed A 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 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 study of leadership is central to Augsburg College. The College mission statement says, “Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders.” The Master of Arts in Leadership is quintessentially Augsburg. The integrated liberal arts perspective on leadership education is what we think of as the “Augsburg difference.” The Master of Arts in Leadership is the core program of Augsburg’s Center for Leadership Studies (CLS). Developed and launched in 1987, it is Augsburg’s oldest graduate degree and one of the oldest leadership graduate degrees in the United States. The program responds to the leadership development needs of both for-profit and not-for-profit organizations. MAL has a deep theoretical base in leadership studies, yet also offers its students practical approaches to leadership that can be applied in the workplace and society. Leadership Development Model 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 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. Learning Goals and Outcomes The MAL program is designed to support students in developing the knowledge and skills to: • • • • • • Explore the nature and practice of leadership in a wide variety of dynamic organizational and community settings Develop a personal understanding and philosophy of leadership Aspire to be responsible leaders who are informed citizens, critical thinkers, and thoughtful stewards Enhance knowledge of self and the capacity to be reflective learners Analyze and navigate increasingly complex changing environments Formulate and articulate a shared vision in order to inspire others to achieve desired goals MAL Courses Each course 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 44 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. 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. Courses are organized as seminars with the opportunity for discussion and dialogue. The program features classes taught by faculty from multiple disciplines and offers two formats to allow students to choose the option that works best for them. Both formats offer a combination of classroom and online learning styles in different proportions. The classic classroom format emphasizes face-to-face instruction augmented by online work. The integrated hybrid format combines online and intensive learning experiences with occasional sessions in a traditional classroom setting. Two Convenient Formats: Classic Classroom and Integrated Hybrid Cohort Overview Classic Classroom Format For more than 25 years, our classic classroom format has featured a flexible choice model that allows students to select courses that focus on individual goals, interests, and learning style. Students can also determine the pace at which they move through the program. This format offers numerous electives and allows for individualized studies. Some online work is incorporated into this format. Schedule During fall and spring semesters, classes usually meet every other Saturday morning or afternoon for four hours. Additional instruction time is provided online. Seven Saturday sessions are included in one semester. Some select classes meet on Monday evenings. Students can take a combination of Saturday and Monday courses. A sample class schedule in the classic classroom format: Period I Saturday 8:00 am to 12:00 pm Period II Saturday 1:00 pm to 5:00 pm Period III Weeknights 6:00 pm to 10:00 pm Note: Each class taken commits a student to Period I, Period II, or Period III, an average of two meetings a month. A few courses are taught on an immersion model, which features fewer but longer sessions. The MAL program also offers summer semester courses in seven-week, fourteen-week, or special immersion formats. Curriculum Four core courses: ML 505 - Foundations of Leadership ML 514 - Research Methods ML 580 - Colloquium on Contemporary Theories of Leadership ML 585 - Integrating the Theory and Practice of Responsible Leadership (Capstone Course) Seven electives, selected from more than 20 offerings* *Students may petition the program to do a thesis in place of two of the elective courses. Students who do the thesis are required to develop and carry out an in-depth study of some aspect of leadership or of a leadership-related topic and register for ML 592 Thesis Consultation I and ML 593 Thesis Consultation II. Students electing to write a thesis are still required to take ML 585 to complete the program. 45 Elective courses for the Classic Classroom format The MAL program requires that seven elective courses be selected from the following course list. All courses are 3 semester credits: ML 510 - Visions of Leadership ML 511 - Creativity and the Problem-Solving Process ML 520 - Self-Identity, Values, and Personal Growth 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 536 - Facilitating Organizational Change 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 560 - Cultural Competence and Effective Leadership ML 563 - Leadership in a Global Society ML 565 - Women and Leadership ML 570 - Negotiation: Theory and Practice ML 574 - Strategic Leadership ML 575 - Constructive Conflict Resolution ML 576 - Leading Innovation ML 577 - Universal Responsibility and Leadership: A Nicaraguan Experience ML 598 - Independent Study ML 599 - Topics Overview of Integrated Hybrid Cohort Format A combination of online, classroom, and experiential learning The integrated hybrid model is completed in two years with a combination of intensive face-to-face sessions and online coursework. Students complete the program with a cohort of peers representing many different perspectives. Students learn from each other and build relationships that will provide support throughout the program and a valuable network for the future. Schedule After starting with a five-day summer experience, classes meet on a semester schedule September through mid-April (fall and spring semesters) and mid-May through mid-August summer semester). Coursework will be online and supported by three on-campus class sessions per term. Curriculum *ML 505 - Foundations of Leadership ML 512 - Responsible Leadership for the 21st Century (Intensive) *ML 514 - Research Methods ML 520 - Self-Identity, Values, and Personal Growth ML 523 - Leading Authentically ML 553 - Design and Leadership ML 563 - Leadership in a Global Society ML 574 - Strategic Leadership 46 ML 577 - Universal Responsibility and Leadership: A Nicaraguan Experience (or alternative elective) *ML 580 - Colloquium of Contemporary Theories of Leadership *ML 585 - Integrating the Theory and Practice of Responsible Leadership (Capstone Course) * Core courses offered in the integrated hybrid format (required for all students) A sequenced list of seven electives is prepared for each cohort. In the cohort program, students complete 11 courses, including a capstone course (ML 585). MBA/MAL Dual Degree The dual degree program takes advantage of the intellectual benefits of studying business administration and leadership in a coordinated program. It leverages Augsburg’s long tradition of graduate leadership training via the MA in Leadership with the robust demand for business education through our MBA program. The dual degree provides students with the leadership skills needed to run a business and, at the same time, helps them develop the comprehensive outlook they need to thrive in today’s interconnected world. A minimum of 18 Augsburg courses completes the MBA/MA in Leadership dual degree, including at least 7 MBA courses and 7 MA in Leadership courses. The following dual degree program requirements must be met. 7 courses are required from MBA courses: • • • • • • • MBA 510 – Managerial Economics MBA 520 – Accounting for Managers MBA 530 – Managerial Finance MBA 540 – Business and Professional Ethics MBA 550 – Marketing Management MBA 570 – Quantitative Decision Making for Managers MBA 580 – The Field Study 4 core courses are required from MA in Leadership courses with 3 MAL elective courses: • • • • • ML 505 – Foundations of Leadership ML 514 – Research Methods ML 580 – Colloquium on Contemporary Theories of Leadership ML 585, ML 585, ML 588 or ML 597 – Final Project ML Electives (3) Three Focus Area Courses Students will choose one course from each of the focus areas: Focus Area #1: Organizational Development • • • MBA 545 – Organizational Development ML 535 – Organizational Theory and Leadership Director approved course with organizational development focus Focus Area #2: Global/Multicultural Perspective • • • • MBA 565 – Global Environment for Managers ML 560 – Cultural Competence and Effective Leadership Ml 563 – Leadership in a Global Society Director approved course with global/multicultural focus Focus Area #3: Strategic Leadership • • • MBA 595 – Strategic Management ML 574 – Strategic Leadership Director approved course with strategic leadership focus 47 One Additional Elective Course Elective course may be taken in either MBA or MA in Leadership Program Admission to the Dual Degree Program Admission for the dual degree program is handled on a “rolling” basis and requires applicants to hold a bachelor’s degree from a regionally accredited four-year college or university. Official transcripts from all post-secondary institutions are required as well as a current résumé and two recommendations. An interview with the program director is also part of the admissions process. Although we do accept the GMAT and GRE, we also offer candidates an alternative math and writing profile assessment entitled the Individual Learning Profile (ILP) which provides a picture of candidate’s math and writing (verbal) competency detailing strengths and areas of improvement. The profile is not an admissions screening instrument and will be used as a platform to develop a skills improvement plan for students should they need it. Earning the dual degree during or after the MBA or MA in Leadership program Students who are currently enrolled in the MBA or MA in Leadership program or alumni who wish to return to Augsburg may add the dual degree to their existing degree by completing most of the same requirements listed on the front of this page. Students may use previously completed application pieces and coursework to help meet these requirements. Returning students may complete an abbreviated application form after consultation with the MBA or ML program director. Upon entering the MBA program, a quantitative online profile assessment must also be taken. This is used as a platform to enhance skills, if needed. Students with an MA in Leadership who wish to add the dual degree will take a minimum of 7 required MBA courses. Students will complete one course in each of the 3 focus areas if they did not complete these courses during their MAL program. Each student’s program will be slightly different based on their prior course selections. Students with an MBA will complete 4 required and 3 elective MA in Leadership courses. Students will need to complete one course in each of the 3 focus areas if they did not complete these courses during their MBA program. Each student’s program will be slightly different based on their prior course selections. Students in both programs will meet individually with the program directors to determine whether their completed final project meets the criteria aligned with the dual degree final project. Directors may ask that the project be modified or added to or ask the student to complete another project. These decisions will be made on a case-by-case basis. Certificate in Leadership Studies The certificate program is an attractive option for people who want to develop their leadership skills without undertaking a full degree program. A certificate is awarded after completion of five Augsburg MAL courses in leadership. Students pursuing this option take ML 505 - Foundations of Leadership and four additional electives. The normal application process is used for students who wish to pursue the 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 schedule for the list of courses each year and to the accounting program coordinator for a detailed academic plan. Students should meet with both the MAL director and an accounting advisor to create an effective plan for successful completion of the five-year program. 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: 48 • • • • • • 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. For a complete list of courses and descriptions, see the Course Description Search. Admission to the Master of Arts in Leadership Program 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 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-by-case basis. Applicants to the program must have two 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 is handled on a “rolling” basis, with students admitted at the beginning of the fall, spring, and summer terms. Selection of candidates will be made on the basis of an evaluation of each applicant’s: o Previous college record o Letters of recommendation o Experience and organizational background o Written statement o Interview, if requested Application Checklist The following materials must be submitted to the Office of Admissions: • • • • • • • • Completed application form $35 non-refundable application fee (waived if online application is used) A 1-3 page statement relating the applicant’s career and life goals to leadership aspirations Recommendation letter and checklist from an immediate supervisor, assessing leadership potential Recommendation letter and checklist from a work colleague (at the same level) describing the applicant’s work style and leadership potential Official transcripts from all undergraduate institutions attended, listing all courses taken and any degree(s) conferred Official transcripts from all graduate institutions attended, listing courses taken and degree(s) conferred, if any. Résumé, if available. Applicants may be asked to participate in an interview with graduate program faculty and/or staff members. For further information, contact: Office of Admissions, 612-330-1101, gradinfo@augsburg.edu or www.augsburg.edu/grad. 49 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 in the Graduate Admissions section. 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 cumulative GPA of 3.0 or above. All required courses and the final projects must be successfully completed. A student registered for a final course may be permitted to participate in commencement but will not receive a diploma until all courses 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 director before being allowed to continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of N or 0.0 is received, the student may be dismissed from the program. 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. MAL Program Enrollment Policy Students normally take either one or two courses per semester. Enrolling in two courses per semester (including summer semester) 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 Registrar’s Office. Students who have been out of the program for more than two years may, at the discretion of the program director, be required to take additional courses to refresh their understanding of the field. 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, in the Accreditation, Approvals and Memberships section. 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. Larry Bourgerie, Instructor of Leadership Studies. BS, BA, MA, University of Minnesota. Senior Vice President Human Resources, TrueStone Financial. Joseph A. Erickson, Professor of Education. BA, MA, University of St. Thomas; MA, Luther Seminary; PhD, University of Minnesota. Stephen K. Erickson, Instructor of Leadership Studies. BA, Augsburg College; JD, University of Minnesota. Vice President and Advanced Practitioner, Erickson Mediation Institute. 50 Garry Hesser, Martin Olav Sabo Professor of Citizenship and Learning. BA, Phillips University; MDiv, Union Theological Seminary; MA, PhD, University of Notre Dame. Lucinda Hruska-Claeys, Instructor of Leadership Studies. BS, University of Minnesota; MA, Southern Illinois UniversityCarbondale; JD, University of Minnesota; MAL, Augsburg College. Vice President and Special Accounts Consultant, Wells Fargo Bank N.A. Steven Jeddeloh, Instructor of Leadership Studies. BS, Mankato State University; MED in Education and MED in Training and Organization Development, University of Minnesota; MA, PhD, Fielding Graduate University. President of Leadership Resources Consulting. David Lapakko, Associate Professor of Communication Studies. BA, Macalester College; MA, PhD, University of Minnesota. Velma J. Lashbrook, Assistant Professor of Leadership Studies. BS, Iowa State University; MS, Illinois State University; EdD, West Virginia University. Karen J. Lokkesmoe, Instructor of Leadership Studies. BA, Augsburg College; MPA, PhD, University of Minnesota. President, Lokkesmoe Consulting, LLC. 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. Marilyn S. McKnight Erickson, Instructor of Leadership Studies. BA, Augsburg College; MA, St. Mary's University; President and Advanced Practitioner, Erickson Mediation Institute, Mpls. Thomas Morgan, Professor of Business Administration. BS, Juniata College; MBA, University of Denver; MS, University of Oregon; PhD, University of Minnesota. Norma C. Noonan, Professor Emerita of Political Science and Leadership Studies, former Director of the Center for Leadership Studies and the MAL Program (1993-2011). BA, University of Pennsylvania; MA, PhD, Indiana University. 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. Alan Tuchtenhagen, Assistant Professor of Leadership Studies and Director of the Center for Leadership Studies and the MAL Program. BS, Westmar College; MA, University of Nebraska; DPA, Hamline University. 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, Program Coordinator. BA, University of Minnesota; MA, Augsburg College. 51 Master of Arts in Nursing and Doctor of Nursing Practice Welcome to graduate nursing education at Augsburg College. Our classes are made up of students representing a dynamic mix of cultures, spiritual traditions, and life-ways. It is exciting for us to offer experienced nurses transforming educational opportunities and engaging transcultural encounters that expand their career choices and advance their nursing practice. The increasing diversity of our population today challenges all of us to respond to individual health care needs with creativity and competence in a variety of emerging care settings. The Master of Arts in Nursing program is designed to prepare nurses for those evolving contexts of care. Students can choose between two tracks of study: Transcultural Nursing and Transformational Nursing Leadership. Each track of study emphasizes leadership skills, inter-professional collaboration and ways to serve persons in a variety of care settings. The post-master’s Doctor of Nursing Practice (DNP) program builds on the MAN and prepares nurses for innovative health leadership and advanced nursing practice at local and system-wide levels. Drawing on a transcultural nursing foundation, the DNP curriculum embraces integrative health care and holistic nursing practice to maximize health for individuals and communities. Students design their own scholarly paths defined by their unique gifts, interests, and practice goals. Throughout the DNP program there are a range of opportunities for collaboration across cultures, socioeconomic strata and care systems. The post-BSN (Bachelor of Science in Nursing) to DNP/Family Nurse Practitioner track of study prepares nurses for advanced nursing leadership and integrative primary care of families across cultures and care settings. Drawing on a transcultural nursing foundation, the DNP/FNP curriculum embraces integrative healthcare and holistic nursing practice. Emphasis is on eliminating health inequities through peaceful, just, and collaborative actions that uphold and improve human potential. The curriculum emphasizes knowledge, skills and values that foster one’s ability to lead change, while addressing health needs and concerns of families and communities. Nursing scholarship and advanced autonomous practice frame the critical exploration of knowledge in transcultural nursing, integrative healthcare practices, transformational leadership, and health assessment. Classes in both the DNP and MAN programs are offered on the Augsburg campus and at Bethel Lutheran Church in Rochester, MN, where our branch campus is located. Video conferencing and online assignments are used for some of the classes, however, our students and faculty are committed to driving from one site to the other at least once during each semester to be physically present and together. Building relationships is important to us. Program faculty and staff are available at both sites and eager to assist students. Cheryl J. Leuning Chair, Department of Nursing Director, Master of Arts in Nursing Program and Doctor of Nursing Practice Program 52 Master of Arts in Nursing Mission The Master of Arts in Nursing program is designed to prepare nurses for transformational leadership and transcultural nursing practice across care settings with particular emphasis on addressing health inequities. Students select from two tracks of study—Transformational Nursing Leadership or Transcultural Nursing. Both tracks prepare nurse leaders to assume a wide variety of roles and responsibilities throughout the healthcare system and in emerging care settings in communities. Curriculum The MAN curriculum is organized into 33 semester credits –15 semester credits in a Nursing Core, in which all students enroll, and 18 semester credits in one of the two Tracks of Study. Practica are taken concurrently with most courses and are integrated throughout the program. Each semester credit of practicum is equal to 45 clock hours of practice. Students select a track of study when applying to the program, however, this is not essential until after one’s first semester. Students may study full-time (6-8 semester credits per term) or part-time (4 semester credits per term). Time to degree completion takes an average 22 months when studying full-time, and 32 months when studying part-time. Nursing Core Courses (15 semester credits) The core nursing courses integrate a strong foundation of social justice incorporating multiple ways of knowing with curricular emphasis on nursing science, art, and theory to guide practice. NUR 500 - Transcultural Health Care (3 semester credits) NUR 500P - Practicum: Transcultural Health Care (1 semester credit) NUR 541 - Politics of Health (3 semester credits) NUR 541P - Practicum: Politics of Health Care (1 semester credit) NUR 505 - Theoretical Foundations for Advanced Nursing Practice (3 semester credits) NUR 505P - Practicum: Theoretical Foundations for Advanced Practice Nursing (1 semester credit) NUR 520 - Research Methods in Nursing (3 semester credits) Transformational Nursing Leadership Track (18 semester credits) The Transformational Nursing Leadership track is designed to develop nurse leaders’ ability to critically analyze, articulate, and develop effective strategies to cope with high level health care disparities. Curricular emphasis is on interprofessional collaboration across care settings. Participation in nursing leadership practica in traditional and emerging care settings adds depth and meaning to classroom dialogue. Practica also provide 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. Transformational Nursing Leadership track courses include: NUR 501 - Nursing Leadership in Complex Adaptive Systems (3 semester credits) NUR 501P - Practicum: Nursing Leadership in Complex Adaptive Systems (1 semester credit) NUR 521 - Transformational Nursing Leadership (3 semester credits) NUR 521P - Practicum: Transformational Nursing Leadership (2 semester credits) NUR 523 - Theory, Practice and Research Seminar (3 semester credits) NUR 523P - Practicum: Theory, Practice and Research Seminar (2 semester credits) NUR 525 - Graduate Field Project (3 semester credits) NUR 525P - Practicum: Graduate Field Project (2 semester credits) Students graduating from the Transformational Leadership Track of the master’s program are eligible to apply to the American Nurses Credentialing Center (ANCC) for certification as a Nurse Executive, Advanced and to the Transcultural Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing. Graduate Field Project in Transformational Nursing Leadership Students will fulfill their Master of Arts in Nursing through a final practice-focused project, which serves as the capstone of the master’s program. The last two classes in the curriculum–NUR 523 and NUR 525—emphasize the development 53 and articulation of a final field project focused on transformational leadership. Students present their final projects in NUR 525. Transcultural Nursing Across Care Settings Track (18 semester credits) The Transcultural Nursing track in the Master of Arts in Nursing program was designed to prepare nurses for advanced practice across care settings in culturally diverse communities. The curriculum is grounded in nursing science, theoryguided practice, and transcultural principles. Emphasis is on reaching out to persons and populations that are underserved by traditional care systems and who exist outside of the social mainstream. As such, the track provides rich alternative learning opportunities for graduate students locally and internationally. Transcultural Nursing Across Care Settings track courses include: NUR 532 - Transcultural Healing Practices and Self Care (3 semester credits) NUR 532P – Practicum: Transcultural Healing Practices and Self Care (1 semester credits) NUR 530 - The Power of Ritual and Ceremony for Healing (3 semester credits) NUR 530P – Practicum: The Power of Ritual and Ceremony for Healing (1 semester credits) NUR 523 - Theory, Practice and Research Seminar (3 semester credits) NUR 523P – Practicum: Theory, Practice and Research Seminar (2 semester credits) NUR 525 - Graduate Field Project (3 semester credits) NUR 525P - Graduate Field Project (2 semester credits) Students graduating from the Transcultural Nursing track of the master’s program are eligible to apply to the Transcultural Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing and certification in Holistic Nursing through the American Holistic Nurses Credentialing Corporation (AHNCC) (www.ahncc.org). Graduate Field Project in Transcultural Nursing Students will fulfill their Master of Arts in Nursing through a final practice-focused project, which serves as the capstone of the master’s program. The last two classes in the curriculum—NUR 523 and NUR 525—emphasize the development and articulation of a final field project focused on transcultural nursing. Students present their final projects in NUR 525. Practica Practice experience is emphasized in both tracks in the Master of Arts in Nursing program. Students earn 9 semester credits of practicum work that is equal to 405 clock hours of practice—45 clock hours per semester credit hour. Practica are generally semi-structured, experiential, and led by faculty and cultural guides familiar with the communities in which the practica occur. Some practica are student directed. In all practica, students are encouraged to immerse themselves in practice settings that serve persons underserved or excluded from mainstream health care, as emphasis in the program is on cultural diversity and health inequities across health care settings. Practica focusing on experiential learning with a transformational nurse leader provides students with the opportunity to gain a greater understanding of organizational dynamics and change through a complexity science paradigm. Augsburg Central Health Commons & the Inner City A unique opportunity for students to explore advanced nursing roles and new models and forms of practice is provided by the Augsburg Central Health Commons, and the Health Commons in the Cedar-Riverside neighborhood. Both Health Commons are nursing-led drop-in centers dedicated to serving those in need and focused on healthy individuals and communities. People from diverse backgrounds, who have health experiences grounded in wide ranging cultural contexts frequent the Health Commons for health support and reassurance. Service and care are based on respect, relationship, and collaboration that connects health and hope for all participants. Health Commons partners include Central Lutheran Church in downtown Minneapolis, Fairview Health Services, U-Care, and the East Africa Health Project. Study Abroad and Away The Department of Nursing works closely with cultural guides and nurse mentors in various contexts of care in emerging care settings at home and abroad. The Center for Global Education is a partner with the Department of Nursing in developing and facilitating study abroad opportunities in Guatemala and Mexico. 54 Additional collaborative partners include the Ministry of Health and Social Services (MOHSS) in Namibia, the Pine Ridge Retreat Center, in Pine Ridge, SD, and a variety of cultural guides and local practitioners throughout England. A detailed listing of practica and immersion experiences abroad and away can be found at the nursing website (www.augsburg.edu/nursing). For a complete list of courses and descriptions, see the Course Description Search. Admission Requirements Decisions about admission to the program will be made by the Graduate Admissions Committee on an individual basis. Admissions are handled throughout the year, with students being admitted at the beginning of the fall (September) and spring (January) semesters. Selection of candidates will be made on the basis of an evaluation of the following items: • • • • • • • • • • • • • • • • • • An earned Bachelor’s degree in nursing from a regionally accredited college or university, or an Associate of Science degree in nursing in addition to a non-nursing bachelor’s degree A cumulative GPA of 3.0 in all previous college coursework Experience as a registered nurse Three letters of recommendation A current, unencumbered nursing license All required immunizations Transcripts from all colleges and universities attended A Criminal Background check A college level statistics course within the last 7 years is required for progression in the program, but is not necessary for admission A written statement describing professional and educational goals The following items must be sent to the Office of Admissions: Completed application form—www.augsburg.edu/ma_nursing $35 non-refundable 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, 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. For more information, refer to the additional requirements outlined in Admission of International Students in the Graduate Admissions section. Academic Policies Evaluation of academic performance in the Master of Arts in Nursing program will be based on number grades using a 4.0 point scale. See detailed information in the Academic Programs and Policies Attendance Policy Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates and the course instructor. Instructors may lower grades if attendance and participation is lacking. Individual syllabi will contain individual instructors’ requirements. Because classes are held in Rochester and Minneapolis, students must prepare to drive to class at least once per term. 55 Academic Probation and Dismissal Policies Students must maintain a 3.0 cumulative grade point average in the MAN program. If a student falls below a 3.0 average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of 2.0 or less in a course, the student must petition successfully to the faculty of the Master of Arts in Nursing program before being allowed to continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of 2.0 or less is received, the student may be dismissed from the program. Students may also be dismissed for behavior detrimental to the program, such as a gross violation of college policy as published in the Student Guide. Dismissal would occur only after established procedures were followed. Credit for Prior Education Students may petition the Master of Arts in Nursing faculty for approval of 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 regionally accredited colleges and universities, whose course content is comparable to course content in the Master of Arts in Nursing program. No more than nine semester credits will be accepted for transfer credit. Schedules for Classes Master’s classes are taught in a hybrid format combining in-class and web-based instruction to meet the needs of working adults. Most classes meet 6 times per semester for 5 hour periods. Video conferencing is used to connect students in Rochester, MN, with students in Minneapolis. Some driving for class is required, as students from Rochester will travel to Minneapolis one time per term and students from Minneapolis will travel to Rochester one time per term. If weather is inclement, video conferencing is used. Classes in Rochester meet at Bethel Lutheran Church at 810 3rd Ave SE, Rochester, MN. Practica are additional to courses. Students enroll in practica concurrently with enrollment in courses. 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 the listing in the Accreditation Approvals, and Memberships section. Department of Nursing Faculty Pauline Abraham, Assistant Professor of Nursing. BSN, Winona State University; MAN, Augsburg College; DNP, Augsburg College. Katherine Baumgartner, Assistant Professor of Nursing. BSN, Minnesota State University; MAN, Augsburg College; DNP, Augsburg College. Kathleen Clark, Assistant Professor and Coordinator of the Augsburg Central Nursing Center, BSN University of Wisconsin-Eau Claire; MAN, Augsburg College; DNP, Augsburg College. Cheryl Leuning, Professor of Nursing, Chair of the Department of Nursing, and Director of Graduate Programs. BA, Augustana College; MS-PHN, University of Minnesota; PhD, University of Utah. Joyce Miller, Assistant Professor of Nursing. ADN, Rochester State Junior College; BSN, Augsburg College; MAN, Augsburg College; DNP, Augsburg College. Ruth Enestvedt, Assistant Professor. BSN, St. Olaf College; MSN, PhD, University of Minnesota. Joyce Perkins, Assistant Professor of Nursing. BS, University of New Hampshire, Durham, NH; Nursing Major, College of St. Teresa, Winona, MN; MA, St. Mary’s College, Minneapolis, MN; MSN, University of MN; PhD, University of Colorado. Kaija Freborg, Assistant Professor of Nursing. BSN, University of Wisconsin- Eau Claire; MAN, Augsburg College; DNP, Augsburg College. 56 Lisa Van Getson, Assistant Professor of Nursing, BSN, College of St. Teresa, Winona, MN; MA, St. Catherine University, St. Paul, MN; MAN, FNP, Winona State University; DNP, Augsburg College. Staff Sharon Wade, Nursing Programs Coordinator. BA, Augsburg College. Linden Gawboy, Nursing Programs Administrative Assistant. 57 Doctor of Nursing Practice – Transcultural Nursing Leadership (DNPTCN) The post-master’s Doctor of Nursing Practice program prepares nurses for innovative health leadership and advanced nursing practice at local and system-wide levels. Drawing on a transcultural nursing foundation, the DNP-TCN curriculum embraces integrative healthcare and holistic nursing practice. Emphasis is placed on maximizing health within populations and communities through peaceful, just and collaborative actions across care settings and cultures, focusing on eliminating health inequities locally and globally. As a post-master’s program, the DNP-TCN track of study builds upon the strengths of the Master of Arts in Nursing (MAN) program and prepares nurses for advanced leadership and practice roles in Transcultural Nursing (TCN) and Holistic Nursing. Program Goals Graduates of the Doctor of Nursing Practice program are prepared 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 program is structured in a modified cohort model. One cohort a year will be admitted to begin in the fall term. Students can choose to take full or part-time study. Students taking full-time study take two didactic offerings, two seminars, and a practicum each semester. Students in full-time study can complete the post-master’s DNP-TCN curriculum in 20 months, including completion of the capstone project. Students selecting part-time study take one didactic offering, one seminar and a practicum each semester. As a part-time student, completion of the program is expected to take 32 months, including completion of the capstone project. The DNP curriculum is organized into 33 semester credits comprised of didactic classes, experiential practica, and seminars, with a capstone project completing the degree. As a practice doctorate, the emphasis is on building leadership and practice skills in knowledge application among diverse population groups. The goal is to improve health and decrease health inequities that lead to unnecessary morbidity and mortality in communities. Students graduating from the DNP-TCN track are eligible to apply to the Transcultural Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing and certification in Holistic Nursing through the American Holistic Nurses Credentialing Corporation (AHNCC) (www.ahncc.org/). Didactic A total of six didactic courses (18 semester credits) constitute the DNP program. One course equals three semester credits. Courses are taught in an immersion model two days a month—eight hours of class time the first day and four hours the subsequent morning, followed by an afternoon seminar. Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates and the course instructor. Classes are held on Augsburg’s campus in Minneapolis and in Rochester, MN, at Bethel Lutheran Church (810 3rd Ave SE) the location of Augsburg’s branch campus. Video conferencing is used for some of the classes, however, students must be prepared to drive to Rochester and/or Minneapolis for class at least once per semester. If weather is inclement, video conferencing is used. Practica 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 immersions in a variety of cultural contexts led by nursing faculty or that are student initiated and individually directed experiences mentored by nursing faculty. In a 15-week semester, practicum hours are computed as follows: 58 • • • 1 semester credit hour = 2 semester credit hours = 3 semester credit hours = 45 clock hours of practicum time per semester 90 clock hours of practicum time per semester 135 clock hours of practicum time per semester To earn the DNP, students must complete a total of 1,000 practicum hours in their Master’s and DNP programs. Students will be allowed to transfer up to 600 practicum hours from their master’s in nursing into the Augsburg DNP. As such, all students will register for at least nine semester credits of practica in the post-master’s DNP-TCN. Seminars Seminars focus on integration of conceptual learning with field practice, developing the student’s particular practice interests. Students are required to participate in a doctoral seminar every semester —fall and spring—until completion of the DNP degree. Cohorts of students who enter the DNP program together usually progress as a group in the seminars in which they enroll each term, depending on whether they are studying full-time or part-time. The final seminar (NUR 841) culminates in the capstone project presentation and completion of the requirements for the DNP degree. 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 leadership in synthesizing and applying scientific knowledge to practice challenges in local and/or system wide contexts of care. 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 advisor. For a complete list of courses and descriptions, see the Course Description Search. Admission to the DNP Applicants to the Doctor of Nursing Practice program must have: • • • • • • An earned master’s degree in nursing from a regionally-accredited institution A 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 US. Evidence of a completed graduate research course Evidence of up-to-date immunizations Satisfactory results of a certified federal criminal background check 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, internationallyeducated applicants may request the Commission on Graduates of Foreign Nursing Schools (CGFNS) (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). 59 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). See Graduate Admissions for more information. Accreditation The Doctor of Nursing Practice program is accredited by 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. Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. 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 the listing in the Accreditation, Approvals, and Memberships section. Department of Nursing Faculty Pauline Abraham, Assistant Professor of Nursing. BSN, Winona State University; MAN, Augsburg College; DNP, Augsburg College. Katherine Baumgartner, Assistant Professor of Nursing. BSN, Minnesota State University; MAN, Augsburg College; DNP, Augsburg College. Kathleen Clark, Assistant Professor and Coordinator of the Augsburg Central Nursing Center, BSN University of Wisconsin-Eau Claire; MAN, Augsburg College; DNP, Augsburg College. Cheryl Leuning, Professor of Nursing, Chair of the Department of Nursing, and Director of Graduate Programs. BA, Augustana College; MS-PHN, University of Minnesota; PhD, University of Utah. Joyce Miller, Assistant Professor of Nursing. ADN, Rochester State Junior College; BSN, Augsburg College; MAN, Augsburg College; DNP, Augsburg College. Ruth Enestvedt, Assistant Professor. BSN, St. Olaf College; MSN, PhD, University of Minnesota. Joyce Perkins, Assistant Professor of Nursing. BS, University of New Hampshire, Durham, NH; Nursing Major, College of St. Teresa, Winona, MN; MA, St. Mary’s College, Minneapolis, MN; MSN, University of MN; PhD, University of Colorado. Lisa Van Getson, Assistant Professor of Nursing, BSN, College of St. Teresa, Winona, MN; MA, St. Catherine University, St. Paul, MN; MAN, FNP, Winona State University; DNP, Augsburg College. Staff Sharon Wade, Program Coordinator, BA, Augsburg College. Linden Gawboy, Administrative Assistant 60 Doctor of Nursing Practice/Family Nurse Practitioner The post-BSN (Bachelor of Science in Nursing) to DNP/FNP track of study prepares nurses for advanced nursing leadership and integrative primary care of families across cultures and care settings. Drawing on a transcultural nursing foundation, the DNP curriculum embraces integrative healthcare and holistic nursing practice. Emphasis is on eliminating health inequities through peaceful, just, and collaborative actions that uphold and improve human potential. The curriculum emphasizes knowledge, skills and values that foster one’s ability to lead change, while addressing health needs and concerns of families and communities. Nursing scholarship and advanced autonomous practice frame the critical exploration of knowledge in transcultural nursing, integrative healthcare practices, transformational leadership, and health assessment. Program Goals Graduates of the Doctor of Nursing Practice/Family Nurse Practitioner program are prepared 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. Provide primary care to persons, families and communities with particular consideration for those who are underserved and/or marginalized by dominant societal structures. Program Structure The program is structured to admit students beginning each fall semester. Students may take courses on a part-time or full-time basis during the completion of their Masters of Nursing or Doctor of Nursing Practice courses. Full-time study is required during the didactic and clinical courses in the FNP course sequence during the last two years of the program. Length of program: The Post-BSN to DNP/FNP track of study leads to eligibility for certification as a Family Nurse Practitioner (FNP) through the American Nurses Credentialing Center (ANCC) and requires a minimum of 84 semester credit hours, including 57 didactic credit hours and 23 practicum credit hours. Didactic A total of 19 didactic courses (57 semester credits) constitute the DNP/FNP program. Didactic classes, structured practica, and clinical experiences are taught in a variety of flexible schedules that are responsive to student needs. Master level classes (NUR 500 level courses) consist of six classes a semester - five hours of class time, in addition to taking a one credit practicum course associated with the didactic course. The DNP courses (NUR 800 level), are taught in an immersion model two days a month - eight hours of class time for the first day and four hours the subsequent morning, followed by an afternoon seminar. The FNP courses (final two years of study) are offered on Mondays approximately five times a semester, class time hours will vary from 8 to 12 hours. Web-based assignments are integrated into all classes through Moodle. Summer meeting schedules will be more condensed. Community practicum experiences may be scheduled during the class meeting days as well. Additionally, some courses may be taught in an immersion format, where students and faculty are “immersed” in a unique socio-cultural context and course content and a set number of practicum hours are condensed into seven to fourteen days. Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates and the course instructor. Classes are held on Augsburg’s campus in Minneapolis and in Rochester, MN, at Bethel Lutheran Church (810 3rd Ave SE) the location of Augsburg’s branch campus or at Hermitage Farm Center for Healing, 6415 West River Road NW, Rochester, MN. Video conferencing is used for some of the classes, however, students must be prepared to drive to Rochester and/or Minneapolis for class at least once per semester. If weather is inclement, video conferencing is used. 61 Practica 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 immersions in a variety of cultural contexts led by nursing faculty or that are student initiated and individually directed experiences mentored by nursing faculty. FNP clinical sites will be arranged by clinical faculty. In a 15-week semester, practicum hours are computed as follows: • • • 1 semester credit hour = 2 semester credit hours = 3 semester credit hours = 45 clock hours of practicum time per semester 90 clock hours of practicum time per semester 135 clock hours of practicum time per semester To earn the DNP/FNP, students must complete a total of 1,035 practicum hours. Students will be allowed to transfer up to 400 practicum hours from their master’s in nursing. To complete the DNP/FNP, students must complete 630 practica hours (530 hours of primary care of the adult and 100 hours of primary care of children and women’s health). As such, all students will register for at least 23 semester credits of practica. 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 total of four one-semester-credit doctoral seminars during the DNP/FNP program. The final seminar culminates in the project presentation and completion of the requirements for the DNP degree. Final DNP/FNP Capstone Project Final DNP/FNP 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 leadership in synthesizing and applying scientific knowledge to practice challenges in local and/or system wide contexts of care. Students should begin working on their DNP/FNP capstone projects in the early stages of the program and continue throughout. This scholarly project is planned in collaboration with a major faculty advisor. For a complete list of courses and descriptions, see the Course Description Search. Admission to the DNP/FNP • • • • • • • • • A completed application form and payment of application fee ($50 fee waived if apply on-line). An earned baccalaureate degree in nursing (BSN or BAN), master’s degree in nursing, or a doctor of nursing practice (DNP), from a nationally accredited institution and a nationally accredited nursing program. A non-refundable check or money order for $950 to be used to hold a place in the DNP/FNP program if accepted. If not accepted the check or money order will be returned. If accepted the $950 will be applied to the orientation practicum. A minimum of five years active and current clinical practice as a Registered Nurse. Evidence of current unencumbered license as a Registered Nurse. MN license required. Other state licenses will be required for clinical rotations. 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. All costs related to document translations and evaluations are applicants’ responsibility. GPA of 3.0 from previous baccalaureate nursing program; GPA of 3.2 from previous master’s in nursing program or DNP program. Three professional letters of recommendation. A 2-page professional essay responding to the following: Explain why transcultural, holistic and integrative health education as a Doctorate of Nursing Practice/Family Nurse Practitioner is important in shaping the future of healthcare. 62 • • • • • • • • • Documentation verifying the number of practice hours completed in a nationally accredited graduate nursing program, if applicable. (A maximum of 400 practice hours may be transferred into the DNP/FNP tract of study from a nationally accredited master’s in nursing program.) A current Curriculum Vitae. Evidence of a completed undergraduate statistics course (within the last 5 years) on an official transcript before enrolling in the Nursing Research course (NUR520) & the associated practicum (NUR520P1). Evidence of up to date immunizations per Department/College requirements A valid passport or proof of application submitted. Evidence of HIPAA training within the last 2 years. Satisfactory results of a certified federal criminal background check at time of admission and annually thereafter; additional testing may be required for clinical placement, e.g., alcohol, drug testing, HIV testing, etc. 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). Successful personal interview with Augsburg Nursing Faculty. The number of applicants admitted to the DNP/FNP program will be limited and based on availability of faculty members that 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. The above Admission Criteria are current as of April 2014 and are subject to change. 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, internationallyeducated applicants may request the Commission on Graduates of Foreign Nursing Schools (CGFNS) (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). See Graduate Admissions for more information. Accreditation The Doctor of Nursing Practice program is accredited by 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. Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. 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 the listing in the Accreditation, Approvals, and Memberships section. Department of Nursing Faculty Katherine Baumgartner, Assistant Professor. BSN, Minnesota State University; MA, DNP, Augsburg College. Kathleen Clark, Assistant Professor and Coordinator of the Augsburg Central Nursing Center. BS, 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. ADN, Rochester Community Technical College; BSN, MA, DNP, Augsburg College. 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. 63 Lisa Van Getson, Assistant Professor, BSN, College of St. Teresa, Winona, MN; MA, St. Catherine University; MAN, FNP, Winona State University; DNP; Augsburg College. Staff Sharon Wade, Program Coordinator, BA, Augsburg College. Linden Gawboy, Administrative Assistant 64 Master of Business Administration Embarking on a graduate degree program is an exciting and challenging decision. The Augsburg MBA is a rigorous and intensive educational experience. The Augsburg MBA is practical and “hands-on,” focusing on applicable skills and knowledge designed to increase your ability to think, analyze and act. 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 proven accelerated program focusing on practical skills, knowledge, and teamwork; while 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. Bruce E. Batten, Ph.D. Director, Master of Business Administration Program MBA Mission To prepare students for professional careers in business by developing their decision-making skills, critical thinking and by transforming them into effective managers and leaders in service to others. 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. Accreditation 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 the listing in the Accreditation, Approvals, and Memberships section. MBA Program Overview Today’s business leader must be able to quickly analyze situations and information and critically analyze alternatives and courses of action. The purpose of the Augsburg MBA is to prepare students to accept greater responsibility in organizations facing this dynamic and 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 realworld 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. Plan of Study The Augsburg MBA is an accelerated, evening program that allows working professionals to complete an MBA degree in approximately 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, 65 both inside and outside of class. Working both individually and in small 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. Program Requirements The Augsburg MBA requires 39 semester credits for degree completion, consisting of 11 required courses and two elective courses. All Augsburg MBA courses are three semester credits. Each course consists of 28-32 hours of in-class instruction and 5 ½ - 9 ½ hours of online instruction through our web-based electronic course management system. Up to nine credits may be waived through prior business coursework (with director/faculty approval) or certain professional credentials (with appropriate documentation). Courses that can be waived with equivalencies: • • • • • MBA 510 (3 semester credits) MBA 520 (3 semester credits) MBA 530 (3 semester credits) MBA 550 (3 semester credits) MBA 565 (3 semester credits) Professional Credentials Students who have passed the Certified Public Accountants (CPA) or Certified Management Accountants (CMA) exam may be waived from MBA 520, Accounting for Managers. Prior Academic Coursework Guideline • • • • • Students with prior academic coursework that meets the following criteria may be waived from eligible core courses. Completion of at least two undergraduate courses covering corresponding Augsburg MBA core course material (See department for Equivalency details). The most recent of the undergraduate courses was taken within the past five years and a second course within seven years. A grade of B (or 3.0 on 4 point scale) or higher was earned in any course considered for a course waiver. Course(s) must be taken at an approved, regionally-accredited institution. Acceptance of core course waivers implies the student accepts the responsibility for having the essential knowledge and understanding of the core course material, and is properly prepared for any future core or elective course for which the waived course was a prerequisite. Academic credit is not awarded for any waived course, nor will the course appear on academic transcripts. Specialized 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. An Augsburg MBA with a concentration consists of 11 required MBA courses and 3 additional courses that focus on a specific area of interest. Academic Calendar The Augsburg MBA is designed as a year-round program. Courses are offered during fall, spring, and summer semesters. 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 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 schedules for each cohort. These schedules are provided by the MBA department. 66 The Faculty-Led International Experience Each year, all current MBA students are offered the opportunity to participate in a faculty-led international experience. This trip is taken in conjunction with either of these courses: MBA 565 - Managing in a Global Environment or MBA 595 Strategic Management. Students will travel as a group to an international location, visit businesses, participate in faculty lectures, and learn about the culture and traditions of the countries visited. Each MBA student should have two opportunities during their matriculation in the program to participate. Costs can vary; but as a minimum, trips normally include tuition (for the course selected), airfare, lodging, and travel in-country, as well as some meals. The Augsburg MBA The 11 required courses of the Augsburg MBA are as follows: MBA 510 - Applied Managerial Economics MBA 520 - Accounting for Business Managers MBA 530 - Managerial Finance MBA 540 - Business and Professional Ethics MBA 545 - Organization Behavior MBA 550 - Marketing Management MBA 565 - Managing in a Global Environment MBA 570 - Quantitative Decision-Making for Managers MBA 580 - The Field Study MBA 592 - Leadership: Ethics, Service, and Transformation MBA 595 - Strategic Management To complete their MBA degree, students must also select two Elective Courses from a pool of courses in the areas of finance, management, marketing, international business, or health care. Graduate Concentrations and Certificates MBA with a concentration The Augsburg MBA with a concentration requires the successful completion of 14 MBA courses, including the 11 required courses listed above and three required concentration courses. Available concentrations may include: finance, management, marketing, international business, 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. Availability of concentration courses is dependent on student interest. Finance Concentration MBC 532 - Investment Theory and Portfolio Management MBC 535 - International Finance MBA 599 - Special Topics: Finance Project Management Concentration MBA 596 - Managing Innovation MBA 576 - Project Management MBA 599 - Special Topics: Operations Marketing Concentration MBA 599 - Special Topics: Marketing Research MBA 599 - Special Topics: Strategies in E-Marketing MBC 552 - Marketing Communications International Business Concentration MBA 599 - Special Topics: Strategies in Global Marketing MBA 599 - Special Topics: International Logistics MBA 599 - Special Topics: Feasibility Project 67 Health Care Management Concentration MBC 547 - Human Resource Issues in Health Care MBC 537 - Health Care Financing MBA 593 - Health Care Operations Management Social Entrepreneurship Certificate The Social Entrepreneurship Certificate will expose students to the skills, knowledge, and perspectives necessary to pursue social impact entrepreneurially, effectively, and pragmatically. The program has been designed to serve those students who aspire at some point in their lives to be social entrepreneurs, executives in social-purpose organizations, philanthropists, board members, or leading volunteers in their communities and the social sector. The certificate program will also appeal to students interested in incorporating strategies for social impact into their business and entrepreneurial careers. Students wishing to earn a Graduate Certificate in Social Entrepreneurship will complete five graduate-level courses. Courses include some that focus on the use of business/entrepreneurial skills for social impact in different contexts; others that focus on skills and knowledge from the MBA, Masters in Social Work or Master of Arts in Leadership that are particularly relevant for the effective pursuit of social impact; others that focus on field or industry-specific knowledge; and others that provide opportunities for students to gain practical experience in the social sector. Three Social Entrepreneurship Courses (required): MBA 583 – Social Entrepreneurship I: Execution, Planning and Strategy for Social Innovation-based Ventures MBA 584 - Social Entrepreneurship II: Advanced Topics and Practice in Social Entrepreneurship, or MBA 580 - The Field Study or MBA 581, 582 - Management Consulting Project I, II MBA 599 - Special Topics: Non-Profit Finance, Funding and Enterprise Two Electives from the following courses: MBA 592 – Leadership: Ethics, Vision and Transformation MBA 545 – Organizational Behavior MBA 550 – Marketing Management MBA 595 – Strategic Management (or other director approved courses) 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 Multicultural Macro Practice (MCMP) 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 Multicultural Macro Practice (MCMP) coursework required for the MSW/MBA dual degree, refer to the Master of Social Work section in this catalog. MSW students who graduated after June 2002 are required to complete the following eight MBA courses: MBA 510 - Applied Managerial Economics MBA 520 - Accounting for Business Managers MBA 530 - Managerial Finance MBA 545 - Organizational Behavior MBA 550 - Marketing Management MBA 560 - Communication Issues in Management MBA 575 - Strategic Technology MBA 595 - Strategic Management 68 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. For a complete list of courses and descriptions, see the Course Description Search. 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 at Augsburg’s Minneapolis campus: September, January, and May. In Rochester, cohorts begin in September and May. Thrivent cohorts begin in September based on student interest. Orientation for new cohorts is generally scheduled for one to two weeks in advance of the beginning of classes. For more information on class schedules, go to www.augsburg.edu/mba or call the Office of Admissions at 612-330-1101. 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 Office of Admissions 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 Office of Admissions: • • • • • • • Completed application—Apply online at www.augsburg.edu/mba $35 application fee Two personal statements Official undergraduate/graduate transcripts sent directly to the Augsburg Office of Admissions Current résumé of work history Two confidential letters of recommendation Official GMAT score report (school code 6014)—not required for certificate applicants or completion of the Individual Learning Profile (ILP) For information about the ILP, contact the Graduate Admission Department. 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 in the Graduate Admissions section. 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 9 semester credits in transfer. (See Evaluation of Transfer Credit in Academic Programs and policies.) Students must complete no fewer than 21 semester credits at Augsburg in order to receive their MBA degree from Augsburg College. All students must complete the Field Study (MBA 580) or the Management 69 Consulting project, (MBA 581/2) to graduate. Eligible coursework must be approved by the MBA program director before transfer credit will be granted. GMAT Alternative Option; The Individual Learning Profile (ILP) Applicants to the MBA program who have not taken the GMAT may instead elect to complete the Individual Learning Profile (ILP) assessment. This option consists of two parts; an analysis of the applicants quantitative skills and a writing assessment. Both portions of the assessment are taken online, and the quantitative skills evaluation also offers the student interactive remedial instruction. The ILP is normally completed as part of the application process, prior to admittance. 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 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. 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 US. 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 Office of Admissions)  Current résumé (unless previously submitted to the Office of Admissions)  Any other information that you wish to submit to support your request. 70 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 Office of Admissions or the MBA program 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 semester 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 Academic Programs and Policies. 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 academic calendar at www.augsburg.edu/registrar/. 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. 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 withdraw from the class. Degree Requirements 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 at the completion of the program Successful completion and submission of the management consulting project (capstone) 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. 71 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. David Conrad, Assistant Professor of Business Administration. BA, Winona State University; MA, Ed.D, St. Mary’s University of Minnesota. George Dierberger, Assistant Professor of Business Administration. BS, University of Minnesota; MA, International Studies, University of St. Thomas; MBA, Fairleigh Dickinson University; Ed.D, Organization Development, University of St Thomas. 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. Marc McIntosh, Assistant Professor of Business Administration. BS, DePaul University; MBA, Harvard University; DBA, Argosy University. Magdalena Paleczny-Zapp, Associate Professor 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. Steven M. Zitnick, Assistant Professor of Business Administration, BA, Shimer College: MS, Economics, University of Utah. 72 Master of Fine Arts in Creative Writing MFA Mission The Master of Fine Arts in Creative Writing is a two-year, low-residency program designed as a vibrant literary community for writers who wish to deepen and broaden their artistic sensibilities, discover a close-knit cadre of fellow writers, enjoy individual attention from an accomplished and forward-thinking faculty, and prepare themselves for the future of creative writing. Program Overview Summer Residencies The Augsburg Low-Residency MFA includes 10-day summer residencies on the Augsburg campus in Minneapolis, offering daily workshops, readings, and mini-courses that focus on literary craft as well as career skills in teaching, editing, publishing, book arts, marketing, translation, and adaptation. The full degree program includes three summer residencies, featuring visits by distinguished writers in each genre as well as editors, agents, publishers, and literary entrepreneurs. Fall and Spring Semesters The first two residencies are followed each year by fall and spring off-campus semesters. During those terms, students work with faculty mentors in virtual classrooms that make use of online and other technologies. Each semester, MFA candidates enroll in one Mentorship section and one section of Critical and Creative Reading. Although MFA learning objectives call for demonstrated expertise in at least one genre by graduation, twenty-first century writers compose their work in an environment in which genre has permeable boundaries and lines between genres are often erased. With this in mind, cross-genre work will be encouraged, with students working in a genre other than the declared specialty, usually during the second off-campus semester. Semester Mentorships The Mentorship is a one-on-one experience with a faculty mentor who guides the student’s production of work and study of craft. This one-on-one creative studio experience is focused on the MFA candidate’s own writing and growth as a writer. Critical and Creative Reading in an Online Classroom This is a reading-as-writers course that provides an opportunity to work with your professor and a community of peers, considering craft, criticism and aesthetics. Meetings are online in the electronic classroom. The format may include online discussion boards, Skype or video chats, and teleconferences with mentors and fellow learners. The online classroom offers an opportunity to continue conversations begun during the residency with members of the MFA community. Students may repeat mentorship courses (ENL 511, 513, 521, and 523) and critical and creative readings courses (ENL 512, 514, 522, and 524), subject to the permission of the program director. Genres and Concentrations Genres include Fiction, Creative Nonfiction, Poetry, Screenwriting and Playwriting. The program also includes concentrations in teaching, translation, and publishing. Concentrations require additional coursework. With the program director’s consent, students may enroll in concentration courses simultaneously with MFA studies. Candidates enrolled in the publishing concentration will be the staff of a new publishing house, Howling Bird Press, that will select and publish one book each year. The book prize is open to submissions nationally. Plan of Study Students may select a completion plan for the MFA: The Traditional MFA in Creative Writing, in which the student chooses one genre as the designated field of study but is encouraged to work outside the designated field of study for one term. 73 The Mixed Genre Option, in which the student selects a primary genre and works in that genre for at least three mentored and reading terms. The student also competes two mentored and reading terms outside the designated field of study. The Career Concentration Option, in which the student also enrolls in electives in teaching, translation and/or publishing. This plan may be added to both the Traditional and Mixed Genre options. Accommodating Writers Who Work Full-Time and Those Who Live Outside of Minnesota Augsburg’s Traditional MFA in Creative Writing can be completed in eleven courses (three summer residencies and four off-campus electronic semesters of two courses each). A typical plan of study in the Traditional Low-Residency MFA will work like this: First Year Summer Residency I, including genre workshops, writing seminars, readings and lectures, ten days on the Minneapolis campus, with assignments before and after residency. Fall Semester I, electronic classroom including one Mentorship studio and one Creative and Critical Reading course. Spring Semester I, electronic classroom including one Mentorship studio and one Creative and Critical Reading course (generally “out-of-genre” term). Second Year Summer Residency II, including genre workshops, writing seminars, readings and lectures, ten days on the Minneapolis campus, with assignments before and after residency. Fall Semester II, electronic classroom including one Mentorship studio and one Creative and Critical Reading (craftbased academic paper term). Spring Semester II, electronic classroom including one Mentorship studio (thesis completion term) and one Creative and Critical Reading (lecture/presentation preparation term). Third Year – Residency Only Summer Residency III, including genre workshop, writing seminars, readings and lectures. Final term for graduating MFA candidates. Graduates give a public lecture/presentation and a reading from thesis work. Ten days on the Minneapolis campus, with assignments before and after residency. Coursework ENL 510 - Residency in Creative Writing I ENL 511 - Mentorship I ENL 512 - Critical and Creative Reading I ENL 513 - Mentorship II ENL 514 - Critical and Creative Reading II ENL 520 - Residency in Creative Writing II ENL 521 - Mentorship III ENL 522 - Critical and Creative Reading III ENL 523 - Mentorship IV ENL 524 - Critical and Creative Reading IV ENL 530 - Residency in Creative Writing III Concentrations: ENL 525 - Teaching Writing: Practice and Theory ENL 526 - Literary Translation Practicum ENL 527 - Publishing I ENL 528 - Publishing II 74 For a complete list of courses and descriptions, see the Course Description Search. Admission to MFA Admission Requirements Qualified applicants must hold a bachelor’s degree from a regionally-accredited college or university with a cumulative GPA of 3.0 or higher for all undergraduate coursework. Students with a GPA of 2.5-3.0 may be admitted conditionally into the program based on the strength of their writing samples. Applications Must Include • • • • • Completed online application $50 application/reading fee for each genre Two letters of recommendation A personal essay A writing sample: o Fiction or Creative Non-Fiction, 20 pages, double-spaced o Poetry, 15-20 pages, single-spaced o Screenwriting or Playwriting, up to 30 pages in script format 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 in the Graduate Admissions section. Academic Policies Credit All Augsburg MFA courses carry four semester credits. To earn the MFA, candidates must complete 44 semester credits, write a critical/creative paper, deliver a public lecture/presentation, give a public reading/staging, and complete a book length manuscript of publishable quality (fiction, nonfiction and poetry), a screenplay/calling card script (screenwriting), or a full-length play of producible quality (playwriting). To include a concentration in Teaching or in Translation/Adaptation in the MFA, students must complete 12 courses or 48 credits. For the MFA with a concentration in Publishing, students must complete 13 courses or 52 credits. Transfer Augsburg’s low-residency MFA includes in-person and online elements that help us maintain a strong community and create a culture in which our writers thrive. This studio degree is the terminal degree in writing and because of the unique features of a terminal, low-residency, studio degree, the final decision on transfer credit will depend on review by the Augsburg College MFA Program. A maximum of eight semester credits from traditional residency MFA programs and from MA programs in creative writing or English literature may be accepted. The MFA Program Director will review and may offer up to four additional credits in transfer for equivalent residency or workshop experience completed in another program. The maximum transfer credits allowed is 12 credits. Academic Evaluation Grading The MFA Program uses fine arts studio grading practices, formative in nature and designed to be an element of the teaching curriculum. A narrative transcript composed of comments on those elements that the particular student writer is working on during a particular term will be used to assess progress in the mentorship courses. These are formative and qualitative assessment elements and professors’ responses will vary as professor/artists and student/artists approach student work with the student’s individual artistic aims in mind. In addition to the fine arts formative and qualitative assessment, students will be assessed in light of their success in meeting learning objectives of the course while completing work assigned. 75 MFA in Creative Writing Courses are graded on a Pass/No Credit basis, using the Augsburg graduate grading model scale as described below: P – Represents work at 3.0 or higher and meets acceptable standards. N – No credit, not counted in grade point average. Alignment of Course Outcomes MFA courses are aligned with the Program Hallmarks of the Association of Writers and Writing Programs (AWP), the national professional organization for writing programs and the writers who teach in those programs. Participation Students are expected to fully participate in Summer Residencies, attending workshop sessions and scheduled meetings with mentors as well as a majority of readings, lectures and other scheduled sessions. Participation in off-campus coursework is expected to occur during the designated time for each Mentorship studio critique session and “time away” for creative work. Students are also expected to take part in synchronous and asynchronous sessions with mentors and demonstrate “presence” in the Creative and Critical Reading courses through regularly scheduled exchanges with faculty and peers. Academic Honesty Augsburg’s high expectations for academic honesty will be applied to this class. Please refer to the Student Guide at www.augsburg.edu/studentguide/academic-honest-policies/ if you have any questions. Affiliation The Augsburg College MFA Program is a member of the Association of Writers and Writing Programs (AWP) and curriculum is based on the AWP Hallmarks of an Effective Low Residency MFA Program in Creative Writing. A complete list of Augsburg’s accreditation, approvals, and memberships, is available in the Accreditation, Approvals, and Memberships section. Mentor Faculty Nicole Brending, MFA Mentor. BA, Wells College; MFA, Film Program, Columbia University. Stephan Clark, Assistant Professor of English, MFA Mentor. BA, University of Southern California; MA, University of California, Davis; PhD, Literature and Creative Writing, the University of Southern California. Cass Dalglish, Professor of English, MFA Mentor and Program Director. BA, St. Catherine University; MFA, Creative Writing, Vermont College of Fine Arts; PhD, Creative Writing, Archetypal and Ancient Women’s Writing, The Union Institute and University. Heid E. Erdrich, MFA Mentor. BA, Dartmouth College; MA, The Johns Hopkins University Writing Seminars; PhD, Creative Writing and Native American Literature, The Union Institute and University. Jack El-Hai, MFA Mentor. BA, Carleton College; MFA, Creative Writing and Literature, Nonfiction, Bennington College. John Gaterud, Publishing Mentor. BA, University of Northern Colorado; MA, the University of Oregon; PhD, The Union Institute and University. Publisher, Blueroad Press; Editor in Chief, Howling Bird Press. Christina Lazaridi, MFA Mentor. BA, Princeton University; MFA, Screenwriting, Columbia University. Sarah Myers, Assistant Professor of Theatre Arts, MFA Mentor. BS, Northwestern University; MFA, Playwriting and Drama and Theatre for Youth & Communities; PhD, Performance as Public Practice, the University of Texas at Austin. Cary Waterman, Assistant Professor of English, MFA Mentor. BA, the University of Denver; MA, Poetry Thesis, Minnesota State University-Mankato. Steven Wingate, MFA Mentor. BA, University of Massachusetts, Boston; MFA, Film and TV production, Florida State University. 76 Faculty Associates Robert Cowgill, Associate Professor of English, Academic Writing Faculty. BA, MA, PhD, University of Minnesota. D.E. Green, Professor of English. Academic Writing and Teaching Faculty. BA. Amherst College; MA, PhD, Brown University. Michael Kidd, Associate Professor of Languages and Cross-Cultural Studies, Translation and Adaptation Faculty. BA, Pomona College; PhD, Cornell University. John Schmit, Professor of English, Academic Writing and Teaching Faculty. B.S., St. John’s University; MA, University of New Orleans; PhD, The University of Texas. Frankie Shackelford, Professor of Languages and Cross-Cultural Studies, Translation and Adaptation Faculty. BA, Texas Christian University; PhD, University of Texas. Kathryn Swanson, Professor of English, Academic Writing and Teaching Faculty. BA, St. Olaf College; MA, PhD, University of Minnesota. Visiting Writers Ed Bok Lee, Poetry Sue William Silverman, Creative Nonfiction Ben Percy, Fiction Alex Lemon, Poetry and Memoir Deborah Blum, Creative Nonfiction Pam Houston, Fiction Kristoffer Diaz, Playwriting Bill Wheeler, Screenwriting Staff Kathleen Matthews, Administrative Assistant 77 Master of Music Therapy MMT Mission To prepare students to be leaders in the field, while fostering their passion to serve clients and families, and offer unique learning experiences that allow them to discover and realize their full potential. To engage students in life changing experiences, rich in experiential learning, collaborative in nature, fostering a holistic view of the use of music in health, healing and well-being. To advance the practice of music therapy by preparing students through a hybrid master’s degree program that is innovative, flexible and possesses breadth and depth, designed to meet the changing demands of healthcare. Program Overview Degree requirements The MMT degree program is designed for music therapists who are currently board certified and who wish to continue their education and advance their level of practice. The program is a 36 credit program with core music therapy courses, courses focused on the practice of music therapy in healthcare and medicine, and elective courses of interest. Core Music Therapy Courses – 24 credits MUS 510 - Advanced Music Therapy Theory (3 credits) MUS 511 - Advanced Music Therapy Practicum (0 credit) MUS 515 - Advanced Music Therapy Clinical Practice I (3 credits) MUS 520 - Advanced Music Therapy Clinical Practice II (3 credits) MUS 525 - Cross Cultural Awareness in Music Therapy (3 credits) MUS 530 - Music Therapy Ethics (2 credits) MUS 535 - Music Therapy Supervision and Professional Development (2 credits) MUS 540 - Music Therapy Research I (3 credits) MUS 545 - Music Therapy Research II (3 credits) MUS 595 - Thesis (2 credits) OR MUS 596 Final Project (2 credits) Music Therapy in Healthcare Courses – 6 credits MUS 550 - Music Psychotherapy (3 credits) MUS 555 - Music Therapy, Spirituality and Well-being (2 credits) MUS 560 - Music and Imagery I (3 credits) MUS 565 - Advanced Music Therapy with Infants, Children and Family Centered Care (2 credits) MUS 570 - Music, Neurology and Physiology (3 credits) MUS 575 - Music Therapy in Palliative Care (2 credits) MUS 576 - Music Therapy in Trauma Informed Care (2 credits) MUS 578 - Music Therapy Technology (2 credits) Electives – 6 credits MUS 580 - Transcultural Music Therapy (6 credits) (global educational experience) MUS 585 - Advanced Music Therapy in Group Work (3 credits) MUS 590 - Interdisciplinary Research Methods (3 credits) Related courses also available in Leadership, Nursing or Social Work Thesis or Final Project Completion of a thesis or final project is required as a part of the degree program. The thesis and final project are both subject to approval by program director. • Thesis: A scholarly paper utilizing historical, philosophical, descriptive, experimental or mixed methods research. 78 • Final Project: A supervised clinical project that is comprehensive and designed to develop and advance an area of one’s clinical practice. The Equivalency Plus Master of Music Therapy will complete the courses outlined above in addition to any courses needed to accomplish their equivalent status. The Equivalency Plus MMT is 65 credits plus the clinical internship and is designed to be completed in two and a half years. The equivalency courses include the following: MUS 271 - Introduction to Music Therapy (2 credits) MUS 340 - Music Therapy Methods I (4 credits) MUS 474 - Music Therapy Practicum (0 credits) MUS 345 - Music Therapy Methods II (4 credits) MUS 475 - Music Therapy Practicum (0 credits) PSY 105 - Principles of Psychology (4 credits) MUS 372 - Psychological Foundations of Music I (4 credits) BIO 103 - Human Anatomy & Physiology (3 credits) PSY 262 - Abnormal Psychology (4 credits) EDC 410 - Learners with Special Needs (4 credits) Plan of Study There are two tracks for the Master of Music Therapy program. The first is for individuals who hold a bachelor’s degree in music therapy, they follow the master of music therapy track. The second track is for individuals that hold a bachelor’s degree in music, they follow the Equivalency Plus Master of Music Therapy track. Admission to MMT • • • • • • Online Application All college transcripts 2 letters of recommendation (can be submitted online through the application-please have your recommenders email addresses when you begin the application). Proof of Board Certification An Audition (this can be taped or live) ten minutes of your best instrument. Essay-(can be submitted as part of the online application) no longer than three pages addressing the following questions. o Describe your goals as a music therapist and how an MMT degree will help you reach those goals. o Tell about a moment that helped encourage you to begin a career in music therapy. o As a music therapist you will help people from all walks of life and with a variety of needs and illnesses, how are you qualified (physically, mentally, and emotionally) to assist these people in improving their quality of life? Please note that you can upload your essay directly into the online application. You may also input the names and emails of your recommenders and the system will send them a link to directions and the checklist we request they fill out for you. If not submitted with the online application, materials need to be sent to: Augsburg College Graduate Admissions, CB 65 2211 Riverside Ave S. Minneapolis, MN 55454 or emailed to gradinfo@augsburg.edu For Academic Policies, please see Academic Policies. Accreditation and Affiliation Augsburg is regionally accredited by: The Higher Learning Commission of the North Central Association of Colleges and Schools. 79 National Council for the Accreditation of Teacher Education (NCATE) The Master of Music Therapy Program is accredited by: National Association Schools of Music (NASM) American Music Therapy Association (AMTA) MMT Faculty Annie Heiderscheit, Assistant Professor, Director of Master of Music Therapy. BME, Wartburg College; MS, Iowa State University; PhD, University of Minnesota. 80 Master of Science in Physician Assistant Studies Mission The mission of the Augsburg College Department of Physician Assistant Studies 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. Accreditation The Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) has granted Continued Accreditation to the Physician Assistant Program sponsored by Augsburg College. Continued accreditation is an accreditation status granted when a currently accredited program is in compliance with the ARC-PA Standards. Continued Accreditation remains in effect until the program closes or withdraws from the accreditation process or until accreditation is withdrawn for failure to comply with the Standards. The approximate date for the next comprehensive review of the program by ARC-PA will be September 2018. About PA 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 licensed 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. Curriculum The Physician Assistant program at Augsburg is 31 months long with studies beginning each year in the summer semester (early June). The program accepts up to 30 students for each new class. Graduates will receive a Master of Science in Physician Assistant Studies and a PA certificate. The Augsburg PA program includes traditional college “breaks” such as winter holiday break, spring breaks, and summer breaks. Length of breaks varies depending upon the student’s year in the program; these breaks contribute to the overall 31 month length of the program. Studies begin in early June of each year. The first 18 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 professional issues. The clinical phase is 13 months in length. The clinical phase of the program is designed to effectively train students for practice by providing them with rotation experiences in different specialties and different practice settings. To that end, each student will be required to complete rotations outside the metropolitan area. Each student is required to successfully complete clinical rotations in family medicine, pediatrics, women’s health, psychiatry, emergency medicine, internal medicine, surgery, and two elective rotations by choosing from various specialties. The clinical phase will culminate with a preceptorship in primary care, medical subspecialty or surgical subspecialty. 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 majority of established clinical rotation sites are in Minnesota in both rural and urban locations. 81 The clinical curriculum is taught by physicians, and supplemented by physician assistants and other health care 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. PA Program Sample Calendar YEAR 1 Summer PA 501 - Human Anatomy and Neuroanatomy PA 503 - Human Pathophysiology Fall PA 531 - Clinical Medicine I PA 521 - Pharmacotherapy PA 511 - History and Physical Exam Skills I Spring PA532 - Clinical Medicine II PA 522 - Pharmacotherapy II PA 512 - History and Physical Exam Skills II PA 555 - Research Tools for the Physician Assistant YEAR 2 Summer PA 533 - Clinical Medicine III Master’s Project course, one of the following*: PA 570 - Interdisciplinary Perspectives on Aging PA 599 - Directed Study ML 577 - International Experience Fall PA 534 - Clinical Medicine IV PA 545 - Clinical Phase Transition PA 542 - Professional Issues PA 6XX - Clinical Rotations 1, 2 Spring PA 6XX - Clinical Rotations 3, 4, 5 Summer PA 6XX - Clinical Rotations 6, 7, 8 YEAR 3 Fall PA 6XX - Clinical Rotation 9 PA 62X – Preceptorship PA 690 - Capstone Course *Other program-approved options may be available For a complete list of courses and descriptions, see the Course Description Search. 82 Admission to the PA Program Admission Requirements Complete and current-year admission guidelines can be found on our website at www.augsburg.edu/pa. Admission to any physician assistant program is a highly competitive process. Augsburg College’s graduate program in physician assistant studies receives approximately 350 complete, competitive applications for each entering class of 30 students. Qualified applicants will have: • • • • Bachelor’s degree (in any major) from a regionally-accredited four-year institution Minimum cumulative GPA of 3.0 as calculated by CASPA at the time of application (3.2 or higher strongly recommended) Minimum science GPA of 3.0 as calculated by CASPA at the time of application (3.2 or higher strongly recommended) 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. • • • • • • 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 Science GPA of 3.2 or higher Direct patient care is the best type of experience to obtain in order to strengthen an application. Direct patient care experience may be full-time or part-time, paid or volunteer. We recommend at least 750-1000 hours to be competitive in this category. Additional science courses such as anatomy, genetics, immunology, other biology courses, and organic chemistry Demonstration of a commitment to, and involvement with, underserved communities Note: The Graduate Record Exam (GRE) is not required. PA Studies Application Process The Augsburg Physician Assistant Studies program has a two-step application process—applying through CASPA and to Augsburg’s PA Studies Program. 83 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 portal.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 a minimum science 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 degree status. Additional Application Details: • • • The Augsburg PA Program requires three letters of recommendation submitted through the CASPA process. One letter must be from an employer/colleague (a professional reference), one letter must be from a professor or advisor (an academic reference), and one can be from a person of your choice. Be sure that your letter writers are able to tell the committee about you as well as his/her experiences with you and observations about you. Your Supplemental Application must be received in the PA Program office on or before the deadline in order to be considered. We use the CASPA “Complete Date” to determine if you have met the application deadline. The “Complete Date” on your application must be the deadline or prior in order to be considered meeting the deadline. CASPA assigns a “Complete Date’ when they have received your electronic application, transcripts from all schools attended, 2 of your 3 letters of reference, and payment. Until those criteria are met, your application will not be given a “Complete Date.” Augsburg’s PA Program Supplemental Application can be downloaded from our website at 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. 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 blinded 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 key criteria of cumulative GPA, science GPA, and direct patient care experience, along with overall academic record, service to underserved (meaning disadvantaged, minority, or under-represented populations), 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 between November and January. 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. As telephone interviews are completed, seats in the incoming class are offered. The class of 30 students will be filled between the months of October and January. A list of alternates will be selected in January to fill seats that accepted candidates may not claim. All applicants are notified of their final 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 Please see the PA program website at www.augsburg.edu/pa for further details about policies outlined here. Technical Standards The Augsburg College Department of Physician Assistant Studies is pledged to the admission and matriculation of qualified students and wishes to acknowledge awareness of laws which prohibit discrimination against anyone on the basis of race, color, national origin, religion, sex, age or disability. 84 Regarding disabled individuals, the PA department will not discriminate against such individuals who are otherwise qualified but will expect all applicants and students to meet certain minimal technical standards. The physician assistant must have the knowledge and skills to function in a broad variety of clinical situation 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 admission and progression must be able to perform these abilities and skills in a reasonably independent manner. • • • • • Visual o 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 Xray and other graphic images, and digital or analog representations of physiologic phenomena, such as EKG’s with or without the use of assistive devices. Thus, functional use of vision is necessary. Oral-Auditory o 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 health care 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. Thus, functional use of hearing and speech is necessary. Motor o 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. Cognitive o 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 o 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. Experiential Learning Policy 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. 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 85 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. For information on withdrawal, see the Academic Policies section. 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. For the full readmission policy and reapplication process, please contact the program. Advanced Placement The Department of PA Studies does not offer advanced placement to admitted students. All students admitted to the PA Program must complete the entire curriculum. Transfer The Department of PA studies does not accept student transfers from other PA programs. Costs of the PA Program For tuition information, go to www.augsburg.edu/pa. For complete and current payment options go to the Student Financial Services website at www.augsburg.edu/studentfinancial/. PA Program Faculty William Patricio Alemán, Adjunct Professor of Physician Assistant Studies. MD, University of Ecuador; PA-C, University of California Davis; MEd, University of Minnesota. Beth Alexander, Associate Professor and Academic Coordinator 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. Annie Berger, Instructor of Physician Assistant Studies. BS, Gustavus Adolphus College; MS and PA Certification, Massachusetts College of Pharmacy & Health Sciences. Holly Levine, Assistant Professor 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 and PA Certification, University of Colorado; PhD, Capella University. Steven Nerheim, Instructor and Medical Director, Physician Assistant Studies. MD, University of Minnesota; MDiv, Luther Seminary. 86 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, Multicultural Macro Practice (MCMP), 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 MSW Mission Our mission is to develop social work professionals for advanced practice that promotes social justice and empowerment towards the well-being of people in a diverse and global society. Program Overview The MSW program prepares social work students for agency-based practice in public and nonprofit 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 micro and 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 individuals live in and are affected by their 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 of your social work practice or social work programs Advocate for the eradication of oppression and discrimination Be a responsible and contributing citizen in the local and global community Accreditation Augsburg’s MSW program is accredited by the Council on Social Work Education (CSWE). Your MSW degree must be accredited by CSWE if you seek licensure with the social work board of your state. For more information on CSWE accreditation go to www.cswe.org. Augsburg College is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the About Augsburg College section of this catalog. 87 Plan of Study Students entering Augsburg’s MSW program with a bachelor’s degree from a discipline other than social work are classified as foundation students. Full-time foundation students are enrolled in a two year program. Part-time foundation students are enrolled in a four year program. Students entering Augsburg’s MSW program with a bachelor’s degree in social work from a CSWE (Council on Social Work Education) accredited institution are classified as advanced standing students. Advanced standing students are enrolled in a 16 month program. The part-time option is not generally available for advanced standing students. All students must complete the MSW degree in no more than 4 years following matriculation. Academic Calendar The MSW program meets on a semester calendar, with classes offered 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. If a student lives outside the Twin Cities metro, the field practicum hours can be completed at a placement near the student’s place of residence. Hours per week vary depending on the agency placement and the student’s availability. For academic calendars and schedules, go to www.augsburg.edu/registrar. Class Periods Classes meet in 3.5 hour blocks on Friday evenings, 6 to 9:30 pm; Saturday mornings, 8:30 am to 12 pm; and Saturday afternoons, 1:15 to 4:45 pm. Each class meets for 8 sessions in a given semester and for 4 sessions in a summer term (May-June), with the expectation that students engage in hybrid learning activities between on-campus class weekends. Time Commitment Although classes meet on weekends, students spend time on their studies during non-class weekends and weekdays in accordance with our hybrid learning format. Hybrid learning is a combination of face-to-face class sessions and online/experiential learning. On a class weekend, the typical student will spend 12 hours in class within a 23-hour period. For every hour spent in class, a student may expect to spend 3 to 4 hours outside of class working on online activities, assignments, readings, or group projects. A student may also spend 15 to 20 hours per week in the field practicum during the fall and spring semesters (a span of 8 to 9 months for each practicum). In the final year of study, students complete a summative evaluation or a portfolio, which requires significant independent research, analysis, and writing. Some MSW students work full-time while enrolled in the program. However, full-time employment is not recommended. Most students arrange to reduce their work hours or request time away during their graduate studies. Each student’s situation is unique and must be decided individually. All students must develop strategies for balancing family, work, and academic responsibilities. Credit and Contact Hours MSW courses range from 2 to 4 semester credits. Depending on the number of credits, students will spend 16 to 32 hours in the classroom per course. Students will also be expected to engage in activities and independent study outside of class. Cohort Structure MSW students are admitted to a particular cohort. Cohorts are distinguished by level of admission (foundation or advanced standing), rate of attendance (full-time or part-time), and chosen concentration (Multicultural Clinical Practice [MCCP] or Multicultural Macro Practice [MCMP]). Any changes to a student’s cohort selection must be approved by the MSW director. Field Practicum Foundation students complete 920 hours in two field practica; advanced standing students complete 500 hours in one field practicum. Successful completion of the first field practicum, required for foundation students, is a minimum of 420 hours. Successful completion of the second field practicum, required for both foundation and advanced standing 88 students, is a minimum of 500 hours. Each practicum experience is spread over two semesters (fall and spring). These hours are completed concurrent with enrollment in the fieldwork seminars as well as other MSW courses. MSW Curriculum Components Foundation Curriculum In the foundation courses and field practicum, you are introduced to social work as a profession. You will learn both historical and contemporary theories and practice methods relating to both the individual and the environment. During the foundation year, you will study human behavior and the social environment, history of social welfare policy, research methods, assessment frameworks, family and community diversity, and social work values and ethics. In the foundation curriculum you will apply this generalist knowledge of theories and practice methods in the generalist field practicum. The field practicum is completed concurrently with your enrollment in two field seminar courses. The full foundation curriculum is required of all students, with the exception of those admitted with advanced standing. Before beginning the concentration curriculum, all foundation coursework and field hours must be successfully completed. Concentration Curriculum After completing the foundation requirements, you will enroll in the concentration curriculum that you selected at the time of application. You will also complete an advanced field practicum. Augsburg offers two concentrations: Multicultural Clinical Practice (MCCP) or Multicultural Macro Practice (MCMP). In either concentration, you will deepen your knowledge of the primary issues affecting families and communities, develop a range of client-centered approaches to practice, gain a broader understanding of human diversity, develop competencies in practice-based research, and learn practice or program evaluation techniques. In the concentration curriculum, you will apply this advanced knowledge of theories and practice methods in the concentration field practicum. The field practicum is relevant to your chosen concentration and is completed concurrently with your enrollment in two field seminar courses. As a capstone to your MSW program, you will complete a portfolio project or a summative evaluation project. Multicultural Clinical Practice (MCCP) Concentration Multiculturalism is a process requiring practitioners to have a deep awareness of their social and cultural identities, as well as the ability to use multiple lenses when working with diverse populations. With person-in-environment as an organizing perspective, multicultural clinical social work practice addresses the biopsychosocial and spiritual functioning of individuals, families, and groups. To this end, graduates of the MCCP concentration develop competence in using relationship-based, culturally informed, and theoretically grounded interventions with persons facing challenges, disabilities, or impairments, including emotional, behavioral, and mental disorders. Multicultural Macro Practice (MCMP) Concentration In the tradition of Jane Addams, the heart of macro social work practice is directing energy toward changing agency, government, and institutional policies that obscure or oppress people. While many social workers view their role as focused on individuals and families, social workers must actively seek equality and justice for clients within agencies, institutions and society. Social work leaders must advocate for social change where necessary to ensure social justice. Similar to the MCCP concentration, it is important to address macro level social work practice within the context of cultural understanding and awareness. The Multicultural Macro Practice concentration (formerly Program Development, Policy and Administration) responds to this demand for leadership. The macro social work practitioner recognizes the strengths and abilities of individuals and communities to implement change. The social work macro practitioner works with these individuals to do so. In the MCMP concentration, you will learn the knowledge and skills necessary to work with others to achieve needed social change. You will also learn to develop, lead, guide, and administer programs that serve diverse people in a variety of settings. Portfolio or Summative Evaluation Project • Portfolio Project (MCCP students) 89 The goal of the MCCP Portfolio is to enhance the integration of theory and practice, as well as to offer more vivid portrayals of a student’s academic and professional experience than traditional assessments. By definition, portfolios are formative (i.e. designed for guided reflection and self-evaluation). However they are also summative documents in that they illustrate students’ competencies. All MCCP students are required to create a portfolio during their final year of study. Items in a portfolio might include videos, process recordings, reflective statements, writing samples, case analyses, term papers, electronic submissions, policy activities, feedback from service users, self-evaluations of personal progress, and links to references. Summative Evaluation Project (MCMP students) o All social workers must evaluate their practice to determine whether they are helping or harming clients. While in the concentration practicum, MCMP students will design and implement a program evaluation for their summative project. This project requires integration and application of knowledge and skills from both the foundation and concentration curricula. Students develop their research while in their field internship and are advised by their field seminar professor. Students conduct and present this evaluation/research project during their final year of study. o • Master’s Thesis Students in both concentrations have the option of completing a thesis in addition to either the portfolio or summative evaluation project. Credit for the SWK 699 general elective is given for this option. Students work with a thesis advisor to develop more in-depth research skills contributing to social work knowledge. To pursue the thesis option, students should notify the MSW program director by the end of spring semester of the foundation year. Degree requirements To be conferred the MSW degree, students must achieve the following: • • • • • • Successful completion of any admission conditions (see Admission to MSW) Successful completion of all required MSW courses No more than two courses with a grade of 2.5 and with a cumulative GPA of 3.0 or higher Successful completion of 920 hours of approved field practica for foundation students or 500 hours of approved field practicum for advanced standing students Successful completion and submission of the portfolio project (MCCP) or the summative evaluation project (MCMP) Successful completion of all degree requirements within 4 years of matriculation. State of Minnesota Social Work Licensure Six months prior to completion of the MSW degree at Augsburg, students may apply to take the Licensed Graduate Social Worker (LGSW) license exam from the Minnesota Board of Social Work. To achieve LGSW licensure students must pass the state board exam and complete the MSW degree. To seek the Licensed Independent Social Worker (LISW) license or the Licensed Independent Clinical Social Worker (LICSW) license, one must work two years full-time (or 4,000 hours part-time) as an LGSW under the supervision of an LISW or LICSW. Upon completion of the supervision requirement, one may take the LISW or LICSW state board exam. For more information, go to the Minnesota Board of Social Work web page, www.socialwork.state.mn.us. MSW Course Requirements Foundation Courses FALL SWK 500 - Human Behavior and the Social Environment* SWK 505 - Practice Methods and Skills 1: Individuals* SWK 530 - Integrative Field Seminar 1 (taken concurrent with first practicum)* SPRING SWK 509 - Human Behavior: Mental Health Assessment and Diagnosis SWK 506 - Practice Methods and Skills 2: Groups and Families* 90 SWK 510 - Advanced Practice Methods (advanced standing students only) SWK 535 - Integrative Field Seminar 2 (taken concurrent with first practicum)* SWK 504 - Applied Research Methods (foundation students only) SUMMER SWK 501 - History of Social Welfare Policy* SWK 516 - Practice Methods and Skills 3: Communities and Policies SWK 536 - Human Behavior and the Macro Social Environment* SWK 504 - Applied Research Methods (advanced standing students only) *Course potentially can be waived for advanced standing students (BSW holders). Concentration Courses Multicultural Clinical Practice (MCCP) Concentration: FALL SWK 610 - Integrative Field Seminar 3: MCCP (taken concurrent with second practicum) SWK 615 - Diversity and Inequality 1: MCCP SWK 628 - MCCP with Individuals SWK 629 - MCCP with Families SPRING SWK 611 - Integrative Field Seminar 4: MCCP (taken concurrent with second practicum) SWK 616 - Diversity and Inequality 2: MCCP SWK 630 - MCCP Policy Practice SWK 631 - MCCP with Groups SUMMER 1 SWK 634 - MCCP Supervision SWK 639 - MCCP Elective SWK 640 - MCCP Capstone SWK 699 - General Elective Multicultural Macro Practice (MCMP) Concentration: FALL SWK 651 - Integrative Field Seminar 3: MCMP (taken concurrent with second practicum) SWK 657 - Diversity and Inequality 1: MCMP SWK 660 - Research 2: Program Evaluation SWK 667 - Organizations/Social Administrative Practice 1 SPRING SWK 652 - Integrative Field Seminar 4: MCMP (taken concurrent with second practicum) SWK 658 - Diversity and Inequality 2: MCMP SWK 668 - Organizations/Social Administrative Practice 2 SWK 670 – Multicultural Macro Practice Policy SUMMER SWK 669 - Organizations/Social Administrative Practice 3 SWK 699 - General Elective SWK 671 – Multicultural Macro Practice Planning Portfolio or Summative Evaluation Project Completed and submitted in final year of study. 91 SWK 699 General Elective Students in both concentrations complete at least one general elective course. The following are examples of elective offerings that rotate each year: • • • • • • Parent and Professional Planning Interdisciplinary Perspectives on Aging Cognitive Behavioral Therapy in Social Work Clinical Practice Spirituality and Social Work Practice Empowerment of Services Users in Mental Health Children’s Mental Health We also offer short-term electives abroad, typically two weeks in length: Exploring Human Services in International Settings (examples include Mexico, Slovenia, Namibia, South Africa, India, Bolivia, China, and Hong Kong) Fieldwork and Field Placement Social work education goes beyond the classroom. Through the field experience, we expect that students will demonstrate skills to bridge theory and practice. Collaborative efforts between the student, the field agency, and the MSW program are essential to successful learning. The foundation of the practice includes: • • • • • • • Ethical, competent professional practice Problem solving within a systems framework and strengths perspective Use of advanced practice theories in Multicultural Clinical Practice or Multicultural Macro Practice settings Evaluation of the effectiveness of program or practice activities An understanding of and respect for diverse peoples and cultures Responsibility and service to the local and global community in the interest of social justice A commitment to oppose oppression of all forms Field Education Format Under the instruction and supervision of professionally-trained, MSW-level, and program-approved field instructors, foundation students will spend a minimum of 920 hours in two field practica. Advanced standing students will spend a minimum of 500 hours in one field practicum. Both the foundation and concentration practica are spread over 2 semesters (fall and spring). Both practica are concurrent with enrollment in integrative field seminars, as well as other MSW coursework. The fieldwork education of the MSW program is divided into two components: • • Foundation Practicum o The foundation practicum, or generalist practicum, puts emphasis on developing competence as a professional generalist social worker. It requires a minimum of 420 hours and is completed by students admitted at the foundation level. Students spend an average of 15 hours per week during the fall and spring semesters in this practicum. Concentration Practicum o The concentration practicum places emphasis on advanced practice skills and leadership qualities related to the chosen concentration. It requires a minimum of 500 hours and is completed by all students, including those admitted with advanced standing. Students spend an average of 18 hours per week during the fall and spring semesters in this practicum. Process for Field Practicum Selection Field practica begin in the fall, but the selection process begins the previous spring in collaboration with two other Twin Cities MSW programs. Students attend a field orientation before beginning their search. Augsburg College and the University of Minnesota - School of Social Work jointly host a field fair where students meet a large number of agencies and potential field instructors. Practicum selection involves interviews at approved sites, arranged by the student, and a matching process conducted collaboratively by the field coordinators at the three MSW programs in the Twin Cities. 92 In some instances, students can petition to complete a field practicum at an agency not on the approved list or at their place of employment. Students who wish to do so work with the MSW field coordinator for such proposals. Field Practicum Settings The Augsburg field faculty are committed to the success of each student in a stimulating and challenging field practicum. Our current list of approved clinical and community practice field sites includes agencies in the following areas of practice: • • • • • • • • • • • • • • • • • • • • • • • • • Family and children Child welfare Mental health Crisis intervention Senior resources Family social policy Health and human services Corrections and probation Public and independent schools Youth services Hospitals Developmental disabilities American Indian family services Chronic and persistent mental illness Chemical dependency Court services Immigrant, migrant, refugee services Victims of torture Faith-based social services Neighborhood services Legislation advocacy Housing services Employment services Community organizing Research centers Dual Degree in Social Work and Theology (MSW/MA, Theology) Augsburg College’s Department of Social Work (Minneapolis) and Luther Seminary (St. Paul) offer a dual degree: Master of Social Work and Master of Arts in Theology (MSW/MA). The dual degree has been approved by both institutions and by the Council on Social Work Education. If you are interested in combining a Master of Social Work with a Master of Arts in Theology, we recommend you begin the Luther Seminary program first and identify yourself as seeking the dual degree. For application information to Luther Seminary, visit their website at www.luthersem.edu/admissions/. Purpose The dual degree focuses on meeting the educational interests of people planning to serve the spiritual and social needs of families, individuals, and communities in both rural and urban settings. Both institutions have a commitment to social and economic justice and to teamwork in the pastoral and human service settings. This joint program is ecumenical in its admission policies as well as its academic outlook. Objectives Three primary objectives have been established: • To educate practitioners in social work and ministry who can combine the values, skills, and knowledge of both theology and social work to serve people in more holistic ways 93 • • To generate the partnerships necessary to serve the complex needs of communities and people experiencing transition in their lives, including the change of government support for those in poverty To prepare practitioners to seek the strengths of interdisciplinary teams in the human service and pastoral settings. Enrollment We recommend that dual degree students enroll in Luther Seminary courses first. Upon completion of this first year of courses, students then enroll in Augsburg courses for a second and third year (full-time). In the dual degree, Luther Seminary offers nine courses which can be completed in one year if pursued full-time. The remaining Luther Seminary course requirements are waived and replaced by the Augsburg MSW curriculum. At Augsburg, dual degree students complete the entire MSW curriculum with the exception of the SWK 699 general elective. Course Format and Field Practicum Luther Seminary courses are offered on a weekday schedule and Augsburg College courses are offered on a weekend schedule. The field practicum is incorporated into the Augsburg curriculum and will be in a setting reflective of the dual degree program, such as congregational multidisciplinary teams, nursing home chaplaincy, and social work teams. The Luther Seminary program and the Augsburg College program are both full-time; it is not feasible for students to do both programs simultaneously. Summary of MSW/MA Theology Dual Degree Requirements • • • • 9 courses at Luther Seminary All required MSW courses at Augsburg College MSW field practica credit hours (see guidelines under field practicum) MSW portfolio or summative evaluation project Admission to the Dual Degree It is the responsibility of dual degree students to be aware of application deadlines for both institutions. Applicants must apply to each program separately. Please note: admission to one institution does not guarantee admission to the other. To request the catalog and application materials, you must contact each program separately. Financial aid is also a separate process. Dual Degree in Social Work and Business Administration (MSW/MBA) Augsburg College offers a dual MSW/MBA degree in social work and business administration. Students enrolled in the dual degree program learn to create better managed and financially sound service organizations to serve diverse communities, both locally and globally. Purpose Many social service agencies today require that agency managers combine financial and business expertise with social work practice and policy formation. The MSW/MBA dual degree prepares graduates to function in a workplace that demands the delivery of quality services with increasingly limited resources. Concentration The MSW/MBA dual degree includes an accelerated third year of study for MSW students who elect the Multicultural Macro Practice (MCMP) concentration. In this concentration, students learn to effect positive change in social service systems through their work with communities, organizations, and social policy makers. Prior Augsburg MSW graduates who have completed the necessary Multicultural Macro Practice (MCMP) coursework are eligible to return to complete the MBA portion of the dual degree. Schedule Years 1 and 2 (September through June) MSW classes meet on alternating weekends—Friday evenings, Saturday mornings, and Saturday afternoons—and students engage in hybrid learning activities between class weekends. 94 Year 3 (12–16 months) MBA classes meet one night per week. The MBA program includes a summer term. See the MBA section for required courses for the dual degree. Curriculum • • • • • Foundation or advanced standing coursework Either 920 hours (foundation) or 500 hours (advanced standing) MSW field practicum experience The MSW summative evaluation project may be accepted by the MBA program as partial fulfillment of the MBA project. Complete a minimum of eight MBA courses for students who completed the MSW degree 2002 and beyond; complete a minimum of nine MBA courses for students who completed the MSW degree prior to 2002 For more information regarding the MBA coursework required for the MSW/MBA dual degree, see the MBA section. MBA Admission MSW/MBA dual degree applicants may apply to both programs at the same time or admitted MSW students may wait to apply to the MBA program until their concentration year. The GMAT is waived for MSW/MBA dual degree applicants. MBA application materials include: completed application, two short essays, an updated resume, two letters of recommendation, and a personal interview with the MBA program director. Admission to one program does not guarantee admission to the other. For a complete list of courses and descriptions, see the Course Description Search. Admission to MSW The Augsburg College MSW program promotes the widest possible diversity within its student population. Therefore, the admission policies ensure that educational opportunities are provided to persons with a range of abilities, backgrounds, beliefs, and cultures. Listed below are general descriptions for the application process. Refer to the online MSW application documents for details regarding specific application requirements. Admission Requirements • • • Bachelor’s degree from a regionally-accredited college or university Cumulative undergraduate GPA of 3.0 or higher Liberal arts coursework in the social sciences, humanities, biology, and statistics Application Checklist The application deadline is January 15 each year for matriculation in the following academic year. All application materials noted below are due by the application deadline. For more information go to www.augsburg.edu/msw or call 612-330-1101. • • • • • • • • • Completed application form $35 application fee One official transcript from each previously-attended postsecondary institution. This includes colleges, universities, vocational/technical institutions, and PSEO institutions. Liberal arts prerequisite coursework including four social sciences, three humanities, one biology, and one statistics course. These courses must be completed prior to enrollment. Completed BSW course equivalency checklist (for advanced standing applicants) Three recommendation checklist forms, with letters attached, submitted online Typed personal statement responding to the questions noted on the application form Results of the TOEFL language tests, if applicable Official international credit evaluation course-by-course review (for degrees completed outside of the United States) 95 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 in the Graduate Admissions section. 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 22 transfer credits. (See Evaluation of Transfer Credit in the Academic Programs and Policies section of this catalog.) Eligible courses must be from a CSWE-accredited MSW program and students must have received a grade of B (3.0) or higher. Students must complete no fewer than 23 credits at Augsburg in order to receive their MSW degree from Augsburg College. We do not grant academic credit for work or life experience. Admission with Advanced Standing Advanced standing is an application category open to those with a bachelor’s degree in social work from a program that is accredited by the Council on Social Work Education (CSWE). Advanced standing applicants may seek waivers for the following eligible MSW courses: Human Behavior and the Social Environment, History of Social Welfare Policy, Practice Methods and Skills 1 and 2, and Integrative Field Seminars 1 and 2 (which include 420 field practicum hours). Advanced standing applicants must offer an equivalent BSW course for each with a grade of B (3.0) or higher in order to receive a waiver. Academic Policies Academic Achievement Students must maintain at least a 3.0 cumulative grade point average in the MSW program. If a student falls below a 3.0 average, the student will be placed on academic probation. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If the cumulative grade point average again falls below 3.0, the student may be dismissed from the program. Students are retained in the program who can: • • • • Maintain expected grade point average (3.0 or higher) Complete course requirements of the program and field placement in a timely manner Complete the program within four years Abide by the department’s Standards for Social Work Education and the NASW Code of Ethics No more than two courses with a grade of 2.5 will count toward the degree. Courses with a grade below 2.5 must be repeated. No more than two courses can be repeated. Only the credits and grades earned the second time are counted in the grade point average. If a student receives a grade below 2.5 in a field course, the MSW director will initiate a Level 3 review, as outlined in section 3.2 of the Standards for Social Work Education. Evaluation of Student Field Performance The criteria for evaluating field performance can be found in the MSW Field Manual, which is distributed to newlyadmitted students at our field orientation prior to seeking the field placement. Four-Year Limit All students are required to finish the degree within four years of matriculation. See the Academic Programs and Policies section of this catalog for policy on continuation of coursework or final thesis. Leave of Absence Students who interrupt their program enrollment must request a leave of absence through the MSW program in order to maintain their admitted status. The request must be made in writing or via the student’s Augsburg email account. A leave of absence typically requires a full year away from the program in order to return to classes in sequence. 96 Prerequisite Courses All foundation courses are prerequisite to the concentration courses. Students may not enroll in the concentration courses until successfully completing all foundation courses. In addition there are individual courses that are prerequisite to other individual courses in the MSW curriculum. These are listed in the MSW Handbook. Program Costs In addition to tuition fees, MSW students can expect to a pay a facilities fee and a field program fee. Students can also expect to purchase textbooks and student liability insurance when in a field placement. There may also be additional fees associated with short-term electives abroad. Graduate Scholarship Search Tips As you may know, graduate students do not have access to many of the financial aid opportunities open to undergraduates. Because of this, we strongly encourage you to spend time doing your own independent research into graduate funding available locally, nationally, and internationally. The simplest way to begin a search for graduate funding is to look online. There are many scholarship search engines online. The following websites may provide a good starting point for your search: www.naswfoundation.org www.gradloans.com www.cswe.org www.gradschools.com www.mnssa.org www.fastweb.com www.aauw.org www.gradview.com www.finaid.org www.petersons.com www.studentaid.ed.gov Examples of Social Work Graduate Scholarships • • • • • • Carl A. Scott Book Scholarship o Two $500 scholarships offered each year to students from ethnic groups of color. Applications due in May (go to www.cswe.org.) Gosnell Scholarship Funds o Ten awards ($1,000-$4,000) offered to social work students interested in working with American Indian/Alaska Native and Hispanic/Latino populations or in public and voluntary nonprofit agency settings. Applications due in August (see www.naswfoundation.org). Vern Lyons Scholarship o One award ($2,000) offered to students interested in health/mental health practice and a commitment to the African American community. Applications due in August (see www.naswfoundation.org). American Board of Examiners in Clinical Social Work o Several awards ($1,000 each) offered to students who demonstrate excellence in preparation for clinical social work practice. Applications due in March (see www.abecsw.org). MSSA Diversity Educational Scholarship o One $500 award offered to students from African-American, American Indian, Asian, LGBT, Hispanic and Immigrant Cultures in completing their education in the Human Service Field. Applications due in June (see www.mnsocialserviceassoc.org). Marjorie J. Carpenter Scholarship o One $1,500 award offered to students seeking education in the human service field so they may enhance their professional and/or technical skill development. Applications due in June (see www.mnsocialserviceassoc.org). 97 Augsburg Scholarships Augsburg’s Social Work Department offers several scholarships each year. Students who are enrolled in the first year of the program are eligible to apply. Awards range in amount from $300 to $1,500. • • • • • • • Phyllis M. Baker Memorial Scholarship Edwina L. Hertzberg Scholarship Arvida Norum Memorial Scholarship Steen Family Scholarship Fund for Minority Social Work Students Edwin Yattaw Memorial Scholarship Bodo F. Suemning Memorial Scholarship Blanca Rosa Egas Memorial Scholarship AmeriCorps Tuition Discount Augsburg offers a tuition discount to students who are or have been AmeriCorps volunteers—25% off the tuition cost of one course per semester. This would apply to all semesters of your MSW program. Contact the Enrollment Center for more information. Augsburg Partnership Grant The Augsburg Partnership Grant applies to new enrolling students only and allows employees of partner institutions to receive a 10% tuition discount. Application fees of $35 are also waived. If a student enrolls in an Employer Tuition Reimbursement Payment Plan, the $20 processing fee is also waived. Contact the Enrollment Center for more information. Military Discount See description in the Financing Your Education section of the catalog. MSW Forum All MSW students are invited to participate in the student-run organization, the MSW Forum. The purpose of the forum is to facilitate communication between social work students and the social work department, as well as to provide the opportunity for student participation in departmental governance, curriculum development, and program improvements. As such, forum members are invited to attend Social Work Department meetings via representatives. The forum has historically been volunteer based. Any student may serve on the forum, provided the student can make a commitment to attend the meetings and share in the efforts. The MSW director and MSW program coordinator also serve on the forum. Other faculty may be invited as permanent members or as guests. Past forum members established these guidelines: • • • • • • Provide an avenue for students to share and discuss ideas and/or concerns related to the MSW educational experience with the Social Work Department Encourage constructive dialogue among students, faculty, and department and College administrators Make recommendations to the department regarding program improvements Receive and give feedback on expectations of faculty, students, and the College Plan and coordinate MSW student events, lectures, discussions Organize social action projects MSW Faculty Laura Boisen, Professor of Social Work, MSW Field Coordinator. BS, Wartburg College; MSSW, University of Wisconsin; MPA, Iowa State University; PhD, University of Minnesota. Lois A. Bosch, Professor of Social Work, MSW Program Director. BA, Northwestern College; MSW, University of Iowa; PhD, University of Illinois-Urbana-Champaign. Mauricio Cifuentes, Assistant Professor of Social Work. JD, Pontificia Universidad Javeriana, Bogota, Colombia; MSW Loyola University; PhD, Loyola University. 98 Ankita Deka, Assistant Professor of Social Work. BA, Delhi University; MSW, Tata Institute of Social Sciences; PhD, Indiana University. Christina Erickson, Associate Professor of Social Work, Field Education Coordinator. BS, University of Minnesota; MSW, University of Minnesota-Duluth; PhD, University of Illinois-Chicago. Annette Gerten, Associate Professor of Social Work, BSW Field Coordinator. BA, College of St. Catherine; MSW, University of Michigan; PhD, University of Minnesota. Melissa Hensley, Assistant Professor of Social Work. BA, MSW, PhD, Washington University in St. Louis; MHA, University of Missouri–Columbia. Bibiana Koh, Assistant Professor of Social Work. BA, Hartwick College; MA, Columbia University; MAT, School for International Training; MSW, Smith College; PhD, University of Minnesota. Barbara Lehmann, Associate Professor of Social Work, BSW Program Director. BA, Knox College; MSW, Tulane University; PhD, Case Western Reserve University. Terrence Lewis, Assistant Professor of Social Work. BA, The Catholic University of America; MSW, University of Kentucky; PhD, Boston University. Nancy Rodenborg, Associate Professor of Social Work. BA, Indiana University; MSW, University of Minnesota; MIA, School of International Training; PhD, University of Arizona. Michael Schock, Associate Professor of Social Work, Department Chair. BA, University of Washington; MSW, University of Minnesota; PhD, University of Washington. MSW Staff Doran Edwards, BSW Program Assistant Director Erika McCreedy, Administrative Assistant Courtney Zaato, Field Assistant 99 Augsburg College Board of Regents For more details, go to www.augsburg.edu/regents. Andra Adolfson Dan W. Anderson ‘65 Ann B. Ashton-Piper Jennifer P. Carlson, J.D. Bishop Rick Hoyme, ex-officio Karen A. Durant ’81 Matthew K. Entenza, J.D. Mark A. Eustis Alexander J. Gonzalez ‘90 Norman R. Hagfors Jodi L. Harpstead Rev. Rolf Jacobson, Ph.D. Eric J. Jolly, Ph.D. Wayne D. Jorgenson ‘71 Toby Piper LaBelle ‘96 The Honorable LaJune Thomas Lange ’75, J.D. André J. Lewis ’73, Ph.D. Dennis J. Meyer ‘78 Pamela Hanson Moksnes ‘79 Paul S. Mueller ’84, M.D., Chair Jeffrey M. Nodland ’77 Lisa M. Novotny ’80 Paul C. Pribbenow, Ph.D. Curtis A. Sampson Bishop Ann M. Svennungsen, ex-officio Gary A. Tangwall ’80 Rev. Norman W. Wahl ’76, D.Min. Bonnie Wallace Steven J. Wehrenberg ‘78 Rev. Mark N. Wilhelm, Ph.D., ex-officio ELCA Congregational and Synodical Mission Executive Director The Rev. Dr. Stephen Bouman Program Director for Schools The Rev. Dr. Mark Wilhelm 100
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Title: Master of Social Work (MSW) Catalog, 1997-1999
Collection: Course Catalogs
Search Result: ~ < ~ u 0 rJJ ~ 0 ~ ~ ~ r.r; < ~ ~ he good we secure for ourselves is precarious and uncertain ... until it is secured for all of us and incorporated into our common life. - Jane Addams ~~LE OF CONTENTS • • • • • Introduction ............. ........ .. ... .. ................
Show more ~ < ~ u 0 rJJ ~ 0 ~ ~ ~ r.r; < ~ ~ he good we secure for ourselves is precarious and uncertain ... until it is secured for all of us and incorporated into our common life. - Jane Addams ~~LE OF CONTENTS • • • • • Introduction ............. ........ .. ... .. ............................. ..4 Curriculum Design ................................................. 6 Course Descriptions ........... .. ......... .. .... ................... 8 Library .................................................................. 11 Accreditation and Affiliations .. .... .. .. ... .. ..... .. ........11 Student Rights ...................................................... 11 Academic Policies ................................................ 12 Admission Requirements .. ...... ... .. ... ................. ....14 Application Procedures ............. ...... .. ............. ... ...15 International Applicants ....................................... 16 Fee and Payment Schedule ....... ... ....... .. .... .. .. ....... . 17 Financial Aid ... .... ... ........ ... ............... .. ... .. ..... .. ...... 18 About Augsburg .. .. ...................... .. ....... .. ... ...... ..... 20 Campus Location .............. .. ... .. .......................... ..21 Campus Map ..... .. .......................... .. ........ ..... .... .. .. 21 Officers of Administration .... .. .. .... ...................... .22 Officers of Instruction .................................. ........ 22 • ~TRODUCTION • • • Accommodating the Needs of Adult Learners Augsburg College takes pride in its focus on adult learners throughout its programs and is committed to education for experienced working people. Graduate social work classes meet during weekends in fourhour blocks on Friday evenings, Saturday mornings and Saturday afternoons. Students meet during these times in small classes of fewer than 22 students. 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 Master of Social Work Program The Master of Social Work program prepares students for entering advanced social work practice. The program builds on the liberal arts base of the College and supports the College's mission statement: to nurture future leaders in service to the world by providing highquality educational Program Philosophy The Master of Social Work program is based on the following: • Preparation for ethical, competent, professional practice • A framework for practice of problem solving within a systems framework and strengths perspective • Understanding of and respect for diverse peoples and cultures opportunities that are based in the liberal arts and shaped by the faith and values of the • Commitment to educate the Christian Church, by the context of a vital metropolitan setting, and by an intentionally diverse campus community. • Responsibility and service to the broader community in the interests of social justice whole person • Commitment to oppose oppression • Focus on client empowerment graduate social work education. 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 need . Inexpensive accommodations may be available for students who travel to attend the program and wish to stay overnight. The Master of Social Work program is highlighted by: • Tradition of excellence in curriculum, faculty and students • Intentional recruitment of students from diverse backgrounds • Metropolitan location • Access to challenging and rewarding field placements 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 are based on solid research. MSW students will develop competencies to conduct, analyze and present practice-based research in oral and written form. • 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. • In the interests of constructive social change that promotes social justice, students are educated to address institutional oppression created by issues of age, gender, race/ethnicity, class, disability, sexual orientation or religion. Social justice is a focus throughout the program. MSW Program Concentrations The Master of Social Work program has two program concentrations: Family Practice, or Program Development, Policy and Administration. Students choose one of the two concentrations for their program focus. 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 practice on in-depth 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 Development, Policy and Administration Social change is necessary to foster policies and services that respond to human need. The Program Development, Policy and Administration concentration was developed in response to the growing demand for leadership and administration. Effective services require participatory development, competent practitioners, strong leadership and effective administration. Students in this concentration will learn the knowledge base and develop the 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. • ~RRICULUM DESIGN • • • • Integrative Field Work Seminars (including 480 hours of MSW-supervised field work), Research II, one elective and the Thesis Seminar. Concentrations Upon completion of the Foundation courses, students continue their educational program through one of the areas of concentration: Family Practice, or Program Development, Policy and Administration. Electives Students must complete 18 courses: nine Foundation courses, five Advanced curriculum courses, and four Concentration courses. Students must complete 900 hours of professionally supervised, program-approved social work field experience and complete a Master's thesis. If admitted with Advanced Standing, students complete 12 courses, 480 hours of field experience and a Master's thesis. Courses include three Foundation courses, five Advanced cmTiculum courses and four Concentration courses. Foundation 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 baccalaureate degrees in social work from a Council on Social Work Education-accredited program and who are approved for Advanced Standing. Advanced After successful completion of the Foundation courses, students may enroll in the Advanced courses, which include two Students are required to successfully complete at least one elective. Field Work Placements Students spend 900 hours in professionally supervised, program-approved field work placements. Master's Thesis The MSW thesis provides the avenue for integration of knowledge and experience gained during the course of study, particularly emphasizing greater understanding of the utility and importance of research to social work practice. The student, in consultation with the faculty member who serves as the thesis adviser, will select an area of study focused on social need, practice, service and policy. Curriculum Plan Courses are offered exclusively on a weekend format: Friday evenings, Saturday mornings and afternoons. 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 II 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 SWK 598 Independent Studies (as an elective) - -- Concentration Courses: Family Pradice (4 credits) SWK 540 Family Practice I SWK 541 Family Practice II SWK 542 Family Diversity (0.5 er) SWK 543 Creative Problem Solving for Supervision SWK 545 Family Social Policy (0.5 er) Concentration Courses: Program Development, Policy and Administration (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 Total course credits required: 18for Foundation students, 12 for Advanced Standing students. ~URSE DESCRIPTIONS • • • • • Foundation Courses Successful completion of these courses must be achieved before students may advance in the program. SWK 500 Human Behavior in 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, that influence the growth of individuals and families in contemporary world society. 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 that contributed to the rise of the welfare state and the profession of social work. Social welfare policies of other countries are explored. 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 connec- tions between social work theory and practice. Students are expected to spend 420 hours in a field work placement during enrollment in these two courses. (SWK 502 is prerequisite for SWK 503.) 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. Initial preparation for the thesis is begun in this course. SWK 505 Practice Methods and Skills I* This course focuses on the theoretical foundation, ethics and values, and the skills and application of the problemsolving process of social work. Work with a diversity of professional and natural helping networks and client groups is stressed. *May be waived if admitted with Advanced Standing. 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 diverse 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 advanced social workers in agencies, as well as professional, ethical and effective functioning within organizational structures, will be explored. Advanced Courses Successful completion of Foundation courses must be achieved before students register for these courses. 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 social work theory and advanced practice within the framework of either of the two program concentrations. Students are expected to spend 480 hours in a field work placement during enrollment in these two courses. (SWK 503 is prerequisite for SWK 523; SWK 523 is prerequisite for SWK 524.) SWK 527 Research I/ 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 systematically evaluate our practice and 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 Disabilities and Their Families • SWK 560 Exploring Human Services in International Settings • 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 Thesis Seminar will provide students with a supportive group environment in which to problem-solve theoretical, conceptual, content, ethical and technical issues in the design, implementation, analysis, write-up and dissemination of thesis research. (Prerequisite: SWK 527) SWK 598 Independent Studies Students may propose a course of study as an elective in an area not covered in the current curriculum. An independent study course may be used to satisfy the elective requirements of SWK 560. No course offered in the current curriculum may be taken as an independent study. • ~URSE DESCRIPTIONS • • • • Concentration Courses: Family Practice (Prerequisite for all Family Practice courses is SWK 520) SWK 540 Family Practice I This course is designed to address contemporary work in a context of historical references, to provide the foundational elements for individual family practice model creation, to synthesize universal family practice principles with special population requirements, and to integrate social policy and research into all levels of family practice. SWK 541 Family Practice II This course focuses on effective family practice intervention. It addresses specific theorists, compared and contrasted specifically to the feminist perspective, and demonstrates the application of theory and practice to a variety of family issues in different service delivery settings. (Prerequisite: SWK 540) SWK 542 Family Diversity (0.5 credit) This course examines the various theories underlying professional practice with families in their many diverse forms. Recognizing that the family is the basic institution through which one is socialized, this course examines how family membership shapes one's understanding and appreciation of ethnicity, gender roles and sociological script. SWK 543 Creative Problem Solving for Supervision This course examines knowledge and skill building in the administrative, educational and supportive functions of social work supervision. The interactional model, creative problem solving and strengths perspective are the frameworks for understanding and influencing the dynamics of supervision in a variety of settings. SWK 545 Family Social Policy (0.5 credit) This course explores the impact of social policies on diverse families, including policies that relate to housing, income maintenance, health, long-term care, education and discrimination. National and international political, social and economic systems are analyzed. Concentration Courses: Program Development, Policy and Administration (Prerequisite for all Program Development, Policy and Administration Concentration courses is SWK 521.) SWK 550 Processes of Program Planning and Development This course examines theoretical and conceptual ideas concerning human services, their rationale in a market economy, and their relationship to public policy. Students will gain knowledge and build skills in the planning, implementation and evaluation of services at various levels of system design, taking into account organizational, financial and technological dimensions within an analytical framework of defined need and demand for service. SWK 551 Organizational Development and Administration This course examines organizational theory and structure, processes of development, research and evaluation, and social work values and ethics in the workplace. SWK 552 Inter-Organizational, 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. (Prerequisite: SWK 551) SWK 553 Advanced 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 analysis 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. $r'BRARY • The Lindell Library, named for donor James G. Lindell and family, is a state-of-the-art facility that houses the library collection, academic and administrative computing services, and audio-visual services. The Library has a vast periodical collection, other circulating collections, a multi-media classroom, a copy center and a library instruction room. There are a variety of study spaces, ranging from carrels and casual seating to group study rooms equipped with network access. The Lindell Library's collection of 175,000 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 ofresources. Additional collections nation- • • wide are also accessible through interlibrary loan arrangements. Remote, off-campus computer access to these services is provided via a telecommunications link. The library staff is experienced in guiding graduate students to research materials for coursework 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. A ccREDITATION AND AFFILIATIONS • 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.* Augsburg 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. Registration does not mean that • • • • • credits earned at the institution can be transferred to other institutions or that the quality of the educational programs would meet the standards of every student, educational institution or employer. ~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. These rights, responsibilities and processes are outlined in the Student Guide of Augsburg College. Students are encour- aged to participate in the MSW Student Organization where issues affecting them are discussed. The College operates in compliance with the Family Educational Rights and Privacy Act (FERPA) of 1974 as amended and Title IX. Students have the right to inspect certain official records, files and data 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. *NCACS, Commission on Institutions of Higher Education, 30 N. LaSalle St., Suite 2400, Chicago IL 60602-2504; (312) 263-0456. • A cADEMic POLICIES • • • • • Academic Evaluation Evaluation of academic performance in the Master of Social Work program will be based on number grades using a 4.0 scale with these definitions: 4.0 Achieves highest standards of excellence 3.5 Achieves above basic course standards 3.0 Achieves basic course standards 2.5 Performance less than basic course standards 2.0 Performance below basic course standards 1.5-0.0 Unacceptable performance (no credit--course must be retaken) Evaluation of academic performance in SWK 502, SWK 503, SWK 523, SWK 524 and SWK 589 will be based on letter grades with these definitions: p Achieves at or above the 3.0 level (not computed in grade point average) N Does not meet minimum passing standard (no creditnot computed in grade point average) (Student must petition to retake the course and to continue in the MSW program.) Definitions of other letter grades: w Grade given when course is dropped after midterm 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 must complete a petition and return it to instructor prior to the end of the course. x A grade of X is given by the instructor to indicate that the study (Field Placement and Independent Studies) is extended. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not longer than one year). No more than two courses with a grade below 3.0 will count toward the degree. If a course grade is below 2.0, the course must be repeated; however, no more than two courses can be repeated. Only the credits and grades earned the second time are counted in the grade point average. Summary of Degree Requirements The candidate for graduation must successfully complete 18 courses, 900 hours of supervised field work, and a thesis as outlined in the Curriculum Plan with a GPA of 3.0 or higher. The candidate who has been admitted with Advanced Standing must successfully complete 12 courses, 480 hours of supervised field work and a thesis as outlined in the Curriculum Plan with a GPA of 3.0 or higher.These courses, field work and the thesis must be completed within a four-year period. Curriculum Policies Three courses are offered per term for the completion of the program in a two-year period. An alternative option of two courses per term is offered; however, students who enroll in two courses should expect that courses may not be available every term, which may extend the duration of the program to varying lengths. No course offered in the current curriculum may be taken as an independent study. Attendance is expected and missing more than one session may result in a reduced grade. Academic Probation and Dismissal Students must maintain at least 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 the cumulative grade point average again falls below 3.0, the student may be dismissed from the program. If a student receives a grade of N in a course, the student must successfully petition before being permitted to repeat the course and to continue in the program. A plan for the student to follow would be outlined at that time. Students may be dismissed from the MSW program for behavior detrimental to the program such as a gross violation of college policy (as published in the Student Guide) or conduct unbecoming to social work practice or in violation of professional ethics. Dismissal would occur only after established procedures were followed. Credit and Contact Hours Each full-credit course in the Master of Social Work program is the equivalent of four semester credits or six quarter credits. Two courses (SWK 542 and SWK 545) receive 0.5 credit. Students meet in each class a total of 32 hours and are responsible for a significant amount of individual study and preparation. 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 of matriculation. Students who leave the program for more than one term must request in writing a leave of absence from the MSW program. The leave of absence must be requested prior to the leave and may not exceed one year. An approved leave of absence will not count toward the four year limit. Residency Each student must be enrolled in the MSW program for the last 10 courses. Transfer Students Foundation level students may request consideration to transfer up to eight courses from a CSWE-accredited MSW program if the grades are 3.0 or better. Advanced Standing students may transfer no more than two courses from a CSWEaccredited MSW program if the grades are 3.0 or better. Advising The MSW program director assigns each student to an academic adviser who has the responsibility 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. • A DMISSION REQUIREMENTS • • • • 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 human • writing, and critical and analytical thinking; basic computer skills are recommended. Applicants from a wide variety of backgrounds are encouraged to apply and they will be given consideration based on their composite assets. Applicants who do not hold a baccalaureate degree in social work should apply as Foundation level students. Applicants who hold a baccalaureate degree in social work from a Council on Social Work Education (CSWE) accredited program may apply for Advanced Standing. Admission to Advanced Standing is not automatic. Applicants may be asked to participate in an interview with members of the social work faculty. Academic credit is not given for life or professional experience. Application deadline: January 15 (for Foundation level) October 1 (for Advanced Standing) biology, physiology or anatomy that includes comprehensive study of the human systems is required as well as a course that includes basic statistics. Applicants must demonstrate strong graduate level skills in (Applications completed after the deadline will be reviewed if there are any openings.) Notification of acceptance: April 1 (for Foundation level) December 15 (for Advanced Standing) Matriculation date: Fall trimester for Foundation students Spring trimester for Advanced Standing students Requirements: • Baccalaureate degree from an accredited college or university; if applying for Advanced Standing, applicant must have a baccalaureate degree in Social Work from a CSWEaccredited program • 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 one year, postdegree, supervised, human service employment experience. For applicants to Advanced Standing, this requirement is in addition to the social work field internship. • A course in human biology, physiology or anatomy (A grade of "C" or better is required.) • A course that includes basic statistics (A grade of "C" or better is required.) APPLICATION PROCEDURES • To apply, students must submit the following to the Department of Social Work-Master of Social Work program: 1) Completed application form with $25 (non-refundable) application fee. 2) Typed personal statement which addresses the applicant's perspective and understanding of: • Social welfare and society • Social work as a profession • Personal qualities that equip the applicant for the social work profession • Ability to work with a diversity of people • Employment and/or volunteer work which prepared the applicant for pursuing a Master of Social Work degree • Personal skills in oral and written communication • Career and life goals and how the MSW degree will facilitate the applicant's development • Personal and professional limitations that the applicant perceives as needing to be addressed during the course of the applicant's professional preparation 3) Recommendations from three sources using the Recommendation Forms provided by the Department of Social Work 4) Official transcripts of undergraduate and graduate work from each institution attended 5) Documentation of completion of human biology and basic statistics prerequisites All of the above must be received by the deadline of January 15 for Foundation level and October 1 for Advanced Standing. • • • • • • ~TERNATIONAL APPLICANTS • • • • • admission process, selection criteria and academic/work experience requirements.) All application materials, 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 The Department of Social Work encourages qualified applicants from other countries to apply for admission to the Master of Social Work program. International applicants should note that classes meet on the weekends (Friday evening and Saturday morning and afternoon) and that students can take three courses per trimester for full time or two courses per trimester for part-time study. With a full-time schedule, students can complete the required coursework in two years. (See the section under Admission Requirements for a general description of the •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 • Evaluation of credentials for any international academic transcript including analysis of credentials, course by course evaluation and calculation of grade point average • Official results on the Test of English as a Foreign Language (TOEFL) with a minimum score of 600. Applicants may be asked to participate in an interview with social work faculty if they are in the United States Limited financial aid from Augsburg College may be available. Therefore, students and their financial sponsors 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 education credentials more accurately. Furthermore, supplemental information may be needed to issue an I-20 or 1-1 for students admitted to the MSW program. Information requested for the I-20or1-1 will not be used to make an admission decision. ~E AND PAYMENT SCHEDULE • • • • • • Fees The application fee ($25) is due on or before the application deadline. Upon acceptance into the MSW program, a $100 fee is due, which is credited toward tuition and is non-refundable. Refund Schedule In order to be eligible for a refund, students are responsible for canceling courses with the Registrar's Office. A per-course tuition refund will be made on the following basis: Through the first scheduled class meeting-I 00% of tuition (minus $75 administrative fee if withdrawing completely) Prior to the second scheduled class meeting-80% of tuition Prior to the third scheduled class meeting-60% of tuition No refund after third scheduled class meeting. Payment Options* 1) Payment in Full: Due first day of classes 2) Payment Plan: Upon application for the payment plan and after College approval, a 3-pay plan is available each trimester with 1/3 tuition due every 30 days. Payment plans will be offered only if the student has adhered to previous payment plans. Tuition and Fees Tuition for 1997-'98 (per trimester course) Application Fee (payable once, non-refundable) Enrollment Reservation Deposit (non-refundable; applied toward tuition charges) Late Registration Fee ($25 per day up to a maximum of $125 charged to any student registering after the scheduled registration date.) $1,153.00 $25.00 $100.00 $25.00 Registration Change After First Class Meeting (cancel/add or combination at one time) $5.00 Transcript Fee (per copy after first, which is free) $2.00 Thesis Fee $350.00 (If a student continues the thesis process beyond the spring term of the thesis year, the student shall pay a fee for each trimester until completion of the thesis.) Finance Charge: A finance charge is applied at a simple rate of 1 percent per month on any account with an open balance of 30 days or more. 3) Company Reimbursement: Courses that are company reimbursed require a deposit of $150 per course, with full payment due within 45 days after the end of the term. Tuition is set on an annual basis and is payable at the beginning of each trimester. Registration is permitted only if the student's account for a previous term is paid in full as agreed. Augsburg College will not release diplomas or academic transcripts until all student accounts are paid in full. This policy applies to student loan funds administered by the College (e.g. Perkins Student Loan); payments must be current according to the established repayment schedules. *A non-sufficient-funds check will declare your registration invalid and could affect further credit extended by the College. • Slf~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 full time for all federal and state financial aid programs. The Office of Student Financial Services will assist students in assessing financial aid eligibility and may offer financial aid from available alternatives. Funded Scholarships Augsburg actively pursues outside funding for special funded 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. 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 Student Support Program director at (612) 330-1144 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 nationallyapproved methodology. 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 College-federally 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 10 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. Veterans Educational Benefits Veterans may be eligible for educational benefits from the U.S. Department of Veterans Affairs. The Office of Student Financial Services has further information. 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) Complete and return the financial aid forms by the deadlines indicated. Your financial aid application will be processed after you have been admitted to the MSW program and the following forms have been received: results from the Free Application for Federal Student Aid (FAFSA), Augsburg Financial Aid Application, and Federal Tax Return and W-2 form. 4) Accept the financial aid offered, in whole or in part, within the deadline stated. • A • BOUT AUGSBURG COLLEGE • • • • • Campus Location Church Affi1iation Augsburg's 23-acre campus is located in the heart of the Twin Cities of Minneapolis and St. Paul and surrounds Murphy Square. Adjacent to the campus are the Fairview University Medical Center complex, the West Bank campus of the University of Minnesota and Mississippi River parkways. 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. Accessibility History 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 College opened September 1869 in Marshall, Wisconsin and moved to Minneapolis in 1872. Augsburg College and Seminary changed its name to Augsburg College in 1963 when the Lutheran Free Church merged with The American Lutheran Church. Augsburg College has made a major effort to become one of the most accessible campuses in the region. Without going outside, the skyways, tunnels and elevators provide accessible connections between nine of 15 major buildings-student housing towers, the Christensen Center, main academic and administrative halls, Music Hall and the Foss Center for Worship, Drama and Communication. In addition, there are services for students with learning and physical disabilities. The CLASS Office phone number is (612) 330-1648. 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. This non-discrimination policy is incorporated as part of its admission policies, educational programs and activities, and employment practices. ~MPUS LOCATION • • • • seven days a week, except for the parking meters on Riverside A venue. The parking meters are as posted by the City of Minneapolis. Additional parking is available in the Fairview-University Medical Center ramp. Parking From Minneapolis Interstate 94 east to 25th Avenue exit, left to Riverside Avenue, left to 21st Avenue South, left at Augsburg sign. From St. Paul Interstate 94 west to Riverside exit, right on Riverside A venue to 21st Avenue South, left at Augsburg sign. I. Admissions Weekday Program 2. Air Structure Entrance November through March 3. American Indian Student Support Program and Pan-Afrikan Student Services 4. Anderson-Nelson Athletic Field and Seasonal Air Structure 5. Center for Global Education and International Programs 6. Christensen Center-Information Desk 7. EastHall 8. Foss, Lobeck, Miles Center for Worship, Drama and Communication 9. Husby-Strommen Tennis Courts 10. Ice Arena 11. Jeroy C. Carlson Alumni Center 12. M aintenance and Grounds Shop 13. Mortensen Tower 14. Murphy Place 15. Murphy Square 16. Music Hall 17. Nordic Center 18. Old Main 19. Oscar Anderson Hall 20. Public Relations and Communication 21. Quad 22. Science Hall 23. Security Dispatch Center 24. Shipping and Receiving 25. Si Melby Hall 26. Sverdrup Hall 27. Memorial Hall Master of Social Work Admissions 28. Urness Tower 29. Youth and Family Institute 30. Lindell Library 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 between 21st and 22nd Avenues and north or south of Eighth Street between 24th and 25th Avenues. Most street parking is four hour parking and available Public Transportation For schedules and specific information about city bus transportation to Augsburg College, call the Metropolitan Transportation System at (612) 373-3333. ~MPUSMAP • • • ~0 ~ 6th Street s. 7th Street S. 7 th S lreat S. 29' © c 2 111111~1111 8th Street S. @ Butler Place ~~~~~~~~~~~~~--Ill--~~~~~~~~~~---'·~ ~Interstate !----------------- 94 West - Parking Lots A. Admissions/Faculty/Staff Parking B. Faculty/Staff/Commuter/Resident Parking C. Faculty/Staff Parking D. Faculty/Staff/Commuter Parking Interstate 94 East ===;;;;> E. Commuter Parking F. Resident Parking G. Visitor Parking H. Fairview-University Medical Center ramp Pay parking available • ~FICERS OF ADMINISTRATION • • • • • Barbara Gage, B.A. Chair, Board of Regents William Frame, Ph.D. President of Augsburg College Marie McNeff, Ed.D. Vice President, Academic and Learning Services and Dean of the College • Glenda Dewberry Rooney, Ph.D. Chair, Department of Social Work Clarice Staff, D.S.W. Director, Master of Social Work Program Laura Boisen, Ph.D. MSW Field Coordinator Anthony Bibus III, Ph.D. Director, Bachelor of Social Work Program Michael Schock, Ph.D. BSW Field Coordinator Janna Caywood MSW Program Assistant Amy Brallier, M.A. Secretary, Department of Social Work Doran Edwards, B.A. Data Management Specialist ~FICERS OF INSTRUCTION • • • • • Anthony Bibus, III Assistant Professor B.A., College of St. Thomas; M.A., University of Virginia; Ph.D., University of Minnesota Vern Bloom Assistant Professor B.A. , M.S.W., University of Minnesota Laura Boisen Assistant Professor B.S., Wartburg College; M.S.S.W., University of Wisconsin-Madison; M.P.A., Iowa State University; Ph.D., University of Minnesota Lois Bosch Assistant Professor B.A., Northwestern College; M.S.W., University of Iowa; Ph.D., University of IllinoisChampaign-Urbana Maria Brown Assistant 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 Maria Dinis Assistant Professor B.A., M.S.W., California State University; Ph.D., University of California (Berkeley) Annette Gerten Instructor B.A., College of St. Catherine; M.S.W., University of Michigan; Ph.D., University of Minnesota Rosemary J, Link Associate Professor B.A., Southampton University; C.Q.S.W., London University (Bedford College); Ph.D., University of Minnesota Glenda Dewberry Rooney Associate Professor B.A. University of North Texas; M.S.W., University of IllinoisChicago; 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 Sharon K. Patten Clarice Staff Associate Professor B.A., St. Olaf College; M.S.W., M.A. (Public Affairs), Ph.D., University of Minnesota Assistant Professor B.A., Augsburg College; M.S.S.W., D.S.W., Columbia University Curt Paulsen Associate Professor B.A., St. Olaf College; M.S .W., University of Minnesota; Ph.D., The Fielding Institute Mary Lou Williams Assistant Professor B.F.A., M.S.W., University of Pennsylvania 4M/9197 This catalog was current at the time ofpublication. It is subject to change without nolice. C•O•L•L•E•G•E MSW Graduate Program Office Campus Box No. 269 2211 Riverside Avenue Minneapolis, MN 55454 (612) 330-1763 FAX (612) 330-1493 Augsburg College Master of Social Work Application Instructions Please send all application material, which includes completed and signed application form, $25.00 application fee, typed personal statement, three completed recommendation forms, and official post-secondary transcript(s), by JANUARY 1 STH, for foundation applicants or by OCTOBER 1 ST for advanced standing applicants, to the following address: 2211 Augsburg College Department of Social Work Riverside Avenue South, CB #274 Minneapolis, MN 55454 Application Form and Fee Complete all sections of the application form and sign. M1:1ke $25.00 non-refundable check or money order payable to Augsburg College. Mail application form and application fee together. Typed Submit • • • • • • • • Personal Statement a typed personal statement (typically 3-8 pages) which addresses: your perspective on social welfare and society your understanding of the social work profession 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 career and life goals and how you anticipate the MSW degree will facilitate your development your limitations which you view as needing to be addressed during your professional preparation your employment and/or volunteer work which prepared you for pursuing a MSW degree Explanation of GPA (optional -- one page limit) Address any extenuating circumstances which may have affected past academic performance. Recommendations Please ask for recommendations from three references (use the forms available from the Department of Social Work) to be sent to the MSW Program Director. At least one reference should be from a professor or someone who can address your academic potential. One reference should be from a supervisor and should address your human service employment and/or volunteer experience. Transcripts Have all official transcripts from each post-secondary institution attended sent to the Dept. of Social Work. There are two circumstances in which a transcript is considered officiat • if it is sent directly to the Department of Social Work from another institution • if it is received by the Department of Social Work in a sealed, university envelope, with the Registrar's stamp acr9ss the back There are two conditions under which you are not required to submit an official transcript: • if you earned nine quarter (or six semester) credits or less at a particular institution and you do not wish these courses to be considered • if courses taken at other institutions appear on your degree transcript, AND all credits and grades for each transferred course appear on the degree transcript If your transcript is from an institution outside the United States, it must be submitted in English and with certified grade translations. International applicants should refer to the MSW catalog for further requirements. Interview You may be asked to have a personal interview with a committee of the Department of Social Work. updated 9/97 AUGSBURG COLLEGE MASTER OF SOCIAL WORK Application for Admission PERSONAL INFORMATION Last Name First Name Initial Other Last Name Used Address - - - - - - - - - - - - - - - ---- - - City - - - - - - - - - - - State _____ Zip --------County (Home) (Work) _ _ _ , Telephone Social Security Number - - - - -- - - - Birth Date - - - - - - - - - -U.S. Citizen? D Yes D No Resident Status Visa Type ____ _ --- --... ---...__ The following informatiQn is optional. This information will be used to report our demographic statistics to the Council on Social Work Education. D Female D Male Religious Affiliation - - - - - -- - - -- - - Denomination Predominant Ethnic background: American Indian D Asian/Pacific Islander 0 African American 0 Bi-racial (specify) D Caucasian D Hispanic Other ----------------------------------- a a --- -· -----------. -·-----------· --· - ... ·--- - -···---------------·-·-----·--------------·-· .. --------------- -------- ----- ------- --------- ------·-------- -· - --- -·- --- ------------------ PROGRAMMATIC INFORMATION Applying for: Professional Foundation (enter Fall trimester of next academic year) Advanced Standing (enter Spring trimester of next academic year) D a Concentration preference: a Plan to register as: D D PREREQUISITE a Must have a BA-BS in Social Work from a CSWE accredited program to apply for Advanced Standing. Family Practice Program Development, Policy and Administration Full-time (3 courses per trimester) Part-time (2 courses per trimester) COURSES Below. please identify your campleted prerequisite courses. Your grades in each course must be documented on an official transcript. If you have not cor:npleted these courses, please indicate courses you intend to complete and write the expected date of campletion in the space provided for "grade received." Bet h prerequisites must be comple t~d and document ed in our records before enrollment in MSW courses will be allowed. 1) Human Biology, Physiology or Anatomy Course # 2) Basic Course Title College/University Grade Received College/University Grade Received Statistics Course # updated 9/97 Course Title MASTER OF SOCIAL WORK Augsburg College 2211 Riverside Avenue South Minneapolis, Minnesota 5 5454 RECOMMENDATION FORM Name of Applicant: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ __ _ _ __ Name of Recommender: ·- - - - - - - - - - - - - - - - - - - - - - - - -- -Address of Recommender: _ _ _ __ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ __ __ TO THE APPLICANT Please give this recommendation form to a person who you believe will be able to provide a valid appraisal of your capacity to do graduate work and to function as a social worker. Please indicate whether you reserve the right to review the recommendation once it is written or to waive your right to have access to this information. I (reserve ____ ) (waive ____ ) my right to review this recommendation. Signed:._ _ _ _ _ _ __ _ _ _ _ _ _ __ __ ********************************************************** TO THE RECOMMENDER Thank you for your willingness to provide information to the Augsburg College Master of Social Work Program. Please fill out the checklist on the reverse side of this sheet and then expand on your evaluation by responding to the following question: In what capacity and/or how long have you known the applicant? If you have personal knowledge of any experience the applicant has had in the broad areas of social service, indicate the nature of this experience and your assessment of the applicant's performance. (over) Using this grid, please compare the applicant with others you have known during your professional career. For each of the categories below, please place the applicant in the appropriate reference group. Top 5% Top Third Middle Third Lowest Third Inadequate Opportunity to Observe 1 Intellectual 2 Analytical 3 Able to express ideas and feelings: a. verbally b. in writing 4 Capable of doing graduate work 5 Responsible 6 Person of integrity, well developed value system 7 Creative, innovative 8 Mature and emotionally stable 9 Able to respect and work with differences in people (race, class, culture, and ethnicity) 10 Concerned and commited to working toward solving social problems 11 Able to initiate and follow through 12 Willing to accept direction and/or supervision 13 Other_ __ __ _ _ _ _ __ Summary Evaluation I strongly recommend this applicant for admission and feel that he/she has the capability to perform at a superior level. I recommend this applicant for admission and feel his/her performance should be comparable to that of most graduate students. I feel that the applicant's qualifications are marginal, but if admitted, the applicant would greatly benefit from study in the program. I do not recommend this applicant for admission to the Augsburg College Master of Social Work Program. Signed:.____________________Date: _ _ _ _ _ _ _ _ _ _ _ __ Thank you -for your cooperation. ·Please Tetum-this form to: MSW Program Director Department of Social Work Augsburg College ZZ 1 1 Riverside Avenue South Minneapolis, MN 55454 PREVIOUS EDUCATION List colleges and universities attended beginning with your most recent undergraduate experience. If you do not plan to submit a transcript from a below listed institution, please indicate this by marking an asterisk next to the name. If your Bachelor's degree is pending, please indicate your anticipated award date. Dates Attended Name & Location Major Degree Award Date I EMPLOYMENT: List all Human Service employment. Employer /Occupation Location Dates ' Total years of paid social work experience _____________________ . SOCIAL WORK FIELD EXPERIENCES: Agency List Socjal Work field experiences (internships) - if any. Location Oates I OTHER ACADEMIC PLACEMENT EXPERIENCES: List community service internships. Agency Location Dates I VOLUNTEER EXPERIENCE: List Human Service volunteer activities. Agency/Duties Location Total years of unpaid social work experience ___________________ _ updated 9/97 Oates HONORS, AWARDS, AND PUBLICATIONS Academic honors, awards, certificates, publications or honorary scholarships: FORTHCOMING RECOMMENDATIONS Please list the persons writing a recommendation. You should have recommendations sent to the MSW Program Director (use the forms available from the Department of Social Work). Name Title Organization/Institution TRANSCRIPTS Have you requested that your official post-secondary transcripts be sent to the Department of Social Work? Yes Cl No D {If your undergraduate transcript is from Augsburg College, you should send a request, in writing, to the Registrar's Office and ask that an official copy be sent to the Department of Social Work. Please note that grades for transferred credits do not appear on Augsburg transcripts. ) FINANCIAL AID Do you plan to apply for financial aid? Yes Cl No D THIS APPLICATION IS INCOMPLETE UNLESS SIGNED BY THE APPLICANT I certify that to the best of my knowledge the statements I have made on this form are correct and complete. I understand that failure to submit all required materials, withholding information requested on this form, or giving false information may make me ineligible for admission to the Master of Social Work program at Augsburg College or subject to dismissal. Date Signature Please send this completed application, along with a non-refundable application fee of $25.00 to Augsburg College, Department of Social Work, CB#274, 2211 Riverside Avenue South, Minneapolis, MN 55454. Your application to the Master of Social Work Program is not considered complete until all of the following are received: • completed and signed application form • non-refundable $25.00 application fee • typed personal statement • all official post-secondary transcript(s) • three completed and signed recommendation forms The above items must be received by the Department of Social Work no later than Januarv 15th for Foundation applicants or October 1st for Advanced Standing applicants. Applications completed after this date will be reviewed on a "space available" basis only. updated 9/97
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Title: Master of Arts in Education (MAE) Catalog, 1990-1992
Collection: Course Catalogs
Search Result: MASTER OF ARTS IN EDUCATIONLEADERSHIP AUGSBURG COLLEGE 1990-1992 ·' -.Jnformation Sessions MASTER OF ARTS IN EDUCATION-LEADERSHIP Individuals interested in the Master of Arts in EducationLeadership program at Augsburg College are encouraged to attend an information session. These free,...
Show more MASTER OF ARTS IN EDUCATIONLEADERSHIP AUGSBURG COLLEGE 1990-1992 ·' -.Jnformation Sessions MASTER OF ARTS IN EDUCATION-LEADERSHIP Individuals interested in the Master of Arts in EducationLeadership program at Augsburg College are encouraged to attend an information session. These free, two-hour sessions are scheduled at various times prior to the beginning of each trimester. Please call the Master of Arts inEducation- Leadership Office (330-1786) for details or to register for one of these information sessions: Thursday, May9, 1991 Tuesday, June 18, 1991 Thursday, July 18, 1991 Saturday, October 26, 1991 Saturday,Februaryl,1992 Tuesday, May 12, 1992 Tuesday, June 16, 1992 Thursday, July 16, 1992 7:00 - 8:00p.m. 10:00 a.m. - noon 10:00 a.m. - noon 9:00 - 11:00 a.m. 10:00 a.m. - noon 10:00 a.m. - noon 10:00 a.m. - noon 10:00 a.m. - noon For more information write or call: Master of Arts in Education-Leadership Office Augsburg College 731 21st Avenue South Minneapolis, MN 55454 612/330-1786 ~· Augsburg Colleg0 731 21ST AVENUE SOUTH MINNEAPOLIS, MN 55454 3/91 ·:.....·-·-·. .. ,6iee and Payment Schedule ~ ~ . ;: ~ .. ·=· .., ...·.· Application Fee (payable once, non-refundable) Tuition (per trimester course) (one course =6 quarter credits or 4 semester credits) Enrollment Reservation Deposit (non-refundable, applicable to first semester's tuition) Leadership Practicum Fee (per term for six terms) Thesis Continuation Fee $100.00 Late Fee, per day (charged to any student registering after the scheduled registration date). Late registration includes incomplete registration as defined: a) Unsigned Registration Form or b) Unapproved Payment Plan Registration Change after First Class Meeting (cancel/add/change grade option, or combination at one time) Transcript Fee (per copy after first, which is free) Finance Charge: A finance charge is applied at a simple rate of 1% per month on any account with an open balance of 30 days or more. $25.00 $884.00 $100.00 $125.00 $50.00 $5.00 $2.00 Fees The application fee ($25) is due on or before the application deadline for a given term. The $100 non-refundable deposit (applied to first semester's tuition) reserves a place in the program in a given term, once a person is accepted. Tuition is due at the time of registration. Payment Options* 1) Payment in Full: Due day of registration. 2) Payment Plan: Upon application and after college approval, a 3pay plan is available each trimester. Payment plans will be offered only if previous plans have been adhered to. 3) Company Reimbursement: Full courses, or equivalent, which are company reimbursed require a deposit of $150 per course reimbursed, with full payment due within 50 days after the end of the term. Tuition is set on an annual basis, payable in three equal installments at the beginning of each trimester. Registration is permitted only if the student's account for a previous term is paid in full as agreed. Augsburg College will not release diplomas or academic transcripts until all student accounts are paid in full. This also applies for student loan funds administered by the college (Perkins Student Loan); they must be current according to established repayment schedules. •A non-sufficient-funds check will declare your registration invalid and could affect further credit extended by the college. ~- •nformation Sessions MASTER OF ARTS IN EDUCATION-LEADERSHIP Individuals interested in the Master of Arts in EducationLeadership program at Augsburg College are encouraged to attend an information session. These free, two-hour sessions are scheduled at various times prior to the beginning of each trimester. Please call the Master of Arts inEducation- Leadership Office (330-1786) for details or to register for one of these information sessions: Thursday, May 9, 1991 Tuesday, June 18, 1991 Thursday, July 18, 1991 Saturday, October 26, 1991 Saturday,Februaryl,1992 Tuesday, May 12, 1992 Tuesday, June 16, 1992 Thursday, July 16, 1992 7:00 - 8:00p.m. 10:00 a.m. - noon 10:00 a.m. -noon 9:00 - 11 :00 a.m. 10:00 a.m. - noon 10:00 a.m. - noon 10:00 a.m. - noon 10:00 a.m. -noon ,r"' .~~,::· ' \ ...:f .>-a 'l-·~r ~··-· tr1 ~· ·t.rj". ... ~:-.: For more information write or call: Master of Arts in Education-Leadership Office Augsburg College 731 21st Avenue South Minneapolis, MN 55454 612/33~1786 Augsburg Col leg0 731 21ST AVENUE SOUTH MINNEAPOLIS 3/91 MN 55454 z ·: .· · ~: B alendar 1991- '92 Saturday Schedule: 8:30 a.m. - Noon and 1:15 - 4:45 p.m. Thursday Schedule: 6:00 - 7:30 p.m. and 8:00 - 9:30 p.m. Fall Trimester 1991 Class Dates Thursday, September 5 Saturday, September 14 Thursday, September 19 Saturday, September 28 Thursday, October 3 Saturday, October 12 Thursday, October 17 Saturday,October26 Thursday, October 31 Saturday, November 9 Thursday, November 14 Saturday, November 23 Thursday, December 5 Leadership Practicum Dates Saturday, September 7: Workshop for returning students Saturday, September 21: Assessment Center for new students Saturday, October 5: Assessment Center for new students Other Important Dates Monday, August 19: Application deadline Wednesday, September 4: Orientation Monday, September 9: Last day to register and/or drop Saturday, November 23: Last day to withdraw from class Monday, December 16: Final grades due Winter Trimester 1992 Class Dates Thursday, January 9 Saturday, January 18 Thursday, January 23 Saturday, February 1 Thursday, February 6 Saturday,February15 Thursday, February 20 Saturday,February29 Thursday, March 5 Saturday, March 14 Thursday, March 19 Saturday, March 28 Leadership Practicum Dates Saturday, January 11: Workshop for returning students Saturday, January 25: Assessment Center for new students Other Important Dates Monday, December 2: Application deadline Wednesday, January 8: Orientation Monday, January 13: Last day to register and/or drop class without record notation Saturday, March 14: Last day to withdraw from class Monday, April 6: Final grades due .·- -~ ~.~ .·: ·. Spring Trimester 1992 Class Dates Thursday, April 2 Saturday, April 11 Thursday, April 16 Saturday, April 25 Thursday, April 30 Saturday, May 9 Thursday, May 14 Thursday, May 21 Saturday, May 30 Thursday, June 4 Saturday, June 13 Thursday, June 18 Saturday, June 27 ~· C/)f ~1 ~ tr ~ ~ tr.f ~, z· Leadership Practicum Dates Saturday, April 4: Workshop for returning students t· ~ ;:: '! b· Other Important Dates Monday, March 9: Application Deadline Wednesday, April 1: Orientation Monday, April 6: Last day to register and/ or drop without notation Saturday, May 30: Last day to withdraw from class Monday, July 6: Final grades due .... ~' ~ v ~-:-·· ..., ,,. " II.•.•. ): ljee and Payment Schedule -~. Application Fee (payable once, non-refundable) Tuition (per trimester course) (one course= 6 quarter credits or 4 semester credits) Enrollment Reservation Deposit (non-refundable, applicable to first semester's tuition) Leadership Practicum Fee (per term for six terms) Thesis Continuation Fee $100.00 Late Fee, per day (charged to any student registering after the scheduled registration date). Late registration includes incomplete registration as defined: a) Unsigned Registration Form or b) Unapproved Payment Plan Registration Change after First Class Meeting (cancel/add/change grade option, or combination at one time) Transcript Fee (per copy after first, which is free) Finance Charge: A finance charge is applied at a simple rate of 1% per month on any account with an open balance of 30 days or more. $25.00 $884.00 $100.00 $125.00 $50.00 $5.00 $2.00 Fees The application fee ($25) is due on or before the application deadline for a given term. The $100 non-refundable deposit (applied to first semester's tuition) reserves a place in the program in a given term, once a person is accepted. Tuition is due at the time of registration. Payment Options* ::.::-. ~-- ' + 1) Payment in Full: Due day of registration. 2) Payment Plan: Upon application and after college approval, a 3pay plan is available each trimester. Payment plans will be offered only if previous plans have been adhered to. 3) Company Reimbursement: Full courses, or equivalent, which are company reimbursed require a deposit of $150 per course reimbursed, with full payment due within 50 days after the end of the term. "";,:-< "' w < ~·· ~- t, ,, " ~ -=: ~: ·:~-.-..; d Tuition is set on an annual basis, payable in three equal installments at the beginning of each trimester. Registration is permitted only if the student's account for a previous term is paid in full as agreed. Augsburg College will not release diplomas or academic transcripts until all student accounts are paid in full. This also applies for student loan funds administered by the college (Perkins Student Loan); they must be current according to established repayment schedules. > ::.: ::-.~ ~- •A non-sufficient-funds check will declare your registration in'Clalid and could affect further credit extended by the college. "'r 1 he most important key to developing a collective will to overcome many of our commonplace problems is leadership. Certainly leadership is characterized by more than knowing. It is also more than acting. It is ultimately defined in coalescing others to act when they otherwise might not have. Leadership, including teacher leadership, is ultimately proven in the efforts of others to attempt to scale heights of human achievement and plunge depths of human caring not otherwise envisioned." -Ken Howey Augsburg College 731 21st Avenue South Minneapolis, MN 55454 612/330-1786 Calendar for 1990-'91 .................................................................... 4 Introduction to the Master of Arts in Education-Leadership ... 6 Leadership Development Model ................................................. 7 Curriculum Design ....................................................................... 9 Course Descriptions .................................................................... 10 Graduate Faculty ........................................................................ 12 Library .......................................................................................... 12 Accreditation and Affiliations ................................................... 12 Student Support Services ........................................................... 13 Student Rights ............................................................................. 13 Admission Requirements ........................................................... 14 Application Procedures ...... ......... ..... ........... ..................... ...... .... 14 Evaluation Standards ................................................................. 15 Academic Policies ....................................................................... 16 Fee and Payment Schedule ........................................................ 17 Financial Aid ...... ................... ...................................................... 18 About Augsburg ......................................................................... 21 Campus Map ......................................................... .......... ............ 22 Campus Location ............................... ........... .............................. 23 B alendar 1990-'91 Calendar Saturday Schedule: 8:30 AM - Noon and 1:15 - 4:45 PM Thursday Schedule: 6:00 - 7:30 PM and 8:00 - 9:30 PM Fall Trimester 1990 . ... " Class Dates Thursday, September 6 Thursday, September 13 Saturday, September 22 Thursday, September 27 Saturday, October 6 Thursday, October 11 Saturday, October 20 Thursday, October 25 Saturday, November 3 Thursday, November 8 Saturday, November 17 Thursday, November 29 Saturday, December 1 Leadership Practicum Dates Saturday, September 8 Saturday, September 15 Other Important Dates Monday, August 20: Application Deadline Wednesday, September 5: Orientation Monday, September 10: Last day to register and/ or drop class without record notation Saturday, November 17: Last day to withdraw from class Monday, December 17: Final Grades Due Attendance Policy Because leadership issues are presented, discussed and analyzed in the classroom, regular attendance is highly important and should be considered a responsibility, not only to one's self, but to one's classmates and the course instructor. Irregular attendance may, at the discretion of the instructor, adversely affect one's grade. Winter Trimester, 1991 Class Dates Thursday, January 3 Saturday, January 12 Thursday, January 17 Saturday, January 26 Thursday, January 31 Saturday, February 9 Thursday, February 14 Saturday, February 23* Thursday, February 28 Saturday, March 9 Thursday, March 14 Saturday, March 23 Thursday, March 28 Leadership Practicum Saturday, January 5 *One week between classes Other Important Dates Monday, December 3: Application Deadline Wednesday, January 2: Orientation Monday, January 7: Last day to register and/ or drop class without record notation Saturday, March 16: Last day to withdraw from class Monday, April 1: Final Grades Due Spring Trimester 1991 Class Dates Thursday, April 11 Saturday, April 20 Thursday, April 25 Saturday, May 4 Thursday, May 9 Saturday, May 18 Thursday, May 23 Saturday, June 1 Thursday, June 6 Saturday, June 15* Thursday, June 20 Saturday, June 22 Thursday, June 27 Leadership Practicum Saturday, April 6 *One week between classes Other Important Dates Monday, March 4: Application Deadline Wednesday, April 10: Orientation Monday, April 15: Last day to register and/ or drop class without record notation Saturday, June 1: Last day to withdraw from class Monday, July 8: Final Grades Due 6,Jntroduction to the Master of Arts in Education-Leadership Developing Leaders for Education The Masters of Arts in Education-Leadership is a program for educators who value and enjoy their direct contact with students and want to retain that focu in their careers. It is a program that at the outset promotes the imp rtance of teaching. It is also a program that values the role educators can play as leaders within their places of work. People who become part of this Master of Arts program will have opportunities to: • Examine what "leadership" is and who leads; • Explore who they are as leaders, both within an educational setting and outside of it; • Gain specific knowledge of education and leadership that can support their development; and • Develop skills that can increase the effectiveness of their leadership. This program values the role that good educators play in the lives of students and operates from the belief that educators need to exercise leadership within the workplace without relinquishing the role of teacher. Accommodating the Full-Time Work Schedule The Master of Arts in L adership pr gram is designed to meet the needs and preferences ol working adults. The pr gram is bas don the assum,ption that the men and women who enroll are employed, self-disciplined and well-motivated individuals who seek a balance of classroom experience, group interaction and individual study. Each course is, therefore, divided into period of tudy, group effort and clas pr paration. To accommodate this format for learning, each cla s meet on alternate Saturdays for thr e-and- ne-half hours and alternate Thursday evenings for one-and-one-half hours. Leadership Development Model Th Ma ter of Art in Education-L adership program promotes leadership as a pl'oce which 1) inspires cooperation among people who must compete for limit d resource , 2) pr motes productivity within and beyond the organizati n, and 3) works toward progress. To accomplish this, individuals aspiring to positions of leadership must possess thre k y attributes: a sen e of vision, the ability to persuade and the ability to direct action. Underlying thes attributes is a broad range of abilities and awarenesse . Thes abilitie and awarenesses, outlined in the diagram on page 7, serve as specific outcomes for the Leadership Development Model Leadership Sense of Vision Orientation Toward Action / Ethical + Social awareness + Environmental awareness + Tolerance of religious and philosophical differences + Appreciation of situational complexity /1 Facility for Persuasion / Communicative Creative + Long-term perspective + Flexibility + Adaptability + Innovativeness + Effective listener • Effective speaker + Effective writer + Diplomatic ability + Effective team member + Interpersonal sensitivity I Risk Assumptive + Curiosity + Achievement motivation + Self-esteem Decisive + Self-confidence + Analytical ability + Ability to think critically + Understanding of research + Ability to manage conflict ""' Culturally Aware + Appreciation for cultural differences • World-view perspective • Tolerance of individual differences Master of Arts in Education-Leadership. Augsburg's model of leadership development is designed to assess, promote, enhance and refine these capabilities within the individual. Community of Learners Essential to the goals of the Master of Arts in Education-Leadership is participation in a community of learners. Learning can be enhanced when the student is involved in a stable community that provides opportunity and encouragement for active participation both in and out of the classroom. This community will be enriched by the presence of men and women who bring to the program a variety of work and life experiences. . ... To facilitate this kind of community interaction, Augsburg encourages graduate students to make use of college facilities such as the library, meeting rooms and the Christensen Center; to take the opportunity to share meals and coffee breaks; to participate in optional lunchtime seminars; and to attend other college activities such as music and dramatic presentations and athletic events. Leadership Practicum Master of Arts in Education-Leadership students enroll in a half course called "Leadership Practicum." Students are required to enroll in this professional assessment and development course for six terms during their graduate work at Augsburg. Upon completion of the entire practicum, students receive a half-course credit. Early in the program a major component of this practicum is a full day professional assessment to determine students' abilities and potential relative to each of the outcomes of the Leadership Development Model (see page 3). Assessment instruments include paper and pencil exercises and simulation and group experiences. Following the assessment, students meet individually with a trained assessor who provides guidance in personal goal setting and in the creation of a professional development plan focused on dimensions of leadership. In subsequent terms "Leadership Practicum" includes workshops designed to meet the needs of students in the following areas: communication skills, self-assessment measures, group processes, and other professional development topics identified by graduate students and staff. These workshops are developed by students enrolled in the course "Creativity and Problem Framing. " The Assessment and Leadership Practicum also asks students to focus on leadership opportunity within their workplace, or in an appropriate volunteer setting. Students will develop a learning agreement which outlines the scope of their project and what they hope to accomplish and learn through that project. Students will be supported throughout this project by peer and faculty coaching sessions which meet as an ongoing part of the Assessment and Leadership Practicum. B urriculum Design The Master of Arts in Education-Leadership program is composed of 12 courses. Each course uses a variety of learning techniques appropriate to adult learners including case study, debate, written and oral seminar presentations and small group activity. These courses develop targeted leadership abilities and understandings as a boundary crossing endeavor in need of the leadership skills and visions of people from all levels of an organization. The Master of Arts in Education-Leadership will provide opportunities for students to: conceptual frameworks of leadership issues of leadership history of education current issues in education conceptual models of teaching and learning Study • • • • • Reflect • on the various natures of leadership • on themselves as leaders • options and opportunities for leadership in education • on ethics and values in leadership Assess • themselves as leaders • situations in which they lead • programs, projects and ideas Exercise • creative leadership both individual and collective • a variety of thought processes Integrate • viewpoints on leadership with p r anal experiences • viewpoints on education from a variety of disciplines Required Courses Include: EDU EDU EDU EDU EDU EDU EDU EDU EDU EDU EDU EDU 510 511 512 513 514 515 516 517 500 590 591 592 Ethics and Leadership Legacy of Education Models of Teaching and Learning Diversity and Education Evaluation and Documentation Creativity and Problem Framing Models of Educational Process Politics and Public Policy of School Offerings Assessment and Leadership Practicum Thesis Research Seminar I Thesis Research Seminar II Thesis Consultation a ourse Descriptions EDU 510 Ethics and Leadership Study of leadership within the context of personal and professional ethics, values and faith. Weighing and balancing competing values within an ethical framework will be explored as a part of experiential exercises. Leadership issues of gender, ethnic origins, and culture will be explored. Leaders of past and present, recognized and unrecognized, will be studied. This course views the nature and purpose of leadership from a variety of disciplines and perspectives. EDU 511 Legacy of Education Comparative study of education through political, historical, economic and sociological perspectives. This course will provide a knowledge base for students to discharge their leadership responsibilities with wisdom gained from knowing the past. EDU 512 Models for Teaching and Learning Study of the teaching and learning processes. Recent research findings about teaching and learning will be examined. Interpretation of the research findings in light of prejudgments concerning teaching and learning will be explored. Technological applications to the field of teaching and learning will be included. EDU 513 Diversity and Education An exploration of the interrelatedness of world concerns and cultural diversity as they impact on the field of education. EDU 514 Evaluation and Documentation Evaluation and documentation of programs, projects, and ideas as they relate to educational policy and practice. Qualitative and quantitative tools will be discussed. EDU 515 Creativity and Problem Framing Study and application of the thinking processes as they affect problem solving and decision making. Models of goal formation, program planning and implementation will be included. Students will create seminars, to be conducted for peers in the program. EDU 516 Models of Educational Process Exploration of supervisory and consultative models, both within and outside the field of education. Major topics include mentoring, peer collaboration, varieties of administrative processes and procedures and observational techniques. Developing partnerships and collaborative ventures among programs and institutions within the community will be a part of this course. An underlying focus of this course is that of change: identifying where it's needed, initiating the process, and adapting to the outcomes. EDU 517 Politics and Public Policy of School Offerings Study of school curriculum; selection of curricular offerings, society's impact on school offerings, politics of curricular change and offerings, curriculum development and research in content areas. EDU 500 Assessment and Leadership Practicum A professional assessment and practicum which spans six terms. This course includes a full-day professional assessment; subsequent seminars designed by the students in the course, "Creativity and Problem Framing"; and opportunity to design and implement a leadership project within the workplace with the support of peer and faculty coaching. Half course. Graded on a P /N basis. EDU 590 Thesis - Research Seminar I This course provides each individual the opportunity to develop a research topic and to synthesize previous study and work experience. Graded on P /N basis. EDU 591 Thesis - Research Seminar II: Synthesis of Findings This seminar focuses on the results of individual projects developed in Research Seminar I. At the completion of the seminar, students present their final results orally and submit written theses. Graded on P /N basis. EDU 592 Thesis Consultation A series of meetings with a faculty thesis advisor simultaneous with EDU 591 and during the term in which the thesis is being prepared for final submission. Half course. Graded P /N. (Students not completing the thesis during the same term in which they enrolled in EDU 591 are required to pay a thesis continuation fee during each subsequent term until the thesis is completed. a raduate Faculty Faculty who teach in the Master of Arts in Education-Leadership program are full-time senior faculty with doctorates or appropriate professional degrees. Some courses are team taught by bringing together faculty from different disciplines or combining a faculty member with professionals from relevant fields. In these situations, at least one member of the team has a Ph.D. and substantial teaching experience. All of the program faculty have extensive experience teaching adult learners. The Augsburg library houses over 160,000 books, periodicals, records, tapes and films. Music, chemistry and art history libraries are located within the departmental areas. Access to over 1,000,000 volumes is available via daily interloan and courier service among seven private liberal arts colleges and the Hill Reference Library. Through Minitex, the statewide network, the additional resources of the Minnesota and Wisconsin libraries are accessible to Augsburg faculty and students. 'Blccreditation and Affiliations Students who successfully complete Augsburg's EducationLeadership program will receive a Master of Arts Degree. Augsburg is accredited by the North Central Association of Colleges and Schools. The college is a member of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education Council in North America and Minnesota Private College Council. Augsburg College is registered with the Minnesota Higher Education Coordinating Board. Registration is not an endorsement of the institution. Registration does not (necessarily) mean that credits earned at the institution can be transferred to other institutions or that the quality of the educational programs would meet the standards of every student, educational institution, or employer. ~tudent Support Services The Augsburg Master of Alis i11 Education-Leadership Program assists stud nts i:n making education and career plans, in working on their personal developme1\t, and in participating in activities beyond th classroom. Some of thes service, are listed below. Academic Planning In addition to the facu lty who provide consultation and advice, academic planning is guided by the Leadership Practicum assessors, thesis advisers, and Ma ter of Arts in Education-Leadership staff. Career Services available include: • Professional assessment through the Leadership Practicum • Self/ career assessment counseling through the Career Services Office (330-1162) • Development of a resume and a career-search plan through the Career Services Office • Work experience related to a student's field of specialization through the Coop rative Education Office (330-1148) • tudent Rights The College has adopted a statem nt f student rights and responsibilities and ha pr vided for du proce sin the matters of disciplin, ry action, grievances and grade appeal. Students who wish to identify appropriate procedmes for complaint hould contact the Vic President for Student Affair (3 0-1160). Th College operates in compliance with the Family Rights and Privacy Act and Title IX. Students hav the right to insp ct aJJ official records which pertain to them and which are maintained in the Registrar's Office and the Placement Office (except where a waiver f access ha been signed) and to challenge inac urate or misleading information. Students hav a right t experienc education free from discrimination ba ed on sex, race, tlmic or cultural background, handicap, creed, marital status or age. A)dmissions Requirements Applicants to the programs must hold a baccalaureate degree from an accredited four-year college or university. Applicant to the program are expected to have a minimum undergradua te grade point average of 3.0 on a 4.0 scale in an accredited master's program or demonstration of 3.0 course work b yond the bachelor' plus a probationary term. Applicants to the program must have two years of experience (or equivalent) in a position demonstrating leadership potential in an educational setting. Decisions about admission to the program will be made on an individual basi . Ad mi sion to each entering graduate class will be given t the most highly qualified individuals. 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 • Miller Analogies Test scores • written statement and possible interview m pplication Procedures To apply, student must submit the following materials to the Master of Arts in Leader hip Office: • Completed application form with $25 (non-refundable) application fee. • Written statement relating the applicant's career and life goals focusing on leadership a pirations. • Letter of recommendation from an immediate supervisor, assessing leadership potential. • Letter of recommendation from a co-worker (at the same level) describing applicant's work style and potential as a leader. • Official transcripts of undergraduate and graduate work from each institution attended indicating degrees conferred. • Official set of re ults on the Miller Analogies Test, or for applicants whose nativ · language is not English, a minimum score of 600 on the Test of English as a Foreign Language (TOEFL). • Possible interview with a graduate program staff member. ID valuation Standards Evaluation of academic performance for the Master of Arts in Education-Leadership will be based on number grades using a 4.0 point scale with these definitions: 4.0 3.5 3.0 2.5 2.0 P N W I Achieves highest standards of excellence Achieves above basic course standards Achieves the minimum passing standard Achieves at or above the 2.0 level (not computed in grade point average) Does not meet minimum course standards (no credit and non-punitive-not computed in grade point average) Grade given when course is dropped Incomplete grade given when student is unable to complete course requirements for reasons beyond the student's control (to receive an incomplete, a student must file a petition with the Graduate Program staff stating reasons for the request, the plan and date for removing the incomplete grade, the signature of the instructor, and any other necessary docw11entation). No more than two courses with a grade below 3.0 will count toward the degree. No more than two courses with a grade below 2.0 can be repeated. Only the credits and grades earned the second time are counted in the grade point average. Academic Probation and Dismissal " Student must maintajn a 3.0 cumulative grade point average. If a tudent falls bel w a 3.0 average, the student will be plac d on probation for the following term. A 3.0 cumulatjve grade point average must be restored in order for a student to b removed from probation. If a student receives a grade of N in a course, the student must petition successfully with the Graduate Program Committee before being permitted to continue in the program. A plan for the student to follow would be outlined at that time. If the cumulative grade point average again fall s below 3.0, the student may be dismissed from the program by the Graduate Program Committee. Students also may be dismissed by the Graduate Program Committee for behavior detrimental to the program such as a gross violation of college policy (as published in the Student Guide). Dismissal would occur only after established procedures were followed . Credit for Prior Education, Training and Experience Transfer credits will be evaluated on an individual basis. No more than three courses will be accepted for transfer into the Masters of Leadership-Education program. Credit and Contact Hours Each graduate course in the Master of Arts in EducationLeadership program is the equivalent of four semester credits or six quarter credits. Students meet in class a total of 30 hours and are responsible for a significant amount of individual study and preparation. Enrollment Policy/Leaves of Absence Students may take either one or two courses each trimester. Enrolling in two courses per trimester enables a student to complete the program in two years. All students are required to comple te th program within fou r years. Extensions beyond four y ars will b considered on the basi of petition to the Graduate Program Committee. Students who leave the program for more than one term mu t request a leave of absence in writing from the Graduate Program Committee. Last Date to Withdraw from Class The last date on which students may withdraw from a class and receive a "W" on their records is noted on pp. 4 and 5. ee and Payment Schedule Application Fee (payable once, non-refundable) Tuition (per trimester course) (one course = 6 quarter credits or 4 semester credits) Enrollment Reservation Deposit (non-refundable, applicable to first semester's tuition) Leadership Practicum Fee (per term for six terms) Thesis Continuation Fee Late Fee (charged to any student registering after the scheduled registration date.) Late registration includes incomplete registration as defined: a) Unsigned Registration Form or b) Unapproved Payment Plan Registration Change after First Class Meeting (cancel/add / change grade option, or combination at one time) Transcript Fee (per copy after first, which is free) Finance Charge: A finance charge is applied at a simple rate of 1% per month on any account with an open balance of 30 days or more. $25.00 $815.00 $100.00 $125.00 $100.00 $50.00 per day $5.00 $2.00 Fees The application fee ($25) is due on or before the application deadline for a given term. The $100 non-refundable deposit (applied to first semester's tuition) reserves a place in the program in a given term, once a person is accepted. Tuition is due at the time of registration. Payment Options* 1) Payment in Full: Due day of registration. 2) Payment Plan: Upon application and after college approval, a 3-pay plan is available each trimester. Payment plans will be offered only if previous plans have been adhered to. 3) Company Reimbursement: Full courses, or equivalent, which are company reimbursed require a deposit of $150 per course reimbursed, with full payment due within 50 days after the end of the term. 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 paid in full as agreed. Augsburg College will not release diplomas or academic transcripts until all student accounts are paid in full. This also applies for student loan funds administered by the college (Perkins Student Loan); they must be current according to established repayment schedules. *A non-sufficient-funds check will declare your registration invalid and could affect further credit extended by the college. Refund Schedule A per-course tuition refund will be made on the following basis: (In order to be eligible for the refund, students are responsible for cancelling courses with the Registrar's Office.) Prior to Prior to Prior to Prior to Prior to Prior to the first scheduled class meeting-100 % the second scheduled class meeting-90% the third scheduled class meeting-80 % the fourth scheduled class meeting-70% the fifth scheduled class meeting-60% the sixth scheduled class meeting-50 % Iiinancial Aid In a number of ways, students may receive assistance in meeting Graduate Program costs. Enrollment in two courses per trimester allows the student to be classified as full-time . One course is considered half-time enrollment. The Office of Student Financial Services (330-1046) assists students in assessing financial aid eligibility and offers financial aid from available alternatives, including the following: Augsburg Tuition Grant Augsburg College may provide grants and scholarships to graduate students who show academic potential and have financial need. Funded Scholarships Augsburg actively pursues outside funding for special scholarships. The availability of such scholarships enables the participation of individuals of limited financial means as well as individuals working for volunteer agencies and other organizations not likely to provide tuition reimbursement. Company Tuition Assistance Programs Many companies, agencies and corporations offer full or partial tuition assistance to employees who participate in work-related or degree-related college programs. Augsburg College provides several payment plans by which employees may handle tuition reimbursement. Bureau of Indian Affairs, Tribal and State Indian Scholarships American Indian students who meet federal, state or tribal requirements may apply for these scholarships. Indian grants generally supplement other sources of financial aid. For assistance in application please contact Augsburg's American Indian Support Program Director at 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 standard, nationally accepted methodology. + Perkins Student Loan-Joint Augsburg College-federally 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 while you are enrolled at least half-time. Simple interest of 5% and repayment of the principal (at the minimum of $30 a month) begin six months after you leave school (nine months for new borrowers after 7-1-87). Repayment may extend up to 10 years. The maximum which may be borrowed for combined undergraduate and graduate study is $18,000. + SLS (Supplemental Loans for Students)-A Federal loan program. Independent students may borrow up to $4,000 per year to a maximum of $20,000 and must be enrolled at least half-time. Variable interest rate is set annually with a cap of 12%; payment usually begins within 60 days after disbursement. Principal may be deferred until the student ceases halftime enrollment. Interest may, at the lender's option, accumulate until the in-school deferment ends. Students must apply for financial aid. + SELF (Student Educational Loan Fund)-A Minnesota State loan program. Students may borrow up to $4,000 per year ($16,000 cumulative) as undergraduates with a $25,000 aggregate maximum when graduate study is included ($1,000 minimum). 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. + Stafford Student Loan (formerly the Guaranteed Student Loan)-Loan funds are obtained directly from a local lender or state agency in certain states. While the student is attending at least half-time, there is no interest charge. Simple annual interest of 8% on the loan balance and repayment of the principal begin six months after leaving school. Repayment may extend up to 10 years. The maximum loan is $2,625 for the first two years and $4,000 for the remaining years of undergraduate study and $7,500 per year for graduate study. The cumulative undergraduate and graduate maximum is $54,750. To Apply for Financial Aid: 1) Complete the Application for Admission and indicate your desire to also apply for financial aid. 2) The Office of Student Financial Services will send you the necessary application and financial statement form (or you may pick them up in the Office of Student Financial Services, 152 Science Hall, or the 'Master of Arts in Education-Leadership Program Office, 2222 Murphy Place). 3) All students must have a Financial Aid Transcript on file with Augsburg from each previously attended institution even if they 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. \. • bout Augsburg History Augsburg was the first seminary founded by Norwegian Lutherans in America. Named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530, Augsburg opened in September, 1869, in Marshall, Wisconsin, and moved to Minneapolis in 1872. Campus Location Augsburg's campus is located in the heart of the Twin Cities surrounding Murphy Square, the oldest of 155 parks in the "City of Lakes." Adjacent to the campus are Fairview and St. Mary's Hospitals, 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. Skyways, tunnels and elevators provide accessible connections between nine of the 14 major buildings-student housing towers, Christensen Center, main academic and administrative halls, the library and music building. In addition, there are programs for students with learning and physical disabilities. Church Affiliation Augsburg is a college of The Evangelical Lutheran Church in America. About 59 percent of the students are Lutheran, 14 percent other Protestant and 19 percent Roman Catholic. Several other affiliations are represented among students and faculty. Non-Discrimination Policy Augsburg College does not discriminate on the basis of race, creed, national or ethnic origin, age, marital status, sex or handicap as required by Title IX of the 1972 Educational Amendments of Section 504 of the Rehabilitation Act of 1973 as amended in its admission policies, educational programs, activities, and employment practices. D ampusMap 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 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 Melby Hall Ice Arena Stage II Theatre Center for Global Education Scandinavian Center Foss, Lobeck, Miles Center for Worship, Drama and Communication Youth and Family Institute 19. Office Annex House 20. Tutor House 21. American Indian Support and Minority Education Partnership 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 I St. Mary's Parking Ramp I. Husby-Strommen Tennis Courts J. Resident Parking Only I6. I Accessible Entrance N I • I I I I ....... ....... DOWNTOWN MINNEAPOLIS ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... From Minneapolis Interstate 94 east to 25th A venue exit, left to Riverside Avenue, left to 21st Avenue 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. Parking All posted Augsburg College parking lots are free and open for student use from 4:30 p.m. Friday through Sunday evening. Lots are located on 7th Street between 21st and 22nd A venues and north of 8th Street on 21st A venue. Most street parking is two hour parking, seven days a week. Additional parking is available in the Riverside Medical Center ramp, or U of M parking lots on the north side of Riverside A venue. Augsburg College__; 731 21ST AVENUE SOUTH MINNEAPOLIS, MN 55454
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Title: Augsburg University Graduate Catalog, 2017-2018
Collection: Course Catalogs
Search Result: Introduction Graduate Catalog 2017-2018 Official Publication of Augsburg University 2211 Riverside Avenue, Minneapolis, MN 55454 The Augsburg University Graduate Catalog contains information about academic program requirements and academic and student policies and procedures for Fall Seme...
Show more Introduction Graduate Catalog 2017-2018 Official Publication of Augsburg University 2211 Riverside Avenue, Minneapolis, MN 55454 The Augsburg University Graduate Catalog contains information about academic program requirements and academic and student policies and procedures for Fall Semester 2017 - Summer Semester 2018. 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 2017 Phone: 612-330-1000 www.augsburg.edu 1 A Greeting from the President I am pleased to know of your interest in Augsburg University’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 University’s graduate-level programs in Business Administration, Creative Writing, Education, Leadership, Nursing, Physician Assistant Studies, and Social Work are distinguished by the opportunities they provide students to expand decision-making and strategic skills. Augsburg University is characterized by a strong 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. 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 University we believe that our distinctive educational purpose is to help you find your calling, at work and in the world. 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, Ph.D. President 2 Welcome from the Provost and Chief Academic Officer Welcome to graduate study at Augsburg University! Augsburg has a long history of preparing our graduates for leadership in their communities and places of work. Across our graduate programs, students bring perspectives informed by prior study and experience; acquire specialized knowledge in a discipline or field; engage in collaborative learning; develop advanced capacities; encounter diverse perspectives and ideas; test theory through real-world experiences; and equip themselves for the next stage in their vocational journeys. When you join the Augsburg community, you become part of the Augsburg story—a story of academic achievement, experiential learning deepened by reflection, commitment to equity and intentional diversity, and dedication to lifelong learning. We are an institution committed to place, and our locations—whether in the Twin Cities, Rochester, or beyond—offer opportunities to apply what you learn in the classroom to the neighborhood, the local community, and in various urban and rural locations. Inspired by the faith of our Lutheran founders to be inclusive to the early immigrants who came to Augsburg’s doors, we are a community of diverse cultures and faiths. Indeed, the diversity of our community helps ensure that our graduates are uniquely prepared to meet the challenges and opportunities of the 21st century. Our commitment to interdisciplinary thinking is embodied in our newest academic building on the Minneapolis campus--the Hagfors Center for Science, Business, and Religion. We ground learning in the best of the liberal arts tradition, ensuring that our students are prepared not only for their first job but for mid- and late-career success. While connected through these common commitments, each graduate program has its own distinctive identity and curriculum. Your program offers a disciplinary home from which you will join a community of faculty, staff, and fellow students who will collectively extend your network of connections with prospective employers and expand your career opportunities in the future. We’re delighted that you’ll be joining us. Sincerely, Karen Kaivola Provost and Chief Academic Officer 3 About Augsburg At Augsburg University, 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 apply critical thinking, problem solving, and advanced communication skills in a collaborative approach within that discipline, thereby engaging others with diverse perspectives in the work of advancing civic and global initiatives critical for a sustainable future. 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 and out into the world 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. 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. 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, Wisconsin, and moved to Minneapolis, Minnesota in 1872. A Rochester, Minnesota campus was added in 2002. A short history of Augsburg University can be found at www.augsburg.edu/about/history. 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 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. Degrees Offered Augsburg offers the following graduate degrees:          Master of Arts in Education* Master of Arts in Leadership Master of Arts in Nursing* Master of Business Administration* Master of Fine Arts in Creative Writing Master of Music Therapy Master of Science in Physician Assistant Studies Master of Social Work Doctor of Nursing Practice* (with tracks in Transcultural Nursing and Family Nurse Practitioner) 4 Augsburg offers the following dual degrees:    Bachelor of Arts in Accounting/Master of Arts in Leadership Master of Arts in Leadership/Master of Business Administration Master of Social Work/Master of Business Administration *Programs offered at both of Augsburg’s campuses (Minneapolis and Rochester, MN) 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 University facilities, whether a student in Minneapolis or Rochester, and to participate in University activities such as music and dramatic presentations and lecture/speaker events. Graduate Faculty The heart of any educational institution is its faculty, and Augsburg University 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 University. 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 advisors and participate regularly in campus activities. 5 Locations Minneapolis Campus 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-Twin Cities 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 the METRO Green and Blue light rail lines, which provide easy access to destinations in Minneapolis and St. Paul, as well as the Minneapolis International Airport. Rochester Learning Site Augsburg’s learning site in Rochester, Minnesota, was established in 1998 as a natural extension of the University’s mission and its expertise in teaching working adults. Graduate degrees and undergraduate majors including business, education, and nursing, are offered in Rochester. Graduate programs in Rochester include the Master of Business Administration, Master of Arts in Nursing*, Master of Arts in Education*, and Doctor of Nursing Practice*. The Rochester classrooms and offices are located at Bethel Lutheran Church (ELCA), just a few blocks south of downtown Rochester. Home to approximately 110,000 residents, Rochester is a city that enjoys a rich ethnic diversity and superior technological resources. Augsburg classes in Rochester meet on a semester schedule with classes taking place on alternating weekday evenings and on occasional Saturdays, making them accessible to working adults. Students may also take courses within their program on the Minneapolis campus. Students at the Rochester site are Augsburg University students. They are supported through an array of e-learning resources ranging from access to Lindell Library databases to the use of online course management software. Information about the Rochester learning site is available at augsburg.edu/rochester or by calling the Rochester office at 507-288-2886. *Program includes some Minneapolis courses. Abroad Locations 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 disciplines. 6 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, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication. Admissions Office—The Office of Admissions is located on the lower level of Christensen Center. Anderson 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 (1967)—The University Center includes the Admissions 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, Latin@ Student Services, American Indian Student Services, Pan-Afrikan Student Services, PanAsian Student Services, Campus Activities and Orientation, 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 Christensen Center for Vocation (CCV), 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 (2018) 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 Academic Skills Office, the Center for Learning and Adaptive Student Services (CLASS), and TRIO/Student Support Services. Luther 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 two-bedroom 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 intramural athletics, the Hoyt Messerer Fitness Center, and general auditorium purposes. The Ernie Anderson Center Court was dedicated in 2001. Mortensen Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to 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. 7 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 Business Administration Program, 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 classrooms, laboratories, and a medium-sized auditorium; the departments of Nursing, Physics, Mathematics & Statistics, Biology, and Chemistry; the Undergraduate Research and Graduate Opportunity (URGO) Office, McNair Scholars, 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, the Honors Desk, 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, the Nobel Peace Prize Forum (aka “Norway Hub”), the Academic Affairs Office, Student Affairs Offices, and faculty offices for Political Science, History, Philosophy, American Indian Studies, English, Religion, Psychology, Economics, Business, 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. 8 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 Doctoral level degrees) Council on Social Work Education (CSWE) (Bachelor, and Master level degrees) American Music Therapy Association (AMTA) (Bachelor, and Master level degrees) Augsburg’s programs are approved or monitored by:      American Chemical Society (ACS) Minnesota Board of Teaching Minnesota Board of Nursing Minnesota Office of Higher Education (MOHE) National Association of Schools of Music (NASM) Augsburg University 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. (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) Higher Education Consortium for Urban Affairs (HECUA) 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. 9 Policies Non-Discrimination Policy Augsburg University, as affirmed in its mission, prohibits discrimination on the basis of race, creed, color, religion, gender, age, national or ethnic origin, disability, military service, protected veteran status, genetic information, sexual orientation, gender identity or expression, transgender status, marital status, familial status, genetic information, status with regard to public assistance, citizenship in its educational policies, admissions policies, employment, scholarship and loan programs, participation in athletic and/or school administered programs, and any other characteristic protected by federal state or local law, except in those instances where there is a bona fide occupational qualification. (Approved by Board of Regents in April 2017). Title IX Title IX refers to Title IX of the Educational Amendments of 1972, and it prohibits discrimination on the basis of gender by institutions receiving federal money. Generally, the Title IX Coordinator is responsible for the development, implementation, and monitoring of meaningful efforts to comply with Title IX law. This includes overseeing the Title IX complaint process as well as identifying and addressing any patterns or systemic problems that arise. For further information, please contact the University’s Title IX Officer: Ann Garvey| Vice President of Student Affairs| Student Affairs Memorial Hall, Room 118G| 612-330-1168| garvey@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: Lisa Stock| Director and Chief Human Resources Officer Memorial Hall, Room 19| 612-330-1783| stock@augsburg.edu Deputy Officer for Athletics: Kelly Anderson Diercks| Associate Athletic Director Si Melby Hall, Room 205E| 612-330-1245| diercks@augsburg.edu Deputy Officer: Leif Anderson| Vice President and Chief Information Officer Memorial Hall, Room 124D| 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 10 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 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 11 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. 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 online at www.augsburg.edu/dps/reports. For a printed copy, contact Augsburg’s Department of Public Safety at 612-330-1717. Copyright Policy Augsburg University Graduate Programs follows the norms of the US Copyright Law in granting exclusive rights under the Copyright Act to faculty and student authors to reproduce their original works, to use them as the basis for derivative. Student Rights The University 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 inside.augsburg.edu/studentaffairs/studentguide. Official Notices A University-provided e-mail account shall be an 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 Universityprovided 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. 12 Admission All graduate programs require students to have a bachelor’s degree from a regionally-accredited four-year institution or an equivalent degree from outside the US. All graduate students must submit completed applications. Each graduate program also has additional program requirements, which may include coursework, professional experience, testing, etc. See the program sections for these additional requirements. Please refer to each individual program’s catalog section (below) for additional instructions and for detailed information on applying to graduate programs, refer to the Graduate Admissions website at www.augsburg.edu/grad. Readmission Graduate 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. Returning students do not pay the application fee. The last day to receive approval for readmission to the University and register for classes is the Friday prior to the start of the term. Pending approval by the graduate program, students who left on probation or who were dismissed from the University must have their readmission application and file reviewed by the program director. (Please consult with individual programs for information regarding readmission process). Non-degree Students Individuals may take coursework at Augsburg University as a non-degree-seeking student. Non-degree students can enroll on a space-available basis. Registration dates are included in the University’s Academic Calendar. Admission requires program director approval, and the student must be in good standing at all previously attended institutions. To apply for admission as a non-degree seeking student, submit the completed application, academic intent, and unofficial transcript from the bachelor’s degree granting institution to the Admissions Office. Some programs may have additional application requirements. A bachelor’s degree from a regionally accredited institution is the minimum requirement for admission. Students who have earned a bachelor’s degree outside of the United States must submit a copy of a foreign credential evaluation from World Education Services (WES) or a member of the National Association of Credential Evaluators (NACES) to confirm it is equivalent to a United States bachelor’s degree or greater. Non-degree status is conferred for only one term of enrollment. Additional terms require reapplication as a non-degree seeking student. Students may count up to 6-8 semester credits earned as a non-degree seeking student toward an Augsburg University degree with approval from the program director. Non-degree seeking students who wish to pursue a degree must reapply for admission by submitting the completed application, academic intent, official transcript from the bachelor’s degree granting institution, and any additional materials required by the program. International Students Augsburg University 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). 13 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:   If the student is abroad, by entering the United States with the I-20 and an F-1 visa obtained at a US consulate. 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: English Proficiency Requirements for International Graduate Applicants To meet Augsburg University admission requirements, you must provide evidence of a sufficient command of both written and spoken English to study college courses conducted entirely in English. Below is a list of the tests and programs Augsburg University accepts as evidence for English proficiency.           TOEFL (Test of English as a Foreign Language) www.toefl.org Score report of 80 on the Internet-based TOEFL (iBT) with a sub-score of 20 on the written and 20 on the speaking sections. (The Augsburg University TOEFL code is 6014.) IELTS (International English Language Testing System) www.ielts.org Score report of 6.5. MELAB (Michigan English Language Assessment Battery) www.cambridgemichigan.org/melab Score report of 80, and score report must be accompanied by an official letter from the testing coordinator. Successful completion of a previous undergraduate or graduate degree at an accredited college or university in the US, the United Kingdom, Ireland, English-speaking Canada, New Zealand, or Australia. Score reports must be sent to Augsburg directly from the testing center. Score reports must not be more than two years old. 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 US bachelor’s degree Verification the degree is equivalent, at a minimum, to a four-year US bachelor’s degree is required. Course-by-course evaluation to show your complete course listing with credit values and grades received for each course, may also be required for specific programs. Calculation of grade point average to demonstrate your 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) The evaluation report must be sent directly to Augsburg’s Office of Admissions. Refer to World Education Services at www.wes.org or member of the National Association of Credential Evaluators (NACES) at www.naces.org for information on how to obtain a foreign credential evaluation. 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). 14 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 US citizen or US 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. 15 Financing Your Education Costs 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 Graduate students will need to be enrolled in 3 credits to be considered half-time and 6 credits to be considered fulltime. Tuition and Fees          Doctor of Nursing Practice (DNP) Master of Arts in Nursing (MAN) Master of Arts in Education (MAE) Master of Arts in Leadership (MAL) Master of Fine Arts (MFA) Master of Social Work (MSW) Master of Business Administration (MBA) Master of Music Therapy (MMT) Master of Science in Physician Assistant (MPA) $921 per 1.0 credit $724 per 1.0 credit $485 per 1.0 credit $750 per 1.0 credit $661 per 1.0 credit $668 per 1.0 credit $839 per 1.0 credit $847 per 1.0 credit $784 per 1.0 credit* *2017 start cohort Tuition Students are charged per credit. 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. DNP Fee MAN Fee $55 $55 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/make-a-payment. 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 16 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 grants and loans. The University cooperates with federal, state, church, and private agencies in providing various aid programs. 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). Institutional Grants/Discounts Augsburg offers grants/discounts for a variety of different students. Specific information about the different grants and scholarships, along with eligibility requirements, can be found online at www.augsburg.edu/studentfinancial/paymentplans-and-discounts. Loan Assistance Graduate students must be enrolled at least half-time in order to receive federal loans. Three semester credits per term is considered half-time. Six semester credits per term is considered full-time.  Federal Unsubsidized Stafford Student Loan 17    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 Graduate Loan Program (PLUS) Graduate PLUS is a loan program to help graduate students meet college costs. Students may borrow up to the cost of attendance (minus all other student financial aid). Further information about loan programs can be found online at www.augsburg.edu/studentfinancial. Satisfactory Academic Progress (SAP) Federal regulations require that all higher education institutions establish and implement a policy to measure whether students [1] receiving financial aid [2] 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. Standards of Satisfactory Academic Progress  Minimum GPA requirements: Graduate Students must maintain a minimum 2.5 cumulative GPA based on the entire academic record.  Minimum Credits Completed: Graduate Students must earn a cumulative 66.67% of the credits attempted based on the entire academic record. A completed credit has a grade of A – D- or P. Credits earned and completed will include accepted cumulative transfer credits as defined by the Registrar’s Office. Unsatisfactory grades “W (withdrawn),” “I (Incomplete),” “F/FN (Zero),” and “N (Not Passing)” are counted towards the cumulative attempted credits. Repeated and remedial courses are not counted towards the cumulative attempted credits.  Maximum Time Frame: To demonstrate academic progress, graduate students must complete their degree objective within 150% of the length of the program. Monitoring and Evaluating Progress In order to ensure SAP standards are being met, the Student Financial Services Office will evaluate students’ academic achievement at the end of each term. After the student’s record is evaluated and the Student Financial Services Office determines the student’s GPA or completion rate to be unsatisfactory, the student will be placed on Financial Aid Warning or Financial Aid Suspension. Students will be notified through their Augsburg email if they fail to meet SAP standards. Financial Aid Warning A student who fails to meet SAP standards will be placed on Financial Aid Warning for the following term of enrollment. Students placed on Financial Aid Warning will still be eligible to receive financial aid. Financial Aid Warning will last for one term. If at the end of the term, the student meets SAP standards the Financial Aid Warning will conclude. Students currently on Financial Aid Warning who do not meet SAP standards at the end of the term will be placed on Financial Aid Suspension. Financial Aid Suspension A student who fails to meet either the minimum GPA requirement and/or minimum credits attempted while on Financial Aid Warning will be placed on Financial Aid Suspension. A student on Financial Aid Suspension is ineligible to receive any form of financial aid. A student on Financial Aid Suspension may submit an appeal to reinstate their financial aid. Financial Aid Suspension will conclude when the student meets SAP standards, or successfully appeals. Financial Aid will be suspended when a student placed on Financial Aid Suspension does not meet SAP standards. Because grades may not be available before the beginning of the next scheduled term, it is possible that financial aid may be disbursed to a student before the review can be conducted. In the event that a student is found to be ineligible for the financial aid that has been disbursed due to a failure to meet one of the Standards, the aid that was disbursed will be canceled, and returned to the appropriate program(s). 18 Right to Appeal Students who have had their financial aid suspended may submit the SAP Appeal Form to the Student Financial Services Office. The SAP Appeal Form must be completely filled out, along with any additional documents required by the SAP Committee. The appeal should state reasons why the student failed to meet SAP standards, and what changed for the student that will allow the student to demonstrate progress towards meeting SAP standards. The appeal will be decided by the SAP Committee. All decisions made by the Committee are final. If a student’s appeal is approved they will be placed on Financial Aid Probation. If a student’s appeal is denied they will remain on Financial Aid Suspension and will remain ineligible for financial aid. Financial Aid Probation A student who has been placed on Financial Aid Suspension and successfully appeals SAP will be place on Financial Aid Probation. A student on Financial Aid Probation will be eligible to receive financial aid. Financial Aid Probation will last for one term. If at the end of the term, the students meets SAP standards, the Financial Aid Probation will conclude. Students currently on Financial Aid Probation who do not meet the standards at the end of the term will be placed on Financial Aid Suspension. [1] Financial Aid is defined as: Augsburg Institutional Aid, Federal Title IV funding, and Minnesota State Financial Aid programs. 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 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. Statements and account history are available online through AugNet Records and Registration. Augsburg University may require someone to co-sign on the students’ 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 19 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. Financial Policy Registration is permitted only if the student’s account for a previous term is paid in full or if the student is making scheduled payments in accordance with an approved payment plan. Augsburg University will not release student academic transcripts or graduation diplomas/certificates until all student account charges are paid in full or, in the case of student loan funds administered by the University (Federal Perkins Student Loan), are current according to established repayment schedules and the loan entrance and exit interviews have been completed. 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, 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. 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. A student who registers, does not attend any classes, and does not withdraw may petition to withdraw retroactively. The student must petition within six months of the end of term and provide proof of non-attendance. Proof can include, but is not limited to, statements from each instructor that the student never attended, or documentation of attendance for the term at another college or university. If approved, grades of W will be recorded and tuition charges for the term will be replaced with an administrative cancellation fee of $300. 20 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 Aid Students must earn the financial aid they are awarded each semester. A student can earn their aid by attending classes, or in the event of hybrid/online courses, be an active participant in the course. Federal/State Aid Adjustments Augsburg is required to return unearned federal/state aid for students who fully withdraw from their courses. Student are eligible to keep more aid the longer they attend their courses. 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. 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. 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 (You can verify your financial aid status online through Track Your Financial Aid) and applied to a student’s account (Check your Transaction History online to verify all of your financial aid has been applied to your account and nothing is left pending) before the credit refund can be issued. 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 credit 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 30-45 days to be processed. Bookstore Students who are registered for the upcoming term will be allowed to charge up to $700 to their student account. Students DO NOT need to request a bookstore account this year. 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 are 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. 21 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 $700 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 Due to Drug Offense A student, who is 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: 22     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. 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. 23 Student Resources/Academic and Support Services Lindell Library Resources Since 1997 the James G. Lindell Family Library has been home to a wide variety of print and digital collections, now numbering almost 200,000 books, 60,000 e-books, 60,000 e-journals, 4,000 movies on DVD or VHS, and more than 120 databases. Through its streaming video services, Lindell Library provides access to an additional 50,000+ educational videos. Lindell also houses significant collections of juvenile literature and K-12 curriculum materials, as well as the University’s archives and special collections. If that still isn’t enough, Lindell Library belongs to CLIC, Cooperating Libraries in Consortium, a network of seven private liberal arts colleges in the Twin Cities. Augsburg students can borrow books and videos from any of the other CLIC libraries and get those materials delivered directly to Lindell Library through CLIC’s daily courier service. Research Support 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 talk to an expert in person 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 alone or in a large group, Augsburg students can check out a laptop from the Library’s Circulation Desk. Other equipment is also available for check out; just ask our friendly staff for assistance. 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 Services 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. Computing Students have access to more than 250 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 one video conferencing-enabled classroom. The circulation desk in Lindell Library has 40 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 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. 24 Center for Learning and Accessible Student Services (CLASS) The Center for Learning and Accessible Student Services (CLASS) provides individualized accommodations and academic support for students with documented learning, attention, psychiatric, sensory, and physical disabilities, as well as those with temporary disabilities. CLASS has been recognized as a leader in its field, helping these students gain access to the curriculum. Its mission is a reflection of Augsburg’s commitment to providing a rigorous and challenging, yet supportive, liberal arts education to students with diverse backgrounds, preparations, and experiences. Each term, Disability Specialists work directly with students to develop a plan for ensuring they have equal access to Augsburg courses, programs, activities, and facilities. Students are encouraged to meet regularly with their specialist, and discussions may include:      Accommodations for testing and coursework (e.g., extended time, note-taking) 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 Laboratory 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 to support each student as they work toward success. 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, as well as appropriate documentation of their disability. CLASS also provides informal screenings for students who suspect they may have a learning-related disability. These screenings are meant only to help students determine whether they should seek a thorough evaluation by a qualified professional. 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 an institution’s courses or programs. The services and technology provided by CLASS are enhanced by the generous support of the Gage family and Groves Foundation. For further information, call 612-330-1053. International Student and Scholar Services (ISSS) ISSS is responsible for the enrollment planning, recruitment and advising of 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) and Alternate Responsible Officer (ARO) 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 and ARO ensure 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 F or J immigration status. 25 Academic Policies and Procedures Academic Calendars All graduate programs meet on a semester calendar. The Academic Calendars can be found at www.augsburg.edu/registrar. All academic calendars are subject to change without notice. Academic Policies The University 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 university is a community of learners whose relationship relies on trust. Honesty is necessary to preserve the integrity and credibility of scholarship by the Augsburg University community. Academic dishonesty, therefore, is not tolerated. As a University requirement, student course projects, papers, and examinations may include a statement by the student pledging to abide by the University’s academic honesty policies and to uphold the highest standards of academic integrity. (See Augsburg’s Academic Honesty Policy in the Student Guide). Evaluation and Grading Evaluation of academic performance is based on letter grades using an A ‐ F scale. Grading option cannot be changed from traditional (A - F) to Pass/No Credit. Explanation of grades: Grade A AB+ B BC+ C CD+ D DF P N Grade Points Description 4.00 Excellent 3.67 3.33 3.00 Undergraduate: Good Graduate: Satisfactory 2.67 2.33 2.00 Undergraduate only: Satisfactory 1.67 1.33 1.00 Poor 0.67 0.00 Failure 0.00 Pass* 0.00 No Pass *The letter 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. Pass/No Pass Grades In graduate courses, the grading option cannot be changed from the traditional A ‐ F grading scale to the Pass/No Pass grading system. 26 Some graduate courses only use the Pass/No Pass grading system. In order to receive a grade of P, students must achieve at least a grade of B. Incomplete (I) Grades Incomplete grades (I) are to be given only in the case of extreme emergency (i.e. illness, family emergency, death in the family, military commitment). If you have any questions regarding the qualifying emergency please contact the Registrar’s Office for verification. An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must file an Application for Incomplete Grade form with the Registrar’s Office that states the reasons for the request, outlines the work required to complete the course, and includes the course instructor’s signature. The instructor may stipulate the terms and conditions that apply to course 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. Extension (X) Grades Internships, independent studies, and directed studies may sometimes last longer than one term. When this is the case, they must be completed by the grading deadlines within one year from the beginning of the first term of registration. A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that students given X extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being maintained. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not longer than one year). An instructor has the right to not grant an extension where satisfactory progress is not demonstrated. If the course is not completed, a grade of 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-, C, C+, B-, or N has been received may be repeated for credit. Courses in which higher grades have been earned may not be repeated for credit and a grade, but may be audited (exceptions are made for academic programs with minimum grade requirements of a B+ 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. Only the credits and grades earned for the most recent attempt, for legitimately repeated courses, are counted toward graduation and in the grade point average. Courses completed at Augsburg University must be repeated at Augsburg to be included in the repeat policy. 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. Graduate students will be charged an audit fee of $1,000. 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 towards graduation. 27 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 = 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 P S N V W I X IP R GRT L NG Explanation Fall 2017 to Present: Pass, C- or higher undergraduate or B or higher graduate work; Prior to Fall 2017: Pass, 2.0 or higher undergraduate or 3.0 or higher graduate work Satisfactory No pass, no credit Audit, no credit Withdrawn Incomplete Extension, incomplete In progress Repeat Credit granted Required lab component (a credit-bearing grade was earned in the corresponding lecture course) Not graded, no credit Attendance 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. Non-Attendance/Non-Participation 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. 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. Graduate Continuation Policy Students registering for the final project course must complete the Final Project Registration/Graduate Continuation Contract by the last day to add with faculty signature for a Full Semester class as noted on the Academic Calendar. Upon receipt of the contract, the Registrar’s Office will enroll the student in the Continuation Program for 7 semesters. Entry into the Continuation Program maintains students’ active status in the graduate program, including library and AugNet Services. If a grade is not received by the grading deadline of the 7th semester, the 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 University and program. Students who are readmitted may need to complete additional coursework 28 and will need to pay tuition and fees for any additional courses. If/when the final project course is completed, the new grade would replace the previous N grade. Students may withdraw from the University, and thus from the Continuation Program 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 University and program. Students who are readmitted may need to complete additional coursework and will need to pay full tuition and fees for any additional courses. If/when the final project course is completed, the new grade would replace the previous W grade. Credit and Contact Hours 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. All Augsburg programs follow the semester calendar with semester lengths from 14-16 weeks. Augsburg offers a summer semester which follows the same format as both fall and spring semester. Students must take at least 3 credits to be considered half-time, and 6 or more credits to be considered full-time. Students may take up to 22 credits. Degree Requirements 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 University. Probation and Dismissal 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 Assistant must consult the PA Program Progression Standards Policy. 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 University. Dismissal Appeals Process A student may appeal a program’s dismissal decision using the University’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 29 received by the AVP-Graduate Studies’ office. A hard copy of the program’s response should be submitted to the AVPGraduate 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: Business, Creative Writing, Education, Leadership, Nursing, Physician Assistant Studies, Social Work). 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 University 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 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. 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 Directed/Independent Study Registration form is required. Term Off Students may take up to two semesters off and have continued access to Augsburg email and AugNet Services. If a student is not registered after 10th day of the third semester, the student’s file will be deactivated and the student will need to submit an Application for Readmission to re-enroll. 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 advisor 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 B or better. Courses must have been taken at the graduate level and course content must be comparable to program requirements at Augsburg. The maximum number of semester credits that can be transferred is:        Master of Arts in Education (6) Master of Arts in Leadership (6) Master of Arts in Nursing (9) Master of Business Administration (18) Master of Fine Arts in Creative Writing (12) Master of Music Therapy (Contact program director) Master of Science, Physician Assistant Studies (Contact program coordinator) 30   Master of Social Work (22) Doctor of Nursing Practice (Contact program director) Augsburg credits are calculated in semester hours. If you completed courses at other institutions that are quarter hours, they will be converted to semester hours. One quarter hour equates to two-thirds of a semester hour. Courses and credits that are accepted in transfer are recorded 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. 31 Master of Arts in Education Augsburg has a long history in teacher education with alumni of our programs teaching throughout Minnesota and elsewhere. The Master of Arts in Education (MAE) program combines our excellent undergraduate licensure coursework with a master’s level coursework focused on teacher leadership, preparing teachers to serve K-12 students effectively and to nurture healthy change within schools and school systems. Our Philosophy The Education Department program themes include relationships, reflection and inquiry, diversity and equity, and leadership. One of these themes - leadership - is lived out within the MAE program. 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 full-time faculty members are frequent visitors to K-12 settings through student teaching and field experience supervision, volunteer work, and/or in-service education. We understand the importance of what we do and what you hope to do. We value good teaching and, most especially, we value good teachers. Our Accessibility We realize that 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 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 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. 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 Overview The Master of Arts in Education (MAE) is designed to provide a teaching license as part of a master’s degree program. K12 initial teaching licenses offered at Augsburg include:   Elementary education (K-6), with or without a middle school content area endorsement in math, communication arts, social studies, or science. Subject matter courses for these endorsements may need to be taken in the weekday schedule or at a community college when unavailable through evening course work. Secondary education (5-12 and K-12) in social studies, communication arts/literature, visual arts, health, mathematics, music, and physical education, 9-12 in biology, chemistry, and physics, and 5-8 general science . Subject matter courses for these licenses may need to be taken in the weekday schedule or at a community college 32 when unavailable through evening course work. Augsburg requires that at least two content area courses are taken at Augsburg. Teachers who are already licensed can work towards the MAE degree through the following four licensure endorsement options:   K-12 English as a Second Language K-12 Special Education: Academic Behavior Strategist All teachers seeking licensure through Augsburg must take and pass all tests required by the state of Minnesota for licensure. These include tests in basic skills, pedagogy and content area knowledge. Accreditations and Approvals Augsburg University Teacher Education programs are approved by:  Minnesota Board of Teaching. (MN BOT) Augsburg University is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation, Approvals, and Memberships section of this catalog. Program Structure The Master of Arts in Education (MAE) program is made up of a core of education licensure courses at the graduate level 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 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. See the MAE program director for details. The MAE degree requires ten or eleven 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. Credit MAE graduate level courses are offered for 3 semester credits. Each course is comprised of 37.5 instructional hours with the expectation of about 75 hours of independent study outside of class. Schedule The majority of the education courses in the MAE licensure and degree programs are offered through the AU evening schedule. Courses in this schedule meet face to face every other week with online instruction during the alternate weeks. A few education courses and many undergraduate content area courses are offered in a face to face, classroom based format, meeting weekly in the evenings. The MAL and education degree completion courses are offered primarily in a weekend schedule through a mix of face-to-face and online instruction. Summer session courses are offered primarily weekday evenings. Summer courses are offered in a mix of formats from all online to all face-to-face. The following teaching licenses are available entirely through the evening and summer schedule: elementary education, K-12 special education, and K-12 English as a second language. Additional licenses in the following areas are available through a combination of weekday, weekday evening, summer schedules, and, occasional off-campus courses: biology, chemistry, communication arts, health, mathematics, music, physical education, physics, and social studies. For these licenses, the education and degree completion courses are taken weekday evenings and summer while some, if not all, of the content area courses are taken during the weekday and/or off-campus. 33 The weekday evening schedule is comprised of two semesters spread from early September through late April. In general, classes are held every other week, face to face with online instruction in the intervening week. The weekday schedule is also comprised of two semesters spread from early September through late April. Classes offered during the weekday meet one to 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. 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 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 have been admitted to the MAE program. All of the following courses must be taken for K-6 elementary licensure. Up to twenty‐one graduate level credits of licensure coursework listed below may be applied to the Master of Arts in Education degree. EDC 200/522 - Orientation to Education in an Urban Setting* EDC 206/566 - Diversity/Minnesota American Indians EDC 310/533 - Learning and Development in an Educational Setting EDC 410/544 - Learners with Special Needs* EDC 490/580 - School and Society EED 225/524 - Foundations of Literacy EED 325/525 - K-6 Methods: Literacy* EED 350/550 - K-6 Methods: Math EED 360/560 - K-6 Methods: Science To complete the license, the following undergraduate requirements must be completed: HPE 115 - Chemical Dependency Education EDC 220 - Educational Technology EED 326 - Elementary Reading K-6 Field Experience* (taken concurrently with EED 325/525) EED 311 - K-6 Methods: Health EED 312 - K-6 Methods: Physical Education EED 336 - Advanced Literacy Methods* EED 341 - K-6 Methods: Art EED 370 - K-6 Methods: Social Studies/Thematics EED 380 - Kindergarten Methods* EED 386 - K-6 Methods: Children’s Literature EDC 481 - Student Teaching: Initial License (12-14 weeks) or EDC 482 - Student Teaching: Endorsement EED 489 - Teacher Performance Assessment and Student Teaching Seminar *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). 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. 34 Minnesota licensure standards allow for optional subject area endorsements in communication arts/literature, social studies, math, and science. Subject matter courses for these endorsements will be available through a combination of weekday, evening and off-campus courses. 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. K-12 and 5-12 Secondary Education K-12 and 5-12 licenses 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. Subject matter courses in the following majors are offered on weekday evenings and summer: English, communications (for communication arts), art and selected social science courses. 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 weekday evenings and summer. 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 typically will need to take additional content courses in the weekday schedule and off-campus. 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 weekday evenings. Licensure Requirements The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure. Up to twenty‐one graduate level credits of licensure coursework listed below may be applied to the Master of Arts in Education degree. EDC 200/522 - Orientation to Education in an Urban Setting* EDC 206/566 - Diversity/Minnesota American Indians EDC 310/533 - Learning and Development in an Educational Setting EDC 410/544 - Learners with Special Needs* EDC 490/580 - School and Society ESE 325/525 - Creating Learning Environments ESE 300/500 - Reading and Writing in Content Area* To complete the license, students also will need to complete the following requirements at the undergraduate level: HPE 115 - Chemical Dependency Education EDC 220 - Educational Technology ESE 3XX - K-12 or 5-12 Methods (in the content area)* EDC 481 - Student Teaching: Initial License (12-14 weeks) or EDC 482 - Student Teaching: Endorsement or EDC 483 - Student Teaching: Initial License in PE, Music, Art, or ESL ESE 489 - Teacher Performance Assessment and Student Teaching Seminar 35 *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. Special Education Augsburg University offers licensure in K–12 Special Education: Academic Behavioral Strategist (ABS). This program qualifies students to teach in special education programs and positions working with students with mild to moderate disabilities in the areas of emotional/behavioral disabilities, learning disabilities, autism spectrum disabilities, developmental and cognitive disabilities and other health disabilities. 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. Five years after being licensed, teachers must extend their license in one of the above categories through additional coursework. Licensure Requirements Licensure requirements are offered at both the undergraduate and graduate level. Classes will include both undergraduate and graduate students, with graduate students having additional course responsibilities. Graduate courses are taken at the 500 level. All courses must be taken for licensure, and up to twenty‐one graduate level credits of licensure coursework listed below may be applied to the Master of Arts in Education degree. The following courses for the ABS license are offered at both the undergraduate and graduate levels: EDC 200/522 - Orientation to Education in an Urban Setting* EDC 206/566 - Diversity/Minnesota American Indians EDC 310/533 - Learning and Development in an Educational Setting EDC 410/544 - Learners with Special Needs* EED 225/524 - Foundations of Literacy EED 325/525 - K-6 Methods: Literacy* EED 350/550 - K–6 Methods: Math* EED 360/560 - K–6 Methods: Science* SPE 410/510 - Implementing Assessment Strategies* SPE 411/511 - Etiology and Theory of Mild to Moderate Disabilities SPE 415/515 - Theory to Practice* SPE 425/525 - Transition and Community* SPE 430/530 - Instructional and Behavioral Practices* SPE 490/540 - Parent and Professional Planning To complete the ABS license students will also need to complete certain requirements at the undergraduate level: HPE 115 - Chemical Dependency Education MAT 137 - Mathematics for Elementary Teachers I EDC 220 - Education Technology EDC 330 and 332 - Building the Public Good: Public Achievement and Organizing EDC 331 and 333 - Practicum in Public Achievement 36 EED 326 - Elementary Reading K-6 Field Experience* (taken concurrently with EED 325/525) EDC 481 - Student Teaching: Initial License (12-14 weeks) SPE 489 - Teacher Performance Assessment and Student Teaching Seminar *Field experience required as part of this course. This program is based on an innovative internship model that allows students employed in special education 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 classrooms serving these populations. Hours must be completed across elementary, middle school, and high school and include experiences with the five areas of disability that are part of this license. Specific information on field experience requirements is available from the Education Department. Licensure Requirements—EBD/LD–Naadamaadiwin Special Education Tribal Cohort Augsburg does not offer the post-baccalaureate Tribal Special Education licensure program at this time. It may become available again in the future. If you are a student who did not finish the Tribal Special Education program when it was offered, please see your adviser for an alternate plan. You can finish through our regular Special Education licensing program. K-12 English as a Second Language (ESL) License The K-12 English as a Second Language license 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. The K-12 ESL licensure program is comprised of both undergraduate and graduate courses; up to seven of the graduate courses can apply to the completion of the MAE degree. Graduate-level licensure coursework (500 and above) is available to students who already hold a bachelor’s degree and have been admitted to the MAE program. A pre-requisite to program admissions 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 which means that courses are a mix of face to face and online instruction. Classes are offered during the academic year in the evening semester framework and during summer session to make them accessible to working adults. This license is also offered as an undergraduate major to Augsburg Undergraduate (AU) students seeking a baccalaureate degree. The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure, and up to twenty‐one graduate level credits of licensure coursework listed below may be applied to the Master of Arts in Education degree. EDC 200/522 - Orientation to Education in an Urban Setting* EDC 206/566 - Diversity/MN American Indians EDC 310/533 - Learning and Development in an Educational Setting EDC 410/544 - Learners with Special Needs* EED 325/525 - K-6 Methods: Literacy* ESE 325/525 - Creating Learning Environments* ESL 330/510 - History and Structure of the English Language ESL 340/520 - ESL Literacy* ESL 490/530 - Language, Culture, and Schools ESL 420/540 - ESL Methods* To complete the license, students also will need to complete the following requirements at the undergraduate level: HPE 115 - Chemical Dependency Education EDC 220 - Educational Technology EED 326 - Elementary Reading K-6 Field Experience (taken concurrently with EED 325/525) ESL 310 - Second Language Acquisition ESL 320 - Introduction to Linguistics ESL 410 - ESL Testing and Evaluation 37 EDC 483 - Student Teaching: Initial License in PE, Music, Art, or ESL ESL 489 - Teacher Performance Assessment and Student Teaching Seminar *This course has a 20 hour field experience attached to it. Student Teaching Students are required to complete student teaching for initial and additional licenses (unless otherwise indicated). 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, secondary, and K-12 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 eight to twelve semester credits of student teaching and a two semester credit edTPA and student teaching seminar. They meet at Augsburg University 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. 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 seven Augsburg graduate-level licensure courses fulfilling master’s requirements. Students bringing fewer than seven graduate-level licensure courses or 21 semester credits into the degree program must complete additional Master of Arts in Leadership (ML) or education graduate courses to reach the required 30-33 semester credits for the MAE degree. To finish out the master’s degree, students will need to complete one of the following options. Action Research Degree Completion Option (Minimum 30 credits) This degree completion option requires a minimum of three classes totaling at least nine semester credits: 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 coursework for action research is designed to be completed in two semesters; the project itself is done once the research is presented at an action research symposium and the paper is accepted for placement in Lindell Library. Additional terms beyond those in which the courses are completed are available through continuing registration for up to seven semesters. Leadership Application Project (LAP) Degree Completion Option (Minimum 30 credits) This degree completion option requires a minimum of three classes totaling at least nine semester credits: an ML elective, EDC 514 – Research Methods - Education focus or ML 514 - Evaluating Empirical Research and EDC 585 – Navigating the 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.   The goal for those developing an educational product is to identify an issue or problem related to their practice, and 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 website, an article for publication or other appropriate educational product. This option is completed with a final oral presentation and placement of the final paper in the Lindell Library. Additional terms beyond those in which the courses are completed are available through continuing registration for up to seven semesters. 38 Performance Assessment/Teacher Leadership Degree Completion Option (Minimum 33 credits) This degree completion option focuses on the theme of the MAE degree program - teacher leadership - and requires a minimum of the following four classes: One ML leadership-focused course EDC 570 - Teacher Leadership EDC 514 - Research Methods (ML 514 can be substituted if necessary) EDC 594 - Performance Assessment Project 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. EDC 594 must be taken as the last course in this sequence. Students finish their degree through this option with the successful completion of these four classes. Alternate Settings—MAE in Rochester In step with Augsburg University’s excellent reputation in the field of education, the Master of Arts in Education program is also offered in Rochester, MN. Licenses are available in elementary education and special education: ABS. Classes primarily meet weekday evenings and summer at Bethel Lutheran Church in Rochester. Elementary education The K-6 elementary education license allows students to teach in grade K-6. Augsburg University 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 Academic Behavior Specialist (ABS) program is designed for students currently working with or planning to work with students with mild to moderate special needs. The program leads to Minnesota teaching licensure in special education and the ability to work with students whose special needs are categorized as EBD, LD, DCD, ASD, and/or OHI. All courses for these licenses are available in Rochester. The Performance Assessment degree completion option is offered in Rochester as needed, typically every other year. MAL Elective Courses 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 - Visions of Leadership: A Historical and Literary Journey ML 511 - Creativity and the Problem-Solving Process ML 520 – Self-Identity and Values: Keys to Authentic Leadership ML 530 - Ethics in Communication ML 531 - The Dynamics of Change ML 545 - Decision Making and Leadership ML 550 - Communication, Decision Making, and Technology ML 560 - Cultural Competence and Effective Leadership ML 565 - Women and Leadership ML 599 - Topics 39 For a complete list of courses and descriptions, see the Course Description Search. Admission to MAE Admission Requirements Students admitted into the MAE licensure and degree programs 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 2.5-2.99 may be admitted conditionally into the graduate licensure program. To be admitted to the MAE degree completion program, all students must have a 3.0 or better Augsburg GPA. Application Checklist The following items must be sent to the Augsburg Office of Admissions:     Completed application form - www.augsburg.edu/mae $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. Transfer Policy Acceptance of previous education coursework completed at institutions other than Augsburg University 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 for secondary licensure 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. Acceptance into the MAE Program Application files are reviewed by the MAE director. Applicants are notified of the admission decision by the Office of Admissions, 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 undergraduate 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. 40 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 faculty advisor early in the first semester of courses. Academic Policies Application to the Education Department Once accepted to the University and the MAE program, students may take designated courses in education and content areas. Prior to beginning the methods courses within a program, students must be admitted to the Education 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 All MAE students are expected to achieve and maintain 3.0 or better GPA in their Augsburg course work. Students whose cumulative GPA falls between 2.5 and 2.99 at the end of their licensure program are able to complete the license but are not eligible for the degree. Students with cumulative GPA’s below 2.5 may not student teach and are subject to academic probation and possible dismissal. 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. Minimum Grade Policy Students who fail to maintain a cumulative 2.5 GPA in a given term are notified that they must raise their GPA to the required level. Students who receive below a C in any undergraduate course or B- in any graduate course required for licensure are expected to repeat the course as soon as possible and raise the grade to the appropriate level. Dismissal from Licensure and Degree Program Students may be dismissed from the licensure program prior to and during student teaching for failure to maintain appropriate academic and teaching-based performance standards, for gross violation of University 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 University’s program dismissal appeals process. Information about the program dismissal appeals process is available in the Augsburg Student Guide. Students who fail to complete the license may have the option to finish the degree. Fieldwork Requirements Fieldwork experiences are tied to several licensure courses. In most cases, these experiences are conducted within a service-learning framework, providing service to the school and classroom while also providing students’ 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 progress through the program and student teaching. A full description of field experience requirements is available in the Education Department Handbook. 41 Readmission and Withdrawal Students in good standing who fail to register for courses for two terms (not including summer) are withdrawn from the MAE program. To be readmitted to the University 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 a data maintenance fee upon admission to the department, 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. Full-time Faculty Joseph A. Erickson, Professor of Education. BA, MA, College of St. Thomas; MA, Luther-Northwestern Theological Seminary; PhD, University of Minnesota. Margaret J. Finders, Professor of Education. BA, University of Iowa; MA, University of Iowa; PhD, University of Iowa. Jeanine Gregoire, Associate Professor of Education. BS, MA, PhD, University of Minnesota. Audrey Lensmire, Associate Professor of Education. BA Indiana University; MAT National Louis University; PhD University of Minnesota. Jason Michael Lukasik, Assistant Professor of Education and MAE Director. BA, MEd, PhD. University of Illinois at Chicago. Rachel M. Lloyd, Assistant Professor of Education. BS, Carleton College; MA, University of Minnesota; PhD, University of Minnesota. Joaquin Munoz, Assistant Professor of Education. BS, MA, PhD: University of Arizona Susan O’Connor, Associate Professor of Education. BS, University of Minnesota; MS, PhD, Syracuse University. Donna Patterson, Assistant Professor of Education. BA, MEd, University of Minnesota. Terrance Kwame-Ross, Associate Professor of Education. BAE, National-Louis University; MEd, University of Minnesota; PhD, University of Minnesota Kaycee Rogers, Director of Education Programs-Rochester. BA Luther College; MEPD University of Wisconsin La Crosse Christopher Smith, Associate Professor of Education. BS Purdue University; MS Purdue University; PhD University of Minnesota. Jennifer Diaz, Assistant Professor of Education. B.S. Elementary Education, University of Wisconsin-Madison. M.S. Curriculum and Instruction, Ph.D. Curriculum and Instruction, University of Wisconsin-Madison. 42 Master of Arts in Leadership MAL Mission The purpose of the Master of Arts in Leadership (MAL) program is to develop leaders for organizations, the community, and society. Organizations seek leaders who possess:      An ethically and morally responsible vision An understanding of how change occurs and how it can be managed A 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 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 study of leadership is central to Augsburg University. The University mission statement says, “Augsburg University educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders.” The Master of Arts in Leadership is quintessentially Augsburg. The integrated liberal arts perspective on leadership education is what we think of as the “Augsburg difference.” The Master of Arts in Leadership is the core program of Augsburg’s Center for Leadership Studies (CLS). Developed and launched in 1987, it is Augsburg’s oldest graduate degree and one of the oldest leadership graduate degrees in the United States. The program responds to the leadership development needs of both for-profit and not-for-profit organizations. MAL has a deep theoretical base in leadership studies, yet also offers its students practical approaches to leadership that can be applied in the workplace and society. Leadership Development Model 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 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. Learning Goals and Outcomes The MAL program is designed to support students in developing the knowledge and skills to:       Explore the nature and practice of leadership in a wide variety of dynamic organizational and community settings Develop a personal understanding and philosophy of leadership Aspire to be responsible leaders who are informed citizens, critical thinkers, and thoughtful stewards Enhance knowledge of self and the capacity to be reflective learners Analyze and navigate increasingly complex changing environments Formulate and articulate a shared vision in order to inspire others to achieve desired goals 43 MAL Courses Each course 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. 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. Courses are organized as seminars with the opportunity for discussion and dialogue. The program features classes taught by faculty from multiple disciplines and offers two formats to allow students to choose the option that works best for them. Both formats offer a combination of classroom and online learning styles in different proportions. The classic classroom format emphasizes face-to-face instruction augmented by online work. The integrated hybrid format combines online and intensive learning experiences with occasional sessions in a traditional classroom setting. Two Convenient Formats: Classic Classroom and Integrated Hybrid Overview of Classic Classroom Format For nearly 30 years, our classic classroom format has featured a flexible choice model that allows students to select courses that focus on individual goals, interests, and learning style. Students can also determine the pace at which they move through the program. This format offers numerous electives and allows for individualized studies. Some online work is incorporated into this format. Schedule During fall and spring semesters, classes usually meet every other Saturday morning or afternoon for four hours. Additional instruction time is provided online. Seven Saturday sessions are included in one semester. Some select classes meet on Monday evenings. Students can take a combination of Saturday and Monday courses. A sample class schedule in the classic classroom format: Period I Saturday 8:00 am to 12:00 pm Period II Saturday 1:00 pm to 5:00 pm Period III Weeknights 6:00 pm to 9:45 pm Note: Each class taken commits a student to Period I, Period II, or Period III, an average of two meetings a month. A few courses are taught on an immersion model, which features fewer but longer sessions. The MAL program also offers summer semester courses in seven-week, fourteen-week, or special immersion formats. Most summer semester courses meet on weeknights from 6:00 pm to 9:45 pm rather than on Saturdays. Curriculum Three core courses: ML 505 - Foundations of Leadership ML 514 - Evaluating Empirical Research ML 585 - Integrating the Theory and Practice of Responsible Leadership (Capstone Course) 44 Eight electives, selected from more than 20 offerings* *Students may petition the program to do a thesis in place of two of the elective courses. Students who do the thesis are required to develop and carry out an in-depth study of some aspect of leadership or of a leadership-related topic and register for ML 592 Thesis Consultation I and ML 593 Thesis Consultation II. Students electing to write a thesis are still required to take ML 585 to complete the program. Elective courses for the Classic Classroom format The MAL program requires that eight elective courses be selected from the following course list. All courses are 3 semester credits: ML 510 - Visions of Leadership ML 511 - Creativity and the Problem-Solving Process ML 520 - Self-Identity and Values: Keys to Authentic 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 536 - Facilitating Organizational Change 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 560 - Cultural Competence and Effective Leadership ML 563 - Leadership in a Global Society ML 565 - Women and Leadership ML 570 - Negotiation: Theory and Practice ML 574 - Strategic Leadership ML 575 - Constructive Conflict Resolution ML 576 - Leading Innovation ML 577 - Universal Responsibility and Leadership: A Nicaraguan Experience ML 598 - Independent Study ML 599 - Topics Overview of Integrated Hybrid Cohort Format A combination of online, classroom, and experiential learning The integrated hybrid model is completed in two years with a combination of intensive face-to-face sessions and online coursework. Students complete the program with a cohort of peers representing many different perspectives. Students learn from each other and build relationships that will provide support throughout the program and a valuable network for the future. Schedule After starting with a five-day summer experience, classes meet on a semester schedule September through mid-April (fall and spring semesters) and mid-May through mid-August (summer semester). Coursework will be online and supported by three on-campus class sessions per term. 45 Curriculum *ML 505 - Foundations of Leadership ML 512 - Responsible Leadership for the 21st Century (Intensive) *ML 514 - Evaluating Empirical Research ML 520 - Self-Identity and Values: Keys to Authentic Leadership ML 535 - Organization Theory and Leadership ML 553 - Design and Leadership ML 563 - Leadership in a Global Society ML 574 - Strategic Leadership ML 577 - Universal Responsibility and Leadership: A Nicaraguan Experience (or alternative elective) *ML 585 - Integrating the Theory and Practice of Responsible Leadership (Capstone Course) * Core courses offered in the integrated hybrid format (required for all students) A sequenced list of eight electives is prepared for each cohort. In the cohort program, students complete 11 courses, including a capstone course (ML 585). MBA/MAL Dual Degree The dual degree program takes advantage of the intellectual benefits of studying business administration and leadership in a coordinated program. It leverages Augsburg’s long tradition of graduate leadership training via the MA in Leadership with the robust demand for business education through our MBA program. The dual degree provides students with the leadership skills needed to run a business and, at the same time, helps them develop the comprehensive outlook they need to thrive in today’s interconnected world. A minimum of 18 Augsburg courses completes the MBA/MA in Leadership dual degree, including at least 7 MBA courses and 7 MA in Leadership courses. The following dual degree program requirements must be met. Seven courses are required from MBA courses:  MBA 510 – Applied Managerial Economics  MBA 520 – Accounting for Business Managers  MBA 530 – Managerial Finance  MBA 540 – Business and Professional Ethics  MBA 550 – Marketing Management  MBA 570 – Quantitative Decision Making for Managers  MBA 580 – Management Consulting Project Three core courses are required from MA in Leadership courses with 3 MAL elective courses:  ML 505 – Foundations of Leadership  ML 514 – Evaluating Empirical Research  ML 585 -- Integrating the Theory and Practice of Responsible Leadership  ML Electives (4) Three Focus Area Courses Students will choose one course from each of the focus areas: Focus Area #1: Organizational Development  MBA 545 – Organizational Behavior  ML 535 – Organization Theory and Leadership  Director approved course with organizational development focus 46 Focus Area #2: Global/Multicultural Perspective  MBA 565 – Managing in a Global Environment  ML 560 – Cultural Competence and Effective Leadership  ML 563 – Leadership in a Global Society  Director approved course with global/multicultural focus Focus Area #3: Strategic Leadership  MBA 595 – Strategic Management  ML 574 – Strategic Leadership  Director approved course with strategic leadership focus One Additional Elective Course Elective course may be taken in either MBA or MA in Leadership Program Admission to the Dual Degree Program Admission for the dual degree program is handled on a “rolling” basis and requires applicants to hold a bachelor’s degree from a regionally accredited four-year college or university. Official transcripts from all post-secondary institutions are required as well as a current résumé and two recommendations. An interview with the program director is also part of the admissions process. Although we do accept the GMAT and GRE, we also offer candidates an alternative math and writing profile assessment entitled the Individual Learning Profile (ILP) which provides a picture of candidate’s math and writing (verbal) competency detailing strengths and areas of improvement. The profile is not an admissions screening instrument and will be used as a platform to develop a skills improvement plan for students should they need it. Earning the dual degree during or after the MBA or MA in Leadership program Students who are currently enrolled in the MBA or MA in Leadership program or alumni who wish to return to Augsburg may add the dual degree to their existing degree by completing most of the same requirements listed on the front of this page. Students may use previously completed application pieces and coursework to help meet these requirements. Returning students may complete an abbreviated application form after consultation with the MBA or ML program director. Upon entering the MBA program, a quantitative online profile assessment must also be taken. This is used as a platform to enhance skills, if needed. Students with an MA in Leadership who wish to add the dual degree will take a minimum of 7 required MBA courses. Students will complete one course in each of the 3 focus areas if they did not complete these courses during their MAL program. Each student’s program will be slightly different based on their prior course selections. Students with an MBA will complete 4 required and 3 elective MA in Leadership courses. Students will need to complete one course in each of the 3 focus areas if they did not complete these courses during their MBA program. Each student’s program will be slightly different based on their prior course selections. Students in both programs will meet individually with the program directors to determine whether their completed final project meets the criteria aligned with the dual degree final project. Directors may ask that the project be modified or added to or ask the student to complete another project. These decisions will be made on a case-by-case basis. The Graduate Certificate in Leadership Studies The certificate program is an attractive option for people who want to develop their leadership skills without undertaking a full degree program. A certificate is awarded after completion of three Augsburg MAL courses in leadership. Students pursuing this option take ML 505 - Foundations of Leadership and two additional electives. All three courses may count toward an MA in leadership. No more than one course may be double counted in another Augsburg graduate degree program. The normal application process is used for students who wish to pursue the certificate. 47 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 Saturday and weeknight schedule. Refer to the MAL program schedule for the list of courses each year and to the accounting program coordinator for a detailed academic plan. Students should meet with both the MAL director and an accounting advisor to create an effective plan for successful completion of the five-year program. 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 Two letters of recommendation (one from a professor and one from an employer) Personal statement Example of applicant’s 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: Professor Stu Stoller. For a complete list of courses and descriptions, see the Course Description Search. Admission to the Master of Arts in Leadership Program 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 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-by-case basis. Applicants to the program must have two 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 is handled on a “rolling” basis, with students admitted at the beginning of the fall, spring, and summer 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 Office of Admissions:  Completed application form 48       $35 non-refundable application fee (waived if online application is used) A 1-3 page statement relating the applicant’s career and life goals to leadership aspirations Recommendation letter from an immediate supervisor, assessing leadership potential Recommendation letter from a work colleague (at the same level) describing the applicant’s work style and leadership potential Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s degree and from the most recently attended institution, if not the same. o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for military benefits. o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are required from institutions at which the prerequisites or equivalents were completed. o The Program Director may ask for additional transcripts if determined to be necessary. Résumé Applicants may be asked to participate in an interview with graduate program faculty and/or staff members. For further information, contact: Office of Admissions, 612-330-1101, gradinfo@augsburg.edu or www.augsburg.edu/mal. 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 in the Graduate Admissions section. Academic Policies Academic Evaluation Courses not offered on the letter 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 B. No more than two courses with a grade below B will count toward the degree. No more than two courses with a grade of or below B- can be repeated. In order to graduate, a student must have a cumulative graduate GPA of 3.0 or above. All required courses and the final projects must be successfully completed. A student registered for a final course may be permitted to participate in commencement but will not receive a diploma until all courses 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 director before being allowed to continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of N or 0.0 is received, the student may be dismissed from the program. Students may also be dismissed for behavior detrimental to the program, such as a gross violation of University 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 semester. Enrolling in two courses per semester (including summer semester) 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 Registrar’s Office. Students who have been out of the program for more than two years may, at the discretion of the program director, be required to take additional courses to refresh their understanding of the field. 49 Accreditation and Affiliation Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditation, approvals, and memberships, in the Accreditation, Approvals and Memberships section. 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 University; BD, Luther Theological Seminary; MA, PhD, Columbia University. Thomas Berkas, Instructor of Leadership Studies. BCE, University of Minnesota, PhD University of Minnesota. Joseph A. Erickson, Professor of Education. BA, MA, University of St. Thomas; MA, Luther Seminary; PhD, University of Minnesota. Stephen K. Erickson, Instructor of Leadership Studies. BA, Augsburg University; JD, University of Minnesota. Vice President and Advanced Practitioner, Erickson Mediation Institute. Garry Hesser, Martin Olav Sabo Professor of Citizenship and Learning. BA, Phillips University; MDiv, Union Theological Seminary; MA, PhD, University of Notre Dame. Lucinda Hruska-Claeys, Instructor of Leadership Studies. BS, University of Minnesota; MA, Southern Illinois UniversityCarbondale; JD, University of Minnesota; MAL, Augsburg University. Attorney at Law and Vice President for Wells Fargo Bank (retired). David Lapakko, Associate Professor of Communication Studies. BA, Macalester College; MA, PhD, University of Minnesota. Velma J. Lashbrook, Assistant Professor of Leadership Studies. 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. Marilyn S. McKnight Erickson, Instructor of Leadership Studies. BA, Augsburg University; MA, St. Mary's University; President and Advanced Practitioner, Erickson Mediation Institute, Mpls. Thomas Morgan, Professor of Business Administration. BS, Juniata College; MBA, University of Denver; MS, University of Oregon; PhD, University of Minnesota. Norma C. Noonan, Professor Emerita of Political Science and Leadership Studies, former Director of the Center for Leadership Studies and the MAL Program (1993-2011). BA, University of Pennsylvania; MA, PhD, Indiana University. 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. Alan Tuchtenhagen, Assistant Professor of Leadership Studies and Director of the Center for Leadership Studies and the MAL Program. BS, Westmar College; MA, University of Nebraska; DPA, Hamline University. 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. 50 Master of Arts in Nursing and Doctor of Nursing Practice Welcome to graduate nursing education at Augsburg University. Our classes are made up of students representing a dynamic mix of cultures, spiritual traditions, and life-ways. It is exciting for us to offer experienced nurses transforming educational opportunities and engaging transcultural encounters that expand career choices and advance nursing practice. The increasing diversity of our population today challenges all of us to respond to individual health care needs with creativity and competence in a variety of emerging care settings. The Master of Arts in Nursing (MAN) program is designed to prepare nurses for those evolving contexts of care. Students can choose between two tracks of study: Transcultural Nursing and Transformational Nursing Leadership. Each track of study emphasizes leadership skills, interprofessional collaboration and ways to serve persons in a variety of care settings. The post-master’s Doctor of Nursing Practice (DNP) program prepares nurses for innovative health leadership and advanced nursing practice at local and system-wide levels. Drawing on a transcultural nursing (TCN) foundation, the DNP-TCN curriculum embraces integrative health care and holistic nursing practice to maximize health for individuals and communities. Emphasis is on eliminating health inequities through peaceful, just, and collaborative actions that uphold and improve human potential. Students design their own scholarly paths defined by their unique gifts, interests, and practice goals. Throughout the DNP-TCN program, there are a range of opportunities for collaboration across cultures, socio-economic strata and care systems. The post-BSN (Bachelor of Science in Nursing) to DNP/Family Nurse Practitioner (DNP/FNP) track of study prepares nurses for advanced nursing leadership and integrative primary care of families across cultures and care settings. Using transcultural nursing as a foundation, the DNP/FNP curriculum embraces integrative healthcare and holistic nursing practice. The curriculum emphasizes knowledge, skills and values that foster one’s ability to lead change, while addressing health needs and concerns of families and communities. Nursing scholarship and advanced autonomous practice frame the critical exploration of knowledge in transcultural nursing, integrative healthcare practices, transformational leadership, and health assessment. Classes in both the DNP and MAN programs are offered on the Augsburg campus and at Bethel Lutheran Church in Rochester, MN, where our learning site is located. Class formats vary: face-to-face, video conferencing or immersions with on-line components. Program faculty and staff are available at both sites and eager to assist students. Joyce P. Miller, DNP, RN Lisa M. VanGetson, DNP, RN, FNP-C, APHN-BC Associate Professor Assistant Professor Chair, Department of Nursing Director, Doctor of Nursing Practice – Director, Master of Arts in Nursing Program Family Nurse Practitioner Program and Doctor of Nursing Practice Program Transcultural Nursing Track 51 Master of Arts in Nursing A master’s degree in nursing focuses on health in community life, both locally and globally, and supports students to envision new models of care across practice settings. Students select from two tracks of study—Transformational Nursing Leadership or Transcultural Nursing. Both tracks prepare nurse leaders to assume a wide variety of roles and responsibilities throughout the healthcare system and in emerging care settings in communities. Mission Within the context of liberal arts education and guided by the values of the Lutheran Church, the Master of Arts in Nursing program prepares nurses for transformational leadership and transcultural nursing practice across care settings with particular emphasis on promoting health equity locally and globally. Program Goals Graduates of the Master of Art in Nursing Program are prepared to:    Provide a foundation for the practice of transculturally competent nursing by synthesizing, integrating, and applying nursing research and theory in advanced nursing practice and leadership roles. Provide a sound scholarly foundation for transformative advanced nursing practice and leadership and further graduate study. Create and sustain a teaching-learning environment that promotes open scholarly exchange, personal growth, lifelong learning, leadership, and vocation of professional service in a global society. Program Outcomes        Students are able to synthesize, integrate, and apply nursing theory and research findings to advance nursing practice within a defined area. Students are prepared to assume leadership roles on inter-professional health care teams to coordinate, implement, and evaluate transcultural models of care. Students will apply transcultural guidelines to advocate for social justice, equity, and culturally competent practice. Scholarly exchange among students and faculty occurs through an open and supportive teaching-learning environment. Students will engage in experiential transcultural learning practica to enhance cultural competence among diverse populations. Faculty are adequately prepared to teach specific content in the master’s program. The curriculum is systematically evaluated and adapted to evolving changes in health care. Curriculum The MAN curriculum is organized into 33 semester credits –15 semester credits in a Nursing Core, in which all students enroll, and 18 semester credits in one of the two Tracks of Study. Practica are taken concurrently with most courses and are integrated throughout the program. Each semester credit of practicum is equal to 45 clock hours of practice. Students select a track of study when applying to the program, however, this is not essential until after one’s first semester. Students may study full-time (6-8 semester credits per term) or part-time (4 semester credits per term). Time to degree completion takes an average 22 months when studying full-time, and 32 months when studying part-time. Nursing Core Courses (15 semester credits) The core nursing courses integrate a strong foundation of social justice incorporating multiple ways of knowing with curricular emphasis on nursing science, art, and theory to guide practice. NUR 500 - Transcultural Health Care (3 semester credits) 52 NUR 500P - Practicum: Transcultural Health Care (1 semester credit) NUR 541 - Politics of Health (3 semester credits) NUR 541P - Practicum: Politics of Health Care (1 semester credit) NUR 505 - Theoretical Foundations for Advanced Nursing Practice (3 semester credits) NUR 505P - Practicum: Theoretical Foundations for Advanced Practice Nursing (1 semester credit) NUR 520 - Research Methods in Nursing (3 semester credits) NUR520P - Practicum: Research Methods in Nursing (1 semester credit, optional) Transformational Nursing Leadership Track (18 semester credits) The Transformational Nursing Leadership track is designed to develop nurse leaders’ ability to critically analyze, articulate, and develop effective strategies to cope with high level health care inequities. Curricular emphasis is on interprofessional collaboration across care settings. Participation in nursing leadership practica in traditional and emerging care settings adds depth and meaning to classroom dialogue. Practica also provide 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. Transformational Nursing Leadership track courses include: NUR 501 - Nursing Leadership in Complex Adaptive Systems (3 semester credits) NUR 501P - Practicum: Nursing Leadership in Complex Adaptive Systems (1 semester credit) NUR 521 - Transformational Nursing Leadership (3 semester credits) NUR 521P - Practicum: Transformational Nursing Leadership (1 semester credit) NUR 523 - Theory, Practice and Research Seminar (3 semester credits) NUR 523P - Practicum: Theory, Practice and Research Seminar (2 semester credits) NUR 525 - Graduate Field Project (3 semester credits) NUR 525P - Practicum: Graduate Field Project (2 semester credits) Students graduating from the Transformational Leadership Track of the master’s program are eligible to apply to the American Nurses Credentialing Center (ANCC) for certification as a Nurse Executive, Advanced and to the Transcultural Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing. Graduate Field Project in Transformational Nursing Leadership Students will fulfill their Master of Arts in Nursing through a final practice-focused project, which serves as the capstone of the master’s program. The last two classes in the curriculum–NUR 523 and NUR 525—emphasize the development and articulation of a graduate field project focused on transformational leadership. Students present their final projects in NUR 525. Transcultural Nursing Across Care Settings Track (18 semester credits) The Transcultural Nursing track in the Master of Arts in Nursing program is designed to prepare nurses for advanced practice across care settings in culturally diverse communities. The curriculum is grounded in nursing science, theoryguided practice, and transcultural principles. Emphasis is on reaching out to persons and populations that are underserved by traditional care systems and who exist outside of the social mainstream. As such, the track provides rich alternative learning opportunities for graduate students locally and internationally. Transcultural Nursing Across Care Settings track courses include: NUR 532 - Transcultural Healing Practices and Self Care (3 semester credits) NUR 532P – Practicum: Transcultural Healing Practices and Self Care (1 semester credits) NUR 530 - The Power of Ritual and Ceremony for Healing (3 semester credits) NUR 530P – Practicum: The Power of Ritual and Ceremony for Healing (1 semester credits) NUR 523 - Theory, Practice and Research Seminar (3 semester credits) NUR 523P – Practicum: Theory, Practice and Research Seminar (2 semester credits) NUR 525 - Graduate Field Project (3 semester credits) NUR 525P - Graduate Field Project (2 semester credits) Students graduating from the Transcultural Nursing track of the master’s program are eligible to apply to the Transcultural Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing. 53 Graduate Field Project in Transcultural Nursing Students will fulfill their Master of Arts in Nursing through a final practice-focused project, which serves as the capstone of the master’s program. The last two classes in the curriculum—NUR 523 and NUR 525—emphasize the development and articulation of a graduate field project focused on transcultural nursing. Students present their final projects in NUR 525. Practica Practice experience is emphasized in both tracks in the Master of Arts in Nursing program. Students earn 9 semester credits of practicum work that is equal to 405 clock hours of practice—45 clock hours per semester credit hour. Some practica are semi-structured, experiential, and led by faculty and cultural guides familiar with the communities in which the practica occur. Other practica options are student directed. Students are encouraged to immerse themselves in practice settings that serve persons underserved or excluded from mainstream health care, as emphasis in the transcultural track is on cultural diversity and health inequities across healthcare settings. Practica focusing on experiential learning with a transformational nurse leader provides students with the opportunity to gain a greater understanding of organizational dynamics and change through a complexity science paradigm. Augsburg Central Health Commons & the Inner City A unique opportunity for students to explore advanced nursing roles and new models and forms of practice is provided by the Augsburg Central Health Commons, and the Health Commons in the Cedar-Riverside neighborhood. Both Health Commons are nursing-led drop-in centers dedicated to serving those in need and focused on healthy individuals and communities. People from diverse backgrounds, who have health experiences grounded in wide ranging cultural contexts frequent the Health Commons for health support and reassurance. Service and care are based on respect, relationship, and collaboration that connects health and hope for all participants. Health Commons partners include Central Lutheran Church in downtown Minneapolis, Fairview Health Services, People’s Center, and the East Africa Health Project. Study Abroad and Away The Department of Nursing works closely with cultural guides and nurse mentors in various contexts of care in emerging care settings at home and abroad. The Center for Global Education is a partner with the Department of Nursing in developing and facilitating study abroad opportunities in Guatemala, Mexico, Namibia, Pine Ridge, SD, and England.. Additional collaborative partners include the Ministry of Health and Social Services (MOHSS) in Namibia. A detailed listing of practica and immersion experiences abroad and away can be found at the nursing website (www.augsburg.edu/nursing). For a complete list of courses and descriptions, see the Course Description Search. Admission Requirements Applicants to the Master of Arts in Nursing program must have:        An earned Bachelor’s degree in nursing from a regionally accredited college or university, or an Associate of Science degree in nursing in addition to a non-nursing bachelor’s degree A cumulative GPA of 3.0 in all previous college coursework Experience as a registered nurse A current, unencumbered nursing license Evidence of up-to-date immunizations and Health Insurance Portability and Accountability Act (HIPAA) training A Criminal Background check A college level statistics course is required for progression in the program, but is not necessary for admission 54 Decisions about admission to the program will be made by the Graduate Nursing Faculty on an individual basis. Admissions are handled throughout the year, with students being admitted at the beginning of the fall (September), spring (January), and summer (May) semesters. Application components:      A written statement describing professional and educational goals Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s degree and from the most recently attended institution, if not the same. o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for military benefits. o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are required from institutions at which the prerequisites or equivalents were completed. o The Program Director may ask for additional transcripts if determined to be necessary. Two letters of recommendation addressing the applicant’s character and ability for graduate study Current resume 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. For more information, refer to the additional requirements outlined in Admission of International Students in the Graduate Admissions section. (www.augsburg.edu/grad/international) Academic Policies Evaluation of academic performance in the Master of Arts in Nursing program will be based on letter grades. See detailed information in the Academic Programs and Policies Attendance Policy Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates and the course instructor. Instructors may lower grades if attendance and participation is lacking. Individual syllabi will contain individual instructors’ requirements. Because classes are held in Rochester and Minneapolis, students must prepare to drive to class at least once per semester. NUR 523 and NUR 525 meet all Face-to-Face and students are required to drive to Rochester and Minneapolis on a rotating schedule. Academic Probation and Dismissal Policies Students must maintain a 3.0 cumulative grade point average in the MAN program. 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 B- 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 B- 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 University policy as published in the Student Guide. Dismissal would occur only after established procedures were followed. Credit for Prior Education Students may petition the Master of Arts in Nursing faculty for approval of 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 regionally accredited colleges and universities, whose course content is comparable to course content in the Master of Arts in Nursing program. No more than nine semester credits will be accepted for transfer credit. 55 Schedules for Classes Master’s classes are taught in a hybrid format combining in-class and web-based instruction to meet the needs of working adults. Fall and spring classes meet 6 times per semester for 5 hour periods. Some summer classes may meet weekly for 7-8 hours for 7 weeks and others meet six times per semester. Video conferencing technology using Zoom is used to connect students in Rochester, MN, with students in Minneapolis. Some driving for class is required, as students from Rochester will travel to Minneapolis one time per semester and students from Minneapolis will travel to Rochester one time per semester, with the exception of NUR 523 and NUR 525. If weather is inclement, Zoom technology is used. Classes in Rochester meet at Bethel Lutheran Church at 810 3rd Ave SE, Rochester, MN. Practica are additional to courses. Students enroll in practica concurrently with enrollment in courses. 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. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation Approvals, and Memberships section. Faculty Kathleen Clark, Instructor and Director of the Augsburg Central Health Commons and Health Commons at CedarRiverside, BSN University of Wisconsin-Eau Claire; MA in Nursing, Augsburg University; DNP, Augsburg University. Kaija Freborg, Assistant Professor of Nursing. BSN, University of Wisconsin- Eau Claire; MA in Nursing, Augsburg University; DNP, Augsburg University. Cheryl Leuning, Professor of Nursing, BA, Augustana College; MS-PHN, University of Minnesota; PhD, University of Utah. Joyce Miller, Associate Professor of Nursing, Chair of the Department of Nursing, and Director of Graduate MAN and DNP-TCN Programs. ADN, Rochester State Junior College; BSN, Augsburg University; MA in Nursing, Augsburg University; DNP, Augsburg University. Deborah Schuhmacher, Assistant Professor of Nursing. BSN, University of North Dakota; MA in Nursing, Augsburg University; DNP, Augsburg University. Staff Sharon Wade, Nursing Programs Coordinator. BA, Augsburg University. Linden Gawboy, Nursing Programs Administrative Assistant. 56 Doctor of Nursing Practice – Transcultural Nursing (TCN) Leadership Track The Transcultural Nursing Leadership track is a post-masters doctoral degree with an emphasis on transcultural nursing leadership. As a post-master’s program, the DNP-TCN track of study prepares nurses for advanced leadership and practice roles in Transcultural Nursing (TCN). Mission Within the framework of liberal arts education and guided by the values of the Lutheran Church, the post-master’s Doctor of Nursing Practice program, TCN Leadership track of study prepares nurses for advanced transcultural nursing leadership in communities in order to maximize health through peaceful, just, and collaborative actions that uphold and improve human potential across care settings and care systems, with emphasis on eliminating health inequities locally and globally. Program Goals Graduates of the Doctor of Nursing Practice program are prepared 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 Outcomes        Students are able to synthesize, integrate, and apply nursing science with knowledge from other disciplines to design, implement, and evaluate evidence-based practice to improve healthcare outcomes in emerging care settings. Students are prepared to lead interprofessional health care teams in creating and sustaining change at the organizational and policy levels. Students will interpret and employ transcultural advocacy skills to promote health of the global community through local action. Scholarly exchange occurs among students and faculty through an open and supportive teaching-learning environment. Students will translate transcultural learning experiences and knowledge to influence current and future practice issues. Faculty are adequately prepared to teach specific content in the doctoral program. The curriculum is systematically evaluated and adapted to evolving changes in health care. Program Structure The program is structured in a modified cohort model. One cohort a year will be admitted to begin in the fall term. Students can choose to take full or part-time study. Students taking full-time study take two didactic offerings, two seminars, and a practicum each semester. Students in full-time study can complete the post-master’s DNP-TCN curriculum in 20 months, including completion of the DNP project. Students selecting part-time study take one didactic offering, one seminar and a practicum each semester. As a part-time student, completion of the program is expected to take 32 months, including completion of the DNP project. The DNP curriculum is organized into 33 semester credits comprised of didactic classes, experiential practica, and seminars, with a DNP project completing the degree. As a practice doctorate, the emphasis is on building leadership and practice skills in knowledge application among diverse population groups. The goal is to improve health and decrease health inequities that lead to unnecessary morbidity and mortality in communities. 57 Students graduating from the DNP-TCN track are eligible to apply to the Transcultural Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing. Didactic A total of six didactic courses (18 semester credits) constitute the DNP program. One course equals three semester credits. The DNP courses (NUR 800 level), are taught in a variety of immersion models: one format is two days a month eight hours of class time, followed by a half-day morning seminar. Other courses are offered in an immersion format of two days of class per semester with three half-day seminars. Some of the classes will incorporate Zoom technology. Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates and the course instructor. Classes are held on Augsburg’s campus in Minneapolis and an additional learning site in Rochester, MN, at Bethel Lutheran Church (810 3rd Ave SE). Video conferencing using Zoom technology is used for some of the classes and for distant students. However, students must be prepared to drive to Rochester and/or Minneapolis for class at least once per semester. If weather is inclement, Zoom technology is used. Practica 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 immersions in a variety of cultural contexts led by nursing faculty or are student initiated and individually directed experiences mentored by nursing faculty. In a 15-week semester, practicum hours are computed as follows:    1 semester credit hour = 2 semester credit hours = 3 semester credit hours = 45 clock hours of practicum time per semester 90 clock hours of practicum time per semester 135 clock hours of practicum time per semester To earn the DNP, students must complete a total of 1,000 practicum hours in their Master’s and DNP programs. Students will be allowed to transfer up to 600 practicum hours from their master’s in nursing into the Augsburg DNP. As such, all students will register for at least nine semester credits of practica in the post-master’s DNP-TCN. Study Abroad and Away The Department of Nursing works closely with cultural guides and nurse mentors in various contexts of care in emerging care settings at home and abroad. The Center