2013-2014 Graduate Catalog
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
Doctor of Nursing Practice
Master of Science in Physician Assistant Studies
Master ... Show more
2013-2014 Graduate Catalog
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
Doctor of Nursing Practice
Master of Science in Physician Assistant Studies
Master of Social Work
at
Augsburg College
Graduate Catalog
2013-2014
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 2013 - summer semester 2014. 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 2013
Phone: 612-330-1000
www.augsburg.edu
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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
President
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Greetings from the Academic Affairs Office
Welcome to our 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 the liberal and professional arts and sciences form
the best preparation for living in the fast-paced, changing, and complex world of today and tomorrow.
Our locations in the vital metropolitan areas of Minneapolis/St. Paul and Rochester offer exciting and challenging field
experiences for courses that include real-life learning through academic internships, experiential education, and cultural
enrichment. The Twin Cities and Rochester become extended campuses for Augsburg students. Also, the diversity in our
campus community ensures that our graduates are prepared for the range of experiences and perspectives that
characterize today’s global environment.
When you join Augsburg you become part of a community that offers lifelong learning opportunities in state-of-the-art
physical and online classrooms with accessible libraries and dedicated faculty and staff. You join a body of experienced
people who quickly form your network of employer connections and career opportunities. We encourage our alumni to
become your mentors and build on our city connections through public events, including our convocations and Advent
Vespers.
All of our graduate programs share distinctive qualities, including our commitment and mission to be of service, with
one another and to our neighbors. We expect our graduates to have their eyes on the world as they develop their
identity as global citizens, with a sense of responsibility to participate in socially- and economically-sustainable
development. We hope that at some time during your degree, you’ll explore the opportunities to participate in an
international learning experience—for example, travel seminars to our global campuses in Central America, Mexico, and
Namibia, and opportunities to meet visiting students and faculty members from our partner institutions in Norway,
Germany, Finland, and Slovenia. Inspired by the faith of our Lutheran founders to be inclusive to the early immigrants
who came to Augsburg’s doors, we welcome a diversity of cultures and faiths.
Although each graduate program has its own “neighborhood” and unique features, we encourage interdisciplinary
courses and opportunities for you to study with colleagues across disciplines. We encourage both “horizontal”
initiatives—i.e., cross-program collaboration—as well as “vertical” initiatives—engaging our undergraduate students to
consider graduate work. This means that sometimes you may be encouraging classmates who are just beginning to
imagine a graduate degree.
We are companions on your journey in fulfilling your dream of a graduate degree and we cannot wait to meet you.
Sincerely,
Lori A. Peterson
Assistant Vice President of Academic Affairs and Dean of Graduate and Professional Studies
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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 think critically, solve problems, act ethically and communicate effectively in a global
world. The heart of an Augsburg education is the Augsburg mission, informed by the liberal and professional arts and
sciences, to serve our neighbors in the heart of the city with faith-based, ethical values. We welcome students from a
diversity of backgrounds and experiences. Also, our programs look to the world through international courses and
cultural exchanges.
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, WI, and
moved to Minneapolis in 1872. 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:
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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 Science in Physician Assistant Studies
Master of Social Work
Doctor of Nursing Practice
Augsburg offers the following dual degrees:
• Bachelor of Arts in Accounting/Master of Arts in Leadership
• Master of Social Work/Master of Business Administration
• Master of Social Work/Master of Arts in Theology, with Luther Seminary
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A Community of Learners
Essential to the goals of Augsburg’s graduate programs is participation in a community of adult learners. This community
is enriched by the presence of men and women with a variety of work and life experiences. To facilitate this kind of
community interaction, Augsburg encourages students to make use of all College facilities such as Lindell Library, the
Kennedy Center, and the Christensen Center, and to participate in College activities such as music and dramatic
presentations and athletic events.
Graduate Faculty
The heart of any educational institution is its faculty, and Augsburg College is particularly proud of the excellence and
commitment of its professors. Most faculty hold the doctorate or other terminal degree, and all consider teaching and
service to be the focus of their activity at the College. Faculty are involved in social, professional, and a variety of
research activities, but these support and are secondary to their teaching. Faculty are actively involved in a dynamic
faculty development program that introduces them to best practices in teaching and learning techniques and theories.
Augsburg’s small classes encourage its tradition of close involvement between professors and students. Faculty act as
academic advisors and participate regularly in campus activities.
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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 future 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 a
variety of 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. It 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 discipline.
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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. The center occupies the
house located at 628 21st Avenue.
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, and the
Center for Learning and Adaptive Student Services (CLASS).
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.
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.
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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, 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.
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Accreditation, Approvals, and Memberships
Augsburg College is accredited by:
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The Higher Learning Commission of the North Central Association of Colleges and Schools.
National Council for the Accreditation of Teacher Education
Accreditation Review Commission on Education for the Physician Assistant (ARC-PA)
Commission on Collegiate Nursing Education (CCNE) (Bachelor’s and Master’s degrees)
Council on Social Work Education (CSWE) (bachelor’s and master’s degrees)
Augsburg’s programs are approved by:
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American Chemical Society
Minnesota Board of Teaching
National Accrediting Agency for Clinical Laboratory Sciences (NAACLS)
National Association of Schools of Music
Augsburg College is an institutional member of:
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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.
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.
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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.
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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
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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:
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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
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works, to disseminate them to the public, and to perform and display them publicly. This excludes all proprietary
information.
Student Rights
The College has adopted a statement of student rights and responsibilities and has provided for due process in the
matter of disciplinary action, grievances, and grade appeal, as outlined in the Augsburg 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.
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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 or the Graduate Admission website (below) for additional
instructions.
For detailed instructions 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 one business day prior to the
start of the term. Pending approval by the graduate program, students who left on probation or who were dismissed
from the College must have their readmission application and file reviewed by the program director. (Please consult
with individual programs for information regarding readmission process).
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:
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• 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 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 www.toefl.org/
o 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.)
• IELTS (International English Language Testing System)
o www.ielts.org/
o Score report of 6.5.
• MELAB (Michigan English Language Assessment Battery)
o www.cambridgemichigan.org/melab
o 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
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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
Tuition and fees are published online at www.augsburg.edu/studentfinancial/2013-2014-graduate-rates/
Tuition:
Students are charged per credit. The amount is payable at the beginning of each semester or you can set up an official
payment plan through Student Financial Services.
Fees:
Student activity, facilities, wind energy fee. Other special course or program specific fees can be found online at
www.augsburg.edu/studentfinancial.
Books and Supplies: Approximately $150 per course
Audit Fee: $1,000 per course
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 Records and Registration. 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/payment-plans-and-discounts/.
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 and as published on the Academic Progress
Standards for Financial Aid Recipients webpage, www.augsburg.edu/studentfinancial/sap-policy/.
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. During the 2012-2013 academic year,
more than eight out of ten students at Augsburg received financial assistance.
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.
How to Apply
To be considered for the maximum amount of aid, students must apply for financial aid by May 1st. Steps to apply can be
found online www.augsburg.edu/studentfinancial/graduate-financial-aid/ and are updated annually as federal and state
processes change.
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What Happens Next?
Once all documents are received, we review the financial aid application to determine financial aid eligibility for all
available programs. A financial aid award letter will be sent to the student. This letter details the financial aid award and
includes information regarding federal and private loan programs (students must complete a loan application to receive
loan funds).
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). The various forms of aid available are listed here for information only.
In addition to aid administered by Augsburg College, students are urged to investigate the possibility of scholarships and
grants that might be available in their own communities. It is worthwhile to check with churches, the company or
business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid
available to students who meet their requirements. In addition to these sources, some students are eligible for aid
through Rehabilitation Services, Educational Assistance for Veterans, Educational Assistance for Veterans’ Children, and
other sources.
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/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 Stafford Student Loan
o Unsubsidized Stafford Loan; interest begins accruing on the date of disbursement and the borrower is
responsible for all interest. The borrower may choose to make payments while in school or may defer payments
and allow interest to accrue and be capitalized (added to the balance of the loan).
• Federal Parent Loan Program (PLUS)
o 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.
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 online payment plan.
Augsburg College will not release student academic transcripts or graduation diplomas/certificates until all student
accounts 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.
Refund Schedule
Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges based on the
appropriate refund schedule. Financial aid may also be adjusted for those students who withdraw from the College or
drop one or more courses and receive financial assistance.
For further information view our refund policy online at www.augsburg.edu/studentfinancial/tuition-and-credit-refund/.
Students may appeal refund decisions through the Financial Petition Committee. Petition forms are available online
through the Registrar’s Office website.
Students who wish to withdraw from Augsburg should complete the Withdrawal from College form available online
through the Registrar’s Office website. It must be filled out completely, signed and turned in to the Registrar’s Office.
17
Students who properly withdraw or change to part-time, who are dismissed, or who are released from a housing
contract will have their accounts adjusted for tuition and/or room in accordance with the terms of their housing contract
and/or the appropriate tuition refund schedule.
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 officially drop courses with the Registrar’s Office
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, the refund will
include the normal refund percentage (based on the regular refund schedule). Requests for medical refunds should be
made through the Financial Petition Committee. Petition forms are available through the Registrar’s Office website. This
extra medical refund will be considered 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 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 charges for the term
dropped. The administrative cancellation fee is $300.
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Student Resources/Academic and Support Services
Lindell Library
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 23,000
e-journals, 17,000 e-books, and 190,000 print volumes within Lindell Library and, through a daily courier service, access
to the library holdings of the seven 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,
www.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 six
computer classrooms and 41 technology-enhanced classrooms. 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
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•
•
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.
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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
P
N
V
W
I
X
Explanation
Achieves highest standards of excellence
Achieves above acceptable standards
Meets acceptable standards
Meets minimum standards
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, an 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.
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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 Policy
Attendance and participation are critical to the success of any course. Evaluation of the level and quality of participation
may be incorporated into the course grade. We view attendance as a joint commitment of both instructors and students
to our professional development. Each instructor has the authority to specify attendance and participation requirements
to address the needs of particular courses, individual students, or various learning styles.
Lack of attendance may result in a failing grade and the requirement to repeat the course. Students must notify the
professor in advance of any expected absence. In the case of emergency, when prior notification is not possible,
students must notify the professor of an absence as soon as possible.
Continuation Policy for Thesis or Final Project (effective in fall 2010)
Following the initial registration term for the final (or summative or capstone) project, students will be automatically
registered for continuation course 999 each semester for up to 15 semesters or until a grade for the completion course
is submitted by the project advisor. Continuation course 999 maintains students’ active status in the graduate program,
including library, AugNet, and parking privileges. This registration will result in a Campus Access Fee of $35 (subject to
change as costs increase) per semester.
Automatic registration will occur for up to five years or 15 terms. At the end of this time, the course grade will change
from X to N. Students who wish to complete the final project after receiving a failing grade must meet with the program
22
director to evaluate readmission to the College and program. Students who are readmitted may need to complete
additional course work and will need to pay full tuition for all additional courses and to repeat the final project course.
If/when the final project course is completed, the new grade would supersede the previous grade.
Students may withdraw from the College, and thus from continuation course 999 and the final project course, at any
point during the continuation period and receive a W notation on the transcript for the final project course. Following a
withdrawal, students are welcome to meet with the program director to evaluate readmission to the College and
program. Students may be subject to additional coursework.
An accounts receivable hold will be placed on the student’s account if a college-wide $250 unpaid threshold is reached.
The threshold will adjust with the practices of the Student Accounts Office. If a student owes more than the threshold
amount, the Registrar’s Office will not continue to automatically enroll the student in continuation 999. The Registrar’s
Office and the Student Accounts Office will inform the student, the program director, and coordinator that the student
must pay the account (including the late fee). At this point coordinators and/or program directors will communicate
with the student and the faculty advisor and, if necessary, request that the faculty advisor submit a grade change of N.
The student also may elect to withdraw from the College. If the grade change has not been submitted within one term,
the program director will submit the grade change of N.
This policy is effective as of September 2010. Students will sign a contract outlining the terms of the continuation policy,
which will be kept on file with the program and in the Registrar’s Office. Accumulated charges stand for current
students, but beginning in fall 2010 students will be charged $35 per term. Student Financial Services will work with
students, as needed, who are currently in the continuation phase and who have accumulated a debt higher than the
$250 threshold.
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 WƌŽŐƌĞƐƐŝŽŶ^ƚĂŶĚĂƌĚƐWŽůŝĐLJ.
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.
23
The student initiates the appeal process by submitting a hard copy of the statement of appeal to the Assistant Vice
President of Academic Affairs and Dean of Graduate Studies (AVP-Graduate Studies); email is not acceptable. The
statement must identify each procedural error and state how each error negatively affected the outcome. The
statement of appeal will be the only basis of the student’s appeal. The AVP-Graduate Studies must receive the student’s
statement of appeal within 14 calendar days of the date on the department’s written notification of dismissal.
The AVP-Graduate Studies will send a copy of the statement of appeal to the program chair/director. The program must
submit a response to the student’s statement of appeal within 15 business days of the date that the statement was
received by the AVP-Graduate Studies’ office. A hard copy of the program’s response should be submitted to the 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 or at the Enrollment Center.
Term Off
Students who interrupt their program enrollment for longer than one semester must readmit to the College and
program to resume their degree program. For an absence of any length, students should coordinate with their program
director prior to leaving. Due to a variety of program schedules and cohorts for some degrees, it is required that
students meet with their 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 Fine Arts in Creative Writing (12)
Master of Arts in Leadership (6)
Master of Arts in Nursing (9)
Master of Business Administration (18)
Master of Science, Physician Assistant Studies (Contact program coordinator)
24
•
Master of Social Work (22)
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.
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Master of Arts in Education
We are pleased with your interest in the Master of Arts in Education (MAE) program. Augsburg has a long history in
teacher education with alumni of our programs teaching throughout Minnesota and elsewhere. We know that Augsburg
College is an excellent choice for you to pursue your teaching dreams and goals—and here’s why.
Our Philosophy
The Education Department program themes include relationships, reflection and inquiry, diversity and equity, and
leadership. You can read about each theme on the following page, but for the MAE program, I want to highlight one of
the program themes—leadership. As this program theme suggests, we expect our students to leave our programs as
responsive, knowledgeable teachers prepared to exercise leadership in the classroom and, eventually, the school and
community.
Our urban setting provides yet another dimension to our programs through a combination of course content, field
experiences, and classroom instructors. Our goal is that students will leave our programs as collaborative and capable
teachers committed to educating all learners in a diverse and changing world.
Our Faculty
Augsburg faculty members who teach in the MAE program are a mix of full‐time and adjunct instructors, all of whom
have K‐12 teaching experience. Many adjunct instructors are currently teaching in K‐12 settings; all 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 and weekends to allow you to manage these
responsibilities while pursuing your goals. You will need to be available during the weekday for the challenge and
responsibility of field experiences, but education coursework is accessible through the weekend and evening schedules.
As a student in Augsburg’s Master of Arts in Education licensure and degree program, you will find yourself among
interesting students and dedicated professors who believe that all children deserve a good, highly‐qualified teacher—
the teacher you can become.
Vicki L. Olson, PhD
Director, Master of Arts in Education
Education Department Mission
The mission of the Augsburg Education Department is to develop responsive, knowledgeable teachers committed to
educating all learners in a diverse and changing world.
Program Themes
Responsive, knowledgeable teachers understand the dynamic interaction among relationships, reflection and inquiry,
diversity and equity, and leadership. These four interrelated program themes provide lenses through which we filter our
practice.
Relationships
Learning is relational and communal. Responsive teachers create significant relationships with their students,
colleagues, and community partners by developing learning communities. These nurturing learning communities provide
a safe, trustworthy place where challenging and engaging questions can be considered. We model the kinds of learning
communities that we expect our graduates to create. We share with our students a learning model that connects
26
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 the performance
assessment option—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
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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. K‐
12 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.
Secondary education (5‐12 and K‐12) in social studies, communication arts/literature, visual arts, health,
mathematics, music, and physical education; and 9‐12 in biology, chemistry, and physics.
K‐12 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
All teachers seeking licensure through Augsburg must take and pass all tests required by the state of Minnesota for
licensure. The MAE degree is also available without a license but with an education core. See the MAE program director
for details.
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 coupled with a
degree completion option. Courses in the degree completion phase are drawn from the Master of Arts in Leadership
(MAL) and graduate courses in education. Most students in the MAE program pursue a K‐12 teaching license as part of
their program plan. The MAE degree is also open to students who do not want a teaching license but do want a
background in education and leadership.
The MAE degree requires 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.
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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 weekend
schedule. Courses during the weekend meet face to face every other weekend with online instruction during the
alternate weeks. Some education courses and many undergraduate content area courses are offered on a weekday
evening schedule. These typically meet weekly face‐to‐face. The MAL degree completion courses are offered primarily
through the weekend schedule through a mix of face‐to‐face and online instruction. Summer session courses are offered
primarily weekdays and weekday evenings with a few on weekends during the first summer session. 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, weekend, and summer schedule: elementary
education, most middle school and pre‐primary specialty area endorsements, 5‐12 social studies, 5‐12 communication
arts, K‐12 art, K‐12 special education, K‐12 English as a second language, and K‐12 reading.
Additional licenses in the following areas are available through a combination of weekday, weekday evening, weekend,
and summer schedules: biology, chemistry, health, mathematics, music, physical education, and physics. For these
licenses, the education and degree completion courses are taken during the weekend, weekday evenings, and summer
while some, if not all, of the content area courses are taken during the weekday.
The weekend schedule is comprised of two semesters spread from early September through late April. In general,
classes are held every other weekend. 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 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
To complete the license, the following undergraduate requirements must be completed:
HPE 115 ‐ Chemical Dependency Education
EDC 220 ‐ Educational Technology
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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. 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
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 licensures in several content areas are offered through a combination of graduate and undergraduate
coursework. K‐12 licenses prepare teachers to teach a content area across elementary, middle school, and high school.
Licenses for grades 5‐ 12 prepare teachers to teach at the middle and high school levels. Graduate‐level licensure
coursework (500 and above) is available to students who already hold a bachelor’s degree and meet MAE admissions
criteria.
The following content area majors are offered almost entirely on weekends, weekday evenings, and summer:
communication arts/literature, history or economics or psychology or sociology (all for social studies), art. Students
seeking 5–12 licensure in social studies must complete a broad‐based core of courses in the social studies in addition to
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a social science major. Education courses for these licenses are also taken during weekends, 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. Students can obtain a 9‐12 license in physics,
chemistry, or biology and have the option of adding the 5–8 general science to the 9‐12 license. Students also can obtain
the 5–8 general science license without the 9–12 license. Education courses for these licenses are taken during
weekends and weekday evenings.
Licensure Requirements
The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for
licensure; four to 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 one licensure option 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.
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Also available is the Naadamaadiwin Tribal Special Education Cohort—This graduate licensure program in Special
Education: EBD/LD is designed and taught from an American Indian perspective. It is offered in collaboration with the
University of Minnesota‐Duluth as a hybrid (partly face‐to‐face and partly online) cohort program. The licensure courses
can be applied towards the MAE degree. See the Education Department and www.augsburg.edu/mae/tribal‐special‐
education for more information.
The ABS licensure program and the Naadamaadiwin Tribal Special Education Cohort program are offered through the
weekend and summer schedules.
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. Specific information on field experience requirements is available
from the Education Department.
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.
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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 six 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 weekend semester framework and during summer
session to make them accessible to working adults. This license is also offered as an undergraduate major to weekend
college 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 six 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
*This course has a 20 hour field experience attached to it.
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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 TPA 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.
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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 and require payment each term of a
campus access fee.
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/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 initial course registration occurs are available through continuing registration
and require payment each term of a campus access fee.
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 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.
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.
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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.
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 ‐ Developing a Multicultural Perspective
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
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.
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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.
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.
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Minimum Grade Policy
Students who fail to maintain a cumulative 3.0 GPA in a given term are notified that they must raise their GPA to the
required level. Students who receive below a 2.0 in any undergraduate course or 2.5 in any graduate course required for
licensure are 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.
Students may be dismissed from the MAE degree program for failure to maintain an appropriate GPA or for gross
violation of College policy. Students have the right to use the College’s academic grievance procedure as they feel
necessary. The full academic grievance policy is available in the Augsburg Student Guide.
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 three terms are withdrawn from the MAE program. To be
readmitted to the College and the MAE program, students file a Readmission form through the Registrar’s Office.
Program Costs
In addition to tuition, students in this program can expect to pay 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.
Joseph A. Erickson, Professor of Education. BA, MA, College of St. Thomas; MA, Luther‐Northwestern Theological
Seminary; PhD, University of Minnesota.
Jeanine Gregoire, Associate Professor of Education. BS, MA, PhD, University of Minnesota.
Gretchen Irvine, Assistant Professor of Education. BS, College of St. Teresa; MS, University of Wisconsin‐River Falls; PhD,
University of Minnesota.
Audrey Lensmeier, Assistant Professor of Education. BA Indiana University; MAT National Louis University; PhD
University of Minnesota.
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Gregory Krueger, Instructor of Education. BA, Southwest Minnesota State University; MA, Hamline University.
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.
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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; sensitivity to the complex problems of organizations and an ability to
find solutions consistent with their mission; cultural competence and sensitivity to the needs of a diverse population;
and the ability to inspire and motivate people to work toward a common goal. The Augsburg leadership development
model provides a framework through which the program recruits its students and develops their skills.
Program Overview
The 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:
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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:
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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 normally includes two or more liberal arts disciplines, encourages pursuit of the designated outcomes, and
uses a variety of learning techniques appropriate to adult learners. Instructional techniques include case studies, debate,
written and oral presentations, and group activity. These techniques develop targeted leadership abilities and
understanding. Students are encouraged to see abilities and understandings as cross-disciplinary and to view content
areas as integrated. The program reflects the view that the world in which we operate is complex, and that dealing with
it successfully requires well-developed integrative abilities.
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Plan of Study
Accommodating the Full-Time Work Schedule
Designed to meet the needs and preferences of working adults, the MAL program is based on the assumption that the
students who enroll are career-oriented, self-disciplined, and well-motivated individuals seeking a balance of classroom
experience, group interaction, and individual study. Most courses are organized as seminars with the opportunity for
discussion and dialogue.
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 and a completion option 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. Courses are organized as seminars with the opportunity for discussion and dialogue. Some online
work is incorporated into this format.
Schedule
During the academic year, 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. Following this model, students can
complete four courses during the academic year and two during the summer sessions.
A sample class schedule in the classic classroom format:
Period I
Period II
Period III
Saturday
Saturday
Weekdays
8:30 am to 12 pm
1:15 pm to 4:45 pm
6 pm to 9:30 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 session courses in seven-week, fourteen-week, or special immersion formats.
Curriculum
Four core courses:
ML 510 - Visions of Leadership: A Historical and Literary Journey
ML 514 - Research Methods
Two courses related to final project
Seven electives, selected from more than 20 offerings*
*Students may petition the department to do a thesis in place of two of the elective courses.
Final Project Options for the Classic Classroom Format
For non-cohort students there are three ways to complete the final project option in the MAL degree (Plans A, B, and C).
All final projects are taken on a Pass/No Credit basis.
In the Thesis/Leadership Application Project (Thesis/LAP) Option (Plan A), students complete 11 courses, including a
thesis or a major leadership application project. In the Non-Thesis Option (Plan B), students must complete 11 courses,
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two major papers, but no thesis. For the third option, the Comprehensive Exam Seminar (Plan C), students complete 11
courses, including the comprehensive exam seminar.
Plan A: Thesis/LAP Option
Students who select the thesis/LAP option are required to develop and carry out an in-depth study of some aspect of
leadership or of a leadership-related topic. This research-based study gives the student an opportunity to “tie together”
what has been learned from the study of leadership and course-related activities.
The principal distinction between the thesis and the leadership application project lies in their underlying orientation. A
thesis has a more theoretical orientation, while a leadership application project is based on a practical issue. Both
require similar rigor and preparation. For either alternative, the student must register for ML 592 and 593.
For more information regarding the thesis/LAP option, refer to the Thesis/LAP and Non-Thesis Project Guidelines
booklet. Students are given a continuation period of up to five years to complete the project. During the continuation
period, a campus access fee of $35 per term is charged. Refer to Augsburg’s continuation policy in the Academic
Programs and Policies section.
Required Courses:
ML 510 - Visions of Leadership: A Historical and Literary Journey
ML 514 - Research Methods
ML 592 - Thesis/Leadership Applied Project Consultation I
ML 593 - Thesis/Leadership Applied Project Consultation II
Plan B: Non-Thesis Option
One alternative to the thesis is the successful completion of two major papers. The first of these papers will be written in
conjunction with ML 580. The second paper will be written while enrolled in ML 597 - Non-Thesis Independent Project.
The independent research projects approved each year will be presented in an annual colloquium.
For more information regarding the non-thesis option, refer to the Thesis/LAP and Non-Thesis Project Guidelines
booklet. Students are given a continuation period of up to five years to complete the project. During the continuation
period, a campus access fee of $35 per term is charged. Refer to Augsburg’s continuation policy in the Academic
Programs and Policies section.
Required Courses:
ML 510 - Visions of Leadership: A Historical and Literary Journey
ML 514 - Research Methods
ML 580 - Colloquium on Contemporary Theories of Leadership
ML 597 - Non-Thesis Independent Project
Plan C: Comprehensive Exam Seminar
The third completion option involves one paper written in conjunction with ML 580 (as in Plan B) and a comprehensive
exam seminar (ML 589). This course must be taken as the last course in the program. This course is taken on a Pass/No
Credit basis, and when the course and the oral, written, and take-home examinations are successfully completed, the
program requirements are satisfied.
Required Courses:
ML 510 - Visions of Leadership: A Historical and Literary Journey
ML 514 - Research Methods
ML 580 - Colloquium on Contemporary Theories of Leadership
ML 589 - Comprehensive Exam Seminar
Elective courses for ALL Classic Classroom options
The MAL program requires that seven elective courses be selected from the following course list. All courses are 3
semester credits:
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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 - Developing a Multicultural Perspective
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 580 - Colloquium on Contemporary Theories of Leadership (elective for Plan A)
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 (two summer terms). Coursework will be online and
supported by three on-campus class sessions per term.
Curriculum
ML 510 - Visions of Leadership: A Historical and Literary Journey
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
ML 580 - Colloquium of Contemporary Theories of Leadership
ML 588 - Final Project Seminar: Action Research
ML 599 - Topics
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In addition, a sequenced list of electives is prepared for each cohort. In the cohort program, students complete 11
courses, including an action research final project seminar (Plan D).
Final Project for the Integrated Hybrid Cohort Format: Plan D
The Integrated Hybrid Cohort format includes a final seminar in which each student prepares an action research project
during the course of one term (Plan D). Plan D is comparable to Plan B and requires both ML 514 - Research Methods
and ML 580 - Colloquium on Contemporary Theories of Leadership as prerequisites to ML 588 Final Project Seminar:
Action Research. ML 588 is taken on a Pass/No Credit 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 510 - Visions 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 catalog supplement for the list of courses each year
and to the accounting program coordinator for a detailed academic plan. It is recommended that students meet with an
Accounting 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:
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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, winter, and spring
terms. Selection of candidates will be made on the basis of an evaluation of each applicant’s:
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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:
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Completed application form
$35 non-refundable application fee
A 1-3 page statement relating the applicant’s career and life goals to leadership aspirations
Recommendation letter and checklist from an immediate supervisor, assessing leadership potential
Recommendation letter and checklist from a work colleague (at the same level) describing the applicant’s work style
and leadership potential
• Official transcripts from all undergraduate institutions attended, listing all courses taken and any degree(s)
conferred
• Official transcripts from all graduate institutions attended, listing courses taken and degree(s) conferred, if any.
Applicants may be asked to participate in an interview with graduate program faculty and/or staff members.
For further information, contact: Office of Admissions, 612-330-1101, gradinfo@augsburg.edu or
www.augsburg.edu/grad.
Admission as an International Student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outline in Admission of International Students 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 the final projects (ML 588, ML 589, ML 592, ML 593, or ML
597) may be permitted to participate in commencement but will not receive a diploma until all courses and projects are
successfully completed.
Academic Probation and Dismissal Policies
Students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be
placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a
student to be removed from probation. If a student receives a grade of N or 0.0 in a course, the student must petition
successfully with the MAL Advisory Committee before being allowed to continue in the program. A plan for the student
to follow would be outlined at that time. If a second grade of N or 0.0 is received, the student may be dismissed from
the program by the MAL Advisory Committee. Students may also be dismissed by the MAL Advisory Committee for
behavior detrimental to the program, such as a gross violation of College policy (as published in the Student Guide).
Dismissal would occur only after established procedures were followed.
MAL Program Enrollment Policy
Students normally take either one or two courses per semester. Enrolling in two courses per semester and one or two
courses in summer sessions enables a student to complete the coursework in the program within two years.
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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.
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 and Director of the Center for Teaching and Learning. 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.
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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.
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Master of Arts in Nursing and Doctor of Nursing Practice
Welcome to graduate nursing education at Augsburg College. Our classes are 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 nursing practice.
The increasing diversity of our population today challenges all of us to respond to 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 diverse contexts.
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, socio
economic 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
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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 health care 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 a 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 (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.
Nursing Core Courses:
NUR 500 - Transcultural Health Care
NUR 500P - Practicum: Transcultural Health Care
NUR 541 - Politics of Health
NUR 541P - Practicum: Politics of Health Care
NUR 505 - Theoretical Foundations for Advanced Nursing Practice
NUR 505P - Practicum: Theoretical Foundations for Advanced Practice Nursing
NUR 520 - Research Methods in Nursing
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 Courses:
NUR 501 - Transcultural Care Systems
NUR 501P - Practicum: Transcultural Care Systems
NUR 521 - Transformational Nursing Leadership
NUR 521P - Practicum: Transformational Nursing Leadership
NUR 523 - Theory, Practice and Research Seminar
NUR 523P - Practicum: Theory, Practice and Research Seminar
NUR 525 - Graduate Field Project
NUR 525P - Practicum: Graduate Field Project
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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 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 Courses:
NUR 532 - Transcultural Healing Practices and Self Care
NUR 532P – Practicum: Transcultural Healing Practices and Self Care
NUR 530 - The Power of Ritual and Ceremony for Healing
NUR 530P – Practicum: The Power of Ritual and Ceremony for Healing
NUR 523 - Theory, Practice and Research Seminar
NUR 523P – Practicum: Theory, Practice and Research Seminar
NUR 525 - Graduate Field Project
NUR 525P - Graduate Field Project
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
50
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, 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.
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
51
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.
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 scheduled in a hybrid format combining in-class and web-based components 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; MA, Augsburg College; DNP, Augsburg
College.
Katherine Baumgartner, Assistant Professor of Nursing. BSN, Minnesota State University; MA, Augsburg College; DNP,
Augsburg College.
Kathleen Clark, Assistant Professor and Coordinator of the Augsburg Central Nursing Center, BS, MA, Augsburg College.
Ruth Enestvedt, Assistant Professor of Nursing, BA, St. Olaf College; MS, PhD, University of Minnesota.
Cheryl Leuning, Professor of Nursing, Chair of the Department of Nursing, and Director of Graduate Programs. BA,
Augustana College; MS, University of Minnesota; PhD, University of Utah.
Joyce Miller, Assistant Professor of Nursing. ADN, Rochester State Junior College; BS, Augsburg College; MA, Augsburg
College; DNP, Augsburg College.
52
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; MS, University of MN; PhD, University of
Colorado.
Kaija Freborg Sivongsay, Assistant Professor of Nursing. BSN, University of Wisconsin- Eau Claire; MA, Augsburg College;
DNP, Augsburg College.
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
53
Doctor of Nursing Practice – Transcultural Leadership
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 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 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. Most
students will take courses on a part-time basis as one didactic offering, one practicum, and one seminar 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.
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:
• 1 semester credit hour = 45 clock hours of practicum time per semester
• 2 semester credit hours = 90 clock hours of practicum time per semester
• 3 semester credit hours = 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.
54
Seminars
Seminars focus on integration of conceptual learning with field practice developing the student’s particular practice
interest. Students are required to participate in a doctoral seminar every semester —fall and spring—until completion of
the DNP degree. Cohorts of students who enter the DNP program together progress as a group in the seminars in which
they enroll each term. The final seminar culminates in the project presentation and completion of the requirements for
the DNP degree. As such, students enroll in 6 semester credits during the DNP program - a seminar every term until
completion.
Final DNP Capstone Project
Final DNP capstone projects must make a significant impact on nursing practice and health outcomes of populations and
communities, demonstrate an evidence-based contribution to existing nursing knowledge, and be suitable for
presentation or publication in a peer-reviewed venue. Through this scholarly project students demonstrate 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).
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.
55
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. BSN, Winona State University; MA, DNP, Augsburg College.
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.
Kaija Freborg Sivongsay, Assistant Professor. BSN, University of Wisconsin - Eau Claire; MA, DNP, Augsburg College.
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
56
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 twice a
month for six to eight hours of class time. 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. 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
57
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 = 45 clock hours of practicum time per semester
• 2 semester credit hours = 90 clock hours of practicum time per semester
• 3 semester credit hours = 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 three 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.
• 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 & associated practicum.
58
•
•
•
•
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 June 2013 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
Pauline Abraham, Assistant Professor. BSN, Winona State University; MA, DNP, Augsburg College.
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.
Kaija Freborg Sivongsay, Assistant Professor. BSN, University of Wisconsin - Eau Claire; MA, DNP, Augsburg College.
Lisa Van Getson, Assistant Professor, BSN, College of St. Teresa, Winona, MN; MA, St. Catherine University; MAN, FNP,
Winona State University; DNP; Augsburg College.
59
Staff
Sharon Wade, Program Coordinator, BA, Augsburg College.
Linden Gawboy, Administrative Assistant
60
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,
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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 12 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.
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 and spring semesters as well as
a summer session. 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 calendars for each cohort, which is provided by the MBA
department.
The Faculty‐Led International Experience
Each year, all current MBA students will be 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 12 required courses of the general 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 592 ‐ Leadership: Ethics, Service, and Transformation
MBA 595 ‐ Strategic Management
MBA 581 ‐ Management Consulting Project I
MBA 582 ‐ Management Consulting Project II
Two Elective Courses that may selected from a pool of courses in the areas of finance, management, marketing,
international business, or health care.
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Graduate Concentrations and Certificates
MBA with a concentration
The Augsburg MBA with a concentration requires the successful completion of 15 MBA courses, including the 12
required courses listed above and three required concentration courses. 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
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.
Two 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 581, 582 - Management Consulting Project I, II
MBA 599 - Special Topics: Non-Profit Finance, Funding and Enterprise
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Two Electives from the following courses:
MBA Focus:
MBA 592 – Leadership: Ethics, Vision and Transformation
MBA 545 – Organizational Behavior
MBA 550 – Marketing Management
MBA 595 – Strategic Management
(or other director approved electives)
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
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: September, January, and
May.
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
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• 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:
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•
•
•
•
•
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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 18 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 Management 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.
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• 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.
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
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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.
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 and Chair of the Department of Business Administration. BA, MA,
Central School for Planning and Statistics, Warsaw; PhD, Akademia Ekonomiczna, Krakow.
David G. Schwain, Assistant Professor of Business Administration. BBA, University of Cincinnati; MBA, Harvard
University.
Peter J. Stark, Assistant Professor of Business Administration. BS, Northwestern University; MBA, Pepperdine University.
Steven M. Zitnick, Assistant Professor of Business Administration, BA, Shimer College: MS, Economics, University of
Utah.
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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
Residencies are followed by two off-campus semesters of 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.
Genres
Genres include Fiction, Creative Nonfiction, Poetry and Screenwriting.
Coming in 2014-15
Playwriting as a fifth genre. The program will also launch concentrations in teaching, translation, and publishing in 2014.
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 that will select and publish one book each year. The book prize will be open to
submissions nationally.
Plan of Study
Accommodating Writers Who Work Full-Time and Those Who Live Outside of Minnesota
Augsburg’s Low-Residency MFA can be completed in eleven courses (three summer residencies and four off-campus
electronic semesters of two courses each). A typical plan of study will work like this:
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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 (craft
based 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
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
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•
•
•
•
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
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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.
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.
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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
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.
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.
Faculty Associates
Robert Cowgill, Associate Professor of English, Academic Writing Faculty. BA, MA, PhD, University of Minnesota.
John Gaterud, Publishing Faculty. BA, University of Northern Colorado; MA, the University of Oregon; PhD, The Union
Institute and University. Publisher, Blueroad Press.
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
Christina Lazaridi, Screenwriting
Ed Bok Lee, Poetry
Sue William Silverman, Creative Nonfiction
Ben Percy, Fiction
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Staff
Kathleen Matthews, Administrative Assistant
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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 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.
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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 I
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 XXX - 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.
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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.
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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.
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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 September 1 in order to be
considered.
• We use the CASPA “Complete Date” to determine if you have met the application deadline of September 1. The
“Complete Date” on your application must be September 1 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.
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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
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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 of Physician Assistant Studies. BS, PharmD, University of Minnesota.
Eric Barth, Assistant Professor of Physician Assistant Studies. BA, University of St. Thomas; BS, PA Certificate, Trevecca
Nazarene University; MPAS, University of Nebraska.
Carrie Gray, Assistant Professor of Physician Assistant Studies. BA, Central College; MPAS, University of Iowa.
Holly Levine, Instructor of Physician Assistant Studies. BA, Northwestern University; MD, Loyola University Chicago
Stritch School of Medicine.
Dawn Ludwig, Assistant Professor and Director, Physician Assistant Studies. BA, MS, University of Colorado; PhD, Capella
University; PA Certification, University of Colorado.
Patricia Marincic, Associate Professor and Academic Coordinator, Physician Assistant Studies. BS, Purdue University; MS,
Colorado State University; PhD, Utah State University.
Steven Nerheim, Instructor and Medical Director, Physician Assistant Studies. MD, University of Minnesota; MDiv,
Luther Seminary.
Brenda Talarico, Assistant Professor and Clinical Coordinator of Physician Assistant Studies. BS, University of Minnesota;
MPAS, University of Nebraska; PA Certification, Augsburg College.
Trent Whitcomb, Assistant Professor of Physician Assistant Studies. BS, Mankato State University; MS and PA
Certification, Finch University.
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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:
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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.
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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
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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
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Portfolio Project (MCCP students)
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o 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.
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:
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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*
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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.
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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:
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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:
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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.
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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:
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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
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• 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
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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.
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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)
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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:
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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.
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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:
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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).
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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.
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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.
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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
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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.
Karen A. Durant ’81
Matthew K. Entenza, J.D.
Mark A. Eustis
Anthony L. Genia, Jr., ’85, M.D.
Alexander J. Gonzalez ‘90
Michael R. Good ‘71
Norman R. Hagfors
Jodi L. Harpstead, Chair
Rev. Rolf Jacobson, Ph.D.
Eric J. Jolly, Ph.D.
Toby Piper LaBelle ‘96
The Honorable LaJune Thomas Lange ’75, J.D.
André J. Lewis ’73, Ph.D.
Jennifer H. Martin, Ph.D.
Marie O. McNeff, Ed.D.
Pamela Hanson Moksnes ‘79
Paul S. Mueller ’84, M.D.
Jeffrey M. Nodland ’77
Lisa M. Novotny ’80
Paul C. Pribbenow, Ph.D.
Bishop Peter R. Rogness, ex-officio
Curtis A. Sampson
Gary A. Tangwall ’80
Rev. David L. Tiede, Ph.D.
Bishop Harold Usgaard, ex-officio
Rev. Norman W. Wahl ’76, D.Min.
Bonnie Wallace
Steven J. Wehrenberg ‘78
Rev. Mark N. Wilhelm, Ph.D., ex-officio
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Show less
2002-2005
My life-changing experience in the Augsburg MAL Program has
provided me with a strong foundation to pursue a leadership role in
both my personal and professional life. In addition to being a strong,
challenging program, it is also geared toward flexibility to accommodate
the adult... Show more
2002-2005
My life-changing experience in the Augsburg MAL Program has
provided me with a strong foundation to pursue a leadership role in
both my personal and professional life. In addition to being a strong,
challenging program, it is also geared toward flexibility to accommodate
the adult learner. A program in my opinion that goes unmatched!
-Ann Dejongh 02
1
MASTER OF ARTS
Attaining the MAL degree was a
transforming experience both
personally and professionally. It
increased my self-confidence, enabled
me to recognize and develop my
strengths, and also provided a
valuable networking opportunity with
fellow students and faculty.
-Luann Watson '02
IN LEADERSHIP
INTRODUCTION
The primary mission of the Center for Leadership Studies (CLS) at Augsburg
College is to develop leaders for organizations and the community. The core
program of the center is the Master of Arts in Leadership (MAL). The
program, which was launched in 1987, responds to the leadership
development needs of both profit and not-for-profit organizations. While
different in structure and purpose, most organizations seek leaders with the
following qualities: a vision that is ethically and morally responsible,
extending beyond immediate concerns; an understanding of how change
occurs and affects the immediate environment; a sensitivity to the complex
problems organizations face and an ability to achieve solutions consistent
with an organization's mission; the ability to motivate and inspire individuals
and groups to work toward a common goal; and the ability to effectively
represent the organization both internally and externally. The MAL program
provides a means by which individuals may discover and refine these and
other abilities fundamental to effective leadership.
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 careeroriented, self-disciplined, and well-motivated individuals, seeking a balance
of classroom experience, group interaction, and individual study. Most
courses are organized as seminars with the opportunity for discussion and
dialogue. Classes meet on alternate Saturdays for four hours.
COMMUNITY OF LEARNERS
Essential to the goals of the MAL program is participation in a community of
learners gathered together on the Augsburg campus. This community is
enriched by the students, who have a variety of work and life experiences. To
facilitate community interaction, students are encouraged to make use of the
Augsburg library, computer labs , and Christensen Center. The Center for
Leadership Studies also offers some special colloquia and seminars each year
to supplement and complement the course work of the master's program.
A SAMPLE CLASS SCHEDULE IN THE MAL PROGRAM
PERIOD I
Saturday
8:00 a.m . to 12:00 noon
PERIOD II
Saturday
1:00 p.m. to 5:00 p.m.
Note: Each class taken commits a student to either Period I or Period II;
on average two meetings a month.
LEADERSHIP DEVELOPMENT MODEL-AUGSBURG COLLEGE
The MAL program promotes leadership as a process that
1) inspires cooperation among people who must compete for limited resources, 2) promotes productivity within and
beyond the organization, and 3) works toward progress for the individual and the organization. To accomplish this,
individuals aspiring to positions of leadership must possess three key attributes: a sense of vision, the ability to
persuade, and the ability to direct action. Underlying these attributes are a broad range of abilities and awareness,
outlined in the Leadership Development Model, that serve as specific outcomes for the MAL program. Augsburg's
model of leadership development is designed to assess , promote, enhance, and refine these capabilities within the
individual.
Leadership
Orientation
Toward Action
Sense of Vision
Ethical
• Social awareness
• Environmental awareness
• Tolerance of religious and
philosophical differences
• Appreciation of situational
complexity
Creative
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Long-term perspective
Flexibility
Adaptability
Innovativeness
Facility for
Persuasion
Communicative
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Risk Assumptive
• Curiosity
• Achievement motivation
• Self-esteem
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Effective listener
Effective speaker
Effective writer
Diplomatic ability
Effective team member
Interpersonal sensitivity
Decisive
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Self-confidence
Analytical ability
Ability to think critically
Understanding of research
Ability to manage conmct
Culturally Aware
• Appreciation for
cultural differences
• World-view perspective
• Tolerance of individual
differences
There are two ways to complete the MAL degree. In the Thesis/Leadership Application Project (Thesis/ LAP) Option,
students complete a thesis or a major leadership application project and 10.5 credits. In the Non-Thesis Option,
students must complete 11 credits, two papers, but no thesis.
Augsburg uses a course system rather than a credit system in its curriculum. An Augsburg course is equivalent to
four semester credits or six quarter credits. Each course includes two or more liberal arts disciplines, encourages
pursuit of the designated outcomes and uses a variety of learning techniques appropriate to adult learners.
Instructional techniques include case studies, debate, written and oral presentations, and group activity. These
techniques develop targeted leadership abilities and understanding. Students are encouraged to see abilities and
understandings as cross-disciplinary and to view content areas as integrated. The program reflects the view that the
world in which we operate is complex and that dealing with it successfully requires well-developed integrative
abilities.
THESIS/LAP OPTION
Students who select the Thesis/LAP Option are required to develop and carry out an in-depth study of some aspect of
leadership or of a leadership-related topic. This research-based study gives the student the opportunity to "tie
together" what has been learned from the study of leadership and course-related activities.
The principal distinction between the thesis and the Leadership Application Project lies in their underlying
orientation. A thesis has a more theoretical orientation, while the Leadership Application Project is based on practical
application. Both require similar rigor and preparation. For either alternative, the student must register for ML 592,
593, and 594. Differences between these two options will be explored in ML 514 Research Methods and in ML 593
Leadership Research Seminar I.
For more information regarding the Thesis/LAP option, refer to the Information and Guidelines for the Thesis and
Leadership Application Project booklet.
Students who do not complete their thesis or Leadership Application Project while enrolled in ML 594 Leadership
Research Seminar II are required to pay a continuation fee.
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NON-THESIS OPTION
An alternative to the thesis is the successful completion of two major papers, as described below. The first of these
papers will be written in conjunction with ML 580. The second paper will be written while enrolled in ML 597 NonThesis Independent Project. The independent research projects approved each year will be presented in an annual
colloquium. Students who do not complete their independent project while enrolled in ML 597 are required to pay a
continuation fee.
For more information regarding the Non-Thesis option, refer
Project booklet.
to
the Information and Guidelines for the Non-Thesis
CORE COURSES FOR THESIS/LAP OPTION:
(3.5 course credits)
The following core courses are required for all Thesis/LAP students in the MAL program:
ML 510
Visions of Leadership
ML 514
Research Methods
ML 592 Thesis/LAP Consultation (0.5 course)
ML 592 is taken in conjunction with ML 594.
ML 593
Leadership Research Seminar I (0.5 course)
ML 594
Leadership Research Seminar II (0.5 course)
(ML 592, 593, and 594 are to be taken in a student's last two
consecutive terms or after the student has completed at least five
electives and ML 510.)
CORE COURSES FOR NON-THESIS OPTION:
(4.0 course credits)
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Ml 510
Visions of Leadership
ML 514
Research Methods
ML 580
Contemporary Theories of Leadership
Ml 597
Non-Thesis Independent Project
ELECTIVE COURSES FOR BOTH OPTIONS: (at least 7.0 course credits)
The MAL program requires that seven elective courses be selected from the following course list:
ML 511
Creativity and the Problem-Solving Process
ML 520
Self-Identity, Values, and Personal Growth
ML 521
Methods of Critical Thought
ML 525
Personality and Systems Theory: Perspectives on Leadership
ML 527
Spirituality and Leadership in the Workplace
ML 530
Ethics in Communication
ML 531
The Dynamics of Change
ML 535
Organizational Theory and Leadership
ML 540
Political Leadership: Theory and Practice
ML 545
Decision Making and Leadership
ML 550
Communication, Decision Making, and Technology
ML 557
Language of Leadership
ML 560
Developing a Multicultural Perspective
ML 565
Women and Leadership
ML 580
Colloquium on Contemporary Theories of Leadership (elective for Thesis/ LAP Option students)
ML 598
Independent Study
ML 599
Special Topics
ML 500
Leadership Practicum
The MAL program sponsors professional development workshops
and seminars. These workshops are offered to students and
alumni who desire more applied case studies or wish to address
topics not included in the courses. (Offered occasionally)
ML 510
Visions of Leadership: A Historical and Literary journey
(1.0 course)
Introduction to selected concepts of leadership, providing a
historical and philosophical framework for the program. This
course views the nature and purpose of leadership from a variety
of disciplines and perspectives.
ML 511
Creativity and the Problem-Solving Process (1.0 course)
Exploration of creativity from the perspective of traditional
aesthetics as well as contemporary organizational thinking. This
course uses creativity as a method, and it examines techniques for
solving problems in organizations, for enhancing innovation, and for seeking an integrative world view.
ML 514
Research Methods (1.0 course)
Evaluation and documentation of programs, projects and ideas as they relate to leadership theories and practice.
Qualitative and quantitative tools will be discussed.
ML 520
Self-Identity, Values and Personal Growth (1.0 course)
Study of the concepts of self-identity, value formation, and personal growth as they relate to professional life; factors
that influence the development of self-identity and personal values; and the effect of personal values of learning and
leadership strategies.
ML 521
Methods of Critical Thought (1.0 course)
Investigation of the processes of critical thinking, drawing from philosophy as well as natural and social science. The
course will survey a variety of contemporary approaches to critical thinking, including the use of logic and analytical
reasoning, the relationship of evidence to the confirmation of theories and the value of appeals to scholarly studies. A
special focus of the course will be an assessment of the ways in which natural and social sciences can (and cannot)
assist leaders in addressing problems and seeking solutions.
ML 525
Personality and Systems Theory: Perspectives on Leadership (1.0 course)
Study of leadership in the dual context of personality theory and systems theory. Contributions of Jung, Fromm,
Maslow, May, and others to personality theory are considered as are the systems theories of von Bertalanffy and Bateson.
The theories are applied to the concrete realities of leadership in a variety of settings.
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ML 527 Spirituality and Leadership in the Workplace (1.0 course)
The wide-ranging spirituality movement in the workplace is a notable feature of contemporary life. This course
explores the dimensions of this trend and its implications for leadership through a variety of sources and perspectives.
ML 530
Ethics in Communication (1.0 course)
Interdisciplinary study of ethics and communication through the investigation of a variety of ethical perspectives within
human communication. This course places particular attention on the use and abuse of communication in politics,
advertising, and interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social and
organizational settings.
ML 531
The Dynamics of Change (1 .0 course)
This course offers an exploration of the context of social change and varying responses to diverse human needs. Ways
of achieving well-being may be viewed differently by leaders in public and private domains and across cultures. The
course explores these various perspectives, including areas of conflict and opportunities for leadership in social and
organizational change. Sociological, human development, and economic theories are applied to contemporary public
and private sector issues for social change.
ML 535
Organizational Theory and Leadership (1.0 course)
In-depth exploration of organizational theory plus related concepts, issues, and concerns. The course is designed to
enable the student to acquire knowledge and develop skills in order to function as a responsible, ethical participant
within various types of organizational structures and cultures.
ML 540
Political Leadership: Theory and Practice
(1.0 course)
Analysis of leadership perspectives in selected
political systems and other organizations. Special
focus on significant leadership theories and leaders,
past and present. Most theories studied are
interdisciplinary and relevant to business and nonprofit organizations as well as to politics.
ML 545
Decision Making and Leadership (1.0 course)
Review of the decision-making process-the setting,
goals, and contingencies-as it affects leaders and
leadership. Analysis of arguments and explanations;
analysis of basic statistical concepts and their
relationship to decision making. Assessment of major
social decisions, past and present-their intentions,
consequences, arguments, explanations, and
justification.
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ML 550
Communication, Decision Making, and Technology (1.0 course)
Analysis of the role various forms of digitally-mediated
communication play in our society and how communication, decision
making, and leadership have been altered by these technologies.
Students examine how they can engage and manage these processes in
their organizations.
ML 557
Language of Leadership (1.0 course)
Students analyze language from a variety of rhetorical and
sociolinguistic perspectives and learn to make judgments about
rhetorical and stylistic strategies. Topics include the use of language as an organizing principle for social interaction;
speech act theory; strategies for giving effective directives; the creation and manipulation of style; the development of
persuasive appeals; the protection of "face;" and strategies for maintaining personal relationships across hierarchical
levels in organizations.
ML 560
Developing a Multicultural Perspective (1.0 course)
This course focuses on the ability to function and lead in culturally diverse contexts within the U.S. Goals include
improved communication skills and interpersonal sensitivity, appreciation for the complexity of the racial and ethnic
groupings, and awareness of key issues facing those groups.
ML 565
Women and Leadership (1.0 course)
A seminar exploring the theory and practice of women and leadership: entrepreneurial, political, and social. An
interdisciplinary approach to issues of women and leadership. Topics include analysis of alternative approaches to
leadership, women and careers, and women in society past and present. The course is intended to enhance the
analytical and leadership skills of the participants.
ML 580
Colloquium on Contemporary Theories of Leadership (1.0 course)
Selected contemporary theories of leadership presented by instructors
who participate in the seminar. Emphasis on critical thinking,
discussion, written analysis. Prerequisite: One-year coursework in
MAL program and ML 510.
ML 592
Thesis/LAP Consultation (0.5 course)
A series of meetings with a faculty thesis/project adviser, taken
simultaneously with ML 594 Leadership Research Seminar II. Graded
on PIN basis. Students not completing the thesis/application project
during the same term in which they are enrolled in ML 594 are
required to pay a continuation fee for each subsequent term until the
Thesis/LAP is completed.
ML 593
Leadership Research Seminar I (0.5 course)
First half of a two-course thesis capstone sequence for the MAL program to be taken in a student's last two consecutive
terms or after the student has completed at least five electives and ML 510. This course provides each individual the
opportunity to develop a research topic, to synthesize previous study and work experience, and to demonstrate an
understanding of the program's principles. Graded on a PIN basis.
ML 594
Leadership Research Seminar II (0.5 course)
Continuation of the "capstone" seminar, taken following the student's registration in ML 593 Leadership Research
Seminar I. This seminar focuses on the methods of inquiry and results of individual projects. By the completion of the
seminar, students should have made significant progress on their thesis or Leadership Application Project. Graded on a
PIN basis.
ML 597
Non-Thesis Independent Project (1.0 course)
Major written project to be completed in an area of the student's choice, in consultation with an adviser and a reader.
The research is presented in a colloquium in partial fulfillment of requirements for the non-thesis option. Students
who do not complete the project during the term in which they are enrolled are required to pay a continuation fee for
each subsequent term until the project is completed.
ML 598
Independent Study* (1.0 course)
Provides directed independent study in an area of the student's choice. Open to students who have completed at least
three courses with a grade of at least 3.0. Students must complete a Proposal for Independent Study and have it signed
by the supervising professor. Proposals must be approved by the MAL program director prior to registration for the
course.
ML 599
Special Topics (1.0 course)
Study of selected topics in leadership that are not
treated extensively through current course
offerings. Specific topics will be published prior to
registration.
*A student may count only one of the following
for credit toward the MAL degree: ML 597 or ML
598, except with permission of the MAL program
director.
Please refer to the Thesis/LAP and Non-Thesis
Project booklet for additional information.
Applicants to the program must hold a baccalaureate degree from an accredited four-year college or university and must
have a minimum cumulative undergraduate grade point average of 3.0 (on a scale of A= 4.0) and a minimum
cumulative grade point average of 3.0 for graduate courses completed at an accredited college or university. Applicants
holding a master's or other advanced degree from accredited colleges or universities are admissible. Should an applicant
not meet the minimum admission requirements, a conditional admission may be possible as decided on a case-by-case
basis. Applicants to the program must have three years of experience (or equivalent) with one or more organizations in
a position of leadership or position demonstrating leadership potential.
Decisions about admission to the program will be made on an individual basis by the MAL Admissions Committee.
Admission to each entering graduate class will be given to the most highly qualified individuals. Admissions are
handled on a "rolling" basis, with students admitted at the beginning of the fall, winter, and spring terms. Selection of
candidates will be made on the basis of an evaluation of each applicant's:
I Previous college record
I Letters of recommendation
I Experience and organizational background
I Written statement
I Interview, if requested
To apply, the following materials must be submitted to the MAL Program Office:
I Completed application form
I $35.00 non-refundable application fee
I A 1-3 page statement relating the applicant's career and life goals to leadership aspirations
I Recommendation letter and checklist from an immediate supervisor, assessing leadership potential
I Recommendation letter and checklist from a work colleague (at the same level) describing the applicant's work-style
leadership potential
I Official transcripts from all undergraduate institutions attended, listing all courses taken and any degree(s) conferred
I Official transcripts from all graduate institutions attended, listing courses taken and degree(s) conferred, if any.
Applicants may be asked to participate in an interview with graduate program faculty and/or staff members.
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The Augsburg College MAL Program Office encourages qualified applicants from other countries. International
applicants should keep in mind that classes meet on alternate Saturdays and that students can take only two classes for
a yearly total of six classes. With this schedule students can complete the required course work in less than two years.
See Admission Requirements for a description of the admission process, selection criteria, and work experience
requirements.
Application materials required for international applicants are:
I Completed application form
I $35.00 application fee (non-refundable) payable in U.S. dollars
I A 1-3 page statement relating the applicant's career and life goals to leadership aspirations
I Completed Declaration of Finances (see below for further information)
I Letter of recommendation in English from an immediate supervisor, assessing leadership potential
I Letter of recommendation in English from a work colleague (at the same level) describing the applicant's work style
and potential as a leader
I Official mark-sheets with certified translations from all undergraduate institutions attended listing all courses taken,
marks earned, dates attended, and degree(s) or diploma(s) conferred, if any; plus, a U.S. evaluation from an
evaluation center
I Official mark-sheets with certified translations from all graduate institutions attended listing all courses taken,
marks earned, dates attended, and degree(s) or diploma(s) conferred, if any; plus, a U.S. evaluation from an
evaluation center
I Official results on the Test of English as a Foreign Language (TOEFL) with a minimum score of 590
Applicants may be asked to participate in an interview with graduate program faculty and/or staff members, if the
applicant is in the United States.
Students and their financial sponsor must complete
a Declaration of Finances as part of the application
for admission, along with appropriate certifications.
In accordance with federal regulations, students on
F-1 visas must provide reliable documentation that
they have financial resources adequate to meet
expenses while studying at Augsburg.
NOTE: Additional information may be needed to
issue an I-20 or J-1 for students admitted to the
MAL program. Information requested for the I-20
or J-1 will not be used to make an admission
decision.
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EVALUATION STANDARDS
Evaluation of academic performance in the MAL program will
be based on number grades using a 4.0 point scale and as defined
below.
Courses not offered on the numbered grading system are noted in
the course descriptions in this catalog as being graded on PIN basis.
In order to receive a grade of P, a student must achieve at least a
grade of 2.0. No more than two courses with a grade below 3.0 will
count toward the degree. No more than two courses with a grade of
or below 2.5 can be repeated. Only the credits and grades earned the
second time are counted in the grade point average.
4.0
Achieves highest standards of excellence
3.5
3.0
Achieves above basic course standards
2.5
2.0
1.5
Achieves the minimum passing standard
1.0
Performance below basic course standards
0.5
0.0
Unacceptable performance (no credit for the course)
P
Achieves at or above the 2.0 level (not computed in grade point average)
N
Does not meet minimum course standards (no credit and non-punitive-not computed in grade point average)
W
Grade given when a student withdraws from a course after the deadline without notation on the record
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 MAL Program Office
stating reasons for the request, the plan
and date for removing the incomplete
grade, the signature of the instructor, and
any other necessary documentation.)
ATTENDANCE POLICY
Because leadership issues are presented, discussed
and analyzed in the classroom, regular attendance is
highly important and should be considered a
responsibility, not only to one's self, but to one's
classmates and course instructor.
ACADEMIC PROBATION AND
DISMISSAL POLICIES
Students must maintain a 3.0 cumulative grade point
average. If a student falls below a 3.0 average, the
student will be placed on probation for the following
term. A 3.0 cumulative grade point average must be
restored in order for a student to be removed from
probation. If a student receives a grade of N or 0.0 in a
course, the student must petition successfully with the
MAL Advisory Committee before being allowed to
continue in the program. A plan for the student to
follow would be outlined at that time. If a second
grade of N or 0.0 is received , the student may be
dismissed from the program by the MAL Advisory
Committee. Students may also be dismissed by the
MAL Advisory Committee for behavior detrimental to
the program, such as a gross violation of college policy
(as published in the Student Guide). Dismissal would
occur only after established procedures were followed.
CREDIT FOR PRIOR EDUCATION
Due to the interdisciplinaiy nature of the courses in the
MAL program, it is unlikely that courses taken
elsewhere may be substituted for a particular course in
the curriculum. Students may petition the MAL program
director for approval of any variation in the curriculum
including the transfer of credit. Transfer credits will be
evaluated on an individual basis.
The only courses that will be considered for transfer
credit are those earned from accredited colleges and
universities, whose course content is comparable to
those in the MAL program. No more than two courses
will be accepted for transfer credit.
CREDIT AND CONTACT HOURS
Each full-credit graduate course in the MAL program is
the equivalent of four semester credits or six quarter
credits. Students meet in class a total of 28 hours and
are responsible for a significant amount of individual
study and preparation.
ENROLLMENT POLICY/ LEAVES OF ABSENCE
Students may take either one or two courses per
trimester. Enrolling in two courses per trimester
enables a student to complete the coursework in the
program within two years. All students are required to
complete all components of the program within five
years. Extensions beyond five years will be considered
on the basis of petition to the MAL Advisory
Committee. Students who leave the program for more
than one trimester must request a leave of absence in
writing from the MAL program. A leave of absence may
be granted for one calendar year. Time spent on an
official leave of absence will not count toward the fiveyear deadline for degree completion.
LAST DAY TO WITHDRAW FROM CLASS
The last date on which students may withdraw from a
class and receive a "W" on their records is published
annually in the MAL Supplement.
STUDENT RIGTHS
The College has adopted a statement of student rights
and responsibilities and has provided for due process
in the matter of disciplinary action, grievances, and
grade appeal, as outlined in the Augsburg College
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Catalog and the Student Guide. Students have a right to experience
education without discrimination.
The Family Educational Rights and Privacy Act (FERPA) of 1974, as
amended, provides certain rights to students regarding their education
records. Each year Augsburg is required to give notice on the various
rights accorded to students pursuant to FERPA. A copy of Augsburg's
policy is published in the Augsburg College Catalog and in the
Studertt Guide distributed to students.
Augsburg College understands that no information other than
"directory information" can be released without the written
permission of the student. Students must give permission in writing
for educational information to be released to anyone outside of the
official personnel (faculty and administration) at Augsburg. This
means that faculty or others cannot write letters of
support/recommendation or nominate students for awards unless
explicit written permission is given by the student to release non"directory information." It is not sufficient to ask for letters of
recommendation.
Complete information about Augsburg's procedures with regard to
FERPA are available from the registrar's office.
ACCREDITATION AND AFFILIATIONS
Students who successfully complete Augsburg's leadership program will receive a Master of Arts degree. Augsburg is
accredited by The Higher Leaming Commission, North Central Association* and is a member of the Associated Colleges of
the Twin Cities (ACTC), Lutheran Education Council in North America, and the Minnesota Private College Council.
Augsburg College is registered with the
Minnesota Higher Education Services
Office. Registration is not an endorsement
of the institution. Registration does not
mean that credits earned at the institution
can be transferred to other institutions or
that the quality of the educational
programs would meet the standards of
every student, educational institution or
employer.
*The Higher Leaming Commission,
North Central Association
1-800-621-7440 or 312-263-0456
www.ncahigherleamingcommission.org
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A schedule of fees is published separately in the MAL
Catalog Supplement. Tuition is determined annually.
ML 592, ML 593, and ML 594 are half-credit courses
and are charged half of the current full credit tuition. A
continuation fee is charged to students who do not
complete their capstone project during the terms they
are enrolled.
PAYMENT OPTIONS
Various payment plans are available:
1)
2)
Payment in Full:
Due after registration and before the beginning of
the trimester. No finance charge or administrative
fee. Late payment fee $25 . Finance charge of 8%
APR will apply toward any unpaid balance after
the start of the term.
Payment Plan:
A three-payment plan is available each trimester
upon application and after College approval.
Payment plans will be approved only if previous
plans have been satisfactorily completed.
Payments for each trimester are due in three equal
installments. There is an administrative fee of $35
per trimester. No finance charge if paid in full by
end of payment plan. Late payment fee $25.
Finance charge of 8% APR will apply if not paid in
full by the end of the payment plan period.
3)
Company Reimbursement:
Full courses, or equivalent, that are company
reimbursed, require a deposit of $100 per course
reimbursed, with full payment due within 50 days
after the end of the term. An application for
Employer Reimbursement Payment Plan must be
filed once each academic year. Student is
responsible for payment if employer does not pay
for any reason. Finance charge of 8% APR will
accrue on the deferred balance once the term has
begun.
Registration is permitted only if the student's account
for a previous term is paid in full as agreed. Augsburg
College will not release diplomas or academic
transcripts until a student's account is paid in full. This
also applies to student loans administered by the
College (e.g., Perkins Student Loan). They must be
current according to established repayment schedules.
REFUND SCHEDULE
Students who withdraw from Augsburg College may be
eligible for a refund of a portion of their charges based
on the appropriate refund schedule (except for the
minimum charge of $100 to cover administrative
costs) . Financial aid may also be adjusted for those
students who withdraw from the College or drop one
or more courses and receive financial assistance.
[NOTE: Tuition refunds and financial aid
adjustments are not necessarily made on a one-to-one
basis. For example, you could receive a 60% tuition
refund but have 80% of your financial aid returned.
Be sure you understand the financial consequences of
making adjustments to your registration.]
Students are responsible for canceling courses through
the Enrollment Center in order to be eligible for any
refund. Students who unofficially withdraw (stop
attending) but do not complete the drop/add form are
responsible for all charges. Financial aid may be
adjusted based on the student's last recorded date of
attendance. Refund calculations are based on the date
that the drop/add form is processed.
The refund schedule is effective whether or not a
student has attended classes. All refunds of charges will
be applied to the student account and all adjustments
for aid, loans, fines, deposits, etc. will be made before
eligibility for a cash refund of any resulting credit
balance is determined. Please allow two weeks for
a refund.
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The refund is a percentage of the full tuition charged,
not a percentage of any deposit paid toward tuition,
e.g. deposits made under the employer reimbursement
payment plan.
For information about refunds and the refund
schedule, see the Payment Information Booklet or visit
<www.augsburg.edu/enroll ..
A per-course tuition refund will be made on the
following basis:
I Through the first scheduled class meeting - 100% of
tuition (less a $100 administration fee if
withdrawing from current term entirely).
I Prior to the second scheduled class meeting - 80% of
tuition.
I Prior to the third scheduled class meeting - 60% of
tuition.
I Prior to the fourth scheduled class meeting - 40% of
tuition.
I No refund after the fourth scheduled class meeting.
Financial assistance is available to degree-seeking
students enrolled in the MAL program. Non-degreeseeking students are not eligible for any type of
financial aid through Augsburg College. Two full-credit
courses per trimester are considered full time. One
course is considered half-time enrollment. The
Enrollment Center, 612-330-1046, or 1-800-458-1721,
or <www.augsburg.edu/enrolb, assists students in
assessing financial aid eligibility and offers financial aid
from available alternatives, including the following:
SPONSORED SCHOLARSHIPS
Augsburg actively pursues non-Augsburg funding for
special scholarships. The availability of such
scholarships may enable the participation of
individuals of limited financial means as well as
individuals working for volunteer agencies and other
organizations not likely to provide tuition
reimbursement.
COMPANY TUITION ASSISTANCE PROGRAMS
Many companies, agencies, and corporations offer full
or partial tuition assistance to employees who
participate in work-related or degree-related college
programs. Augsburg College offers a payment plan by
which employees may handle tuition reimbursement.
Students should contact the Enrollment Center to
make payment arrangements using the company
reimbursement payment plan.
BUREAU OF INDIAN AFFAIRS, TRIBAL, AND
STATE INDIAN SCHOLARSHIPS
American Indian students who meet federal, state, or
tribal requirements may apply for these scholarships.
Indian grants generally supplement other sources of
financial aid. For assistance in application, please
contact Augsburg's American Indian Student Services
Program director at 612-330-1144 or your tribal
agency
FEDERAL STAFFORD LOAN PROGRAM
Common Loan Provisions
Borrowing Limits: Graduate students may borrow up
to $18,500 per year with an aggregate of $138,500
(undergraduate and graduate).
A student may borrow from either the unsubsidized or
subsidized programs or a combination of both but
cannot exceed the annual loan limits.
Interest Rates: The annually variable interest rate is
determined by the 91-day T-Bills +2.3%, capped at
8.25% and changes eachJuly 1. For example, the
interest rate from July 1, 2002 to June 30, 2003 is
4.06% for repayment.
Repayment Terms: Repayment begins six months after
you cease to be enrolled at least half time in an eligible
program leading to a degree or certificate. Repayment
may extend up to 10 years.
Deferments: In most cases, deferments are granted for
continued education, disability, and unemployment.
Contact your lender if you think you are eligible for a
deferment.
FEDERAL AND STATE AID PROGRAMS
The Enrollment Center uses standard, nationally
accepted methodology to determine eligibility for
federal and state financial aid programs.
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FEDERAL PERKINS LOAN PROGRAM
A joint Augsburg College-federally funded program
administered through the College for students who
demonstrate financial eligibility No checks are issued,
but the student is required to sign a promissory note at
least once per term. Funds are put on the student
account after the note is signed.
Borrowing Limits: You may borrow up to $6,000 per
year as a graduate student with a $40,000 maximum.
Interest and Repayment: Simple interest of 5% and
repayment of principal begin nine months after you
graduate or leave school. Partial or total loan
cancellation privileges exist for certain types of
teaching, disability and, in certain circumstances,
military service.
Deferments: No interest accrues nor do payments need
to be made at any time you are enrolled at least half
time or for serving three years in the military, Peace
Corps, or VISTA. Contact the Enrollment Center if you
think you are eligible for a deferment.
SELF (Student Educational Loan Fund)
The SELF is administered through the Minnesota
Higher Education Services Offices. Applications are
available from the Enrollment Center and should be
completed by the borrower and co-signer and returned
to the Enrollment Center for further processing. Loan
proceeds are released through electronic funds transfer.
Borrowing Limits: Graduate
students may borrow up to $9,000
per year minus any other student
loan indebtedness. Maximum
graduate borrowing cannot exceed
$40,000 including undergraduate.
The minimum annual loan is $500.
Interest and Repayment: The interest rate is variable.
Interest payments begin 90 days after the loan is
disbursed and continue quarterly thereafter while the
student is enrolled. Principal payments begin in
the 13th month after you leave school.
Deferments: There are no deferments. Contact the
Minnesota Higher Education Services Office regarding
special circumstances and repayment.
TO APPLY FOR FINANCIAL AID
Financial aid application materials are available at
<www.augsburg.edu/enrolb. Applicants must be
admitted to Augsburg as regular students or be
returning students in good academic standing.
The financial aid application will be processed when
the following documents are received:
1)
The Free Application for Federal Student Aid
(FAFSA) or the renewal FAFSA. Apply online at
<www.fafsa.ed.gov>.
2)
Augsburg Financial Aid Application (for new
students)
3) Federal income tax return(s) .
FOR FURTHER INFORMATION, CONTACT
Enrollment Center 612-330-1046, 1-800-458-1721,
enroll@augsburg.edu, or <www.augsburg.edu/enrolb.
ABOUT AUGSBURG
HISTORY
Augsburg was the first seminary founded by Norwegian
Lutherans in America, named after the confession of faith
presented by Lutherans in Augsburg, Germany, in 1530.
Augsburg opened in September 1869 in Marshall, Wisconsin,
and moved to Minneapolis in 1872.
CAMPUS LOCATION
Augsburg's campus is located in the heart of the Twin Cities,
surrounding Murphy Square, the first of 155 parks in the "City
of Lakes." The University of Minnesota West Bank campus and
one of the city's largest medical complexes-Fairview
University Medical Center-are adjacent to Augsburg, with the
Mississippi River and the Seven Corners theatre district just a
few blocks away.
ACCESSIBILITY
Augsburg College has made a major effort to become one of the
most accessible campuses in the region. Skyways, tunnels, and
elevators provide accessible connections among major
buildings-student housing towers, the Christensen Center,
main academic and administrative halls, the library, and the
music building. In addition, there are programs for students
with learning, physical, and psychiatric disabilities.
CHURCH AFFILIATION
Augsburg is a college of the Evangelical Lutheran Church
in America. It has a diverse community with many strong
religious traditions represented among the students, faculty,
and staff, including Lutheran, Protestant, Roman Catholic,
Jewish, American Indian spirituality and thought, Buddhist,
and Islamic faiths.
NON-DISCRIMINATION POLICY
Augsburg College, as affirmed in its mission, does not
discriminate on the basis of race, color, creed, religion, national
or ethnic origin, age, gender, sexual orientation, marital status,
status with regard to public assistance, or disability in its
education policies, admissions policies, scholarship and loan
programs, athletic and/or school administered programs, except
in those instances where religion is a bona fide occupational
qualification. Augsburg College is committed to providing
reasonable accommodations to its employees and students.
Any questions concerning Augsburg's compliance with federal
or state regulations implementing equal access and opportunity
can be directed to the Office of Human Resources, CB 79,
Augsburg College, 2211 Riverside Avenue, Minneapolis, MN
55454, or 612-330-1023.
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LEADERSHIP STUDIES FACULTY
Faculty who teach in the MAL program are predominantly full-time senior faculty with doctorates or appropriate
professional degrees. Some courses are team taught by faculty from different disciplines or occasionally by combining
a faculty member with professionals from relevant fields. All of the program's faculty have extensive experience
teaching adult learners.
ANDREW AOKI, Associate Professor of Political
Science B.A., University of Oregon; M.A., Ph.D.,
WILLIAM D. MORRIS, Assistant Professor of
Political Science B.A., Oakland University; Ph.D.,
University of Wisconsin.
Carnegie-Mellon University. President, Decision
Resources, Ltd.
JOHN BENSON, Professor of Religion B.A., Augsburg
College; B.D., Luther Theological Seminary; M.A., Ph.D.,
Columbia University.
NORMA NOONAN, Professor of Political Science;
Director of the Center for Leadership Studies and
the MAL Program B.A., University of Pennsylvania;
CASS DALGLISH, Associate Professor of English B.A. ,
M.A., Ph.D., Indiana University.
College of St. Catherine; M.FA., Vermont College; Ph.D.,
The Union Institute.
JOSEPH A. ERICKSON, Associate Professor of
Education B.A., M.A., College of St. Thomas; M.A.,
Luther Northwestern Theological Seminary; Ph.D.,
University of Minnesota.
MAGDALENA PALECZNY-ZAPP, Associate Professor
of Business Administration B.A. , M.S., Academy of
Economics, Warsaw; Ph.D., Academy of Economics,
Krakow, Poland.
CATHERINE PAULSEN, Instructor of Psychology
B.A., St. Olaf College; M.A., Lone Mountain College.
ROBERT C. GROVEN, Assistant Professor of Speech/
Communication and Theatre Arts B.A., Concordia
College-Moorhead; M.A.,j.D., University of Minnesota.
CURTIS PAULSEN, Associate Professor of Social
Work B.A., St. Olaf College; M.S.W, University of
Minnesota; Ph.D., Fielding Institute.
GARRY HESSER, Professor of Sociology and Director
of Metro-Urban Studies B.A., Phillips University;
DIANE PIKE, Professor and Chair, Department of
Sociology A.B., Connecticut College; Ph.D. , Yale
M.Div., Union Theological Seminary; M.A., Ph.D. ,
University of Notre Dame.
University.
DAVID LAPAKKO, Associate Professor of Speech/
Communication, and Theatre Arts B. A., Macalester
MILO A. SCHIELD, Professor of Business
Administration B.S., Iowa State University; M.S.,
College, M.A., and Ph.D., University of Minnesota.
University of Illinois; Ph.D., Rice University.
VELMA J. LASHBROOK, Instructor
JOHNS. SCHMIT, Associate Professor of English and
Associate Dean for Adult Programs B.S., St. john's
B.S. , Iowa State University; M.S., Illinois State University;
Ed.D., West Virginia University. President, Strategy
Implementation Associates.
ROSEMARY LINK, Professor of Social Work, BA.,
B.A., University of Southampton, Post graduate diploma
& C.Q.S.W , University of London; Ph.D., University of
Minnesota.
THOMAS MORGAN, Professor of Business
Administration and Vice President for Enrollment
and Market Development B.S.,juniata College; M.B.A.,
University of Denver; M.S., University of Oregon; Ph.D.,
University of Minnesota.
University; M.A., University of New Orleans; Ph.D., The
University of Texas-Austin.
KATHRYN SWANSON, Professor and Chair,
Department of English B.A., St. Olaf College; M.A.,
Ph.D., University of Minnesota.
JOSEPH VOLKER, Instructor of Psychology B.A.,
University of California-Irvine; M.A., Ph.D., University of
Minnesota. Licensed psychologist at MDA Associates.
AUGSBURG
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AUGSBURG CAMPUS MAP
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MASTER
OF
SOCIAL WORK
AUGSBURG
COLLEGE
1990-1992
"'T!
he good we secure for ourselves
is precarious and uncertain ...
until it is secured for all of us
and incorporated into our common life."
1
-Jane Addams
Augsburg College
731 21st Avenue South
Minneapolis, MN 55454
612/330-1786
a... Show more
MASTER
OF
SOCIAL WORK
AUGSBURG
COLLEGE
1990-1992
"'T!
he good we secure for ourselves
is precarious and uncertain ...
until it is secured for all of us
and incorporated into our common life."
1
-Jane Addams
Augsburg College
731 21st Avenue South
Minneapolis, MN 55454
612/330-1786
able of Contents
Introduction to the Master of Social Work Program .............. .4
Curriculum Design ...................................................................... 5
Course Descriptions ............. ........ ................................................ 8
Library .... ................................................................................. .... 14
Accreditation and Affiliations ......................... ......................... 14
Student Rights .................................. .. ......................................... 15
Admission Requirements .................... ...................................... 16
Application Procedures ........................................... .. ...... .......... 17
Evaluation Standards ..................... .............................. ........ ...... 18
Academic Policies ............................ ..... ..... .. ..... .... ........... ........... 19
Fee and Payment Schedule ............... .. .. ... ....... .......................... 20
Financial Aid ............................. .... ............................ .................. 22
About Augsburg .............................. ........................................... 25
Campus Guide ........................................... ........................ ......... 26
Campus Location ............................... ........................................ 27
Faculty and Administration ...................................................... 28
ntroduction
to the Master
of Social Work
Program Philosophy
The Master of Social Work program at Augsburg College builds
on the strengths of its Bachelor of Social Work program:
... Understanding of and respect for diverse people and
cultures
T
A solid foundation in and integration with the liberal arts
T
Responsibility and service to and with the broader
community in the interests of social justice
T
A focus on client empowerment
T
Preparation for ethical, competent, professional practice
T
A framework for practice of problem-solving within a
systems perspective.
In the Augsburg Master of Social Work Program, individuals
are recognized as capable of adaptation, growth and change.
Intellectual, physical, spiritual, emotional, psycho-social problems are addressed with clients in relation to the locus of the
issues, be they within the individual, the family, the community, or the larger societal systems. Client self-determination,
growth and empowerment (personal recognition of one's
ability, rights and place in the social change process) are
recognized and fostered through support and education. In the
interests of social justice and constructive social change,
students are educated as professionals to address institutional
oppression, e.g. age, race, religion.
Professional preparation at the Master of Social Work level at
Augsburg is founded on the following assumptions:
T Analysis and presentation of complex social issues and solutions must be based on solid research. Augsburg MSW students will develop competencies to conduct, analyze and
present practice-based research.
T The world is interdependent in all areas, including human
needs and the services to address them. Students will become
knowledgeable of social welfare policies and programs of the
world community which address changing needs.
Accommodating the Full-Time Work Schedule
The Master of Social Work Program is designed to meet the
needs of adult students, e.g. students who are employed, have
family obligations, must travel distances to obtain graduate
social work education. Classes will meet during alternate
weekends in four hour blocks: Friday evening (one class),
Saturday morning and afternoon (two classes). Students will
be required to meet one Sunday afternoon per trimester for a
program seminar on ethical or other professional issues.
urriculum Design
Students must complete 18 courses (12, if Professional Foundation is waived), including the Master's thesis and 900 hours of
professionally supervised, College-approved social work field
experience. The course of study must include the Professional
Foundation (unless waived), the Advanced Curriculum, one
concentration, and two elective courses.
The Professional Foundation is the basic core and is designed
for persons whose baccalaureate degree is in a subject or from
an institution not accredited by the Council on Social Work
Education. These six courses, including 420 hours of Collegeapproved, professionally-supervised field work, must be completed successfully prior to enrollment in the Advanced
Curriculum or Concentrations courses.
The Advanced Curriculum, required of all students, is the
entry point in the program for persons with baccalaureate
degrees in social work from institutions that are accredited by
the Council on Social Work Education, or by students who
have completed successfully the Professional Foundation
courses.
The Advanced Curriculum consists of three courses, including
the introductory courses to both concentrations.
Concentrations
Concentrations are in two areas: Family Practice and Program
Development, Policy and Administration. These concentrations total a minimum of six courses beyond the Advanced
Curriculum, including 480 hours of college approved, professionally-supervised field work.
Family Practice
Family, in its diverse forms, is central to society. "Family';
in this context, is interpreted flexibly as the nurturing system
surrounding people. It is inclusive of many areas of need.
As a growing number of family-related challenges face society,
there is an ever-increasing need for professionals who base
their professional practice on in-depth study of the broad
spectrum of issues that confront the family . In the Family
Practice concentration, students will concentrate on empowering the family nurturing systems from a developmental and
wholistic perspective.
Program Development, Policy and Administration
Social change is necessary for fostering policies and service that
respond to human need. The Program Development, Policy,
and Administration concentration has been developed in
response to the growing demand for creative leadership and
administration. Effective services require participative
development, competent practitioners, strong leadership and
effective administration. Students following this concentration
will develop the abilities and skills necessary to promote
and achieve needed change, and develop, lead, guide and
administer programs that will serve diverse people in a variety
of settings.
Electives
Students will select two electives beyond the required courses.
Master's Thesis
All students will complete a Master's Thesis synthesizing
research and field practice in their area of concentration.
T SWK589
I
\
ELECTIVES
T SWK 560-579
CONCENTRATION IN
PROGRAM
DEVELOPMENT, POLICY
& ADMINISTRATION
CONCENTRATION
IN FAMILY PRACTICE
T SWK 540 FAMILY PRACTICE
T SWK 541 FAMILY PRACTICE
T SWK 550 PROCESSES OF PROGRAM
II
PLANNING AND DEVELOPMENT
T SWK 551 ORGANIZATIONAL DEVELOPMENT
T SWK 542 FAMILY DIVERSITY
T SWK 543 CREATIVE PROBLEM SOLVING
T SWK 552 INTER-ORGANIZATIONAL,
FOR SUPERVISION
COMMUNITY AND POLITICAL RELATIONS
T SWK 553 ADVANCED SOCIAL POLICY
T SWK 523 FIELD WORK
III AND SWK 524 FIELD WORK IV
ADVANCED CURRICULUM
T SWK 520 INTRODUCTION TO FAMILY PRACTICE
T SWK 521 INTRODUCTION TO PROGRAM DEVELOPMENT
AND ADMINISTRATION
T SWK 527 RESEARCH
I
II
\
PROFESSIONAL FOUNDATIONS
T SWK 500 HUMAN BEHAVIOR IN THE 5ocIAL ENVIRONMENT
T SWK 501 HISTORY OF SOCIAL WELFARE POLICY
T SWK 502 FIELD WoRK I ANJ? SWK 503 FIELD WoRK
T SWK 504 RESEARCH
I
T SWK 505 METHODS AND SKILLS OF SOCIAL WORK
II
ourse Descriptions
Professional Foundation
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
sociocultural, biological, and psychological factors which influence the growth of individuals and families in contemporary
American society. Emphasized is the role of the "nurturing
environment" in relation to human growth, the impact of the
"sustaining environment," and other special stresses relevant to
growth. Growth related to populations and groups which
represent ethnic and/ or life-style diversity is also a focus. Students will gain self-understanding through use of their own
experiences.
SWK 501 History of Social Welfare Policy
This course emphasizes the dynamic nature of social welfare
history and current social systems and social policy as they
relate to all our lives and especially to the lives of clients,
communities and social workers. Comparisons will be made
internationally, with a focus on Britain as influencing early U.S.
"poor law" and social welfare. Special emphasis will be placed
on analyzing the major assumptions, ideas and events which
contributed to the rise of the welfare state and the profession of
social work. The profession's values, ethics and historical
development will also be reviewed. Both theoretically and
practically, this course will enable students to assess the development of social welfare with an understanding of the influence
of social work and of the development and impact of social
policy.
SWK 502 Field Work I
Students will select their own field placement from a list of Programapproved agencies.
Beginning supervised professional experience in a social work
setting focusing on interviewing experience and relationship
building. Supportive seminars coordinate an integration of
theory and practice, as well as providing the supportive setting
for raising social work practice issues with peers.
SWK 503 Field Work II
Continuing supervised professional experience in the same social
work setting, consecutive to Field Work I, focusing on refining
previous skills and understanding and moving into new tasks,
showing initiative and progressively more independent work
over time.
SWK 504 Research I
Research plays an important role in building knowledge for
social work practice. This course will provide an overview of
methods commonly used in social science research, in addition to
the ethical and applicability concerns in social work research. Research design will be studied using both qualitative and quantitative approaches. Methods of program evaluation will be discussed. This course will examine various approaches to organizing, comparing and interpreting data. Students will have
beginning hands-on experience with the use of computers to
analyze data statistically.
SWK 505 Methods and Skills of Social Work
This course identifies basic features of the helping process;
theoretical foundation, principles and techniques of Social Work
intervention. It provides role play and simulation experience
necessary for social work practice with individuals, groups,
families and communities. The course also emphasizes system
and social change through an introduction to community organization, social planning and social action. Throughout the course,
work with a diversity of professional, natural helping networks
and client groups is stressed.
Advanced Curriculum
SWK 520 Introduction to Family Practice
Theories and concepts underlying wholistic professional social
work practice with families will be explored. This course will
address concepts of families in their diverse forms and function
in the context of the life cycle of their members, family systems
theory, dual perspective, and stressors which may shape or alter
family development. Ethical issues of professional social work
practice with families are integral to this course.
SWK 521 Introduction to Program Development and
Administration: Organizational Theory
Because social services are commonly carried out through organizations, social workers are usually members of organizations. Thus, organizations and the effective functioning of
social workers within them is the focus of this course. With an
assumption of "organizations as communities," an overview of
theories of organizational development, maintenance and
communication will be presented. The contributions of diversity in the agency I community will be an important focus .
Social workers' important roles in agencies, as well as professional, ethical, effective functioning in organizations will be
explored.
SWK 523 & 524 Field Work III & IV
The purposes of the Field Support Seminars are (1) to provide
the student opportunities to share experiences from his/her
practice in a confidential setting; (2) to give and get support,
honest feedback, and valid encouragement on issues regarding
field placements, in particular, and social work practice with
families or in administration/program development, in general;
(3) to discuss and help the student integrate course-work into
the practice experience and to address the objectives of the
course. These seminars accompany the 480 hours of professional supervised field work in the area of concentration.
SWK 527 Research II
This course offers a practice-oriented exploration of the range of
research methods used in social work, a critique of the role of
research in assessing effectiveness in the social service delivery,
and identification with the responsibility of social workers "to
expand the knowledge base" of social work. Building on the
basic research skills developed in Research I, students actively
adopt the researcher's role in relation to both their current
agency experience and their preferred practice setting. The
course will enable students to use basic statistical methods for
organizing, interpreting and analyzing quantitative data, plus
creative techniques for qualitative data.
SWK 589 Research III: Master's Thesis
The study of research, like all of social work, comes alive in the
implementation. A thesis is required of all Master of Social
Work candidates so they may experience and learn the utility of
research to social work practice, and so they can contribute to
the knowledge of social work practice and to the building of
social work theory. The Master of Social Work thesis will be
based on an area of the student's practice focus. The research
- to be selected by the student in consultation with the thesis
advisor - will focus on an area of social need, practice, service
and/ or policy.
Concentrations
Family Practice
SWK 540 Family Practice I
This course builds on content initiated in the Introduction to
Families course, focusing in-depth on the "normal" developmental crises of the family across the lifespan, developing problemsolving methods and learning cross-cultural models of practice.
Various therapy theories will be introduced and critiqued.
Focus on all theories and analysis of service delivery models will
center on their relevance to empowerment of families.
This course is a prerequisite to SWK 541 Family Practice II and
must be taken prior to or concurrent with SWK 523 Field
Work III.
SWK 541 Family Practice II
This course is a continuation of Family Practice I. It will further
explore the family as cause and effect in the community in benefitting from or changing social policy. Students will study issues
for further discussion, culminating in development of their own
service delivery models. Ethical and religious dilemmas (e.g.
abortion, euthanasia) will be raised. Advanced study of family
developmental issues, focusing on catastrophic events and on
empowering families and the profession to take leadership in
developing appropriate intervention strategies.
SWK 542 Family Diversity
This course will examine 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 will also examine how family membership shapes one's understanding and appreciation of ethnicity,
gender roles, sociological script. The course also will explore the
impact of discrimination and of political, social, and economic
disorder on diverse families.
SWK 543 Creative Problem Solving for Supervision
This course will examine how social workers can discover their
own creative abilities in relation to innovation in social work
supervision and practice. The course will examine the relationship of creativity and self-esteem. This course will also explore
ways to help others, e.g. workers, clients, agencies and communities to eliminate barriers which inhibit creative responses to
problem-solving and practice.
Program Development, Policy and
Administration
SWK 550 Processes of Program Planning and Development
Building on the community organization and research foundation (including needs determination and program evaluation),
the primary processes of program development study in this
course are: techniques of program planning and budgeting,
development of necessary community and larger public
support, identification and mobilization of resources, and
funding proposal preparation.
SWK 551 Organizational Development and Administration
The activities and skills necessary for effective program administration will be studied including short- and long-range
planning; leadership; program implementation and management; personnel recruitment, allocation, supervision and management; social work values and ethics in the workplace;
analysis of financial statements; administrative policy, board
relations and agency policy implementation.
SWK 552 lnterorganization, Community and
Political Relations
The development and maintenance of constructive relationships with external organizations in both the public and
private sectors are critical to successful implementation and
management of social service programs. An organization's
power to influence social policy is related to such relationships. The development and maintenance of these relationships so critical to the provision of services that address
community needs, and the influence of social policy to effect
social change will be the foci of this course. Among the topics
included are: interorganizational relations, public relations,
public information, political activity and leadership.
SWK 553 Advanced Social Policy
All social workers have impact on the development and modification of social policy whether intentionally or unconsciously. This course will provide an in-depth focus on the
development and implementation of social policy at the
various levels of the public and private sectors. The various
means by which social workers can have intentional impact on
policy-making and exercise leadership roles will be studied.
Reading, seminars and an internship in the policy area will be
included.
Electives
SWK 560 Issues of Diversity
Students will explore the dynamics and impact of a range of
diversity issues which are inherent in a heterogenous society,
e.g. race, religion, culture, ethnicity, gender, age, mental and
physical condition, affectional orientation, and lifestyle.
SWK 561 Comparative International Social Policy
This course analyzes approaches to social policy in a number of
countries. The course expands U.S. perspective by exploring
alternative approaches to shared social issues, such as unemployment, day-care, income maintenance, education, personal
social service, health and housing. Attitudes toward quality of
life and personal values and assumptions arising from a monocultural viewpoint will be reviewed in a global context. The
operation, methodology and organizational structure of
programs in different countries will be compared with attention to social change and differing socio-political, economic
environments. Attention will be paid to the variety of funding
sources and partnerships between public and voluntary groups
plus the diversity of priorities and traditions which influence
an orientation to the public or voluntary sector. The course
also builds an awareness of current agencies promoting international social policy and poses our responsibility to be internationally aware.
SWK 562 Creativity and the Problem-Solving Process
This course will explore creativity from traditional aesthetics
and from contemporary organizational understanding, showing the similarities and differences in approach. Using creativity as a method, the course will examine techniques for solving
problems in social work practice, for enhancing innovation,
and for seeking an integrative world view. Systems theory will
be studied as an example of an attempt to use an integrative
approach to personal and professional behavior. The class will
integrate social work with other fields in order to broaden the
outcomes of intellectual understanding and self-awareness.
A variety of electives based on student-generated topics will be
offered in this program.
6tibrary
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.
AJccreditation and
Affiliations
The Augsburg Master f Social Work program is in the process
of e tabli hing candidacy status with The Council on Social
Work Education. Augsburg is accredited by the North Central
A o iation of Coll ges and Schools. The college is am mber
of the Associated Colleges of the Twin Cities (ACTC), the
Lu'theran Edu ation C uncil in orth Am rica and th
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 will meet the standards of every student, ducational
institution, or employer.
. .tudent Rights
The College has adopted a statement of student rights and
responsibilities and has provided for due process in the
matters of disciplinary action, grievances and grade appeal.
Any student who wishes to identify appropriate procedures
for a complaint should contact the Vice President for Student
Affairs (330-1160).
The College operates in compliance with the Family Rights
and Privacy Act and Title IX . Students have the right to
inspect all official records which pertain to them and which are
maintained in the Registrar's Office and the Placement Office
(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 based
on sex, race, ethnic or cultural background, handicap, creed,
marital status or age.
1Jldmission Requirements
The Augsburg Master of Social Work Program promotes the
widest possible diversity within its student and faculty
populations and across its curriculum content. Therefore, the
admissions policies ensure· educational opportunities that
include persons from a range of abilities, backgrounds, beliefs
and cultures.
Because of the particular nature of the Master of Social Work
program, a strong liberal arts background in the behavioral
sciences is required including a course in biology that includes
study of the human systems, and course work in the social
sciences. Applicants who have completed majors in other than
behavioral sciences are encouraged to apply and will be given
consideration based on their composite assets.
Applicants to the program will be assessed on an individual
basis according to the following guidelines. Strengths in some
areas may balance other areas for development.
1. Bachelor's degree from an accredited college or university.
2. A minimum grade point average of 3.0 on a 4.0 scale
(B average) for the last two years of an undergraduate
program preferred.
3. A minimum of two years of employment or volunteer
experience, one year of which is in the human service area.
4. Personal written statement.
5. Letters of recommendation.
6. Possible interview.
A)pplication Procedures
To apply, students must submit the following materials to the
Department of Social Work:
1. Completed application form with $25 (non-refundable)
application fee.
2. Written personal statement and three letters of reference
which address the applicant's:
T
demonstrated ability to work with a diversity of people.
T
personal qualities including responsiveness to others,
judgement, creativity, oral and written communication
skills, integrity, leadership potential, and sensitivity to
the diversity of people.
T
potential for successful completion of graduate studies in
a professional social work program.
3. Official transcripts of undergraduate and graduate work
from each institution attended which indicate degrees
conferred.
4. Possible interview with the committee of the Social Work
Department.
IB valuation Standards
Evaluation of academic performance for the Master of Social
Work degree 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
Achieves highest standards of excellence
Achieves above basic course standards
Achieves the minimum passing standard
p
Achieves at or above the 2.0 level (not computed in
grade point average)
N
Does not meet minimum passing standard (no credit
and non-punitive -not computed in grade point average)
W
Grade given when course is dropped
I
Incomplete grade given in case where student is unable
to complete course requirements for reasons beyond the
student's control. (To receive an incomplete, a student
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 documentation.)
Not more than two courses with a grade below 3.0 will count
toward the degree. Not more tha n two courses with a grad e
below 2.0 can b repea ted . Only the credits and grade ea rned
the second time are counted in the grade point average.
A)cademic Policies
Academic Probation and Dismissal
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 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 falls 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 and Contact Hours
Each graduate course in the Master of Social Work program is
the equivalent of four semester credits or six quarter credits.
Students meet in class a total of 28 hours and are responsible
for a significant amount of individual study and preparation.
Enrollment Policy/Leaves of Absence
Students may take either two or three courses each trimester.
All students are required to complete the program within four
years. Extensions beyond four years will be considered on the
basis of petition to the Graduate Program Committee. Students who leave the program for more than one term must
request a leave of absence in writing from the Graduate
Program Committee.
Residency
Each student must be enrolled in the MSW program for the
equivalent of the last year or nine courses.
Transfer Students
Up to nine courses from a C.S.W.E. accredited MSW program
may be transferable if the grades are 3.0 or better. Transfer
students must meet the admissions and residency criteria.
Advisement
The Augsburg Social Work Program requires both academic
and professional advisement. Both have the same purpose: to
promote student growth, development, and the achievement of
personal goals and professional education. Faculty office hours
are posted on office doors; in addition, students may meet with
faculty at other times by appointment. All social work faculty
are available to students, in addition to the advisor the student
chooses. Social Work faculty consider advising time a high
priority and work to be available.
ee and Payment Schedule
Application Fee (payable once, non-refundable) ............... $25.00
Tuition (per trimester course) ............................... .............. $815.00
(one course = 6 quarter credits or 4 semester credits)
Enrollment Reservation Deposit (non-refundable) ........ $100.00
Late Fee . ................................................. ............. ............. .......... $50.00
(charged to any student registering after the scheduled
registration date.) Late registration per day includes
incomplete registration as defined:
a. Unsigned Registration Form or
b. Unapproved Payment Plan
Registration Change after First Class Meeting .... ................ $5.00
(cancel/add/change grade option, or combination
at one time)
Transcript Fee (per copy after first, which is free) ............... $2.00
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.
Fees
The application fee ($25) is due on or before the application
deadline for a given term. The $100 non-refundable deposit
reserves a place in the program in a given term, once a person
is accepted. Tuition is due at the time of registration.
Refund Schedule
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 the first scheduled class meeting -100%
Prior to the second scheduled class meeting - 80%
Prior to the third scheduled class meeting - 60%
No refund after third scheduled class meeting.
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
45 days after the end of the term.
A finance charge is applied at a simple rate of 1 % per month on
any amount with an open balance of 30 days or more.
Tuition is set on an annual basis, payable in 3 equal installments at the beginning of each trimester. Registration is
permitted only if the student's account for a previous term is
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.
inancial Aid
....... ·:..
In a number of ways, students may receive assistance in
meeting Graduate Program costs. Enrollment in three courses
per trimester allows the student to be classified as full-time.
Two courses is considered part-time enrollment. The Office of
Student Financial Services (330-1046) will assist students in
assessing financial aid eligibility and offering 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 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 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 - A joint Augsburg Collegefederally funded program administered through the College
for students who demonstrate financial eligibility. No interest
accrues nor do payments have to be made on the principal at
any time you are enrolled at least half-time. Simple interest of
5 percent 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 percent; payment usually begins within 60 days after disbursement. Principal may be deferred until student ceases
half-time 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 an undergraduate with a
$25,000 aggregate maxiumum when graduate study is included ($1,000 minimum). Interest rate is variable, paid by the
borrower quarterly while in school. Principal payment begins
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 percent on the loan balance and repayment of the
principal begin six months after you leave school. Repayment
may extend up to 10 years. The maximum loan is $2,625 for
the first two 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 Graduate Program Office).
3. All students must have a Financial Aid Transcript on file
with Augsburg from each previously attended institution
even if you 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 College
History
Augsburg College was founded in 1869 in Marshall, Wisconsin, and moved to Minneapolis in 1872. The name Augsburg
College and Seminary changed in 1963 when the Lutheran Free
Church merged with The American Lutheran Church.
Location
Augsburg's 23-acre campus is in the heart of the Twin Cities
metropolitan area, only blocks from downtown Minneapolis
and the intersection of Interstate Highways 94 and 35W.
Adjacent to the campus are the Riverside Medical Center, the
West Bank campus of the University of Minnesota and the
Mississippi River parkways.
Campus
Skyways, tunnels and elevators provide accessible connection
between 10 of the 15 major buildings - student housing
towers, College Center, main academic and administrative
halls, the Library, Music Hall and Foss Center for Worship,
Drama and Communication.
Accessibility
We have made a major effort to become one of the most accessible campuses in the region. Our skyway-tunnel system lets
you reach any of 10 major buildings without going outside. In
addition to building changes, we have a student-run program
to increase awareness and provide extra help for students with
disabilities.
Church Affiliation
Augsburg is a college of The Evangelical Lutheran Church in
America. About 51 percent of the students are Lutheran,
15 percent other Protestant and 15 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 or Section 504 of the Rehabilitation Act of 1973 as
amended in its admission policies, educational programs, activities, and employment practices.
ampus Guide
.
.
â¢
·.·
.
1. Admissions House
2. George Sverdrup Library
3. Science Hall
4. Old Main
5. West Hall
6. Mortensen Tower
7. Urness Tower
8. Christensen Center
9. Sverdrup-Oftedal Memorial
Hall
10. Music Hall
11. 2222 Murphy Place
12. Melby Hall
13. Ice Arena
14. Stage II Theatre
15. Center for Global Education
16. Scandinavian Center
17. Foss, Lobeck, Miles Center
for Worship, Drama and
Communication
18. Youth and Family Institute
19. Office Annex House
20. Tutor House
21. American Indian Support
and Minority Education
Partnership
Admissions Parking
Student Parking
c. Visitor Parking
D. The Quad
E. Faculty /Staff Parking
F. Murphy Square
G. Anderson-Nelson
Athletic Field
H. Fairview /St. Mary's
Parking Ramp
I.
Husby-Strommen
Tennis Courts
J. Resident Parking Only
A.
B.
I6. I
Accessible Entrance
~--~-
c ampus Location
N
I
I
-$-
I
I
I
......
......
DOWNTOWN
MINNEAPOLIS
......
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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 Avenues and north of 8th Street on 21st Avenue. 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.
acuity and
Administration
Maria Brown, Assistant Professor of Social Work.
B.A., M.A., American University; M.S.W., University
of Minnesota.
Francine Chakolis, Assistant Professor of Social Work.
B.S., Augsburg College; M.S.W., University of
Minnesota.
Edwina Hertzberg, Associate Professor of Social Work.
Director of Faculty Development. A.B., Cedar Crest
College; M.S.W., Ph.D., University of Minnesota.
Rosemary Link, Assistant Professor of Social Work.
B.A. Southhampton University; C.Q.S.W., London
University (Bedford College); Ph.D., University of
Minnesota.
Vincent Peters, Assistant Professor of Social Work.
B.A., Loyola College; M.S.W., University of Madras.
Mary Lou Williams, Associate Professor of Social Work.
B.F.A., M.S.W., University of Pennsylvania.
Edith Kromer, Weekend Librarian. B.A., Hamline
University; M.A., University of Minnesota.
Elizabeth Vander Schaaf, Associate Dean for Graduate and
Special Programs. B.A., Swarthmore College; M.A.,
Ph.D., University of Iowa.
Maria Woroby, Reference Librarian and Weekend Supervisor.
B.S., M.A., University of Minnesota.
Augsburg College_;
731 21ST AVENUE SOUTH
MINNEAPOLIS , MN 55454
Show less
2011-2012
Graduate Studies Catalog
Master of Arts in Education
Master of Arts in Leadership
Master of Arts in Nursing
Doctor of Nursing Practice
Master of Business Administration
Master of Science in Physician Assistant Studies
Master of Social Work
at
Graduate Studies Catalog
2011-2012
O... Show more
2011-2012
Graduate Studies Catalog
Master of Arts in Education
Master of Arts in Leadership
Master of Arts in Nursing
Doctor of Nursing Practice
Master of Business Administration
Master of Science in Physician Assistant Studies
Master of Social Work
at
Graduate Studies Catalog
2011-2012
Official publication of Augsburg College
2211 Riverside Avenue
Minneapolis, MN 55454
612-330-1000
This catalog should answer most questions students have about Augsburg College’s graduate programs. Although information was current at the time of publication, it is subject to change without notice. The written policies in the catalog
are the College policies in force at the time of printing. It is the responsibility of each student to know the requirements
and academic policies in this publication. If you have questions about anything in this catalog, consult the Graduate Admissions Office, the graduate program directors, or the registrar. Key offices are listed on page 6 for correspondence or
telephone inquiries.
Published January 2012
www.augsburg.edu
A Greeting from the President
I am pleased to know of your interest in Augsburg College’s exciting and innovative graduate programs. You are part of a
select and discerning group of professionals who seek to find a graduate program that combines an excellent curriculum,
a values-based approach to work, a talented and experienced faculty, and program formats that meet the needs of busy
and successful people. Augsburg College’s graduate-level programs in Business Administration, Education, Leadership,
Nursing, Physician Assistant Studies, and Social Work are distinguished by the opportunities they provide students to expand decision-making and strategic skills. Beginning in the fall of 2010, Augsburg is proud to offer its inaugural doctoral
degree program—the Doctor in Nursing Practice program.
Augsburg College is characterized by a strong mission: Augsburg College educates students to be informed citizens,
thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged
community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran church, and shaped by its
urban and global settings.
For our graduate programs, this mission helps to shape an innovative educational experience that features an expansive
perspective on social responsibility, economic realities, business initiative, and environmental sustainability.
At Augsburg College, we believe that our distinctive educational purpose is to help you, the individual student, find your
calling at work and in the world. The Augsburg graduate programs are designed to offer you quality educational experiences, personal attention, and opportunities to expand your personal and professional talents and skills. We are confident
that our graduates are prepared for leadership in our ever-changing global society, the hallmark of an Augsburg degree.
Sincerely,
Paul C. Pribbenow
President, Augsburg College
Augsburg College I 3
Greetings from the Academic Affairs Office
Welcome to our graduate programs. We are committed to education that prepares people for leadership in their communities and places of work. We believe that the liberal and professional arts and sciences form the best preparation for living in the fast-paced, changing, and complex world of today and tomorrow.
Our locations in the vital metropolitan areas of Minneapolis/St. Paul and Rochester offer exciting and challenging field
experiences for courses that include real-life learning through academic internships, experiential education, and cultural
enrichment. The Twin Cities and Rochester become extended campuses for Augsburg students. Also, the diversity in our
campus community ensures that our graduates are prepared for the range of experiences and perspectives that characterize today’s global environment.
When you join Augsburg you become part of a community that offers lifelong learning opportunities in state-of-the-art
classrooms, with accessible libraries and dedicated faculty and staff. You join a body of experienced people who quickly
form your network of employer connections and career opportunities. We encourage our alumni to become your mentors and build on our city connections through public events, including our convocations and Advent Vespers.
All our programs share distinctive qualities, including our commitment and mission to be of service, with one another
and to our neighbors. We expect our graduates to have their eyes on the world as they develop their identity as global citizens, with a sense of responsibility to participate in socially- and economically-sustainable development. We hope that at
some time during your degree, you’ll explore the opportunities to participate in an international learning experience—for
example, travel seminars to our global campuses in Central America, Mexico, and Namibia, and opportunities to meet
visiting students and faculty members from our partner institutions in Norway, Germany, Finland, and Slovenia. Inspired
by the faith of our Lutheran founders to be inclusive to the early immigrants who came to Augsburg’s doors, we welcome
a diversity of cultures and faiths.
Although each graduate program has its own “neighborhood” and unique features, we encourage interdisciplinary
courses and opportunities for you to study with colleagues across disciplines. We encourage both “horizontal” initiatives—i.e., cross-program collaboration—as well as “vertical” initiatives—engaging our undergraduate students to consider graduate work. This means that sometimes you may be encouraging classmates who are just beginning to imagine a
graduate degree.
We are companions on your journey in fulfilling your dream of a graduate degree and we cannot wait to meet you.
Sincerely,
Barbara A. Farley
Vice President of Academic Affairs
and Dean of the College
Graduate Catalog I 4
Lori A. Peterson
Assistant Vice President of Academic Affairs
and Dean of Graduate and Professional Studies
Table of Contents
Greeting from the President 3
Greeting from the Academic Affairs Office 4
Directory of Offices and Programs 6
About Augsburg College
Mission Statement 7
Degrees Offered 7
Minneapolis and Rochester Locations 7
Accreditation, Approvals, and Memberships 9
Facts and Figures 10
Academic Programs and Policies
Academic Calendars 12
Academic Policies 12
Evaluation of Transfer Credit 14
Student Rights 14
Graduate Admissions
Admission to Augsburg College 16
Readmission to the College 16
Admission of International Students 16
Foreign Credential Evaluation 16
Financing Your Education
Costs of Graduate Study 18
Payment Options 18
Sources of Financial Aid 18
Applying for Financial Aid 19
Refund Schedule 19
Graduate Programs
Master of Arts in Education 20
Master of Arts in Leadership 34
Post-Master’s Certificate in Leadership Studies 40
Dual degree—BA, Accounting/Master of Arts in Leadership 40
Master of Arts in Nursing 43
Doctor of Nursing Practice 49
Master of Business Administration 54
Concentrations and Certificates 57
Dual degree—Master of Social Work/MBA 58
Master of Science in Physician Assistant Studies 61
Master of Social Work 68
Dual Degree with Luther Seminary—MSW/MA, Theology 75
Dual degree—MSW/Master of Business Administration 76
College Information
Maps (Minneapolis and Rochester campuses) 81
Augsburg Board of Regents 82
Augsburg College I 5
Directory of Offices and Programs
Academic Affairs: 612-330-1024
Master of Arts in Education (MAE)
Vicki Olson, Director: 612-330-1131
Karen Howell, Coordinator: 612-330-1354
maeinfo@augsburg.edu
www.augsburg.edu/mae
Master of Social Work and Master of Business
Administration (MSW/MBA)
Lois A. Bosch, MSW Director: 612-330-1633
Steven Zitnick, MBA Director: 612-330-1304
mbainfo@augsburg.edu
www.augsburg.edu/mba
Doctor of Nursing Practice (DNP)
Master of Arts in Leadership (MAL)
Norma Noonan, Director: 612-330-1198
Patty Park, Coordinator: 612-330-1150
malinfo@augsburg.edu
www.augburg.edu/mal
Master of Arts in Nursing (MAN)
Cheryl Leuning, Dept. Chair and Director:
612-330-1214
Patty Park, Coordinator: 612-330-1150
Sharon Wade, Program Assistant: 612-330-1209
Linden Gawboy, Administrative Assistant
manursing@augsburg.edu
www.augsburg.edu/ma_nursing
Master of Business Administration (MBA)
Steven Zitnick, Director: 612-330-1304
Katherine Fagen, Coordinator: 612-330-1774
mbainfo@augsburg.edu
wwww.augsburg.edu/mba
Master of Science in
Physician Assistant Studies (PA)
Dawn Ludwig, Department Chair and Director:
612-330-1399
Carrie Benton, Coordinator: 612-330-1518
paprog@augsburg.edu
www.augsburg.edu/pa
Master of Social Work (MSW)
Lois A. Bosch, Director: 612-330-1633
Holley Locher-Stulen, Coordinator: 612-330-1763
mswinfo@augsburg.edu
www.augsburg.edu/msw
Master of Social Work and Master of Arts
in Theology (MSW/MA)
Luther Seminary: 651-641-3521
Cheryl Leuning, Dept. Chair and Director:
612-330-1214
Patty Park, Coordinator: 612-330-1150
Sharon Wade, Program Assistant: 612-330-1209
Linden Gawboy, Administrative Assistant
nursing@augsburg.edu
www.augsburg.edu/dnp
Graduate Admissions Office:
612-330-1101 or gradinfo@augsburg.edu
www.augsburg.edu/grad
Bookstore: 612-359-6491
Center for Counseling and Health Promotion:
612-330-1707 or www.augsburg.edu/cchp
Campus Ministry:
612-330-1732 or campmin@augsburg.edu
Enrollment Center:
612-330-1046, 1-800-458-1721, or enroll@augsburg.edu
Questions about registration, financial aid, transcripts,
payments, accounts
International Student Advising (ISA): 612-330-1686 or
http://www.augsburg.edu/isa/
Lindell Library: 612-330-1604 or www.augsburg.edu/library
Public Safety: 612-330-1717 or security@augsburg.edu
Registrar’s Office: 612-330-1036 or
registrar@augsburg.edu
Rochester Campus Program Office:
507-288-2886 or rochinfo@augsburg.edu
Welcome/Information Desk: 612-330-1000
Graduate Catalog I 6
About Augsburg College
About Augsburg College
At Augsburg College, we believe that graduate education
should prepare gifted people for positions of leadership in
their communities and places of work. Augsburg graduates
will be able to demonstrate not only the mastery of a major
field of study, but also the ability to think critically, solve
problems, act ethically and communicate effectively in a
global world. The heart of an Augsburg education is the Augsburg mission, informed by the liberal and professional arts
and sciences, to serve our neighbors in the heart of the city
with faith-based, ethical values. We welcome students from a
diversity of backgrounds and experiences. Also, our programs
look to the world through international courses and cultural
exchanges.
the following graduate programs:
Master of Arts in Education (MAE)—see p. 20
Master of Arts in Leadership (MAL)—see p. 34
Master of Arts in Nursing (MAN)—see p. 43
Master of Business Administration (MBA)—see p. 54
Master of Science in Physician Assistant Studies—see p. 61
Master of Social Work—see p. 68
Doctor of Nursing Practice—see p. 49
Mission Statement
Augsburg is enhanced by its global centers in Namibia, Mexico, and Central America. Students can perform research, take
courses, or consult with faculty in those locations to gain new
perspectives on their discipline.
Augsburg College educates students to be informed citizens,
thoughtful stewards, critical thinkers, and responsible leaders.
The Augsburg experience is supported by an engaged community, committed to intentional diversity in its life and work.
An Augsburg education is defined by excellence in the liberal
arts and professional studies, guided by the faith and values of
the Lutheran Church, and shaped by our urban and global
settings.
Augsburg Today
Augsburg was the first seminary founded by Norwegian
Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wis., and
moved to Minneapolis in 1872. A short history of Augsburg
College can be found at www.augsburg.edu/about/history.html
Today, Augsburg continues to reflect the commitment and
dedication of its founders who believed:
• Education should have a solid liberal arts core at the graduate level; this focus centers on the ability to think critically
and broadly about the world and the work we do in it;
• An Augsburg education should be preparation for service in
community and centers of faith;
• The city—with all its excitement, challenges, and diversity—is an unequaled learning environment.
The vision of the College’s work today is lived out in the
phrase, “We believe we are called to serve our neighbor.”
Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg prepares its students to become effective, ethical citizens in a
complex global society.
Degrees Offered
Augsburg’s undergraduate program of liberal arts and sciences
is offered on both a traditional weekday schedule and a nontraditional weekend and evening schedule. Augsburg offers
Dual degrees:
BA in accounting/MAL—see p. 40
MSW/MBA—see p. 58 and 76
MSW/MA in theology, with Luther Seminary—see p. 75
A Community of Learners
Essential to the goals of Augsburg’s graduate programs is participation in a community of adult learners. This community
is enriched by the presence of men and women with a variety
of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages students to make use of
all College facilities such as Lindell Library, the Kennedy Center, and the Christensen Center, and to participate in College
activities such as music and dramatic presentations and
athletic events.
Graduate Faculty
The heart of any educational institution is its faculty, and
Augsburg College is particularly proud of the excellence and
commitment of its professors. Most faculty hold the doctorate
or other terminal degree, and all consider teaching and service
to be the focus of their activity at the College. Faculty are involved in social, professional, and a variety of research activities, but these support and are secondary to their teaching.
Faculty are actively involved in a dynamic faculty development program that introduces them to best practices in teaching and learning techniques and theories.
Augsburg’s small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities.
Minneapolis and Rochester Locations
Augsburg’s Minneapolis campus
Augsburg’s Minneapolis campus surrounds Murphy Square,
the oldest park in the city of Minneapolis. The University of
Minnesota West Bank campus and one of the city’s largest
medical complexes—the University of Minnesota Medical
Center, Fairview—are adjacent to Augsburg, with the Missis-
Augsburg College I 7
About Augsburg College
sippi River and the Seven Corners theatre district just a few
blocks away. Convenient bus routes run by the campus, and
two Hiawatha Line light rail stations are just blocks away.
In addition to its Minneapolis campus, Augsburg has a branch
campus in Rochester, Minn., located at Bethel Lutheran
Church. For maps, directions, and parking information, go to
www.augsburg.edu/about/map.
Augsburg established its branch campus in Rochester, Minn.,
in 1998. Classes in Rochester meet on an evening schedule
with occasional Saturdays, making them accessible to working
adults. There are three trimesters in each academic year, and
students can enter degree programs in the fall, winter, or
spring. Several complete degree programs are available
through the Rochester campus. In addition, students may
work on a variety of other majors through a combination of
Rochester-based courses and courses taken in the day or
Weekend College program on the Minneapolis campus. Students who enroll in Rochester courses are required to use
technology in the learning and communication process
through the online course management system. For more information, go to www.augsburg.edu/rochester or call the
Graduate Admissions Office at 612-330-1101 or the Rochester
program office at 507-288-2886.
Bookstore
The Augsburg College Bookstore, operated by Barnes and
Noble, is located in the Oren Gateway Center. Online purchasing, phone purchasing, and delivery services are available
through the bookstore.
Counseling and Health Promotion
The Center for Counseling and Health Promotion (CCHP) offers programs and services that enhance student learning by
promoting personal development and well-being. The center
is located at 628 21st Avenue South.
Christensen Center
Christensen Center is the hub of college life. The new firstfloor student lounge area offers games, TV, and a place to
gather. Also in Christensen Center are Cooper’s Coffee Shop,
the Commons dining areas, Christensen Center Art Gallery,
and offices for student government and student publications.
Both the Graduate Admissions Office and the Office of Undergraduate Admissions for Day College are located here.
Food Services
A variety of food options are available both in the Christensen
Center and in Oren Gateway Center.
Augsburg’s Rochester campus
Augsburg’s Rochester campus is located in the facilities of
Bethel Lutheran Church (ELCA) just a few blocks south of
the heart of a city of approximately 100,000 residents. Situated in the heart of the Midwest, the community has a rich
ethnic diversity and superior technological resources. Students at the Rochester campus are students of Augsburg College. As such, our purpose is to “educate for service,” by
preparing and equipping women and men to make a difference in the world.
On the Minneapolis Campus
Foss, Lobeck, Miles Center for Worship, Drama, and
Communication
The Tjornhom-Nelson Theater, Hoversten Chapel, and the
Arnold Atrium are housed in this complex, which provides
space for campus ministry, the theatre and communication
studies offices, as well as the film program. Foss Center’s
lower level is home to the Center for Learning and Adaptive
Student Services (CLASS).
James G. Lindell Family Library
The Graduate Admissions Office is located on the upper level
of Christensen Center. The Physician Assistant Studies Program admissions office is located in Anderson Hall.
This library and information technology center houses all library functions and brings together the computer technology
resources of the College. The library is located on the block of
campus bordered by 22nd and 21st Avenues, and by Riverside
Avenue and Seventh Street.
Augsburg for Adults Office
Kennedy Center
Admissions Offices
Augsburg for Adults focuses on adult-centered educational
programs and assists adult learners in all programs. It evaluates how the program fulfills their needs and identifies the educational services to help them succeed. The Augsburg for
Adults office is located in Oren Gateway Center 110.
This three-story addition to Melby Hall features a wrestling
training facility, classroom space, locker rooms and fitness facilities, as well as hospitality and meeting rooms, classrooms,
and offices.
Augsburg Abroad
This complex provides facilities for the Health, Physical Education, and Exercise Science Department, intercollegiate and
intramural athletics, the Hoyt Messerer Fitness Center, and
serves as the College’s general auditorium.
The Augsburg Abroad office, located in Murphy Place, provides
advising and administrative services for students interested in
an international experience. Resources for study, work, internship, and volunteer opportunities abroad are available.
Graduate Catalog I 8
Melby Hall
About Augsburg College
Murphy Place
Murphy Place is home to three of the four components of the
Office of International Programs—Augsburg Abroad, Center
for Global Education, and International Student Advising. It is
also home to the four support programs for students of
color—American Indian Student Services, Pan-Afrikan Center, Pan-Asian Student Services, and Hispanic/Latino Student
Services.
Music Hall
Music Hall contains Sateren Auditorium, a 217-seat recital
hall, classroom facilities, two rehearsal halls, music libraries,
practice studios, and offices for the music faculty.
Old Main
Home for the Languages and Cross-Cultural Studies, and Art
Departments, Old Main was extensively remodeled in 1980,
combining energy efficiency with architectural details from
the past. It is included on the National Register of Historic
Places.
Oren Gateway Center
Dedicated in 2007, Oren Gateway Center is positioned on
Riverside Avenue to serve as the “gateway” to campus. It
houses Alumni Relations, Parent and Family Relations, Institutional Advancement, Augsburg for Adults, the Master of
Business Administration program, the Master of Arts in Leadership program, and the StepUP program. The center also includes student residence apartments, the Gage Family Art
Gallery, Augsburg Bookstore, Nabo Café, classrooms, and the
Johnson Conference Center.
Science Hall
Classrooms, science laboratories, a medium-sized auditorium,
faculty offices, and Finance and Administration offices are
found in Science Hall.
Sverdrup Hall
The Enrollment Center, classrooms, and faculty offices are located in Sverdrup Hall.
ing the week and some weekend hours. Current hours are
posted on the website.
AugNet Account
All students receive an AugNet email account. All official correspondence from the College is sent to this account and students are responsible for checking it. Students also have a
secure network folder on the College’s network that is backed
up weekly. The folder is accessible from both on- and off-campus.
Computing
Students have access to over 250 on-campus computers with
their AugNet account. There are both PC and Macintosh
desktop computers available in the Lindell Library Learning
Commons and computer lab and in the 24-hour Urness computer lab. The College has six computer classrooms and 41
technology- enhanced classrooms. The circulation desk in the
Lindell Library has 40 wireless laptops available for use in the
Library. A valid Augsburg ID is required. All campus computers are equipped with a standard suite of software including
Microsoft Office, SPSS, and Internet browsers. Additionally, a
RemoteLab service provides access to campus software to offcampus students. See the TechDesk website for more information.
A high-speed fiber optic campus network provides access to
AugNet online services, printing, and connections to the Internet and Internet2. Network-ready student machines can
connect to the campus network using WiFi. All of the AugNet
online services and several of the Registrar’s student services
are available securely on the Inside Augsburg web page
http://inside.augsburg.edu to students on and off-campus.
Accreditation, Approvals, and Memberships
Augsburg is accredited by:
• The Higher Learning Commission of the North Central Association of Colleges and Schools
Sverdrup-Oftedal Memorial Hall
Originally built as a dormitory, Memorial Hall contains the
president’s office, Human Resources, and other administrative
and faculty offices.
Student Technology Center/TechDesk
The Student Technology Center/TechDesk, located on the
ground floor of the Lindell Library, functions as the initial
point of customer contact for the Augsburg Information Technology Department. The TechDesk staff field requests for
computer and media support. Many questions can be answered by searching the TechDesk web page at
http://www.augsburg.edu/techdesk/ or by contacting them at
612-330-1400, at techdesk@augsburg.edu., or instant messaging on the webpage. Hours are generally business hours dur-
• National Council for the Accreditation of Teacher Education
• Association of Collegiate Business Schools and Programs
(ACBSP) (Augsburg’s MBA is a candidate for accreditation)
• Accreditation Review Commission on Education for the
Physician Assistant (ARC-PA)
• Commission on Collegiate Nursing Education (CCNE)
(Augsburg’s master’s degree is full accredited; the doctoral
degree is a candidate for accreditation)
Augsburg College I 9
About Augsburg College
• Council on Social Work Education (CSWE) (bachelor’s and
master’s degrees)
Augsburg’s programs are approved by:
• American Chemical Society
• Minnesota Board of Teaching
• National Accrediting Agency for Clinical Laboratory Sciences (NAACLS)
• National Association of Schools of Music
Augsburg College is an institutional member of:
• American Association of Colleges and Universities (AACU)
• American Association of Colleges of Teacher Education
(AACTE)
• American Association of Higher Education (AAHE)
• American Music Therapy Association, Inc.
• Association of Collegiate Business Schools and Programs
(ACBSP)
• Campus Compact
• Council of Independent Colleges (CIC)
• Lutheran Education Council in North America (LECNA)
• National Association of Schools of Music (NASM)
• National Society for Experiential Education (NSEE)
• Physician Assistant Education Association (PAEA)
• Associated Colleges of the Twin Cities (ACTC),
• Higher Education Consortium for Urban Affairs (HECUA)
• Minnesota Private College Council (MPCC)
• Twin Cities Adult Education Alliance (TCAEA)
See individual graduate program sections for additional accreditation and affiliation citations.
Augsburg College is registered as a private institution with the
Minnesota Office of Higher Education pursuant to sections
136A.61 to 136A.71. Credits earned at the institution may not
transfer to all other institutions.
Augsburg College Facts and Figures
• Location—Augsburg College was founded in 1869 in Marshall, Wis. The College moved to Minneapolis in 1872.
• Religious affiliation—The Evangelical Lutheran Church in
America (ELCA). Although a plurality of students are
Lutheran, 16 percent are Roman Catholic, and 25 percent
represent other denominations and religions.
• Enrollment (fall )—4,109 students from 26 countries.
Graduate student enrollment is 920.
• Alumni—Appox. 24,000 alumni since 1870, including over
1,200 graduate program alumni.
• Student/Faculty ratio—13 to 1
• Degrees granted—BA, BS, BM, MA, MBA, MS, MSW, DNP
• Library—Over 190,000 items, direct access to more than
2.5 million through CLIC, the Twin Cities private college library consortium.
• Calendar year—Weekend/evening trimesters and weekday
semesters, varying by the graduate program
• Majors—More than 50 majors in 35 departments and programs with two five-year degrees (BA in accounting with
MAL, and BS/MSW in social work). Six master’s degree programs and one doctoral program, plus several dual degrees.
• Off-campus programs—The Office of International Programs offers programs through Augsburg’s Center for
Global Education and International Partners programs for
short- and longer-term study abroad for both undergraduate
and graduate students.
• Athletic affiliation—Minnesota Intercollegiate Athletic
Conference (MIAC), and National Collegiate Athletic Association (NCAA), Division III.
Clery Act information
The Clery Act Annual Report for Augsburg College contains
statistics on reported crimes on and near Augsburg property
and campus, as well as institutional policies concerning campus security and crime. The report is available online at
www.augsburg.edu/dps/security/report.html. For a printed
copy, contact Augsburg’s Department of Public Safety at 612330-1717.
Non-Discrimination Policy
Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national
or ethnic origin, age, gender, sexual orientation, gender identity, gender expression, marital status, status with regard to
public assistance, or disability in its education policies, admissions policies, employment, scholarship and loan programs,
athletic and/or school administered programs, except in those
instances where there is a bona fide occupational qualification
or to comply with state or federal law. Augsburg College is
committed to providing reasonable accommodations to its
employees and students. (See Physician Assistant Studies for
details of its program policy on page 66.)
Any questions concerning Augsburg’s compliance with federal
or state regulations implementing equal access and opportunity can be directed to the Office of Human Resources, CB 79,
Augsburg College, 2211 Riverside Avenue, Minneapolis, MN
55454, or 612-330-1058.
• Campus—18 major buildings. Major renovations to classrooms in 2007.
• Accessibility—Augsburg is one of the most accessible campuses in the region. A skyway/tunnel/elevator system provides inside access to 12 major buildings.
Graduate Catalog I 10
FERPA
The Family Educational Rights and Privacy Act (FERPA) of
1974 as amended, provides certain rights to students regarding their education records. Augsburg College understands
About Augsburg College
that no information other than “directory information” can be
released without the written permission of the student. Students must give permission in writing for educational information to be released to anyone outside of the official
personnel (faculty and administration) at Augsburg. For example, this means that faculty or others cannot write letters of
support/recommendation or nominate students for awards unless explicit written permission is given by the student to release non-“directory information.” It is not sufficient to ask
for letters of recommendation.
In accordance with FERPA, you are notified of the following:
Right to inspect and review education records
You have the right to review and inspect substantially all of
your education records maintained by or at Augsburg College.
You must request to review your education records in writing,
with your signature. The College will respond in a reasonable
time, but no later than 45 days after receiving the request.
Right to request amendment of education records
You have the right to seek to have corrected any parts of an
education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that the
record should be changed if Augsburg decides not to alter
your education records as you requested.
Right to give permission for disclosure of personally identifiable information
You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that
FERPA and the regulations regarding FERPA authorize disclosure without your permission.
One exception which permits disclosure without consent is
disclosure to school officials with legitimate education interests. A school official is a person employed by the College in
an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel
and health staff); person or company with whom the College
has contracted (such as an attorney, auditor, or collection
agent); a person serving on the Board of Trustees, or a student
serving on an official committee, such as a disciplinary or
grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education
record in order to fulfill his or her professional responsibility.
carefully the consequences of any decision by you to withhold
directory information. Should you decide to inform Augsburg
College not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg College will be refused.
“Directory information” includes the following:
• The student’s name;
• The student’s address;
• The student’s telephone number;
• The student’s e-mail address;
• The student’s date and place of birth;
• The student’s major and minor field of study;
• The student’s academic class level;
• The student’s enrollment status (FT/HT/LHT);
• The student’s participation in officially recognized activities
and sports;
• The student’s degrees and awards received;
• The weight and height of members of athletic teams;
• The student’s dates of attendance;
• The most recent previous educational agency or institution
attended by the student; and
• The student’s photograph.
Augsburg College will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg
assumes no liability for honoring your instructions that such
information be withheld. The Office of the Registrar must be
notified in writing of your intent to withhold your Directory
Information. If the notice is not received by the registrar prior
to Sept. 15 (or within 10 school days of the start of a subsequent term for a new student), it will be assumed that all Directory Information may be disclosed for the remainder of the
current academic year. A new notice for withholding disclosure must be completed each academic year.
Right to complain to FERPA Office
You have the right to file a complaint with the Family Educational Rights and Privacy Act Office, U.S. Department of Education, 400 Maryland Ave. S.W., Washington, D.C.,
20202-4605, concerning Augsburg’s failure to comply with
FERPA.
Reporting Educational Information
Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter.
Right to withhold disclosure of “directory information”
FERPA uses the term “Directory Information” to refer to those
categories of personally identifiable information that may be
released for any purpose at the discretion of Augsburg College
without notification of the request or disclosure to the student.
Under FERPA you have the right to withhold the disclosure of
the directory information listed below. Please consider very
Augsburg College I 11
Academic Programs and Policies
Academic Programs and Policies
Academic Calendars
Most of our graduate programs meet on a trimester calendar.
Physician Assistant Studies classes meet on a semester day
schedule.
The official academic calendars for individual programs can
be found at www.augsburg.edu/registrar. All academic calendars are subject to change.
Academic Policies
The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American
Association of University Professors and the Association of
American Colleges.
Academic Honesty
A college is a community of learners whose relationship relies
on trust. Honesty is necessary to preserve the integrity and
credibility of scholarship by the Augsburg College community.
Academic dishonesty, therefore, is not tolerated. As a College
requirement, student course projects, papers, and examinations may include a statement by the student pledging to
abide by the College’s academic honesty policies and to uphold the highest standards of academic integrity. (See Augsburg’s Academic Honesty Policy in the Student Guide at
www.augsburg.edu/studentguide/)
Academic Evaluation
Evaluation of academic performance in each program will be
based on number grades using a 4.0 point scale, where 4.0
achieves highest standards of excellence. See each program for
details of field study and special projects. Students must achieve
a 3.0 GPA in order to graduate; Physician Assistant students
must consult the PA Program Progression Standards Policy.
The numeric grade point definition for Graduate Studies is:
4.0 grade points
Achieves highest standards of excellence
3.5 grade points
Achieves above acceptable standards
3.0 grade points
Meets acceptable standards
2.5 grade points
Meets minimum standards
2.0–0.0 grade points Unacceptable performance
P
Represents work at 3.0 or higher (not counted in grade
point average)
N No credit (not counted in grade point average)
V Audit
W Withdrawn
I
Incomplete
X In progress, extended beyond term of registration
Withdrawn Status
W—Grade given when a student withdraws from a course
after the deadline without notation on the record
Graduate Catalog I 12
Incomplete (I) Grades
An incomplete grade (I) may be awarded when the instructor
grants permission after determining that a student emergency
may delay completion of coursework. Students who receive
an incomplete grade should be capable of passing the course if
they satisfactorily complete outstanding course requirements.
To receive an incomplete grade, a student must file an Application for Incomplete Grade form with the Office of the Registrar that states the reasons for the request, outlines the work
required to complete the course, and includes the course instructor’s signature. The instructor may stipulate the terms
and conditions that apply to course completion; however, students may not attend the same course (or a portion of the
same course) in a following term with an incomplete grade.
The student must complete the outstanding work in enough
time to allow evaluation of the work by the instructor and the
filing of a grade before the final day of the following academic
term in the student’s program. If the work is not completed by
the specified date of the following academic term, the grade
for the course becomes 0.0.
Academic Probation
Graduate students must maintain a 3.0 cumulative grade
point average. If a student falls below a 3.0 average, the student will be placed on academic probation for the following
term. A 3.0 cumulative grade point average must be restored
in order for a student to be removed from probation. Graduate
students in the Physician Assistan must consult the PA Program Progression Standards Policy.
Attendance Policy
Attendance and participation are critical to the success of any
course. Evaluation of the level and quality of participation
may be incorporated into the course grade. We view attendance as a joint commitment of both instructors and students
to our professional development. Each instructor has the authority to specify attendance and participation requirements
to address the needs of particular courses, individual students,
or various learning styles.
Lack of attendance may result in a failing grade and the requirement to repeat the course. Students must notify the professor in advance of any expected absence. In the case of
emergency, when prior notification is not possible, students
must notify the professor of an absence as soon as possible.
Continuation Policy for Thesis or Final Project (effective
in fall 2010)
Following the initial registration term for the final (or summative or capstone) project, students will be automatically
registered for continuation course 999 each trimester for up to
15 trimesters or until a grade for the completion course is
submitted by the project adviser. Continuation course 999
maintains students’ active status in the graduate program, in-
Academic Programs and Policies
cluding library, AugNet, and parking privileges. This registration will result in a Campus Access Fee of $35 (subject to
change as costs increase) per trimester.
Doctor of Nursing Practice—For information about course
credits and contact hours for the Doctor of Nursing program,
see p. 49.
Automatic registration will occur for up to five years or 15
terms. At the end of this time, the course grade will change
from X to N. Students who wish to complete the final project
after receiving a failing grade must meet with the program director to evaluate readmission to the College and program.
Students who are readmitted may need to complete additional
course work and will need to pay full tuition for all additional
courses and to repeat the final project course. If/when the
final project course is completed, the new grade would supersede the previous grade.
Degree Requirements
Students may withdraw from the College, and thus from continuation course 999 and the final project course, at any point
during the continuation period and receive a W notation on
the transcript for the final project course. Following a withdrawal, students are welcome to meet with the program director to evaluate readmission to the College and program.
Students may be subject to additional coursework.
An accounts receivable hold will be placed on the student’s account if a collegewide $250 unpaid threshold is reached. The
threshold will adjust with the practices of the Student Accounts Office. If a student owes more than the threshold
amount, the registrar’s office will not continue to automatically enroll the student in continuation 999. The registrar’s office and the Student Accounts Office will inform the student,
the program director, and coordinator that the student must
pay the account (including the late fee). At this point coordinators and/or program directors will communicate with the
student and the faculty adviser and, if necessary, request that
the faculty adviser submit a grade change of N. The student
also may elect to withdraw from the College. If the grade
change has not been submitted within one term, the program
director will submit the grade change of N.
This policy is effective as of September 2010. Students will
sign a contract outlining the terms of the continuation policy,
which will be kept on file with the program and in the Office
of the Registrar. Accumulated charges stand for current students, but beginning in fall 2010 students will be charged $35
per term. The Enrollment Center will work with students, as
needed, who are currently in the continuation phase and who
have accumulated a debt higher than the $250 threshold.
Course credit and contact hours
A full credit course (1.0) is equal to four semester credits or
six quarter credits. Each full course on the trimester schedule
meets for approximately 28 contact hours (MSW trimesters
meet for 32 hours, and the PA weekday semester schedule is
approximately 45 hours) with the expectation of substantial
independent and group study offered through the web-based
electronic course management system.
To be conferred the graduate degree, all graduate students
must achieve the following:
• Successful completion of all required courses
• A cumulative GPA of 3.0; Physician Assistant students
must consult the PA Program Progression Standards Policy.
• Successful completion of all degree requirements within
the stipulated period of matriculation or a signed continuation agreement with Augsburg College.
Dismissal from the College
A student whose GPA falls below the required GPA for his/her
graduate program (3.0 in most programs) in two or more
terms may be subject to probation or dismissal. A plan for the
student to continue in the program may be worked out with
the program director.
Students may also be dismissed for violation of standards of
behavior defined by their profession, their program, or the
College.
Dismissal Appeals Process
A student may appeal a program’s dismissal decision using the
College’s program dismissal appeals process. Appeals are limited to procedural errors that the student can demonstrate
negatively affected the outcome.
The student initiates the appeal process by submitting a hard
copy of the statement of appeal to the Assistant Vice President
of Academic Affairs and Dean of Graduate Studies (AVP-Graduate Studies); email is not acceptable. The statement must
identify each procedural error and state how each error negatively affected the outcome. The statement of appeal will be
the only basis of the student’s appeal. The AVP-Graduate Studies must receive the student’s statement of appeal within 14
calendar days of the date on the department’s written notification of dismissal.
The AVP-Graduate Studies will send a copy of the statement
of appeal to the program chair/director. The program must
submit a response to the student’s statement of appeal within
15 business days of the date that the statement was received
by the AVP-Graduate Studies’ office. A hard copy of the program’s response should be submitted to the AVP-Graduate
Studies. The AVP-Graduate Studies will send a copy of the
program’s response to the student.
The AVP-Graduate Studies will convene the Program Dismissal Appeals Committee, which will include the AVP-Graduate Studies as a non-voting chair and three program faculty
members (one from programs not named in the appeal: Social
Work, Education, Physician Assistant Studies, Nursing, Business, Leadership).
Augsburg College I 13
Academic Programs and Policies
The Program Dismissal Appeals Committee will schedule its
hearing within 15 business days of receipt of the program’s
statement of response. The Committee will meet with the student and a program representative to review the procedures
and ask questions of both the student and the program representative. The student and program representative may each
bring a third party to the review meeting (limited to an Augsburg College faculty member, staff member, or student). The
role of the third party representative is to provide support to
the student or the program representative, not to serve as an
advocate during the meeting.
Dropping Courses or Withdrawing
Students who enroll in courses but later decide not to attend
must formally drop their courses through the registrar’s office
prior to the start of classes to avoid being charged for those
courses. Students who do not properly drop courses will be
responsible for the tuition, regardless of non-attendance.
Courses may be dropped or withdrawn online through
AugNet Records and Registration or in person at the Enrollment Center during hours of operation. If you need assistance
with this, contact your program faculty at least two days in
advance of the start of classes.
Independent Study
Students may request to complete an independent study
course as an addition to the required coursework. A faculty
sponsor is required for an independent study project, and
project proposals must be approved by the program director
in order to receive credit. Normally, independent study may
not be used as a replacement for a standard course offered in
the curriculum, with the exception of the general elective (if
approved). A special independent study registration form is
required and is available at the Enrollment Center.
Terms of Non-attendance
Students who interrupt their program enrollment for longer
than one semester or three trimesters must readmit to the
College and program to resume their degree program. For an
absence of any length, students should coordinate with their
program director prior to leaving. Due to a variety of program
schedules and cohorts for some degrees, it is required that
students meet with their adviser and obtain the advice of their
director.
Evaluation of Transfer Credit
Students may petition the program director for transfer credit
to apply to program requirements. The transfer of credit will
be evaluated on an individual basis. Students will be asked to
provide appropriate documentation regarding previous
coursework, including but not limited to an official transcript,
course description, and syllabus. In order to be considered for
transfer, a course must be from a regionally-accredited college
or university and graded 3.0/B or better. Courses must have
been taken at the graduate level and course content must be
comparable to program requirements at Augsburg.
Graduate Catalog I 14
The maximum number of course credits that can be transferred to these program is as follows:
Master of Arts in Education (2.0)
Master of Arts in Leadership (2.0)
Master of Arts in Nursing (3.0)
Master of Business Administration (6.0)
Master of Science, Physician Assistant Studies (Contact program coordinator)
Master of Social Work (8.0)
Augsburg course credits are equivalent to four semester
hours or six quarter hours. Therefore, transfer credits that are
reported to Augsburg as semester or quarter hours are converted to Augsburg course credits by dividing by four or six
respectively.
Courses and credits that are accepted in transfer are recorded
on the student’s transcript. Grades and gradepoints from other
institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average.
Student Rights
The College has adopted a statement of student rights and responsibilities and has provided for due process in the matter
of disciplinary action, grievances, and grade appeal, as outlined in the Augsburg Student Guide, at
www.augsburg.edu/studentguide. Students have a right to experience education without discrimination.
Grievance Procedures Involving Augsburg College Faculty Members and Students
Part I—Introduction/Preface
Augsburg College is committed to a policy of treating fairly all
members of the college community in regard to their personal
and professional concerns. However, times do occur in which
students think they have been mistreated. This procedure is
provided in order to ensure that students are aware of the way
in which their problems with faculty members can be resolved
informally and to provide a more formal conciliation process
when needed. Each student must be given adequate opportunity to bring problems to the attention of the faculty with the
assurance that each will be given fair treatment. The faculty
member must be fully informed of the allegations and given
an opportunity to respond to them in a fair and reasonable
manner.
Definition of Grievance
A grievance is defined as dissatisfaction occurring when a student believes that any conduct or condition affecting her/him
is unjust or inequitable, or creates unnecessary hardship. Such
grievances include, but are not limited to a violation, misinterpretation, or inequitable application of an academic rule, regulation, or policy of the College or prejudicial, capricious, or
manifestly unjust academic evaluation.
Academic Programs and Policies
College policies and procedures that do not come within the
scope of the Grievance Procedures are the sexual harassment
policy, the sexual violence policy, the Committee on Financial
Petitions, Discipline Process, and Academic Standing.
Time Limits
Time limits will include only business days (M–F) for the program in which the student was enrolled. (Weekends, and vacation days are not included; summer may not be included
depending on the student’s program.)
Part II—Informal Process
It is always the student’s responsibility to know these procedures and timelines and to follow them.
A. Any time a student feels that she/he has been mistreated by
a faculty member, the student should contact the faculty
member to discuss the problem and attempt to resolve it.
B. If no mutually satisfactory solution can be reached with the
faculty member or if, in unusual circumstances, the student
prefers not to confer with the faculty member, the student
should discuss the problem with the department chairperson
of the faculty member and attempt resolution of the problem.
C. If the problem cannot be resolved in discussions with the
faculty member or department chairperson, or if the faculty
member and the department chairperson are the same individual, the student may contact the vice president of academic
affairs and dean of the College.
• In unusual circumstances, the time limit may be extended
by the vice president of academic affairs and dean of the
College. A grievant or respondent must submit a written
request for such extension before the end of the time limit.
If the vice president of academic affairs and dean of the
College thinks the extension is warranted, the Dean will
notify all concerned persons in writing.
E. If the grievance has been resolved, either by agreement or
by expiration of the time limits, a copy of the informal grievance and statements of the resolution will be kept by the vice
president of academic affairs and dean of the College for one
year. Neither a copy of nor any reference to the grievance will
be placed in the personnel file of the respondent.
If these informal discussions do not resolve the problem to
the satisfaction of the student, a more formal conciliation procedure is available in Part III of this document. Note: A student must file a written grievance, per below, within five days
after completion of the informal process
Part III—Formal Process Preface
If a student has a grievance with a faculty member that has
not been resolved through the Informal Grievance Process described in Part II of this document, the student may then seek
resolution through formal procedures.
For a complete copy of the procedures, contact the dean’s office, Academic Affairs.
D. The student must begin the Informal Grievance process
within 15 days of the conduct giving rise to the grievance, by
submitting an Informal Grievance Form to the vice president
of academic affairs and dean of the College.
• The time limit to begin the Informal Grievance process for
a grade appeal will be 30 days from the last published finals
date for the relevant term. It is the responsibility of the student to maintain a correct and current address on file with
the registrar.
• If the student could not reasonably be expected to be aware
of the conduct when it occurred, the student will have 15
days to file the grievance from the date on which the student could reasonably be expected to be aware of the conduct or condition that is the basis for the grievance. It is
the responsibility of the student to establish the reasonableness of such non–awareness. The vice president of academic affairs and dean of the College will determine if this
paragraph applies to a grievant.
• The vice president of academic affairs and dean of the College and the student must ensure the informal process is
completed in 20 days. (See Part I for definition of time
limits.)
Augsburg College I 15
Graduate Admissions
Graduate Admissions
Admission to Augsburg College
All graduate programs require students to have a bachelor’s
degree from a regionally-accredited four-year institution.
All graduate students must submit completed application
forms that can be downloaded from each individual program’s
web page, as listed below.
Each graduate program also has additional program requirements, which may include coursework, professional experience, testing, etc. See the program sections for these
additional requirements.
MA, Education—p. 20
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.
Readmission to the College
The last day to receive approval for readmission to the College
and register for classes is one business day prior to the start of
the term. Pending approval by the graduate program, students
who left on probation or who were dismissed from the College must have their readmission application and file reviewed
by the program director. (Please consult with individual programs for information regarding readmission process).
www.augsburg.edu/mae
MA, Leadership—p. 34
www.augsburg.edu/mal
MA, Nursing,—p. 43
www.augsburg.edu/ma_nursing
DNP—p. 49
www.augsburg/edu/dnp
MBA—p. 54
www.augsburg.edu/mba
MS, PA Studies—p. 61
www.augsburg.edu/pa
MSW—p. 68
www.augsburg.edu/msw
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 (http://www.toefl.org/) (Test of English as a Foreign
Language) 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.)
• IELTS (http://www.ielts.org/) (International English Language Testing System) score report of 6.5.
• MELAB (http://www.tsa.umich.edu/eli/testing/melab/)
(Michigan English Language Assessment Battery) 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,
Graduate Catalog I 16
Admission of International Students
Augsburg College graduate programs encourage qualified applicants from other countries to apply.
An F-1 student is a nonimmigrant who is pursuing a “full
course of study” to achieve a specific educational or professional objective at an academic institution in the United States
that has been designated by the Department of Homeland Security (DHS) to offer courses of study to such students, and
has been enrolled in SEVIS (Student and Exchange Visitor Information System).
A student acquires F-1 status using form I-20, issued by a
DHS-approved school through SEVIS. Status is acquired in
one of two ways: 1) if the student is abroad, by entering the
United States with the I-20 and an F-1 visa obtained at a U.S.
consulate, or 2) if the student is already in the United States
and not currently in F-1 status, by sending the I-20 to USCIS
(United States Citizenship and Immigration Services) with an
application for change of nonimmigrant status.
A student who is maintaining valid F-1 status may transfer
from another DHS-approved school to Augsburg by following
the transfer procedures set forth in the F-1 regulations.
In addition to fulfilling all general admission requirements for
a particular graduate program, prospective F-1 students must
also comply with the following:
A. Foreign Credential Evaluation
Augsburg requires foreign credential evaluation for any transcript(s) from an institution outside of the United States. This
evaluation should include the following:
• Analysis of credentials—to determine if your degree is
equivalent to an accredited U.S. bachelor’s degree.
• Course-by-course evaluation—to show your complete
course listing with credit values and grades received for
each course.
• Calculation of grade point average—to demonstrate your
Graduate Admissions
cumulative grade point average using the standard U.S.
grading system, i.e., A=4.0, B=3.0, C=2.0, D=1.0, F=0.0.
• Translation to English (if applicable)
The evaluation report must be sent directly to Augsburg’s
Adult and Graduate Admissions Office. Refer to World Education Services at http://wes.org for direction on transcript evaluation.
B. Proof of Financial Support
International applicants must provide reliable documentation
that they have financial resources adequate to meet expenses
for the duration of their academic program, which include tuition and fees, books and supplies, room and board, health insurance, personal expenses, and living expenses for
dependents (if applicable).
Funds may come from any dependable source, including
scholarships, fellowships, sponsoring agencies, personal
funds, or funds from the student’s family. Documentation of
scholarships and fellowships may be in the form of an official
award letter from the school or sponsoring agency; documentation of personal or family funds should be on bank letterhead stationery, or in the form of a legally binding affidavit.
Government Form I-134, Affidavit of Support, or Augsburg’s
Financial Sponsorship form can be used to document support
being provided by a U.S. citizen or U.S. legal permanent resident. All financial documents such as bank statements must
be dated within three months prior to the date of application.
Health Insurance
All F-1 international students and their dependents (if applicable) are required to have adequate health insurance coverage for the duration of their program. International students
will be enrolled in the Augsburg international student plan
unless they fill out a waiver verifying proof of coverage
through an alternative provider for the same period.
Augsburg College I 17
Financing Your Education
Financing Your Education
Costs for Graduate Studies
Sponsored Scholarships
Each academic year the Augsburg Board of Regents reviews
costs and makes changes as required. The College reserves the
right to adjust charges should economic conditions necessitate.
Augsburg actively pursues non-Augsburg funding for special
scholarships. The availability of such scholarships may enable
the participation of individuals with limited financial means
as well as individuals working for volunteer agencies and
other organizations not likely to provide tuition reimbursement. Refer to the program sections or contact the programs
for more information.
For current academic year costs for graduate study, go to the
Enrollment Center webpage at www.augsburg.edu/enroll.
Financing Your Education
Financial assistance is available to graduate students who are
enrolled in a total of at least 1.0 course credit per term in any
of Augsburg’s graduate programs. Two full-credit courses per
term is considered full time. You may be eligible to finance
your education through loan programs from the State of Minnesota or the federal government. You may also select from a
variety of payment plans available each semester or trimester,
including a plan for those who receive company tuition assistance. Financial aid may be used for international programs
where credit is offered.
Payment Options
Various payment plans are available:
• Payment in full: Due after registration and before the beginning of the semester/trimester. No finance charge or administrative fee. Finance charge of 8% APR will apply
toward any unpaid balance after the start of the term.
• Loans, grants, and/or scholarships: If you plan to use the
loans that you have been awarded, you must request the
funding. These loans include Stafford, PLUS,
Alternative/Private, etc. All loan requests (either paper or
online) must be received and approved by the lender and
certified by Augsburg’s financial aid office, on or before the
first day of the term.
Company Reimbursement
An application for the Employer Reimbursement Payment
Plan must be filed once each academic year. Students enrolled
in the payment plan will be charged a $20 fee each term unless the account is paid in full by the start of the term or if financial aid will cover all costs for the term. This fee is
non-refundable after the 100% drop date. Final payment on
any remaining balance is due 60 days after the end of the
course. Accounts not paid in full by the due date will receive a
monthly $50 late payment fee and are subject to further collection efforts. The student is responsible for payment if the
employer does not pay for any reason.
Sources of Financial Aid
The Enrollment Center assists students in assessing financial
aid eligibility and identifying various sources of aid.
Graduate Catalog I 18
Military Discount
At Augsburg College, we value the varied professional and academic experiences that our adult students bring to our campus community and are grateful to those who volunteer to
serve in the military. Augsburg offers a 10% military tuition
discount for the following:
• a member of the military currently serving full or part time
(any branch)
• veteran of any branch of the United States Armed Forces.
The military discount is available only to students in the
Augsburg for Adults undergraduate and graduate programs.
Contact the Graduate Admissions Office or go to www.augsburg.edu/military for more details.
AmeriCorps Scholarships
AmeriCorps scholarships are available to full-time graduate
students. Contact the Enrollment Center for more details.
Tribal and State Indian Scholarships
American Indian students who meet federal, state, or tribal requirements may apply for these scholarships. Indian grants
generally supplement other sources of financial aid. For assistance in application, contact Augsburg’s American Indian Student Services Program director at 612-330-1144 or your tribal
agency.
Federal and State Aid Programs
The Enrollment Center uses standard, nationally accepted
methodology to determine eligibility for federal and state financial aid programs.
Federal Stafford Loan Program
Common Loan Provisions
Borrowing Limits: Graduate students may borrow up to
$20,500 per year with an aggregate of $138,500 (undergraduate and graduate). A student may borrow from either the unsubsidized or subsidized programs or a combination of both
but cannot exceed the annual loan limits.
Repayment Terms: Repayment begins six months after you
cease to be enrolled at least half time in an eligible program
leading to a degree or certificate. Repayment may extend up
to 10 years.
Financing Your Education
Deferments: No interest accrues nor do payments need to be
made at any time you are enrolled at least half time or for
serving three years in the military, Peace Corps, or VISTA.
Contact the Enrollment Center if you think you are eligible
for a deferment.
For further information, contact the Enrollment Center, 612330-1046, 1-800-458-1721, enroll@augsburg.edu, or
www.augsburg.edu/enroll.
Supplemental Loans: If additional financing is needed, the
Enrollment Center can offer guidance in selecting the appropriate loan.
To Apply for Financial Aid
Financial aid information is available at
www.augsburg.edu/enroll Applicants must be admitted to
Augsburg as regular students or be returning students ingood
academic standing to be eligible for financial aid.
Applicants for graduate study must submit the Free Application for Federal Student Aid (FAFSA). To complete and submit the FAFSA electronically, go to www.augsburg.edu/enroll
If a student is selected for verification, additional documents
will be needed. Students in this situation will be contacted by
the Enrollment Center.
Finanical Policies
Refund Schedule
Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges based on the appropriate refund schedule (except for the minimum charge of
$100 to cover administrative costs). Financial aid may also be
adjusted for those students who withdraw from the College or
drop one or more courses and receive financial assistance.
[NOTE: Tuition refunds and financial aid adjustments are not
necessarily made on a one-to-one basis. For example, you
could receive a 60% tuition refund but have 80% of your financial aid returned. Be sure you understand the financial
consequences of making adjustments to your registration.]
Students are responsible for canceling courses through the
Enrollment Center in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not
complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student’s last
recorded date of attendance. Refund calculations are based on
the date that the drop/add form is processed.
The refund schedule is effective whether or not a student has
attended classes. All refunds of charges will be applied to the
student account and all adjustments for aid, loans, fines, deposits, etc. will be made before eligibility for a cash refund of
any resulting credit balance is determined. Allow two weeks
for a refund.
The refund is a percentage of the full tuition charged, not a
percentage of any deposit paid toward tuition, e.g. deposits
made under the employer reimbursement payment plan.
Contact the Enrollment Center
For information on cost, payments, financial aid, tuition
discounts, and refunds:
612-330-1046 or 1-800-458-1721
enroll@augsburg.edu
www.augsburg.edu/enroll
Augsburg College I 19
Master of Arts in Education
Master of Arts in Education
We are pleased with your interest in the Master of Arts in Education (MAE) program. Augsburg has a long history in
teacher education with alumni of our programs teaching throughout Minnesota and elsewhere. We know that Augsburg
College is an excellent choice for you to pursue your teaching dreams and goals—and here’s why.
OUR PHILOSOPHY The Education Department program themes include relationships, reflection and inquiry, diversity
and equity, and leadership. You can read about each theme on the following page, but for the MAE program, I want to
highlight one of the program themes—leadership. As this program theme suggests, we expect our students to leave our
programs as responsive, knowledgeable teachers prepared to exercise leadership in the classroom and, eventually, the
school and community.
Our urban setting provides yet another dimension to our programs through a combination of course content, field experiences, and classroom instructors. Our goal is that students will leave our programs as collaborative and capable teachers
committed to educating all learners in a diverse and changing world.
OUR FACULTY Augsburg faculty members who teach in the MAE program are a mix of full-time and adjunct instructors,
all of whom have K-12 teaching experience. Many adjunct instructors are currently teaching in K-12 settings; all fulltime faculty members are frequent visitors to K-12 settings through student teaching and field experience supervision,
volunteer work, and/or in-service education. We understand the importance of what we do and what you hope to do. We
value good teaching and, most especially, we value good teachers.
OUR ACCESSIBILITY We realize that although teaching is your dream, your reality most likely includes work, family, and
personal responsibilities. Because we understand the demands adult students face, we offer flexible scheduling. A majority of licensure and graduate-level courses are taught in the evenings and weekends to allow you to manage these responsibilities while pursuing your goals. You will need to be available during the weekday for the challenge and responsibility
of field experiences, but education coursework is accessible through the weekend and evening schedules.
As a student in Augsburg’s Master of Arts in Education licensure and degree program, you will find yourself among interesting students and dedicated professors who believe that all children deserve a good, highly qualified teacher—the
teacher you can become.
Vicki L. Olson, PhD
Director, Master of Arts in Education
Graduate Catalog I 20
Master of Arts in Education
Education Department Mission
The mission of the Augsburg Education Department is to develop responsive, knowledgeable teachers committed to educating all learners in a diverse and changing world.
Program Themes
Responsive, knowledgeable teachers understand the dynamic
interaction among relationships, reflection and inquiry, diversity and equity, and leadership. These four interrelated program themes provide lenses through which we filter our
practice.
Relationships
Learning is relational and communal. Responsive teachers create significant relationships with their students, colleagues,
and community partners by developing learning communities.
These nurturing learning communities provide a safe, trustworthy place where challenging and engaging questions can
be considered. We model the kinds of learning communities
that we expect our graduates to create. We share with our students a learning model that connects content, theory, and
practice in an ongoing cycle. Students and their learning are
the focus for responsive teachers. Therefore we embrace and
foster a progressive and constructivist orientation.
Reflection and Inquiry
Responsive teachers are reflective practitioners who are students of teaching and learning. Providing numerous frameworks through which to filter our experience encourages
intentional and thoughtful inquiry. Through field placements,
service learning, generative questions, and classroom experiences, students and faculty develop their perspectives about
teaching and learning. Critical reflection allows us to examine
content, theory, and practice in ways that transform our practice. We think it is important to understand and learn how to
manage the many polarities inherent in the teaching and
learning process.
Diversity and Equity
Responsive teachers embrace diversity and intentionally work
to ensure that all learners, especially those who for some reason have been marginalized, learn and develop in powerful
ways. We continually reflect on what it means to be a “school
in the city.” We recognize that each student is unique, shaped
by culture and experience; therefore, differentiating instruction is essential. The perspective of multiple intelligences,
learning style theory and teaching for understanding help us
differentiate and enable us to provide choice, variety, and flexibility. Responsive teachers believe that all students can learn.
They also have a sense of efficacy and believe that they can
help all students learn.
Leadership
Responsive teachers recognize that becoming a learning leader
is a developmental process, which begins in pre-service edu-
cation and continues throughout one’s career. Teachers serve
as leaders within the classroom, and with experience, increased confidence, and professional development become
leaders within the school, the district, and the community.
Teacher leaders view themselves as lifelong learners. They become role models committed to their profession as a vocation
rather than a job. Emerging teacher leaders keep student
learning at the center of their work while advocating for instructional innovation, constructivist curricular development,
and systemic change.
Master of Arts in Education Conceptual
Framework
Teacher leadership is the theme that threads through our
graduate licensure and degree completion programs. The
Augsburg Education Department believes that teachers are
leaders in their classrooms and should be leaders in their institutions and communities.
The leadership focus plays out in three ways. First, the additional work required in the graduate versions of the combined
undergraduate/graduate courses focuses on providing graduate students the chance to exercise leadership as well as extend their knowledge beyond the basic requirements. Second,
in the degree completion component, students are required to
include coursework focused on leadership and study aspects
of leadership as part of their degree program. Third, the final
project—be it an action research, a leadership application
project, or the performance assessment course—gives students the opportunity to study an issue of concern and, supported by research, define a means for addressing it.
Program Overview
The Master of Arts in Education (MAE) is designed to provide
a teaching license as part of a master’s degree program. K-12
initial teaching licenses offered at Augsburg include:
• Elementary education (K-6), with or without a middle
school specialty area endorsement in math, communication
arts, social studies, or science. Also available is the pre-primary endorsement to the elementary license.
• Secondary education (5-12 and K-12) in social studies,
communication arts/literature, visual arts, health, mathematics, music, and physical education; and 9-12 in biology,
chemistry, and physics.
• K-12 special education, emotional and behavioral disabilities
• K-12 special education, learning disabilities
Teachers who are already licensed can work towards the MAE
degree through the following four licensure endorsement options:
• Pre-Kindergarten endorsement
• K-12 special education: emotional and behavioral disabilities
• K-12 special education: learning disabilities
• K-12 reading endorsement (This program is under revision.
Consult the Education Department for current status.)
Augsburg College I 21
Master of Arts in Education
All teachers seeking licensure through Augsburg must take
and pass all tests required by the state of Minnesota for licensure.
The MAE degree is also available without a license but with
an education core.
Accreditations and Approvals
Augsburg College is accredited by:
• The Higher Learning Commission of the North Central Association of Colleges and Schools
• National Council for the Accreditation of Teacher Education
Augsburg College is approved by the Minnesota Board of
Teaching.
For a complete list of accreditations, approvals, and memberships, see page 9.
area endorsements, 5-12 social studies, 5-12 communication
arts, and K-12 art.
Additional licenses in the following areas are available
through a combination of weekday, weekday evening, and
weekend schedules: biology, chemistry, health, mathematics,
music, physical education, and physics. For these licenses, the
education and degree completion courses are taken during the
weekend and weekday evenings while some if not all of the
content area courses are taken during the weekday.
The weekend schedule is comprised of three trimesters spread
from early September through late June. In general, classes are
held every other weekend. The weekday schedule is comprised of two semesters spread from early September through
late April. Classes offered during the weekday meet two or
three times per week. Classes offered jointly between weekday
and weekend meet on a weekly basis in the evening. The official academic calendars can be found at
www.augsburg.edu/registrar.
Program Structure
The Master of Arts in Education (MAE) program is made up
of a core of education licensure courses coupled with a degree
completion option. Courses in the degree completion phase
are drawn from the Master of Arts in Leadership (MAL) and
graduate courses in education. Most students in the MAE program pursue a K-12 teaching license as part of their program
plan. The MAE degree is also open to students who do not
want a teaching license but do want a background in education and leadership.
The MAE degree requires 9.0 or 10.0 Augsburg graduate level
courses, depending on the degree completion option. In addition, several courses at the undergraduate level are required
for licensure. Only courses taken at the graduate level apply
towards the MAE degree.
Course Credit
A full-credit graduate or undergraduate course (1.0) is equal
to four semester credits or six quarter credits. Each full course
offered within the weekend schedule meets for 28 hours with
the expectation of substantial independent study outside of
class.
Schedule
The majority of the education courses in the MAE licensure
and degree programs are offered through the weekend schedule. Some education courses and many undergraduate content
area courses are offered on a weekday evening schedule. The
MAL degree completion courses are offered primarily through
the weekend schedule. Summer session courses are offered
weekdays and weekday evenings.
The following teaching licenses are available entirely
through the weekday evening and weekend schedule: elementary education, middle school and preprimary specialty
Graduate Catalog I 22
Curriculum—Teaching Licenses
K-6 Elementary Education
This program is designed to prepare teachers for grades K-6.
Optional endorsements in middle school specialty areas of
math, science, social studies, and communication arts and in
pre-kindergarten can be pursued along with or separately
from the K-6 license. The teaching license and some endorsements are offered at both undergraduate and graduate levels
through a mix of undergraduate courses and combined graduate and undergraduate courses. Graduate-level licensure
coursework (500 and above) is available to students who already hold a bachelor’s degree and meet MAE admissions criteria.
All of the following courses must be taken for K-6 elementary
licensure. Up to six courses may be taken at the graduate
(500) level and applied toward the MAE degree.
EDC 200/522 Orientation to Education (1.0)*
EDC 206/566 Diversity/Minnesota American Indians (1.0)
EDC 310/533 Learning and Development (1.0)*
EDC 410/544 Learners with Special Needs (1.0)*
EDC 490/580 School and Society (1.0)
EED 325/525 K-6 Literacy Methods (1.0)*
To complete the license, the following undergraduate requirements must be completed:
HPE 115
Chemical Dependency (.5)
EDC 220
Educational Technology (.5)
EED 225
Foundations of Literacy
EED 326
Literacy Field Experience (0.0)* (taken concurrently with EED 325/525)
EED 311
K-6 Methods: Health (.25)
EED 312
K-6 Methods: Physical Education (.25)
EED 336
Advanced Methods in Literacy (.5)*
EED 341
K-6 Methods: Visual Arts (.25)
Master of Arts in Education
EED 342
EED 350
EED 360
EED 370
EED 380
EED 386
EED 481,483
K-6 Methods: Music (.25)
K-6 Methods: Math (1.0)*
K-6 Methods: Science (1.0)*
K-6 Methods: Social Studies (.5)
Kindergarten Methods (.5)*
Children’s Literature (.5)
Student Teaching (2.0)
*Field experience hours are required in these courses. Students spend 20 or more hours per term in field experiences.
These experiences occur in K-6 classrooms during the weekday. If more than one course with field experience is taken in
a given term, field experience requirements expand accordingly (i.e., two courses with 20 hours of field experience each
require a total of 40 hours).
EDC 206/566 Diversity/Minnesota American Indians
This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how
prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and
communities. Also addressed in this course is the Minnesota
Standard of Effective Practice 3.G: Understand the cultural
content, worldview, and concepts that comprise Minnesotabased American Indian tribal government, history, language,
and culture.
EDC 220 Educational Technology (.5 course)
Psychological and philosophical dimensions of communication through the use of instructional technology. Selection,
preparation, production, and evaluation of effective audio
and/or visual technology for teaching/learning situations.
Undergraduate Liberal Arts Requirements
The number of supporting content area courses required for
licensure depends upon the courses completed as part of the
bachelor’s degree and/or other coursework. Requirements are
determined by Minnesota licensure standards for specific college-level coursework in math, biology, physics, and earth science for all students seeking elementary licensure. Specific
requirements are on file in the Education Department.
Minnesota licensure standards allow for optional subject area
endorsements in communication arts/literature, social studies,
math, and science. The optional pre-K endorsement is also
available. Specific requirements for these endorsements are on
file in the Education Department.
Previous coursework can be accepted into the licensure program if it meets Minnesota standards and if a grade of C or
better was achieved. The Education Department and the content area departments determine the courses that are accepted.
Transcripts, course descriptions, and course syllabi are used to
make these determinations. Courses that are older than five
years are judged on a case-by-case basis. Graduate coursework
accepted into the licensure program is not automatically accepted into the MAE degree. The program has limits on the
amount and type of courses that are accepted. Grades of B or
better are required for transfer consideration. See the MAE
program director for approval of graduate coursework accepted in transfer.
EDC 310/533 Learning and Development in an Educational Setting
A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. (Prereq.: Admission to
department)
EDC 410/544 Learners with Special Needs
The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes and special focus on needs
of urban students. Fieldwork experience. (Prereq.: Admission
to department or special permission of instructor)
EDC 490/580 School and Society
Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development.
Serves as final theoretical preparation for student teaching.
(Prereq.: Admission to department)
EED 225 Foundations of Literacy
Instruction in and discussion of literacy instruction, development, and assessment. In this course, students will investigate
theories, research, and practices involved in K-6 literacy instruction. Students will examine different methods and approaches for teaching literacy in K-6 classrooms, and the
knowledge and theory underlying those approaches.
Elementary Licensure Course Descriptions
HPE 115 Chemical Dependency Education (.5 course)
An analysis of chemical use and abuse and what can be done
for the abuser. Includes information about school health education and services.
EED 311 K-6 Methods: Health (.25 course)
Examination and preparation of materials and resources for
health at the kindergarten and elementary levels. (Prereq.: Admission to department)
EDC 200/522 Orientation to Education in an Urban
Setting
Career exploration and overview of the teaching profession.
Emphasis on historical and philosophical foundations of the
American school system. Urban fieldwork experience.
EED 312 K-6 Methods: Physical Education (.25 course)
Examination and preparation of materials and resources for
physical education at the kindergarten and elementary levels.
(Prereq.: Admission to department)
Augsburg College I 23
Master of Arts in Education
EED 325/525 K-6 Literacy Methods
The study and use of a variety of assessment and teaching
techniques and resources for literacy instruction, including
the diagnosis and correction of reading difficulties. (Prereq.:
Admission to department)
EED 326 Literacy Field Experience (0.0 course)
Taken currently with EED 325/525. Students will be given the
opportunity to apply the knowledge learned within the context of EED 325/525 to an elementary classroom setting. Over
the course of the trimester, students will begin to construct an
understanding of literacy education from a teacher’s perspective. Two primary goals for this course are: (1) to understand
and analyze school and classroom environments; (2) to understand the interconnections between assessment, instructional planning, and individual learners. (Prereq.: Admission
to department)
EED 331 Middle School Methods: Communication
Arts/Literature/Writing (.5 course)
Introduction to the teaching of writing at the middle school
level. (Prereq.: Admission to department)
EED 336 Advanced Methods in Literacy (.5 course)
The study and use of differentiated assessment and instructional methods to meet literacy learning needs of a range of
students, including students with learning difficulties and first
languages other than English. (Prereq: Admission to department and EED 225 and 325/525)
EED 341 K-6 Methods: Visual Arts (.25 course)
Examination and preparation of materials and resources for
visual arts at the kindergarten and elementary levels. (Prereq.:
Admission to department)
EED 342 K-6 Methods: Music (.25 course)
Examination and preparation of materials and resources for
music at the kindergarten and elementary levels. (Prereq.: Admission to department)
EED 350 K-6 Methods: Mathematics
Examination and preparation of materials and resources for
mathematics at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: Admission to department and
MPG 3. Math 137 prior to EED 350 is recommended.)
EED 360 K-6 Methods: Science
Examination and preparation of materials and resources for
science at the kindergarten and elementary levels. Fieldwork
experience. (Prereq.: Admission to department)
EED 370 K–6 Methods: Social Studies/Thematic Studies
(.5 course)
Examination and preparation of materials and resources for
social studies and thematic teaching at the kindergarten and
elementary levels. (Prereq.: Admission to department)
Graduate Catalog I 24
EED 380 Kindergarten Methods (.5 course)
Study and use of a variety of techniques and resources for
teaching kindergarten. Fieldwork experience. (Prereq.: Admission to department)
EED 386 Children’s Literature (.5 course)
The study of children’s literature and its uses in the elementary classroom. (Prereq: Admission to department)
EED 481, 483, 485 Student Teaching
Two to three courses of full-time, supervised classroom experience. Required for licensure. Occurs upon satisfactory completion of licensure and/or degree program and program
portfolio.
Preprimary Endorsement for Elementary Licensure
This endorsement can be added to a K-6 elementary license.
Required courses include the following:
PSY 250 Child Development (Prereq.: PSY 105 or equivalent)
SOC 231 Family Systems
OR
SPE 490/540 Parent and Professional Planning (Graduate students using the preprimary endorsement must take SPE 540.)
ECE 345/545 Foundations of Preprimary Education
ECE 346/546 Learning environments for Preprimary Aged
Children
ECE 347/547 Immersion and Teaching Competence
ECE 488 Preprimary Student Teaching
Preprimary Endorsement Course Descriptions
ECE 345/545 Foundations of Preprimary Education
Students gain an understanding of philosophical, theoretical,
historical, pedagogical, societal, and institutional foundations
of preprimary education. Attention is given to the efforts of
modern programs to adapt instruction to developmental levels and experience backgrounds of young children and to
work in partnership with parents and social service agencies.
Field experience (20 hours) is a critical part of this course.
(Prereq.: PSY 105, 250,or their equivalents, and admission to
department)
ECE 346/546 Learning Environments for Preprimary Aged
Children
Students gain an understanding of how to recognize and construct, developmentally appropriate pedagogy and practice.
Attention is given to the synthesis between course readings
and experience, and students’ experience working with current teachers in site-based field experience. Field experience
(20 hours) is a critical part of this course. (Prereq.: PSY 105,
250, or their equivalents; ECE 345/545; admission to department)
ECE 347/547 Immersion and Teaching Competence
Students gain an understanding of how to deliver developmentally-appropriate instruction and assess learning appropriately for preprimary children. Students gain experience taking
the perspective of families and communicating with them. A
reflective practitioner’s skills are developed through self-evalu-
Master of Arts in Education
ation of curriculum planning. Field experience (20 hours) is a
critical part of this course. (Prereq.: admission to department;
PSY 105, 250 or their equivalents; ECE 345, 346)
ECE 488 Student Teaching in a Pre-Kindergarten
Classroom
K-12 and 5-12 Secondary Education
K-12 and 5-12 licensures in several content areas are offered
through a combination of graduate and undergraduate coursework. K-12 licenses prepare teachers to teach a content area
across elementary, middle school, and high school. Licenses
for grades 5- 12 prepare teachers to teach at the middle and
high school levels. Graduate-level licensure coursework (500
and above) is available to students who already hold a bachelor’s degree and meet MAE admissions criteria.
The following content area majors are offered almost entirely
on weekends and weekday evenings: communication arts/literature, history or economics or psychology or sociology (all
for social studies), art. Students seeking 5–12 licensure in social studies must complete a broad-based core of courses in
the social studies in addition to a social science major. Education courses for these licenses are also taken during weekends
and weekday evenings.
The following content area majors are offered primarily or entirely through the weekday program: biology, chemistry,
physics, health, physical education, music, and mathematics.
Students seeking licensure in any of these areas will likely
need to take additional content courses in the weekday schedule. Students can obtain a 9–12 license in physics, chemistry,
or biology and have the option of adding the 5–8 general science to the 9–12 license. Students also can obtain the 5–8
general science license without the 9–12 license. Education
courses for these licenses are taken during weekends and
weekday evenings.
Licensure Requirements
The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure; four to six of them also may be taken at the graduate
level and applied toward the master’s degree in education.
EDC 200/522 Orientation to Education (1.0)*
EDC 206/566 Diversity/Minnesota American Indians (1.0)
EDC 310/533 Learning and Development (1.0)*
EDC 410/544 Learners with Special Needs (1.0)*
EDC 490/580 School and Society (1.0)
ESE 300/500 Reading and Writing in Content Area (1.0)*
To complete the license, students also will need to complete
the following requirements at the undergraduate level:
HPE 115
Chemical Dependency (.5)
EDC 220
Educational Technology (.5)
ESE 325
Creating Learning Environments (1.0)*
ESE 3XX
K-12 or 5-12 Special Methods (1.0 –2.0)*
ESE 481,
Student Teaching (2.0-3.0)
483, 485
*Field experience hours are required in these courses. A minimum of 100 hours in classrooms and education-related settings is required prior to student teaching. Students spend
approximately 20 hours per term in field experiences.
Undergraduate Content Area Requirements
The equivalent of a major in the licensure content area is required for K-12 and 5-12 licenses. Students who have majored
in a field in which we offer licensure must have their previous
coursework evaluated by the major department at Augsburg.
Two or more content area courses tied to Minnesota licensure
standards are generally required, even with a completed academic major.
Previous coursework is evaluated by the content area department and accepted if it meets Minnesota licensure standards
and if a grade of C or better was achieved. Coursework older
than five years is judged on a case-by-case basis. Specific
course requirements for each content area are on file in the
Education Department.
Graduate coursework accepted into the licensure program is
not automatically accepted into the MAE degree program. See
the MAE program director for approval to use graduate level
transfer courses in the degree program.
Secondary Licensure Course Descriptions
HPF 115 Chemical Dependency Education (.5 course)
See course description on page 23.
EDC 200/522 Orientation to Education in an Urban Setting
See course description on page 23.
EDC 206/566 Diversity/Minnesota American Indians
See course description on page 23.
EDC 220 Educational Technology (.5 course)
See course description on page 23.
EDC 310/533 Learning and Development in an Educational Setting
See course description on page 23.
EDC 410/544 Learners with Special Needs
See course description on page 23.
EDC 490/580 School and Society
See course description on page 23.
ESE 300/500 Reading/Writing in the Content Areas
The study and use of a variety of middle school and secondary
techniques and resources to teach reading and writing
through the content areas. Fieldwork experience. (Prereq.:
Admission to department).
Augsburg College I 25
Master of Arts in Education
ESE 325 Creating Learning Environments
An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule,
state testing, and national standards. Emphasis on creating environments conducive to learning. Fieldwork experience.
(Prereq: Admission to department. Note: Students seeking 5–
12 health and K–12 PE licenses do not take this course).
ESE 310 K-12 Methods: Social Studies
Introduction to the teaching of the social sciences in middle
and high schools. Emphasis on instructional strategies and
curriculum development. ESE 311 Middle School Methods:
Social Studies (.5) is taught concurrently with ESE 310 and is
required for the middle school social studies endorsement.
Fieldwork experience. (Prereq.: Admission to department)
ESE 330 K–12 Methods: Mathematics
Introduction to the teaching of mathematics in middle and
high schools. Emphasis on instructional strategies and curriculum development. ESE 331 Middle School Methods:
Mathematics is taught concurrently with ESE 330 and is required for the middle school mathematics endorsement.
Fieldwork experience. (Prereq.: Admission to department)
ESE 340 K–12 Methods: Science
Introduction to the teaching of the natural sciences in middle
and high schools. Emphasis on instructional strategies and
curriculum development. ESE 341 Middle School Methods:
Science is taught concurrently with ESE 340 and is required
for the middle school science endorsement. Fieldwork experience. (Prereq.: Admission to department)
ESE 350 K–12 Methods: Literature and Media Literacy
Introduction to media literacy, adolescent literature, and the
teaching of literature in the middle and high schools. Emphasis on instructional strategies and curriculum development.
Fieldwork experience. (Prereq.: Admission to department.)
ESE 351 K–12 Methods: Speaking and Listening (.5
course)
Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies and
curriculum development. (Prereq.: Admission to department)
ESE 360 K–12 Methods: Visual Arts
Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: Admission to
department)
ESE 370 K-12 Methods: Music
Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development.
Fieldwork experience. (Prereq.: Admission to department)
ESE 481, 483, 485 Student Teaching
Two to three courses of full-time, supervised student teaching
required for licensure. Secondary licenses require two courses.
Graduate Catalog I 26
K–12 licenses require three courses. Student teaching occurs
upon satisfactory completion of licensure coursework.
Special Education
There are two licensure options in the K–12 Special Education
program: emotional/behavioral disabilities (EBD) and learning
disabilities (LD). Both programs qualify students to teach in
special education programs and positions; many students get
licensure in both.
The MAE program with licensure in special education is based
on an innovative internship model that allows students employed in EBD and/or LD classrooms to fulfill a portion of
their special education field experience requirements while
they work. Students not employed in these settings are expected to complete a significant number of volunteer hours in
special education settings. All must complete field placements
or student teaching in EBD and/or LD classrooms across elementary, middle school, and high school. Specific information
on field experience requirements is available from the Education Department.
Also available is the Naadamaadiwin Tribal Special Education Cohort—This graduate licensure program in Special Education: EBD/LD is designed and taught from an American
Indian perspective. It is offered in collaboration with the University of Minnesota-Duluth as a hybrid (partly face-to-face
and partly online) cohort program. The licensure courses can
be applied towards the MAE degree. See the Education Department and www.augsburg/edu/mae/academics/ais_focus.html
for more information. The course descriptions are
included below.
The EBD/LD licensure programs are offered through the
weekend trimester schedule. The Naadamaadiwin Tribal Special Education Cohort program is offered through the semester schedule.
Licensure Requirements
Emotional/Behavioral Disabilities Core
The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure, and up to six also may be taken at the graduate level and
applied toward the master’s degree in education.
EDC 200/522
EDC 206/566
EDC 310/533
EDC 410/544
EED 325/525
SPE 315
SPE 400/500
SPE 410/510
SPE 420/520
SPE 430/530
SPE 490/540
Orientation to Education (1.0)*
Diversity/Minnesota American Indians (1.0)
Learning and Development (1.0)*
Learners with Special Needs (1.0)*
K–6 Literacy Methods (1.0)*
Special Education Critical Issues Seminar (.5)
Teaching Students with Emotional/Behavioral
Disabilities (1.0)**
Implementing Assessment Strategies (1.0)**
Planning, Design, and Delivery (1.0) **
Instructional and Behavioral Practices (1.0)**
Parent and Professional Planning (1.0)**
Master of Arts in Education
Learning Disabilities Core
Students wishing to earn learning disabilities licensure in addition to emotional/behavioral licensure will take the above
courses in the emotional/behavioral core and two additional
specialty courses:
SPE 424/524 Etiology and Origins of Learning Disabilities
(1.0)**
SPE 434/534 Teaching Content Areas to Students with
Learning Disabilities (1.0)**
A student wishing to earn only a learning disabilities license
would take all of the above courses with the exception of SPE
430/530 Instructional and Behavioral Practices.
To complete either license students will also need to complete
certain requirements at the undergraduate level:
EDC 220
Education Technology (.5)
HPE 115
Chemical Dependency (.5)
EED 225
Foundations of Literacy
EED 326
Literacy Field Experience (0.0 course)* (taken
concurrently with EED 325/525)
EED 350
K–6 Methods: Math*
EED 360
K–6 Methods: Science*
SPE 481,483 Student Teaching (1.0-2.0)
485, 487
*Ten to 20 hours of field experience required as part of this
course.
**These courses are taken during the internship year. A significant amount of contact with students labeled EBD or LD is
required. The ideal situation for the internship year is to be
working in a K–12 setting with these students. Students not
currently employed in schools must be available for extensive
volunteer field placements during the internship year.
This program is built on an inclusive education model.
Under this model, students learn how to work closely with
both special and general educators to facilitate inclusion
of special education students into the regular education
classroom.
Licensure Requirements—EBD/LD–Naadamaadiwin
Special Education Tribal Cohort
This program is available only at the graduate level. Courses
are taught in a hybrid fashion, partially face to face and partially online. Courses are available only to those admitted to
the special education tribal cohort program.
SPE 501
SPE 503
SPE 504
SPE 505
SPE 506
Historical and Contemporary Issues in American Indian Education
Assessment of American Indian Learners
Working with American Indian Families and
Communities
The Manifestation of Multigenerational Trauma
and Internalized Oppression
Indigenous Learners
SPE 507
Indigenous Methods of Instruction: Practical
Application
SPE 508
Professional Issues and Development (.5
course credit)
SPE 509
Literacy Instruction for American Indian Learners with Exceptionalities
SPE 481, 483, Student Teaching (1.0–2.0)
485, 487
Special Education Licensure Course Descriptions
HPE 115 Chemical Dependency Education (.5 course)
See course description on page 23.
EDC 200/522 Orientation to Education in an Urban Setting
See course description on page 23.
EDC 206/566 Diversity/Minnesota American Indians
See course description on page 23.
EDC 220 Educational Technology (.5 course)
See course description on page 23.
EDC 310/533 Learning and Development in an Educational Setting
See course description on page 23.
EDC 410/544 Learners with Special Needs
See course description on page 23.
EED 225 Foundations of Literacy
See course description on page 23.
EED 325/525 K-6 Literacy Methods
See course description on page 24.
EED 326 Literacy Field Experience (0.0)
Taken concurrently with EED 325/525. See course description
on page 24.
EED 350 K-6 Methods: Mathematics
See course description on page 24.
EED 360 K-6 Methods: Science
See course description on page 24.
SPE 315 Critical Issues: Special Education Seminar (.5
course)
This course is designed to support students seeking special
education licensure throughout their internship year. Issues
related to special education and their specific settings are the
focus of the course. The department portfolio is completed as
a part of this course. (Prereq: Admission to department.)
SPE 400/500 Teaching Students with Emotional/Behavioral Disabilities
This course presents an overview of learners with emotional
and behavioral disabilities and learning disabilities. It ad-
Augsburg College I 27
Master of Arts in Education
dresses the historical and philosophical aspects of the EBD
category, examines origins of student behavior and student
learning styles, and addresses theoretical perspectives and
conceptual models as they relate to this category of disability.
(Prereq: Admission to department)
SPE 501 Historical and Contemporary Issues in American
Indian Education
This course examines foundational aspects of teaching and
learning as they relate to education. It will investigate educational history, philosophy as well as models of teaching and
learning. A major focus will be to examine past and present
educational experiences of American Indian people in the U.S.
Minnesota Board of Teaching (BOT) Standards and American
Indian Learner Outcomes (AILOS) will also be introduced.
(Prereq: Admission to the Naadamaadiwin program)
SPE 502 American Indians and Special Education
This course will explore disability awareness in traditional
and contemporary native culture, exploring historical and
contemporary issues effecting students with disabilities and
focusing specifically on American Indian students in special
education. It will provide an overview of special education in
U.S. culture including relevant laws, theories, and sociological
concepts as they relate to disability. It will also examine the
high incidence of American Indians in special education including fetal alcohol syndrome (FAS), autism, and biological
and environmental conditions. A field component will accompany this course. (Prereq: Admission to the Naadamaadiwin
program; admission to the department)
SPE 503 Assessment of American Indian Learners
This course will examine the cultural bias and discrimination
issues with mainstream educational systems, providing alternative assessments appropriate with native populations. It will
also identify differences in assessment tools and strategies, native student learning and best practices in assessment. Characteristics of learning deficits and how they interfere with the
Circle of Courage will be examined, and approaches for compensation will be developed. A field component will accompany this course. (Prereq: Admission to the Naadamaadiwin
program: admission to department)
SPE 504 Working with American Indian Families and
Communities
This course will examine techniques appropriate for working
with American Indian families, extended families, professionals,
paraprofessionals, and the community when planning and implementing IEPs and transitions for American Indian students
with special needs. Skills and strategies to build partnerships to
work within and among Native families and communities to
best meet the needs of the student will also be addressed. A
field component will accompany this course. (Prereq: Admission to the Naadamaadiwin program: admission to department)
SPE 505 The Manifestation of Multigenerational Trauma
and Internalized Oppression
This course will focus on how multigenerational trauma and
Graduate Catalog I 28
internalized oppression manifests itself in families, communities, schools, and student learning. It will examine and explore strategies that provide practical skills and tools to
mitigate these effects. Disability categories such as Emotional
Behavioral Disabilities (EBD), Attention Deficit Disorder
(ADHD), Autism Spectrum Disorders (ASD), and Fetal Alcohol Syndrome (FAS) will be examined as contemporary issues
impacting American Indian children. Behavioral support options appropriate for students identified with EBD will be provided. A field component will accompany this course. (Prereq:
Admission to the Naadamaadiwin program: admission to department)
SPE 506 Indigenous Learners
This course will identify best practices in American Indian education incorporating culturally appropriate methods and materials for students in special education. It will also explore
cultural differences in learning and behavioral practices, community and environment variables, examining the high incidence of American Indian students in special education,
cultural misunderstandings that impede placement, services
and diagnosis. A field component will accompany this course.
(Prereq: Admission to the Naadamaadiwin program: admission to department)
SPE 507 Indigenous Methods of Instruction: Practical Application
Current best practices in American Indian education will provide students with hands on skills and strategies for curriculum development including unit planning, lesson planning,
and individualization. Various models of instruction for teaching students including the development of intervention plans
that are culturally, academically, and socially appropriate
based on assessment and observation to meet the needs of
American Indian special education students. A field component will accompany this course. (Prereq: Admission to the
Naadamaadiwin program: admission to department)
SPE 508 Professional Issues and Development (.5 course
credit)
This course will focus on professional development and integrity in teaching. It will examine current issues and ethical
dilemmas in the fields of special education/American Indian
education. Documentation, reflection, synthesis of learning
and the development of a professional portfolio will be the
main focus. (Prereq: Admission to the Naadamaadiwin program: admission to department)
SPE 509 Literacy Instruction for American Indian Learners with Exceptionalities
This course is designed to provide the special education
teacher with an understanding of the complex developmental
process of reading skills for K-12 American Indian students
with special learning needs. We will consider ways in which
reading disabilities develop among American Indian students.
In this course, we will study complex developmental behavior
influenced by factors such as phonemic awareness, words
analysis, vocabulary, fluency, comprehension, language, and
Master of Arts in Education
motivation. This course will also include investigation of best
practices in reading assessment and instruction for American
Indian students with special learning needs. (Pre-req: Admission to Naadamaadiwin program; admission to the department)
K-12 Reading Teacher Endorsement
SPE 410/510 Implementing Assessment Strategies
This course examines the assessment process from the pre-referral to the recommendation stage. Students gain understanding of key assessment tools and how they influence
student placement and programming. A qualitative and person-centered assessment process is emphasized. (Prereq: Admission to department)
The K-12 Reading Endorsement provides teachers with existing teaching licenses an opportunity to expand their knowledge and practices in the area of reading instruction.
SPE 420/520 Planning, Design, and Delivery
This course provides students with skills to write and implement individual program plans and to create effective learning
environments for students labeled EBD. Particular attention is
paid to inclusion models, diversity of student need, and forming partnerships with key school personnel. (Prereq: Admission to department)
SPE 424/524 Etiology and Origins of Learning Disabilities
This course will focus on the history and context of learning
disabilities, which includes the medical and sociological aspects specific to learning disabilities. It will also teach students how to access information relevant to the field. (Prereq:
Admission to department).
SPE 430/530 Instructional and Behavioral Practices
This course examines behavioral support options used with
students who are labeled EBD. It emphasizes the use of reflective, proactive, and non-aversive approaches drawn from current best practices and including positive behavioral supports,
person centered planning and functional assessment. (Prereq:
Admission to department)
SPE 434/534 Teaching Content Areas to Students with
Learning Disabilities
This course will teach students how to identify, adapt, and implement developmentally appropriate instruction and strategies that support the learning of students identified as having
learning disabilities. The specific focus will be on the areas of
reading, writing, and listening comprehension; and math, reasoning, and problem solving skills. (Prereq: Admission to the
department).
SPE 490/540 Parent and Professional Planning
This course examines the role of families of students with special needs, specifically those families of students labeled EBD.
A family systems perspective is introduced and applied. The
need to form strong connections with community agencies is
emphasized. (Prereq: Admission to department).
SPE 481, 483, 485, 487 Student Teaching (1.0–2.0)
The K-12 Reading Teacher Endorsement program is currently
under revision. The program described here is available only
to students beginning before September 1, 2010, and must be
completed by August 31, 2012.
Candidates for this license will complete 4.5 credits of coursework that have been designed to meet the requirements established for this license by the Minnesota Board of Teaching.
Students may use these courses to fulfill requirements for the
Master of Arts in Education degree.
These courses include:
EED 520
K-6 Methods: Reading (1.0)*
ESE 500
Reading/Writing in the Content Areas (1.0)*
EDC 505
K-12 Literature in the Classroom (.5)
EDC 508
K-12 Reading Assessment and Evaluation
(1.0)*
EDC 510
Clinical and Reading Program Leadership
(1.0)*
*Field experience required
Students beginning in fall 2010 or later who are interested in a
K-12 Reading Endorsement should contact the Education Department.
Student Teaching
All education students are required to complete student teaching in their content area. In the MAE program, student teaching is generally completed before finishing the degree.
Students can apply for licensure at this point and finish the
degree later. Student teaching for elementary and secondary
initial licenses lasts 12–14 weeks, depending on licensure
scope. During that time, students work full time as student
teachers and are supervised by an Augsburg faculty member.
Students register for two to three credits of student teaching,
depending on the license, and meet at Augsburg College for
student teaching seminars several times during the term. Most
student teaching placements are in the Minneapolis/St. Paul
metropolitan area and Rochester. However, students do have
the opportunity to student teach abroad, where students complete a 10-week student teaching experience in the metro area
and then complete another student teaching experience
abroad. Opportunities to teach abroad are available around
the world, and it is a wonderful way to build a global perspective in education. Additional information is available through
the Education Department.
Student teaching for special education is 12 weeks in length
for initial licenses and 7 weeks for those who already hold a
license. For students who are working in an EBD or LD setting, a student teaching placement at that site may be possi-
Augsburg College I 29
Master of Arts in Education
ble, pending district approval. Additional information is available through the Education Department.
Student teaching is required for the preprimary and middle
school content area endorsements. See the Education Department for more information.
A supervised practicum for the reading endorsement is completed as EDC 510 Reading Clinical. No further student teaching is required for this endorsement.
Curriculum—Graduate Degree Completion Options
Students take graduate coursework as part of the licensure
program. This coursework forms the Master of Arts in Education licensure core, with between four to six Augsburg graduate level licensure courses fulfilling master’s requirements.
Students bringing fewer than six graduate-level licensure
courses into the degree program must complete additional
Master of Arts in Leadership (ML) or education graduate
courses to reach the total number of required courses.
To complete the master’s degree, students will need to complete one of the following options.
Action Research Degree Completion Option
This degree completion option requires a minimum of 3.0
courses: a Master of Arts in Leadership (ML) elective, EDC
592 Action Research 1, and EDC 593 Action Research 2. The
action research courses guide the student through completion
of a long-term action research project, typically conducted in
the student’s classroom and focused on a question or concern
identified by the student. The research is presented at an action research symposium and a formal written report of the
research is placed in Lindell Library. The action research project is designed to be completed within three trimesters. Additional terms are available through continuing registration.
Leadership Application Project (LAP) Degree Completion Option
This degree completion option requires a minimum of 3.0
courses: an ML elective, EDC/ML 514 Research Methods–Education focus or ML 514 Research Methods (In limited cases
ML 513 Creating a Compelling Literature Review or EDC 592
Action Research 1 might also be appropriate. See MAE director for more information.), and EDC 585 Leadership Application Project. Students electing this degree completion option
do so because they are interested in developing an educational
product that meets an identified need or because they are interested in conducting an independent research project with
the assistance of a faculty adviser. To be successful in this option, students must be self-directed and able to maintain momentum without the structure of an actual course. Students
who leave the area and need to complete their final project at
a distance may find the LAP fits their needs. The goal for the
project varies, depending on the type of LAP. There are two
options within the LAP.
• The goal for those developing an educational product is to
identify an issue or problem related to their practice, and
Graduate Catalog I 30
after researching available literature, develop a solution to
the problem or issue. The solution might be developed in
the form of a curriculum, a workshop, a set of informational materials, a web site, an article for publication or
other appropriate educational product.
• The goal for those conducting independent research is also
to identify an issue or problem to investigate; but in this
case, the investigation is through an independent research
project. For those conducting independent research, it is
especially important to have a clear vision in mind for the
research and have an adviser who is willing to provide support throughout the project.
Both options are completed through a final oral presentation
and placement of the final paper in the Lindell Library.
Performance Assessment/Teacher Leadership Degree Completion
Option
(Currently under development; see MAE director for information.)
This degree completion option requires a minimum of the following 4.0 courses:
• Choose one ML leadership-focused course: ML 510 Visions
of Leadership when taught with an emphasis on leadership
rather than literature, ML 531 Dynamics of Change, ML
535 Organizational Theory and Leadership, ML 540 Political Leadership: Theory and Practice, ML 545 Decision
Making and Leadership, or ML 565 Women and Leadership
Additional courses, as developed, may also be used.
• EDC 5XX Teacher Leadership
• EDC/ML 514 Research Methods–Education focus. (ML 514
can be substituted if necessary)
• EDC 5XX Performance Assessment/Teacher Leadership
Students electing this degree completion option do so because
they are especially interested in considering leadership within
the context of education and themselves as potential change
agents.
Alternate Settings—MAE in Rochester
In step with Augsburg College’s excellent reputation in the
field of education, the licensure portion of the Master of Arts
in Education program is now offered in Rochester. Licenses
are available in elementary education and special education:
EBD and LD. Classes primarily meet weekday evenings at
Bethel Lutheran Church in Rochester.
Elementary education
The K-6 elementary education license allows students to teach
in grade K–6. Augsburg College offers this license at the graduate level to students who already hold a bachelor’s degree
and meet admissions requirements. Courses for this license
are available in Rochester.
Special education
The K–12 Emotional Behavioral Disorder/Learning Disability
program is designed for students currently working with or
Master of Arts in Education
planning to work with EBD and LD students. The program
leads to Minnesota teaching licensure in special education
with a specialty in emotional/behavioral disabilities and/or
learning disabilities. All courses for these licenses are available
in Rochester.
tative and quantitative tools will be discussed. EDC 514/ML
514 Research Methods–Education focus will place more emphasis on reviewing existing literature and less emphasis on
designing an independent research proposal.
MAL Elective Courses
MAE degree completion courses are currently held in Minneapolis.
Graduate Degree Completion Course Descriptions
EDC 5XX Teacher Leadership
This course will explore generative questions about leadership, change, and our own paradigms, visions, and values.
Questions like the following are at the heart of this course:
What does it mean to you to be a teacher leader? What do
teacher leaders do? How does one become a teacher leader?
What are the ways in which teachers can take leadership?
What are the skills and tools of teacher leadership? How do
we bring about change? Who am I as a leader?
EDC 585 Leadership Application Project (LAP)
The leadership application project is either a research-based
study or a curriculum-based project that links issues of leadership and education with the degree candidate’s personal interests. The character of the project will vary with the nature of
the investigation, but will always be application oriented. The
central component of the LAP is the demonstration of leadership ability through a concrete project appropriate to the candidate’s workplace or place of service. P/N grading.
EDC 592 Action Research 1
This course will introduce students to action research, a form
of research that simultaneously contributes to the practical
concerns of people while furthering the goals of social science. It requires active self-reflective inquiry and collaboration. Action research is used in real situations, and is aimed at
solving real problems. The goal of action research is to gain
better knowledge of one’s practice while improving the situation in which the practice is conducted. This is the first of a
two-trimester course.
EDC 593 Action Research 2
The second term of this course involves intensive data analysis, writing, and sharing of the degree candidate’s research. It
requires active self-reflective inquiry and collaboration. The
trimester will culminate with a symposium in which student
work will be presented in a public forum. P/N grading.
EDC 5XX Performance Assessment/Teacher Leadership
This performance assessment course will require the students
to integrate their knowledge about leadership, their sense of
themselves as education leaders, and their understanding of a
specific teaching/learning problem into a solution to the problem and a process for change. P/N grading.
ML 514 Research Methods
Evaluation and documentation of programs, projects, and
ideas as they relate to leadership theories and practice. Quali-
At least one elective must be taken from the Master of Arts in
Leadership courses. The following are recommended, but others may also be used. Course descriptions can be found in the
MAL portion of the graduate catalog.
ML 510
ML 511
ML 520
ML 530
ML 531
ML 545
ML 550
ML 560
ML 565
ML 599
Visions of Leadership: A Historical and Literary
Journey
Creativity and the Problem-Solving Process
Self-Identity, Values, and Personal Growth
Ethics in Communication
The Dynamics of Change
Decision Making and Leadership
Communication, Decision Making, and Technology
Developing a Multicultural Perspective
Women and Leadership
Special Topics (as appropriate)
Admission to MAE
Admission Requirements
Students admitted into the MAE program must have:
• bachelor’s degree from a regionally-accredited four-year institution
• cumulative grade point average of 3.0 or higher (required
for full admission for the graduate licensure option and degree program). Students with a cumulative grade point average of 2.5–3.0 may be admitted conditionally into the
graduate licensure program. They may apply to the MAE
full licensure and degree program after achieving 3.0 or
better in two (2.0) Augsburg courses.
Application Checklist
The following items must be sent to the Augsburg Graduate
Admissions Office:
• Completed application form—
http://www.augsburg.edu/admissions/mae/admissions/
• $35 non-refundable application fee
• Personal summary outlining your tentative educational objectives and reasons for wanting to attend Augsburg
• Official academic transcripts from all previously attended
post-secondary institutions (including colleges, universities, vocational/technical schools, and PSEO institutions)
sent directly to the admissions office.
Admission as an International Student
International applicants must submit the required application
materials listed above. Refer to the additional requirements
outlined in Admission of International Students on page 16.
Augsburg College I 31
Master of Arts in Education
Transfer Policy
Acceptance of previous education coursework done at institutions other than Augsburg College is limited. Most courses
that have not been completed in the last seven years are considered to be too old to transfer and need to be completed as
part of one’s program at Augsburg. EDC 310/533 Learning and
Development, EDC 220 Education Technology, and ESE 3XX
K–12/5–12 Special Methods in Content Area are courses
which may have a shorter acceptance time frame. Additional
information on the transfer policy is available through the Education Department.
Credit Evaluation: An official transfer credit evaluation of
previous academic work will be completed as part of the admissions process. Education coursework is evaluated by the
Education Department. For secondary licenses, content area
coursework is evaluated by the content area department. This
process is initiated as part of the admissions process. Generally, the requirement is that two or more classes in the content
area must be taken at Augsburg, even with an undergraduate
major in the field. In all cases, previous undergraduate
courses must have received a grade of C or better to be eligible for transfer. Previous graduate coursework must have received a grade of B or better to be considered. Content area
departments determine when courses are too old to be
counted towards licensure.
tion Department. This admissions process is outlined in the
EDC 200/522: Orientation to Education and in admissions
handbooks, which are available through the Education Department.
Academic Achievement
Conditionally-admitted MAE students are expected to achieve
a 3.0 or better GPA in a minimum of 2.0 courses. When this is
achieved, these students file a Change of Status form (available through the MAE coordinator) to become fully admitted
to the MAE program and eligible for the MAE degree as well
as licensure. Conditionally-admitted students whose GPA remains between 2.5 and 2.99 are able to complete the license
but are not eligible for the degree.
Fully-admitted MAE students are expected to maintain a cumulative GPA of 3.0 or better in both license and degree completion.
In all cases, a cumulative GPA on the Augsburg graduate transcript must be at 3.0 or better to be admitted to the degree
completion component of the MAE degree. Students who are
ready to begin the degree completion component must file an
Intent to Complete form (available through the MAE coordinator) at which point a transcript review is completed to confirm the 3.0 or better GPA and to determine the completed
courses that apply to the degree and the courses that remain.
Acceptance into the MAE Program
Application files are reviewed by the MAE director. Applicants
are notified by the Graduate Admissions Office of the admission decision, usually within one to two weeks after the application file is complete. Applicants whose cumulative
undergraduate GPA is below 2.5 will not be admitted into the
MAE program; however, these applicants can be reconsidered
when additional undergraduate coursework raises the cumulative GPA to 2.5 or above. An exception to this occurs when
the applicant has completed an advanced degree with a cumulative GPA of 3.0 or better. Under these circumstances, the applicant can be considered for full admission into the MAE
degree and licensure programs.
Advising and Registration
Admitted students are able to participate in academic advising
and the registration process. Typically, first-term registration
occurs with intake advising. After the first term, students generally are able to register online through Records and Registration. All students are assigned an Education Department
adviser early in the first trimester of courses.
Academic Policies
Application to the Education Department
Once accepted to the College and the MAE program, students
may take designated courses in education and content areas.
Students initially admitted at the graduate level may register
for courses at the graduate level. Prior to taking EDC
310/533 and above, students must be admitted to the Educa-
Graduate Catalog I 32
Minimum Grade Policy
Students who fail to maintain a cumulative 3.0 GPA in a given
term are notified that they must raise their GPA to the required level. Students who receive below a 2.0 in any undergraduate course or 2.5 in any graduate course required for
licensure are notified that they must repeat the course as soon
as possible and raise it to the appropriate level.
Dismissal from Licensure and Degree Program
Students may be dismissed from the licensure program prior
to student teaching for failure to maintain appropriate academic and teaching-based performance standards, for gross violation of College policy, and/or for conduct in violation of
professional ethics. Dismissal occurs within the context of established department procedures described in the Education
Department Handbook available through the Education Department. Students have the right to appeal dismissal from the
licensure program on the grounds of procedural error, using
the College’s program dismissal appeals process. Information
about the program dismissal appeals process is available in the
Augsburg Student Guide.
Students may be dismissed from the MAE degree program for
failure to maintain an appropriate GPA. Students have the
right to use the College’s academic grievance procedure as
they feel necessary. The full academic grievance policy is
available in the Augsburg Student Guide.
Master of Arts in Education
Fieldwork Requirements
Fieldwork experiences are tied to several licensure courses. In
most cases, these experiences are conducted within a servicelearning framework, providing service to the school and classroom while also providing pre-service student opportunities
for focused reflection linked back to course objectives. In general, students should plan for a minimum of 20 hours field experience per term. When multiple courses with field
experience are taken in the same term, the requirements expand accordingly. Students in field experiences are evaluated
by their host K-12 teachers on the basis of criteria drawn from
the Minnesota Standards of Effective Practice. Evaluations are
kept in the students’ Education Department files and used in
decisions regarding progression through the program and student teaching. A full description of field experience requirements are available in the Education Department Handbook.
Readmission and Withdrawal
Students in good standing who fail to register for courses for
three terms are withdrawn from the MAE program. To be
readmitted to the College and the MAE program, students file
a Readmission form through the registrar’s office.
Program Costs
In addition to tuition, students in this program can expect to
pay an extra per-course fee for student teaching, as well as liability insurance at the student rate during student teaching
and the cost of a background check for licensure and, possibly, field experience. In addition, optional international travel
courses have associated costs above and beyond the charge for
tuition.
MAE/Education Department
Full Time Faculty
Elizabeth M. Ankeny, Associate Professor of Education. BA,
Augustana College; MAT, Morningside College; PhD, Colorado State University.
Christopher R. Brown, Field Experience Coordinator/Charter School Liaison; Instructor of Education. BS, Bemidji State
University; MEd, University of Sydney, Australia.
Shelley Burkhardt, Instructor of Education. BA, Valparaiso
University; MS, Mankato State University.
Joseph A. Erickson, Professor of Education. BA, MA, College
of St. Thomas; MA, Luther-Northwestern Theological Seminary; PhD, University of Minnesota.
Jeanine Gregoire, Associate Professor of Education. BS, MA,
PhD, University of Minnesota.
Dennis Greseth, Instructor of Education. BA, MS, Winona
State University.
Ann Grugel, Assistant Professor of Education. BA, St. Olaf
College; MS, PhD,University of Wisconsin-Madison.
Gretchen Irvine, Assistant Professor of Education. BS, College of St. Teresa; MS, University of Wisconsin-River Falls;
PhD, University of Minnesota.
Anne Kaufman, Associate Professor of Education. BS, MA,
PhD, University of Minnesota.
Gregory Krueger, Instructor of Education. BA, Southwest
Minnesota State University; MA, Hamline University.
Lynn Lindow, Associate Professor of Education. BS, Mankato
State University; MS, North Dakota State University; PhD,
University of Minnesota.
Susan O’Connor, Associate Professor of Education. BS, University of Minnesota; MS, PhD, Syracuse University.
Vicki L. Olson, Professor of Education and Director of the
MAE Program. BS, MA, PhD, University of Minnesota.
Donna Patterson, Assistant Professor of Education. BA, MEd,
University of Minnesota.
Ronald Petrich, Assistant Professor of Education. BA, Augsburg College; MS, University of Minnesota.
Diane C.Vodicka, Assistant Professor of Education. BEd,
North Park College; MEd, Georgia Southwestern College.
Dana L.Wagner, Assistant Professor of Education. BA, St.
Olaf College; MEd, PhD, University of Minnesota.
Barbara West, Instructor of Education, Faculty Coordinator
of Teacher Placement/Licensing. BS, St. Cloud State University; MS, Syracuse University.
MAE/Education Department Adjunct Faculty
Kathy Acursso, Instructor of Education. BS, MS, Mankato
State University.
Jacquylynn Brickman, Instructor of Education. BA, Augsburg College; MEd, St. Mary’s University.
Steve Felton, Instructor of Education. BA, St. John’s University; BS, MS, Mankato State University.
Cheryl Gresczyk, Instructor of Education. BA, University of
Minnesota; MA, College of St. Thomas.
Deborah Katz, Instructor of Education. AB, Stanford University; EdM, Harvard Graduate School of Education; EdD, National-Louis University.
Jennifer Plucker, Instructor of Education. BS, Moorhead State
University; MEd, St. Mary’s University-Winona.
Alyssa Snyder, Instructor of Education. BA, Augsburg College; MA, University of St. Thomas.
Melissa Sonnek, Instructor of Education.
Augsburg College I 33
Master of Arts in Leadership
Master of Arts in Leadership
The study of leadership is an exciting and respected discipline. We are very pleased at your interest in this growing field and
welcome you to this catalog information about Augsburg’s distinctive Master of Arts in Leadership (MAL). The Augsburg MAL
program offers students an excellent opportunity to explore leadership within the context of a broad-based and interdisciplinary curriculum. The program is designed to provide you with the enhanced skills you need to be a 21st century leader.
The hundreds of graduates who have completed this program can attest to the quality, rigor, and relevance of studying leadership at Augsburg. MAL courses are taught by top faculty drawn from a variety of disciplines. The core of the MAL is a commitment to interdisciplinary teaching, and the success of our students is linked to the education they received in our program.
As you read through the program options and requirements, you will see that there is considerable flexibility built into the MAL
to provide you with the opportunity to pursue your interests in leadership studies. New students in the classic classroom model
may enroll at the start of any of our regular terms, and admission decisions are made on a rolling basis throughout the year.
Cohorts of the integrated hybrid model begin each summer.
The study of leadership is central to what we are at Augsburg College. Our institutional 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. An Augsburg education is all about training leaders—in fact, MAL
was the very first graduate degree to be offered by the College and is celebrating its 25th anniversary in 2012.
Again, congratulations on your interest in enhancing your career through the study of leadership. Please let us know if there is
anything we can do to assist you.
Alan J. Tuchtenhagen
Director, Master of Arts in Leadership
Graduate Catalog I 34
Master of Arts in Leadership
MAL Mission
The primary purpose of the Master of Arts in Leadership
(MAL) program is to develop leaders for organizations, the
community, and society. Most organizations seek leaders who
possess the following qualities: an ethically and morally responsible vision, an understanding of how change occurs and
how it can be managed, sensitivity to the complex problems
of organizations, and an ability to find solutions consistent
with their mission, cultural competence and sensitivity to the
needs of a diverse population, and the ability to inspire and
motivate people to work toward a common goal. The Augsburg leadership development model provides a framework
through which the program recruits its students and develops
their skills.
Program Overview
The Master of Arts in Leadership (MAL) is the core program
of Augsburg’s Center for Leadership Studies (CLS). The MAL
program, which was launched in 1987, responds to the leadership development needs of both for-profit and not-for-profit
organizations. While different in structure and purpose, most
organizations seek leaders with the following qualities: a vision that is ethically and morally responsible, extending beyond immediate concerns; an understanding of how change
occurs and affects the immediate environment; a sensitivity to
the complex problems organizations face; an ability to achieve
solutions consistent with an organization’s mission; the ability
to motivate and inspire individuals and groups to work toward a common goal; and the ability to effectively represent
the organization both internally and externally. The MAL program provides a means by which individuals may discover
and refine these and other abilities fundamental to effective
leadership.
Leadership studies is a growing field in American higher education, and the MAL program has significantly developed
and modified its curriculum in response to new trends in the
field. The program has a deep theoretical base in leadership
studies yet attempts also to offer its students practical approaches to leadership that can be applied in the workplace
and society.
Plan of Study
Accommodating the Full-Time Work Schedule
Designed to meet the needs and preferences of working
adults, the MAL program is based on the assumption that the
students who enroll are career-oriented, self-disciplined, and
well-motivated individuals seeking a balance of classroom experience, group interaction, and individual study. Most
courses are organized as seminars with the opportunity for
discussion and dialogue. During the academic year, most
classes meet on alternate Saturdays for four hours. Some
classes meet on Monday evenings weekly from September
through May and two evenings a week in June.
Most courses incorporate some online work into their agenda.
A few courses have a customized schedule. In the Monday
night schedule, students take one course at a time; a course
usually meets for seven consecutive weeks except in June,
when a course may meet twice a week. Following this model,
students complete six courses during the academic year.
Community of Learners
Essential to the goals of the MAL program is participation in a
community of learners. This community is enriched by the
students, who have a variety of work and life experiences. To
facilitate community interaction, students are encouraged to
make use of the Augsburg library, computer labs, and Christensen Center. The Center for Leadership Studies also offers
special colloquia and seminars each year to supplement and
complement the coursework of the master’s program.
A sample class schedule in the MAL program on the Minneapolis Campus
Period I
Saturday
8 a.m. to noon
Period II
Saturday
1 p.m. to 5 p.m.
Note: Each class taken commits a student to either Period I or
Period II, an average of two meetings a month. A few courses
are taught on an immersion model, which features fewer but
longer sessions.
Augsburg College has a summer session. The MAL program
usually offers several classes during the summer; the courses
are five weeks in duration, meeting normally two nights a
week, except for special immersion courses.
Class Schedule in Bloomington, 2010-11
At the St. Stephen Campus in Bloomington, most courses
meet for seven consecutive weeks on Monday, 6–10 p.m.,
from September through May. Students take one course per
half term as they progress through the program. In June a
course is taught on an accelerated plan either two evenings a
week or one weekend day. The final course, ML 588, lasts a
full trimester.
Leadership Development Model
Leadership Development Model—Augsburg College
The MAL program promotes leadership as a process that
• inspires cooperation among people who must compete for
limited resources,
• promotes productivity within and beyond the organization,
and
• works toward progress for the individual and the organization.
To accomplish this, individuals aspiring to positions of leadership must possess three key attributes: a sense of vision, the
ability to persuade, and the ability to direct action. Underlying
these attributes are abilities and awareness, outlined in the
Leadership Development Model, which serve as specific outcomes for the MAL program. Augsburg’s model of leadership
development is designed to assess, promote, enhance, and refine these capabilities within the individual.
Augsburg College I 35
Master of Arts in Leadership
Leadership Development Model
Leadership
Orientation
Toward Action
Sense of Vision
Ethical
• Social awareness
• Environmental awareness
• Tolerance of religious and
philosophical differences
• Appreciation of situational
complexity
Creative
• Long-term perspective
• Flexibility
• Adaptability
• Innovativeness
Risk Assumptive
• Curiosity
• Achievement motivation
• Self-esteem
Curriculum
Augsburg uses a course system rather than a credit system in
its curriculum. An Augsburg course is equivalent to four semester credits or six quarter credits. Each course normally includes two or more liberal arts disciplines, encourages pursuit
of the designated outcomes, and uses a variety of learning
techniques appropriate to adult learners. Instructional techniques include case studies, debate, written and oral presentations, and group activity. These techniques develop targeted
leadership abilities and understanding. Students are encouraged to see abilities and understandings as cross-disciplinary
and to view content areas as integrated. The program reflects
the view that the world in which we operate is complex, and
that dealing with it successfully requires well-developed integrative abilities.
In Plans A, B, and C, students take four core courses and have
a choice of seven electives from a large list of elective courses.
In the cohort program, students follow a sequenced list of required and elective courses.
Final project options
For non-cohort students there are three ways to complete the
final project option in the MAL degree (Plans A, B, and C).
Students in the cohort option must complete an action research final project (Plan D). All final projects are taken on a
Pass/No Pass basis.
In the Thesis/Leadership Application Project (Thesis/LAP)
Option (Plan A), students complete 11 courses, including a
Graduate Catalog I 36
Facility for
Persuasion
Communicative
• Effective listener
• Effective speaker
• Effective writer
• Diplomatic ability
• Effective team member
• Interpersonal sensitivity
Culturally Aware
• Appreciation for
cultural differences
• World-view perspective
• Tolerance of individual
differences
Decisive
• Self-confidence
• Analytical ability
• Ability to think critically
• Understanding of research
• Ability to manage conflict
thesis or a major leadership application project. In the NonThesis Option (Plan B), students must complete 11 courses,
two major papers, but no thesis. For the third option, the
Comprehensive Exam Seminar (Plan C), students complete
11 courses, including the comprehensive exam seminar. In
the cohort program, students complete 11 courses, including
an action research final project seminar (Plan D).
Plan A: Thesis/LAP Option
Students who select the thesis/LAP option are required to develop and carry out an in-depth study of some aspect of leadership or of a leadership-related topic. This research-based
study gives the student an opportunity to “tie together” what
has been learned from the study of leadership and course-related activities.
The principal distinction between the thesis and the leadership application project lies in their underlying orientation. A
thesis has a more theoretical orientation, while a leadership
application project is based on a practical issue. Both require
similar rigor and preparation. For either alternative, the student must register for ML 592 and 593.
For more information regarding the thesis/LAP option, refer
to the Thesis/LAP and Non-Thesis Project Guidelines booklet.
Students are given a continuation period of up to 15 terms to
complete the project. During the continuation period, a campus access fee of $35 per term is charged. Refer to Augsburg’s
continuation policy on page 12.
Master of Arts in Leadership
Plan B: Non-Thesis Option
One alternative to the thesis is the successful completion of
two major papers. The first of these papers will be written in
conjunction with ML 580. The second paper will be written
while enrolled in ML 597 Non-Thesis Independent Project.
The independent research projects approved each year will be
presented in an annual colloquium.
For more information regarding the non-thesis option, refer to
the Thesis/LAP and Non-Thesis Project Guidelines booklet.
Students are given a continuation period of up to 15 terms to
complete the project. During the continuation period, a campus access fee of $35 per term is charged. Refer to Augsburg’s
continuation policy on page 12.
Plan C: Comprehensive Exam Seminar
The third completion option involves one paper written in
conjunction with ML 580 (as in Plan B) and a comprehensive
exam seminar (ML 589). This course must be taken as the last
course in the program. This course is taken on a pass/fail
basis, and when the course and the oral, written, and takehome examinations are successfully completed, the program
requirements will be satisfied.
Plan D: Final Project (Cohort Program)
The cohort option includes a final seminar in which one prepares an action research project during the course of one
trimester. This final project is comparable to Plan B and requires both ML 514 Research Methods and ML 580 Colloquium on Contemporary Theories of Leadership as
prerequisites to ML 588 Final Project Seminar: Action Research
Core courses for the thesis/LAP option (Plan A):
(4.0 course credits)
ML 510
Visions of Leadership
ML 514
Research Methods
ML 592
Thesis/LAP Consultation I
ML 593
Thesis/LAP Consultation II
Core courses for non-thesis option (Plan B):
(4.0 course credits)
ML 510
Visions of Leadership
ML 514
Research Methods
ML 580
Colloquium on Contemporary Theories of
Leadership
ML 597
Non-Thesis Independent Project
Core courses for the comprehensive exam seminar
option (Plan C):
(4.0 course credits)
ML 510
Visions of Leadership
ML 514
Research Methods
ML 580
Colloquium on Contemporary Theories of
Leadership
ML 589
Comprehensive Exam Seminar
Core courses for the cohort final project program
(Plan D)
(4.0 course credits)
ML 510
Visions of Leadership
ML 514
Research Methods
ML 580
Colloquium on Contemporary Theories of
Leadership
ML 588
Final Project Seminar: Action Research
In addition, a sequenced list of electives is prepared for each
cohort.
Elective courses for ALL options: Curriculum Electives
(at least 7.0 course credits)
The MAL program requires that seven elective courses be selected from the following course list. All courses are 1.0
course credit (4 semester credits):
ML 511
Creativity and the Problem-Solving Process
ML 513
Creating a Compelling Literature Review
ML 520
Self-Identity, Values, and Personal Growth
ML 525
Personality and Systems Theory: Perspectives
on Leadership
ML 527
Spirituality and Leadership in the Workplace
ML 530
Ethics in Communication
ML 531
The Dynamics of Change
ML 535
Organization Theory and Leadership
ML 538
Communication Skills for Leadership
ML 539
Communicating a Self in the Modern Organization
ML 540
Political Leadership: Theory and Practice
ML 545
Decision Making and Leadership
ML 548
Coaching and Consulting
ML 550
Communication, Decision Making, and Technology
ML 553
Design and Leadership
ML 557
Language of Leadership
ML 558
Leadership and Science
ML 560
Developing a Multicultural Perspective
ML 562
Global Multiculturalism, World Religions, and
Leadership
ML 565
Women and Leadership
ML 568
The Global Business Environment
ML 570
Negotiation
ML 574
Strategic Leadership
ML 577
Universal Responsibility and Leadership: A
Nicaraguan Experience
ML 580
ML 598
ML 599
Colloquium on Contemporary Theories of
Leadership (elective for Plan A)
Independent Study (special permission required)
Topics: special courses offered only once or
twice
Augsburg College I 37
Master of Arts in Leadership
Course Descriptions
ML 510 Visions of Leadership: A Historical and Literary
Journey
Introduction to selected concepts of leadership, providing a
historical and philosophical framework for the program. This
course views the nature and purpose of leadership from a variety of disciplines and perspectives.
ML 511 Creativity and the Problem-Solving Process
Exploration of creativity from the perspective of traditional
aesthetics as well as contemporary organizational thinking.
This course uses creativity as a method, and it examines techniques for solving problems in organizations, for enhancing
innovation, and for seeking an integrative worldview.
ML 513 Creating a Compelling Literature Review
As leadership scholars and practitioners, our work should be
evidence-based. The purpose of this course is to explore the
published literature to determine what credible evidence tells
us about effective leadership practices. Students will learn
how to read research critically, analyze and develop arguments, and recommend best practices.
ML 514 Research Methods
Evaluation and documentation of programs, projects, and
ideas as they relate to leadership theories and practice. Qualitative and quantitative tools will be discussed.
ML 520 Self-Identity, Values, and Personal Growth
Study of the concepts of self-identity, value formation, and
personal growth as they relate to professional life; factors that
influence the development of self-identity and personal values; and the effect of personal values on learning and leadership strategies.
ML 525 Personality and Systems Theory: Perspectives on
Leadership
Study of leadership in the dual context of personality theory
and systems theory. Contributions of Jung, Fromm, Maslow,
May, and others to personality theory are considered, as are
the systems theories of von Bertalanffy and Bateson. The theories are applied to the concrete realities of leadership in a variety of settings.
ML 527 Spirituality and Leadership in the Workplace
The wide-ranging spirituality movement in the workplace is a
notable feature of contemporary life. This course explores the
dimensions of this trend and its implications for leadership
through a variety of sources and perspectives.
ML 530 Ethics in Communication
Interdisciplinary study of ethics and communication through
the investigation of a variety of ethical perspectives within
human communication. This course places particular attention
on the use and abuse of communication in politics, advertising,
and interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social and organizational settings.
Graduate Catalog I 38
ML 531 The Dynamics of Change
This course offers an exploration of the context of social
change and varying responses to diverse human needs. Ways
of achieving well-being may be viewed differently by leaders
in public and private domains and across cultures. The course
explores these various perspectives, including areas of conflict
and opportunities for leadership in social and organizational
change. Sociological, human development, and economic theories are applied to contemporary public and private sector issues for social change.
ML 535 Organization Theory and Leadership
In-depth exploration of organization theory plus related concepts, issues, and concerns. The course is designed to enable
the student to acquire knowledge and develop skills in order
to function as a responsible, ethical participant within various
types of organizational structures and cultures.
ML 538 Communication Skills for Leadership
The course is designed to provide background in rhetoric as
well as practice in speaking, writing, and presentation skills.
A substantial performance component is included; evaluation
of student work is based on mastery and performance of these
skills. Students will perform communicative tasks in a variety
of genres and evaluate their own performances and those of
class members.
ML 539 Communicating a Self in the Modern Organization
Understanding through reading, reflecting, and dialogue of
the functions of communication in organizational settings
with particular emphasis on the self-defining aspects of the
social contract between the individual and the organization in
a changing world. Supplementary reading packet, open dialogue, and individual projects.
ML 540 Political Leadership: Theory and Practice
Analysis of leadership perspectives in selected political systems and other organizations. Special focus on significant
leadership theories and leaders, past and present. Most theories studied are interdisciplinary and relevant to business and
nonprofit organizations as well as to politics.
ML 545 Decision Making and Leadership
Review of the decision-making process—the setting, goals,
and contingencies—as it affects leaders and leadership.
Analysis of arguments and explanations; analysis of basic
statistical concepts and their relationship to decision making. Assessment of major social decisions, past and present—their intentions, consequences, arguments,
explanations, and justification.
ML 548 Coaching and Consulting
The purpose of this course is to develop influence skills
through the exploration and application of consulting and
coaching practices. To fulfill that purpose participants will
read the work of master consultants and coaches, develop a
toolkit, practice consulting as both a consultant and a client,
Master of Arts in Leadership
and reflect on these experiences to develop their own purpose, principles, and practices for influencing others.
ML 550 Communication, Decision Making, and
Technology
Analysis of the role various forms of digitally-mediated communication play in our society and how communication, decision making, and leadership have been altered by these
technologies. Students examine how they can engage and
manage these processes in their organizations.
ML 553 Design and Leadership
“Design thinking” has transcended the world of engineering
and architecture and is now a mainstream concern for most
industries. This course explores the impact of “design thinking” on leadership, especially in the business world.
ML 557 Language of Leadership
Students analyze language from a variety of rhetorical and sociolinguistic perspectives and learn to make judgments about
rhetorical and stylistic strategies. Topics include the use of
language as an organizing principle for social interaction;
speech act theory; strategies for giving effective directives; the
creation and manipulation of style; the development of persuasive appeals; the protection of “face;” and strategies for
maintaining personal relationships across hierarchical levels
in organizations.
ML 558 Leadership and Science
Explores the common methods of science and the issues that
science has encountered which affect the uses of science by
leaders in the public and private sectors. Case studies include
global warming and politics, psychology, and medicine.
ML 560 Developing a Multicultural Perspective
This course focuses on the ability to function and lead in culturally diverse contexts within the U.S. Goals include improved communication skills and interpersonal sensitivity,
appreciation for the complexity of the racial and ethnic groupings, and awareness of key issues facing those groups.
ML 562 Global Multiculturalism, World Religions, and
Leadership
In the global meeting of cultures, religion is a vital factor. This
course examines the nature of religion as an essential feature
of the cultures of the U.S. (Christianity), the Middle East
(Islam), India (Hinduism), China (Buddhism, Confucianism,
Taoism), and Japan (Shinto, Buddhism). Special emphasis is
put on leadership and religion in all these cultures.
ML 565 Women and Leadership
A seminar exploring the theory and practice of women and
leadership: entrepreneurial, political, and social. An interdisciplinary approach to issues of women and leadership. Topics
include analysis of alternative approaches to leadership,
women and careers, and women in society past and present.
The course is intended to enhance the analytical and leadership skills of the participants.
ML 568 The Global Business Environment
Knowledge of the global business environment in the context
of leadership studies is essential for modern, successful leaders and other professionals. The course complements other offerings in the international cultural understanding of
leadership.
ML 570 Negotiation
An exploration of theories, strategies, and techniques of negotiation; overview of concepts and skills involved in negotiation as well as the context in which negotiation occurs. A
special emphasis on the collective bargaining model with survey of examples of other types of negotiation.
ML 574 Strategic Leadership
The course develops students’ ability to think strategically and
lead organizations through planning and implementation. Application of models and concepts to examples and cases from
real-life practice. Case studies, exercises, and readings cover
practices in for-profit and nonprofit organizations.
ML 577 Universal Responsibility and Leadership
The exploration of universal responsibility, conceptually and
experientially. Course consists of a seminar in Minneapolis
and one or two weeks in Nicaragua. The Nicaraguan portion
includes meetings with leaders, a homestay in the two-week
option, and visits to multiple sites and organizations. Topics
such as Nicaraguan history, politics, indigenous cultures,
poverty, health care, literacy, the arts, business foreign investment, and relations with the U.S. government and nonprofit
organizations are explored. Special fees apply.
ML 580 Colloquium on Contemporary Theories of
Leadership
Selected contemporary theories of leadership plus a case study
on a prominent leader. Emphasis on critical thinking, discussion, written analysis. (Prereq.: at least one-year coursework
in MAL and ML 510) Required for Plans B, C, and D.
ML 588 Final Project Seminar: Action Research (Plan D)
In this course students who are pursuing the cohort program
will have the opportunity to write their final project doing action research on their own organization. This course will span
two half-terms (one full trimester).
ML 589 Comprehensive Exam Seminar
This course is a completion option for the Master of Arts in
Leadership. Students prepare for the examination series—oral,
written, and take-home—through discussion, readings, and
critical analysis in the seminar. It must be the final course
taken in the program; no other course may be taken at the
same time.
ML 592 Thesis/LAP Consultation I
Independent research project supervised by an academic adviser.
Augsburg College I 39
Master of Arts in Leadership
ML 593 Thesis/LAP Consultation II
Completion of the thesis/LAP under the guidance of an academic adviser.
ML 597 Non-Thesis Independent Project
Major written project in an area of the student’s choice, to be
completed in consultation with an adviser and a reader. The
research is presented in a colloquium in partial fulfillment of
requirements for the non-thesis option.
ML 598 Independent Study
Provides directed independent study in an area of the student’s choice. Open to students who have completed at least
three courses with a grade of at least 3.0. Students must complete a Proposal for Independent Study and have it signed by
the supervising professor. Proposals must be approved by the
MAL program director prior to registration for the course.
Students may not take more than one independent study
course.
ML 599 Special Topics
Study of selected topics in leadership that are not treated extensively through current course offerings. Specific topics will
be published prior to registration.
Special Programs
Post-Master’s Certificate in Leadership Studies
Graduate students who already possess a master’s degree in
any area (including leadership) may wish to pursue the certificate program. A certificate is awarded after completion of
five Augsburg MAL courses in leadership (which were not
previously applied to any other degree). The student may
choose any five MAL courses or may wish to focus on a specific area, such as ethics and leadership, global leadership, organizational leadership, communications, leadership
development, or the liberal arts. This option is attractive for
people who want to continue their professional studies but
not necessarily undertake a full degree program. The normal
application process is used for students who wish to pursue
the post-master’s certificate.
Joint BA in Accounting and Master of Arts in Leadership
A BA in accounting and an MA in leadership (MAL) can be
earned in this five-year program designed for students who
wish to qualify for CPA certification and obtain a master’s degree. By the end of the fifth year and successful completion of
all requirements, the student receives both a BA in accounting
and an MA in leadership and will have fulfilled the 150-hour
requirement to qualify for the CPA certification. The MAL
program offers a large number of courses on a weekend
schedule or Monday evening. Refer to the MAL program catalog supplement for the list of courses each year and to the accounting program coordinator for a detailed academic plan. It
is recommended that students meet with an accounting adviser to create an effective plan for successful completion of
the five-year program.
Graduate Catalog I 40
General Requirements for the Accounting/MAL Program
Accounting students planning to pursue the five-year degree
must apply for admission to the MAL program at the end of
their junior year. The application process includes submission of:
• completed application form
• three letters of recommendation (two from professors and
one from an employer)
• personal statement
• example of their writing in an academic paper
• GPA of at least 3.30
• Interview with a three-person panel from the MAL program
Students must also have faculty endorsement from the accounting program. Students must complete at least one year
of accounting work experience (either a job or internship) by
the time they graduate from the MAL program. Program coordinator: Professor Stu Stoller.
Admission to MAL
Admission Requirements
Applicants to the program must have:
• Bachelor’s degree from a regionally-accredited four-year college or university
• Minimum cumulative undergraduate grade point average of
3.0 (on a scale of A = 4.0) and a minimum cumulative
grade point average of 3.0 for graduate courses completed
at an accredited college or university. Should an applicant
not meet the minimum admission requirements, a conditional admission may be possible as decided on a case-bycase basis.
• Applicants to the program must have three years of experience (or equivalent) with one or more organizations in a
position of leadership or position demonstrating leadership
potential.
• Applicants holding a master’s or other advanced degrees
from accredited colleges or universities are admissible.
Decisions about admission to the program will be made on an
individual basis by the MAL Admissions Committee. Admission to each entering graduate class will be given to the most
highly qualified individuals. Admissions are handled on a
“rolling” basis, with students admitted at the beginning of the
fall, winter, and spring terms. Selection of candidates will be
made on the basis of an evaluation of each applicant’s:
• Previous college record
• Letters of recommendation
• Experience and organizational background
• Written statement
• Interview, if requested
Application Checklist
The following materials must be submitted to the Graduate
Admissions Office:
• Completed application form
• $35 nonrefundable application fee
• A 1–3 page statement relating the applicant’s career and life
goals to leadership aspirations
Master of Arts in Leadership
• Recommendation letter and checklist from an immediate
supervisor, assessing leadership potential
• Recommendation letter and checklist from a work colleague (at the same level) describing the applicant’s work
style and leadership potential
• Official transcripts from all undergraduate institutions attended, listing all courses taken and any degree(s) conferred
• Official transcripts from all graduate institutions attended,
listing courses taken and degree(s) conferred, if any.
Applicants may be asked to participate in an interview with
graduate program faculty and/or staff members.
For further information, contact: Graduate Admissions Office,
612-330-1101, gradinfo@augsburg.edu or
www.augsburg.edu/grad
Admission as an International Student
International applicants must submit the required application
materials listed above. Refer to the additional requirements
outline in Admission of International Students on page 16.
Academic Policies
Academic Evaluation
Courses not offered on the numbered grading system are
noted in the course descriptions in this catalog as being
graded on P/N basis. In order to receive a grade of P, a student
must achieve at least a grade of 3.0. No more than two
courses with a grade below 3.0 will count toward the degree.
No more than two courses with a grade of or below 2.5 can be
repeated. Only the credits and grades earned the second time
are counted in the grade point average. Any course with a
grade of 2.0 or lower will be transcribed as 0.0 academic
credit.
In order to graduate a student must have a G.P.A. of 3.0 or
above. All required courses and the final projects must be successfully completed. A student registered for the final projects
(ML 588, ML 589, ML 592, ML 593, or ML 597) will be permitted to participate in Commencement but will not receive a
diploma until all courses and projects are successfully completed.
Academic Probation and Dismissal Policies
Students must maintain a 3.0 cumulative grade point average.
If a student falls below a 3.0 average, the student will be
placed on probation for the following term. A 3.0 cumulative
grade point average must be restored in order for a student to
be removed from probation. If a student receives a grade of N
or 0.0 in a course, the student must petition successfully with
the MAL Advisory Committee before being allowed to continue in the program. A plan for the student to follow would
be outlined at that time. If a second grade of N or 0.0 is received, the student may be dismissed from the program by the
MAL Advisory Committee. Students may also be dismissed by
the MAL Advisory Committee for behavior detrimental to the
program, such as a gross violation of College policy (as published in the Student Guide). Dismissal would occur only
after established procedures were followed.
MAL Program Enrollment Policy
Students normally take either one or two courses per
trimester. Enrolling in two courses per trimester enables a student to complete the coursework in the program within two
years.
Students who are away from classes for one year or longer
must complete an Application for Readmission and submit it
to the Office of the Registrar. Students who have been out of
the program for three to five years must take one additional
course to refresh their understanding of the field. Students
who have been out of the program for five years or longer
must take two additional courses to refresh their understanding of the field of leadership studies.
Accreditation and Affiliation
Augsburg is accredited by The Higher Learning Commission,
North Central Association of Colleges and Schools.
For a complete list of Augsburg’s accreditation, approvals, and
memberships, see page 9.
MAL Faculty
Andrew Aoki, Professor of Political Science. BA, University of
Oregon; MA, PhD, University of Wisconsin.
John Benson, Professor Emeritus of Religion. BA, Augsburg
College; BD, Luther Theological Seminary; MA, PhD, Columbia University.
Thomas Berkas, Instructor of Leadership Studies. BCE, University of Minnesota, PhD University of Minnesota. Graduate
faculty member in organizational management, Concordia
University, St. Paul.
Larry Crockett, Professor of Computer Science. BA, MA, Pacific Lutheran University; MDiv, Luther Theological Seminary;
PhD, University of Minnesota; Priest, Episcopal Diocese of
Minnesota.
Joseph A. Erickson, Professor of Education. BA, MA, College
of St. Thomas; MA, Luther Northwestern Theological Seminary; PhD, University of Minnesota.
John Furia, Assistant Professor of Business Administration.
BA, Rhode Island College; MPA, University of Rhode Island.
Daniel S. Hanson, Assistant Professor of Communication
Studies. BA, Augsburg College; MA, University of Minnesota.
Garry Hesser, Sabo Professor of Citizenship and Learning.
BA, Phillips University; M.Div., Union Theological Seminary;
MA, PhD, University of Notre Dame.
Augsburg College I 41
Master of Arts in Leadership
David Lapakko, Associate Professor of Communication Studies. BA, Macalester College; MA, PhD, University of Minnesota.
Velma J. Lashbrook, Assistant Professor of Leadership Studies and Director of the Center for Teaching and Learning. BS,
Iowa State University; MS, Illinois State University; EdD, West
Virginia University.
Steven Manderscheid, Instructor of Leadership Studies. BS,
St. Cloud State University; MS, University of Minnesota; EdD,
University of St. Thomas. Chair, Department of Organizational Management, Concordia University.
Thomas Morgan, Professor of Business Administration and
Executive Director, Augsburg Center for Faith and Learning.
BS, Juniata College; MBA, University of Denver; MS, University of Oregon; PhD, University of Minnesota.
Norma C. Noonan, Professor of Political Science and Director of the Center for Leadership Studies and the MAL Program. BA, University of Pennsylvania; MA, PhD, Indiana
University.
Magdalena Paleczny-Zapp, Associate Professor of Business
Administration. BA, MS, Academy of Economics, Warsaw;
PhD, Academy of Economics, Krakow, Poland.
Catherine Paulsen, Instructor. BA, St. Olaf College; MA,
Lone Mountain College.
Curtis Paulsen, Associate Professor Emeritus of Social Work.
BA, St. Olaf College; MSW, University of Minnesota; PhD,
Fielding Institute.
Diane Pike, Professor of Sociology. AB, Connecticut College;
PhD, Yale University.
John S. Schmit, Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University of
Texas-Austin.
Kathryn Swanson, Professor of English. BA, St. Olaf College;
MA, PhD, University of Minnesota.
Joseph Volker, Instructor of Leadership Studies. BA, University of California-Irvine; MA, PhD, University of Minnesota.
Vice President and Practice Area Leader, MDA Leadership
Consulting Inc.
Staff
Patty Park, MA, Program Coordinator
Graduate Catalog I 42
Master of Arts in Nursing
Master of Arts in Nursing
Doctor of Nursing Practice
Welcome to graduate nursing education at Augsburg. We are eager to offer discerning nurse professionals rich educational opportunities, engaging practicum experiences, and a wealth of transcultural nursing knowledge that will enhance your practice
and advance your careers.
The increasing diversity of our population challenges nurses to respond with creativity and competence in a variety of contexts.
The Master of Arts in Nursing program prepares nurses for leadership across care systems, population groups, cultures, and
care settings, with particular emphasis on addressing global and local health inequities. Students choose between transcultural
nursing in community or transformational nursing leadership tracks of study.
The new post-master’s Doctor of Nursing Practice (DNP) program prepares nurses for innovative practice that builds upon a
transcultural foundation and embraces community health and holistic nursing. The advanced practice focus is on health and
collective life lived in relationship. Thus our curriculum emphasizes advanced nursing roles that maximize health of communities and change the paradigm from one that focuses on disease and illness to one that focuses on prevention and wellness.
In all our programs, our students are our greatest asset. They come from all parts of the world to continue their education in
transcultural nursing. Classes are therefore a dynamic mix of cultures, spiritual traditions, and lifeways. The Augsburg College
mission focuses our curriculum and unites us in ongoing efforts to become better informed citizens, more thoughtful stewards,
critical thinkers, and responsible leaders.
Classes are offered on the Augsburg campus in Minneapolis and at Bethel Lutheran Church in downtown Rochester, Minn.
Video conferencing is used for most classes and allows for real-time connections between students at the two sites. Program faculty and staff are available at both sites and eager to assist students in whatever ways we can.
Cheryl J. Leuning
Chair, Department of Nursing
Director, Master of Arts in Nursing Program
and Doctor of Nursing Practice Program
Augsburg College I 43
Master of Arts in Nursing
Master of Arts in Nursing
Master of Arts in Nursing Mission
Within the framework of a Christian liberal arts education,
the Master of Arts in Nursing program is designed to prepare
nurses for transformational leadership and transcultural practice across care settings, with particular emphasis on addressing health inequities.
Curriculum
Transcultural Nursing in Community
The Transcultural Nursing in Community track in the Master
of Arts in Nursing program was designed to prepare nurses for
advanced population-focused practice in culturally diverse
communities. The curriculum is grounded in nursing science,
public health principles, theory-guided practice, and transcultural care. The program of study focuses on reaching populations that are underserved by traditional care systems and who
exist outside of the social mainstream. As such, the program
provides rich alternative teaching and learning opportunities
for graduate students locally and internationally. Upon graduation from the program, nurses completing this track are eligible
to apply for certification in Advanced Transcultural Nursing
through the International Transcultural Nursing Society. Also,
graduates completing this track will be eligible to apply to the
American Nurses Credentialing Center (ANCC) for certification as an Advanced Public Health Nurse (APHN-BC).
Ten courses plus a transcultural field project course are required. Three courses in the advanced nursing core, which all
master’s students must take; five courses from the Transcultural Nursing in Community Track; and two electives make
up the coursework for the program.
Advanced Nursing Core (three courses)
NUR 505
Theoretical Foundations for Advanced Nursing
Practice (36 practice hours)
NUR 520
Research Methods in Nursing (36 practice
hours)
NUR 523
Theory, Research, and Practice Seminar (36
practice hours)
Transcultural Nursing in Community track (five courses)
NUR 500
Transcultural Health Care (36 practice hours)
NUR 503
Transcultural Health, Families, and the Life
Cycle (36 practice hours)
NUR 541
The Politics of Health Care (72 practice hours)
Plus, two of the following courses: *
NUR 510
Advanced Community Health Nursing I:
Health As Membership; Living in Community
(36 practice hours)
NUR 511
Advanced Community Health Nursing II:
Emerging Models of Care in Diverse Communities (72 practice hours)
Graduate Catalog I 44
or
NUR 530
NUR 532
The Power of Ritual and Ceremony for Transformation**
Transcultural Healing Practices**
Electives—two graduate elective courses from Nursing, MAL,
or another graduate program.
*Students seeking certification as an Advanced Public Health
Nurse from the American Nurses Credentialing Center
(ANCC) must complete 500 hours of clinical practicum work
and select NUR 510 and NUR 511; students seeking certification from the International Transcultural Nursing Society may
select NUR 530 and NUR 532. Clinical practicum hours are
integrated into several courses in the curriculum.
**Course has 0 practice hours.
Graduate Project—students are required to complete a graduate project, which is equivalent to one course.
NUR 525
Graduate Field Project (144 practice hours)
Transformational Leadership and Management
The Transformational Leadership and Management track
unites the liberal arts with nursing science and practice. This
track is designed to develop nurse leaders who are analytical,
articulate, and constructively critical and who will be able to
cope with high-level healthcare delivery issues. Curricular
emphasis is on interdisciplinary collaboration across care settings. Participation in nursing leadership practica and classroom dialogue provides opportunities for students to apply
knowledge and gain experience partnering with diverse care
providers, populations, and communities to address health inequities in creative and relevant ways. Specialty electives build
on students’ competencies and goals. Courses are offered by
the Department of Nursing faculty as well as faculty teaching
in the Master of Arts in Leadership and Master of Business
Administration programs.
Students take a total of 10 courses, plus a transformational
leadership project course. Three courses in the advanced
nursing core, which all Master of Arts in Nursing students
must take, four courses in the Transformational Leadership
and Management Track, and three elective courses make up
the coursework for the program.
Advanced Nursing Core (three courses)
NUR 505
Theoretical Foundations for Advanced Nurs
ing Practice (36 practice hours)
NUR 520
Research Methods in Nursing (36 practice
hours)
NUR 523
Theory, Research, and Practice Seminar (36
practice hours)
Transformational Nursing Leadership Track (four
courses)*
NUR 501
Transcultural Care Systems (36 practice hours)
Master of Arts in Nursing
NUR 521
BUS 520
ML 541
Transformational Nursing Leadership (72 practice hours)
Management of the Healthcare Organization
The Politics of Health Care (72 practice hours)
Electives—three graduate elective courses from Nursing,
MAL, or another graduate program.
*Upon graduation from the program and completion of the
Transformational Leadership and Management track, students
have the educational preparation to be eligible to apply for
certification in Advanced Nursing Administration from the
American Nurses Credentialing Center (ANCC).
a rapidly developing country. Practical experience with nurses
in a variety of care settings, meaningful dialogue with key resource persons, and critical reflection foster personal and professional growth in this practicum.
Week-long immersion courses and practica are taught on the
Pine Ridge Indian Reservation in western South Dakota.
These courses and experiences offer students the opportunity
to live on the reservation and participate with public health
nurses providing health services. They also interact with tribal
leaders and experience cultural events relevant to the Lakota
people of Pine Ridge.
Students will fulfill their Master of Arts in Nursing through a
final project, which serves as the capstone of the master’s program: a graduate field project or course.
Ten-day courses and practica are available in Mexico and
Guatemala as well. Students explore the relationships of indigenous and Western health care, the connection between
social justice and health, and interact with local indigenous
healers.
In the three core courses students will develop a plan for their
final field project, which will be completed in NUR 525.
Students may apply all these study abroad options to requirements in the Master of Arts in Nursing program.
Practica
These practice experiences include fees for travel and education costs onsite in addition to course tuition. Fees vary by
practice site.
Graduate Project
Practice experience is emphasized in both tracks in the Master
of Arts in Nursing program. Students who complete the Transcultural Nursing in Community track will have enough practice hours to be eligible to apply to take the certification exam
in Advanced Community Health Nursing through the American Nurses Credentialing Center. Nursing practice with diverse populations will also provide students with the
experiences needed to apply to take the certification exam in
Transcultural Nursing. In the practica, all students practice
primarily in nontraditional settings with persons underserved
or excluded from mainstream health care. Emphasis is on cultural diversity and health inequities across healthcare settings.
Students in the Transformational Leadership and Management
track have practice experience in several courses with preceptors in leadership positions in a variety of care settings.
A unique opportunity offered for practica at Augsburg is provided by the Augsburg Central Nursing Center. The Nursing
Center provides services for persons struggling with poverty
and homelessness in the city of Minneapolis. People from diverse backgrounds, who have health experiences grounded in
wide-ranging cultural contexts, provide many opportunities
for students to explore advanced nursing roles and new models and forms of practice.
Study Abroad and Off-Campus Opportunities
The Nursing Department works closely with cultural guides,
nurse mentors, and Augsburg’s Center for Global Education in
developing study abroad opportunities. The following study
abroad and away opportunities offer four examples of existing
practicum experiences.
Students may travel to Namibia in southwest Africa to spend
two weeks exploring health and healthcare challenges within
Course Descriptions
NUR 500 Transcultural Health Care
This course explores meanings and expressions of health, illness, caring, and healing transculturally. Focus is on understanding and developing professional competence in caring
for individuals, families, groups, and communities with diverse cultural backgrounds. Culture is examined as a pervasive, determining “blueprint” for thought and action
throughout the human health experience. Patterns of human
interaction that foster health and quality of life are analyzed,
and health destroying patterns of interaction, e.g., stereotyping, discrimination, and marginalization, are examined and
submitted to moral and ethical reflection. (36 hours of practice experience)
NUR 501 Transcultural Care Systems
In this course, organizations are viewed as cultural systems
that are complex and adaptive, where continuous change and
unpredictability rule the development and course of evolution. The importance of relationships, the role of self-organization, the processes of emergence and co-evolution are
explored via readings and discussions. Attendance at a local,
national, and/or international nursing leadership conference is
mandatory. Dialogue and networking with a variety of nursing
leaders to understand the context of transcultural healthcare
organizations are expected.
NUR 503 Transcultural Health, Families, and the Life
Cycle
The major curriculum concepts of individuals, health, nursing, and society are developed further in this course as the
Augsburg College I 45
Master of Arts in Nursing
function of individuals living in families and in communities
is explored. Content about systems, communication, small
group, and nursing theories is applied to family constellation.
The influence of the multigenerational family is examined in
terms of culture, belief system, roles, healthcare patterns, values, and goals. Specific concepts related to values and culture
are expanded and applied to the more complex social structures of traditional and nontraditional families as they interact
in and with society. (36 hours of practice experience)
NUR 505 Theoretical Foundations for Advanced Nursing
Practice
This course focuses on nursing science and nursing theory as
foundational to advanced transcultural nursing practice.
Philosophical underpinnings of different theoretical and research traditions in nursing are compared and related to the
provision of culturally competent care in diverse communities. Nursing science is emphasized as a process of theory advancement and as an accumulating body of nursing
knowledge. (36 hours of practice experience)
NUR 510 Advanced Community Health Nursing I: Health
As Membership; Living in Community
This course focuses on persons, families, and groups living in
relationship. Emphasis is on applying the core functions of
community/public health—assessment, policy development,
and assurance. Principles of epidemiology, population demographics, and culture care are integrated into community-focused healthcare delivery models. Power structures within
dominant social systems are analyzed and critiqued with regard to resource access and distribution among underserved
populations. (36 hours of practice experience)
NUR 511 Advanced Community Health Nursing II: Emerging Models of Care in Diverse Communities
Emphasis is on the application of public/community health
theory and research in providing health care to populations
and communities. Essential public health services are assessed
for adequacy in meeting community health needs and addressing transcultural health goals. The impact of diversity,
privilege, resource limits, and globalization add depth and reality to local and global community health concerns, patterns
of health, suffering, and healthcare provisioning. (Prereq.:
NUR 510) (72 hours of practice experience)
NUR 520 Research Methods in Nursing
Through a combination of literature review, field experience,
and class discussion, research methods relevant to the exploration of culture and health will be examined. Class topics
will include formulating study questions to explore collective
foundations of meaning and explanation in health and illness,
practice in data collection procedures of field research, and issues of interpretation and analysis in qualitative research.
(Prereq.: college-level statistics course) (36 hours of practice
experience)
Graduate Catalog I 46
NUR 521 Transformational Nursing Leadership
This course emphasizes transformational nursing leadership
and management in partnership with diverse groups. Transcultural competence is lifted up as significant to the evolving
leadership and planning skills needed in emerging care systems. Opportunities for students to engage in designing relevant models of care delivery are woven into clinical practica.
(36 hours of practice experience)
NUR 523 Theory, Research, and Practice Seminar
The conceptualization, investigation, and application of nursing knowledge will be critiqued with particular focus on its
contribution to developing practice in transcultural community health care. Through reflection and dialogue, which includes professional experience of practice contexts, as well as
theoretical and research literature, students will formulate a
transcultural nursing model of care. (36 hours of practice experience)
NUR 525 Graduate Field Project
This course focuses on the application and integration of
knowledge to a student-selected issue or topic of concern relevant to transcultural nursing, community health nursing,
and/or transformational nursing leadership. This course focuses on a written report of the student’s project that has been
developed in the nursing core. Relevant coursework is integrated into the project and the final written report. Plans for
disseminating the report for public and professional use are
encouraged. Students will defend the project to their graduate
committee (major faculty adviser and two readers) and invited guests at the time of completion. (144 hours of practice
experience)
NUR 530 The Power of Ritual and Ceremony for Transformation
In this course, the student will explore ritual and ceremony
from a transcultural perspective. Attention will be focused on
rituals and ceremonies in specific cultures and religions, and
in the modern American medical system that sustains its own
rituals. In some cultures, formal or informal religious practices may be integral to the ritual of ceremony and healing. In
modern American culture, the perceived division between the
mind, body, and spirit has led to ritual and ceremony being
considered adjunctive to the scientific approach ritual and
ceremony into their lives and healthcare practices. Students
will also discuss the meaning of ritual and ceremony to their
own lives and professional practice.
NUR 532 Transcultural Healing Practices
This course will introduce students to complementary healing
practices including the historical and cultural contexts in
which they developed. Students will discuss the philosophical
underpinnings of therapeutic systems and paradigms of healing in selected complementary therapies: music therapy, traditional Chinese medicine, mind-body healing, spiritual and
faith practices, energy healing practices, movement therapies,
homeopathy, manual therapies, and nutrition and nutritional
supplements.
Master of Arts in Nursing
NUR 541 The Politics of Health Care
This course will explore how health and illness are related to
inequities in society and dynamics of power in systems of
health care. The following issues will be examined in the
course: How widening gaps in the distribution of wealth diminish the health of all members of society; how social inequities become medicalized as health disparities, how an
emphasis on profit in health care affects the distribution of
healing resources in the population, and what strategies the
poor and powerless employ to gain access to healthcare resources. This course will include an optional study abroad experience in Guatemala. (72 hours of practice experience)
NUR 562 Walking the Truth: Culture, Gender, and the
Millennium Development Goals (MDGs) in Sub-Saharan
Africa
This course explores the influence of cultural values and gender roles on the achievement of the Millennium Development
Goals (MDGs) in sub-Saharan Africa. The social determinants
of health and illness—economic realities, education levels,
governmental policies, access to technology, and the competence of healthcare providers—are examined in relation to the
unequal burdens of suffering and disease evident in Africa.
Leadership skills that promote MDG achievement in local, regional, and national contexts are identified and applied
through experiential practical learning activities.
NUR 599 Topics
Study of selected topics that are not treated extensively
through current course offerings. Specific topics will be published prior to registration.
BUS 520 Management of the Healthcare Organization
This course provides an overview of the key organizational
and behavioral concepts that underlie effective management
practices in healthcare organizations. It addresses both the
theory and practice of effective management. The course will
emphasize the importance of addressing the expectations,
needs, and performances of people in organizations, and recognizes the role of the internal, external, and global cultures
that impact organizational structure, behavior, and change.
ECO 520 Economics of Health Care in a Global Community
At the end of the class, students will be better able to apply
economic concepts to the health systems of both the United
States and other parts of the world. The focus will be on the
public policy aspects of the healthcare system, e.g., issues of
access and cost.
Admission to MAN
• Cumulative GPA of 3.0 (on a scale of A = 4.0) in all previous college coursework
• Experience as a registered nurse
• Current nursing license
• All required immunizations
• National Criminal Background check
A college-level statistics course is required for progression in
the program, but is not necessary for admission.
Decisions about admission to the program will be made on an
individual basis by the Graduate Admissions Committee. Admissions are handled throughout the year, with students being
admitted at the beginning of the fall (September), winter (January), and spring (April) terms.
Selection of candidates will be made on the basis of an evaluation of the following items for each applicant:
• Previous college record and GPA
• Letters of recommendation
• Professional experience
• Written statement describing professional and educational
goals
Application Checklist
The following items must be sent to the Graduate Admissions
Office:
• Completed application form—
www.augsburg.edu/ma_nursing/
• $35 nonrefundable application fee
• A 2-3 page typed statement describing the applicant’s professional and educational goals
• Three letters of recommendation—in English—addressing
the applicant’s character and ability for graduate study.
(Two of these recommendations must be from professional
colleagues.)
• Evidence of Health Insurance Portability and Accountability Act (HIPAA) training, professional liability insurance,
and required immunizations
• Official transcripts from all undergraduate and graduate institutions attended, listing all courses taken and any degree(s) conferred.
An interview with graduate program faculty and/or staff members may be requested.
Admission as an international student
International applicants must submit the required application
materials listed above. Refer to the additional requirements
outlined in Admission of International Students on page 16.
Admission Requirements
Academic Policies
Applicants into the Master of Arts in Nursing program must
have:
• Bachelor’s degree in nursing from a regionally-accredited
four-year college or university, or must have an Associate of
Science degree in nursing in addition to a non-nursing
bachelor’s degree.
Evaluation Standards
Evaluation of academic performance in the Master of Arts in
Nursing program will be based on number grades using a 4.0point scale. See detailed information on page 12.
Augsburg College I 47
Master of Arts in Nursing
Attendance Policy
Department of Nursing Faculty
Class attendance is expected and should be considered a responsibility, not only to one’s self, but to one’s classmates and
course instructor.
Magdeline Aagard, Associate Professor of Nursing. BA, Augustana College; MBA, EdD, University of St. Thomas.
Academic Probation and Dismissal Policies
Pauline Abraham, Assistant Professor of Nursing. BSN,
Winona State University; MA, Augsburg College.
Students must maintain a 3.0 cumulative grade point average.
If a student falls below a 3.0 average, the student will be
placed on probation for the following term. A 3.0 cumulative
grade point average must be restored in order for a student to
be removed from probation. If a student receives a grade of
2.0 or less in a course, the student must petition successfully
to the faculty of the Master of Arts in Nursing program before
being allowed to continue in the program. A plan for the student to follow would be outlined at that time. If a second
grade of 2.0 or less is received, the student may be dismissed
from the program. Students may also be dismissed for behavior detrimental to the program, such as a gross violation of
college policy (as published in the Student Guide). Dismissal
would occur only after established procedures were followed.
Marty Alemán, Assistant Professor of Nursing. BSN, University of Minnesota; MA, Augsburg College.
Katherine Baumgartner, Assistant Professor of Nursing.
BSN, Minnesota State University; MA, Augsburg College.
Ruth Enestvedt, Assistant Professor of Nursing, Co-Coordinator of the Augsburg Central Nursing Center (ACNC). BA,
St. Olaf College; MS, PhD, University of Minnesota.
Cheryl Leuning, Professor of Nursing, Chair of the Department of Nursing, and Director of Graduate Programs. BA, Augustana College; MS, University of Minnesota; PhD,
University of Utah.
Credit for Prior Education
Students may petition the Master of Arts in Nursing faculty
for approval of any variation in the curriculum including the
transfer of credit. Transfer credits will be evaluated on an individual basis.
The only courses that will be considered for transfer credit are
those earned from accredited colleges and universities, whose
course content is comparable to those in the Master of Arts in
Nursing program. No more than three courses will be accepted for transfer credit.
Credit and Contact Hours
Each full-credit graduate course is the equivalent of four semester credits or six quarter credits. Classes are scheduled to
meet the needs of working adults, combining in-class and
web-based components. Clinical practica opportunities are included in selected courses.
Last Day to Withdraw from Class
The last date on which students may withdraw from a class
and receive a “W” on their records is available on the
Grad/Weekend College calendar:
www.augsburg.edu/enroll/calenders/index.html.
Accreditation and Affiliations
The Master of Arts in Nursing program is fully accredited by
the Commission on Collegiate Nursing Education (CCNE).
Augsburg is accredited by The Higher Learning Commission,
North Central Association of Colleges and Schools.For a complete list of Augsburg’s accreditations, approvals, and memberships, see page 9.
Graduate Catalog I 48
Joyce Miller, Assistant Professor of Nursing. ADN, Rochester
State Junior College; BS, Augsburg College; MA, Augsburg
College.
Susan Nash, Associate Professor of Nursing. BSN, MSN, EdD,
University of Minnesota.
Joyce Perkins, Assistant Professor of Nursing. BS, University
of New Hampshire; RN, College of St. Teresa; MA, St. Mary’s
College Graduate Center; MS, University of Minnesota; PhD,
University of Colorado.
Kathleen Welle, Instructor and Coordinator of the Augsburg
Central Nursing Center, BS, MA, Augsburg College.
Doctor of Nursing Practice
Doctor of Nursing Practice
The Doctor of Nursing Practice program prepares nurses to
envision new models of advanced practice in transcultural
nursing, community/public health, and advanced holistic
nursing. Emphasis is placed on maximizing health within
populations and communities through peaceful, collaborative
actions across care settings and cultures, focusing on eliminating health inequities locally and globally. As a post-master’s
program, the DNP builds upon the strengths of the Master of
Arts in Nursing (MAN) program and prepares nurses for advanced practice roles in Transcultural Nursing (APTCN),
Public Health Nursing (APPHN), and Holistic Nursing
(AHN).
Program Goals
Graduates of the Doctor of Nursing Practice program will
have advanced preparation to:
• Negotiate the complexity of multicultural care settings and
care systems to eliminate health inequities among populations and communities
• Challenge conventional knowledge about illness through
an ecological approach to social determinants of health
• Lead change through building coalitions with marginalized
people that are based on mutuality and common cause
Program Structure
The curriculum is structured as a full cohort model. One cohort a year will be admitted to begin in the fall term. It is expected that most students will take courses on a part-time
basis as one didactic offering, one practicum, and one seminar
each term. As a part-time student, completion of the program
is expected to be 32 months, including completion of the capstone project.
The curriculum for the DNP combines didactic, practicum,
and seminar courses, with a capstone project to complete the
degree. As a practice doctorate, the emphasis is on building
skill in knowledge application among diverse cultural groups.
The goal is to improve health and decrease inequities that lead
to unnecessary morbidity and mortality in communities.
Didactic
A total of seven didactic courses constitute the DNP core,
with one additional elective course credit required for completion of the didactic coursework. The didactic offerings carry
0.5 course credits each (1.0 course credit equals 4.0 semester
credit hours) and are taught as an immersion one day a
month with a half-day for seminar on the subsequent day.
sions in a variety of cultural contexts led by nursing faculty or
that are student initiated and individually directed experiences mentored by nursing faculty. Practica course credits
range from 0.25 (36 hours per 12-week term) to 1.0 (144
hours per 12-week term). To achieve the DNP, students must
complete a total of 1,000 practicum hours in their MA and
DNP programs. Students will be allowed to transfer up to 600
practicum hours from their master’s in nursing into the Augsburg DNP. Assuming a 12-week semester, practicum hours are
computed as follows:
• (.25 course credits) 1 semester credit hour = 3 “clock”
hours of practicum time per week x 12 weeks = 3 “clock”
hours per week or 36 “clock” hours of practicum time per
semester
• (.50 course credits) 2 semester credit hours = 6 “clock”
hours of practicum time per week x 12 weeks = 72 “clock”
hours of practicum time per semester
• (.75 course credits) 3 semester credit hours = 9 “clock”
hours of practicum time per week x 12 weeks = 108
“clock” hours of practicum time per semester
• (1.00 course credits) 4 semester credit hours = 12 “clock”
hours of practicum time per week x 12 weeks = 144
“clock” hours of practicum time per semester
Seminars
Seminars focus on integration of conceptual learning with
field practice developing the student’s particular practice interest. Students are required to participate in a doctoral seminar (.25 course credits) every term—fall, winter, and
spring—until completion of the DNP degree. Cohorts of students who enter the DNP program together progress as a
group in the seminars in which they enroll each term. The
final seminar culminates in the project presentation and completion of the requirements for the DNP degree. Students will
participate in a seminar (.25 course credits) every term until
completion.
Final DNP Capstone Project
Final DNP capstone projects must make a significant impact
on nursing practice and health outcomes of populations and
communities, demonstrate an evidence-based contribution to
existing nursing knowledge, and be suitable for presentation
or publication in a peer-reviewed venue. Through this scholarly project students demonstrate synthesis and application of
scientific knowledge in advanced transcultural public/community health nursing practice. Students should begin working on their DNP capstone projects in the early stages of the
DNP program and continue throughout. This scholarly project is planned in collaboration with a major faculty adviser.
Curriculum
Practica
Didactic Courses
Practica are organized to give flexibility and individual choice
to students to support their increasing independence and
depth of practice experience at the doctoral level. Students select practicum experiences that are either structured immer-
NUR 800 Practice Wisdom (Me¯tis) and Formal Evidence:
The Dialectic Between Knowledge and Engagement
This course provides a foundation for building the scholarship of advanced practice in transcultural nursing and community health. Sources of knowledge and procedures for
Augsburg College I 49
Doctor of Nursing Practice
acquiring knowledge, both formal and informal, will be studied for the power to positively influence health outcomes. Evidence will be evaluated for relevance to practical experience
based on context-specific (emic) positions and for rigor in
empirical procedures based in context-free (etic) perspectives.
Utilizing selected evidence suited to particular transcultural
issues, practice modes building on both local expertise and
professional research will be analyzed through systematic reflection. Students will begin developing original practice models suited to their transcultural interests and relevant to
concerns of people marginalized by dominant health systems.
NUR 802 Making Room at the Table: Applying Ethics to
Ending Hunger and Sharing Abundance
This course in applied ethics focuses on health as a human
right with emphasis on the development of skills in community building as citizen professionals. From the perspective
that hoarding abundance compromises the health of everyone, the course facilitates human connections that go beyond charity to acting from a basis of shared risk and
solidarity.
NUR 803 Transcultural Cosmologies and a Global
Perspective
This course explores the intersection of Western scientific
principles and cultural cosmologies. Cycles, rhythms, and patterns of nature are correlated to a Western understanding of
natural science. These interrelationships are then viewed
through the lens of nursing theory, research, and practice. A
wider horizon of meaning derived from a broad understanding of diverse methods and healing practices allows for conceptual models of nursing care to emerge that are responsive
to dverse cultural expressions of health and illness.
NUR 804 Mobilizing Sustainable Models of Human Betterment: Participatory Action in Community Building and
Health Care
This course focuses on communities as the foundation of
health by recognizing strength in community residents and
models that utilize the qualitative methods of participatory action that minimize the expert role in planning. Globalization
as a model of neoliberalism will be critiqued, and a perspective of building solidarity among local communities will be
emphasized. Skill building in participatory action processes
will occur.
NUR 805 Ways of Knowing: Synthesizing Qualitative and
Quantitative Evidence
Drawing on insights from complexity science, this course examines the diverse ways of knowing that guide professional
practice. It focuses on the comparative analysis of quantitative
and qualitative data. Students will critically reflect on the
data, unpacking it and uncovering the meaning behind the
data that supports their practice. Comparing the positivistic
and interpretive stance, the students will examine relevant
knowledge and ways of knowing that provide scholarly
grounding for their professional expertise.
Graduate Catalog I 50
NUR 806 Ecology of Human Suffering in a World of
Extremes
This course examines the cumulative illness-producing effects
of inequities that are embedded in structures of social privilege and disadvantage. Human suffering is viewed as neither
coincidental nor inevitable, but related to exploitation and organized cruelty within social systems. Epidemiological approaches are used to trace patterns of disease and illness that
strike population groups and communities unequally around
the world. Health status appraisal, risk analysis, and the levels
of structural violence in society will be examined using culturally responsive data collection methods, resource accessibility, and the application of appropriate technology.
NUR 807 Magic, Medicine, and Healing Spirits: Transcultural Perspectives on Health Care
This course explores transcultural healing and caring modalities including the integration of traditional and scientific healing ceremonies and beliefs. Healing traditions among
indigenous peoples will be examined, including spiritual
forces that promote health and cause illness. The use of medicinal plants for healing in indigenous traditions will be
compared to contemporary views of health and healing in bioscientific models of curing.
Practica
Practica in the DNP include structured immersion experiences led and facilitated by faculty, and student initiated, selfdirected practice experiences mentored by faculty. All practica
are designed to develop students’ individual practice interests
and skills.
Practica are taken concurrently when students enroll in a didactic course. Guidelines for the integration of DNP practica
into a plan of study include the following:
• Practica will be completed incrementally throughout the
DNP program.
• Students may register for varying practica and credits each
term, including summer
• Practicum hours may be completed at the student’s job site,
if approved by a supervisor and the nursing faculty adviser,
but the practicum work must go beyond the student’s current job responsibilities and be consistent with the DNP
program expected student outcomes.
• Practica must be led or mentored by either a nursing faculty member or another approved mentor who is an “expert” within a community, population group, or has expert
knowledge related to a particular phenomenon of interest
to the student.
• Students will develop objectives for practicum experiences
in collaboration with faculty advisers and keep a record of
practicum work in a professional portfolio.
• Students must register for enough post-baccalaureate
practicum credits to reach a total of 1,000 practicum hours
to earn the DNP degree. This will be evaluated when students are admitted to the DNP program.
Doctor of Nursing Practice
The following are examples of directed study practica and immersion practicum experiences developed and led by faculty
in the DNP program:
NUR 701 - NUR 704 Directed Study Practicum (0.25-1.00
credits, 36-144 practicum hours)
Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and deepen
knowledge supporting expert nursing practice. In the practica
students will integrate and synthesize knowledge from emic
wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of transcultural nursing practice. Students are expected to enhance
practice and/or systems management skills, including clinical
reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As such, directed
study practica are individualized to students’ specific areas of
interest and are planned by students in consultation with a
major faculty adviser, cultural guides, and other mentors in
the communities in which they wish to carry out the
practicum.
NUR 712 Culture Care on the Pine Ridge Reservation (0.5
course credits, 72 practicum hours)
In this practicum students live on the Pine Ridge Indian
Reservation in western, South Dakota, where they have opportunities to gain knowledge about health inequities and structural violence from the viewpoint of persons living with
poverty and cultural devastation. The strengths of the traditional Lakota culture emerge as Lakota elders and tribal leaders guide students into life on the reservation. Healing care
systems and beliefs about health and illness are compared and
contrasted with Western biomedical care and the politics of
health care provided through the Federal Government’s Indian Health Service (IHS) are examined.
NUR 742 Dia de los Muertos—Location: Mexico (0.5
course credits, 72 practicum hours)
In this practicum students are immersed in the ancient tradition of honoring the children and ancestors during the celebration of the Day of the Dead in Mexico. Living in
Cuernavaca or Oaxaca, Mexico, students are guided by indigenous participants in rituals and ceremonies that invite the
return of ancestors who have died. Globalization of the holiday and its modifications through culture contact are revealed.
NUR 723 Ancient Healing Practices—Location: England
(0.75 course credits, 108 practicum hours)
This practicum immerses students in ancient settings of healing in England—the healing waters of the Roman baths and
the healing energy of and the sacred sites of ancient Celts. The
importance of a connection to the land and cosmos is embodied in the origins of modern-day nursing. A visit to Homerton
Hospital in Hackney, London, exemplifies transcultural care
with a diverse population of immigrants and asylum seekers.
NUR 752 Health Care on the Mexican–U.S. Border (0.5
course credits 72 practicum hours)
This study abroad opportunity explores issues of poverty, public health, environment, immigration, and globalization in the
context of displaced communities. Participants meet face to
face with immigrants, refugees, border patrol agents, factory
workers, and community leaders on both sides of the U.S.–
Mexican border to listen and learn about their health concerns, economic development, human rights struggles, and
efforts to achieve social justice.
NUR 734 Health and Community Building—Location:
Guatemala (1.0 course credits, 144 practicum hours)
This practicum explores health as a human right. Analysis
will focus on how widening gaps in the distribution of wealth
diminishes the health of all members of society. Learning is
based on immersion experiences in Guatemala City and highland Mayan communities. Observation, presentations by cultural guides, and classroom discussions will reflect on health
and social justice for marginalized people. Participation in traditional back-strap weaving will guide reflection on the relationship of health and cultural continuity. Spanish language
school is an option in this practicum.
NUR 762 A Practicum Exploring Millennium Development Goal (MDG) Achievement in Sub-Saharan Africa (.5
course credit, 72 practicum hours)
Students focus on the development of leadership skills that
promote Millennium Development Goal (MDG) achievement
in sub-Saharan Africa. Practicum activities are designed to engage healthcare professionals and members of local communities in best practices for achieving MDG targets by 2015.
Structured lectures and discussions supplement practice and
encourage students to explore sociocultural determinants of
health and illness—economic realities, cultural values and
gender roles, education levels, governmental policies, access
to technology, and the competence of healthcare providers—
in relation to the unequal burdens of suffering and disease evident in Africa.
NUR 794 Culture Care in a World of Extreme—Location:
Republic of Namibia (1.0 course credits, 144 practicum
hours)
Emphasis is on transcultural nursing leadership in partnership with persons and communities. Participants experience
the challenges care systems face in providing health care
within geographically and economically extreme contexts
where isolation, poverty, and virulent disease are epidemic.
Participant-observation among Ju/’hoansi communities in the
Nyae Nyae Conservancy provide opportunities to collaborate
and practice with nurses and other healthcare professionals
striving to provide culturally safe and effective health care to
one of the world’s “first peoples.”
NUR 782 Poverty and Community Building in the Inner
City—Location: Minneapolis, Minn. (0.5 course credits,
72 practicum hours)
An immersion in the inner city of Minneapolis provides expe-
Augsburg College I 51
Doctor of Nursing Practice
rience with the rich diversity in the inner city. Concepts of advanced practice in public health nursing are applied among
the community of people who visit the Augsburg Central
Nursing Center, a community-based nursing service. In addition to participation at the Nursing Center, students explore
issues of health and social reality with cultural guides from
the inner city populations and with nurses who work effectively with them.
Seminars
NUR 811 First-Year Seminar, NUR 821 Second-Year Seminar, NUR 831 Third-Year Seminar, and NUR 841 Final
Seminar (0.25 credits per term while enrolled in the DNP)
Students are required to register for a seminar each term they
are in the DNP program. The purpose of DNP seminars is to
integrate diverse practicum experiences with students’ individual practice interests. As such, the seminars provide a
venue for students to test ideas for their practice with faculty
and peers and receive relevant feedback and support. Through
dialogue in the seminars, students work on their DNP capstone projects and professional portfolios. The last seminar
(NUR 841) culminates in the successful completion of a
scholarly capstone project that advances nursing practice. Students register for NUR 841 during the term in which they will
be completing and presenting their final doctoral project,
along with their professional portfolios. The professional portfolio documents the process of theory and research integration and the emerging practice innovations the student is
implementing.
Elective courses
Elective courses are selected in collaboration with faculty advisers. Students may choose relevant elective graduate courses
(at the 500 level or above) to add depth and breadth to their
nursing specialty focus. These credits may be chosen from
within the Department of Nursing or from a number of interdisciplinary programs and courses, including those offered by
Master of Arts in Leadership, Master of Social Work, Master of
Business Administration, Economics, and the Master of Arts
in Education. This allows students to take optimal advantage
of the richness and diversity of opportunities afforded through
Augsburg College graduate programs.
Admission to the DNP
Admission Requirements
Applicants to the Doctor of Nursing Practice program must
have:
• Earned master’s degree in nursing from a nationally accredited institution
• GPA of 3.2 on a 4.0 grading scale in master’s in nursing
program
• A current unencumbered RN license to practice in the U.S.
• Evidence of a completed graduate research course
• Evidence of up-to-date immunizations
• Satisfactory results of a certified federal criminal background check
Graduate Catalog I 52
Decisions about admission to the program will be made on an
individual basis. Selection of candidates will be made on the
basis of an evaluation of the following items for each applicant:
• A three-page typed, double-spaced essay demonstrating
ability to write in a thoughtful, coherent manner
• Official transcripts from all colleges and universities attended (Applicants with a college or university degree completed outside of the United States must submit an official
evaluation from World Educational Services.)
• Three professional references
• An interview with program faculty
The number of applicants admitted to the DNP program will
be limited and based on availability of faculty members who
share a student’s practice interests and goals. Meeting the minimum admission criteria does not ensure that an applicant
will be admitted to the program.
Applicants who have graduated from a foreign nursing program, should submit their coursework for validation to the
World Education Service (WES) and have the reports sent directly to Augsburg College. Additionally, internationally-educated applicants may request the Commission on Graduates of
Foreign Nursing Schools (CGFNS) (http://www.cgfns.org/ ) to
forward their educational credentials report to the Minnesota
State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and demonstrate successful
passing of the National Council Licensure Examination
(NCLEX).
Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, who have passed the
NCLEX, will be considered for admission and must meet the
same residency requirements expected of all students.
Applicants whose first language is not English must submit
evidence of earning a minimum score of 95 out of a possible
120 (or 250 if previous version was taken) on the Test of English as a Foreign Language (TOEFL).
Transfer of credits
Transcripts of students who have completed a master's degree
in nursing or other graduate work are required for admission
to the DNP. Doctoral credits may be transferred into the DNP
program if assessed as equivalent to courses offered at Augsburg College. DNP students may potentially transfer up to 2.0
course credits or 8 semester credit hours into the DNP program. Elective courses acceptable for transfer are determined
by the Department of Nursing faculty and the registrar. The
process of obtaining transfer credit must be initiated by the
student before the end of the first academic year of study. Submission of course syllabi and/or a detailed description of
course content will be needed to initiate transfer of courses
into the DNP program.
To qualify for credit the practicum hours must be officially
documented from the master’s degree program.
Doctor of Nursing Practice
Students may transfer up to 600 practicum hours that were
earned and documented in their master’s degree program.
These 600 hours will be counted toward the 1,000 hours required for the DNP degree.
Program Staff
Accreditation
Linden Gawboy, Administrative Assistant
Augsburg is accredited by The Higher Learning Commission,
North Central Association of Colleges and Schools.
Patricia Park, Program Coordinator, MA, Augsburg College.
Sharon Wade, Administrative Coordinator, BA, Augsburg
College.
The Doctor of Nursing Practice program is a candidate for accreditation from the Commission on Collegiate Nursing Education (CCNE), which has accredited the Master of Arts in
Nursing and the Bachelor of Science in Nursing programs at
Augsburg. An accreditation site visit by CCNE is scheduled
for March 2011.
For a complete list of Augsburg’s accreditations, approvals,
and memberships, see page 9.
Department of Nursing Faculty
Magdeline Aagard, Associate Professor. BA Augustana College; MBA, EdD, University of St. Thomas.
Pauline Abraham, Assistant Professor. BSN, Winona State
University; MA, Augsburg College.
Marty Aleman, Assistant Professor. BSN, University of Minnesota; MA, Augsburg College
Katherine Baumgartner, Assistant Professor. BSN, Minnesota
State University; MA, Augsburg College.
Ruth Enestvedt, Assistant Professor. BS, St. Olaf College; MS,
PhD, University of Minnesota.
Cheryl Leuning, Professor, Chair of the Department of Nursing, and Director of Graduate Nursing Programs. BA, Augustana College; MS, University of Minnesota; PhD, University of
Utah.
Joyce Miller, Assistant Professor. AND, Rochester Community Technical College; BS, MA, Augsburg College.
Susan Nash, Associate Professor. BSN, MSN, EdD, University
of Minnesota.
Joyce Perkins, Assistant Professor. BS, University of New
Hampshire; RN, College of St. Teresa; MA, St. Mary’s College
Graduate Center; MS, University of Minnesota; PhD, University of Colorado.
Kathleen Welle, Instructor and Coordinator of the Augsburg
Central Nursing Center, BS, MA, Augsburg College.
Augsburg College I 53
Master of Business Administration
Master of Business Administration
Embarking on a graduate degree program is an exciting and challenging decision. The Augsburg MBA provides students a
unique opportunity to investigate business cultures and practices through a faculty-led international experience. Our curriculum integrates the global experience of our faculty and reflects Augsburg’s mission of developing leaders grounded in values,
purpose, and vocation.
The Augsburg MBA is a demanding and proven accelerated program focusing on practical skills, knowledge, and teamwork
built on a foundation of ethical decision-making. The Augsburg MBA additionally offers students the ability to include enhanced instructions in several professional business disciplines. We invite students to challenge themselves and their classmates
to bring a new and expanded focus through guided reflection and examination.
Augsburg MBA students are chosen because they exhibit purpose and direction in their careers and lives, and positive engagement with their community and associates. We invite you to become part of a growing community of Augsburg MBA alumni.
Steven M. Zitnick
Director, Master of Business Administration Program
Graduate Catalog I 54
Master of Business Administration
MBA Mission
To prepare students for professional careers in business by developing their decision-making skills and judgment, and by
transforming them into effective managers and leaders. The
program aspires to provide an outstanding student-centered
education that produces graduates who are critically astute,
technically proficient, and who understand the moral and ethical consequences of their decisions on their organization and
on the world.
MBA Program Overview
groups enables you to enhance your strengths, build your
skills, expand your business acumen, and improve your decision-making. Together as a community you’ll build personal,
social, and academic abilities.
Adult learners bring a wealth of work and personal life experiences with them into the classroom, multiplying the opportunities for learning. The personal connections and
relationships you build with fellow students and faculty will
extend into an important and valuable network as you take
your career to new levels.
Today’s business leader must be able to quickly analyze situations and information and critically think through alternatives
and courses of action. The purpose of the Augsburg MBA is to
prepare students to accept greater responsibility in organizations facing this fast-evolving business culture. The curriculum of the MBA gives students the ability to think critically
and ethically as they face the increased challenges of a global
business environment. Quality, individual initiative, ethics,
and teamwork are hallmarks of the Augsburg MBA. We have a
commitment to continually improve students’ experiences
and learning in the program. Our faculty is uniquely qualified
to bridge theory and real-world application, giving MBA students opportunities to acquire skills and knowledge in a variety of disciplines. The Augsburg MBA offers students the
flexibility of completing a general MBA or a specialized MBA
with a concentration that matches their interests and career
goals.
Course Credit
Accreditation
Full-credit MBA courses consist of seven four-hour sessions.
Classes meet one night each week with an occasional Saturday
session.
The Augsburg MBA is a candidate for accreditation with the
Association of Collegiate Business Schools and Programs
(ACBSP).
Augsburg is accredited by The Higher Learning Commission,
North Central Association of Colleges and Schools. For a
complete list of Augsburg’s accreditations, approvals,
and memberships, see page 9.
Plan of Study
The Augsburg MBA is an accelerated, part-time program that
allows working professionals to complete an MBA degree in
fewer than 24 months. This is accomplished by using a cohort
model in which students follow a predetermined schedule
with classes meeting one night a week.
Students in a cohort program model stay together as a group
through the sequence of classes for the duration of the program. This provides a continuous, collaborative learning
process. The cohort environment fosters a cohesive learning
community where students learn from each another, mentor
each other, and peer coach. You’ll share diverse professional
expertise and experience as you work in teams on projects,
case studies, presentations, and simulations, both inside and
outside of class. Working both individually and in small
Augsburg College uses a course-credit system. A full course
credit (1.0) is equal to four semester credits or six quarter
credits. Each full course on the trimester schedule meets for
approximately 28 contact hours with the expectation of substantial independent and group study offered through the
web-based electronic course management system.
Plan of Study
The Augsburg MBA offers students the flexibility of completing a general MBA or a specialized MBA with a concentration
that matches their interests and career goals. The general
Augsburg MBA consists of 13 courses that can be completed
in fewer than 24 months. An Augsburg MBA with a concentration consists of nine core MBA courses and six additional
courses that focus on their chosen area of interest. An MBA
with a concentration can be completed in 28 months.
Academic Calendar
Currently, the Augsburg MBA uses the trimester schedule as
well as a summer session. As of fall 2011, the Augsburg MBA
will follow the semester schedule, including summer sessions.
Courses are offered consecutively during each term so students are able to concentrate on one subject at a time. The
program is designed to have students take at least two fullcredit courses per term.
Official academic calendars and the MBA registration policies
can be found at www.augsburg.edu/registrar. The unique cohort model of the Augsburg MBA requires individual calendars for each cohort, which are provided by the MBA
department.
The Augsburg MBA
The 13 required courses of the general Augsburg MBA are as
follows:
MBA 510
Managerial Economics
MBA 520
Accounting for Managers
MBA 530
Managerial Finance
MBA 540
Business and Professional Ethics
MBA 545
Organization Development/Behavior
Augsburg College I 55
Master of Business Administration
MBA 550
MBA 560
MBA 565
MBA 570
MBA 575
MBA 592
MBA 595
MBA 580
Marketing Management
Communication Issues in Management
Managing in a Global Environment
Quantitative Decision Making for Managers
Strategic Technology
Leadership: Ethics, Service, and Transformation
Strategic Management
Management Consulting Project (Capstone)
MBA Course Descriptions
MBA 510 Managerial Economics
Application of economic tools in solving managerial problems. Topics include markets and organizations, demand and
cost functions, demand and supply analysis, game theory and
the economics of strategy, pricing incentives, evaluation, regulation, incentive conflicts and contracts, and ethics and the organizational architecture. Students develop critical thinking
skills and a framework of analyzing business decisions. In
summary, the objective of the course is to help business students become architects of business strategy rather than simply middle managers following the path of others.
MBA 520 Accounting for Business Managers
Concepts of Generally Accepted Accounting Principles
(GAAP) for preparing financial statements. Students will learn
to analyze income statements, balance sheets, and annual reports, and to budget using projected sales, fixed and variable
expenses, breakeven calculation, and capital budgeting.
MBA 530 Managerial Finance
Understanding the foundations of financial management including markets, institutions, interest rates, risk and return,
and the time value of money. Included are security valuation,
corporate valuation, strategic investment and financing decisions, working capital management, mergers and acquisitions,
derivatives, bankruptcy, and multinational implications.
MBA 540 Business and Professional Ethics
An understanding of the ethical problems faced by people in
organizations and businesses today. A framework for recognizing ethical problems helps the student determine how decisions will affect people positively or negatively. This course
conveys a model of analysis of ethical problems to allow students the ability to make better judgments about what is right
and fair. The course also allows students to gain confidence in
their understanding and their proposed solutions for ethical
issues, thus being able to forcefully and reasonably defend
their point of view.
MBA 545 Organizational Development/Behavior
Theory and application of organizational development (OD)
of human resources within organizations. Topics include
strategies and tactics for developing human resources to support organizational cultural changes (such as total quality
management), team building, collaboration with other
teams, training, the impact of diversity, and evaluation of OD
strategies.
Graduate Catalog I 56
MBA 550 Marketing Management
Applying marketing theory and practice to real-life marketing
situations. Topics include market segmentation, targeting, positioning, distribution of goods and services, the relationship
between price and demand, brand management, and marketing plans and strategy. Students gain hands-on experience
with marketing in cross-functional organization strategies.
MBA 560 Communication Issues in Management
An ethnographic approach to communication in the workplace including how physical settings, communication channels, institutional goals, institutional culture, and the roles of
participants shape communication. Students will use case
studies and their own workplace experiences to examine effectiveness, ideologies and biases, network theory, persuasive
appeals, and communication of institutional values.
MBA 565 Managing in a Global Environment
Explores the reasons, conditions, processes, and challenges of
internationalization from an enterprise perspective. The foci
of the course will be international trade theory and institutional governance of international trade/monetary policy, and
the differences in political-economic/socio-cultural systems
and their implications for international business.
MBA 570 Quantitative Decision-Making for Managers
Extracting actionable information from data, interpreting data
in tables and graphs, interpreting statistical significance, evaluating survey data, using data mining with large databases,
and using simulation and modeling in business decisions.
MBA 575 Strategic Technology
Making strategic technology decisions most favorable to organization and culture, interaction with customers and suppliers, and future growth of the organization. Students will
come to understand the impact of the internet and electronic
commerce on the traditional business model, the effect on employees, and the ethical and societal results of given technology choices.
MBA 580 Management Consulting Project
Working in teams with a local organization, students develop
expertise in an area related to their vocation, using communication, leadership, and collaboration skills, and academic
knowledge to research, analyze, and make recommendations.
The management consulting project culminates in a presentation to the client and the faculty adviser.
MBA 592 Leadership: Ethics, Service, and Transformation
Provides learners with well-rounded, comprehensive leadership skills that will enhance personal and organizational effectiveness. Leadership skills and abilities have long been viewed
as important contributors to success in personal and professional spheres. Topics include leadership strategy, critical and
distinctive functions and skills of management and leadership, relationship building, servant leadership, leadership
communication, and self-awareness and discovery of leadership styles, traits, and abilities.
Master of Business Administration
MBA 595 Strategic Management
Organizations that survive over time generally meet customer
needs more effectively than the customer’s alternatives. These
organizations adapt to a constantly changing environment,
usually coordinating change in a variety of different functional
areas. Strategy matches the organization’s capabilities to its
market position, facilitates resource allocation, and provides
guidance for decision-making. This course is integrative of all
subject matter in the MBA program, and adopts the perspective of senior management.
Graduate Concentrations and Certificates
MBA with a concentration
The Augsburg MBA with a concentration requires the successful completion of 15 MBA courses, including nine foundational courses and six required concentration courses.
Students may choose one of five concentrations: finance, marketing, international business, human resources management,
or health care. A concentration may allow students to become
competitive in a specific career field or, in some cases, it may
assist students in achieving professional certification or accreditation.
The nine required core courses are as follows:
MBA 510
Managerial Economics
MBA 520
Accounting for Managers
MBA 530
Managerial Finance
MBA 540
Business and Professional Ethics
MBA 545
Organization Development/Behavior
MBA 550
Marketing Management
MBA 570
Quantitative Decision Making for Managers
MBA 580
Management Consulting Project (Capstone)
MBA 592
Leadership: Ethics, Service, and Transformation
Finance Concentration
Students prepare for careers in international banking, finance,
and investments by learning finance and investment theory
and applications, and the operations of financial markets.
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•
Financial theory and applications
Investment theory and portfolio management
Financial markets
Options and derivatives
International finance
Financial statement analysis
Marketing Concentration
Students receive solid exposure to major topic areas beyond
the core, learn to evaluate research data for marketing decisions, and gain integrative, practical experience in marketing.
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Marketing research
Marketing communications
Sales management
Consumer behavior
Technology and e-commerce
Strategies in global marketing
International Business Concentration
Students develop a specialized toolkit to deal with the global
economy with its massive increases in international trade, foreign direct investment, multinational companies, and international financial transactions.
• International business: strategies, trade agreements, and
policies
• International finance
• Negotiations in a global environment
• Strategies in global marketing
• Global supply chain management
• Legal aspects of international business
Human Resource Management Concentration
The certificate in human resource management prepares
human resource professionals for a variety of human resource
positions. Successful completion of the certificate program as
well as passing the examination and meeting job experience
requirements meet the criteria for certification as a Professional in Human Resources (PHR) or Senior Professional in
Human Resources (SPHR).
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Global human resources
Organizational effectiveness
Training, selection, and performance
Compensation and benefits management
Industrial labor relations
Healthcare Management Concentration
The concentration in healthcare management (MBA/HCM) is
designed to provide students with leadership as well as the
management knowledge and skills needed to be successful in
today’s healthcare organizations. The MBA/HCM emphasizes
the identification, analysis, and solution of complex management problems with a foundation of healthcare concepts and
decision models that will support the variety of management
roles in today’s healthcare environment.
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Legal and ethical considerations in healthcare management
Integrated health delivery systems
Healthcare financing
Crosscultural issues in health care
Global healthcare issues
Healthcare operations management (elective)
Concentrations as Graduate Certificate Programs
For students who seek advanced skills and knowledge in a
specific business discipline, but either already possess an MBA
or are not interested in pursuing a degree at this time, the five
concentrations are available as graduate certificate programs.
These courses are transcribed as “for credit.” In most cases
(depending on employer policies), they will be accepted for
tuition reimbursement. Contact the MBA office at 612-3301778 or the Graduate Admissions Office at 612-330-1390 for
more information.
Augsburg College I 57
Master of Business Administration
MSW/MBA Dual Degree
Many social service agencies today require that agency managers combine financial and business expertise with social
work practice and policy formation. The MSW/MBA degree
enables graduates to function in a workplace that demands
the delivery of quality services with increasingly limited resources. The MSW/MBA dual degree option is available to
MSW students who elect the Program Development, Policy,
and Administration (PDPA) concentration.
MSW/MBA students will spend their first two years taking
Master of Social Work courses followed by approximately 15
months of MBA courses. For more information regarding the
Program Development, Policy, and Administration (PDPA)
coursework required for the MSW/MBA dual degree, refer to
p. 76 in the MSW section in this catalog. MSW students who
graduated after June 2002 are required to complete the following eight MBA courses:
MBA 510
Managerial Economics
MBA 520
Accounting for Managers
MBA 530
Managerial Finance
MBA 545
Organizational Development
MBA 550
Marketing Management
MBA 560
Communication Issues for Managers
MBA 575
Strategic Technology
MBA 595
Strategic Management
MSW students who graduated prior to 2002 are required to
complete nine MBA courses. This includes the eight MBA
courses listed above as well as MBA 592 Leadership: Ethics,
Service, and Transformation.
MSW students may also be required to adjust their summative
evaluation project to meet the requirements of the MSW and
MBA programs.
Students interested in the MSW/MBA program must apply to
both programs. See the application guidelines listed under
each individual program.
NOTE: Admission to one program does not guarantee admission to the other.
Locations and Schedules
MBA classes are offered at three locations: Augsburg’s Minneapolis campus, Thrivent Financial in downtown Minneapolis and Augsburg’s Rochester campus. Cohorts begin three
times per academic year: fall term (September), winter term
(January), and spring term (April).
Orientation for new cohorts is generally scheduled for one-totwo weeks in advance of the beginning of classes. For more
information on class schedules, go to www.augsburg.edu/mba
or call the Graduate Admissions Office at 612-330-1390.
MBA Advisory Board
The MBA Advisory Board is comprised of both active and re-
Graduate Catalog I 58
tired senior business leaders from global, regional, and entrepreneurial organizations. The board meets several times yearly
to review the program’s progress, offer advice, and provide insight into contemporary business issues that influence curriculum development or modification. Additionally, the board
is invited to participate in student and alumni events throughout the year.
Admission to the Augsburg MBA Program
Admission to the Augsburg MBA program is determined by a
committee decision. The committee may include MBA program staff, Business Administration Department faculty, and
Graduate Admissions Office staff.
Admission Requirements
Applicants to the MBA program must have:
• bachelor’s degree from a regionally-accredited four-year institution
• minimum of two years of relevant work experience
• personal interview with the MBA program director
Admission checklist
The following materials must be submitted to the Graduate
Admissions Office:
• completed application—Apply online at
www.augsburg.edu/mba/admissions/application.html
• $35 application fee
• Two personal statements
• Official undergraduate/graduate transcripts sent directly to
the Augsburg Graduate Admissions Office
• Current résumé of work history
• Two confidential letters of recommendation
• Official GMAT score report (school code 6014)—not required for certificate applicants
Admission as an international student
International applicants must submit the required application
materials listed above. Refer to the additional requirements
outlined in Admission of International Students on page 16.
Admission as a transfer student
Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants.
Transfer students may receive up to six (6.0) transfer credits.
(See Evaluation of Transfer Credit on p. 14.) Students must
complete no fewer than seven (7.0) courses at Augsburg in
order to receive their MBA degree from Augsburg College. Eligible coursework must be approved by the MBA program director before transfer credit will be granted.
GMAT Waiver Policy
As a general policy, the Augsburg MBA program requires the
GMAT of all applicants, due to both the analytical and critical
evaluation components of our accelerated program. The
GMAT is used both to evaluate the candidate’s opportunity for
Master of Business Administration
success as well as to indicate areas where remedial work may
be necessary. However, the Admissions Committee will consider, on a case-by-case basis, GMAT waiver requests for the
MBA program. Waivers are not automatic for any candidate,
and a brief written request must be submitted outlining the
reasons why the Admissions Committee should grant a GMAT
waiver. Current occupation or undergraduate disciplines are
not specific grounds for a GMAT waiver.
• Current résumé (unless previously submitted to the Graduate Admissions office)
• Any other information that you wish to submit to support
your request.
Typically, GMAT waiver decisions are made within one week
of receipt of materials. For questions about this checklist or
the waiver policy, contact either the Graduate Admissions Office or the MBA program office.
Eligibility for GMAT Waivers
GMAT waivers may be offered to:
• Candidates with an appropriate and current GRE score.
• Candidates who have been enrolled in a graduate degree
program in a technical or quantitatively rigorous discipline
(such as actuarial science, engineering, mathematics,
physics, economics, or chemistry) from an accredited institution and who were in good academic standing with an
overall grade point average of 3.0 or better (or the equivalent of a B average under the system used by that institution). Students should have completed at least four
academic courses within this curriculum to qualify. It is important to note that employment history and current assignment will be reviewed in addition to the degree
requirement.
• Candidates who hold the following graduate degrees from
an accredited college or university with an overall grade
point average of 3.0 or better (or the equivalent of a B average under the system used by that institution.)
• Medical or dental degree (MD,DDS)
• Master’s or doctoral degree in an academic discipline that
included a significant quantitative, engineering, mathematics, or statistics component or involved research requiring
significant quantitative skills.
• Any other quantitatively-based graduate degree from an accredited college or university that the Admissions Committee believes has highly prepared the candidate for rigorous
graduate-level work
• Master’s, PhD, EdD, or advanced degrees in disciplines
other than those identified, including those granted by academic institutions outside the U.S. These will be evaluated
by the Admissions Committee. (See grade requirement
above)
• Candidates who have completed a graduate program at
Augsburg College in the MAL, MAN, MSW, MAE, or PA
programs.
• Candidates with current and active CPA designation. If the
CPA designation has been inactive and not current for a period greater than five years, the waiver may not be granted.
GMAT Waiver Checklist
Submit the following documentation to the associate director
of the MBA program:
• One-page written request outlining reasons why the Admissions Committee should grant a GMAT waiver
• Copies of transcripts for all work completed at any college
or university, whether or not a degree was granted (unless
previously submitted to the Graduate Admissions office)
Academic Policies
MBA Program Enrollment Policy
Students are strongly encouraged to remain in their cohort
and complete their MBA program as scheduled. Adjustments
or modifications to the MBA schedule require the approval of
the MBA program director.
All students are required to complete all components of the
program within five years of matriculation. Extensions beyond five years will be considered on the basis of petition to
the MBA director. Students who leave the program for more
than one trimester must request a leave of absence in writing
from the MBA program. A leave of absence may be granted for
one calendar year. Students who return to the program after a
leave of one year or more must fill out an Application for
Readmission form and submit it to the MBA office. Time spent
on an official MBA-approved leave of absence will not count
toward the five-year deadline for degree completion.
Academic Evaluation
Evaluation of academic performance in the MBA program will
be based on number grades using a 4.0-scale. For complete information, see p. 12.
Withdrawal from Class
For information regarding the last date on which students
may withdraw from a class and receive a “W” on their records,
refer to the course information on Records and Registration.
Attendance Policies
Student attendance at scheduled class meetings is a priority
and required. However, MBA faculty understand that MBA
students are working adults with significant responsibilities
who, on occasion, face unforeseen situations that may interfere with attendance. Students should notify the faculty member teaching the course as soon as possible when the problem
is immediate. When the student knows in advance of a class
date where a potential conflict exists, they must discuss the
proposed missed class with the faculty member prior to the
date of the class. Students are responsible for the work covered during that class session and for making appropriate
arrangements for obtaining handouts, lecture content, or
other materials. Faculty members may assign appropriate independent work to insure that the student understands the
material covered during the class session.
Augsburg College I 59
Master of Business Administration
If appropriate and acceptable coordination is carried out by
the student, there need not be any grade reduction for a single
missed class session. This may be dependent on assignments
due on the date of the missed class; e.g., final project presentations or team presentations. Point/grade reductions for unexcused absences are the prerogative of the faculty. Two
missed class sessions, unexcused or excused, may be grounds
for directing the student to withdraw from the course. More
than two absences, excused or unexcused, require that a student withdraws from the class.
Ashok Kapoor, Associate Professor of Business Administration. BA, MA, University of Delhi; MA, MBA, University of
Minnesota; PhD, Temple University.
Degree Requirements
Steven Lukas, Instructor, Business Administration. BS, MA,
University of Nebraska; EdD, University of St. Thomas.
To be conferred the MBA degree, students must achieve the
following:
• Successful completion of all admission conditions
• Successful completion of MBA courses (2.5 or above)
• No more than two courses with a grade of 2.5 or below, and
with a cumulative GPA of 3.0 or higher
• Successful completion and submission of the management
consulting project
Students who successfully complete Augsburg’s MBA program
will receive a Master of Business Administration degree.
MBA Faculty
William Arden, Assistant Professor of Business Administration. BS, New York University; MS, Northeastern University;
MBA, Boston University.
David Bartlett, Instructor, Economics and Business Administration. BA, University of California-San Diego; MA, University of Chicago; MA, PhD, University of California-San Diego.
Bruce Batten, Assistant Professor of Business Administration,
MBA. BS, Davidson College; PhD, Medical College of Virginia.
Jeanne M. Boeh, Associate Professor of Economics. BS, MA,
PhD, University of Illinois.
Nora Braun, Associate Professor of Business Administration.
BSBA, University of Missouri-Columbia; MBA, PhD, University of Minnesota.
C. Lee Clarke, Assistant Professor of Business Administration. BA, Capital University; MDiv, Trinity Lutheran Seminary;
MBA, University of St. Thomas.
David Conrad, Assistant Professor of Business Administration. BA, Winona State University; MA, EdD, St. Mary’s University of Minnesota.
Stella Hofrenning, Assistant Professor of Economics. BS, University of Maryland; PhD, University of Illinois.
Mark Isaacson, Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic
Institute.
Graduate Catalog I 60
Laura Lazar, Assistant Professor of Business Administration.
BA, MLS, Valparaiso University; MBA, PhD, Indiana University.
Edward Lotterman, Assistant Professor of Economics. BA,
MS, University of Minnesota.
Roseanne Malevich, Assistant Professor of Business Administration. BS, MBA, University of Wisconsin-Madison.
Marc McIntosh, Assistant Professor of Business Administration. BS, DePaul University; MBA, Harvard University; DBA,
Argosy University.
Magdalena Paleczny-Zapp, Associate Professor and Chair of
the Department of Business Administration. BA, MA, Central
School for Planning and Statistics, Warsaw; PhD, Akademia
Ekonomiczna, Krakow.
David G. Schwain, Assistant Professor of Business Administration. BBA, University of Cincinnati; MBA, Harvard University.
Peter J. Stark, Assistant Professor of Business Administration.
BS, Northwestern University; MBA, Pepperdine University.
Master of Science in Physician Assistant Studies
Master of Science in Physician Assistant Studies
Thank you for your interest in the Augsburg College Physician Assistant Program. I hope you will find the information included in this catalog helpful as you make the decision to pursue your graduate degree in physician assistant studies.
Our mission in the Augsburg College Physician Assistant Program is to educate students in a manner consistent with the College’s mission. It is based on a foundation of respect and sensitivity to persons of all cultures and backgrounds, and oriented toward service to underserved populations. Students are educated to be well versed in current medical theory and practice, and
graduates are encouraged to work in primary care settings. The program promotes dedication to excellence in performance,
with the highest standards of ethics and integrity, and commitment to lifelong personal and professional development.
Your education here will be guided by a group of faculty who are committed to the physician assistant profession and to seeing
you achieve success as a graduate of the program. With a PA degree from Augsburg College, you will stand out as a person who
cares about changing the world one person at a time, and who is willing to risk becoming different by building on your
strengths.
Since its founding in 1995, our program graduates have achieved many successes, some of which include:
• The Classes of 2001, 2004, and 2007 scored among the highest mean averages in the nation on the National Board Exam.
• 95% of Augsburg College PA graduates have successfully passed the National Board Exam on their first try.
• ALL graduates seeking employment in the PA field have been employed within six months of graduation.
We believe that this success is due in part to the quality of the education and preparation that the student receives in the Augsburg PA Program. In addition, it speaks to the kind of students we attract; hard working, committed individuals dedicated to
their goal of becoming a physician assistant.
Choosing the PA Program at Augsburg College will require you to move beyond current comforts and assumptions. You will
likely encounter people of different backgrounds, and learn from their experiences to transform yourself into a competent and
caring healthcare provider. Here you will begin your lifelong commitment to the care and well being of people.
Dawn B. Ludwig, PhD, PA-C
Director, Physician Assistant Studies Program
Augsburg College I 61
Master of Science in Physician Assistant Studies
PA Program Mission
The mission of the Augsburg College Physician Assistant Program is based on a foundation of respect and sensitivity to
persons of all cultures and backgrounds and oriented toward
providing care to underserved populations. Students are well
educated in current medical theory and practice, and graduates are encouraged to work in primary care settings. The program promotes dedication to excellence in performance, with
the highest standards of ethics and integrity, and commitment
to lifelong personal and professional development. The Augsburg Physician Assistant Program was most recently granted
accreditation in September 2008.
A physician assistant (PA) is a dependent practitioner of medicine who practices under the supervision of a licensed physician. The PA can practice in a multitude of settings and
specialties of medicine. Common job responsibilities including taking patient histories, performing physical exams, ordering and interpreting laboratory tests and radiological studies,
formulating diagnoses, and administering treatment.
In the state of Minnesota, a PA is registered with the Board of
Medical Practice. In Minnesota, and most other states, the PA
must be NCCPA (National Commission on Certification of
Physician Assistants) certified and hold a supervisory agreement with a licensed physician. Minnesota registered PAs
have prescriptive privileges under delegatory supervision with
their physician for prescriptive medications.
The Physician Assistant Program at Augsburg is 36 months
long with studies beginning each year in the summer semester (late May). The program accepts 28 students for each
new class.
Curriculum
Studies begin in late May of each year. The first 19 months of
study is didactic, or classroom work, including courses in
human gross anatomy, pathophysiology, clinical medicine,
pharmacotherapy, history and physical exam skills, research,
and ethics and legal issues in medicine.
The clinical phase is 17 months in length. Each student is required to successfully complete clinical rotations in family
medicine, pediatrics, women’s health, psychiatry, emergency
medicine, internal medicine, surgery, and an elective rotation
by choosing from various specialties. The clinical phase will
culminate with a 12-week preceptorship. The majority of established clinical rotation sites are in Minnesota in both rural
and urban locations. Graduates will receive a Master of Science in Physician Assistant Studies and a PA certificate.
PA Program Sample Calendar
Calendar - Year 1
Summer
• Anatomy
• Pathophysiology
Graduate Catalog I 62
Fall
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•
Spring
•
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•
Clinical Medicine I
Pharmacotherapy I
History and Physical Exam Skills I
Clinical Medicine II
Pharmacotherapy II
History and Physical Exam Skills II
Research Tools for the PA
Calendar - Year 2
Summer
• Master’s Project course
Fall
• Clinical Medicine III
• Clinical Phase Transition
• Professional Issues
Spring
• Clinical Rotations 1, 2, 3
Summer
• Clinical Rotations 4, 5
Calendar - Year 3
Fall
• Clinical Rotations 6, 7, 8
Spring
• Preceptorship
• Capstone Course
PA Program Course Descriptions
Academic Phase (first 19 months)
PA 501 Human Anatomy and Neuroanatomy
This course takes a regional approach to the study of human
anatomy. The course uses lecture, demonstration, discussion,
and dissection of human cadavers. The intention is to give the
students a foundation for Clinical Medicine. Prerequisites: PA
student or consent of instructor
PA 503 Human Pathophysiology
This course uses lecture, detailed objectives/study guide,
quizzes and exam, discussion, and case studies to learn and
review basic human physiology and pathophysiology involving fluids and electrolytes; acid/base disturbances; cellular
adaptations; immunity, hypersensitivity, inflammation, and infection; hematology; pulmonary; cardiovascular system; gastrointestinal system; renal; nervous system; and
musculoskeletal system. The intention is to give the students
a foundation for Clinical Medicine. Prerequisites: PA student
or consent of instructor
PA 511 History and Physical Exam Skills I
A lecture-discussion-laboratory course designed to demonstrate and apply techniques and skills essential to interviewing and physical examination of patients. Topics covered
include history taking and physical exam of the cardiovascular, respiratory, gastrointestinal, lymph, skin, and otorhinolaryngology systems. Basic nutrition, genetics, preventive
Master of Science in Physician Assistant Studies
health care, and complementary and alternative medicine are
introduced. Units are coordinated with Clinical Medicine I
and Pharmacotherapy I. Prerequisites: PA 501 and 503
PA 512 History and Physical Exam Skills II
A lecture-discussion-laboratory course designed to demonstrate and apply the techniques and skills essential to interviewing and physical examination of patients. Topics covered
include history taking and physical exam of the musculoskeletal system, neurology, ophthalmology, endocrinology,
and the male reproductive system. Units are coordinated with
Clinical Medicine II and Pharmacotherapy II. Prerequisite: PA
511
PA 521 Pharmacotherapy I
This course will cover pharmacology and pharmacotherapy
related to disease processes of the dermatologic, cardiovascular, respiratory, gastrointestinal, and otolaryngologic systems
and infectious diseases. Units are coordinated with the Clinical Medicine I and History and Physical Exam Skills I courses.
Prerequisites: PA 501 and 503
PA 522 Pharmacotherapy II
This course will cover pharmacology and pharmacotherapy
related to disease processes of the orthopedic, neurologic,
ophthalmologic, hematologic, renal, urologic and endocrine
systems, and pain management. Units are coordinated with
the Clinical Medicine II and History and Physical Exam Skills
II courses. Prerequisite: PA 521
PA 531 Clinical Medicine I with Lab
This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, and
treatment of common and serious disorders. Topics covered
include dermatology, cardiology, pulmonology, gastroenterology, and otorhinolaryngology. This course builds on the foundation laid in Anatomy and Pathophysiology. Units are
coordinated with concurrent courses in History and Physical
Exam Skills I and Pharmacotherapy I. Prerequisites: PA 501
and 503
PA 532 Clinical Medicine II with Lab
This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, and
treatment of common and serious disorders. Topics covered
include orthopedics, rheumatology, neurology, ophthalmology,
hematology, nephrology, urology, and endocrinology. Global
health and healthcare disparity are explored. Units are coordinated with concurrent courses in History and Physical Exam
Skills II and Pharmacotherapy II. Prerequisite: PA 531
PA 533 Clinical Medicine III : Integrative Health Care
This course provides an integrative approach incorporating
clinical medicine, history and physical exam, and pharmacotherapy in the study of mental health, geriatrics, women’s
health, and pediatrics. Common problems encountered in primary care and other issues unique to these populations are
explored. The Community Seniors unit provides a service-
learning experience where students work one-on-one with an
elderly person from the community. Prerequisites: PA 532
PA 542 Professional Issues
A course designed to introduce the physician assistant student
to medical ethics and various professional topics that affect
the practicing physician assistant. The course focus is on the
medical and non-medical aspects of the profession such as
history of the physician assistant profession, laws and regulations governing physician assistant practice and education,
human experimentation, abortion, care for the dying, euthanasia, reimbursement issues, and professional behavior.
Prerequisites: PA student or consent of instructor
PA 545 Clinical Phase Transition
This course incorporates experiential learning to prepare the
student for clinical practice. It will also facilitate the transition
of knowledge and skills from the academic phase into the
clinical phase. Students will be placed in a clinic or hospital
setting for part of the semester. Students will also have other
health-related community experiences and activities during
this course. In-class time will be used to discuss these experiences and work on skills essential for clinical practice. Prerequisites: PA 532
PA 555 Research Tools for the PA
The course emphasizes research as a tool at all levels of physician assistant practice and education; identifies the linkages
between research, theory, and medical practice; and the responsibility of physician assistants to expand their knowledge
base. Primary, secondary, and tertiary disease prevention applications to public health are introduced. Information literacy in relationship to medical literature is integrated
throughout the course. Prerequisites: PA student or consent of
instructor.
PA 570 Interdisciplinary Perspectives on Aging
This course provides an opportunity for students in health
and social services disciplines to explore issues related to
aging and care of the elderly. Students gain real world experiences b working collaboratively in an interdisciplinary context. Students will be asked to apply knowledge and skills
directly with elders utilizing an experiential learning model.
Students will build a beginning expert level knowledge base
regarding issues that affect older adults in contemporary
health and social welfare contexts. Prerequisites: PA student
or consent of instructor
PA 599 Directed Study
This course provides a practice-oriented approach to the information literacy methods used in health care. Students will
develop a topic, complete a full review of the literature, and
produce an analytic paper in consultation with the supervising professor. Prerequisite: PA 552
Clinical Phase (17 months)
The clinical phase of the physician assistant graduate program
is 17 months in length. The initial 12 months is designed
Augsburg College I 63
Master of Science in Physician Assistant Studies
much like a physician’s internship. Each student is required to
progress through seven required rotations in the following
disciplines: family medicine, internal medicine, pediatrics,
general surgery, women’s health, emergency medicine, and
psychiatry. Each of these rotations is six weeks long. Additionally, within that first 12 months, each student will complete six weeks total of selected electives from disciplines such
as orthopedics, ENT, dermatology, etc.
The clinical phase of the program is designed to effectively
train students practice by placing students in healthcare facilities outside the metropolitan area for a minimum of two rotations. The goal is to provide students with one to two
locations in which to complete their required rotations to take
away some of the financial and travel burdens that a PA student often faces.
The clinical phase culminates with a 12-week preceptorship.
This preceptorship is designed to solidify the student’s primary care skills, and potentially place them in a setting that
might be interested in recruiting a graduate PA. The preceptorship may be completed within the community that thestudent has been in for the required rotations, or may be
elsewhere in the state.
The clinical education is taught by physicians, and supplemented by physician assistants and other healthcare
providers. Each student is evaluated by the clinical instructor
for the designated rotation. Students will return to Augsburg
College five times during the clinical phase for evaluation and
education.
Clinical Phase Descriptions
PA 600 Family Medicine Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and conditions unique to the clinical practice
of family medicine. Inclusion of proper data collection
through history and physical examination, formulation of accurate problem lists, thorough investigation and development
of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature.
Prerequisite: Clinical phase PA student
PA 601 Internal Medicine Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and conditions unique to the clinical practice
of internal medicine. Inclusion of proper data collection
through history and physical examination, formulation of accurate problem lists, thorough investigation, and development
of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature.
Prerequisite: Clinical phase PA student
PA 602 General Surgery Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of sys-
Graduate Catalog I 64
temic diseases and surgical conditions unique to the clinical
practice of general surgery. Inclusion of proper data collection
through history and physical examination, formulation of accurate problem lists, thorough investigation, and development
of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature.
Prerequisite: Clinical phase PA student
PA 603 Pediatric Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical
practice of pediatrics. Inclusion of proper data collection
through history and physical examination, formulation of accurate problem lists, thorough investigation, and development
of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature.
Prerequisite: Clinical phase PA student
PA 604 Women’s Health Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical
practice of women’s health. Inclusion of proper data collection
through history and physical examination, formulation of accurate problem lists, thorough investigation, and development
of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature.
Prerequisite: Clinical phase PA student
PA 605 Emergency Medicine Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical
practice of emergency medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and
development of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical
literature. Prerequisite: Clinical phase PA student
PA 606 Psychiatry Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of psychiatric diseases and conditions unique to the clinical practice of
psychiatric medicine. Inclusion of proper data collection
through history and physical examination, formulation of accurate problem lists, thorough investigation, and development
of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature.
Prerequisite: Clinical phase PA student
PA 607 Elective Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and conditions unique to the clinical practice of
medicine. Students are allowed to choose, in consultation
with the clinical coordinator, the area of medicine in which
Master of Science in Physician Assistant Studies
they would like to study as their elective. Prerequisite: Clinical phase PA student
PA 620 or 621 or 622 Preceptorship
A required 12-week rotation at the completion of the clinical
phase. This course provides the student a final opportunity to
develop the skills unique to the clinical practice of medicine.
Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans
incorporating evidence-based medicine as determined by review and analysis of current medical literature. Can be completed in 620 Family Medicine, 621 General Medicine
Specialty, or 622 Surgical Specialty. Prerequisite: PA 600-607
PA 690 Capstone
This course provides each student the opportunity to present
results of their individual research topic and to synthesize previous study and work experience in preparation for graduation and clinical practice. The student will demonstrate an
understanding of the program’s and profession’s principles.
Prerequisite: PA 600-607
Admission to the PA Program
• one full course of general psychology
• one full course of developmental psychology (birth to
death lifespan)
• one full course of physiology* (human/vertebrate/organ)
• one full course of microbiology*
• one full course of biochemistry*
• one full course of general statistics
• one course of medical terminology
*Labs are recommended but not required.
Refer to our “Guide to Prerequisites” on our website to help
you with your prerequisite course selections.
The following are strongly recommended but not required:
• Cumulative GPA of 3.2 or higher
• Minimum science GPA of 3.0
• Additional science courses such as anatomy, genetics, immunology, other biology courses, and organic chemistry
• Clinical healthcare experience. Direct patient contact is the
best type of experience to obtain in order to strengthen an
application. Healthcare experience may be full time or part
time, paid or volunteer.
• Demonstration of a commitment to, and involvement with,
underserved communities.
Admission Requirements
Note: The Graduate Record Exam (GRE) is not required.
Complete and current-year admission guidelines can be found
on our website at www.augsburg.edu/pa.
PA Studies Application Process
Admission to any physician assistant program is a highly competitive process. Augsburg College’s graduate program in
physician assistant studies receives approximately 250 applications for each entering class of 28 students.
Qualified applicants will have:
• Bachelor’s degree (in any major) from a regionally-accredited four-year institution
• Minimum cumulative GPA of 3.0
• Completed the prerequisite courses listed below
Prerequisite Courses
To be an eligible applicant for the physician assistant studies
program, you must have completed the prerequisite courses
listed below. These courses must have been completed within
10 years of the year you are applying for admission.
Applicants completing their first undergraduate degree in the
spring term may complete prerequisite coursework in the
summer, fall, and spring term of the academic year they apply
as long as the degree and prerequisite coursework will be
completed by the start date for the program. Applicants who
already have an undergraduate degree, or who will complete
their degree in a term other than spring, have the summer and
fall semesters of the year they apply by which to complete
prerequisites.
All course prerequisites must have been passed with a grade
of C (2.0) or higher. Meeting minimum prerequisites does not
guarantee admission into the program.
The Augsburg Physician Assistant Studies program has a twostep application process—applying through CASPA and to
Augsburg’s PA Studies Program.
The Augsburg PA Program participates in the Centralized Application Service for Physician Assistants (CASPA) which is
sponsored by the Physician Assistant Education Association
(PAEA). All applications to the PA Program for the entering
class must be processed through CASPA, following all guidelines and regulations set forth by CASPA. Application forms
with detailed instructions can be obtained online at www.caspaonline.org.
You will be considered an eligible applicant if you have a minimum cumulative GPA of 3.0 at the time of application (as
calculated by CASPA), if you have completed or will complete
your undergraduate degree prior to the start date of the program, and if you have completed or will complete your prerequisite courses within the timeline specified for your
situation.
Augsburg’s PA Program Supplemental Application can be
downloaded from www.augsburg.edu/pa. It is important for
the applicant to determine whether he or she is in fact eligible
to apply to the PA Studies Program, as the supplemental application fee is non-refundable. You will be required to print
and sign the supplemental application and mail it to the program by the application deadline. Since all incoming students
begin the course of study in late May, the application is thus
made approximately a year before matriculation.
Augsburg College I 65
Master of Science in Physician Assistant Studies
Selection Process
All complete files (CASPA and Supplemental Applications that
meet requirements) will be reviewed by the admissions committee. The admissions committee procedures utilize a blind
review, so applicant demographic data is unknown (e.g., race,
age, gender). Each file is reviewed by members of the committee.
The selection committee looks for a balanced application by
reviewing many criteria including cumulative GPA, science
GPA, overall academic record, service to underserved (meaning disadvantaged, minority, or under-represented populations), direct patient contact experience, knowledge of the
profession, fit with the program goals and mission, and recommendation letters.
Once the committee has completed the file review, a group of
candidates is selected for a telephone interview. The telephone
interviews are generally conducted in mid- to late-January. In
addition, those selected for a telephone interview are invited
to a Candidate Information Session in the program to meet
faculty, staff, current students, and to view the facilities. After
telephone interviews are conducted, the class of 28 students,
as well as a list of alternates will be selected. All applicants are
notified of their status by mid-February. Accepted applicants
must complete and pass a background check prior to matriculation and annually throughout the program. Failure of the
background check could result in dismissal from the program.
Academic Policies
Technical Standards
The Augsburg College Department of Physician Assistant
Studies is pledged to the admission and matriculation of all
qualified students and prohibits unlawful discrimination
against anyone on the basis of race, color, national origin, religion, sex, age, marital status, sexual orientation, status without regard to public assistance or disability.
Regarding disabled individuals, the PA department is committed to provide reasonable accommodations and will not discriminate against individuals who are qualified, but
will expect all applicants and students to meet certain
minimal technical standards, with or without reasonable accommodations.
Physician assistants must have the knowledge and skills to
function in a broad variety of clinical situations and to render a wide spectrum of patient care. They must be able to integrate all information received by whatever sense(s)
employed, consistently, quickly, and accurately, and they
must have the intellectual ability to learn, integrate, analyze,
and synthesize data.
Candidates for physician assistant certification offered by this
department must have, with or without reasonable accommodation, multiple abilities and skills including visual, oral-auditory, motor, cognitive, and behavioral/social. Candidates for
Graduate Catalog I 66
admission and progression must be able to perform these abilities and skills in a reasonably independent manner.
• Visual: Candidates must be able to observe and participate
in experiments in the basic sciences. In order to make
proper clinical decisions, candidates must be able to observe a patient accurately. Candidates must be able to acquire information from written documents, films, slides, or
videos. Candidates must also be able to interpret X-ray and
other graphic images, and digital or analog representations
of physiologic phenomena, such as EKGs with or without
the use of assistive devices. Thus, functional use of vision is
necessary.
• Oral-Auditory: Candidates must be able to communicate
effectively and sensitively with patients. Candidates must
also be able to communicate effectively and efficiently with
other members of the healthcare team. In emergency situations, candidates must be able to understand and convey
information essential for the safe and effective care of patients in a clear, unambiguous, and rapid fashion. In addition, candidates must have the ability to relate information
to and receive information from patients in a caring and
confidential manner.
• Motor: Candidates must possess the motor skills necessary
to perform palpation, percussion, auscultation, and other
diagnostic maneuvers. Candidates must be able to execute
motor movements reasonably required to provide general
and emergency medical care such as airway management,
placement of intravenous catheters, cardiopulmonary resuscitation, and application of pressure to control bleeding.
These skills require coordination of both gross and fine
muscular movements, equilibrium, and integrated use of
the senses of touch and vision.
• Cognitive: In order to effectively solve clinical problems,
candidates must be able to measure, evaluate, reason, analyze, integrate, and synthesize in a timely fashion. In addition, they must be able to comprehend three dimensional
relationships and to understand the special relationships of
structures.
• Social: Candidates must possess the emotional health required for the full utilization of their intellectual abilities,
for the exercise of good judgment, for the prompt completion of all responsibilities attendant to the diagnosis and
care of patients, and for the development of effective relationships with patients. Candidates must be able to tolerate
physically taxing workloads and function effectively under
stress. They must be able to adapt to changing environments, display flexibility, and learn to function in the face
of uncertainties inherent in the clinical problems of patients.
• Tests and Evaluations: In order to evaluate the competence and quality of candidates, the Augsburg Physician
Assistant Program employs periodic examinations as an essential component of the physician assistant curriculum.
Successful completion of these examinations is required of
all candidates as a condition for continued progress
through the curriculum. Reasonable accommodation will
be made in the form or manner of administration of these
evaluations where necessary and possible.
Master of Science in Physician Assistant Studies
• Clinical Assessments: Demonstration of clinical competence is also of fundamental importance to the career and
curriculum progression of the candidates. Therefore, the
process of faculty evaluation of the clinical performance of
candidates is an integral and essential part of the curriculum. Although reasonable accommodation will be made,
participation in clinical experiences and the evaluation of
that participation is required.
lected coursework or meet new requirements of the Physician
Assistant Program that became effective after the student’s
withdrawal. A decision will also be rendered as to what program coursework will be considered for credit as completed.
Costs of the PA Program
For tuition information go to www.augsburg.edu/pa.
Experiential Learning Policy
Payment Options
The Augsburg Physician Assistant Program does not award academic credit to an individual for experiential learning. Applicants desiring admission to Augsburg’s PA Program must
satisfactorily complete all prerequisite courses. Experiential
learning will be considered separately from prerequisite
courses. Experiential learning prior to and during admittance
to the Augsburg PA Program will not substitute for any part of
the clinical year or preceptorship.
For complete and current payment options go to the Enrollment Center website at www.augsburg.edu/enroll.
Employment while in the Program
Program faculty discourage outside employment while in the
Physician Assistant Program. Faculty recognize that employment may be an issue that some students will face. Given this
recognition, realize that program obligations will not be altered due to a student’s work obligations. It is further expected that work obligations will not interfere with the
physician assistant students’ learning progress or responsibilities while in the program.
Withdrawal and Readmission Policies
Voluntary withdrawal from the Physician Assistant Program
may be initiated by a student after submission of a letter to
the program director requesting withdrawal. In the letter, the
student should outline the circumstances and reasons for
withdrawal. Students will be requested to conduct an exit interview with the program director prior to leaving the program. See page 14 for information on withdrawal.
Readmission
Students may request readmission after voluntary withdrawal
by submitting a letter to the program director stating the reasons the student wishes readmission and the anticipated date
for readmission. The submission of a letter and previous enrollment does not constitute automatic acceptance and/or
reentry into the program. Reapplication to the PA Program
after dismissal from the program will be considered only
under extremely unusual circumstances. Students who submit
letters will be reviewed by the program faculty. Any student
requesting readmission will be considered a new applicant to
the program and will be required to complete the program application process as a new applicant, and may be required to
repeat coursework.
PA Program Faculty
Beth Alexander, Associate Professor of Physician Assistant
Studies. BS, PharmD, University of Minnesota.
Eric Barth, Assistant Professor of Physician Assistant Studies.
BA, University of St. Thomas; BS, PA Certificate, Trevecca
Nazarene University; MPAS, University of Nebraska.
Carrie Gray, Assistant Professor of Physician Assistant Studies. BA, Central College; MPAS, University of Iowa.
Holly Levine, Instructor of Physician Assistant Studies. BA,
Northwestern University; MD, Loyola University Chicago
Stritch School of Medicine.
Dawn Ludwig, Assistant Professor and Director, Physician
Assistant Studies. BA, MS, University of Colorado; PhD,
Capella University; PA Certification, University of Colorado.
Patricia Marincic, Associate Professor and Academic Coordinator, Physician Assistant Studies. BS, Purdue University; MS,
Colorado State University; PhD, Utah State University.
Steven Nerheim, Instructor and Medical Director, Physician
Assistant Studies. MD, University of Minnesota; MDiv, Luther
Seminary.
Brenda Talarico, Assistant Professor and Clinical Coordinator of Physician Assistant Studies. BS, University of Minnesota; MPAS, University of Nebraska; PA Certification,
Augsburg College.
Trent Whitcomb, Assistant Professor of Physician Assistant
Studies. BS, Mankato State University; MS and PA Certification, Finch University.
Reapplication does not guarantee readmission to the Physician Assistant Program. After careful review of the student’s
previous academic record and the request for readmission, a
decision will be made. Students may be required to repeat se-
Augsburg College I 67
Master of Social Work
Master of Social Work
You have chosen an exciting way to serve others. The social work profession offers you the rewarding prospect of joining with
others to respond to problems and develop opportunities that benefit individuals, families, groups, and communities. The MSW
degree prepares you for advanced professional practice in the field of social work.
Augsburg’s MSW program prepares you for agency-based practice with individuals, families, groups, and communities, and
with a dedication to system change that reduces oppression and discrimination. Graduates of our program share how they appreciated the opportunity to learn new ideas as well as learn more about themselves. These graduates valued our small class
size, our cohort structure, and the opportunity to have a mentoring relationship with our faculty and staff. As a small program,
we have high expectations for our students and at the same time offer the flexibility to help them meet their individual goals.
Attending Augsburg College will transform and develop your professional life in unexpected ways. We have two concentrations. The first, Multicultural Clinical Practice (MCCP), will prepare you for direct clinical practice with individuals, families,
and groups. The second, Program Development, Policy, and Administration (PDPA), will prepare you for macro social work
practice with organizations, communities, and other large systems.
We are delighted in your interest in our MSW program and invite you to join us in a lifelong adventure in learning. The personal and professional growth necessary to become an advanced professional social worker is challenging. We encourage you to
take the challenge with us.
Lois A. Bosch, PhD, LISW
Director, Master of Social Work
Graduate Catalog I 68
Master of Social Work
MSW Mission
Academic Calendar
Our mission is to develop social work professionals for practice that promotes social justice and empowerment towards
the well-being of people in a diverse and global society.
The MSW program meets on a trimester academic calendar,
offering classes September through June. Classes typically
meet every other weekend with an occasional back-to-back
weekend. Field practicum hours are generally completed during weekday hours in the student’s home town and vary depending on the agency placement and the student’s
availability. For academic calendars and schedules, go to
www.augsburg.edu/enroll/registrar.
Program Overview
The MSW program prepares social work students for agencybased practice in public and non-profit settings. By working
in the agency setting, social workers collaborate with others
to provide holistic, affordable, and accessible services to individuals, families, groups, and communities. Our challenging
MSW curriculum integrates social work theory with microand macro-practice methods. Students develop skills, knowledge, and values necessary for ethical social work practice. As
you progress through our MSW program, you will:
• learn how an individual lives in and is affected by his or
her social environment;
• understand how social policies and programs affect individuals, families, communities, and society;
• apply theories and methods of practice through the field
practicum experience;
• use a range of client-centered approaches to practice with
client groups of all types and sizes;
• engage in practice informed by sound, scholarly research;
• evaluate the effectiveness of your social work practice or
social work programs;
• advocate for eradication of oppression and discrimination;
and
• 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 wish to seek licensure with the social
work board of your state. For more information on CSWE accreditation go to www.cswe.org.
Plan of Study
Students entering Augsburg’s MSW program with a bachelor’s
degree from a discipline other than social work are foundation students. Foundation students complete 18 full courses.
Full-time foundation students are enrolled in a two-year program. Part-time foundation students are enrolled in a fouryear 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 have advanced standing.
Advanced standing students complete 13 full courses and are
enrolled in a one-and-a-half-year program. The part-time option is not offered for students with advanced standing.
All students must complete the MSW degree in no more than
four years following matriculation.
Class Periods
Classes meet in four-hour blocks on Friday evenings, 6 to 10
p.m.; Saturday mornings, 8 a.m. to noon; and Saturday afternoons, 1 to 5 p.m. Each class meets for eight sessions in a
given trimester.
Time Commitment
Although classes meet on weekends, students spend time on
their studies during non-class weekends and weekdays. 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 three to four hours outside of class
working on assignments or group projects. A student may
also spend 15 to 20 hours per week in the field practicum
during the fall and winter trimesters (a span of six or seven
months for each practicum). In the final year of study, students complete a summative document, 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.
Course Credit and Contact Hours
A full credit MSW course (1.0) is equal to four semester credits or six quarter credits. Each full course meets for 32 contact
hours, with the expectation of substantial 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
Program Development, Policy, and Administration [PDPA]).
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
Augsburg College I 69
Master of Social Work
practicum, applicable for foundation students, is a minimum
of 420 hours. Successful completion of the second field
practicum, required for both foundation and advanced standing students, is a minimum of 500 hours. Each practicum experience is spread over at least two trimesters (fall and
winter). These hours are completed concurrent with enrollment in the fieldwork seminars as well as other MSW courses.
MSW Curriculum Components
Foundation Curriculum
The foundation curriculum is made up of nine full courses
and a generalist field practicum. In the foundation courses,
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 fieldwork 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
The concentration curriculum is made up of nine full courses
and an advanced field practicum. After completing the foundation requirements, you will enroll in the concentration curriculum, which you selected at the time of application.
Augsburg offers two concentrations: Multicultural Clinical
Practice (MCCP) or Program Development, Policy, and Administration (PDPA). 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 or three field seminar courses. As a
capstone to your MSW program, you will complete a summative evaluation project or a portfolio project.
Multicultural Clinical Practice (MCCP) Concentration
Multiculturalism is a process requiring practitioners to have a
deep awareness of their social and cultural identity and the
use of 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, fami-
Graduate Catalog I 70
lies, 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.
Program Development, Policy, and Administration
(PDPA) Concentration
In the tradition of Jane Addams, the heart of macro social
work practice directs 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 work must also actively seek
equality and justice for clients within agencies, institutions,
and society. Social work leaders must advocate for social
change to ensure social justice. The Program Development,
Policy, and Administration (PDPA) concentration responds to
this demand for leadership.
The macro (PDPA) social work practitioner recognizes the
strengths and abilities of individuals and communities to implement change. The social work macro practitioner works in
partnership with these individuals and communities to do so.
In this concentration you will learn the knowledge and skills
necessary to work with others to achieve needed social
change. You also will learn to develop, lead, guide, and administer programs that serve diverse people in a variety of settings. If you are interested in social work leadership, program
planning, or community and policy advocacy, this concentration helps you achieve that goal.
Portfolio or Summative Evaluation Project
Portfolio Project (MCCP students)
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 such a portfolio during their final year of study. Items
in a portfolio might include videotapes, 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 (PDPA students)
All social workers must evaluate their practice to determine
whether they are helping or harming clients. While in the
concentration practicum, PDPA students will design and implement a program evaluation for their summative project,
which 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.
Master of Social Work
Master’s Thesis
Students have the option of completing a thesis. Course credit
for the general elective is given for this option. Students work
with a thesis adviser to develop more in-depth research skills
contributing to social work knowledge. To pursue the thesis
option, students must notify the MSW program director by
the end of spring trimester of the foundation year.
Degree requirements
To be conferred the MSW degree, students must achieve the
following:
• Successful completion of any admission conditions (e.g.,
statistics, bachelor’s degree)
• Successful completion of MSW courses:
18 full courses for foundation students
13 full courses for advanced standing students
• 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, 500 hours of approved field
practicum for advanced standing students
• Successful completion and submission of the portfolio project (MCCP) or the summative evaluation project (PDPA)
• Successful completion of all degree requirements within
four 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
SWK 535*
SWK 536*
SPRING
SWK 504
SWK 509
SWK 516
Integrative Field Seminar 2 (.5) (taken concurrent with first practicum)
Human Behavior and the Macro Social Environment (.5)
Research Methods 1
Assessment and Diagnosis in Mental Health
Practice
Community Development for Social Change
Concentration Courses
Multicultural Clinical Practice Concentration
FALL
SWK 610
SWK 615
SWK 628
SWK 629
WINTER
SWK 611
SWK 616
SWK 630
SWK 631
SWK 635
SPRING
SWK 612
SWK 634
SWK 636
SWK 639
SWK 699
Integrative Field Seminar 3: MCCP (.5) (taken
concurrent with second practicum)
Diversity/Inequality 1: MCCP (.5)
MCCP with Individuals
MCCP with Families
Integrative Field Seminar 4: MCCP (.5) (taken
concurrent with second practicum)
Diversity/Inequality 2: MCCP (.5)
MCCP Policy Practice
MCCP with Groups (.5)
MCCP Evaluation 1 (.5)
Integrative Field Seminar 5: MCCP (.5) (taken
concurrent with second practicum)
MCCP Supervision (.5)
MCCP Evaluation 2 (.5)
MCCP Elective (.5)
General Elective
Program Development, Policy, and Administration
Concentration
FALL
SWK 651
SWK 657
SWK 660
SWK 667
Integrative Field Seminar 3: PDPA (.5) (taken
concurrent with second practicum)
Diversity/Inequality 1: PDPA (.5)
Research 2: Program Evaluation
Organizations/Social Admin. Practice 1
Foundation Courses
FALL
SWK 500*
SWK 505*
SWK 530*
SWK 531*
WINTER
SWK 501*
SWK 506*
SWK 510
Human Behavior and the Social Environment
Practice Methods and Skills 1: Individuals
Integrative Field Seminar 1 (.5) (taken concurrent with first practicum)
Methods Skills Lab (.5)
History of Social Welfare Policy
Practice Methods and Skills 2: Groups
Advanced Practice Methods (advanced standing students only)
WINTER
SWK 652
SWK 658
SWK 668
SWK 675
Integrative Field Seminar 4: PDPA (.5) (taken
concurrent with second practicum)
Diversity/Inequality 2: PDPA (.5)
Organizations/Social Admin. Practice 2
Planning and Policy Practice 1
SPRING
SWK 669
SWK 676
SWK 699
Organizations/Social Admin. Practice 3
Planning and Policy Practice 2
General Elective
Augsburg College I 71
Master of Social Work
*Course potentially can be waived for advanced standing students (BSW holders).
Portfolio or Summative Evaluation Project
Completed and submitted in final year of study.
MSW Course Descriptions
Foundation Courses
SWK 500 Human Behavior and the Social Environment
This course provides the knowledge basic to an understanding of human growth through the life cycle. It explores the interplay of sociocultural, biological, spiritual, and
psychological factors that influence the growth of individuals
and families in contemporary world society. Basic knowledge
of biological systems is required.
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. It examines the major assumptions, values, ideas,
and events that contribute to the rise of the welfare state and
the profession of social work. Social welfare policies of other
countries are explored.
SWK 504 Research Methods 1
This course provides an introduction to social science research methods 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. Basic
knowledge of statistics is required.
SWK 505 Practice Methods and Skills 1: Individuals
This course introduces students to social work practice. In sequence with SWK 506, it prepares students to apply the generalist perspective for practice with systems of all sizes. Students
begin by learning about social work with individuals, with a
dual focus on the person in the environment. In this context,
they learn about direct services as well as social change.
SWK 506 Practice Methods and Skills 2: Groups
This course prepares students for generalist social work practice with larger client systems. The strengths perspective is
emphasized, and students learn to complete assessments and
formulate intervention strategies in partnership with groups,
organizations, and communities.
SWK 509 Assessment and Diagnosis in Mental Health
Practice
This is a foundation Human Behavior and the Social Environment course which explores psychopathology and mental disorders from a developmental and strengths perspective.
Emphasis is placed on understanding biopsychosocial influences on the incidence, course and treatment of the most
commonly presented mental disorders and the differential effect of these factors on diverse populations at risk.
Graduate Catalog I 72
SWK 510 Advanced Practice Methods
This course is for advanced standing students only and is designed to provide a transition from their BSW program to advanced placement in the MSW program. It provides knowledge
and skill building in the latest approaches to social work practice, contemporary theories, and current research on effectiveness. The program’s approach to graduate level social work
practice with individuals, groups, families, organizations, and
communities will be covered, with opportunities to build on
students’ BSW background and post-graduate experience.
SWK 516 Community Development for Social Change
This course applies the ecological premise that what is personal is also political. The course focuses on knowledge and
skills necessary to practice at the community level of social
work practice. Students will analyze social organizations, policies, and community development.
SWK 530 AND SWK 535 Field Seminar 1 & 2
(.5 credit each)
The integrative field seminars are courses where field practice
and classroom theory meet. The goal is to strengthen the connections between social work theory and practice. Students
are expected to spend 420 hours in a fieldwork practicum
during enrollment in these two courses and to be enrolled in
the corresponding practice methods courses.
SWK 531 Methods Skills Lab (.5 credit)
This half-credit course places an emphasis on active learning
and the application of content presented in SWK 505. The
skills lab is an integral part of the required graduate school
core curriculum. All students in field placements must participate in the skills lab and Integrative Field Seminar 1.
SWK 536 Human Behavior and the Macro Social Environment (.5 credit)
This course builds on HBSE 1, moving from the individual life
span focus to emphasizing the impact of the environment in all
relationships, stressing the link between social issues and individual problems plus defining the common human condition.
Multicultural Clinical Practice Concentration Courses
SWK 610, 611, and 612 Integrative Field Seminar 3, 4,
and 5: MCCP (.5 credit each)
The Field Seminars are designed to address issues and experiences from the student’s field practicum through rigorous application of different theoretical concepts and social work
principles using a culturally sensitive approach grounded in a
clear ethical foundation. The goal is to strengthen the students’ sophistication in understanding the interconnections
between culturally appropriate theory and practice skills related to a specific client system, and the students’ inherent
and inescapable contribution based on the students’ use of
self. Secondly, the field seminar is the course where the students reflect on the evolution of their practice and document
their progress. All students in field placements must participate in the appropriate concurrent Field Seminar.
Master of Social Work
SWK 615 and 616 Diversity and Inequality 1 and 2:
MCCP (.5 credit each)
These courses are based on a dual focus of valuing diversity
and understanding social justice. This two-course sequence
studies the history, demographics, and cultures of various disenfranchised groups as well as the dominant culture. It examines the impact of inequality on people of all backgrounds. In
the second trimester, students will participate in dialogue
group: a stage-based, co-facilitated, face-to-face group that focuses on dialogue skills within the context of one’s race, ethnicity, age, religion, disability, country of origin, gender
identity and sexual orientation. The two-sequence course is
based on several assumptions: social inequality is an overarching phenomenon related to diversity, with individual manifestations within different social identity categories; social
injustice occurs and is present at individual, institutional, and
societal/structural levels; and, professional social work ethics
and values demand cultural competence and culturally sensitive practice at the micro, mezzo, and macro levels.
SWK 628 MCCP with Individuals
MCCP with Individuals is a required methods course in the
MCCP concentration. The course prepares social work clinicians who are competent to assess, intervene and monitor
clinical interventions that are culturally sensitive and consistent with social work values and ethics. Although focused on
individual intervention, clients are viewed within the context
of their families and social context. The therapeutic process
and treatment strategies are examined, incorporating content
from psychodynamic, cognitive-behavioral, and post-modern
models. These content area are compared from a multicultural
perspective in terms of their theoretical assumptions, intervention methods, and empirical evidence regarding treatment
outcomes. Application of the models is placed within the
problem-solving model and guided by an ecosystems,
strengths, and empowerment perspective. Particular attention
is given to the development of self-reflective practitioners.
SWK 629 MCCP with Families
MCCP with Families is a required methods course that focuses on the family as a unit of assessment and intervention
in clinical social work practice. This course examines theory,
knowledge and skills for clinical practice with families within
a multicultural context. Students apply major family therapy
models to assessing and intervening with families experiencing problems. The models are compared from a multicultural
perspective in terms of their theoretical assumptions, intervention methods, and empirical evidence regarding treatment
outcomes. Application of the models is placed within the
problem-solving model and guided by ecosystems, strengths
and empowerment perspectives. The course emphasizes family work that is appropriate to individual and family developmental stages and to diverse family types. Attention is given
to family-centered practice in different social work fields of
practice and settings and to the development of self-awareness
of the practitioner.
SWK 630 MCCP Policy Practice
In this course, Multi-Cultural Clinical Practice (MCCP) students learn how organizational and social policies affect the
delivery of clinical social work services in multicultural contexts. Students build upon the core policy practice competencies gained in their MSW foundation courses. Clinical social
work practice is distinguished from other professional clinical
practice by this use of the person-in-environment perspective.
The multi-cultural lens sharpens focus on both the strengths
that come with diversity and the discrimination and oppression, such as racism, that policies can uphold or undo.
SWK 631 MCCP with Groups (.5 credit)
This course prepares students for advanced multicultural
groupwork within a clinical practice. This course builds on
the foundational curriculum with particular attention to clinical practice skills. Students will focus on the process of individual empowerment and change in the context of clinical
group processes. Applied theories of human development,
change, and resilience are integrated with theories of group
processes, group leadership, and group communication as a
critical knowledge base for planning, intervention, and leadership. Students will develop an understanding of phases of
group practice, intervention skills, and ethical practices applied in a groupwork environment. In this course, the reflexive use of self and the cautious use of evidence based practice
serve as the foundation for culturally responsive groupwork.
Students will consider how their social identity and position
influences similar and mixed social identity groups and their
processes.
SWK 634 MCCP Supervision (.5 credit)
Building upon the research to date on social work supervision, this course presents the functions of supervision (administrative, educational, supportive) as they interrelate in
achieving the primary purpose of clinical supervision: assuring that client services prevent difficulties in client functioning and restore or enhance the biopsycohosocial and spiritual
functioning of individuals, families and groups served by supervisees. Students hone skills necessary for each of the stages
of the supervisory process (planning, beginning, work, and
ending), and they build a repertoire of supervisory questions
that have been associated in research with fostering success in
meeting clients’ goals. Students learn to differentiate supervision with its dimensions of hierarchal power, responsibility, liability, and authority from peer consultation. They gain
competencies in individual an group supervision and consultation with a multicultural lens to advance the application of
theories and models of clnical social work practice.
SWK 635 and 636 MCCP Evaluation 1 and 2
(.5 credit each)
The values and skills of advanced clinical practice combined
with research methods guide the creation of culturally appropriate approaches to monitoring and evaluating clinical practice. Multicultural evaluation is built on the values of social
work, “dignity, self-determination, equity, empowerment, and
social justice” (Gutierrez, 2004, p. 127). Monitoring and eval-
Augsburg College I 73
Master of Social Work
uating clinical practice requires the integration of evidencebased practice knowledge, multicultural clinical skills and
multi-epistemological research skills. This approach to evaluation critically applies the fundamental tenants of social science research, including both modern and post-modern
methods.
SWK 639 MCCP Elective (.5 credit)
Courses in MCCP electives are opportunities for students to
practice with a focus on a particular field or aspect of social
work practice. Examples include Social Work with Involuntary Clients, Ethics, and Domestic Violence.
Program Development, Policy, and Administration Concentration Courses
SWK 651 AND 652 Field Seminar 3 and 4: PDPA
(.5 credit each)
The goal of these two courses is to strengthen the connections
between theory and practice. All students in field placements
must participate in the appropriate concurrent Field Seminar.
As part of this integrative function, the seminar also serves as
a means for making connections among course components
and the expansion of classroom content—particularly as relating to dynamics of groups, communities, and organizations;
human behavior; policy analysis; and research.
SWK 657 AND 658 Diversity and Inequality 1 and 2:
PDPA (.5 credit each)
These courses explore diversity and social inequality related
to race, ethnicity, social class, gender, sexual orientation, age,
and disability with application to the social service setting.
Students focus on the structural and institutional processes
through which social inequality is created and perpetuated.
Institutional remedies for inequality are studied, such as affirmative action and equal opportunity policy, culturally competent supervision, administration, program development, and
advocacy.
SWK 660 Research 2: Program Evaluation
Building on the basic research skills developed in Research 1,
this course offers a program-oriented exploration of the range
of research methods used in social work. There will be a particular focus on evaluative research, a critique of the role of
research in assessing efficiency and effectiveness in social
service delivery, and identification with the responsibility of
social workers “to expand the knowledge base” of social
work. The course emphasizes research as a tool at all levels of
social work and will be concerned with strengthening the
linkages between research, theory, and program evaluation.
SWK 667 Organizations/Social Administrative Practice 1
This course examines organizational theory and structure,
processes of development, research, and evaluation, and social
work values and ethics in the workplace. The need to work effectively within an organizational context means that social
work practitioners must acquire a level of expertise in organization theory, dynamics, structure, and behavior, and also an
understanding of how organizations provide practice opportu-
Graduate Catalog I 74
nities and constraints. This course provides opportunities for
students to build the necessary skills to become effective service providers or change agents in the context of their work in
social service organizations.
SWK 668 Organizations/Social Administrative Practice 2
This course builds on the theoretical knowledge base of SWK
667 and is intended to provide students with opportunities to
apply those critical skills used in supervision and management. These skills are intended as a base for the beginning administrator. This course expects the student to develop
specific skills in budgeting and personnel/human resource
functions (e.g., recruitment, selection, hiring, training, and
evaluation). Prerequisite: SWK 667
SWK 669 Organizations/Social Administrative Practice 3
This course explores strategies and methods for working effectively with other service agencies, legislative and policymaking bodies, regulatory agencies, and advocacy groups.
Prerequisite: SWK 668
SWK 675 Planning and Policy Practice 1
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 676 Planning and Policy Practice 2
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. Prerequisite: SWK 675
Both Concentrations
SWK 699 General Elective
Students in both concentrations complete at least one general
elective course for graduation. The following are examples of
elective offerings that are rotated each year:
• Parent and Professional Planning
• Interdisciplinary Perspectives on Aging
• Child Welfare: History, Policy, and Practice
• Spirituality in Social Work and Human Services
We also offer short-term electives abroad:
Exploring Human Services in International Settings (examples
include Mexico, Slovenia, Namibia, South Africa, India,
China, and Hong Kong)
SWK 698 Independent Study
Students may propose to complete an independent study proj-
Master of Social Work
ect. Such directed study projects provide the opportunity for a
student to explore a particular area of social work. A faculty
sponsor must be secured and a proposal submitted to the Social Work Department. On rare occasions, an independent
study may be used to satisfy the general elective requirement.
Prior approval is required. Courses that are part of the required curriculum may not be taken as independent study.
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 Program Development, Policy, and Administration 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; and
• a commitment to oppose oppression of all forms.
Field Education Format
Under the instruction and supervision of professionallytrained, 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. The foundation practicum is spread over at least two trimesters (fall and
winter) and the concentration practicum is spread over the
entire academic year. Both practica are concurrent with enrollment in fieldwork integrative seminars as well as other MSW
coursework.
The fieldwork education of the MSW program is divided into
two components:
Foundation Practicum
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 winter terms in this practicum.
Concentration Practicum
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 ad-
vanced standing. Students spend an average of 18 hours per
week during the fall, winter, and spring terms in this
practicum.
Process for Field Practicum Selection
Field practica begin in the fall. Selection begins the previous
spring in collaboration with two other Twin Cities MSW programs. Students attend the student field orientation before beginning their search. The opportunity is also provided to
attend a Field Fair held jointly by Augsburg College and the
University of Minnesota School of Social Work. At this Field
Fair, students are able to 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.
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 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 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)
Augsburg College I 75
Master of Social Work
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 with the Luther Seminary
program first and identify yourself as seeking the dual degree.
For application information visit the Luther Seminary website
at www.luthersem.edu/catalog/05_07/dual_msw.asp .
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.
• 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
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 (fulltime). 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 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
• Luther Seminary full courses: 9
Graduate Catalog I 76
• Augsburg College full courses: 12—advanced standing,
17—foundation (elective is met at Luther)
• MSW field practicum course 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 Program Development, Policy, and Administration (PDPA) concentration. In
this macro practice concentration, students learn to affect 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 PDPA coursework will 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.
Year 3 (12–16 months)
MBA classes meet primarily one night per week. The MBA
program includes a summer term.
Curriculum
• 18 full MSW courses for foundation students or 13 full
MSW courses for advanced standing students
Master of Social Work
• 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 8 MBA courses for students who
completed the MSW degree 2002 and beyond; complete a
minimum of 9 MBA courses for students who completed
the MSW degree prior to 2002
•
•
•
•
statistics course. These courses must be completed prior
to enrollment.
Completed BSW course equivalency checklist (for advanced standing applicants)
Three completed and signed recommendation checklist
forms, with letters attached
Typed, double-spaced personal statement responding to the
questions noted on the application form
Results of the TOEFL language tests (refer to p. 16 for college policy)
Official international credit evaluation course-by-course review (for degrees completed outside of the United States)
For more information regarding the MBA coursework required for the MSW/MBA dual degree see page 58.
•
MBA Admission
Admission as an international student
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.
International applicants must submit the required application
materials listed above. Refer to the additional requirements
outlined in Admission of International Students on page 16.
Admission 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.
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 eight (8.0) transfer credits. (See Evaluation of Transfer Credit on p. 14.) 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 10 (10.0) courses at Augsburg in order to receive their MSW degree from Augsburg
College.
Admission with Advanced Standing
• 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
Advanced standing is an application category open to those
with a bachelor’s degree in social work accredited by the
Council on Social Work Education (CSWE). Advanced standing applicants may seek waivers for up to eight of the following MSW courses: Human Behavior and the Social
Environment, History of Social Welfare Policy, Practice Methods 1 and 2, and Integrative Fieldwork 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.
Application Checklist
Academic Policies
The following materials must be submitted to Augsburg’s
Graduate Admissions Office:
• Completed and signed application form—
www.augsburg.edu/msw or call 612-330-1520.
The application completion deadline is January 15 each
year for entry in the following academic year. All applications and materials noted below are due by 5 p.m. on the
application completion deadline.
• $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
Academic Achievement
Listed below are general descriptions for the application
process. Refer to the MSW application documents for details
regarding specific application requirements.
Admission Requirements
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 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. 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;
Augsburg College I 77
Master of Social Work
• 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 III 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 newly-admitted 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 page 12 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.
A leave of absence typically requires a full year away from the
program in order to return to classes in sequence.
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, which is distributed to newly-admitted
students.
Program Costs
In addition to tuition fees, MSW students can expect to purchase textbooks, a campus access permit, and student liability
insurance when in a field placement. There may be additional
fees associated with short-term electives abroad as well.
Graduate Scholarship Search Tips
Searching for grants and scholarships for graduate study can
be an arduous task. 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 some time doing your own independent research into graduate funding available locally, nationally, and
globally.
The simplest way to begin a search for graduate funding is to
look online. There are many “free” scholarship search engines
on the Web. We suggest you start with these before moving
Graduate Catalog I 78
on to the fee-based services. As with most free services, there
is a draw-back—your e-mail address may be shared with other
organizations that may send you solicitations. You should always use caution when providing your personal information
via the Internet. Make sure the webpage you are using to enter
a “profile” about yourself is protected by a security system.
This is usually indicated by your browser with a closed padlock icon in the lower right corner. You should also check the
fine print and know if anything besides your e-mail address
will be sold to other organizations. Having said that, 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.mnsocialserviceassoc.org
www.fastweb.com
www.aauw.org
www.gradview.com
www.finaid.org
www.petersons.com
www.students.gov
www.srnexpress.com
Examples of Social Work Graduate Scholarships
Carl A. Scott Book Scholarship
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
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
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
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
One $500 award offered to students from African-American,
American Indian, Asian, GLBT, 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
One $1,500 award offered to students seeking education in
Master of Social Work
the human service field so they may enhance their professional and/or technical skill development. Applications due in
June (see www.mnsocialserviceassoc.org).
Resources in Academic Libraries
Most academic libraries have several directories to peruse if
you prefer using hard print. Examples in Augsburg’s library
reference section:
Grants Register
Directory of Financial Aids for Women
Scholarships and Other Financial Aid for Minnesota Students
Financial Aid for Native Americans 1999-2000
(part of a series consisting of additional volumes for African
Americans, Hispanic Americans and Asian Americans.)
Augsburg Scholarships
Augsburg’s Social Work Department offers several scholarships each year. These are available to second-year studentsonly. They range in amount from $300 to $3,000.
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 trimester. This would apply to all trimesters of
your MSW program. Contact the Enrollment Center for more
information.
Military Discount
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 department governance, curriculum development, and program improvements. As such,
forum members are invited to attend Social Work department
meetings via representatives.
The forum historically has 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
Anthony Bibus, III, Professor of Social Work. BA, College of
St. Thomas; MA, University of Virginia; PhD, University of
Minnesota.
Laura Boisen, Associate Professor of Social Work, MSW Field
Coordinator. BS, Wartburg College; MSSW, University of Wisconsin; MPA, Iowa State University; PhD, University of Minnesota.
(see page 18)
Other Resources
There is a general guide on Augsburg’s webpage that gives advice to “seniors” about finding funding for graduate school—
go to www.augsburg.edu/gradstudy.
Accreditations and Affiliations
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 page 9.
The Augsburg Master of Social Work program is accredited by
the Council on Social Work Education (CSWE).
MSW Forum
Lois A. Bosch, Associate Professor of Social Work, MSW Program Director. BA, Northwestern College; MSW, University of
Iowa; PhD, University of Illinois-Urbana-Champaign.
Francine Chakolis, Assistant Professor of Social Work. BS,
Augsburg College; MSW, University of Minnesota.
Ankita Deka, Assistant Professor of Social Work. BA, Delhi
University; MSW, Tata Institute of Social Sciences.
Christina Erickson, Associate Professor of Social Work, Field
Education Coordinator. BS, University of Minnesota; MSW,
University of Minnesota-Duluth; PhD, University of IllinoisChicago.
Annette Gerten, Associate Professor of Social Work, BSW
Field Coordinator. BA, College of St. Catherine; MSW, University of Michigan; PhD, University of Minnesota.
All MSW students are invited to participate in the student-run
Augsburg College I 79
Master of Social Work
Melissa Hensley, Assistant Professor of Social Work. BA,
MSW, PhD, Washington University in St. Louis; MHA, University of Missouri–Columbia.
Barbara Lehmann, Associate Professor of Social Work, BSW
Program Director. BA, Knox College; MSW, Tulane University;
PhD, Case Western Reserve University.
Nancy Rodenborg, Associate Professor of Social Work, Department Chair. BA, Indiana University; MSW, University of
Minnesota; MIA, School of International Training; PhD, University of Arizona.
Glenda Dewberry Rooney, Professor of Social Work. BS, University of North Texas; MSW, University of Illinois; PhD, University of Minnesota.
Michael Schock, Associate Professor of Social Work. BA, University of Washington; MSW, University of Minnesota; PhD,
University of Washington.
Maryann Syers, Associate Professor of Social Work. BA, Arizona State University; MSW, PhD, University of Minnesota.
Ngoh-Tiong Tan (on leave), Professor of Social Work. BA,
University of Singapore; MSW, University of Pennsylvania;
PhD, University of Minnesota.
Staff
Emily Cronk, Administrative Assistant
Doran Edwards, BSW Assistant Director
Courtney Kocher, Field Assistant
Holley Locher-Stulen, MSW Program Coordinator
Graduate Catalog I 80
Augsburg College Map
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Augsburg College I 81
Augsburg College Board of Regents
Andra Adolfson
Dan W. Anderson ’65
Mark A. Eustis
Anthony Genia ’85, MD
Alex Gonzalez ’90
Michael R. Good ’71
Norman R. Hagfors
Jodi Harpstead
Richard C. Hartnack
The Rev. Rolf Jacobson
Bishop Craig E. Johnson
Ruth E. Johnson ’74, MD
Eric J. Jolly
Cynthia Jones ’81
Dean Kennedy ’75
Toby Piper LaBelle ’96
LaJune Thomas Lange ’68
André J. Lewis ’73
Jennifer H. Martin
Marie O. McNeff
Paul S. Mueller ’84, MD
Lisa Novotny ’80
Bishop Duane C. Pederson
Paul C. Pribbenow
Stephen Sheppard
Marshall S. Stanton, MD
Philip Styrlund ’79
The Rev. David Tiede
Joan L. Volz ’68
The Rev. Norman W. Wahl ’76
Bonnie Wallace
The Rev. Mark Wilhelm
Graduate Catalog I 82
Show less
MAST.ER
0 F
SOCIAL WORI(
AUGSBURG
COLLEGE
1993
1994
..
.
.'·
11rr.
.L 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
Augsburg College
731 21st A venue South
Minneapolis, MN 5... Show more
MAST.ER
0 F
SOCIAL WORI(
AUGSBURG
COLLEGE
1993
1994
..
.
.'·
11rr.
.L 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
Augsburg College
731 21st A venue South
Minneapolis, MN 55454
612/330-1307
Introduction to the Master of Social Work Program .............. .4
Curriculum Design ...................................................................... 6
Course Descriptions ..................................................................... 9
Library ......................................................................................... 15
Accreditation and Affiliations .................................................. 15
Student Rights ............................................................................ 16
Admission Requirements .......................................................... 17
Application Procedures ............................................................. 18
Evaluation Standards ................................................................. 20
Academic Policies ....................................................................... 21
Fee and Payment Schedule ....................................................... 22
Financial Aid ............................................................................... 24
About Augsburg ......................................................................... 27
Campus Guide ............................................................................ 28
Campus Location ....................................................................... 29
Faculty and Administration ...................................................... 30
.mntroduction
to the Master
of Social Work
Program Philosophy
The Master of Social Work program at Augsburg College is
based on the following:
..- Understanding of and respect for diverse people and cultures
..- A tradition of excellence in its programs, faculty and students
..- Its metropolitan location which attracts students from diverse
backgrounds
..- Access to many challenging and rewarding field placements
I.
..- A commitment to educate the whole person
..- A solid foundation in and integration with the liberal arts
..- Responsibility and service to and with the broader
community in the interests of social justice
..- Commitment to oppose oppression
..- A focus on client empowerment
..- Preparation for ethical, competent, professional practice
..- A framework for practice of problem-solving within a
systems perspective.
Dual concerns of the Augsburg Master of Social Work Program
are the delivery of service to families in all their diverse forms
and the planning, development and administration of services.
Social justice is a particular focus throughout the program, while
individuals are recognized as capable of adaptation, growth and
change. Intellectual, physical, spiritual, emotional and psychosocial issues are addressed with clients in relation to their locus,
be they within the individual, the family, the community or the
larger societal systems. Client self-determination, growth and
empowermen t (personal recognition of one's ability, rights and
place in the social change process) are recognized and fostered
through support and education. In the interests of constructive
social change that promotes social justice, students are educated
to address institutional oppression (e.g. , age, gender, race,
disability and religion).
Professional preparation at the Master of Social Work level at
Augsburg is founded on the following assumptions:
.., Analysis and presentation of complex social issues and
solutions must be based on solid research. Augsburg MSW
students will develop competencies to conduct, analyze and
present practice-based research .
.., The world is interdependent in all areas, including human
needs and the services to address them. Students will become
knowledgeable of social welfare policies and programs that
address changing needs of the world community.
Accommodating the Needs of Adult Learners
The Master of Social Work Program is designed to meet the
needs of adult students, (e.g. ,students who are employed, have
family obligations and/or must travel distance to obtain
graduate social work education). Augsburg College takes pride
in its focus on adult learners throughout its programs. TI1e
College is committed to education for experienced working
people. The Weekend College now equals the size of the
traditional day program. The library, student center, computer
center, counseling, parking, food service and many other
support services are open to accommodate students. Faculty
arrange office hours to meet student needs. Inexpensive oncampus accommodations are available for students who travel
to attend the program and wish to stay overnight. Classes meet
during alternate weekends in four hour blocks: Friday evening,
Saturday morning and Saturday afternoon. Students meet one
Sunday afternoon per trimester for a program seminar that
addresses specific professional issues related to ethics.
The MSW Program builds on the liberal arts base of the College
and supports the College's mission statement:
To dt.>velop future leaders of service to the world by providing
high quality educational opportunities wl11'ch are based in tlie
liberal arts and shaped by tlte faith and values of the Christian
Church, by the context of a vital metropolitan setting, and by an
intentionally diverse campus community.
The courses of study include the Core, the Concentration, one
elective and the Thesis seminar. Students must complete 18
courses (twelve, if the Foundation Core is waived). The complete program includes: nine core courses (six Foundation; three
Advanced) seven Concentration-related courses; one elective
and a Master's Thesis Seminar. This includes 900 hours of
professionally supervised, MSW Program-approved social work
field experience.
The Foundation Core begins the Augsburg MSW Program.
These six courses, including 420 hours of MSW Program
approved field work, must be successfully completed prior to
enrollment in the Advanced Core or concentration courses.
These courses may be waived for persons who hold a baccalaureate degree in Social Work from a CSWE accredited program.
•
I
The Pre-Concentration Core consists of three courses, which are
required of all students. These courses are the enrry point in the
program for persons with baccalaureate degrees in social work
from institutions accredited by the Council on Social Work
Education.
Concentrations
Concentrations are in two areas: Family Practice and Prognm
Development, Policy and Administration. These concentrations
include six courses beyond the Pre-Concentration Core, including 480 hours of college approved, professionally-supervised
field work. Research II focuses on practice of the concentration.
Family Practice
Family, in its diverse forms, is central to society. ''Pamily,"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 family-related challenges face society,
there is an ever-increasing need for professionals who base
their professional 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 for fostering policies and service that
respond to human need. Tile Program Development, Policy, and
Administration concentration has been developed in response to
the growing demand for creative leadership and administration. Effective services require participative development,
competent practitioners, strong leadership and effective
administration. Students following this concentration will
develop the abilities and skills necessary to promote
and achieve needed change, and develop, lead, guide and
administer programs that will serve diverse people in a variety
of settings.
Electives
Students must select a minimum of one elective in their course
of study toward the MSW degree. Students are encouraged to
select other electives to develop special interests.
Master's Thesis and Seminar
The thesis is intended to represent the capstone of the student's
work.
All students complete a Master's thesis based on practice in
their area of concentration. A thesis seminar supports students
in developing their theses.
.A. SWK 589 THESIS SEMINAR
I
\
ELECTIVES
A SWK 560 TOPICS
CONCENTRATION IN
PROGRAM
DEVELOPMENT, PouCY
& ADMINISTRATION
CONCENTRATION
IN FAMILY PRACTICE
.A. SWK 540 FAMILY PRACI1CE I
• SWK541 FAMILY PRACTICE
... SWK 550 PROCESSES OF PROGRAM
PLANNING AND DEVELOPMENT
II
.A. SWK 551 ORGANIZATIONAL DEVELOPMENT
• SWK 542 F AMJLY ThvERSITY
• SWK 543 CREATNE PROBLEM SoLVING
FOR SUPERVISION
... SWK 552 INTER-ORGANIZATIONAL,
COMMUNITY AND POLITICAL RELATIONS
.A. SWK 553 ADVANCED SocIAL POLICY
III AND SWK 524 FIELD WoRK IV
SWK 527 REsEARCH II
A SWK 523 FIELD WORK
•
I
\
CORE
PRE-CONCENTRATION
A SWK 520 INTRODUCI10N TO FAMILY PRACTICE
• SWK 504 REsEARCH
I
A SWK 521 INTRODUCTION TO PROGRAM DEVELOPMENT, POLICY AND ADMINISTRATION
FOUNDATION
• SWK 500 HUMAN BEHAVIOR IN THE Soc!AL ENVIRONMENT
A SWK 501 HISTORY OF SocIAL WELFARE POLICY
.A. SWK 502 FIELD WoRK I AND SWK 503 FIELD WoRK II
A SWK 505 METHODS AND SKILLS OF Soc!AL WORK I
.&. swK 506 METHODS AND S1<1LLS OF SocIAL WoRK II
.Dourse Descriptions
Core
Foundation
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
sociocultural, biological, and psychological factors which
influence the growth of individuals and families in contemporary American society. Emphasized is the role of the "nurturing
environment" in relation to human growth, the impact of the
"sustaining environment," and other special stresses relevant to
growth. Growth related to populations and groups which
represent ethnic and/or life-style diversity is a focus. Students
gain self-understanding through use of their own experiences.
SWK 501 History of Social Welfare Policy
This course emphasizes the dynamic nature of social welfare
history and current social systems and social policy as they
relate to all our lives and especially to the lives of clients,
communities and social workers. Comparisons are made
internationally, with a focus on England's influence on early U.S.
"poor law''and social welfare. Special emphasis will be placed
on analyzing the major assumptions, ideas and events which
contributed to the rise of the welfare state and the profession of
social work. The profession's values, ethics and historical
development are also reviewed. Both theoretically and practically, this course enables students to assess the development of
social welfare with an understanding of the influence of social
work and of the development and impact of social policy.
SWK 502 Field Work I
Students select their own field placement from a list of Programapproved agencies.
Beginning supervised professional experience in a social work
setting focuses on interviewing experience and relationship
building. Supportive seminars coordinate integration of theory
and practice, as well as providing the supportive setting for
raising social work practice issues with peers.
SWK 503 Field Work II
Continuing supervised professional experience in the same social
work setting, consecutive to Field Work I, focuses on refining
previous skills and understanding and moving into new tasks.
Initiative and progressively more independent work over time is
supported.
- ·_. ·:-..
SWK 505 Methods and Skills of Social Work I
This course identifies basic features of the helping process:
theoretical foundation, principles and techniques of Social
Work intervention. It provides role play and simulation
experience necessary for social work practice with individuals,
families and groups. Throughout the course, work with a
diversity of professional, natural helping networks and client
groups is stressed.
SWK 506 Methods and Skills of Social Work II
This course emphasizes systems and social change through a
focus on community organization, social planning and social
change and their connection to social policy. A focus on group
work continues into the macro setting with task oriented groups.
Other theories and methods appropriate to these macro approaches are studied. Skills are developed using role plays and
actual work with a community group. Throughout, the focus is on
work with diverse groups.
Pre-Concentration
SWK 504 Research I
Research plays an important role in building knowledge for social
work practice. This course provides an overview of methods
commonly used in social science research, in addition to the
ethical and applicability concerns in social work research. Research design is studied using both qualitative and quantitative
approaches. Methods of program evaluation are discussed.
Students have beginning hands-on experience with the use of
computers to analyze data statistically.
SWK 520 Introduction lo Family Practice
Theories and concepts underlying holistic professional social
work practice with families are explored. This course addresses
concepts of families in their diverse forms and function in the
context of the life cycle of their members, family systems theory,
the dual perspective, and stressors which may shape or alter
family development. Ethical issues of professional social work
practice with families are integral to this course.
SWK 521 Introduction to Program Development, Policy and
Administration
Social services are commonly carried out through organizations;
thus social workers are usually members of organizations.
Organizations and the effective functioning of social workers
within them is the focus of this course. With an assumption of
"organizations as communities," an overview of theories of
organizational development, maintenance and communication
are presented. The contributions of diversity in the agencyI
community is an important focus. Social workers' important
roles in agencies, as well as professional, ethical, effective
functioning in organizations are explored.
Concentrations
SWK 523 & 524 Field Work III & IV
The purposes of the Field Support Seminars are (1) to provide
the student opportunities to share experiences from his/her
practice in a confidential setting; (2) to give and get support,
honest feedback, and valid encouragement on issues regarding
field placements, in particular, and social work practice with
families or in administration/program development, in general;
(3) to discuss and help the student integrate theories and
methods from other social work classes into the practice experience; and (4) to promote the development of students' leadership roles in organizations. These seminars accompany the 480
hours of professional supervised field work in the area of
concentration.
SWK 527 Research II
This course offers a practice-oriented exploration of the range of
research methods used in social work, a critique of the role of
research in assessing effectiveness in the social service delivery,
and identification with the responsibility of social workers "to
expand the knowledge base" of social work. Building on the
basic research skills developed in Research I, students actively
adopt the researcher's role in relation to both their current
agency experience and their preferred practice setting. The
course will enable students to use basic statistical methods for
organizing, interpreting and analyzing quantitative data, plus
creative techniques for qualitative data.
Family Practice
SWK 540 Family Practice I
This course builds on content initiated in the Introduction to
Family Practice course, focusing in-depth on the "normal"
developmental crises of the family across the lifespan, and in
relation to the larger environment. Problem-solving methods and
cross-cultural models of practice are studied as well as policies
that affect families and practice.
This course is a prerequisite to SWK 541 Family Practice II and
must be taken prior to or concurrent with SWK 523 Field Work III.
SWK 541 Family Practice II
This course is a continuation of Family Practice I. It further
explores the family as cause and effect in the community in
benefitting from or changing social policy. Students will study
issues for further discussion, culminating in development of their
own service delivery models. Ethical and religious dilemmas (e.g.
abortion, euthanasia) will be raised. Advanced study of family
developmental issues focuses on catastrophic events and on
empowering families and the profession to take leadership in
developing appropriate intervention strategies and policies.
SWK 542 Family Diversity
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 will also examine how family membership shapes one's understanding and appreciation of ethnicity,
gender roles, sociological script. The course also explores the
impact of policies, discrimination and political, social, and
economic disorder on diverse families.
SWK 543 Creative Problem Solving for Supervision
This course examines how social workers can discover their own
creative abilities in relation to innovation in social work supervision and practice. The course examines the relationship of
creativity and self-esteem. This course also explores ways to help
others, e.g. workers, clients, agencies and communities to
eliminate barriers which inhibit creative responses to problemsolving and practice.
Program Development, Policy and
Administration
SWK 550 Processes of Program Planning and Development
Building on the community organization and research foundation (including needs determination and program evaluation),
the primary processes of program development study in this
course are: techniques of program planning and budgeting,
development of necessary community and larger public support,
identification and mobilization of resources, and funding proposal preparation.
SWK 551 Organizational Development and Administration
The activities and skills necessary for effective program
administration are studied including short- and long-range
planning; leadership; program implementation and management; personnel recruitment, allocation, supervision and
management; social work values and ethics in the workplace;
analysis of financial statements; administrative policy, board
relations and agency policy implementation.
SWK 552 Interorganization, Community and
Political Relations
The development and maintenance of constructive relationships with external organizations in both the public and private
sectors are critical to successful implementation and management of social service programs. An organization's power to
influence social policy is related to such relationships. The
development and maintenance of these relationships so critical
to the provision of services that address community needs, and
the influence of social policy to effect social change are the foci
of this course. Among topics included are: interorganizational
relations, public relations, public information, political activity
and leadership.
SWK 553 Advanced Social Policy
All social workers have impact on the development and
modification of social policy whether intentionally or unconsciously. This course provides an in-depth focus on the development and implementation of social policy at the various
levels of the public and private sectors. The various means by
which social workers can have intentional impact on policymaking and exercise leadership roles is studied. Reading,
seminars and an internship in the policy area are included.
Topics
Topics 560
Topics such as the following are offered for students to choose
as electives:
SWK 560 Old Age: Identifying and addressing creatively, the
physical, psychological and socioeconomic needs of elderly
people, their families and the communities in which they live.
A variety of racial, cultural and life-style perspectives are
studied. Values and ethical considerations which accompany
geriatric knowledge and its technological advances are explore
together with existing and proposed public policies. Methods
of developing and changing social policy related to this population to promote social justice are studied.
SWK 560 Child Welfare: History Policy and Practice. An
overview of child welfare services. Permanency planning and
family-based services are the underlying themes through which
current child welfare policies and practices are examined. The
course will concentrate on ethnically sensitive practice to
address the disproportion of oppressed groups and persons
represented in the child welfare system.
SWK 560 Dual Diagnosis: Mental Health and Substance
Abuse. Focusing on individuals who suffer from both addictive
behaviors and mental health disorders, a broad array of related
topics are considered. The challenges involved with assessment;
comparisons and contrasts; psychopathology and the outcome
of psychoactive substances abuse; management approaches in
the human services delivery system; the effects of and response
to dual diagnosis cross-culturally; and available services are
among topics explored .
..· '. . .
SWK 560 Poverty, Equality and Income Support Policy:
Program and policy issues around poverty, income distribution
and social welfare reform are examined. Among issues explored are equality and income distribution, the changing
composition of the poverty population, causes and politics of
poverty, existing and proposed strategies. Current federal, state
and local approaches as well as new initiatives are studied such
as the social insurance program, child support policies, the
Earned Income Tax Credit concept, etc.
SWK 560 Contemporary Practices in Developmental Disabilities:
The nature of developmental disabilities and services needed
by persons with developmental disabilities and their families
are studied. Current systems of services, legal perspectives,
responsibilities and roles and functions of the various disciplines which provide services are explored.
SWK 560 Social Work with Involuntary Clients: Clients who
are required by legal mandates or other forces to have contact
with social workers and the involuntary transactions therein are
the foci of this course. Social work theory, ethical principles,
research findings and practice skills needed to help involuntary
clients are studied and applied.
Thesis
SWK 589 Master's Thesis and Seminar
The study of research, like all of social work, comes alive in the
implementation. A thesis is required of all Master of Social
Work candidates so they may experience and learn the utility of
research to social work practice, and so they can contribute to
the knowledge of social work practice and to the building of
social work theory. The thesis is based on an area of the
student's practice focus. The research- selected by the student
in consultation with the thesis advisor - focuses on an area of
social need, practice, service and/or policy.
The thesis seminar is described in the Thesis Guidelines, which
all students must review. The seminar provides a forum for
students to develop their thesis plans, consult with each other
and the faculty leader, present research methodology and
identify how they will accomplish completion of the thesis.
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.
Alccreditation and
Affiliations
The Augsburg Master of Social Work program is in candidacy
with The Council on Social Work Education (CSWE), part of
accreditation by CSWE. 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),
the Lutheran Education Council in North America and the
Minnesota Private College Council.
Augsburg College is registered with the Minnesota Higher
Education Coordinating Board.
~tudent
Rights
The College has adopted a statement of student rights and
responsibilities and has provided for due process in the matters
of disciplinary action, grievances and grade appeal. Any
student who wishes to identify appropriate procedures for a
complaint should contact the Vice President for Student Affairs
(330-1160).
The College operates in compliance with the Family Rights
and Privacy Act and Title IX. Students have the right to inspect
all official records which pertain to them and which are maintained in the Registrar's Office and the Placement Office (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 based on sex,
race, ethnic or cultural background, handicap, creed, marital
status or age.
m amission Requirements
The Augsburg Master of Social Work Program promotes the
widest possible diversity within its student and faculty populations and across its curriculum content. Therefore, the admissions policies ensure educational opportunities that include
persons from a range of abilities, backgrounds, beliefs and
cultures.
Because of the particular nature of the Master of Social Work
Program, a strong liberal arts background in the behavior
sciences is required. A course in biology, physiology or
anatomy that includes studies of the human systems is required. A course that includes basic statistics is strongly
recommended. Applicants who have completed majors in areas
other than the behavioral sciences are encouraged to apply and
will be given consideration based on their composite assets.
Students who do not hold a Bachelor's degree in social Work
should apply as Foundation Level students. Students who meet
all of the criteria for Advanced Standing may apply for PreConcentration consideration.
Applicants to the program will be assessed on an individual
basis according to the following guidelines. Strengths in some
areas may balance other areas for development.
Foundation Core:
Admissions deadline: March 1
Notification of Admission: Early May
Matriculation date: Early September
Requirements: Bachelor's degree from an accredited college or
university; a minimum grade point average of 3.0 on a 4.0 scale
(B average) for the last two years of an undergraduate program;
a minimum of two years employment or volunteer experience,
one of which is in the human service area; a course in human
biology, physiology or anatomy; a solid foundation in the
liberal arts.
Pre-Concentration Core:
Admissions deadline: October 1
Notification of Admission: Early December
Matriculation date: Early April
Requirements: Bachelor's degree in Social Work from a CSWE
accredited college or university; a minimum grade point
average of 3.0 on a 4.0 scale (B average) for the last two years of
an undergraduate program; a course in human biology, physiology or anatomy.
Alpplication Procedures
To apply, students must submit the following materials to the
Master of Social Work Program:
1. Completed application form with $25 (non-refundable)
application fee.
.·. ·
2. Written personal statement, the length of which is open
(typically 3-8 pages in length), that addresses: why the applicant
is interested in social work as a profession; the reasons for
seeking an MSW, at Augsburg, in particular; what strengths the
applicant brings to the Augsburg community; and what the
applicant intends to do with the MSW once the degree has been
completed.
3. Three letters of reference, including checklists, that address
the application evaluation criteria in relation to the applicant.
4. Official transcripts of undergraduate and graduate work,
which indicate degrees conferred, from each institution attended.
5. Possible interview with admission committee members.
Application Evaluation Criteria
Applicants will be evaluated on the following criteria:
1. Academic strengths and potential
2. Professional, volunteer and life experience
3. Professional orientation
a. Understanding of social work, including values and ethics
b. Motivation for pursuits of the Masters degree in Social
Work
c. Relationship of past experience to decision to enter the
field
d. Applicant's perception of relationship of MSW to longterm career plans
4. Understanding of roles and functions of diversity in a
multicultural society and global environment
5. Commitment to social action and social justice
6. Ability to cope successfully with the stress inherent in a
graduate professional program.
lllvaluation Standards
Evaluation of academic performance for the Master of Social
Work degree 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
Achieves highest standards of excellence
P
Achieves at or above the 2.0 level (not computed in
grade point average)
N
Does not meet minimum passing standard (no credit and
non-punitive -not computed in grade point average)
W
Grade given when course is dropped
I
Incomplete grade given in case where student is unable to
complete course requirements for reasons beyond the
student's control. (To receive an incomplete, a student
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 documentation.)
Achieves above basic course standards
Achieves the minimum passing standard
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.
A)cademic Policies
Academic Probation and Dismissal
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 Nin a
course, the student must petition successfully with the MSW
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 falls
below 3.0, the student may be dismi ssed from the program by
the MSW Program Committee. Students also may be dismissed
by the MSW Program Committee for behavior d etrimental 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 and Contact Hours
Each graduate course in the Master of Social Work program is
the equival ent of four semester credits or six quarter credits.
Students meet in class a total of 32 hours and are responsible for
a significant amount of individual study and preparation. An
additional four-hour Sunday Seminar is required each trimester.
Enrollment Policy/Leaves of Absence
Students may take either two or three courses each trimester.
All students are required to complete the program within four
years. Students who leave the program for more than one term
must request a leave of absence in writing from the MSW
Program Committee.
Residency
Each student must be enrolled in the MSW program for the
equivalent of the last year or nine courses.
Transfer Students
Up to eight courses from a C.S.W.E. accredited MSW program
may be transferable if the grades are 3.0 or better. Transfer
students must meet the admissions and residency criteria.
Advisement
The Augsburg Social Work Program Director assigns advisors
whose purpose it is to promote student growth, development,
and the achievement of personal goals and professional education. Faculty office hours are posted on office doors; students
may meet with faculty at other times by appointment. In
addition to to the academic advisor, all social work faculty are
accessible to students. Social Work faculty consider advising
time a high priority and work to be available.
m ee and Payment Schedule
Application Fee (payable once, non-refundable) ................ $25.00
Tuition (per trimester course) .............................................. $884.00
(one course= 6 quarter credits or 4 semester credits)
Enrollment Reservation Deposit (non-refundable) ......... $100.00
late Fee ...................................................................................... $25.00
(charged to any student registering after the scheduled registration date.) Late registration per day includes
incomplete registration as defined:
a. Unsigned Registration Form or
b. Unapproved Payment Plan
Registration Change after First Class Meeting ..................... $5.00
(cancel/add/change grade option, or combination
at one time)
Transcript Fee (per copy after first, which is free) ................ $2.00
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.
Fees
The application fee ($25) is due on or before the application
deadline for a given term. The $100 non-refundable deposit
reserves a place in the program in a given term, once a person is
accepted. Tuition is due at the time of registration.
Refund Schedule
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 the first scheduled class meeting - 100%
Prior to the second scheduled class meeting - 80%
Prior to the third scheduled class meeting - 60%
No refund after third scheduled class meeting.
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 $100 per course
reimbursed, with full payment due within 45 days after the
end of the term.
A finance charge is applied at a simple rate of 1% per month on
any amount with an open balance of 30 days or more.
Tuition is set on an annual basis, payable in 3 equal installments
at the beginning of each trimester. Registration is permitted
only if the student's account for a previous term is 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.
m inancial Aid
Students may receive assistance in meeting Graduate Program
costs in a number of ways. Enrollment in three courses per
trimester allows the student to be classified as full-time. Two
courses is considered part-time enrollment. The Office of
Student Financial Services (330-1046) will assist students in
assessing financial aid eligibility and offering 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.
Bureau of Indian Affairs, Tribal and State
Indian Scholarships
American Indian students who meet federal, state or tribal
requirements may apply for these scholarships. Indian grants
generally supplement other sources of financial aid. For
assistance in applying please contact Augsburg's American
Indian Support Program Director at 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.
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 you are enrolled at least half-time. Simple interest of 5
percent and repayment of the principal (at the minimum of $40 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 $30,000.
The Federal Family Education Loan Program
1) Federal Stafford Loan. Available to students based on a
financial eligibility determination. Annual loan limits are up to:
$2,625 per year for first year undergraduates
$3,500 per year for second year undergraduates
$5,500 per year for third year and beyond
$8,500 per year for graduate students.
Aggregate loan limits are $23,000 for undergraduates and
$65,000 for graduates (including undergraduate borrowing).
Interest rates for new borrowers with loan periods beginning
10/1/92 or later are determined annually by the 91-day
T-Bill+3.1 %, with a cap of 9%. Students with outstanding
balances on Stafford Loans (Guaranteed Student Loan) 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.
2) Federal Stafford Loan - Unsubsidized. Program characteristics (loan limits, interest rate, 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.
3) Federal Supplemental Loan for Students (SLS). Available to
independent students who are enrolled at least half-time.
Variable interest rate is set annually (on July 1) with a cap of
11 %. Payment usually begins within 60 days of disbursement.
Annual loan limits are $4,000 for first and second year students
and $5,000 for third year and beyond. Graduate students may
borrow up to $10,000 per year. Aggregate loan limits are
$23,000 for undergraduates and $73,000 for graduates (including undergraduate borrowing).
SELF (Student Educational Loan Fund) -A Minnesota State loan program. Students may borrow up to $4,000 per
year ($16,000 cumulative) as an undergraduate and $6,000 per
year for graduate students with a $25,000 aggregate maxiumum
when graduate study is included ($1,000 minimum). Interest
rate is variable, paid by the borrower quarterly while in school.
Principal payment begins 13 months after leaving school.
Students must apply for financial aid and be enrolled at least
half-time.
To Apply for Financial Aid
1. Complete the Application for Admission and indicate 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 Graduate Program Office).
3. All students must have a Financial Aid Transcript on file
with Augsburg from each previously attended institution
even if you 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.
.B)bout Augsburg College
History
Augsburg College was founded in 1869 in Marshall, Wisconsin,
and moved to Mipneapolis in 1872. The name Augsburg
College and Seminary changed in 1963 when the Lutheran Free
Church merged with The American Lutheran Church.
Location
Augsburg's 23-acre campus is in the heart of the Twin Cities
metropolitan area, only blocks from downtown Minneapolis
and the intersection of Interstate Highways 94 and 35W.
Adjacent to the campus are the Riverside Medical Center, the
West Bank campus of the University of Minnesota and the
Mississippi River parkways.
Campus
Skyways, tunnels and elevators provide accessible connection
between 10 of the 15 major buildings - student housing
towers, College Center, main academic and administrative
halls, the Library, Music Hall and Foss Center for Worship,
Drama and Communication.
Accessibility
We have made a major effort to become one of the most
accessible campuses in the region. Our skyway-tunnel system
lets you reach any of 10 major buildings without going outside.
In addition to building changes, we have a student-run program to increase awareness and provide extra help for students
with disabilities.
Church Affiliation
Augsburg is a college of The Evangelical Lutheran Church in
America. About 51 percent of the students are Lutheran,
15percent other Protestant and 15 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 or Section 504 of the Rehabilitation Act of 1973 as
amended in its admission policies, educational programs,
activities, and employment practices.
D ampus Guide
1.
2.
3.
4.
5.
6.
7.
8.
9.
Admissions House
George Sverdrup Library
Science Hall
Old Main
West Hall
Mortensen Tower
Urness Tower
Christensen Center
Sverdrup-Oftedal Memorial
Hall
10. Music Hall
11. 2222 Murphy Place
12. Si Melby Hall
13. Ice Arena
14. Stage II Theatre
15. College Relations
16. Nordic Center
17. Foss, Lobeck, Miles Center
for Worship, Drama and
Communication
18. Center for Global Education
19. Jeroy C. Carlson Alumni
Center
20. Youth and Family Institute
21. American Indian Support
and Minority Education
Partnership
22. Site of new residence hall
A. Admissions Parking
B. Student Parking
C. Visitor Parking
D. The Quad
E. Faculty /Staff Parking
F. Murphy Square
G. Anderson-Nelson
Athletic Field
H. Fairview/St. Mary's
Parking Ramp
I. Husby-Strommen
Tennis Courts
J. Resident Parking Only
K. Student/Commuter
Parking
6. Accessible Entrance
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DOWNTOWN
MINNEAPOLIS
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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
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 Avenues and on Butler Place between 24th and 25th
Avenues South. Most street parking is four hour parking,
seven days a week. Additional parking is available for a fee
in the Riverside Medical Center ramp, or U ofM parking lots
on the north side of Riverside Avenue.
Aicultyand
Administration
Anthony Bibus, Assistant Professor of Social Work
B.A., College of St. Thomas; M.A., University of Virginia;
Ph.D., University of Minnesota.
Vern Bloom, Assistant Professor of Sociology, MSW Fieldwork
Coordinator
B.A., M.S.W., University of Minnesota.
Nancy Brennan, Associate Professor of Social Work
B.A., M.S.W., Ph.D., University of Minnesota.
Maria Brown, Assistant Professor of Social Work,
BSW Program Director
B.A., M.A., American University; M.S.W., University
of Minnesota.
'·
Elizabeth Bruch, Associate Dean of Graduate and
Non-traditional Programs
B.A., Elmhurst College; M.S., Indiana University; Ph.D.,
University of Wisconsin.
Francine Chakolis, Assistant Professor of Social Work, MSW
Program Director
B.S., Augsburg College; M.S.W., University of Minnesota.
Patrick Clemens, MSW Program Coordinator
B.A., Macalester College; M.T.S., Harvard University.
Blanca-Rosa Egas, Associate Professor of Social Work
M.D., M.Ed. and Psychiatry Residency, Universidad de
Guayaquil; M.P.H and Substance Abuse Fellowship,
University of Minnesota.
Kathy Enger, Reference Librarian
B.S.W., College of St. Catherine; M.L.I.S., University of Iowa.
Edwina Hertzberg, Professor of Social Work, Director of Faculty
Development
A.B., Cedar Crest College; M.S.W., Ph.D., University of
Minnesota.
Rosemary Link, Associate Professor of Social Work, Department
Chair
B.A. Southhampton University; C.Q.S.W., London
University (Bedford College); Ph.D., University of
Minnesota.
Sharon Patten, Associate Professor of Social Work
B.A., St. Olaf College; M.S.W., M.A. (Public Affairs), Ph.D.,
University of Minnesota.
Curt Paulsen, Associate Professor of Social Work
B.A., St. Olaf College; M.S.W., University of Minnesota;
Ph.D., The Fielding Institute.
Douglas Perry, Assistant Professor of Social Work
B.A., M.S.W., University of Minnesota.
Vincent Peters, Assistant Professor of Social Work
B.A., Loyola College; M.S.W., University of Madras.
Edward Skamulis, Associate Professor of Social Work
B.A., Omaha University; M.S.W., Ph.D., University of
Nebraska.
Mary Lou Williams, Assistant Professor of Social Work
B.F.A., M.S.W., University of Pennsylvania.
12/92/5.SM
Augsburg College_;
731 21ST AVENUE SOUTH
MINNEAPOLIS ,
MN
55454
Show less
"If we are not for our children, who shall we be for?"
-Paul Wellstone
TABLE OF CONTENTS
Welcome ... .............. ... . ... ....... . ..... .... .. .... .... 1
Education Department ..... . .. . .. ........ . .. . ... . ............ .2
Introduction ..... . .... . .. .... . ............ ..... Show more
"If we are not for our children, who shall we be for?"
-Paul Wellstone
TABLE OF CONTENTS
Welcome ... .............. ... . ... ....... . ..... .... .. .... .... 1
Education Department ..... . .. . .. ........ . .. . ... . ............ .2
Introduction ..... . .... . .. .... . ............ ... ..... .. . ...... .3
Elementary Education ..... .. ................ . . . ...... ........ 5
Secondary Education .... .. ............... .. .. . . .............. 6
Special Education . . ... . .. . . .......... . . . ...... ... . .... . ...... 7
Reading Endorsement .. . .. ............................... . .. .9
Student Teaching .... . .... ... . ... . ... . ........ . .....•... . .... 9
Graduate Degree Completion ........ .. .. ...................... 10
Course Descriptions ... ... .. .................. . . . ..... . ...... 12
Admissions Requirements .. .............. . .. . . . .... . .. . ...... 18
International Applicants .... . . .. . ............................. 19
Academic Policies ......... .. .... ............ .... . . . . .. . ... . .20
Fee and Payment Information . . .. ... . .. . ...................... 23
Financial Aid ........ . . . . ............................ . ..... 25
About Augsburg .. .... .... ............... . . .. . ........ . . . ... 27
MAE Faculty . .... . . .. . ... ............... .. .. . ... . . . . . ...... 28
Campus Maps ........ . ... ........................... back cover
WELCOME TO THE AUGSBURG COLLEGE
EDUCATION DEPARTMENT
We are pleased that you are interested in the Master of Arts in Education (MAE)
program, which offers teaching licensure within a master's degree. Augsburg has a
long history in teacher education with alumni of our programs teaching throughout
Minnesota. We know that Augsburg College is an excellent choice for you to pursue
your teaching dreams and goals-and here's why.
OUR PHILOSOPHY. The Education Department program theme-Teacher as
developing professional from classroom decision-maker to educational leadersuggests the expectations we have that our students will leave our programs prepared
to exercise leadership in the classroom and, eventually, the institution. Our
department mission statement goes beyond leadership to also lay out our expectations
for fostering "student learning and well-being by being knowledgeable in content,
being competent in pedagogy, being ethical in practice, building relationships,
embracing diversity, reflecting critically, and collaborating effectively. "
Our urban setting provides yet another dimension to our programs through course content, field experiences, and
classroom instructors. Our goal is that students leave our programs prepared to be knowledgeable, collaborative,
capable beginning teachers who imbue their practice with ethics, tolerance, and compassion.
OUR FACULTY. Augsburg faculty members who teach in the MAE program are a mix of full-time and adjunct
instructors, all of whom have K-12 teaching experience. Many adjunct instructors are currently teaching in K-12
settings; all full-time faculty members are frequent visitors to K-12 settings through student teaching and field
experience supervision, volunteer work, and/or in-service education. We understand the importance of what we do
and what you hope to do . We value good teaching and, most especially, we value good teachers.
OUR ACCESSIBILITY. We realize that though teaching is your dream, your reality likely includes work, family, and
personal responsibilities. Because we understand the demands adult students face , we offer flexible scheduling. A
majority of licensure and graduate-level courses are taught in the evenings and weekends to allow you to manage
these responsibilities while pursuing your goals.
As a student in Augsburg's Master of Arts in Education licensure and degree program, you will find yourself among
interesting students and dedicated professors who believe that all children deserve a good, highly qualified
teacher-the teacher you can become.
Vicki Olson, Ph.D.
Program Director
The Augsburg College Education Department commits itself to developing future educational leaders who foster student
learning and well-being by being knowledgeable in content, being competent in pedagogy, being ethical in practice,
building relationships, embracing diversity, reflecting critically, and collaborating effectively.
PROGRAM THEME
Teacher as developing professional, from competent classroom decision-maker to educational leader.
PROGRAM DIMENSIONS
What we do-concepts and strategies of teaching (being competent in pedagogy; building relationships)
I How to assess and evaluate student ability and performance (MSEP 8: Assessment).
I How to plan instruction to meet student needs (MSEP 7: Planning Instruction)
I How to implement instruction to promote student learning (MSEP 4: Instructional Strategies)
I How to manage children and classroom life effectively (MSEP 5: Learning Environment)
I How to help students develop emotionally and socially (MSEP 2: Student Leaming; MSEP Standard 5: Learning Environment)
I How to integrate technology and service learning into a learning environment.
Who we teach-knowledge of children and youth (embracing diversity)
I How students develop and learn (MSEP 2: Student Learning)
I Similarities/differences across communities, cultures, learning styles, abilities, special needs , and lifestyles (MSEP 3:
Diverse Learners)
I Current issues affecting children and youth (MSEP 9: Reflection and Professional Development; MSEP 10 Collaboration,
Ethics, and Relationships)
Where we work-contexts of schools (collaborating effectively; being knowledgeable in content)
I Foundational knowledge of schools and education in the U.S. (MSEP 9: Reflection and Professional Development)
I Collaboration and teaming skills (MSEP 10: Collaboration, Ethics, and Relationships)
Who we are as individuals and teachers-personal stance and
knowledge base (reflecting critically; being knowledgeable in content;
being ethical in practice; developing future educational leaders)
I Leadership skills (MSEP 9: Reflection and Professional Development;
MSEP 10 Collaboration, Ethics, and Relationships)
I I know and how I learn (MSEP 1: Subject Matter)
I How I think: critically, creatively, ethically, reflectively (MSEP Subject
Matter; MSEP 9: Reflection and Professional Development)
I What I believe to be true about education and people; personal
philosophy of education (MSEP 9: Reflection and Professional
Development)
I What I can do to develop as a professional (MSEP 9: Reflection and
Professional Development)
I How I communicate and understand the communication of others
(MSEP 6: Communication: MS 10: Collaboration, Ethics, and
Relationships)
-
I
At Augsburg College you can pursue your dreams of becoming a teacher
while continuing to work. We offer you an opportunity to earn your
education licensure as a component of a Master of Arts in Education
(MAE) degree through classes that primarily meet every other weekend
and limited weekday evenings.
Augsburg's MAE degree is flexible, for people who:
I have a baccalaureate degree already and are seeking teaching
licensure with an option to complete a master's degree;
I are licensed teachers seeking a master's degree;
I are seeking a master's degree in education without teaching
licensure.
Through weekend and weekday evening classes, students can earn
licensure in:
I Elementary education with a middle school specialty. Specialty
areas in communication arts, math, and social studies are available
through this program. The science specialty is available through a
combination of weekday, weekday evening, and weekend courses. All
education courses are available through weekend and weekday
evening courses.
I Secondary and K-12 education. Undergraduate majors in licensable content areas serve as the foundation for secondary
and K-12 education licensure. These majors are evaluated by Augsburg's content area departments to determine
remaining content area courses necessary for licensure. In general, a minimum of two courses within the licensure major
must be completed at Augsburg. Social studies, art, and communication arts/literature are available entirely through
weekend and weekday evening classes. Other licensure majors are offered primarily through weekday courses, including
biology, chemistry, health education, mathematics, music education, physical education, physics, and theatre arts. All
education courses are available through weekend and weekday evening courses.
I Special education. Licensure areas in special education include emotional/behavioral disabilities and learning disabilities.
These programs, designed primarily for people who have already earned a baccalaureate degree and now want a
teaching license, are comprised of two distinct parts.
First is the licensure component. If you are seeking licensure and qualify for admission into the MAE program, you can take
a portion of the licensure courses at the graduate level. While these courses do not fulfill all MAE degree requirements, they
form the core of the master's degree.
Second is the graduate degree completion component. Between four to six licensure courses completed at the graduate level
with a 3.0 or better cumulative GPA can be applied towards the MAE degree. Once licensure is achieved, you can continue
to take graduate classes in education and leadership to complete the MAE degree.
-
Already licensed teachers can work towards the MAE degree through the following options:
I Special education E/BD and LD
I Reading licensure
People seeking an education-related master's degree who do not want licensure can pursue an MAE degree, as well. These
programs are made up of a core of graduate level education courses plus additional courses in leadership.
Whether seeking licensure and/or a master's degree, this program allows you to change or enhance your career while fulfilling
your family and professional commitments in the company of adults with similar goals.
PROGRAM CONCEPTUAL FRAMEWORK
Teacher leadership is the theme that threads through our graduate licensure and degree completion program. The Augsburg
Education Department believes that teachers are leaders in their classrooms and should be leaders in their institutions and
communities.
,.
The leadership focus plays out in two ways. First, the additional work required in
focuses on providing graduate students the chance to exercise leadership as well a:
requirements. Second, in the degree completion component, students are required
courses from our Master of Arts in Leadership (MAL) program. This provides the :
aspects of leadership as part of their degree program.
WEEKEND & EVENING
WEEKEND, EVENING, & DAY
Communication Arts
Social Studies
Mathematics
Science
ELEMENTARY
SECONDARY & K-12
Art
Communication Arts/Literature
Social Studies
Biology
Chemistry
Health Education
Mathematics
Music
Physical Education
Physics
Theatre Arts/Dance
SPECIAL EDUCATION
-
he graduate versions of the "slash" courses
extend their knowledge beyond the basic
o include at least two graduate-level
udents the chance to focus on some
Emotional/Behavioral Disorders
Learning Disabilities
LICENSURE COMPONENT
The K-6 elementary with a middle school specialty license
allows you to teach in grades K-6 and in your specialty
area of math, science, social studies, or language arts in
middle school. Augsburg Weekend College offers this
license to people who already hold a bachelor's degree and
meet admissions requirements, as well as to people seeking
a bachelor's degree.
Licensure requirements are offered at undergraduate/
graduate level. That means classes will consist of both
undergraduate and graduate students, with graduate
students having additional course responsibilities. The
graduate course numbers are taken at the 500 level.
The following requirements are offered at both the
undergraduate and graduate level. All courses must be
taken for licensure, and between four and six may also be
applied toward the master's degree in education.
EDC 200/522
EDC 206/566
EDC 310/533
EDC 410/544
EDC 480/580
EED 320/520
Orientation to Education (1.0) *
Diversity/Minnesota American Indians (1.0)
Learning and Development (l.O) *
Special Needs Learner (I.O) *
School and Society (1.0)
K-6 Methods: Reading (l.O) *
To complete the license, you will also need to complete
certain requirements at the undergraduate level:
HPE ll5
Chemical Dependency (.5)
EDC 220
Educational Technology (.5)
EED 310
K-6 Methods: Health/PE (.5)
EED 330
K-6 Methods: Children's Lit./Lit. Arts (1.0)
K-6 Methods: Art (.25)
EED 34 I
EED 342
K-6 Methods: Mustic (.25)
EED 350
K-6 Methods: Math (1.0)*
EED 360
K-6 Methods: Science (l.O)
EED 370
K-6 Methods: Social Studies (.5)
EED 380
Kindergarten Methods (.5) *
Middle School methods in specialty* (.5-1.5)
Student Teaching (2.0)
EED 48I,483
*Field experience hours are required in these courses. A
minimum of 100 hours in classrooms and education-related
settings are required prior to student teaching. Students spend
approximately 20 hours per term in field experiences.
UNDERGRADUATE LIBERAL ARTS REQUIREMENTS
The number of supporting liberal arts courses required for
licensure depends upon the courses taken previously as part
of the bachelor's degree. Requirements are determined by:
I Minnesota licensure standards for specific college level
coursework in math, biology, physics, and earth science
for all students seeking elementary licensure.
I Minnesota licensure standards in a specialty area for
middle school. Subject area specialties are offered in
language arts, social studies, math, and science.
Previous coursework can be accepted into the licensure
program if it meets Minnesota standards and if a grade of C
or better was achieved. The Education Department
determines the courses that are accepted. Transcripts,
course descriptions, and course syllabi are used to make
these determinations.
In limited cases, life experience can be considered as a
substitute for specific program requirements. In such cases
students must provide significant evidence of competency
in the affected standards. The College's Applicat~on of Prior
Learning (APL) process is used as a framework. The
Education Department determines what is accepted.
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K-12 and 5-12 licensures in several content areas are
offered in Weekend College through a combination of
graduate and undergraduate coursework. Education
requirements are offered primarily on a weekend schedule
(along with a limited number of weekday evening courses) .
Graduate-level licensure coursework is available to people
who already hold a bachelor's degree and meet admissions
criteria.
The following majors are offered almost entirely through
Weekend College: communication arts/literature, history or
economics or psychology or sociology (all for social
studies), studio art.
The following requirements are offered at both the
undergraduate and graduate level. All courses must be
taken for licensure, and four to six may also be applied
toward the master's degree in education.
People seeking 5-12 licensure in social studies and biology,
chemistry, or physics must complete a broad-based core of
courses in their selected field in addition to the major.
Previous coursework is accepted when appropriate. This is
part of the evaluation of major coursework.
EDC 200/522
EDC 206/566
EDC 310/533
EDC 410/544
EDC 480/580
ESE 300/500
Orientation to Education (1.0) *
Diversity/Minnesota American Indians (1.0)
Learning and Development (l.O) *
Special Needs Learner (l.O) *
School and Society (1.0)
Reading and Writing in Content Area (l.O)
To complete the license, students also will need to complete
certain requirements at the undergraduate level:
HPE 115
Chemical Dependency (.5)
EDC 220
Educational Technology (.5)
ESE 325
Creating Learning Environments (l.O)*
ESE 3XX
K-12 or 5-12 Special Methods (1.0 -2.0)*
ESE 481 , 483, 485 Student Teaching (2.0-3.0)
*Field experience hours are required in these courses. A
minimum of 100 hours in classrooms and education-related
settings are required prior to student teaching. Students spend
approximately 20 hours per term in field experiences.
UNDERGRADUATE LIBERAL ARTS REQUIREMENTS
The equivalent of a major in a content area is required for
K-12 and 5-12 licensure. Students who have majored in a
field in which we offer licensure must have their previous
coursework evaluated by the major department at
Augsburg. Additional coursework tied to licensure
standards is generally required.
-
The following majors are offered primarily or entirely
through the weekday program: biology, chemistry, physics,
health and physical education, theatre/dance, mathematics.
LICENSURE COMPONENT
Learning Disabilities Core
There are two licensure options in the K-12 Special
Education program: emotional/behavioral disabilities, and
learning disabilities. Both of these programs qualify you to
teach in special education programs and positions. Many
students get licensure in both emotional/behavioral and
learning disabilities.
Students wishing to earn a Learning Disabilities licensure in
addition to a Emotional/Behavioral licensure will take the
above courses in the Emotional/Behavioral core, and two
additional specialty courses.
Emotional/Behavioral Disabilities Core
SPE 434/534
The following requirements are offered at both the
undergraduate and graduate level. All courses must be
taken for licensure, and up to six may also be applied
toward the master's degree in education.
EDC 200/522
EDC 206/566
EDC 310/533
EDC 410/544
EED 320/520
SPE 400/500
SPE 410/510
Orientation to Education (1.0) *
Diversity/Minnesota American Indians (1.0)
Learning and Development (1.0) *
Special Needs Learner (1.0) *
K-6 Methods: Reading (l.O)*
Teaching Students with Emot./Behavioral
Disabilities (1.0)**
Implementing Assessment Strategies
SPE 420/520
SPE 430/530
Planning, Design, and Delivery (1.0) **
Instructional and Behavioral Practices
SPE 440/540
Parent and Professional Planning (1.0)**
SPE 424/524
Etiology and Origins of Learning
Disabilities (l.O)**
Teaching Content Areas to Students with
Learning Disabilities (1.0)**
A student wishing to earn only a Learning Disabilities
licensure would take all of the Emotional/Behaviorial
Disabilities core class as well, with the exception of SPE
4 30/530 Instructional and Behavioral Practices.
(1.0)**
(1.0)**
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To complete the license, students will also need to complete
certain requirements at the undergraduate level:
HPE 115
EDC 220
EED 330
EED 350
EED 360
Chemical Dependency (.5)
Educational Technology (.5)
K-6 Methods: Children's Lit.IL.Arts (1.0)
K-6 Methods: Math (1.0)*
K-6 Methods: Science (1.0)*
Student Teaching (1.0-2.0)
*10-20 hours of field experience are required as part of this
course. Students currently working in schools can often use
their school employment for their field experience.
**These courses are taken during the internship year. A
significant amount of contact with students labeled EBD or LD
is required. The ideal situation for the internship year is to be
working in a K-12 setting with these students. Students not
currently employed in schools must be available for extensive
volunteer field placements during the internship year.
Previous coursework can be accepted into the licensure
program if it meets Minnesota standards and if a grade of C
or better was achieved. The Education Department
determines the courses that are accepted. Transcripts,
course descriptions, and course syllabi are used to make
these determinations.
Eligibility
To be eligible to apply to the Special Education program,
students must:
I have college credits, an associate degree, or degree and/or
licensure in another field; and
I be currently employed in a K-12 setting as a
paraprofessional or licensed teacher; and/or
I have experience working with students who are labeled
with emotional, behavioral, or learning disabilities, as
well as considerable time available for volunteer field
placements.
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Innovative Model
This program is based on an internship model that allows
coursework and experience to occur simultaneously In
addition to student teaching, students must complete two
40-hour field placements where they will gain experience
working with students from age groups different from their
internship site.
This program is built on an inclusive education model.
Under this model, students learn how to work closely with
both special and regular educators to facilitate inclusion of
special education students into the regular education
classroom.
Augsburg College also offers a K-12 Reading Endorsement program. This endorsement has been established to provide teachers
with existing teaching licenses an opportunity to expand their knowledge and practices in the area of reading instruction.
Candidates for this license will complete 4.5 credits of coursework that have been designed to meet the requirements
established for this license by the Minnesota Board of Teaching. Students may use these courses to fulfill requirements for
the Master of Arts in Education degree.
These courses include:
EED 520
K-6 Methods: Reading (LO)*
ESE 500
Reading/Writing in the Content Areas (LO)*
EDC 505
K-12 Literature in the Classroom (.5)
EDC 508
K-12 Reading Assessment and Evaluation (LO)
EDC 510
Clinical and Reading Program Leadership (LO)
EED 320/520 and ESE 300/500 are offered to both undergraduate and graduate students. EED 320/520 is part of the
elementary and special education initial licensure programs, and ESE 300/500 is part of the secondary initial licensure
program. The rigor of the course is increased for those taking it at the graduate level. The following policies apply for
licensed teachers seeking the reading endorsement:
I Reading license candidates who have already received their initial teaching license and who are graduates of Augsburg
College or completers of Augsburg licensure programs within the past seven years will not be required to retake the
entire version of EED 520 or ESE 500. However, they will be expected to complete the requirement for the graduate
portion of the course that they may have taken at the undergraduate level (EED 320 or ESE 300) within the context of a
half-credit graduate level independent study. If the graduate level of the course was taken as part of the initial license
(EED 520 or ESE 500) within the past seven years, students do not need to repeat it or do the independent study.
I Reading license candidates who have already received their initial teaching license and who are graduate/completers of
Augsburg College, but not within the past seven years, will be required to take EED 520 and/or ESE 500 at the graduate level.
I Reading license candidates who have already received their initial teaching license and who are not graduates of Augsburg
College will be expected to take EED 520 and ESE 500 at the graduate level as part of the endorsement program.
STUDENT TEACHING
All education students are required to complete student teaching in their content area. In the MAE program, student teaching
is completed after the core education classes are completed, but before the master's completion electives and final project.
Student teaching generally lasts for 12 weeks; however, it may vary slightly for some specific content areas. During that
time, students work full time as student teachers and are supervised by an Augsburg faculty member. Students register for
two credits of student teaching, and meet at Augsburg College for a student teaching seminar three times during the term.
Most placements are in the Minneapolis/St. Paul metropolitan area. However, students do have the opportunity to teach
abroad, where students do half of the student teaching experience in the metro area, and the remaining portion in
another country. Opportunities to teach abroad are available around the world, and it is a wonderful opportunity to
build a global perspective in education.
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Students progress in graduate coursework during the licensure program. The licensure coursework forms the Master of Arts
in Education core, with up to six Augsburg graduate-level licensure courses fulfilling the master's requirements.
Declaration of Intent to Complete
Students who have been admitted into the MAE program must formally declare their intent to complete the master's degree
beyond licensure. This can be done any time during coursework, and up to one year after completing student teaching.
Students have seven years to complete the degree after filing the intent to complete form
The declaration of intent is made to the MAE program coordinator. Graduate-level courses in which a 3.0 or better is
achieved will be accepted into the degree program. If a graduate course is graded 2.5 it can be accepted into the MAE
degree completion program as long as the cumulative GPA remains at 3.0 or higher. A maximum of two courses at 2.5 can
be used to complete the MAE degree. Students need nine graduate-level courses to complete the MAE. Between four and six
courses can be drawn from the appropriate core; the remaining courses will be education or leadership requirements and
electives.
Once graduate-level students have declared their intent to complete the master's degree, they are eligible to take Master of
Arts in Leadership and other education graduate courses. If education graduate courses are used as electives in the degree
completion component, they must be drawn from a pool of education non-licensure courses offered at the graduate level. In
most cases students will complete the licensure component prior to the graduate degree.
The MAE program is also open to students seeking a master's degree without licensure. Students taking this path file Intent
to Complete forms with the MAE program director prior to taking their first graduate-level course. The same GPA standards
apply (3.0 or better on coursework) and the core of the graduate program is made up of four to six graduate-level licensure
courses, plus the degree completion options outlined for those seeking licensure. The difference is that these students are
not required to complete the undergraduate courses in education and liberal arts that are required for licensure.
Graduate Degree Completion
To earn a master's degree beyond the core of education classes, students
will need to successfully complete a minimum of three additional
graduate-level courses. They are:
I A research methods course, typically ML 514
I An elective course, chosen from leadership-focused courses in the Master
of Arts in Leadership (MAL) program (see page 11)
I A research- or leadership-based final project
Students bringing fewer than six graduate-level licensure courses into the
degree program must complete additional leadership or education
graduate courses to reach the total of nine required courses.
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The research methods course will help prepare students to evaluate and
document research for use in their final project or paper. In this course, both qualitative and quantitative research methods
will be examined. The leadership elective courses allow students to examine issues of leadership at a personal or
institutional level. The goal for the graduate degree completion component is to foster the development of teachers as
leaders within the institution and community as is in line with our program theme and department mission statement.
FINAL PROJECT OPTIONS
Students have two options for fulfilling their Master of Arts in
Education final project, which serves as the capstone of the
master's program: a Leadership Application Project or action
research.
LEADERSHIP ELECTIVE OPTIONS
The Leadership Application Project is a research-based study
that links issues of leadership and education with the degree
candidate's personal interests. The character of the project will
vary with the nature of the investigation and the materials
involved, but will always be application oriented. The central
component of the Leadership Application Project is the
demonstration of leadership ability through a concrete
research-based project appropriate to the candidate's
workplace or place of service. Students taking this option will
register for EDC 585 Independent Study and work closely
with a project adviser from Augsburg College.
ML510
Visions of Leadership
ML 511
Creativity and Problem-Solving
ML 520
Self Identity, Values, and Personal
The second option is action research in education. Action
research is a collaborative, self-reflective research method
designed to be used in real situations, and is aimed at solving
real problems. The goal of action research is to gain better
knowledge of one's practice while improving the situation in
which the practice is conducted. This option is composed of
two half-credit courses taken in sequential terms. The first
course, EDC 586, introduces students to action research, a
form of research that simultaneously contributes to the
practical concerns of people while furthering the goals of
social science. The second course, EDC 587, is focused on
collecting and analyzing data. It culminates in a symposium
where students present their research in a public forum.
Growth
ML525
Personality and Systems Theories
ML 530
Ethics in Communication
ML 531
The Dynamics of Change
ML 545
Decision Making and Leadership
ML 550
Communication, Decision Making,
and Technology
ML 560
Developing a Multicultural
Perspective
ML 565
Women and Leadership
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Many education courses in the Master of Arts in Education
program are offered at both the undergraduate and graduate
level. Both undergraduate and graduate students take
courses together, with graduate students having additional
responsibilities and expectations. Graduate courses are
offered at the 500 level. All courses are 1.0 credit unless
noted otherwise.
EDC 410/544
The Special Needs Learner
The study of students with disability, special needs, and
giftedness. Emphasis on techniques and resources to help
all students achieve maximum outcomes and special focus
on needs of urban students. Fieldwork experience. (Prereq.:
PPST and admission to department or special permission of
instructor)
EDUCATION COURSES
EDC 200/522
Orientation to Education in an Urban Setting
Career exploration and overview of the teaching profession.
Emphasis on historical and philosophical foundations of the
American school system. Urban fieldwork experience.
(Undergraduate prereq.: ENG 111, sophomore standing)
EDC 206/566
Diversity/Minnesota American Indians
Emphasis on points of view about the role of school in
modern society, relationships with parents and community,
collaborative models, leadership, and professional
development. Serves as final theoretical preparation for
student teaching. (Prereq.: PPST and admission to
department)
EDC 505
Literature in the Classroom (.5 course)
This course will examine human diversity and human
relations. It will provide an awareness and critical analysis
of how prejudice, discrimination, and stereotypes impact us
personally, as well as how these elements impact our
schools and communities. Also addressed in this course is
Minnesota Standard of Effective Practice 3.G: Understand
the cultural content, worldview, and concepts that comprise
Minnesota-based American Indian tribal government,
history, language, and culture.
The study of student reading development, the knowledge
and use of gathering and analyzing data of students'
reading, and designing and applying appropriate reading
curriculum based on this information.
EDC 220
Educational Technology (.5 course)
EDC 510
Clinical and Reading Program Leadership
Psychological and philosophical dimensions of communication
through the use of instructional technology. Selection,
preparation, production, and evaluation of effective audio
and/or visual technology for teaching/learning situations.
The study of effective leadership and professional
development strategies for individual schools and school
districts, reading standards, state and federal reading
legislation, and fiscal and budgetary operations. The
focused implementation of knowledge and skills gained in
reading licensure coursework.
EDC 310/533
Learning and Development in an Educational Setting
A survey of educational psychology topics as applied to
teaching and learning. Special emphasis is placed on
classroom applications. Fieldwork experience. (Prereq.:
PPST and admission to department)
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EDC 480/580
School and Society
The study and use of literature in the K-12 classroom.
EDC 508
K-12 Reading Assessment and Evaluation
ELEMENTARY EDUCATION COURSES
EEO 310
K-6 Methods: Health/Physical Education (.5 course)
Examination and preparation of materials and resources for
physical education and health at the kindergarten and
elementary levels. (Prereq.: PPST and admission to
department)
EEO 320/520
K-6 Methods: Reading
The study and use of a variety of teaching techniques and
resources in reading, including the diagnosis and correction
of reading difficulties. Fieldwork experience. (Prereq.: PPST
and admissions to department)
EEO 330
K-6 Methods: Language Arts/Children's Literature
Examination and preparation of materials and resources for
children's literature and language arts at the kindergarten
and elementary levels. (Prereq.: PPST and admission to
department)
EEO 331
Middle School Methods: Communication
Arts/Literature-Writing (.5 course)
Introduction to the teaching of writing at the middle school
level. (Prereq.: PPST and admission to department)
EEO 341
K-6: Methods: Visual Arts (.25 course)
Examination and preparation of materials and resources for
visual arts at the kindergarten and elementary levels.
(Prereq.: PPST and admission to department)
EEO 342
K-6: Methods: Music (.25 course)
Examination and preparation of materials and resources for
music at the kindergarten and elementary levels. (Prereq.:
PPST and admission to department)
EEO 350
K-6 Methods: Mathematics
Examination and preparation of materials and resources for
mathematics at the kindergarten and elementary levels.
Fieldwork experience. (Prereq.: PPST and admission to
department)
EEO 360
K-6 Methods: Science
Examination and preparation of materials and resources for
science at the kindergarten and elementary levels.
Fieldwork experience. (Prereq.: PPST and admission to
department)
EEO 370
K-6 Methods: Social Studies/Thematic Studies (.5 course)
Examination and preparation of materials and resources for
social studies and thematic teaching at the kindergarten and
elementary levels. (Prereq.: PPST and admission to
department)
EEO 380
Kindergarten Methods (.5 course)
Study and use of a variety of techniques and resources for
teaching kindergarten. Fieldwork experience. (Prereq.: PPST
and admission to department)
EEO 481, 483, 485
Student Teaching
Two to three courses of full-time, supervised classroom
experience. Required for licensure. Occurs upon satisfactory
completion of licensure program and program portfolio.
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SECONDARY EDUCATION COURSES
ESE 340
5-12 Methods: Science
ESE 300/500
Reading/Writing in the Content Areas
Introduction to the teaching of the natural sciences in
middle and high schools. Emphasis on instructional
strategies and curriculum development. Middle school
portion required for elementary concentration in science
taught concurrently as ESE 341 Middle School Methods:
Science (.5 course). Fieldwork experience. (Prereq.: PPST
and admission to department)
The study and use of a variety of middle school and
secondary techniques and resources to teach reading and
writing through the content areas. (Prereq.: PPST and
admission to department)
.
•.
ESE 325
Creating Learning Environments
An introduction to assessment, lesson planning, and
classroom organization based in the Minnesota Graduation
Rule, state testing, and national standards. Emphasis on
creating environments conducive to learning. Fieldwork
experience. (Prereq.: PPST and admission to department)
ESE 310
5-12 Methods: Social Studies
Introduction to the teaching of the social sciences in middle
and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required
for elementary concentration in social studies taught
concurrently as ESE 311 Middle School Methods: Social
Studies (.5 course). Fieldwork experience. (Prereq.: PPST
and admission to department)
ESE 320
5-12 Methods: Theatre/Dance
Introduction to the teaching of theatre and dance in
schools. Emphasis on instructional strategies and
curriculum development. Fieldwork experience. (Prereq.:
PPST and admission to the department)
ESE 330
5-12 Methods: Mathematics
Introduction to the teaching of mathematics in middle and
high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required
for elementary concentration in mathematics taught
concurrently as ESE 331 Middle School Methods:
Mathematics (.5 course). Fieldwork experience. (Prereq.:
PPST and admission to department)
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ESE 350
5-12 Methods: Literature and Reading
Introduction to the teaching of literature and reading in the
middle and high schools. Emphasis on instructional
strategies and curriculum development. Required for
elementary concentration in communication arts/literature
and for communication arts/literature license. Fieldwork
experience. (Prereq.: PPST and admission to department.
NOTE: Students seeking 5-12 communication arts/literature
license do not need to take ESE 300.)
ESE 351
5-12 Methods: Speaking and Listening (.5 course)
Introduction to the teaching of speaking and listening in
middle and high schools. Emphasis on instructional
strategies and curriculum development. Required for
communication arts/literature license. (Prereq.: PPST and
admission to department)
ESE 352
5-12 Methods: Media Literacy (.5 course)
Introduction to the teaching of media literacy in middle
school and high school. Emphasis on instructional
strategies and curriculum development. Required for
communication arts/literature license. (Prereq.: PPST and
admission to department)
ESE 360
K-12 Methods: Visual Arts
Introduction to the teaching of visual arts in the schools.
Emphasis on instructional strategies and curriculum
development. Fieldwork experience.(Prereq.: PPST and
admission to department)
ESE 370
K-12 Methods: Music
SPE 420/520
Planning, Design, and Delivery
Introduction to the teaching of music in the schools.
Emphasis on instructional strategies and curriculum
development. Fieldwork experience. (Prereq.: PPST and
admission to department)
This course provides students with skills to write and
implement individual program plans and to create effective
learning environments for students labeled EBD. Particular
attention is paid to inclusion models, diversity of student
need, and forming partnerships with key school personnel.
(Prereq: PPST and admission to the department)
ESE 481, 483, 485
Student Teaching
Two to three courses of full-time, supervised student teaching
required for licensure. Occurs upon satisfactory completion of
licensure program and program portfolio.
SPECIAL EDUCATION COURSES
SPE 315
Critical Issues: Special Education Seminar (.5)
This course is designed to support students seeking special
education licensure throughout their internship year. Issues
related to special education and their specific settings are
the focus of the course. The department portfolio is
completed as a part of this course.
SPE 400/500
Teaching Students with Emotional/Behavioral Disabilities
This course presents an overview of learners with emotional
and behavioral disabilities and learning disabilities. It
addresses the historical and philosophical aspects of the
EBD category, examines origins of student behavior and
student learning styles, and addresses theoretical
perspectives and conceptual models as they relate to this
category of disability. (Prereq: PPST and admission to the
department)
SPE 410/510
Implementing Assessment Strategies
This course examines the assessment process from the prereferral to the recommendation stage. Students gain
understanding of key assessment tools and how they
influence student placement and programming. A
qualitative and person-centered assessment process is
emphasized. (Prereq: PPST and admission to the
department)
SPE 424/524
Etiology and Origins of Learning Disabilities
This course will focus on the history and context of
learning disabilities, which includes the medical and
sociological aspects specific to learning disabilities. It will
also teach students how to access information relevant to
the field.
SPE 430/530
Instructional and Behavioral Practices
This course examines behavioral support options used with
students who are labeled EBD . It emphasizes the use of
reflective, pro-active, and non-aversive approaches drawn
from current best practices and including positive
behavioral supports, person centered planning, and
functional assessment. (Prereq: PPST and admission to the
department)
SPE 434/534
Teaching Content Areas to Students with Learning
Disabilities
This course will teach students how to identify, adapt, and
implement developmentally appropriate instruction and
strategies that support the learning of students identified as
having learning disabilities. The specific focus will be on the
areas of reading, writing, and listening comprehension; and
math, reasoning, and problem solving skills.
SPE 440/540
Parent and Professional Planning
This course examines the role of families of students with
special needs, specifically those families of students labeled
EBD. A family systems perspective is introduced and
applied. The need to form strong connections with
community agencies is emphasized. (Prereq: ENG 111,
PPST and admission to department).
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GRADUATE-LEVEL RESEARCH REQUIREMENTDEGREE COMPLETION
ML 514
Research Methods
Evaluation and documentation of programs, projects, and
ideas as they relate to leadership theories and practice.
Qualitative and quantitative tools will be discussed.
ML 530
Ethics in Communication
Interdisciplinary study of ethics and communication
through the investigation of a variety of ethical perspectives
within human communication. This course places particular
attention on the use and abuse of communication in
politics, advertising, and interpersonal relationships. It
emphasizes sensitivity to ethical conflicts that arise in social
and organizational settings.
GRADUATE-LEVEL ELECTIVES
At least one elective must be taken from the following
Master of Arts in Leadership courses.
ML 510
Visions of Leadership: A Historical and Literary Journey
Introduction to selected concepts of leadership, providing a
historical and philosophical framework for the program.
This course views the nature and purpose of leadership
from a variety of disciplines and perspectives.
ML 511
Creativity and the Problem-Solving Process
Exploration of creativity from the perspective of traditional
aesthetics as well as contemporary organizational thinking. This
course uses creativity as a method, and it examines techniques
for solving problems in organizations, for enhancing
innovation, and for seeking an integrative world-view.
ML 520
Self-Identity, Values, and Personal Growth
Study of the concepts of self-identity, value formation, and
personal growth as they relate to professional life; factors
that influence the development of self-identity and personal
values; and the effect of personal values of learning and
leadership strategies.
ML 525
Personality and Systems Theories
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Study of leadership in the dual context of personality theory
and systems theory. Contributions of Jung, Fromm, Maslow,
May, and others to personality theory are considered as are
the systems' theories of von Bertalanffy and Bateson. The
theories are applied to the concrete realities of leadership in
a variety of settings.
ML 531
The Dynamics of Change
This course offers an exploration of the context of social
change and varying responses to diverse human needs.
Ways of achieving well-being may be viewed differently by
leaders in public and private domains and across cultures.
The course explores these various perspectives, including
areas of conflict and opportunities for leadership in social
and organizational change. Sociological, human
development, and economic theories are applied to
contemporary public and private sector issues for social
change.
ML 545
Decision Making and Leadership
Review of the decision-making process-the setting, goals,
and contingencies-as it affects leaders and leadership.
Analysis of arguments and explanations; analysis of basic
statistical concepts and their relationship to decision
making. Assessment of major social decisions, past and
present-their intentions, consequences, arguments,
explanations, and justification.
ML 550
Communication, Decision Making, and Technology
Analysis of the role various forms of digitally-mediated
communication play in our society and how
communication, decision making, and leadership have been
altered by these technologies. Students examine how they
can engage and manage these processes in their
organizations.
concrete project appropriate to the candidate's workplace or
place of service.
EDC 586
Action Research in Education (.5 course)
This course will introduce students to action research, a
form of research that simultaneously contributes to the
practical concerns of people while furthering the goals of
social science. It requires active self-reflective inquiry and
collaboration. Action research is used in real situations, and
is aimed at solving real problems. The goal of action
research is to gain better knowledge of one's practice while
improving the situation in which the practice is conducted.
This is the first of a two-trimester course.
ML 560
Developing a Multicultural Perspective
EDC 587
Action Research (.5 course)
This course focuses on the ability to function and lead in
culturally diverse contexts within the U.S. Goals include
improved communication skills and interpersonal
sensitivity, appreciation for the complexity of the racial and
ethnic groupings, and awareness of key issues facing those
groups.
The second term of this course involves intensive data
analysis, writing, and sharing of the degree candidate's
research. It requires active self-reflective inquiry and
collaboration. The trimester will culminate with a
symposium in which student work will be presented in a
public forum.
ML 565
Women and Leadership
A seminar exploring the theory and practice of women and
leadership: entrepreneurial, political, and social. An
interdisciplinary approach to issues of women and
leadership. Topics include analysis of alternative approaches
to leadership, women and careers, and women in society
past and present. The course is intended to enhance the
analytical and leadership skills of the participants.
MAE FINAL PROJECT OPTIONS
EDC 585
Leadership Application Project
The Leadership Application Project is a research-based
study that links issues of leadership and education with the
degree candidate's personal interests. The character of the
project will vary with the nature of the investigation and the
materials involved, but will always be application oriented.
The central component of the Leadership Application
Project is the demonstration of leadership ability through a
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Admission into the Master of Arts in Education program is a two-step process: admission into Augsburg College Graduate
Studies, and admission into the Education Department.
AUGSBURG GRADUATE ADMISSION
Immediate graduate admission requires applicants to hold a baccalaureate
degree from an accredited four-year college or university with a minimum
undergraduate cumulative grade point average of 3.0 (on a scale of A= 4.0).
Any graduate courses taken will also be factored into the cumulative grade
point average. However, if an applicant holds a graduate degree with at least a
3.0 grade point average, he or she is waived from holding a minimum
undergraduate cumulative grade point average .
·.·
.
Applicants with cumulative grade point averages between 2.5 - 3.0 will be
admitted to the undergraduate-level licensure program until they achieve a
3.0 or better in 2.0 courses at Augsburg College.
Decisions about admission to the program will be made on an individual
basis by the Education Department Admissions Committee. Admissions are
handled on a rolling basis, with students being admitted at the beginning of
the fall, winter, and spring terms.
To apply to the College, the following materials must be submitted to the
Office of Graduate Admissions:
I Completed application form
I $35 non-refundable application fee
I A one-to-three page statement about the applicant's teaching aspirations
I Official transcripts from all undergraduate institutions
attended, listing all courses taken and any degree(s)
conferred
I Official transcripts from all graduate institutions attended,
listing all courses taken and degree(s) conferred, if any.
EDUCATION DEPARTMENT ADMISSION
Once accepted into the College, students may take lower
division courses in education and required content areas. Prior
to taking the upper division courses, students must be
admitted to the Education Department. In order to be accepted
into the Education Department, students must take the PreProfessional Skills Test (PPST), have the required cumulative
grade point average, and submit two letters of
recommendation.
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To obtain an Education Department admissions packet, go the
Education Department office in Sverdrup Hall 11.
Augsburg College encourages qualified applicants from
other countries. See Admission Requirements for a
description of the admission process and selection criteria.
Application materials required for international
applicants are:
I Completed application form
I $35 application fee (non-refundable) payable in U.S.
dollars
I A one-to-three page statement relating the applicant's
career and life goals to leadership aspirations
I Completed Declaration of Finances (see below for
further information)
I Official mark-sheets with certified translations from all
undergraduate institutions attended listing all courses
taken, marks earned, dates attended, and degree(s) or diploma(s)
conferred, if any; plus, a U.S. evaluation from an evaluation
center
I Official mark-sheets with certified translations from all graduate
institutions attended listing all courses taken, marks earned, dates
attended, and degree(s) or diploma(s) conferred, if any; plus, a
U.S. evaluation from an evaluation center
I Official results on the Test of English as a Foreign Language
(TOEFL) with a minimum score of 600 for the paper test, or 250
for the computer version
Applicants may be asked to participate in an interview, in person or
over the phone, with graduate program faculty and/or staff
members.
Students and their financial sponsor must complete a Declaration of
Finances as part of the application for admission, along with
appropriate certifications.
In accordance with federal regulations, applicants seeking an F-1
student visa or J-1 exchange visitor visa must provide
documentation to the school that they have financial resources
adequate to cover all expenses for the duration of the program.
Once a student has been accepted into the program, the appropriate
school official will issue the student an 1-20 (if seeking an F-1) or
DS-2019 (if seeking aj-1).
-
EVALUATION STANDARDS
Evaluation of academic performance in the MAE program will
be based on number grades using a 4.0 point scale and as defined below.
Courses not offered on the numbered grading system are noted in the
course descriptions in this catalog as being graded on PIN basis. In order
to receive a grade of P, a student must achieve at least a grade of 2.0. No
more than two courses with a grade below 3.0 will count toward the
degree. No more than two courses with a grade of or below 2.5 can be
repeated. Only the credits and grades earned the second time are
counted in the grade point average.
4.0
Achieves highest standards of excellence
3.5
3.0
Achieves above basic course standards
2.5
2.0
1.5
1.0
Achieves the minimum passing standard
Performance below basic course standards
0.5
0.0
Unacceptable performance (no credit for the course)
P
Achieves at or above the 2.0 level (not computed in grade point
average)
N
Does not meet minimum course standards (no credit and nonpunitive-not computed in grade point average)
W
Grade given when a student withdraws from a course after the deadline without notation on the record
An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student
emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of
passing the course if they satisfactorily complete outstanding course requirements.
To receive an incomplete grade, a student must file an Application for Incomplete Grade form with the Office of the Registrar
that states the reasons for the request, outlines the work required to complete the course, and includes the course instructor's
signature. The instructor may stipulate the terms and conditions that apply to course completion. The student must complete
the outstanding work in enough time to allow evaluation of the work by the instructor and the filing of a grade before the final
day of the following academic term. If the work is not completed by the specified date of the following academic term, the grade
for the course becomes a 0.0.
ATTENDANCE POLICY
Attendance is highly important and should be considered a responsibility, not only to one's self, but to one's classmates and course
instructor.
-
ACADEMIC PROBATION AND
DISMISSAL POLICIES
Students must maintain a 3.0 cumulative grade point
average. If a student falls below a 3.0 average, the student
will be placed on probation for the following term. A 3.0
cumulative grade point average must be restored in order
for a student to be removed from probation. If a student
receives a grade of N or 0.0 in a course, the student must
petition successfully with the MAE program director
before being allowed to continue in the program. A plan
for the student to follow would be outlined at that time.
If a second grade of N or 0.0 is received, the student may
be dismissed from the program by the MAE program
director. Students may also be dismissed by the MAE
program director for behavior detrimental to the
program, such as a gross violation of college policy (as
published in the Student Guide). Dismissal would occur
only after established procedures were followed.
CREDIT FOR PRIOR EDUCATION
Students may petition the MAE program director for
approval of any variation in the curriculum including the
transfer of credit. Transfer credits will be evaluated on an
individual basis.
The only courses that will be considered for transfer
credit are those earned from accredited colleges and
universities, whose course content is comparable to those
in the MAE program. No more than two courses will be
accepted for transfer credit.
CREDIT AND CONTACT HOURS
Each full-credit graduate course is the equivalent of four
semester credits or six quarter credits. Students meet in
class a total of 28 hours and are responsible for a
significant amount of individual study and preparation.
LAST DAY TO WITHDRAW FROM CLASS
The last date on which students may withdraw from a
class and receive a "W" on their records is published
annually in the Weekend College class schedule and on
the Weekend College Web site <www.augsburg.edu/weccurrent> and on the registrar's Web page at
<www.augsburg.edu/enroll/registrar>.
-
FEDERAL PERKINS LOAN PROGRAM
A joint Augsburg College-federally funded program
administered through the College for students who
demonstrate financial eligibility. A signed a promissory
note is required per term after which funds are credited
to the student account. Awards are made based on
available funds.
Borrowing Limits: You may borrow up to $6,000 per
year as a graduate student with a $40,000 aggregate
maximum.
Interest and Repayment: Simple interest of 5% and
repayment of principal begin nine months after you
graduate or leave school. Partial or total loan cancellation
privileges exist for certain types of teaching, disability
and, in certain circumstances, military service.
Deferments: No interest accrues nor do payments need
to be made at any time you are enrolled at least half time
or for serving three years in the military, Peace Corps, or
VISTA. Contact the Enrollment Center if you think you
are eligible for a deferment.
SELF (Student Educational Loan Fund)
The SELF is administered through the Minnesota Higher
Education Services Offices. Applications are available
from the Enrollment Center and should be completed by
the borrower and co-signer and returned to the
Enrollment Center for further processing. Loan proceeds
are released through eiectronic funds transfer.
Borrowing Limits: Graduate students may borrow up to
$9,000 per year minus any other student loan
indebtedness. Maximum graduate borrowing cannot
exceed $40,000 including undergraduate. The minimum
annual loan is $500.
Interest and Repayment: The interest rate is variable.
Interest payments begin 90 days after the loan is
disbursed and continue quarterly thereafter while the
student is enrolled. Principal payments begin in
the 13th month after you leave school.
Deferments: There are no deferments. Contact the
Minnesota Higher Education Services Office regarding
special circumstances and repayment.
TO APPLY FOR FINANCIAL AID
Financial aid application materials are available at
<www.augsburg.edu/enrolb. Applicants must be admitted
to Augsburg as regular students or be returning students
in good academic standing.
The financial aid application will be processed when the
following documents are received:
1)
The Free Application for Federal Student Aid
(FAFSA) or the renewal FAFSA. Apply online at
<www.fafsa.ed.gov>.
2)
Federal income tax return(s) .
3) Verification worksheet. Obtain a copy at
<www.augsburg.edu/enrolb and return it to the
Enrollment Center.
FOR FURTHER INFORMATION, CONTACT
Enrollment Center 612-330-1046, 1-800-458-1721,
enroll@augsburg.edu, or <www.augsburg.edu/enrolb.
ABOUT AUGSBURG
HISTORY
Augsburg was the first seminary founded by Norwegian Lutherans in
America, named after the confession of faith presented by Lutherans in
Augsburg, Germany, in 1530. Augsburg opened in September 1869 in
Marshall, Wisconsin, and moved to Minneapolis in 1872.
CAMPUS LOCATION
Augsburg's campus is located in the heart of the Twin Cities,
surrounding Murphy Square, the first of 155 parks in the "City of
Lakes." The University of Minnesota West Bank campus and one of the
city's largest medical complexes-Fairview University Medical Centerare adjacent to Augsburg, with the Mississippi River and the Seven
Corners theatre district just a few blocks away.
ACCESS I Bl LITY
Augsburg College has made a major effort to become one of the most
accessible campuses in the region. Skyways, tunnels, and elevators
provide accessible connections among major buildings-student
housing towers, the Christensen Center, main academic and
administrative halls, the library, and the music building. In addition,
there are programs for students with learning, physical, and psychiatric
disabilities.
CHURCH AFFILIATION
Augsburg is a college of the Evangelical Lutheran Church
in America. It has a diverse community with many strong religious
traditions represented among the students, faculty,
and staff, including Lutheran, Protestant, Roman Catholic, Jewish,
American Indian spirituality and thought, Buddhist, and Islamic faiths.
NON-DISCRIMINATION POLICY
Augsburg College, as affirmed in its mission, does not discriminate on
the basis of race, color, creed, religion, national or ethnic origin, age,
gender, sexual orientation, marital status, status with regard to public
assistance, or disability in its education policies, admissions policies,
scholarship and loan programs, athletic and/or school administered
programs, except in those instances where religion is a bona fide
occupational qualification. Augsburg College is committed to providing
reasonable accommodations to its employees and students.
Any questions concerning Augsburg's compliance with federal or state
regulations implementing equal access and opportunity can be directed
to the Office of Human Resources, CB 79, Augsburg College, 22Il
Riverside Avenue, Minneapolis, MN 55454, or 612-330-1023.
\
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MASTER OF ARTS IN EDUCATION FACULTY
JOY E. BARTLETT, Assistant Professor
MARY BETH KELLY, Instructor, part-time
B.A., West Virginia State College; M.A., University of
Minnesota.
B.S., University of Wisconsin; M.Ed., Bethel College.
WILLIAM P. BIERDEN, Instructor, part-time
B.S., Southwest State University; M.S., Mankato State
University; Ed.D., University of St. Thomas.
CAROL KNICKER, Assistant Professor
B.S., M.S., Mankato State University.
CHRIS BROWN, Instructor
LYNN E. LIN DOW, Assistant Professor
B.S., Bemidji State University; M.Ed., University of Sydney,
Sydney, Australia.
B.S., Mankato State University; M.S., North Dakota State
University; Ph.D., University of Minnesota.
JOSEPH A. ERICKSON, Professor
PATSY H. MOGUSH, Instructor, part-time
B.A., University of St. Thomas; M.A., Luther Seminary; Ph.D.,
University of Minnesota.
B.A., .B.S., University of Minnesota; M.A., University of
St. Thomas; Ph.D., University of Minnesota.
JEANINE A. GREGOIRE, Assistant Professor
SUSAN E. O'CONNOR, Associate Professor
B.S., M.A., Ph.D., University of Minnesota.
B.S., University of Minnesota; M.S., Ph.D., Syracuse University.
RICHARD A. GRESCZYK, Instructor, part-time
VICKI L. OLSON, Associate Professor, Dept. Chair
B.S., M.Ed., University of Minnesota.
B.S., M.A., Ph.D., University of Minnesota.
LISA L. HYLAND, Instructor, part-time
B.S., M.S., University of Wisconsin.
B.A., M.A., University of St. Thomas.
RICHARD W. PEARL, Instructor, part-time
GRETCHEN K. IRVINE, Assistant Professor
RONALD W. PETRICH, Assistant Professor
B.A., College of St. Teresa; M.S., University of WisconsinRiver Falls; Ph.D., University of Minnesota.
B.A., Augsburg College; M.A., United Theological Seminary.
MARY J. JACOBSON, Assistant Professor
B.S., University of North Dakota; M.A.Ed., Ed.D., Hamline
University.
DEBORAH D. KATZ, Instructor, part-time
A.B., Stanford University; Ed.M., Harvard Graduate School of
Education; Ed.D., National-Louis University.
LINDA L. STEVENS, Assistant Professor
B.A., University of Northern Colorado; M.A., Mankato State
University; Ph.D., University of Minnesota.
BARBARA A. WEST, Instructor/Director of Student
Teaching Placement and Licensing
B.S., St. Cloud State University; M.S., Syracuse University.
ANNE M. KAUFMAN, Associate Professor
B.S., M.A., Ph.D., University of Minnesota .
-
.A-UGSBURG
C 0 L L E G E
Transforming Education
AUGSBURG LOCATION MAP
AUGSBURG CAMPUS MAP
6th Street S.
Master of Arts in Education Admissions office
Visitor Parking
Augsburg campus buildings
Student /Staff Parking
I\)
g
::r
~
::J
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<D
fll
Butler Place
~Interstate 94 West
Interstate 94 East ~
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TABLE OF CONTENTS
Welcon1e . . ... ... ... ........ . . ... . ... ...... ... . . . .. ....... . . 1
Transcultural Nursing in Community .... . . ...... ... . .. . . . ... . .. .2
Transformational Leadership and Management ..... . .... .......... .3
Thesis or Graduate Project ............... Show more
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TABLE OF CONTENTS
Welcon1e . . ... ... ... ........ . . ... . ... ...... ... . . . .. ....... . . 1
Transcultural Nursing in Community .... . . ...... ... . .. . . . ... . .. .2
Transformational Leadership and Management ..... . .... .......... .3
Thesis or Graduate Project ................ . . ......•.. . . ... . .. . .4
Practica .................... . .......... .............. . ...... 5
Study Abroad Opportunities ............... .. ... ... . .... . ...... 5
Course Descriptions ............. . ...... .. .. .... .... .. ........ 6
Admissions Requirements and Procedures .... .. .. .. . ............ 10
International Applicants .................... . . . ..... ... . ..... . 11
Academic Policies ....................... .. .................. 12
Fee and Payment Information ... .... ...... ... . ... . ... ... .... .. 15
Financial Aid .......................... . . . . ....... ......... 17
About Augsburg . ... .................... .. . .......... . .. .. . . 19
MA Nursing Faculty .... . ..... . ........... . .. ..•.......... ... 20
Campus Maps ......................... ....... . ... . .. back cover
WELCOME TO THE AUGSBURG COLLEGE
NURSING DEPARTMENT
We are proud of the opportunities, the diversity of experiences and the breadth of
transcultural nursing knowledge you will encounter in the Master of Arts in Nursing
program at Augsburg College. You will find faculty and staff available and eager to
assist you in expanding your nursing practice and advancing your career while we
explore together our understanding of what it means to live and practice nursing in a
global society.
Students entering the Master of Arts in Nursing come from diverse cultural,
educational, and experiential backgrounds. While some master's degree candidates
enter directly from college, others are making mid-life career changes, and some are
returning to college after raising a family. The career options in nursing are more
variable and more rewarding than ever before.
As our population ages and becomes increasingly diverse, nurses are challenged to respond with creativity and
competence. The master's program prepares nurses for leadership across care settings, population groups, cultures,
and care systems, with particular emphasis on addressing global and local health inequities. Graduates of our
master's program are practicing in acute care, community and public health, nursing education, nursing
administration, and in emerging care settings that are responsive to the needs of culturally diverse and underserved
populations. Many of our graduates have created innovative practice and educational models that demonstrate
interdisciplinary leadership and economically feasible solutions to health inequities within communities.
Our curriculum invites persons into one of two tracks of study: Transcultural Nursing in Community or
Transformational Nursing Leadership and Management. Both tracks encourage students to apply for advanced
nursing certification through the American Nurses Credentialing Center (ANCC) or the Transcultural Nursing
Society (TCNS). Students certified in Advanced Community Health Nursing are eligible to apply for Clinical Nurse
Specialist (CNS) status through the Minnesota Board of Nursing. Courses are offered at the Augsburg campuses in
Minneapolis and Rochester, Minnesota, and the program is fully accredited by the Commission on Collegiate
Nursing Education (CCNE).
With its emphasis on nursing science and the liberal arts, the Master of Arts in Nursing fosters the development of
values and skills essential for transcultural nursing leadership in contemporary society. Faculty and staff at
Augsburg are receptive and committed to our students and to an educational process that equips you to transform
your unique gifts and interests into personal and professional service in the world.
Sincerely,
Cheryl Leuning, Ph.D.
Professor and Chair
Department of Nursing
The Transcultural Nursing in Community track in the Master of Arts in Nursing program was designed to prepare nurses for
advanced population-focused practice in culturally diverse communities. The curriculum is grounded in nursing science, public
health principles, themy-guided practice, and transcultural care. The program of study focuses on reaching populations that are
underserved by traditional care systems and who exist outside of the social mainstream. As such, the program provides rich
alternative teaching and learning opportunities for graduate students locally and internationally This program prepares nurses to
apply for certification in Transcultural Nursing through the International Transcultural Nursing Society Also, graduates of this
track of the masters program will be eligible to apply to take the American Nurses Credentialing Center (ANCC) certification
exam in Advanced Community Health Nursing.
Students will take a total of 10 courses, plus a thesis or graduate project. Three courses form the Advanced Nursing Core,
which all Master of Arts in Nursing students must take, and five additional courses make up the Transcultural Nursing in
Community Track.
ADVANCED NURSING CORE (THREE COURSES)
NUR 505 Theoretical Foundations for Advanced Nursing
Practice
NUR 520 Research Methods in Nursing
NUR 523 Theory, Research, and Practice Seminar
TRANSCULTURAL NURSING IN COMMUNITY TRACK
(FIVE COURSES)
NUR 500 Transcultural Health Care
NUR 503 Transcultural Health, Families, and the Life
Cycle
NUR 515 Managing Nursing Effectiveness within Care
Systems OR
NUR 541 The Politics of Health Care
Two of the
NUR 510
NUR 511
NUR 530
NUR 532
following courses: *
Advanced Community Health Nursing I
Advanced Community Health Nursing II
The Power of Ritual and Ceremony for
Transformation
Transcultural Healing Practices
ELECTIVES - Students choose two of the following
graduate electives: (TWO COURSES)
ECO 520 Economics of Health Care in a Global
Community
ML 510
Visions of Leadership
Creativity and the Problem-Solving Process
ML511
ML530
Ethics in Communication
ML 531
The Dynamics of Change
ML560
Developing a Multicultural Perspective
Investigation of Multicultural Issues
NUR 506 Nursing Leadership & Management Roles I **
NUR 507 Nursing Leadership &: Management Roles II **
NUR 530 The Power of Ritual and Ceremony for
Transformation
NUR 532 Transcultural Healing Practices
THESIS OR GRADUATE PROJECT - Students are
required to complete either a thesis or a graduate
project: (ONE COURSE)
NUR 525 Graduate Field Project
NUR 535 Integrative Master's Thesis
*Students seeking certification in Advanced Community Health Nursing from the American Nurses Credentialing Center
(ANCC) must complete 500 hours of clinical practicum work and select NVR 510 and NVR 511; students seeking
certification from the International Transcultural Nursing Society may select NVR 530 and NVR 532. Clinical practicum
hours are integrated into several courses in the curriculum.
-
I
**Augsburg College grants graduate credit for participation in the Nursing Leadership Academy (NLA) workshops
provided through hospitals and healthcare systems. The credit can be applied to the Master of Arts in Nursing degree.
The Transformational Leadership and Management track unites the liberal arts with nursing science and practice. This
track is designed to develop nurse leaders who are analytical, articulate, and constructively critical and who will be able
to cope with high-level healthcare delivery issues. Curricular emphasis is on interdisciplinary collaboration across care
settings. Participation in nursing leadership practica and classroom dialogue provides opportunities for students to apply
knowledge and gain experience partnering with diverse care providers, populations, and communities to address health
inequities in creative and relevant ways. Specialty electives build on students' competencies and goals. Courses are offered
by the Department of Nursing faculty as well as faculty teaching in the Master of Arts in Leadership and Master of
Business Administration programs.
Students will take a total of 10 courses, plus a thesis or graduate project. Three courses form the Advanced Nursing Core,
which all Master of Arts in Nursing students must take, and five additional courses make up the Transformational
Leadership and Management Track.
ADVANCED NURSING CORE (THREE COURSES)
NUR 505
NUR 520
NUR 523
Theoretical Foundations for Advanced Nursing
Practice
Research Methods in Nursing
Theory, Research, and Practice Seminar
TRANSFORMATIONAL NURSING LEADERSHIP TRACK
(FIVE COURSES) *
NUR 500
NUR 521
BUS 520
Transcultural Health Care
Transformational Nursing Leadership
Management of the Healthcare Organization
Two of the following courses:
ML
ML
ML
ML
511
527
535
565
Creativity and the Problem-Solving Process
Spirituality and Leadership in the Workplace
Organizational Theory and Leadership
Women and Leadership
ELECTIVES - Students choose two of the following
graduate electives: (TWO COURSES)
ECO 520
ML510
ML511
ML530
ML 531
ML 560
NUR 506
NUR 507
NUR 530
NUR 532
Economics of Health Care in a Global
Community
Visions of Leadership
Creativity and the Problem-Solving Process
Ethics in Communication
The Dynamics of Change
Developing a Multicultural Perspective
Investigation of Multicultural Issues
Nursing Leadership & Management Roles I **
Nursing Leadership & Management Roles II **
The Power of Ritual and Ceremony for
Transformation
Transcultural Healing Practices
THESIS OR GRADUATE PROJECT - Students are
required to complete either a thesis or a graduate
project: (ONE COURSE)
NUR 525
NUR 535
Graduate Field Project
Integrative Master's Thesis
*The Transformational Leadership and Management track provides the academic background to apply for certification in
Advanced Nursing Administration from the American Nurses Credentialing Center (ANCC).
**Augsburg College grants graduate credit for participation in the Nursing Leadership Academy (NLA) workshops provided
through hospitals and healthcare systems. The credit can be applied to the Master of Arts in Nursing degree.
-
Students have two options for fulfilling their Master of Arts
in Nursing final project, which serves as the capstone of
the master's program: a graduate field project, or an
integrative master's thesis.
The Graduate Field Project, NUR 525, is based on a selfselected issue relevant to transcultural community health
nursing, or nursing leadership. The student will focus
primarily on the application and integration of knowledge.
Working with an adviser, the student will design and/or
implement and evaluate a model of advanced practice
nursing applied to solving a transcultural problem related
to health inequities in a selected community, or a nursing
leadership issue.
The integrative thesis option, NUR 535, expands upon
and/or extends theoretical foundations or concepts
identified in transcultural nursing, community health
nursing, and/or nursing leadership literature. The thesis
project demonstrates the student's ability to do
independent research involving the exposition of
primary and secondary literature appropriate to the
topic, the collection and analysis of empirical data, and
the articulation of implications for advanced practice
nursing.
Students register for their final project, with their
adviser's permission, near the end of the program.
Students must complete all coursework and defend the
project within one year after registration. After one year,
students must pay a continuation fee of $350 per term
in order to retain student status in the graduate
program, including library privileges, AugNet access,
and parking privileges.
Please refer to the "Graduate Field Project or Integrative
Thesis Procedures and Policies" booklet available in the Nursing Department for additional information.
-
Practice experience is emphasized in both tracks in the Master of Arts in Nursing program. Students who complete the
Transcultural Nursing in Community track will have enough practice hours to be eligible to apply to take the certification
exam in Advanced Community Health Nursing through the American Nurses Credentialing Center. Practice experience
with diverse populations will also provide students with the options to apply to take the certification exam in Transcultural
Nursing. In this track students practice in nontraditional settings with persons underserved or excluded from mainstream
health care. This practice emphasizes cultural diversity and health inequities across health care settings. Students in the
Transformational Leadership and Management track will have practice experience in several courses with preceptors in
leadership positions in a variety of care settings.
A unique opportunity offered for practica at Augsburg is provided by the Augsburg Central Nursing Center. The Nursing
Center provides services for persons struggling with poverty and homelessness in the city of Minneapolis. People from
diverse backgrounds, who have health experiences grounded in wide-ranging cultural contexts, provide many opportunities
for students to explore advanced nursing roles and new models and forms of practice.
STUDY ABROAD
OPPORTUNITIES
The Nursing Department works closely with Augsburg's Center for Global Education in developing study abroad
opportunities. Currently, four study abroad opportunities exist for student practicum experience.
Annually, students may travel to Namibia in southwest
Africa to spend three weeks exploring health and health
care challenges within a rapidly developing country:
Practical experience with nurses in a variety of care settings,
meaningful dialogue with key resource persons, and critical
reflection foster personal and professional growth.
There are also week-long practica experiences on the Pine
Ridge Indian reservation in South Dakota. In this
experience, students live on the reservation and participate
with public health nurses providing health services.
Students also interact with tribal leaders and experience
cultural events relevant to the Lakota people of Pine Ridge.
Week-long experiences are available in Mexico and
Guatemala on alternating years. Students explore the
relationships of indigenous and Western health care, the
connection between social justice and health, and interact
with local indigenous healers.
Students may apply these study abroad experiences to the
practicum requirements for a variety of courses, including
the thesis and graduate field project.
-
NUR 500
Transcultural Health Care
NUR 510
Advanced Community Health Nursing I
This course explores meanings and expressions of health,
illness, caring, and healing transculturally. Focus is on
understanding and developing professional competence in
caring for individuals, families, groups, and communities
with diverse cultural backgrounds. Culture is examined as a
pervasive, determining "blueprint" for thought and action
throughout the human health experience. Patterns of
human interaction that foster health and quality of life are
analyzed, and health destroying patterns of interaction, e.g.,
stereotyping, discrimination, and marginalization, are
examined and submitted to moral and ethical reflection.
(36 hours of practice experience)
This course focuses on persons, families and groups living
in relationship. Emphasis is on applying the core functions
of community/public health - assessment, policy
development and assurance. Principles of epidemiology,
population demographics, and culture care are integrated
into community-focused health care delivery models.
Power structures within dominant social systems are
analyzed and critiqued with regard to resource access and
distribution among underserved populations. (72 hours of
practice experience)
NUR 503
Transcultural Health, Families, and the Life Cycle
The major curriculum concepts of individuals, health,
nursing, and society are developed further in this course as
the function of individuals living in families and in
communities is explored. Content about systems,
communication, small group, and nursing theories,
introduced earlier, is applied to family constellation. The
influence of the multigenerational family is examined in
terms of culture, belief system, roles, and healthcare
patterns, values, and goals. Specific concepts related to
values and culture are expanded and applied to the more
complex social structures of traditional and nontraditional
families as they interact in and with society.
NUR 505
Theoretical Foundations for Advanced Nursing Practice
This course focuses on nursing science and nursing theory
as foundational to advanced transcultural nursing practice.
Philosophical underpinnings of different theoretical and
research traditions in nursing are compared and related to
the provision of culturally competent care in diverse
communities. Nursing science is emphasized as a process of
theory advancement and as an accumulating body of
nursing knowledge. (36 hours of practice experience)
-
NUR 511
Advanced Community Health Nursing II
Emphasis is on the application of publidcommunity health
theory and research in providing health care to populations
and communities. Essential public health services are
assessed for adequacy in meeting community health needs
and addressing health goals. The impact of diversity,
privilege, resource limits, and globalization add depth and
reality to local and global community health concerns,
patterns of health, suffering, and health care provisioning.
Prerequisite: NUR 510. (72 hours of practice experience)
NUR 515
Managing Nursing Effectiveness within Care Systems
In planning and implementing nursing activities, healthcare organizations are considered subcultures of society,
which entail particular issues of access and utilization for
marginalized people. Strategies for negotiating structures of
privilege and professional control will be explored.
Working with marginalized populations, students will
identify and support the agency or persons who are seeking
help from these systems. Nursing action will focus on
mediating subcultures of clients with the subculture of
healthcare systems. Major emphasis will be placed on
mutuality with clients in planning actions and evaluating
outcomes. (72 hours of practice experience)
NUR 520
Research Methods in Nursing
Through a combination of literature review, field
experience, and class discussion, research methods relevant
to the exploration of culture and health will be examined.
Class topics will include formulating study questions to
explore collective foundations of meaning and explanation
in health and illness, practice in data collection procedures
of field research, and issues of interpretation and analysis in
qualitative research. (pre-requisite: a college-level statistics
course)
and dialogue, which includes professional experience of
practice contexts, as well as theoretical and research
literature, students will formulate a transcultural nursing
model of care. (72 hours of practice experience)
NUR 525
Graduate Field Project
This course focuses on the application and integration of
knowledge to a student-selected issue or topic of concern
relevant to transcultural nursing, community health
nursing, and/or transformational nursing leadership.
Working with a nursing faculty adviser, students design
and/or implement and evaluate a theory-based model of
advanced practice nursing. Relevant coursework is
integrated into the project and the final written report.
Plans for disseminating the report for public and
professional use are encouraged . Students will defend the
project to their graduate committee (major faculty adviser
and two readers) and invited guests at the time of
completion.
NUR 521
Transformative Nursing Leadership
This course emphasizes transformational nursing leadership
and management in partnership with diverse groups.
Transcultural competence is lifted up as significant to the
evolving leadership and planning skills needed in emerging
care systems. Opportunities for students to engage in
designing relevant models of care delivery are woven into
clinical practica. (72 hours of practice experience)
NUR 523
Theory, Research, and Practice Seminar
Through a combination of literature review and class
discussion, conceptual models of nursing will be critiqued
for their effectiveness, their relevance, and their
substantiation. The conceptualization, investigation, and
application of nursing knowledge will be critiqued with
particular focus on the contribution to developing practice
in transcultural community health care. Through reflection
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NUR 530
The Power of Ritual and Ceremony for Transformation
In this course, the student will explore ritual and ceremony
from a transcultural perspective. Attention will be focused
on rituals and ceremonies in specific cultures and religions,
and in the modern American medical system that sustains
its own rituals. In some cultures, formal or informal
religious practices may be integral to the ritual of ceremony
and healing. In modern American culture, the perceived
division between the mind, body, and spirit has led to ritual
and ceremony being considered adjunctive to the scientific
approach to healing. Students will have an opportunity to
interact with persons who integrate ritual and ceremony
into their lives and healthcare practices. Students will also
discuss the meaning of ritual and ceremony to their own
lives and professional practice.
NUR 532
Transcultural Healing Practices
This course will introduce students to complementary
healing practices including the historical and cultural
contexts in which they developed. Students will discuss the
philosophical underpinnings of therapeutic systems and
paradigms of healing in selected complementary therapies.
Selected complementary therapies are: music therapy,
traditional Chinese medicine, mind-body healing, spiritual
and faith practices, energy healing practices, movement
therapies, homeopathy, manual therapies, and nutrition and
nutritional supplements.
NUR 535
Integrative Master's Thesis
The integrative thesis expands upon or extends the
theoretical foundations in the literature of Transcultural
Nursing in Community or Transformational Leadership and
Management. It demonstrates the student's ability to do
independent research that integrates past and current
literature appropriate to the topic, the collection and
analysis of empirical data, and the articulation of
implications for advanced nursing practice or leadership in
nursing organizations. Students will defend the project to
their selected graduate committee (comprised of the
student's faculty adviser and two readers) and invited
-
guests. Plans for disseminating the report for public and
professional use are encouraged.
NUR 541
The Politics of Health Care
This course will explore how health and illness are related
to inequities in society and dynamics of power in systems
of health care. The following issues will be examined in the
course: How widening gaps in the distribution of wealth
diminish the health of all members of society; how social
inequities become medicalized as health disparities, how an
emphasis on profit in health care affects the distribution of
healing resources in the population, and what strategies the
poor and powerless employ to gain access to healthcare
resources. This course will include an optional study
abroad experience in Guatemala. (72 hours of practice
experience)
BUS 520
Management of the Healthcare Organization
This course provides an overview of the key organizational
and behavioral concepts which underlie effective
management practices in healthcare organizations. It
addresses both the theory and practice of effective
management. The course will emphasize the importance of
addressing the expectations, needs, and performances of
people in organizations, and recognizes the role of the
internal, external, and global cultures that impact
organizational structure, behavior, and change.
ECO 520
Economics of Health Care in a Global Community
At the end of the class, students will be better able to
apply economic concepts to the health systems of both the
United States and other parts of the world. The focus will
be on the public policy aspects of the healthcare system,
e.g., issues of access and cost.
leaders in public and private domains and across cultures.
The course explores these various perspectives, including
areas of conflict and opportunities for leadership in social
and organizational change. Sociological, human
development, and economic theories are applied to
contemporary public and private sector issues for social
change.
ML 510
Visions of Leadership: A Historical and Literary Journey
Introduction to selected concepts of leadership, providing
a historical and philosophical framework for the program.
This course views the nature and purpose of leadership
from a variety of disciplines and perspectives.
ML 535
Organizational Theory and Leadership
In-depth exploration of organizational theory plus related
concepts, issues, and concerns. The course is designed to
enable the student to acquire knowledge and develop
skills in order to function as a responsible, ethical
participant within various types of organizational
structures and cultures.
ML 511
Creativity and the Problem-Solving Process
Exploration of creativity from the perspective of
traditional aesthetics as well as contemporary
organizational thinking. This course uses creativity as a
method, and it examines techniques for solving problems
in organizations, for enhancing innovation, and for
seeking an integrative worldview.
ML 527
Spirituality and Leadership in the Workplace
The wide-ranging spirituality movement in the workplace
is a notable feature of contemporary life. This course
explores the dimensions of this trend and its implications
for leadership through a variety of sources and
perspectives.
ML 530
Ethics in Communication
Interdisciplinary study of ethics and communication
through the investigation of a variety of ethical
perspectives within human communication. This course
places particular attention on the use and abuse of
communication in politics, advertising, and interpersonal
relationships. It emphasizes sensitivity to ethical conflicts
that arise in social and organizational settings.
ML 531
The Dynamics of Change
This course offers an exploration of the context of social
change and varying responses to diverse human needs.
Ways of achieving well-being may be viewed differently by
ML 560
Developing a Multicultural Perspective: Investigation of
Multicultural Issues
This course will enhance one's ability to lead and work
more effectively with people of different cultural
backgrounds through the study of diverse values, beliefs,
and traditions within the global community.
ML 565
Women and Leadership
A seminar exploring the theory and practice of women
and leadership: entrepreneurial, political, and social. An
interdisciplinary approach to issues of women and
leadership. Topics include analysis of alternative
approaches to leadership, women and careers, and women
in society past and present. The course is intended to
enhance the analytical and leadership skills of the
participants.
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Applicants into the Master of Arts in Nursing program must hold a bachelor's degree in nursing from an accredited fouryear college or university, or must have an associate degree in nursing in addition to a bachelor's degree. Applicants must
hold a cumulative GPA of 3.0 (on a scale of A= 4.0) in all previous college coursework, have experience as a registered
nurse, and have professional liability insurance, and a current Minnesota nursing license.
A college-level statistics course is required for progression in the program.
Decisions about admission to the program will be made on an individual basis by the Graduate Admissions Committee.
Admissions are handled on a rolling basis, with students being admitted at the beginning of the fall, winter, and spring
terms. Selection of candidates will be made on the basis of an evaluation of the following items for each applicant:
I Previous college record and GPA
I Letters of recommendation
I Professional experience
I Written statement
To apply, the following materials must be submitted to the Graduate Studies Admissions Office:
I A completed application form
I $35 nonrefundable application fee
I A two- to three page-typed statement describing the applicant's professional and educational goals
I Three letters of recommendation addressing the applicant's character and ability for graduate study (Two of these
recommendations must be from professional colleagues.)
I Official transcripts from all undergraduate institutions attended, listing all courses taken and any degree(s) conferred
I
Official transcripts from all graduate institutions attended, listing all courses taken and degree(s) conferred, if any
Applicants may be asked to participate in an interview
with graduate program faculty and/or staff members.
-
Augsburg College encourages qualified applicants from other countries. See Admissions Requirements for a description of
the admission process, selection criteria, and work experience requirements.
Application materials required for international applicants include the following:
I A completed application form
I $35 application fee (nonrefundable) payable in U.S. dollars
I A two- to three-page typed statement describing the applicant's professional and educational goals
I Completed Declaration of Finances (see below for further information)
I Three letters of recommendation-in English-addressing the applicant's character and ability for graduate study. (Two
of these recommendations must be from professional colleagues.)
I Official mark-sheets with certified translations from all undergraduate institutions attended listing all courses taken,
marks earned, dates attended, and degree(s) or diploma(s) conferred, if any; plus, a U.S. evaluation from an evaluation
center
I Official mark-sheets with certified translations from all graduate institutions attended listing all courses taken, marks
earned, dates attended, and degree(s) or diploma(s) conferred, if any; plus, a U.S. evaluation from an evaluation center
I Official results on the Test of English as a Foreign Language (TOEFL) with a minimum score of 600 for the paper test,
and a minimum score of 250 for the computer version.
Applicants may be asked to participate in an interview, in person or over the phone, with graduate program faculty
and/or staff members.
DECLARATION OF FINANCES
Students and their financial sponsors must
complete a Declaration of Finances as part
of the application for admission, along with
appropriate certifications.
In accordance with federal regulations,
applicants seeking an F-1 student visa or
J-1 exchange visitor visa must provide
documentation to the school that they have
financial resources adequate to cover all
expenses for the duration of the program.
Once a student has been accepted into the
program, the appropriate school official
will issue the student an 1-20 (if seeking an
F-1) or DS-2019 (if seeking aj-1) .
-
EVALUATION STANDARDS
Evaluation of academic performance in the Master of Arts in Nursing
program will be based on number grades using a 4.0 point scale and as
defined below.
4.0
Achieves highest standards of excellence
3.5
Achieves above basic course standards
3.0
Achieves basic course standards
2.5
Achieves the minimum passing standard
2.0
Unacceptable performance (no credit for the course)
W
Grade given when a student withdraws from a course after the
deadline without notation on the record
An incomplete grade (I) may be awarded when the instructor
grants permission after determining that a student emergency
may delay completion of coursework. Students who receive an
incomplete grade should be capable of passing the course if they
satisfactorily complete outstanding course requirements.
To receive an incomplete grade, a student must file an Application for
Incomplete Grade form with the Office of the Registrar that states the reasons for the request, outlines the work required to
complete the course, and includes the course instructor's signature. The instructor may stipulate the terms and conditions that
apply to course completion. The student must complete the outstanding work in enough time to allow evaluation of the work
by the instructor and the filing of a grade before the final day of the following academic term. If the work is not completed by
the specified date of the following academic term, the grade for the course becomes a 0.0.
ATTENDANCE POLICY
Class attendance is expected and should be considered a responsibility; not only to one's self, but to one's classmates and course
instructor.
-
ACADEMIC PROBATION AND
DISMISSAL POLICIES
Students must maintain a 3.0 cumulative grade point
average. If a student falls below a 3.0 average, the student
will be placed on probation for the following term. A 3.0
cumulative grade point average must be restored in order
for a student to be removed from probation. If a student
receives a grade of 2.0 or less in a course, the student
must petition successfully to the faculty of the Master of
Arts in Nursing program before being allowed to
continue in the program. A plan for the student to follow
would be outlined at that time. If a second grade of 2.0
or less is received, the student may be dismissed from the
program. Students may also be dismissed for behavior
detrimental to the program, such as a gross violation of
college policy (as published in the Student Guide).
Dismissal would occur only after established procedures
were followed.
CREDIT FOR PRIOR EDUCATION
Students may petition the Master of Arts in Nursing
faculty for approval of any variation in the curriculum
including the transfer of credit. Transfer credits will be
evaluated on an individual basis.
The only courses that will be considered for transfer
credit are those earned from accredited colleges and
universities, whose course content is comparable to those
in the Master of Arts in Nursing program. No more than
three courses will be accepted for transfer credit.
CREDIT AND CONTACT HOURS
Each full-credit graduate course is the equivalent of four
semester credits or six quarter credits. Classes are
scheduled to meet the needs of working adults,
combining in-class and web-based components. Clinical
practica opportunities are included in selected courses.
LAST DAY TO WITHDRAW FROM CLASS
The last date on which students may withdraw from a
class and receive a "W" on their records is published
annually in the Master of Arts in Nursing supplement.
-
STUDENT RIGHTS
The College has adopted a statement of student rights
and responsibilities and has provided for due process in
the matter of disciplinary action, grievances, and grade
appeal, as outlined in the Augsburg College Catalog and
the Student Guide. Students have a right to experience
education without discrimination.
The Family Educational Rights and Privacy Act (FERPA)
of 1974, as amended, provides certain rights to students
regarding their education records. Each year Augsburg is
required to give notice on the various rights accorded to
students pursuant to FERPA. A copy of Augsburg's policy
is published in the Augsburg College Catalog artd in the
Student Guide distributed to
students.
Students must give
permission in writing for
educational information to be
released to anyone outside of
the official personnel (faculty
and administration) at
Augsburg. This means that
faculty or others cannot write
letters of support/
recommendation or nominate
students for awards unless
explicit written permission is
given by the student to
release non- "directory
information." It is not
sufficient to ask for letters of
recommendation.
ACCREDITATION AND AFFILIATIONS
Students who successfully complete this program will
receive a Master of Arts degree. Augsburg is accredited by
The Higher Leaming Commission, North Central
Association* and is a member of the Associated Colleges of
the Twin Cities (ACTC) , Lutheran Education Council in
North America, and the Minnesota Private College Council.
The Master of Arts in Nursing program is fully accredited by
the Commission on Collegiate Nursing Education (CCNE).
-
Augsburg College is registered with the Minnesota Higher
Education Services Office. Registration is not an
endorsement of the institution. Registration does not
mean that credits earned at the institution can be
transferred to other institutions or that the quality of the
educational programs would meet the standards of every
student, educational institution or employer.
*The Higher Learning Commission,
North Central Association
312-263-0456 or
<www. ncahigherlearn ingcommission. org>
Tuition is determined annually. A continuation fee is
charged to students who do not complete their final project
within a year.
Clinical practicum fees are charged in addition to course
tuition for study abroad practica.
PAYMENT OPTIONS
Various payment plans are available:
1) Payment in Full:
Due after registration and before the beginning of the
trimester. No finance charge or administrative fee. Late
payment fee $25. Finance charge of 8% APR will apply
toward any unpaid balance after the start of the term.
2)
Payment Plan:
Students may pay in installments, with payments due
according to the payment schedule published for each
term. By the first Extended Payment Plan due date, the
students must pay one-half of the balance obtained by
subtracting expected financial aid from the applicable
term fee, in addition to any previous or past due
balance. By the second Extended Payment Plan due
date, the term fee (less any pending financial aid) must
be paid in full. See Company Reimbursement below.
There is a $50 non-refundable administrative fee for
the Extended Payment Plan.
3)
Employer Reimbursement:
Full courses, or equivalent, that are employer
reimbursed require a deposit of $100 per course
reimbursed, with full payment due within 60 days after
the end of the term. An application for Employer
Reimbursement Payment Plan must be filed once each
academic year. The student is responsible for payment
if the employer does not pay for any reason. A finance
charge of 8% APR will accrue on the deferred balance
once the term has begun.
Registration is permitted only if the student's account for a
previous term is paid in full as agreed. Augsburg College
will not release diplomas or academic transcripts until a
student's account is paid in full. This also applies to student
loans administered by the College (e.g., Perkins Student
Loan). They must be current according to established
repayment schedules.
-
REFUND SCHEDULE
Students who withdraw from Augsburg College may be
eligible for a refund of a portion of their charges except
for the minimum charge of $100 to cover administrative
costs. Financial aid may also be adjusted for those
students who withdraw from the College or drop one or
more courses and receive financial assistance.
[NOTE: Tuition refunds and financial aid adjustments
are not necessarily made on a one-to-one basis. For
example, you could receive a 60% tuition refund but
have 80% of your financial aid returned. Be sure you
understand the financial consequences of making
adjustments to your registration.]
Students are responsible for canceling courses through
the Enrollment Center in order to be eligible for any
refund. Students who unofficially withdraw (stop
attending) but do not complete the drop/add form are
responsible for all charges. Financial aid may be adjusted
based on the student's last recorded date of attendance.
Refund calculations are based on the date that the
drop/add form is processed.
The refund schedule is effective whether or not a student
has attended classes. All refunds of charges will be
applied to the student account and all adjustments for
aid, loans, fines, deposits, etc. will be made before
eligibility for a cash refund of any resulting credit balance
is determined. Please allow two weeks for a refund.
The refund is a percentage of the full tuition charged, not
a percentage of any deposit paid toward tuition, e.g.
deposits made under the employer reimbursement
payment plan.
For information about refunds and the refund schedule,
see the Payment Information brochure or visit
<www.augsburg.edu/enrolb.
-
A per-course tuition refund will be made on the
following basis:
I Through the first scheduled class meeting-100% of
tuition (less a $100 administration fee if withdrawing
from current term entirely).
I Prior to the second scheduled class meeting80% of tuition.
I Prior to the third scheduled class meeting60% of tuition.
I Prior to the fourth scheduled class meeting40% of tuition.
I No refund after the fourth scheduled class meeting.
Financial assistance is available to degree-seeking
students enrolled in the Master of Arts in Nursing
program. Two full-credit courses per trimester are
considered full time. One course is considered half-time
enrollment. The Enrollment Center, 612-330-1046, or 1800-458-1721, or <www.augsburg.edu/enrolb, assists
students in assessing financial aid eligibility and offers
financial aid from available alternatives, including the
following:
EMPLOYER TUITION ASSISTANCE PROGRAMS
Many companies, agencies, and corporations offer full or
partial tuition assistance to employees who participate in
work-related or degree-related college programs.
Augsburg College offers a payment plan by which
employees may handle tuition reimbursement. Students
should contact the Enrollment Center to make payment
arrangements using the employer reimbursement
payment plan.
BUREAU OF INDIAN AFFAIRS, TRIBAL, AND STATE
INDIAN SCHOLARSHIPS
American Indian students who meet federal, state, or
tribal requirements may apply for these scholarships.
Indian grants generally supplement other sources of
financial aid. For assistance in application, please contact
Augsburg's American Indian Student Services Program
director at 612-330-1144 or your tribal agency.
FEDERAL AND STATE AID PROGRAMS
The Enrollment Center will determine each financial aid
applicant's eligibility for federal and state financial aid
programs.
Interest Rates: The annually variable interest rate is
capped at 8.25% and changes each July 1. For example,
the interest rate from July 1, 2003 to June 30, 2004 is
3.42% for repayment.
Repayment Terms: Repayment begins six months after
you cease to be enrolled at least half time in an eligible
program leading to a degree or certificate. Repayment
may extend up to 10 years.
Deferments: In most cases, deferments are granted for
continued education, disability, and unemployment.
Contact your lender if you think you are eligible for a
deferment.
FEDERAL STAFFORD LOAN PROGRAM
TRAINEESHIPS
Common Loan Provisions
Borrowing Limits: Graduate students may borrow up to
$18,500 per year with an aggregate of $138,500
(undergraduate and graduate).
A student may borrow from either the unsubsidized or
subsidized programs or a combination of both but cannot
exceed the annual loan limits.
Traineeship monies are available through a
grant from the Bureau of Health
Professions of the Department of Health
and Human Services Health Resources and
Services Administration. For information
on traineeship availability, please contact
the Nursing Department at 612-330-1209.
-
FEDERAL PERKINS LOAN PROGRAM
A joint Augsburg College-federally funded program
administered through the College for students who
demonstrate financial eligibility. A signed a promissory
note is required per term after which funds are credited
to the student account. Awards are made based on
available funds.
Borrowing Limits: You may borrow up to $6,000 per
year as a graduate student with a $40,000 aggregate
maximum.
Interest and Repayment: Simple interest of 5% and
repayment of principal begin nine months after you
graduate or leave school. Partial or total loan cancellation
privileges exist for certain types of teaching, disability
and, in certain circumstances, military service.
Deferments: No interest accrues nor do payments need
to be made at any time you are enrolled at least half time
or for serving three years in the military, Peace Corps, or
VISTA. Contact the Enrollment Center if you think you
are eligible for a deferment.
Borrowing Limits: Graduate students may borrow up to
$9,000 per year minus any other student loan
indebtedness. Maximum graduate borrowing cannot
exceed $40,000 including undergraduate. The minimum
annual loan is $500.
Interest and Repayment: The interest rate is variable.
Interest payments begin 90 days after the loan is
disbursed and continue quarterly thereafter while the
student is enrolled. Principal payments begin in
the 13th month after you leave school.
Deferments: There are no deferments. Contact the
Minnesota Higher Education Services Office regarding
special circumstances and repayment.
-
Alternative Loans: Many education loan options are
available through private lenders. The Enrollment Center
staff can assist students in understanding all of their
financing options.
TO APPLY FOR FINANCIAL AID
Financial aid application materials are available at
<www.augsburg.edu/enrolb. Applicants must be admitted
to Augsburg as regular students or be returning students
in good academic standing.
The financial aid application will be processed when the
following documents are received:
1)
The Free Application for Federal Student Aid
(FAFSA) or the renewal FAFSA. Apply online at
<www.fafsa.ed.gov>.
2)
Federal income tax return(s).
3)
Verification worksheet. Obtain a copy at
<www.augsburg.edu/enrolb and return it to the
Enrollment Center.
FOR FURTHER INFORMATION, CONTACT
Enrollment Center 612-330-1046, 1-800-458-1721,
enroll@augsburg.edu, or <www.augsburg.edu/enrolb.
ABOUT AUGSBURG
HISTORY
Augsburg was the first seminary founded by Norwegian Lutherans in
America, named after the confession of faith presented by Lutherans in
Augsburg, Germany, in 1530. Augsburg opened in September 1869 in
Marshall, Wisconsin, and moved to Minneapolis in 1872.
CAMPUS LOCATION
Augsburg's campus is located in the heart of the Twin Cities,
surrounding Murphy Square, the first of 155 parks in the "City of
Lakes." The University of Minnesota West Bank campus and one of the
city's largest medical complexes-Fairview University Medical Centerare adjacent to Augsburg, with the Mississippi River and the Seven
Corners theatre district just a few blocks away.
ACCESSIBILITY
Augsburg College has made a major effort to become one of the most
accessible campuses in the region. Skyways, tunnels, and elevators
provide accessible connections among major buildings-student
housing towers, the Christensen Center, main academic and
administrative halls, the library, and the music building. In addition,
there are programs for students with learning, physical, and psychiatric
disabilities.
I I
CHURCH AFFILIATION
Augsburg is a college of the Evangelical Lutheran Church
in America. It has a diverse community with many strong religious
traditions represented among the students, faculty, and staff, including
Lutheran, Protestant, Roman Catholic, Jewish, American Indian
spirituality and thought, Buddhist, and Islamic faiths.
NON-DISCRIMINATION POLICY
Augsburg College, as affirmed in its mission, does not discriminate on
the basis of race, color, creed, religion, national or ethnic origin, age,
gender, sexual orientation, marital status, status with regard to public
assistance, or disability in its education policies, admissions policies,
scholarship and loan programs, athletic and/or school administered
programs, except in those instances where religion is a bona fide
occupational qualification. Augsburg College is committed to providing
reasonable accommodations to its employees and students.
e<'--
\
Any questions concerning Augsburg's compliance with federal or state
regulations implementing equal access and opportunity can be directed
to the Office of Human Resources, CB 79, Augsburg College, 2211
Riverside Avenue, Minneapolis, MN 55454, or 612-330-1023.
-
MASTER OF ARTS IN NURSING FACULTY
FACULTY who teach in the Master or Arts in Nursing
program are predominantly full-time senior faculty with
doctorates or appropriate professional degrees. All of the
program's faculty members have extensive experience in
practice and in teaching adult learners.
RUTH ENESTVEDT, Assistant Professor
B.A. , St. Olaf College; M.S. , University of Minnesota; Ph.D.,
University of Minnesota.
SUSAN M. HAGENESS, Adjunct Instructor
B.S.N., St. Olaf College; M.A., St. Mary's University.
LINDA HOLT, Adjunct Instructor
B.S.N., University of Minnesota; M.S.N., University of
Washington-Seattle; Certification in Transcultural Nursing,
Augsburg College.
KIA JAMES, Adjunct Instructor
B.S.N., St. Olaf College; M.A. , University of Minnesota; Ed.D.,
University of Minnesota.
CHERYL J. LEUNING, Professor, Department Chair
B.A., Augustana College; M.S., University of Minnesota; Ph.D.,
University of Utah.
SUSAN K. NASH, Associate Professor
B.S.N ., University of Minnesota; M.S.N., University of
Minnesota; Ed.D., University of Minnesota.
LUANN P. WATSON, Adjunct Instructor
B.S.N., Augsburg College; M.A.L. , Augsburg College.
PAMELA J. WEISS, Associate Professor
B.S.N., University of Nebraska; M.P.H., University of
Minnesota; Ph.D., University of Minnesota.
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hUGSBURG
C 0 L L E G E
Transforming Education
AUGSBURG
LOCATION MAP
MINNEAPOLIS AND ROCHESTER
Forest Lake
Rochester
Rochester
MINNEAPOLIS
CAMPUS MAP
6th Street S.
Master of Arts in Nursing admissions office
Visitor parking
Augsburg campus buildings
Student /staff parking
•
Butler Place
~Interstate 94 West
Interstate 94 East ~
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ACC199
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ACC221
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4 Semester Credits
Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle, and
preparation of financia... Show more
ACC
ACC199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ACC221
Introduction to Financial Accounting
4 Semester Credits
Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle, and
preparation of financial statements.
Core Curriculum Component: None
Prerequisite(s): None
ACC222
Introduction to Managerial Accounting
4 Semester Credits
A continuation of ACC 221. Introduction to cost accounting for manufacturing. Basic concepts and fundamentals of
managerial accounting, planning and controlling processes, decision-making, and behavioral considerations.
Core Curriculum Component: None
Prerequisite(s): ACC221 (Introduction to Financial Accounting)
ACC295
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and
readings in the areas of business administration.
Core Curriculum Component: None
Prerequisite(s): CONSENT (Consent of Instructor)
ACC299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ACC322
Accounting Theory and Practice I
4 Semester Credits
An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income
concepts, valuation concepts, FASB statements, and other relevant issues as applied to assets.
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Core Curriculum Component: None
Prerequisite(s): ACC222 (Introduction to Managerial Accounting)
ACC323
Accounting Theory and Practice II
4 Semester Credits
A continuation of ACC 322. An analysis of financial accounting with emphasis on accounting theory pertaining to
financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to
liabilities and stockholders’ equity.
Core Curriculum Component: None
Prerequisite(s): ACC322 (Accounting Theory and Practice I)
ACC324
Managerial Cost Accounting
4 Semester Credits
Accounting tools for heavy manufacturing systems as well as for managerial decision making. Planning, budgeting,
standard cost systems, as well as other quantitative and behavioral topics.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management); 1 of
BUS379(Quantitative Methods for Business and Economics), MAT163(Introductory Statistics), MAT373(Probability and
Statistics I); ACC221(Introduction to Financial Accounting), ACC222(Introduction to Managerial Accounting),
MKT252(Principles of Marketing)
ACC326
Tax Accounting
4 Semester Credits
The more common and important provisions of planning and compliance for income taxes.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management); ACC221(Introduction to Financial
Accounting), ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics)
ACC397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
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ACC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
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ACC423
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Auditing
4 Semester Credits
Internal and external auditing procedures. Emphasis on the CPA’s role to form the basis of opinion on a set of financial
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Practice II)
ACC425
Advanced Accounting
4 Semester Credits
Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund
accounting.
Core Curriculum Component: None
Prerequisite(s): ACC323(Accounting Theory and Practice II)
ACC495
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology, and
current national and international business problems and policies.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ACC499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS
AIS105
Introduction to American Indian Studies
4 Semester Credits
Designed to introduce students to the content areas of the American Indian Studies curriculum, this course includes an
overview of American Indian history, federal Indian policy, land issues, reservation and urban issues, cross-cultural
influences, and American Indian literature, art, music, and language.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
AIS205
Contemporary American Indians
3
4 Semester Credits
In this topics-oriented course, students focus on issues that face contemporary American Indians, including tribal
sovereignty and identity politics, treaty rights, language retention and education, religious freedom, and Indian activism.
Core Curriculum Component: None
Prerequisite(s): None
AIS208
Native American Women and Film
4 Semester Credits
This course explores Native American women in film history as racial representations in Hollywood cinema, as political
and social forces in indigenous film, and as role models in documentary.
Core Curriculum Component: None
Prerequisite(s): None
AIS233
Women: A Cross-Cultural Perspective
4 Semester Credits
This course examines a variety of issues concerning the biological, evolutionary, and historical origins of women’s roles
and status in society. Comparative roles of women are examined in tribal contexts across various indigenous cultures.
Studies include the role of women in Native American and African tribes, peasant societies of eastern Europe, Mexico,
the Middle East, and China.
Core Curriculum Component: None
Prerequisite(s): None
AIS264
American Indian in the Cinema
4 Semester Credits
Indians in the Cinema surveys various images of American Indians created by Hollywood and television. Focusing on
films from the 1910s to the present, the course provides an understanding of how American Indians were portrayed in
film historically, how this image has evolved over the past century, and how it is reflective of Western cultural and racial
ideologies.
Core Curriculum Component: None
Prerequisite(s): None
AIS299
Directed Study *
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS305
Indigenous Issues of the Americas
4 Semester Credits
4
This travel seminar explores issues faced by indigenous peoples of Guatemala, Nicaragua, or Mexico. Each group faces
similar challenges that manifest differently due to the political, social, and cultural influence about sovereignty, land
rights, economy, religion, cultural survival, women’s issues, and political movements through site visits of the dominant
culture in each country. Students will learn and interact with indigenous organizations. This course is cross-listed with
Women’s Studies. May be taken in conjunction with WST 490 or AIS 490.
Core Curriculum Component: None
Prerequisite(s): None
AIS320
American Indian Women
4 Semester Credits
Through life histories of Indian women, the course examines the vital roles and contributions of women in past and
present tribal cultures. It explores the continuity of women’s roles over times and the changes in these roles,
precipitated by the influences of Western colonialism. The course also assesses how American Indian women have
crossed cultural boundaries and influenced non-tribal communities through their activism and traditionalism. This
course is cross-listed with women’s studies.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
AIS332
Native American Storytelling
4 Semester Credits
The objective of this course is to study Native American storytelling from a cultural perspective. An appreciation of oral
traditions will be emphasized and studied within the broader context of world mythologies. Students will be expected to
perform storytelling and to research the various tribal storytelling traditions.
Core Curriculum Component: None
Prerequisite(s): None
AIS355
Themes in American Indian Literature
4 Semester Credits
The course is structured around a number of writers working within a particular theme such as Native Voices of
Minnesota, Voices from the Southwest, Poetics and Politics of Native Writing, Women and Power in Native Literature,
Urban-Reservation: Homing, and American Indian film-literature adaptation. Students focus on primary texts, comparing
and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts. Course crosslists with English.
Core Curriculum Component: None
Prerequisite(s): None
AIS364
Indigenous Filmmakers
4 Semester Credits
Indigenous Filmmakers introduces students at the junior and senior level to the exciting and expanding field of
indigenous media—specifically films made by Native Americans. We will explore the political and social forces at work
behind the American indigenous film movement, which responds to mainstream film’s portrayal of Native Americans
and provides an extraordinary range in perspectives and views that inform Native American cultures.
5
Core Curriculum Component: None
Prerequisite(s): None
AIS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS399
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS408
Native American Women and Film
4 Semester Credits
Beginning with issues of representation and a history of Hollywood’s portrayal of Native American woman as princess
figures, sexualized maidens, or squaws, we will expand our conceptualization of Native American women by putting into
conversation a variety of voices that talk back to or address mainstream stereotypes of Native American women. Our
goal is to expand our conceptualizations of Native American women and their important roles in society by examining a
variety of cultural issues as they are presented through documentary and fiction films made by and about Native
American women.
Core Curriculum Component: None
Prerequisite(s): 1 of AIS105(Introduction to American Indian Studies), AIS205(Contemporary American Indians),
AIS233(Women: A Cross-Cultural Perspective), AIS264(American Indian in the Cinema), WST201(Foundations in
Women's Studies), WST205(Intro to Lesbian and Gay Studies), WST208(Native American Women and Film),
WST241(Environmental and River Politics), WST265(Women in American Culture), WST281(Topics)
AIS490
Keystone: Indigenous Issues of the Americas
4 Semester Credits
This travel seminar explores issues faced by Indigenous peoples of Guatemala, Nicaragua, or Mexico. Each group faces
similar challenges that manifest differently due to the political, social, and cultural influences of the dominant culture in
each country. Students will learn about sovereignty, land rights, economy, religion, cultural survival, women’s issues,
and political movements through site visits and interaction with Indigenous organizations.
Core Curriculum Component: Keystone
Prerequisite(s): None
AIS495
Topics
4 Semester Credits
Individual courses designed to investigate specific topics such as Minnesota Indians, Contemporary Indigenous Issues of
North and South America, and American Indian Literature Seminar.
6
Core Curriculum Component: None
Prerequisite(s): None
AIS498
Independent Study/Research *
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS499
Independent Study
4 Semester Credits
An independently designed research project.
Core Curriculum Component: None
Prerequisite(s): None
ANT141
Introduction to Cultural Anthropology
4 Semester Credits
This course serves as an introduction to cultural anthropology. Course objectives include providing students with an
understanding of anthropological methods and theories, the concepts of race and culture, an appreciation and
awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding contemporary
human problems.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
ANT295
Topics in Anthropology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ANT495
Topics in Anthropology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART
ART100
Special Topics
4 Semester Credits
Selected courses dealing with special topics, offered occasionally in the department.
7
Core Curriculum Component: None
Prerequisite(s): None
ART102
Design
4 Semester Credits
A study of design is the unifying foundation for the visual arts. Two- and three-dimensional projects demonstrate theory
and application of basic design elements and principles.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART105
Introduction to Architectural Drawing
4 Semester Credits
This course develops basic skills involved in perceiving and representing the material environment through the study of
sketching and drawing skills.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART106
Introduction to Chinese Calligraphic Arts
4 Semester Credits
Introduction and practice of Chinese calligraphic painting and writing.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART107
Drawing
4 Semester Credits
Introduction to foundational drawing from direct observation, memory, and reference. Traditional and experimental
media and methods are explored to develop technical and formal skills in support of individual expression.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART118
Painting I
4 Semester Credits
Introduction to observational and experimental approaches and techniques in acrylic or oil painting. Color theory,
composition, painting methods, and individual expression are emphasized.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART122
8
Plein Air Sketching I
4 Semester Credits
Introduction to traditional sketching media and approaches for drawing en plein air, outside and on location. Portable,
all-weather materials and processes, and perceptual techniques are emphasized to create a sketchbook of drawings
from direct observation.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART132
Photography I
4 Semester Credits
This course introduces the technical skills, creative applications, and vocabulary of black-and-white film photography.
Technical lectures and demonstrations cover 35mm camera operation, film processing, and black-and-white darkroom
printing. Class lectures, readings, field trips, and research introduce students to the canon of photographic history,
including a broad range of genres, historical contexts, and artistic practices. Students need a 35mm single lens reflex
camera.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART180
Introduction to Community-Based Photography
4 Semester Credits
This course introduces the technical skills and creative applications of black-and-white photography with coursework
that integrates partnership and service. Art 180 combines art and social research concepts to help students understand
how the arts foster community building and engagement. Class lectures, demonstrations, assignments, and service will
introduce students to documentary work that will be presented as portfolio to a nonprofit partner. Students need a
35mm single lens reflex camera.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART210
Drawing for Design in Architecture
4 Semester Credits
Introduction to and exploration of the conceptual function of drawing in architecture. Exploration of the history of
drawing in architecture, critical review of drawing conventions and systems, and examination of drawing processes as
modes of perception and cognition.
Core Curriculum Component: None
Prerequisite(s): ART105(Introduction to Architectural Drawing)
9
ART215
Web Design I
4 Semester Credits
This course provides an introduction to designing for the Internet. Students will learn basic skills for interactive design
and will become familiar with design software to execute their designs.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART221
Sculpture I
4 Semester Credits
An introduction to sculpture and three-dimensional design through the exploration of the inherent properties of various
materials and processes.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART223
Print Making I
4 Semester Credits
An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique
methods are explored.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART224
Publication Design
4 Semester Credits
An introduction to design concepts and production for publication design. Theory and practice of coordinating visual
imagery and typography for print publications using page layout software.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART225
Graphic Design I
4 Semester Credits
This course provides an introduction to the practice of graphic design. Design principles are explored in creating and
organizing through visual communication. The focus of this class will be building the foundation in design programs such
as Adobe InDesign, Illustrator, and Photoshop, and discovering the visual language necessary to develop as creative
problem solvers.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART231
10
Pre-Columbian, Colonial, & Contemporary Mexican Art
4 Semester Credits
This course aims to develop an understanding and appreciation of Mexican art from the Pre-Columbian, colonial, and
contemporary periods, with emphasis on Frida Kahlo and the muralist movement of Diego Rivera, David Alfredo
Siqueiros, and José Clemente Orozco. Students will participate in numerous excursions to many museums as well as
archaeological and historical sites.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART233
Collaborative Printmaking: A Press Free Approach
4 Semester Credits
This online course is designed to engage creative, imaginative, and technical processes to produce prints without a press
and to interpret works of art. Students learn water-based printmaking techniques while exploring several kinds of
collaboration. Students critically analyze works of art produced by themselves and their peers, and through this analysis
they will articulate different theories of aesthetics.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART240
Art History Survey
4 Semester Credits
A survey of art of the Western world from prehistoric to modern times.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART243
History of Architecture to 1750
4 Semester Credits
History of architecture and city planning from antiquity to 1750, as illustrated by Western and non-Western examples.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART244
History of Architecture after 1750
4 Semester Credits
History of architecture and city planning since 1750, as illustrated by Western and non-Western examples.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART247
Life Drawing
4 Semester Credits
11
Introduction to traditional and experimental methods and techniques for drawing the human figure through direct
observation of the live nude model. Perceptual proportions, planes, and individual expression of the human form in
space are emphasized.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART249
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban design.
Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design
excellence.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
ART250
Ceramics I
4 Semester Credits
An introduction to the making of pottery with an emphasis on handbuilding and throwing techniques combined with
theory, concept, and form.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART257
Watercolor Painting I
4 Semester Credits
Introduction to foundational techniques, and observational and experimental approaches to watercolor painting.
Exploration of color theory, composition, and individual expression are emphasized. Includes some painting outside on
location.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART265
Computer Drafting for Stage and Architecture
4 Semester Credits
Computer Drafting for the Stage and Architecture is an introduction to using AutoCAD LT for drafting on the computer.
Students will learn how to use basic AutoCAD commands to input information, organize, layout and print 2-D drafting
plates, with an emphasis on drafting for the theater and architecture.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2)
ART280
Hand Papermaking and Book Arts I
4 Semester Credits
12
Introduction to hand papermaking, box building, and bookmaking; emphasizes the interplay of text, image, and form in
the contemporary artist's book.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART290
Native American Art
4 Semester Credits
An exploration of the rich heritage of visual arts from indigenous communities of North America, surveying the dynamic
nature of Native American art spanning from pre-European contact into the present while exploring the political nature
of that trajectory as it encounters cultural change, Western aesthetics, and Western concepts of art. Students will meet
Native artists, visit a variety of Native American art galleries and exhibitions, and learn about the cultural, social, and
political context surrounding Native American art.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters)
ART299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART300
Special Topics
4 Semester Credits
Selected courses dealing with special topics, offered occasionally in the department.
Core Curriculum Component: None
Prerequisite(s): None
ART305
Junior Exhibition and Review
0 Semester Credits
Junior Exhibition and Review showcases the junior art major’s emerging style and content in a group exhibit to focus
exploration in support of the upcoming senior exhibition. A committee of art department faculty and staff conduct a
formal review of the exhibition. Junior art majors prepare and present an artist statement at the review. (Prereq.:
Completion of 16 credits)
Core Curriculum Component: None
Prerequisite(s): None
ART306
Advanced Chinese Calligraphic Arts
4 Semester Credits
Advanced practice of Chinese calligraphic painting and writing.
13
Core Curriculum Component: None
Prerequisite(s): ART106(Introduction to Chinese Calligraphic Arts)
ART315
Web Design II
4 Semester Credits
Exploration of the latest technologies used in the theories and practice of animation, interactive programming, and
advanced digital design.
Core Curriculum Component: None
Prerequisite(s): ART215(Web Design I)
ART320
Typography
4 Semester Credits
Study of the history, development, structures, and application of traditional and contemporary typography; exploration
of letterforms using digital, hand-set type, and hand lettering.
Core Curriculum Component: None
Prerequisite(s): 1 of ART102(Design), ART105(Introduction to Architectural Drawing), ART106(Introduction to Chinese
Calligraphic Arts), ART107(Drawing), ART118(Painting I), ART132(Photography I), ART210(Drawing for Design in
Architecture), ART215(Web Design I), ART221(Sculpture I), ART223(Print Making I), ART224(Publication Design),
ART225(Graphic Design I), ART240(Art History Survey), ART243(History of Architecture to 1750), ART244(History of
Architecture after 1750), ART247(Life Drawing), ART249(The Designed Environment), ART250(Ceramics I), ART280(Hand
Papermaking and Book Arts I), ART290(Tribal Arts and Culture), ART315(Web Design II), ART352(Women and Art),
ART360(Watercolor Painting), ART382(Scandinavian Arts), ART385(Prehistoric and Ancient Art), ART386(Medieval Art),
ART387(Renaissance and Baroque Art), ART388(Modern Art), ART389(American Art)
ART322
Plein Air Sketching II
4 Semester Credits
Advanced study of drawing en plein air emphasizes creating a sketchbook outside on location to explore advanced
observational technique, significant experiential engagement, complex composition, and emerging personal style using
portable all-weather materials and processes.
Core Curriculum Component: None
Prerequisite(s): ART122(Plein Air Sketching I)
ART330
Graphic Design II
4 Semester Credits
This studio course explores and develops concepts used in solving design problems through visual communication.
Students will explore the various tools necessary in this discipline, such as typography, layout, color, information design,
branding, packaging, and illustration.
Core Curriculum Component: None
Prerequisite(s): ART225(Graphic Design I)
ART332
14
Photography II
4 Semester Credits
Advanced study that focuses on refining the skills and visual vocabulary introduced in ART 132. Emphasis on portfolio
development using advanced black-and-white materials. Semester projects encourage individual creativity and
examination of critical issues in contemporary photography. Students must provide their own 35mm camera.
Core Curriculum Component: None
Prerequisite(s): ART132(Photography I)
ART333
Digital Photography
4 Semester Credits
This advanced course explores the technical, creative, conceptual, and ethical aspects of digital photography. Through a
series of lectures, demonstrations, projects, critiques, and guest presenters, students will expand their knowledge of
photography using digital technology within the fine arts context. Students will also spend time shooting assignments,
working in the computer lab, attending exhibitions, reading the text, and writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ART132(Photography I), ART180(Introduction to Community-Based Photography),
ART332(Photography II)
ART340
Digital Imaging
4 Semester Credits
Exploration of visual communications in the electronic environments using various software programs to create digital
images, animation, and digital games.
Core Curriculum Component: None
Prerequisite(s): None
ART349
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban design.
Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design
excellence.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ART351
Ceramics II
4 Semester Credits
Advanced work in ceramics explores clay, glaze, and firing technology with a continued emphasis on throwing and
handbuilding techniques combined with theory, concept, and form.
Core Curriculum Component: None
Prerequisite(s): ART250(Ceramics I)
15
ART352
Women and Art
4 Semester Credits
A study of the creative role of women in the visual arts, including the fine arts, the traditional arts, and the arts of Native
American women.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ART355
Painting II
4 Semester Credits
Advanced study in acrylic or oil painting emphasizes individual expression and emerging style through advanced color
theory, series development, and exploration of individual subject matter, approach, and method.
Core Curriculum Component: None
Prerequisite(s): ART118(Painting I)
ART357
Watercolor Painting Il
4 Semester Credits
Advanced study in watercolor painting emphasizes individual expression and emerging style through advanced color
theory, series development, and exploration of individual subject matter, approach, and method.
Core Curriculum Component: None
Prerequisite(s): ART257(Watercolor Painting I)
ART368
Print Making II
4 Semester Credits
Continued exploration of intaglio, relief, and mono/unique methods. Use of larger formats, multiple plates, and an
emphasis on color are encouraged.
Core Curriculum Component: None
Prerequisite(s): ART223(Print Making I)
ART380
Hand Papermaking and Book Arts II
4 Semester Credits
Advanced exploration in hand papermaking and book arts, emphasizing individual research and expression.
Core Curriculum Component: None
Prerequisite(s): ART280(Hand Papermaking and Book Arts I)
ART382
Scandinavian Arts
4 Semester Credits
16
The visual arts in Scandinavia from the Stone Age to the present, including architecture, folk arts, painting, sculpture,
and design.
Core Curriculum Component: None
Prerequisite(s): None
ART385
Prehistoric and Ancient Art
4 Semester Credits
The art of the Ice Age through the Roman period to the fourth century A.D.
Core Curriculum Component: None
Prerequisite(s): None
ART386
Medieval Art
4 Semester Credits
Early Christian through late Gothic and proto-Renaissance painting, sculpture, and architecture in Europe.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ART387
Renaissance and Baroque Art
4 Semester Credits
European painting, sculpture, and architecture, from the 14th through the 18th centuries.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ART388
Modern Art
4 Semester Credits
Painting, sculpture, and architecture from Neoclassicism through the present.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ART389
American Art
4 Semester Credits
A study of early colonial through contemporary American art, architecture, and folk arts.
Core Curriculum Component: None
Prerequisite(s): None
17
ART390
Native American Art
4 Semester Credits
This course surveys the rich and dynamic heritage of visual arts from indigenous communities of North America,
spanning from pre-European contact into the present. Students will meet Native artists, visit a variety of Native
American art galleries and exhibitions, and learn about the cultural, social, and political context surrounding Native
American art. ART390 is open to art history students only.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters); ART240(Art History Survey)
ART396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ART398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ART405
Senior Exhibition and Faculty Review
0 Semester Credits
Senior Exhibition and Faculty Review is a practical approach, exemplifying best visual arts practice and showcasing the
senior art major’s body of work through a solo or two-person exhibit. A committee of two art department faculty and
one outside department faculty/staff of choice conducts a formal review of the exhibition.
Core Curriculum Component: None
Prerequisite(s): ART305(Junior Exhibition and Review)
18
ART478
Sculpture II
4 Semester Credits
Advanced work in sculpture and three-dimensional design.
Core Curriculum Component: None
Prerequisite(s): ART221(Sculpture I)
ART498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ASL
ASL101
Beginning American Sign Language I
4 Semester Credits
An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice
their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and
hard-of-hearing people.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
ASL102
Beginning American Sign Language II
4 Semester Credits
An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice
their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and
hard-of-hearing people.
Core Curriculum Component: Modern Language 2
Prerequisite(s): ASL101(Beginning American Sign Language I)
AUG
AUG101
Augsburg Seminar
0 Semester Credits
19
A weekly seminar linked to a course or course pair that integrates course content with learning strategies and
community-building opportunities beneficial to beginning college students. While the content course is graded on a
traditional point basis, Augsburg Seminar is graded Pass/No Credit. Permission to complete the seminar if the student
withdraws from the linked content course(s) is at the discretion of the instructor(s). (P/N grading only)
Core Curriculum Component: None
Prerequisite(s): None
AUG102
Augsburg Seminar
0 Semester Credits
This individualized directed study course is available through moodle (course management system) only to students who
did not pass AUG 101. Assignments involving reflection and engaging with campus offices and programs guide students’
progress toward graduation and future careers. A fee is charged during the semester when all requirements are
satisfactorily completed. Contact the Director of AugSem for more information.
Core Curriculum Component: None
Prerequisite(s): None
BIO
BIO102
The Biological World
4 Semester Credits
The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science and the
approach used by scientists to gather and analyze data and propose and test hypotheses are considered. (Three onehour lectures, one three-hour laboratory. Does not apply to the major or minor.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2)
BIO102L
The Biological World Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO102(The Biological World) *concurrent registration is required*
BIO103
Human Anatomy and Physiology
4 Semester Credits
A survey of the structure and function of the human body. (Three hours lecture, three hours laboratory. A student may
not receive credit for both BIO 121 and 103. Does not apply to the major or minor.) Students are strongly encouraged to
take CHM 102 or another chemistry course before taking this class.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of HPE104(Components of Fitness Training), MUS101(Materials of Music I), MUS111(Aural Skills I)
BIO103L
Human Anatomy and Physiology Lab
20
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO103(Human Anatomy and Physiology) *concurrent registration is required*
BIO118
Environmental Biology
4 Semester Credits
Analyze the most important issues in environmental biology with special emphasis on biodiversity, drawing particularly
from examples in Mexico. Students will learn about theoretical and applied issues regarding the ecological framework of
tropical America through lectures, required readings, fieldwork, and lab work. This course may be used as a substitute to
meet the ENV 120 requirement in the ENV major, and meets the Natural Sciences LAF.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): None
BIO118L
Environmental Biology Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO118(Environmental Biology) *concurrent registration is required*
BIO121
Human Biology
4 Semester Credits
An introduction to basic biological principles with a human perspective and application. Includes discussion of the
molecular and cellular basis of life, genetics and genetic disease, selected organ systems and disease, and the
sustainability of life on Earth. (Three hours lecture, one three-hour lab. A student may not receive credit for both BIO
121 and 103. Does not apply to the major or minor in biology. Students are strongly encouraged to take CHM 102 before
taking this class. )
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): None
BIO121L
Human Biology Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO121(Human Biology) *concurrent registration is required*
BIO150
Introductory Biology Workshop
2 Semester Credits
An elective workshop for students concurrently enrolled in BIO 151 Introductory Biology. Students will explore topics
covered in BIO 151 in more depth using AVID-based strategies for succeeding in college-level biology courses. P/N
grading only.
Core Curriculum Component: None
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Prerequisite(s): BIO151(Introductory Biology) *concurrent registration is required*, CONSENT(Consent of Instructor)
BIO151
Introductory Biology
4 Semester Credits
First of a two-semester sequence. An introduction to biology for science majors, including cell and molecular biology,
energy metabolism, genetics. BIO 151 and 152 must be taken in sequence except by permission of instructor. (Three
hours of lecture, three hours laboratory, some Saturday field trips.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
BIO151L
Introductory Biology Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO151(Introductory Biology) *concurrent registration is required*
BIO152
Evolution, Ecology and Diversity
4 Semester Credits
Second of a two-semester introductory sequence. An introduction to evolution, ecology, and biological diversity for
science majors. (Three hours of lecture, four hours laboratory.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of BIO113(Introductory Organismal Biology), BIO151(Introductory Biology)
BIO152L
Evolution Ecology and Diversity Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO152(Evolution, Ecology and Diversity) *concurrent registration is required*
BIO199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of All of BIO113(Introductory Organismal Biology), BIO114(Intro Genetics Evolution and Ecolo); All of
BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO253
Introductory Cellular Biology
4 Semester Credits
An introduction to structure and function in tissues, cells, and subcellular organelles. (Three hours lecture, four hours
laboratory.)
Core Curriculum Component: None
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Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II)
BIO253L
Introductory Cellular Biology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology) *concurrent registration is required*
BIO255
Genetics
4 Semester Credits
A study of the principles of heredity. The course integrates classical transmission genetics, molecular genetics, and
genomics. Special topics will include epigenetics, developmental genetics, and human disease genetics. Contemporary
genetic model systems will be utilized in laboratory experiments. (Three hours of lecture, four hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT248(Biostatistics),
MPL(Math Placement Group 4), PSY215(Research Methods and Statistics I); BIO151(Introductory Biology),
BIO152(Evolution, Ecology and Diversity), CHM116(General Chemistry II)
BIO255L
Genetics Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO255(Genetics) *concurrent registration is required*
BIO297
Directed Study: Research in Biology
2 Semester Credits
Directed research with a faculty mentor. No more than two terms may be applied to minimum graduation requirements.
Requires permission of instructor and chair of the department. (Pass/No Pass only)
Core Curriculum Component: None
Prerequisite(s): None
BIO299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO351
Invertebrate Zoology
4 Semester Credits
A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny. (Three
hours of lecture, four hours of laboratory.)
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Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO351L
Invertebrate Zoology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO351(Invertebrate Zoology) *concurrent registration is required*
BIO353
Comparative Vertebrate Anatomy
4 Semester Credits
Comparative anatomy, functional morphology, and evolutionary morphology of vertebrates. A study of vertebrate
anatomy integrating the perspectives of embryology, morphology and phylogeny. (Three hours of lecture, four hours of
laboratory.)
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO353L
Comparative Vertebrate Anatomy Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO353(Comparative Vertebrate Anatomy) *concurrent registration is required*
BIO355
Genetics
4 Semester Credits
A study of the principles of heredity. The course integrates classical transmission genetics, molecular genetics, and
genomics. Special topics will include epigenetics, developmental genetics, and human disease genetics. Contemporary
genetic model systems will be utilized in laboratory experiments. (Three hours of lecture, four hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT248(Biostatistics),
PSY215(Research Methods and Statistics I)
BIO355L
Genetics Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO355(Genetics) *concurrent registration is required*
BIO361
Plant Biology
4 Semester Credits
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A survey of the diversity and evolution of algae and plants. Topics on plant anatomy, physiology, phylogeny, ecological
and economic importance, and plant-microbe interactions are integrated throughout. (Three hours of lecture, four
hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO361L
Plant Biology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO361(Plant Biology) *concurrent registration is required*
BIO369
Biochemistry
4 Semester Credits
The course addresses the chemical structure and function of the major biological macromolecules. Key topic areas are
protein structure and function, enzyme mechanisms, thermodynamics, intermediary metabolism, and metabolic
regulation. (Three hours lecture, four hours laboratory.)
Core Curriculum Component: None
Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology); 1 of
MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT164(Introductory Biostatistics),
MAT248(Biostatistics), PSY215(Research Methods and Statistics I); CHM351(Organic Chemistry I)
BIO369L
Biochemistry Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO369(Biochemistry) *concurrent registration is required*
BIO397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
BIO398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO399
Internship
4 Semester Credits
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Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology)
BIO471
Advanced Cellular and Molecular Biology
4 Semester Credits
An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, the
cytoskeleton and select additional topics. (Three hours of lecture, four hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): BIO369(Biochemistry)
BIO471L
Advanced Cellular and Molecular Biology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO471(Advanced Cellular and Molecular Biology) *concurrent registration is required*
BIO473
Animal Physiology
4 Semester Credits
A study of digestion, respiration, circulation, excretion, movement, and sensory perception as well as neural and
hormonal control of these functions, emphasizing vertebrates. (Three hours of lecture, four hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology); 1 of
MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT248(Biostatistics), PSY215(Research
Methods and Statistics I)
BIO473L
Animal Physiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO473(Animal Physiology) *concurrent registration is required*
BIO474
Developmental Biology
4 Semester Credits
A study of development from the embryonic to adult stages. The course will focus on the physiological, molecular, and
morphological changes that occur during development. Additional topics to be covered will include evolutionary
developmental biology (evo devo), teratology, stem cells, regeneration, and cell death. (Three hours of lecture, four
hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology)
BIO474L
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Developmental Biology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO474(Developmental Biology) *concurrent registration is required*
BIO475
Neurobiology
4 Semester Credits
An introduction to the nervous system. Topics to be studied include the electrical activity of neurons, sensory and motor
systems, mechanisms of learning and memory, animal behavior, and human cognition. (Three hours of lecture, four
hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology)
BIO475L
Neurobiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO475(Neurobiology) *concurrent registration is required*
BIO476
Microbiology
4 Semester Credits
An introduction to the study of microorganisms. Environmental, industrial, and medical issues are discussed, with
particular attention paid to human pathogens. (Three hours lecture, four hours laboratory.)
Core Curriculum Component: None
Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology)
BIO476L
Microbiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO476(Microbiology) *concurrent registration is required*
BIO481
Ecology
4 Semester Credits
A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology,
energy flow, nutrient cycling, a survey of biomes, population and community ecology, and conservation. (Three hours
lecture, four hours laboratory, some Saturday field trips.)
Core Curriculum Component: None
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Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II); 1 of MAT114(Precalculus),
MAT145(Calculus I), MAT163(Introductory Statistics), MAT248(Biostatistics), PSY215(Research Methods and Statistics I);
BIO152(Evolution, Ecology and Diversity)
BIO481L
Ecology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO481(Ecology) *concurrent registration is required*
BIO486
Immunology
4 Semester Credits
A study of the mechanisms by which the immune system can recognize and neutralize or destroy foreign molecules and
organisms. Aspects of immune dysfunction in allergy, autoimmunity, cancer and immunodeficiency are included. (Three
hours of lecture, four hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): 1 of BIO255(Genetics), BIO355(Genetics); BIO253(Introductory Cellular Biology)
BIO486L
Immunology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO486(Immunology) *concurrent registration is required*
BIO490
Biology Keystone
2 Semester Credits
A seminar course that fulfills the keystone requirement. Several important biological issues that have ethical and societal
implication and ramifications are explored, including the topics of the vocation of a scientist, connections between faith
and science, and moral, ethical, and societal challenges faced by scientists. For senior biology majors.
Core Curriculum Component: Keystone
Prerequisite(s): None
BIO495
Special Topics in Biology
4 Semester Credits
Courses covering special topics not otherwise covered by our other course offerings. Topics may vary.
Core Curriculum Component: None
Prerequisite(s): None
BIO495L
Topics: Lab
0 Semester Credits
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Core Curriculum Component: None
Prerequisite(s): BIO495(Special Topics in Biology) *concurrent registration is required*
BIO497
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology)
BUS
BUS199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS200
Exploring Business as a Vocation
4 Semester Credits
This course is intended to introduce you, the student, to the possibility of pursuing a career in business as a vocational
calling. In this course you will be exposed to the key areas of business operations including: management, marketing,
management information systems/technology, finance, accounting, and international business.
Core Curriculum Component: None
Prerequisite(s): None
BUS242
Principles of Management
4 Semester Credits
Development of the theory of management, organization, staffing, planning, and control. The nature of authority,
accountability, and responsibility; analysis of the role of the professional manager.
Core Curriculum Component: None
Prerequisite(s): None
BUS254
Entrepreneurship
4 Semester Credits
29
The process of transforming an idea into an organization that can market this idea successfully. Examines the
construction of a viable business plan with attention to the resources needed for success.
Core Curriculum Component: None
Prerequisite(s): None
BUS295
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and
readings in the areas of business administration.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
BUS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS301
Business Law
4 Semester Credits
Legal rules relating to contracts, agency, negotiable instruments, property, and business organizations under the
Uniform Commercial Code.
Core Curriculum Component: None
Prerequisite(s): None
BUS340
Human Resource Management
4 Semester Credits
Personnel function in business, acquisition, and utilization of human resources; desirable working relationships; effective
integration of the worker with the goals of the firm and society.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management)
BUS362
International Business
4 Semester Credits
This course views international business from a global perspective, including views of the U.S. government and
perspectives of foreign governments. Each topic is supported with real-life case studies.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of
ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing
30
for Liberating Letters), WPL(Writing Placement Level); 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles
of Management), MKT252(Principles of Marketing)
BUS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
BUS398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
BUS440
Strategic Management
4 Semester Credits
Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various
industries and sectors.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management)
BUS461
Global Business Management: Mexico and Emerging Markets - Mexico
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of
BUS200(Exploring Business as a Vocation), BUS242(Principles of Management)
BUS465
International Management
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4 Semester Credits
This course analyzes several factors influencing behavior in the workplace and the board room, including skills needed to
manage across national borders.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management); 1 of
ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing
for Liberating Letters), WPL(Writing Placement Level)
BUS495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
BUS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM
CHM102
Chemistry for Changing Times
4 Semester Credits
Designed for the liberal arts student. Emphasis is upon developing basic chemistry concepts using examples primarily
from inorganic chemistry. Does not count toward a chemistry major or minor. CHM 102 includes a lab section.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2)
CHM102L
Chemistry for Changing Times Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): CHM102(Chemistry for Changing Times) *concurrent registration is required*
CHM115
General Chemistry I
4 Semester Credits
This is the entry course for chemistry and related science majors, including biology and physics. Course topics include an
introduction to matter and measurements, chemical equations, stoichiometry, energetics, electronic structure, and
bonding theory. QF course. (Three one-hour lectures, one three-hour laboratory. High school chemistry recommended.
Fall and Spring)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
32
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
CHM115L
General Chemistry I Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): CHM115(General Chemistry I) *concurrent registration is required*
CHM116
General Chemistry II
4 Semester Credits
A continuation of Chemistry 115. Emphasis on equilibrium and solution chemistry including kinetics and
electrochemistry. QF course. (Three one-hour lectures, one three-hour laboratory. Spring and Summer)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): CHM115(General Chemistry I)
CHM116L
General Chemistry II Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): CHM116(General Chemistry II) *concurrent registration is required*
CHM199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM351
Organic Chemistry I
4 Semester Credits
Basic periodic trends and bonding principles are emphasized with focus on the first row elements. Spectroscopic and
separation methods are introduced for both functional group and structural analysis of organic compounds, including IR,
MS, GC, NMR, and chromatography.
Core Curriculum Component: None
Prerequisite(s): CHM116(General Chemistry II)
CHM351L
33
Organic Chemistry I Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM351(Organic Chemistry I) *concurrent registration is required*
CHM352
Organic Chemistry II
4 Semester Credits
Organic functional groups are analyzed in multi-step synthesis. Retro-synthetic analysis is emphasized and practiced
including oxidations, reductions, substitutions, eliminations, and aldol reactions.
Core Curriculum Component: None
Prerequisite(s): CHM351(Organic Chemistry I)
CHM352L
Organic Chemistry II Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM352(Organic Chemistry II) *concurrent registration is required*
CHM353
Quantitative Analytical Chemistry
4 Semester Credits
Covers gravimetric and volumetric analysis and solution equilibrium in detail and gives an introduction to
electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety
of samples, and includes trace analysis. QA course. (Three hours of lecture, one four-hour laboratory. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM106(Principles of Chemistry (no longer offered)), CHM116(General Chemistry II); 1 of
MAT105(Applied Algebra), MPL(Math Placement Level 3)
CHM353L
Quantitative Analytical Chemistry Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM353(Quantitative Analytical Chemistry) *concurrent registration is required*
CHM362
Chemical Thermodynamics, Statistical Mechanics, and Kinetics
4 Semester Credits
Studies three of the fundamental theoretical concepts of physical chemistry: thermodynamics, statistical mechanics, and
kinetics. (Three one-hour lectures, one four-hour laboratory).
Core Curriculum Component: None
Prerequisite(s): CHM116(General Chemistry II), MAT145(Calculus I), MAT146(Calculus II), PHY121(General Physics I),
PHY122(General Physics II)
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CHM362L
Chemical Thermodynamics, Statistical Mechanics, and Kinetics Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM362(Chemical Thermodynamics, Statistical Mechanics, and Kinetics) *concurrent registration is
required*
CHM367
Properties of Polymers
4 Semester Credits
Presents polymer chemistry as an interdisciplinary chemistry relying on the organic, analytical, and physical chemistry
prerequisites to unfold the details of macromolecules. Spring, odd years)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM362(Chemical Thermodynamics, Statistical Mechanics, and Kinetics), CHM368(Quantum
Chemistry, Molecular Structure, and Spectroscopy); CHM352(Organic Chemistry II)
CHM368
Quantum Chemistry, Molecular Structure, and Spectroscopy
4 Semester Credits
Studies fundamental theoretical concepts of physical chemistry including: quantum mechanics with molecular structure,
spectroscopy, and interactions applications. (Three one-hour lectures, one four-hour laboratory).
Core Curriculum Component: None
Prerequisite(s): CHM116(General Chemistry II), MAT145(Calculus I), MAT146(Calculus II), PHY121(General Physics I),
PHY122(General Physics II)
CHM368L
Quantum Chemistry, Molecular Structure, and Spectroscopy Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM368(Quantum Chemistry, Molecular Structure, and Spectroscopy) *concurrent registration is
required*
CHM370
BioOrganic Chemistry
4 Semester Credits
The study of chemistry in biological systems is one of five core areas of chemistry: inorganic, organic, physical, analytical,
and biological, all exquisitely expressed in living organisms. Relationships between chemical structure, bond strengths
and resulting physical/chemical properties, acid-base and metal-catalyzed/assisted reactions, kinetics/thermodynamics,
and redox processes are studied in the context of information storage, transmission, expression, and control.
Core Curriculum Component: None
Prerequisite(s): CHM352(Organic Chemistry II)
CHM397
Internship
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2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
CHM399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
CHM464
Advanced Organic Chemistry
4 Semester Credits
Advanced mechanistic analysis of modern synthetic transformations is covered both in lecture and lab. Modern
instrumentation is used in multi-step synthesis to analyze reaction data.
Core Curriculum Component: None
Prerequisite(s): CHM352(Organic Chemistry II)
CHM464L
Advanced Organic Chemistry Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM464(Advanced Organic Chemistry) *concurrent registration is required*
CHM470
Principles of Medicinal Chemistry
4 Semester Credits
Medicinal chemistry examines the organic chemistry of drug design and drug action. Students study the mechanisms of
drug transport across biological membranes, absorption, distribution, and drug excretion; the relationship between
structure and activity; molecular recognition process in drug-receptor interactions; enzyme mechanisms; and the
metabolic pathways by which drugs are detoxified. Also studied are the concepts used in the design of therapeutic
substances. A prior course in biochemistry is recommended. (Spring, even years)
Core Curriculum Component: None
Prerequisite(s): CHM352(Organic Chemistry II)
CHM481
Instrumental Analysis
4 Semester Credits
Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, radiochemical,
chromatography, thermal, and electroanalytical methods are covered. (Three hours of lecture, one four-and-one-half
hour laboratory. Fall)
Core Curriculum Component: None
Prerequisite(s): CHM353(Quantitative Analytical Chemistry)
36
CHM481L
Instrumental Analysis Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM481(Advanced Analytical Chemistry) *concurrent registration is required*
CHM482
Advanced Inorganic Chemistry
4 Semester Credits
Study of inorganic substances and their reactions using electrostatic and molecular orbital models. Reactivity and
bonding in coordination, cluster, and organometallic compounds are considered. The laboratory consists of preparations
using a variety of techniques. (Three one-hour lectures, one three-hour laboratory. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM362(Chemical Thermodynamics, Statistical Mechanics, and Kinetics), CHM368(Quantum
Chemistry, Molecular Structure, and Spectroscopy); CHM352(Organic Chemistry II)
CHM482L
Advanced Inorganic Chemistry Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM482(Advanced Inorganic Chemistry) *concurrent registration is required*
CHM491
Chemistry Seminar
0 Semester Credits
This seminar, which has no course credit, is a weekly meeting of chemistry majors under the direction of the Augsburg
Chemistry Society. Juniors and seniors are expected to participate, with seniors presenting papers. Outside visitors are
also invited to participate.
Core Curriculum Component: None
Prerequisite(s): None
CHM495
Topics
4 Semester Credits
Study of a specific area building upon inorganic, analytical, physical, and organic chemistry.
Core Curriculum Component: None
Prerequisite(s): None
CHM497
Introduction to Chemistry Research
0 Semester Credits
Chemistry majors planning research careers need research experience before graduation that may be obtained by
working on a summer research project (not counted as a course) or by research participation during the academic year
37
(that may be counted as a course). Cooperative education is an excellent opportunity to be involved in industrial
research projects.
Core Curriculum Component: None
Prerequisite(s): None
CHM498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM
COM111
Public Speaking
4 Semester Credits
The course focuses on speech preparation, organization, audience analysis, style, listening, and overcoming speech
fright. Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. (Fall, spring)
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
COM112
Contest Public Speaking
4 Semester Credits
Theory and practice of preparing speeches for delivery in formal and contest situations. Students are expected to attend
three interscholastic speech tournaments and compete in at least two of the following: informative speaking, persuasive
speaking, speaking to entertain, and/or communication analysis. Note: Students may take only one of either COM 111,
COM 112, or COM 115 for credit. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
COM115
Scientific and Technical Public Speaking
4 Semester Credits
An introduction to public speaking for students majoring in scientific or technical fields. Includes the same foundational
material as introduction to public speaking, including: delivery, argumentation, persuasion, and audience analysis. This
material is then applied to specific contexts common in technical fields, with special attention to distinguishing expert or
lay audiences, and the use of technical vocabulary and notation systems. Note: Students may take only one of either
COM 111, COM 112, or COM 115 for credit.
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Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
COM120
Mass Media and Popular Culture
4 Semester Credits
This course is a survey of the mass media in popular culture. Students will examine the different types of mass media
and will gain an understanding of what popular culture is and why it is important. The course examines the importance
of media criticism and the impact that media have had on culture and society. Students are encouraged to think critically
about media and media consumption.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM243
Studio Production
4 Semester Credits
This is an introductory television production course utilizing three cameras in a live studio environment. This course
emphasizes the demands of live television production, such as collaborative team effort, pre-production, time
management, and meeting deadlines. Through a series of exercises, students learn the skills required to produce a live
30-minute news magazine program. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
COM247
Documentary History and Theory
4 Semester Credits
This course studies the history of film’s nonfiction art form, as well as the theoretical methods of engaging the world
through a lens. Through the study of selected documentaries, students will identify and analyze the filmmaker’s point of
view and the methods used to deliver the message.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM254
Interpersonal Communication
4 Semester Credits
A study of the dynamics of human interaction through verbal and non-verbal messages; emphasis on factors that build
relationships and help to overcome communication barriers.
Core Curriculum Component: None
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Prerequisite(s): None
COM280
Introduction to Communication Studies
4 Semester Credits
An introductory survey course designed to acquaint students with the world of ideas that serves as the foundation for
the field of communication studies.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM281
Research Methods
4 Semester Credits
This course focuses on the differing methods used by communication scholars to ask and answer questions about the
nature of human interaction. It examines various types of research methods, both qualitative and quantitative, such as
experimental research, survey research, ethnographic research, textual analysis, content analysis, and historical/critical
research.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level)
COM295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM321
Business and Professional Speaking
4 Semester Credits
This course explores advanced issues in public address including delivery and performance, vocal control, persuasion,
audience adaptation, argument construction, and speaker credibility. The class uses a series of speeches, ranging from
impromptu speaking and persuasion to job interviewing and sales presentations, in order to hone students’ speaking
skills.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking), SPC111(Public Speaking)
COM329
Intercultural Communication
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4 Semester Credits
This course explores cultural differences and their implications for communication, including differences in values,
norms, social interaction, and code systems.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
COM345
Organizational Communication
4 Semester Credits
An examination of communication in organizational settings. Focuses on topics such as superior-subordinate
relationships, management styles, motivation of employees, organizational culture, effective use of meetings, and
sources of communication problems.
Core Curriculum Component: None
Prerequisite(s): None
COM351
Argumentation
4 Semester Credits
Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation.
Includes how to build and analyze public arguments that confront students in their everyday lives.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); COM280(Introduction to
Communication Studies)
COM352
Persuasion
4 Semester Credits
Examination of the process of influence in a variety of social contexts, paying special attention to the psychological
aspects of persuasion.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); COM280(Introduction to
Communication Studies), COM281(Research Methods)
COM355
Small Group Communication
4 Semester Credits
A study of group dynamics and leadership with emphasis on decision making, leadership styles, and conflict
management.
Core Curriculum Component: None
Prerequisite(s): None
COM396
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Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
COM398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
COM405
Nonverbal Communication
4 Semester Credits
This course focuses on the nonverbal elements of communication. Nonverbal communication encompasses all
communication except the spoken word. In order to fully explore the functions of nonverbal communication in everyday
life, students will conduct a research project that looks at nonverbal communication in depth.
Core Curriculum Component: None
Prerequisite(s): COM281(Research Methods)
COM415
Advanced Critical Media Studies
4 Semester Credits
This course explores the role that various media, such as film, television, and the internet play in shaping and influencing
society. Topics covered include theories of influence and effects, representations of gender, race, and class, ownership
and democracy, and new media. After taking this course, students should possess heightened understanding and
appreciation of media’s significance and impact in the world.
Core Curriculum Component: None
Prerequisite(s): COM120(Mass Media and Popular Culture)
COM480
Public Relations/Promotional Communication
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4 Semester Credits
Public relations in the modern world of communication, marketing, and business. An overview of public relations as a
career and a survey of basic promotional communication in profit and nonprofit organizations.
Core Curriculum Component: None
Prerequisite(s): None
COM490
Keystone: Critical Conversations about Vocation
4 Semester Credits
A synthesis of communication theories and application of those theories to each student’s sense of vocation. This course
satisfies the Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of COM351(Argumentation), COM352(Persuasion)
COM495
Communication Topics
4 Semester Credits
Selected topics in communication with emphasis on the use of primary sources and methodology of research.
Core Curriculum Component: None
Prerequisite(s): None
COM498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC
CSC160
Introduction to Computer Science and Communication
4 Semester Credits
An introduction to computer science topics in hardware, software, theory, and computer communications: algorithm
design, logical circuits, network concepts, the Internet, and programming.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
CSC170
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Introduction to Programming
4 Semester Credits
A study of problem-solving, algorithm development, and programming using a high-level programming language. (Three
hours of lecture, one-and-one-half hours of lab.)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); CSC160(Introduction to Computer Science
and Communication)
CSC170L
Introduction to Programming Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CSC170(Introduction to Programming) *concurrent registration is required*
CSC199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC210
Data Structures
4 Semester Credits
Data structures such as linked lists, stacks, and queues; recursion. (Three hours of lecture, one-and-one-half hours of
lab.)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); 1 of MAT145(Calculus I), MAT171(Discrete
Mathematics For Computing); CSC170(Introduction to Programming)
CSC210L
Data Structures Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CSC210(Data Structures) *concurrent registration is required*
CSC240
Intro to Networking and Communications
4 Semester Credits
Principles and methods of data communications, information theory, distributed processing systems, network protocols
and security, standards, network management, and general computer interfacing.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); CSC160(Introduction to Computer Science
and Communication)
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CSC272
UNIX and C
4 Semester Credits
Study of UNIX operating system and the C programming language. It is assumed that the student has a knowledge of
programming methods and has done programming in some other language.
Core Curriculum Component: None
Prerequisite(s): CSC170(Introduction to Programming)
CSC299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC320
Algorithms
4 Semester Credits
A systematic study of algorithms and their complexity, including searching and sorting algorithms, mathematical
algorithms, scheduling algorithms, and tree and graph traversal algorithms. The classes P and NP, NP-complete
problems, and intractable problems.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); 1 of MAT145(Calculus I), MAT171(Discrete
Mathematics For Computing); CSC210(Data Structures)
CSC345
Principles of Computer Organization
4 Semester Credits
An introduction to computer architecture, binary representation of data, processors, instruction sets, and assembly
language programming.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); CSC210(Data Structures)
CSC352
Database Management and Design
4 Semester Credits
Structure of database management systems, query facilities, file organization and security, and the development of
database systems.
Core Curriculum Component: None
Prerequisite(s): CSC210(Data Structures)
CSC353
Database Architecture and Design
4 Semester Credits
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An introduction to the physical design and tuning of database systems. Topics include data storage, indexing, query
processing, and transaction processing with a focus on the relation database. Advanced topics include security, other
types of databases (e.g., distributed databases, client-server architectures, object-oriented), emerging technologies, and
applications.
Core Curriculum Component: None
Prerequisite(s): CSC210(Data Structures)
CSC373
Symbolic Programming and Artificial Intelligence
4 Semester Credits
An introduction to programming in functional, symbolic languages, such as Lisp or Scheme. A study of the foundation
algorithms used in the field of artificial intelligence. Applications to selected problems from artificial intelligence.
Core Curriculum Component: None
Prerequisite(s): CSC210(Data Structures)
CSC385
Formal Logic and Computation Theory
4 Semester Credits
An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal
models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and
uncomputability.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT122(Calc For Social and Behavioral Scie), MAT145(Calculus I), MAT171(Discrete Mathematics
For Computing); CSC210(Data Structures)
CSC396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC397
Internship *
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
CSC398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC399
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Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
CSC431
Introduction to A I Robotics
4 Semester Credits
Robot components, robotic paradigms, mobile robots, task planning, sensing, sensor fusion, basic control concepts.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CSC210(Data Structures)
CSC450
Programming Languages and Compilers I
4 Semester Credits
Principles that govern the design and implementation of programming languages. Topics include formal languages,
programming language syntax and semantics, parsing, and interpretation. Emphasis on design issues.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of CSC385(Formal Logic and
Computation Theory) *concurrent registration is acceptable*, PHI385(Formal Logic and Computation Theory)
*concurrent registration is acceptable*; CSC320(Algorithms)
CSC451
Programming Languages and Compilers II
4 Semester Credits
Continuation of CSC 450: compilers, data structures, control structures, and the run-time environment. Emphasis on
implementation issues.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of CSC385(Formal Logic and Computation Theory), PHI385(Formal Logic and Computation Theory);
CSC345(Principles of Computer Organization), CSC450(Programming Languages and Compilers I)
CSC457
Computer Graphics
4 Semester Credits
A study of the foundational algorithms required for computer graphics. Topics include geometric algorithms, geometric
modeling, graphics techniques, graphical user interfaces, human-centered software development, computer animation,
virtual environments and 3D immersive rendering.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); CSC210(Data Structures)
CSC495
Advanced Topics in Computer Science
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4 Semester Credits
Study of advanced topics from areas of computer science not included in other courses. This course may be repeated,
but may not be counted more than twice as part of the requirements for the major.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
CSC499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECE
ECE345
Foundations of Preprimary Education
3 Semester Credits
Students gain understanding about philosophical, theoretical, historical, pedagogical, societal, and institutional
foundations of preprimary education. Attention is given to efforts of modern programs to adapt instruction to
developmental levels and experience backgrounds of young children and to work in partnership with parents and other
social service agencies. Field experience (20 hours) is a critical part of this course.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); PSY105(Principles of Psychology), PSY250(Child Development)
ECE346
Learning Environments for Preprimary-Aged Children
3 Semester Credits
Students gain an understanding of how to recognize and construct, developmentally appropriate pedagogy and
practice. Attention is given to the integration of literacy within the classroom environment; importance of learning
through play; using different assessments of the classroom environment, student performance and program evaluation;
classroom management strategies; etc. Field experience (30 hours) is a critical part of this course.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); ECE345(Foundations of Preprimary Education)
ECE347
Immersion and Teaching Competence
3 Semester Credits
Students gain an understanding of how to deliver developmentally appropriate instruction and experiences. Field
experience (40 hours) is a critical part of this course.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); ECE345(Foundations of Preprimary Education), ECE346(Learning Environments for Preprimary-Aged
Children)
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ECE488
Student Teaching: Preprimary
4 Semester Credits
Full-time, supervised classroom experience. Required for licensure.
Core Curriculum Component: None
Prerequisite(s): None
ECE489
Student Teaching: Preprimary
4 Semester Credits
Full-time, supervised classroom experience. Required for licensure.
Core Curriculum Component: None
Prerequisite(s): None
ECE545
Foundations of Preprimary Education
3 Semester Credits
Students gain an understanding of philosophical, theoretical, historical, pedagogical, societal, and institutional
foundations of preprimary education. Attention is given to the efforts of modern programs to adapt instruction to
developmental levels and experience backgrounds of young children and to work in partnership with parents and social
service agencies. Field experience (20 hours) is a critical part of this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission), PSY105(Principles of Psychology),
PSY250(Child Development)
ECE546
Learning Environments for Preprimary-Aged Children
3 Semester Credits
Students gain an understanding of how to recognize and construct, developmentally appropriate pedagogy and practice.
Attention is given to the integration of literacy within the classroom environment; importance of learning through play;
using different assessments of the classroom environment, student performance and program evaluation; classroom
management strategies; etc. Field experience (30 hours) is a critical part of this course.
Core Curriculum Component: None
Prerequisite(s): ECE545(Foundations of Preprimary Education), GRADEDADMIT(Graduate Education Department
Admission)
ECE547
Immersion and Teaching Competence
3 Semester Credits
Students gain an understanding of how to deliver developmentally appropriate instruction and experiences. Field
experience (40 hours) is a critical part of this course.
Core Curriculum Component: None
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Prerequisite(s): ECE545(Foundations of Preprimary Education), ECE546(Learning Environments for Preprimary-Aged
Children), GRADEDADMIT(Graduate Education Department Admission)
ECO
ECO112
Principles of Macroeconomics
4 Semester Credits
An introduction to macroeconomics: national income analysis, monetary and fiscal policy, international trade.
Application of elementary economic theory to current economic problems. May be taken independently of ECO 113.
ECO 112 and 113 may be taken in either order.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
ECO113
Principles of Microeconomics
4 Semester Credits
An introduction to microeconomics: the theory of the household, firm, market structures, and income distribution.
Application of elementary economic theory to market policy. May be taken independently of ECO 112. ECO 112 and 113
may be taken in either order.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
ECO199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECO299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECO312
Intermediate Macroeconomics
4 Semester Credits
Determinants of national income, employment, and price level analyzed via macromodels. Attention paid to areas of
monetary-fiscal policy, growth, and the role of expectations.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); ECO112(Principles of Macroeconomics)
ECO313
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Intermediate Microeconomics
4 Semester Credits
Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and
income distribution; introduction to welfare economics.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO315
Money and Banking
4 Semester Credits
Functioning of the monetary and banking systems, particularly commercial banks, and the Federal Reserve System and
its role in relation to aggregate economic activity. Emphasis placed on monetary theory and policy.
Core Curriculum Component: None
Prerequisite(s): ECO112(Principles of Macroeconomics)
ECO318
Management Science
4 Semester Credits
Provides a sound conceptual understanding of the modern techniques of management science to prepare students to
make better business and economic decisions. Emphasis is on applications such as transportation, marketing, portfolio
selection, environmental protection, the shortest route, and inventory models.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of
MAT105(Applied Algebra), MPL(Math Placement Level 3)
ECO350
Labor Economics
4 Semester Credits
Analysis of labor markets, labor as a factor of production, determination of collective bargaining, labor legislation, and
effects upon society.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO360
International Economics
4 Semester Credits
A study of the underlying forces affecting the economic relations among nations. Development of the basis for
international trade, balance of payments, exchange rate systems, and commercial policy.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO365
Environmental Economics
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4 Semester Credits
This course applies economic principles to the management and utilization of society’s environmental resources. It
analyzes the role of externalities and the public policy approaches designed to address those market failures, including
command/control and incentive-based strategies. Policy issues examined include air and water pollution, global
environmental issues like ozone depletion and global warming, and environmental policy for developing countries.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO370
International Economic Development
4 Semester Credits
This course studies the major factors that affect the economic standard of living in the developing world. It examines
such issues as poverty and income inequality, population growth, education and health of society, agricultural
production, environmental externalities, and the role of international trade and foreign assistance.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics)
ECO397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ECO399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ECO416
Mathematical Economics
4 Semester Credits
Mathematical economics with emphasis on the application of mathematical tools to the areas of micro and
macroeconomic theory.
Core Curriculum Component: None
Prerequisite(s): ECO312(Intermediate Macroeconomics), ECO313(Intermediate Microeconomics), MAT245(Calculus III),
MAT246(Linear Algebra)
ECO490
Research Methods in Econometrics
4 Semester Credits
This course provides an introduction to the application of statistical models and methods to economic problems.
Emphasis is on use of econometric software to analyze data and to test hypotheses.
Core Curriculum Component: Keystone
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Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of MAT105(Applied Algebra),
MPL(Math Placement Level 3); ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics)
ECO495
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and
current national and international economic problems and policies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ECO499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS
ECS495CE
Topics for Paraprofessionals
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS505CE
Behavior Management: ENVOY Training
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS506CE
Health Care Externship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS508CE
Paideia Seminar Writing to Learning
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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ECS509CE
Paideia: Guided Reading for Great Ideas
1 Semester Credits
This course is designed to assist Paideia practitioners in integrating reading techniques with seminar experiences.
Participants in the course will analyze and apply strategies in critical analysis of texts through seminars devoted to
interpretive questioning and civil discourse. The goal is to promote literacy through active reading and critical thinking
about great ideas.
Core Curriculum Component: None
Prerequisite(s): None
ECS527CE
Advanced Student Learning through Assessment
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS541CE
Advanced Paideia Institute
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS542CE
Paideia Training
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS543CE
Paideia Institute- variable credit -formerly EDU539
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS544CE
The Paideia Trainer
2 Semester Credits
The Augsburg Paideia Trainer course is designed to provide the Paideia practitioner with opportunities to develop
leadership skills in the area of Paideia training. The goal is to improve knowledge and skills through conducting Paideia
training seminars.
Core Curriculum Component: None
Prerequisite(s): None
ECS545CE
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Paideia: Curriculum Development
2 Semester Credits
This course is designed to assist Paideia practitioners in developing curricular units for seminars. Participants in the
course will integrate the three columns of didactic, coaching, and seminars to create a cohesive unit around a content
standard or great idea. Special focus will be placed on selection of seminar texts, content standards, stages of seminar
questions, and methods of evaluation.
Core Curriculum Component: None
Prerequisite(s): None
ECS585CE
AP Courses APPROVED BY GAAC Con’t Ed 1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS590CE
Topics Grad Edu, General and TPT Con’t Ed only-variable credit
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS595CE
Topics AP Not Approved 1st and 2nd ti-Variable credit
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDC
EDC110
Teaching in a Diverse World
4 Semester Credits
This course is designed to engage students in both an examination and critique of their own schooling and education. It
is meant to support students in developing a socio-political consciousness necessary for successful teaching in a diverse
society (Ladson-Billings, 1995). Students in this course will be asked to come to a better understanding of their own
desires to become educated people while simultaneously learning to critically examine the pathways and barriers that
exist for students of color and other marginalized youth in schools today. Through participatory action research,
students will explore a self-directed method of inquiry (problem-posing, problem solving) and hopefully learn how to
claim their own education.
Core Curriculum Component: None
Prerequisite(s): None
EDC199
Internship
4 Semester Credits
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Core Curriculum Component: None
Prerequisite(s): None
EDC200
Orientation to Education in an Urban Setting
3 Semester Credits
Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the
American school system. Field service experience in an urban P-12 school is required.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
EDC206
Diversity/Minnesota American Indians
3 Semester Credits
This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how
prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and
communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural
content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language,
and culture.
Core Curriculum Component: None
Prerequisite(s): None
EDC210
Diversity in the School
2 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): None
EDC211
Minnesota American Indians
2 Semester Credits
An overview of cultural content, world view, and concepts that comprise Minnesota-based American Indian tribal
government, history, language, and culture.
Core Curriculum Component: None
Prerequisite(s): None
EDC220
Educational Technology
2 Semester Credits
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Psychological and philosophical dimensions of communication through the use of instructional technology. Selection,
preparation, production, and evaluation of effective audio-visual and computer-based materials for teaching/learning
situations. Computer training will be included in this course.
Core Curriculum Component: None
Prerequisite(s): None
EDC310
Learning and Development in an Educational Setting
3 Semester Credits
A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom
applications of theoretical constructs. Field service requirements in an educational program or P-12 school.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
EDC330
Building the Public Good: Public Achievement and Organizing: Seminar I
1 Semester Credits
This course advances the idea of democracy as a society created through the public work of everyday citizens. That work
may occur in schools or community organizations but it requires participants to think about their place as citizen
professionals and in other civic roles as agents and architects of democracy. It will address how to effectively create
change and examine concepts and ideas central to the role the citizen in public life and provide a knowledge base about
basic organizing for the public good whether it be in schools or the broader community. Both EDC 330 and EDC 331 will
run over the span of two semesters.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC331
Practicum in Public Achievement-Seminar I
1 Semester Credits
This course advances the idea of democracy as a society created through the public work of everyday citizens. That work
may occur in schools or community organizations but it requires participants to think about their place as citizen
professionals and in other civic roles as agents and architects of democracy. It will address how to effectively create
change and examine concepts and ideas central to the role of the citizen in public life and provide a knowledge base
about basic organizing for the public good, whether it be in schools or the broader community. Both EDC 330 and EDC
331 will run over the span of two semesters. Field experience in a public achievement setting is required.
Core Curriculum Component: None
Prerequisite(s): None
EDC332
Building the Public Good: Public Achievement and Organizing: Seminar II
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDC333
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Practicum in Public Achievement-Practicum II
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDC353
International Education
3 Semester Credits
This 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.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC410
Learners with Special Needs
3 Semester Credits
The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all
students achieve maximum outcomes, and special focus on needs of urban students. Fieldwork experience required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC488
Topics in Education
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC490
School and Society
3 Semester Credits
Emphasis on points of view about the role of school in modern society, relationships with parents and community,
collaborative models, leadership, and professional development. Serves as final theoretical preparation for student
teaching.
Core Curriculum Component: Keystone
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Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC500
Reading Leadership in the K-12 Schools
2 Semester Credits
In this course students are introduced to the leadership roles in literacy education and provided time and space to
specifically focus on themselves as readers and as teachers of reading. This course is intended to promote a culture of
reading among all who are preparing to be reading leaders.
Core Curriculum Component: None
Prerequisite(s): None
EDC506
Readership, Literature, and New Literacies
3 Semester Credits
This course aims to cover the range and breadth of reading choices that exist for children and adolescents in a literature
classroom, and how best to implement these choices to foster voracious, critical readers.
Core Curriculum Component: None
Prerequisite(s): None
EDC514
Research Methods
3 Semester Credits
Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice.
Qualitative and quantitative tools will be discussed.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC515
Reading Leadership: Reading Theory and Research
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3 Semester Credits
Throughout this course, reading leaders will investigate a wide range of reading research and theory, and explore how
theory and research support reading assessment and instruction in a K-12 setting.
Core Curriculum Component: None
Prerequisite(s): None
EDC522
Orientation to Education in an Urban Setting
3 Semester Credits
Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the
American school system. Field service experience in an urban P-12 school is required.
Core Curriculum Component: None
Prerequisite(s): None
EDC533
Learning and Development in an Educational Setting
3 Semester Credits
A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom
applications of theoretical constructs. Field service requirements in an educational program or P-12 school.
Core Curriculum Component: None
Prerequisite(s): None
EDC535
Reading Leadership: Assessment and Instruction with Elementary Readers
3 Semester Credits
During this course, reading leaders will investigate the reading process, the link between assessment and instruction,
and reading strategies that support and sustain reading of emergent to early readers. Field experience required.
Core Curriculum Component: None
Prerequisite(s): None
EDC544
Learners with Special Needs
3 Semester Credits
The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all
students achieve maximum outcomes, and special focus on needs of urban students. Fieldwork experience required.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC545
Reading Leadership: Assessment and Instruction with Middle and High School Students
3 Semester Credits
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During this course, reading leaders will explore current methods, theories and materials used with transitional readers in
content area instruction; the link between assessment and instruction; and reading strategies that support and sustain
reading of middle and high school learners. Field experience required.
Core Curriculum Component: None
Prerequisite(s): None
EDC553
International Education
3 Semester Credits
This 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.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC566
Diversity/Minnesota American Indians
3 Semester Credits
This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how
prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and
communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural
content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language,
and culture.
Core Curriculum Component: None
Prerequisite(s): None
EDC570
Teacher Leadership
3 Semester Credits
This course will explore generative questions about leadership, change, and our own paradigms, visions and values. We
will investigate what it means to be a teacher leader and the ways in which teachers provide leadership. Examining
theoretical models and conceptual frame works from interdisciplinary fields will offer a variety of perspectives for
providing effective teacher leadership. Participants will also have an opportunity to reflect on the foundational question
of “who am I as a leader”.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC580
School and Society
3 Semester Credits
Emphasis on points of view about the role of school in modern society, relationships with parents and community,
collaborative models, leadership, and professional development. Serves as final theoretical preparation for student
teaching.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
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EDC585
Leadership Application Project
3 Semester Credits
The leadership application project is either a research-based study or a curriculum-based project that links issues of
leadership and education with the degree candidate’s personal interests. The character of the project will vary with the
nature of the investigation, but will always be application oriented. The central component of the LAP is the
demonstration of leadership ability through a concrete project appropriate to the candidate’s workplace or place of
service. P/N grading.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC588
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC591
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC592
Action Research I
3 Semester Credits
This course will introduce students to qualitative action research, a form of research that simultaneously contributes to
the practical concerns of people while furthering the goals of social science. It requires active self-reflective inquiry and
collaboration. Action research is used in real situations, and is aimed at solving real problems. The goal of action
research is to gain better knowledge of one’s practice while improving the situation in which the practice is conducted.
First course in a two-course sequence.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), GRADEDADMIT(Graduate Education Department Admission)
EDC593
Action Research II
3 Semester Credits
The second term of this course involves intensive data analysis, writing and sharing of the degree candidate’s research.
It requires active self-reflective inquiry and collaboration. The course will culminate with a symposium in which student
work will be presented in a public forum. P/N Grading.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), EDC592(Action Research I), GRADEDADMIT(Graduate Education
Department Admission)
EDC594
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Performance Assessment Project
3 Semester Credits
This performance assessment course will require the students to integrate their knowledge about leadership, their sense
of themselves as education leaders, and their understanding of a specific teaching/learning problem into a solution to
the problem and a process for change. P/N grading.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC598
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC599
Independent Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC998
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDC999
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDU
EDU491
Practicum and Seminar in Special Education
3 Semester Credits
A supervised field placement in a facility for an exceptional population plus on-campus seminar. Students planning to
take this course should consult with the special education director about a placement prior to registering for the course.
(Prereq.: completion of all other courses in special education minor or consent of instructor. Open to all.)
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
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EED
EED199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EED200
Elementary Education Earth Science
3 Semester Credits
This course is designed to provide hands-on investigations that model modern inquiry learning and teaching strategies. It
meets the basic earth science subject matter standards for initial licensure. This is a content intensive course. Plan to
spend much time outside of class reading and completing assignments.
Core Curriculum Component: None
Prerequisite(s): None
EED203
Physical Science for Elementary Teachers
3 Semester Credits
Students will participate in hands-on experiments to explore properties of and changes in matter; position, motion, and
force; light, heat, electricity, and magnetism; and kinds of ways to transfer energy. All elementary MSEPs for physical
science are met in this course. For elementary education majors only.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED225
Foundations of Literacy
3 Semester Credits
An initiation into K-6 elementary literacy instruction, focusing on the fundamentals of linguistics and literacy
development in children, with special attention to English language learners. This course aims in particular to develop
students’ base knowledge as the prerequisite for later courses in literacy.
Core Curriculum Component: None
Prerequisite(s): None
EED295
Topics in Education
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EED298
Directed Study
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2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EED299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED311
K-6 Methods: Health
1 Semester Credits
Examination and preparation of materials and resources for health at the kindergarten and elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED312
K-6 Methods: Physical Education
1 Semester Credits
Examination and preparation of materials and resources for physical education at the kindergarten and elementary
levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED325
K-6 Methods: Literacy
3 Semester Credits
Continued instruction in and discussion of literacy K-6 instruction, development, and assessment. This course aims to
investigate research and practices involved in K-6 literacy instruction by examining the competing theories regarding
literacy, the research findings that give support to these theories, and a range of practical approaches to teach literacy in
an elementary setting. Students must be registered concurrently for EED 326.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); EED225(Foundations of Literacy)
EED326
Elementary Reading K-6 Field Experience
1 Semester Credits
Observation, analysis, and preparation of assessment tools and reading materials for K-6 students in an elementary
classroom setting. Students must be registered concurrently for EED 325.
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Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED331
Middle School Methods Writing
2 Semester Credits
This course will focus on writing strategies and processes appropriate to middle level students. Emphasis will include the
writing process, types of writing, and integrated writing across the curriculum. This course is required for students
seeking elementary licensure with a communication arts/literature specialty.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED336
Advanced Literacy Methods
2 Semester Credits
The focus of this course is on formal and informal assessment tools, response to intervention, and differentiated
instruction in a K-6 literacy setting. (Prereq: MTLE and admission to the department and successfully completed EED
225/325.) Field experience with a student in special education or receiving English language instruction is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED341
K-6 Methods: Art
1 Semester Credits
Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED342
K-6 Methods: Music
1 Semester Credits
Examination and preparation of materials and resources for music at the kindergarten and elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED350
K-6 Methods: Mathematics
3 Semester Credits
66
Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels.
Field service in a mainstreamed K-6 classroom required. MAT137 recommended prior to taking this course.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
EED360
K-6 Methods: Science
3 Semester Credits
Examination and preparation of materials and resources for analyzing and translating elementary science curriculum,
considering different instructional strategies, models of instruction, and authentic assessment techniques. Additional
focus on scientific inquiry from the perspective of a learner, teacher and scientist and translation of theoretical
constructs to an elementary classroom. Field service in a P-6 classroom required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED370
K-6 Methods: Social Studies/Thematics
2 Semester Credits
Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and
elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED380
Kindergarten Methods
2 Semester Credits
Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED386
K-6 Methods: Children's Literature
2 Semester Credits
This course focuses on the study of literature for children and young adolescents. It includes wide reading across the
genres represented in children’s literature, to evaluate the quality of the literature read, exploring children’s response to
literature, and using children’s literature in teaching and learning.
Core Curriculum Component: None
Prerequisite(s): None
EED399
Internship
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4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED481
Student Teaching: Elementary K-6
4 Semester Credits
Full-time, supervised classroom experience. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED483
Student Teaching: Elementary K-6
4 Semester Credits
Supervised classroom experience. Required for licensure. Successful completion of student teaching occurs upon
satisfactory completion of degree program and program portfolio. Meets Augsburg Experience requirement. (Prereq.:
PPST and admission to department)
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED485
Student Teaching: Elementary K-6
4 Semester Credits
Supervised classroom experience. Required for licensure. Successful completion of student teaching occurs upon
satisfactory completion of degree program and program portfolio. Meets Augsburg Experience requirement. (Prereq.:
PPST and admission to department)
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED488
Topics in Education
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED495
Topics in Education
3 Semester Credits
Core Curriculum Component: None
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Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED524
Foundations of Literacy
3 Semester Credits
An initiation into K-6 elementary literacy instruction, focusing on the fundamentals of linguistics and literacy
development in children, with special attention to English language learners. This course aims in particular to develop
students’ base knowledge as the prerequisite for later courses in literacy.
Core Curriculum Component: None
Prerequisite(s): None
EED525
K-6 Methods: Literacy
3 Semester Credits
Continued instruction in and discussion of literacy K-6 instruction, development, and assessment. This course aims to
investigate research and practices involved in K-6 literacy instruction by examining the competing theories regarding
literacy, the research findings that give support to these theories, and a range of practical approaches to teach literacy in
an elementary setting. Students must be registered concurrently for EED 326.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); EED225(Foundations of Literacy)
EED550
K-6 Methods: Mathematics
3 Semester Credits
Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels.
Field service in a mainstreamed K-6 classroom required. MAT137 recommended prior to taking this course.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
EED560
K-6 Methods: Science
3 Semester Credits
Examination and preparation of materials and resources for analyzing and translating elementary science curriculum,
considering different instructional strategies, models of instruction, and authentic assessment techniques. Additional
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focus on scientific inquiry from the perspective of a learner, teacher and scientist and translation of theoretical
constructs to an elementary classroom. Field service in a P-6 classroom required.
Core Curriculum Component: None
Prerequisite(s): None
EED598
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
ENL
ENL000
Writing Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL101
Developmental Writing
4 Semester Credits
A preparatory course for ENL 111 Effective Writing, this course is required of students identified by the English
Placement Test as needing additional preparation in composition. Students receive course credit, but this course does
not fulfill the graduation requirement in writing. The minimum passing grade for this course is 2.0.
Core Curriculum Component: None
Prerequisite(s): WPL(Writing Placement Level)
ENL111
Effective Writing
4 Semester Credits
Emphasis is on exposition, including learning research techniques, and writing critical reviews. Attention is given to
increasing students’ effectiveness in choosing, organizing, and developing topics; thinking critically; and revising for
clarity and style. A writing lab is provided for those needing additional help. The minimum passing grade is 2.0.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG101(Developmental Writing), ENL101(Developmental Writing), WPL(Writing Placement Level)
ENL112
Advanced Effective Writing
4 Semester Credits
Advanced Effective Writing follows the same purposes and procedures as ENL 111; placement is determined by a writing
sample submitted by students upon entry to the College. The minimum passing grade is 2.0.
Core Curriculum Component: None
Prerequisite(s): WPL(Writing Placement Level)
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ENL217
English as a Second Language
4 Semester Credits
Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized
in these two courses. Testing determines placement in these courses; and testing, as well as course performance,
determines whether the ELL requirement is met. Students continue in ELL until the requirement is completed but can
receive credit for only two courses.
Core Curriculum Component: None
Prerequisite(s): None
ENL218
English as a Second Language
4 Semester Credits
Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized
in these two courses. Testing determines placement in these courses; and testing, as well as course performance,
determines whether the ELL requirement is met. Students continue in ELL until the requirement is completed but can
receive credit for only two courses.
Core Curriculum Component: None
Prerequisite(s): None
ENL220
Intermediate Expository Writing
4 Semester Credits
This course builds on the practices and methods of Effective Writing. Its workshop format stresses style and
organization, the process of revision, self and peer evaluation, and the relationship between reading and writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL221
Intermediate Expository Writing About the Arts
4 Semester Credits
A variant of English 220, this course also builds on the methods of Effective Writing, but in this version students work on
content related to subjects in the world of art and literature. Particularly aimed at art, theatre arts, and film majors.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL223
Writing for Business and the Professions
4 Semester Credits
This practical course is designed to improve writing skills for those entering business and professional careers.
Core Curriculum Component: None
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Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL226
Introduction to Creative Writing
4 Semester Credits
The purpose of the course is to introduce students to the process of creative writing and to various genres, emphasizing
poetry and short fiction, but including journal keeping and creative prose.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL227
Journalism
4 Semester Credits
An introductory newswriting course with an emphasis on writing for the print media. Students consider how to
recognize news, gather and verify facts, and write those facts into a news story.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL228
Broadcast and Online Journalism
4 Semester Credits
This is an introductory newswriting course with an emphasis on writing for broadcast and online media. Students use an
intensive practice model to learn the basics of newsgathering, writing, and production for television, radio, and the
Internet.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL240
Introduction to Literary Study
4 Semester Credits
This course develops students’ critical and analytical skills in reading and appreciating all kinds of literary texts and
genres, including poetry, fiction, and drama. Emphasis is placed on learning fundamental terms and concepts that serve
future literary inquiry and enjoyment.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*,
ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating
Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level)
ENL241
Introduction to Cinema Art
4 Semester Credits
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An investigation of the cinematic qualities, theoretical principles, and technical and aesthetic evolution of the film
medium. Includes the viewing and analysis of both feature length and short films, illustrating the international
development of film form and selected aesthetic movements.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*,
ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating
Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level)
ENL250
American Voices
4 Semester Credits
American Literature is made up of many voices that are distinct from one another in any number of ways. This course
foregrounds those voices that are usually identified by dint of ethnic rubrics. In each iteration, a specific ethnic literature
such as Hispanic, Asian American, or Jewish literature will be emphasized. Check the departmental web page for further
information or contact the instructor.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*,
ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating
Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level)
ENL251
Introduction to African American Literature
4 Semester Credits
This course introduces students to the foundations, development, and production of modern African-American
literature from its origins in the 18th century to the present. It will explore various literary genres, representative
authors, epochal texts, and ideological movements that have contributed to the shaping of the African American literary
tradition.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*,
ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating
Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level)
ENL255
American Indian Literature
4 Semester Credits
American Indian Literature offers a survey of contemporary American Indian writing, including non-fiction, fiction,
poetry, and drama. The course explores the richness and diversity of American Indian literature, and the ways in which
literature reflects and illuminates American Indian culture and traditions. The course emphasizes close readings of
literature and public speaking skills through in-class presentation and small group discussion.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*,
ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating
Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level)
ENL260
Authors
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4 Semester Credits
A chance to investigate closely an author of significant influence in various cultural contexts. Course subjects may
include “Shakespeare on Page, Stage, and Screen,” “Tolkien’s Life, Times, and Works,” “The Cinema of Orson Welles,”
“Mark Twain in the 20th Century,” and others. Check the departmental Web page for the title of a given section.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*,
ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating
Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level)
ENL270
Themes
4 Semester Credits
This course traces a specific theme through changing historical, literary, and cultural contexts. Course subjects may
include “The Heroic Journey,” “Literature and Landscape,” “Utopian Visions,” and others. Check the departmental Web
page for the title of a given section.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*,
ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating
Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level)
ENL280
Genres
4 Semester Credits
Students will consider literary and cultural developments that fix generic conventions and ways authors subvert or
challenge those conventions. Course subjects may include “History of Mystery Fiction,” “The Short Story,” “Sports and
Literature,” “Victorian Thrillers,” “The Musical on Stage and Screen,” and others. Check the departmental Web page for
the title of a given section.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*,
ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating
Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level)
ENL290
Explorations in Language and Theory
4 Semester Credits
An introductory course in applied literary or language theory. Course subjects may include “Cinema and Sexuality,”
“Strategies in Reading the Novel,” “Challenging the Gaze,” “Language and Society,” and others. Check the departmental
web page for the title of a given section.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*,
ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating
Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level)
ENL291
Thailand: Teaching ESL
4 Semester Credits
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In this course, offered alternate years, students will spend approximately three weeks in May in Thailand. During this
time, students will visit temples and sites in Bangkok, Chiangmai, and Prachuab Kirikhan. They will learn about Thai
Buddhism, government, traditional customs, and culture. Students will also spend several days teaching English to Thai
students in a Thai secondary school.
Core Curriculum Component: Humanities
Prerequisite(s): None
ENL299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL320
Fiction One
4 Semester Credits
Students draft a collection of short stories and critique others’ work in the writing workshop environment. Throughout
the term, students will also read classic and contemporary short fiction, analyzing and examining the work of established
writers as they learn to identify successful short fiction while creating their own work.
Core Curriculum Component: None
Prerequisite(s): ENL226(Introduction to Creative Writing)
ENL321
Fiction Two
4 Semester Credits
A writing workshop in which students will revise a body of short fiction, redrafting and polishing at least four short
stories of varying lengths for inclusion in a portfolio of work. Students will also be expected to create at least one new
work of short fiction during this workshop term.
Core Curriculum Component: None
Prerequisite(s): ENL320(Fiction One)
ENL322
Poetry One
4 Semester Credits
Students draft a collection of poems and critique others’ work in the writing workshop environment. Students will learn
to identify successful poetry as they create their own poems; they will read published poetry and listen to new and
established poets reading their own work.
Core Curriculum Component: None
Prerequisite(s): ENL226(Introduction to Creative Writing)
ENL323
Poetry Two
4 Semester Credits
75
In this writing workshop, students write and revise a collection of poems to be produced as a chapbook. Some of the
poems written during this semester will be experiments with formal verse, such as villanelles and sestinas.
Core Curriculum Component: None
Prerequisite(s): ENL322(Poetry One)
ENL324
Creative Non-Fiction
4 Semester Credits
In this writing workshop, students develop a portfolio of creative works in the “fourth genre,” which may include
memoir; personal essays; flash nonfiction; researched feature stories; mixed media, hypertext, and fragmented
nonfiction; and lyric essays.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL226(Introduction to Creative Writing)
ENL325
Playwriting I
4 Semester Credits
An introductory course in writing for theatre. Students will learn the basics of dramatic structure, methods of script
analysis, and techniques for the development of playscripts from idea to finished product.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL326
Playwriting II
4 Semester Credits
A playwriting workshop with emphasis on the revision process and the continued development of craft. Students will
revise, redraft, and polish an original one-act play, as well as create one new, short piece of theatrical writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL325(Playwriting I), THR325(Playwriting I)
ENL327
Advanced Reporting
4 Semester Credits
This course introduces students to gathering, analyzing, and presenting quantitative data by using computers and other
sources. The course also incorporates off-campus resources to provide students with real-world experience of how data
are incorporated into print, broadcast, and online journalism. This course is designed for persons wishing to explore use
of quantitative data and for those preparing to enter the communication professions.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL227(Journalism), ENL228(Broadcast and Online Journalism); 1 of MAT105(Applied Algebra),
MPL(Math Placement Level 3); 1 of CHM106(Principles of Chemistry II), CHM115(General Chemistry I), CHM116(General
Chemistry II), HON220(The Scholar Scientist), MAT114(Precalculus), MAT129(Practical Applications of Math),
MAT137(Mathematics for Elementary Teachers I), MAT138(Mathematics for Elementary Teachers II), MAT145(Calculus
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I), MAT146(Calculus II), MAT163(Introductory Statistics), MAT173(Mathematics of Finance), PHY103(Conceptual
Physics), QFCOM(QF COM Transfer Course), QFENL(QF ENL Transfer Course), SCI110(Natural Science I)
ENL328
Screenwriting
4 Semester Credits
An introductory course in writing for film, this course will take students from story outline to the creation of a
screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by
each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL226(Introduction to Creative Writing), ENL228(Broadcast and Online Journalism)
ENL330
Shakespeare
4 Semester Credits
Study of the bard’s major plays-comedies, histories, tragedies, and romances-for their literary, dramatic, and cultural
significance.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations
of Theater)
ENL332
British Literature: Renaissance and Reformation
4 Semester Credits
A survey of 14th- to 17th-century British literature, with attention to its European contexts. Begins with the Reformation
of the 14th century and Canterbury Tales and ends with the Puritan Revolution and Paradise Lost. Themes include “the
enchantment of evil”; the hero as lover and courtier; utopian dreams and the literature of conquest; the writer as
politician; and the challenges to religious certainty in a post-Ptolemaic universe. Major writers include Marlowe,
Spenser, Shakespeare, More, and Donne.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL333
British and American Literature of the 17th and 18th Centuries: Strange Shores
4 Semester Credits
British and American writers of this period are surveyed, with attention to the historical, intellectual and social
influences of the major literary movements on both sides of the Atlantic.
Core Curriculum Component: None
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Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL334
Reason and Romanticism
4 Semester Credits
This class investigates the literary texts now called Romanticism within the history and culture of late 18th- and early
19th-century Britain. The famous “big six” poets (Blake, Coleridge, Wordsworth, Byron, Shelley, Keats) will be studied in
the context of poetic predecessors and influences (Burns, Cowper, Smith) and contemporary talents in other genres,
including Austen, Wollstonecraft, and Scott.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL336
Age of Victoria
4 Semester Credits
If America was the world’s cultural and political leader in the 20th century, Britain was the leader of the 19th century.
Students will study the literature and culture of Queen Victoria’s England and her empire from the 1830s through 1914
in all four major genres of poetry, fiction, drama, and essay.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL337
The British Novel
4 Semester Credits
This course traces two great structuring ideas - the love plot and the education plot - in the rise and development of the
British novel in the 18th and 19th centuries. The course spans 150 years of literary history, while studying and critiquing
the ways literary theorists and historians have explained and theorized British fiction. Authors surveyed include Defoe,
Richardson, Austen, Trollope, Bronte, Eliot, and others.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL338
British and Commonwealth Drama
4 Semester Credits
78
A variable survey of drama in English by British and Commonwealth playwrights, organized historically and/or
thematically. Sample topics include “Mysteries and Moralities,” “London Onstage,” “The Empire Strikes Back,” and
“What Is My Nation?” Readings range from the Middle Ages to the present.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations
of Theater)
ENL339
Modern British and Irish Writers
4 Semester Credits
Writers of the first half of the 20th century are surveyed, with attention paid to their contribution to modernism,
experimentation, and literary form. Virginia Woolf, William Butler Yeats, James Joyce, Henry Green, D.H. Lawrence,
Samuel Becket, and Muriel Spark are among the authors surveyed.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL350
Readings in African American Literature
4 Semester Credits
This course offers a chance to look in depth at authors, themes, historical influences, and theoretical issues surrounding
both classical and emerging minority literature. The course’s focus varies. A specific ethnic literature or a specific writer
may be emphasized; at other times topics that cross the boundaries of minority literatures will be examined. Check the
departmental web page for a given section’s emphasis.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG245(Introduction to Literature), ENL220(Intermediate Expository Writing), ENL221(Intermediate
Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art),
ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature),
ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL351
19th Century American Literature
4 Semester Credits
Covers the intellectual and social environment that affected the writers of the period. Many different genres - slave
narratives, romances, tall tales, epic poetry - are considered. Douglass, Jacobs, Thoreau, Melville, Hawthorne, Twain,
Emerson, Dickinson, James, and Wharton are among the authors surveyed.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
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ENL352
American Literature from 1900 to 1945
4 Semester Credits
Naturalism, the rise of modernism, the development of social protest literature, significant movements such as the
Harlem Renaissance, and other major developments of the period are charted. Cather, Dreiser, Elliot, Fitzgerald,
Faulkner, Hemingway, Hughes, and Hurston are among the writers considered.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL353
American Literature from 1945
4 Semester Credits
Writers surveyed include O’Connor, Bellow, Baraka, Baldwin, Ellison, Erdrich, Roth, Pynchon, Oates, Kingston, Mailer,
Williams, Wideman, Morrison, as well as contemporary fiction writers represented by the Best American Short Stories
anthologies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL354
Contemporary American Poetry
4 Semester Credits
A survey of the work of poets who have come into prominence since mid-20th century as represented in the anthology
Contemporary American Poetry. Attention will be given to younger and/or less prominent poets represented in the Best
American Poetry series.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL355
Themes in American Indian Literature
4 Semester Credits
The course is structured around a number of writers working within a particular theme such as Native Voices of
Minnesota, Voices from the Southwest, Poetics and Politics of Native Writing, Women and Power in Native Literature,
Urban-Reservation: Homing, and American Indian film-literature adaptation. Students focus on primary texts, comparing
and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts.
Core Curriculum Component: None
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Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL358
Readings in American Drama
4 Semester Credits
A variable survey of American drama from the early 20th century to the present, organized historically and/or
thematically. Sample topics include "American Families", "Blacks and Whites", and "Sex and Self on the American Stage".
Readings range from O’Neill and Treadwell to Shanley and Parks.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations
of Theater)
ENL360
The Classical Tradition
4 Semester Credits
A study of the major works of Greek and Roman literature, including Homer, Aeschylus, Sophocles, Virgil, through Dante.
Works are studied with reference to their mythological foundations, their cultural background, their influence on later
literature, and their enduring relevance.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL361
The Medieval World
4 Semester Credits
A survey of medieval literature from the collapse of the Roman Empire to the 14th century, this course emphasizes
themes of cultural collision and synthesis: pagans - both classical and “barbarian” - and Christians; Islam and
Christendom. Attention is paid to heroic traditions (myth, epic, saga, romance, hagiography); the literature of courtly
and profane love; and visions of heaven and hell.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL362
Renaissance to Modern Literature
4 Semester Credits
81
Study of masterpieces of literature, chiefly European, from the Renaissance to the modern period, including such
authors as Moliere, Cervantes, Rabelais, Voltaire, and Ibsen.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL365
Contemporary Post Colonial Fiction
4 Semester Credits
This examination of contemporary world fiction includes work by authors from Latin America, Africa, Asia, and the
Middle East, and fiction written by indigenous authors worldwide. The course explores novels in relation to language,
culture, and gender in an age of globalization and fragmented nationalisms, considering fictions in their literary, cultural,
and social contexts. Cross-listed with Women’s Studies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL367
Women and Fiction
4 Semester Credits
The course studies novels and short stories by women across cultures. Emphasis on the conditions that have affected
women’s writing (including race and class), the reflection of women’s unique experience in their writing, and the ways in
which women writers have contributed to and modified the Western literary heritage. This course is cross-listed with
Women’s Studies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG245(Introduction to Literature), ENL220(Intermediate Expository Writing), ENL221(Intermediate
Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art),
ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature),
ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL368
Readings in World Dramas
4 Semester Credits
A variable survey of drama in translation from around the world, organized historically and/or thematically. Sample
topics include “Classical Theaters,” “Spanish and Latin American Drama from the Renaissance to the Present,” “Social
Issues in Contemporary World Drama.”
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations
of Theater)
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ENL371
History of Cinema
4 Semester Credits
A chronological survey of the development of cinema from the inception of the moving image in the late 19th century
through the emergence of film as one of the most important popular art forms of the 20th century. Emphasis will be
placed on important international cinematic artistic movements, such as Italian neorealism and the French New Wave,
on cultural contexts that influenced the reception of film art, and on technological advancements that altered the
medium and influenced both narrative and documentary filmmakers.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in
Language and Theory)
ENL380
Introduction to the English Language
4 Semester Credits
A structural and historical overview of theoretical and social issues concerning the English language, including theories
of language acquisition.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in
Language and Theory)
ENL385
Language and Power
4 Semester Credits
Students will consider both spoken and written examples of language as a means of establishing, maintaining, or
revoking power. They will also pay attention to gender differences in the use of language and analyze ways in which
speakers and writers can both create and revise reality via the language they use.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in
Language and Theory)
ENL391
Thailand: Teaching ESL
4 Semester Credits
In this course, offered alternate years, students will spend approximately three weeks in May in Thailand. During this
time, students will visit temples and sites in Bangkok, Chiangmai, and Prachuab Kirikhan. They will learn about Thai
Buddhism, government, traditional customs, and culture. Students will also spend several days teaching English to Thai
students in a Thai secondary school.
Core Curriculum Component: Humanities
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Prerequisite(s): None
ENL394
Composition Theory and Practice
4 Semester Credits
Students will examine composition as a relatively new field of study, one in which research in such areas as cognition,
language acquisition, gender differences in language, and code switching are relevant. Using both spoken and written
language, students will apply various theoretical positions to the language they and others use to communicate in a
range of linguistic tasks. Recommended for licensure and potential graduate students.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in
Language and Theory)
ENL396
Internship in Teaching Writing
4 Semester Credits
This course is required for all Communication Arts/Literature licensure students. It is normally taken with students
enrolled in English 101, Developmental Writing. Interns prepare class presentations, assess student writing, and learn
methods useful in teaching composition.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ENL397
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENL410
Advanced Studies in Literature
4 Semester Credits
Potential course subjects include “The Beats,” “American Indian Writers Speak,” “The Unteachable Novel,” “Studies in
the American Romance,” “Black and White and Red All Over: Film Noir, Communism, and Race,” and others. Check the
departmental web page for the subject of a specific term, and get a complete course description in the English
Department.
Core Curriculum Component: Keystone
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Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL333(British and
American Literature of the 17th and 18th Centuries: Strange Shores), ENL334(Reason and Romanticism), ENL336(Age of
Victoria), ENL337(The British Novel), ENL338(British and Commonwealth Drama), ENL339(Modern British and Irish
Writers), ENL350(Readings in African American Literature), ENL351(19th Century American Literature),
ENL352(American Literature from 1900 to 1945), ENL353(American Literature from 1945), ENL354(Contemporary
American Poetry), ENL355(Themes in American Indian Literature), ENL358(Readings in American Drama), ENL360(The
Classical Tradition), ENL361(The Medieval World), ENL362(Renaissance to Modern Literature), ENL365(Contemporary
Post Colonial Fiction), ENL367(Women and Fiction), ENL368(Readings in World Dramas), ENL371(History of Cinema),
ENL380(Introduction to the English Language), ENL385(Language and Power), ENL390(Media Ethics and Theory),
ENL394(Composition Theory and Practice)
ENL420
Advanced Studies in Writing
4 Semester Credits
The writing keystone is a final, summative seminar emphasizing collaboration, professional standards, and the creation
of a publishable or performable completed product. The topic changes; check the departmental Web page.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL320(Fiction One), ENL321(Fiction Two), ENL322(Poetry One), ENL323(Poetry Two),
ENL324(Creative Non-Fiction), ENL325(Playwriting I), ENL327(Advanced Reporting), ENL328(Screenwriting),
THR325(Playwriting I)
ENL427
Advanced Studies in Media , Ethics, and Theory
4 Semester Credits
This course acquaints students with the concepts and functions of the news media in global society, exploring the
interaction of ethical and legal principles of American journalism and considering the role of the news media in
historical, economic, and technological contexts. The course will analyze situations that have arisen in the past and
situations that arise now in a digitized information world. Students will study the special position given the media in the
United States and will consider First Amendment protections and the media’s responsibilities to inform the public in a
free and democratic society.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts),
ENL226(Introduction to Creative Writing), ENL227(Journalism), ENL228(Broadcast and Online Journalism); 1 of
ENL324(Creative Non-Fiction), ENL325(Playwriting I), ENL327(Advanced Reporting), ENL328(Screenwriting)
ENL430
Advanced Studies in Theory and Method
4 Semester Credits
Through a focus on particular issues and problems in literary studies, this course engages students in a variety of past
and current critical theories. Possible course topics include “Is There a Gay Literature?” “Realism Reconsidered,”
“Cognition, Meaning and Interpretation,” “Eco-criticism and the Nature of Reading,” “Readings in Theory,” and others.
Check the departmental Web page for the subject of a specific term, and get a complete course description in the
English Department.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL333(British and
American Literature of the 17th and 18th Centuries: Strange Shores), ENL334(Reason and Romanticism), ENL336(Age of
Victoria), ENL337(The British Novel), ENL338(British and Commonwealth Drama), ENL339(Modern British and Irish
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Writers), ENL350(Readings in African American Literature), ENL351(19th Century American Literature),
ENL352(American Literature from 1900 to 1945), ENL353(American Literature from 1945), ENL354(Contemporary
American Poetry), ENL355(Themes in American Indian Literature), ENL358(Readings in American Drama), ENL360(The
Classical Tradition), ENL361(The Medieval World), ENL362(Renaissance to Modern Literature), ENL365(Contemporary
Post Colonial Fiction), ENL367(Women and Fiction), ENL368(Readings in World Dramas), ENL371(History of Cinema),
ENL380(Introduction to the English Language), ENL385(Language and Power), ENL390(Media Ethics and Theory),
ENL394(Composition Theory and Practice)
ENL498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL499
Independent Study
4 Semester Credits
Honors studies must be directed by a professor chosen by the student and approved by the department. Independent
study projects not designated for honors must be approved by the Chair of the department.
Core Curriculum Component: None
Prerequisite(s): None
ENL510
Residency in Creative Writing I
4 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required (ENL 510, ENL 520, ENL 530) with varying focus depending on the candidate’s
status as an entering, second year or graduating student.
Core Curriculum Component: None
Prerequisite(s): None
ENL511
Mentorship I
4 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted throughout the term by the
student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of
canonical and contemporary readings in the field also required.
Core Curriculum Component: None
Prerequisite(s): None
ENL512
Critical and Creative Reading I
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4 Semester Credits
Reading as writers: Study of canonical and contemporary literary works, screenplays, and dramatic works as well as texts
on the creative process, keeping in mind that MFA candidates must become expert readers as they become expert
writers. Close attention to techniques chosen by writers, impact of those choices on work, and development of
awareness of student’s own writing process.
Core Curriculum Component: None
Prerequisite(s): None
ENL513
Mentorship II
4 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted throughout the term by the
student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of
canonical and contemporary readings in the field also required.
Core Curriculum Component: None
Prerequisite(s): None
ENL514
Critical and Creative Reading II
4 Semester Credits
Reading as writers: Study of canonical and contemporary literary works, screenplays, and dramatic works as well as texts
on the creative process, keeping in mind that MFA candidates must become expert readers as they become expert
writers. Close attention to techniques chosen by writers, impact of those choices on work, and development of
awareness of student’s own writing process.
Core Curriculum Component: None
Prerequisite(s): None
ENL520
Residency in Creative Writing II
4 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required (ENL 510, ENL 520, ENL 530) with varying focus depending on the candidate’s
status as an entering, second year or graduating student.
Core Curriculum Component: None
Prerequisite(s): None
ENL521
Mentorship III
4 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted throughout the term by the
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student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of
canonical and contemporary readings in the field also required.
Core Curriculum Component: None
Prerequisite(s): None
ENL522
Critical and Creative Reading III
4 Semester Credits
Reading as writers: Study of canonical and contemporary literary works, screenplays, and dramatic works as well as texts
on the creative process, keeping in mind that MFA candidates must become expert readers as they become expert
writers. Close attention to techniques chosen by writers, impact of those choices on work, and development of
awareness of student’s own writing process.
Core Curriculum Component: None
Prerequisite(s): None
ENL523
Mentorship IV
4 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted throughout the term by the
student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of
canonical and contemporary readings in the field also required.
Core Curriculum Component: None
Prerequisite(s): None
ENL524
Critical and Creative Reading IV
4 Semester Credits
Reading as writers: Study of canonical and contemporary literary works, screenplays, and dramatic works as well as texts
on the creative process, keeping in mind that MFA candidates must become expert readers as they become expert
writers. Close attention to techniques chosen by writers, impact of those choices on work, and development of
awareness of student’s own writing process.
Core Curriculum Component: None
Prerequisite(s): None
ENL525
Teaching Writing: Practice and Theory
4 Semester Credits
This course covers the practical and theoretical study of expository and creative writing pedagogies. MFA students work
with accomplished faculty on curriculum and syllabi development, generation and revision of writing, workshop
techniques, evaluation, and new media. During the term, students gain experience by completing an internship in the
teaching of writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL510(Residency in Creative Writing I), ENL520(Residency in Creative Writing II), ENL530(Residency
in Creative Writing III)
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ENL526
Literary Translation Practicum
4 Semester Credits
A semester-long practicum in the theory and practice of literary translation, culminating in the student's translation of a
major literary work.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL510(Residency in Creative Writing I), ENL520(Residency in Creative Writing II), ENL530(Residency
in Creative Writing III)
ENL527
Publishing I
4 Semester Credits
The first of a two-semester practicum in the art, craft, and business of book publishing, Publishing I (ENL 527) features
three areas of study: book-publishing overview, acquisitions, and editing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL510(Residency in Creative Writing I), ENL520(Residency in Creative Writing II), ENL530(Residency
in Creative Writing III)
ENL528
Publishing II
4 Semester Credits
The second of a two-semester practicum in the art, craft, and business of book publishing, Publishing II (ENL 528)
focuses on four areas: book design, production, marketing, and distribution.
Core Curriculum Component: None
Prerequisite(s): ENL527(Publishing I)
ENL530
Residency in Creative Writing III
4 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on
academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with
mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing
included. Three residencies required (ENL 510, ENL 520, ENL 530) with varying focus depending on the candidate’s
status as an entering, second year or graduating student.
Core Curriculum Component: None
Prerequisite(s): None
ENV
ENV100
Environmental Connections
4 Semester Credits
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An interdisciplinary introduction to current environmental issues. The course depends on ecological visions of the world
and examines the connections we share as people living simultaneously in human community and in physical
environments. In examining these connections, we depend on the insights offered by political science, biology,
economics, literature, sociology, chemistry, and history as well as experiential education and service-learning. The issues
examined in this class — neither remote nor abstract — exist in our everyday lives, and a central feature of the course is
the application of knowledge gained in the class to a campus project.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
ENV120
Environmental Science
4 Semester Credits
An introduction to the systematic study of the environment from physical, biological, chemical, and quantitative
perspectives.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
ENV120L
Environmental Science Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): ENV120(Environmental Science) *concurrent registration is required*
ENV310
Environmental Politics Field Seminar
4 Semester Credits
This course will provide students with the opportunity to explore first-hand the environmental politics in the United
States or various other locations depending on the offering. Students will apply concepts learned in earlier
environmental studies courses and engage in field research on a topic of their choice, as a step toward their keystone
research project for the major. Locations include the Mississippi River, Central America, and Tanzania, depending on the
term.
Core Curriculum Component: None
Prerequisite(s): 1 of ENV100(Environmental Connections), POL241(Environmental and River Politics)
ENV397
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV399
Internship
4 Semester Credits
Core Curriculum Component: None
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Prerequisite(s): None
ENV490
Environmental Studies Independent Project
4 Semester Credits
An independently-designed project (approved by the program director and a committee of three environmental studies
faculty representing at least two academic divisions) that displays a student’s ability to synthesize interdisciplinary
approaches, demonstrate higher-level learning, and examine vocational issues through the study of an environmental
problem. Vocational questions will also be formally explored.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II); BIO152(Evolution, Ecology and
Diversity), ENV100(Environmental Connections), ENV399(Internship), HIS316(U.S. Urban Environmental History),
SWK210(Environmental Justice and Social Change)
ENV492
The City and Environment Keystone
4 Semester Credits
Intended for advanced Metro-Urban and Environmental Studies majors, this course requires the successful completion
of an applied group project or independently-designed thesis.
Core Curriculum Component: Keystone
Prerequisite(s): ENV100(Environmental Connections), ENV120(Environmental Science), ENV399(Internship), HIS316(U.S.
Urban Environmental History), SWK210(Environmental Justice and Social Change)
ENV499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESE
ESE199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESE220
Introduction to Human Geography
3 Semester Credits
This course is designed as an introduction to the principal concepts, approaches, and perspectives of the study of
geography through the examination of world geographic patterns and processes. Major topics include population
distribution; cultural characteristics and cultural landscapes; political integration and disintegration; economic land use;
settlements and urbanization. This course will meet the Minnesota Standards of Effective Practice in Geography for
middle school and high school social studies license.
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Core Curriculum Component: None
Prerequisite(s): None
ESE298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESE299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE300
Reading/Writing in the Content Area
3 Semester Credits
The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing
through the content areas. Field experience required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE310
5-12 Methods: Social Studies
3 Semester Credits
Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in social studies is taught as ESE 311 Middle School Methods:
Social Studies. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE311
Middle School Methods: Social Studies
2 Semester Credits
Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in social studies is taught as ESE 311 Middle School Methods:
Social Studies. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
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ESE325
Creating Learning Environments
3 Semester Credits
An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule,
state testing, and national standards. Emphasis will be placed on creating environments conducive to learning. Fieldwork
experience required. Note: Students seeking 5-12 Health and K-12 PE licenses do not need to take this course. One of
the main aims of this course will be to continue the process of thinking, talking and writing effectively about questions
and matters of education. This will be informed by class readings, field work and observations, personal experiences and
class discussion. It is a goal of the course that students leave more informed about different modes of thinking and
learning and, by extension, different modes of teaching and how to effectively relate these forms of cognition both
verbally as well as in the written word.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE330
5-12 Methods: Mathematics
3 Semester Credits
Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in mathematics taught concurrently as ESE 331 Middle School
Methods: Mathematics. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE331
Middle School Methods: Mathematics
2 Semester Credits
Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in mathematics taught concurrently as ESE 331 Middle School
Methods: Mathematics. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE340
5-12 Methods: Natural Science
3 Semester Credits
Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in science taught concurrently as ESE 341 Middle School
Methods: Science. Field service in a middle school classroom required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE341
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Middle School Methods: Natural Science
2 Semester Credits
Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in science taught concurrently as ESE 341 Middle School
Methods: Science. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE350
5-12 Methods: Literature and Reading
3 Semester Credits
Introduction to the teaching of literature and reading in the middle and high schools. Emphasis on instructional
strategies and curriculum development. Also required for elementary concentration in communication arts/literature.
Fieldwork experience required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE351
5-12 Methods: Speaking and Listening
2 Semester Credits
Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies
and curriculum development. Required for communication arts/literature license.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE360
K-12 Methods: Visual Arts
3 Semester Credits
Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum
development. Fieldwork experience required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE370
K-12 Methods: Music
3 Semester Credits
Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development.
Fieldwork experience required.
Core Curriculum Component: Augsburg Experience
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Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE481
Student Teaching: Secondary
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE483
Student Teaching: Secondary
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE485
Student Teaching: Secondary
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE488
Topics in Education
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESE498
Independent Study
2 Semester Credits
Core Curriculum Component: None
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Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE500
Reading/Writing in the Content Area
3 Semester Credits
The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing
through the content areas. Field experience required.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
ESE525
Creating Learning Environments
3 Semester Credits
An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule,
state testing, and national standards. Emphasis will be placed on creating environments conducive to learning. Fieldwork
experience required. Note: Students seeking 5-12 Health and K-12 PE licenses do not need to take this course. One of
the main aims of this course will be to continue the process of thinking, talking and writing effectively about questions
and matters of education. This will be informed by class readings, field work and observations, personal experiences and
class discussion. It is a goal of the course that students leave more informed about different modes of thinking and
learning and, by extension, different modes of teaching and how to effectively relate these forms of cognition both
verbally as well as in the written word.
Core Curriculum Component: None
Prerequisite(s): None
ESL
ESL310
Second Language Acquisition
2 Semester Credits
This course provides examines the process of acquiring an additional language. Multiple theories of second language
acquisition, the differences between first and second language acquisition, and recent work in neurolinguistics will be
examined. The class is designed for people who plan to teach, thus attention will be paid to the implications of research
for language instruction.
Core Curriculum Component: None
Prerequisite(s): None
ESL320
Introduction to Linguistics
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2 Semester Credits
This course addresses three central goals of language study: 1.) Understanding “grammar” as a human capacity that
allows us to learn, use, and understand language; 2.) Understanding the structure of language and the components of
language study; and 3.) Describing features of the English language: its sound system, its word formation processes, its
sentence structures, and its rules for meaning
Core Curriculum Component: None
Prerequisite(s): None
ESL330
History and Structure of the English Language
3 Semester Credits
This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on
developing students’ ability to describe language and effectively teach language structures. The history and
development of the English language and the phenomenon of language change will also be covered.
Core Curriculum Component: None
Prerequisite(s): ESL310(Second Language Acquisition), ESL320(Introduction to Linguistics)
ESL340
ESL Literacy
3 Semester Credits
By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning and
implementing literacy instruction for English Language Learners. The interaction of language learning and literacy, first
language literary, biliteracy, and literacy assessment will all be explored. This course includes a 20-hour field placement.
Core Curriculum Component: None
Prerequisite(s): ESL310(Second Language Acquisition)
ESL410
ESL Testing and Evaluation
2 Semester Credits
This course provides an overview of procedures and instruments used in identifying and assessing English learners. State
and national policies regarding ELL assessment will be covered. Current uses of standardized language proficiency tests
and academic content tests will be discussed. The course also examines classroom and authentic assessment and seeks
to build teacher skill in these areas.
Core Curriculum Component: None
Prerequisite(s): 1 of ESL340(ESL Literacy), ESL520(ESL Literacy)
ESL420
ESL Methods
3 Semester Credits
This course provides an overview of English as a second language teaching methods and materials, focusing on preparing
students to design and teach standards-based ESL lessons and curriculum units. The basic principles underlying ESL
pedagogy and techniques for teaching students at different levels will be examined. Includes a 20-hour field experience.
Core Curriculum Component: None
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Prerequisite(s): 1 of ESL330(History and Structure of the English Language), ESL510(History and Structure of the English
Language); 1 of ESL340(ESL Literacy), ESL520(ESL Literacy); ESL310(Second Language Acquisition), ESL410(ESL Testing
and Evaluation)
ESL481
Student Teaching: Elementary
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ESL483
Student Teaching: Elementary
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ESL485
Student Teaching: Secondary
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ESL487
Student Teaching: Secondary
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ESL488
Topics in Education
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESL490
Language, Culture, and Schools
3 Semester Credits
This course explores the way relationships among language, culture, schools and society impacts the school experience
and language minority students. The course connects concepts from sociolinguistics and examines how educators can
best create school environments that serve the needs of their English learners.
Core Curriculum Component: None
Prerequisite(s): 1 of ESL340(ESL Literacy), ESL520(ESL Literacy); ESL310(Second Language Acquisition)
ESL510
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History and Structure of the English Language
3 Semester Credits
This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on
developing students’ ability to describe language and effectively teach language structures. The history and
development of the English language and the phenomenon of language change will also be covered.
Core Curriculum Component: None
Prerequisite(s): None
ESL520
ESL Literacy
3 Semester Credits
By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning and
implementing literacy instruction for English Language Learners. The interaction of language learning and literacy, first
language literary, biliteracy, and literacy assessment will all be explored. This course includes a 20-hour field placement.
Core Curriculum Component: None
Prerequisite(s): None
ESL530
Language, Culture, and Schools
3 Semester Credits
This course explores the relationships between language, culture, schools and society and the way that these
relationships impact the school experience of language minority students. The course provides an introduction to the
study of sociolinguistics and examines how educators can best create school environments that serve the needs of their
English learners.
Core Curriculum Component: None
Prerequisite(s): None
ESL540
ESL Methods
3 Semester Credits
This course provides an overview of English as a second language teaching methods and materials, focusing on preparing
students to design and teach standards-based ESL lessons and curriculum units. The basic principles underlying ESL
pedagogy and techniques for teaching students at different levels will be examined. Includes a 20-hour field experience.
Core Curriculum Component: None
Prerequisite(s): None
ESL599
Independent Study *
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FAR
FAR111
99
Beginning Farsi I
4 Semester Credits
An introductory sequence in Basic Modern Persian (Farsi). Aims to develop communicative skills in understanding,
speaking, translating into English, and reading phonetic transcriptions, while exploring the culture of Iran and other
Farsi-speaking countries such as Afghanistan and Tadjikstan.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
FAR112
Beginning Farsi II
4 Semester Credits
An introductory sequence in Basic Modern Persian (Farsi). Aims to develop communicative skills in understanding,
speaking, translating into English, and reading phonetic transcriptions, while exploring the culture of Iran and other
Farsi-speaking countries such as Afghanistan and Tadjikstan.
Core Curriculum Component: Modern Language 2
Prerequisite(s): FAR111(Beginning Farsi I)
FAR295
Special Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): FAR112(Beginning Farsi II)
FIA
FIA206
Sights and Sounds of Europe
4 Semester Credits
FIA 206 Sights and Sounds of Europe Visit key cultural and historical sites and attend musical performances in European
cities to learn to see and listen deeply. Respond to these experiences through sketching, and art and music appreciation.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
FIN
FIN240
Personal Finance
4 Semester Credits
Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate,
investments, retirement, and estate planning.
Core Curriculum Component: None
Prerequisite(s): None
FIN331
Financial Management
100
4 Semester Credits
This course includes financial statement analysis, risk and return, security valuation, capital budgeting, capital structure,
and working capital management.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of
MAT105(Applied Algebra), MPL(Math Placement Level 3); ACC221(Introduction to Financial Accounting)
FIN397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
FIN399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
FIN433
Financial Theory: Policy and Practice
4 Semester Credits
This course includes readings and case discussions on markets, financial strategy, capital structure and payout policies,
raising capital, risk management, corporate restructuring, and corporate governance.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management)
FIN438
Investment Theory
4 Semester Credits
This is an introduction to investment decision-making and portfolio management-theory and practice. Other topics
include valuation principles and practices, risk and return analysis, and derivatives.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management); 1 of ENG111(Effective Writing),
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level)
FIN460
International Finance
4 Semester Credits
This course develops tools for practicing multinational financial management including: currency exchange rates, risk,
forecasting, spot and forward rates, hedging, international monetary and trade flows as represented in the accounting
and macroeconomic identities for current account and trade deficits. This course extends the framework of financial
management to include international transactions as well as ethical considerations.
101
Core Curriculum Component: None
Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management)
FLM
FLM124
Monster Movies
4 Semester Credits
Monster Movies is a survey course that explores the history and impact that imaginary and wicked persons, animals, or
things in film have had on our culture. Utilizing portions of historically significant monster movies, students will analyze
the construction of these cinematic creatures and investigate why audiences enjoy being frightened.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
FLM180
Film Sight and Sound
4 Semester Credits
This is a beginning-level production course that explores the language of film by way of its aesthetic roots, technological
history, and the vocabulary associated with visual story telling. Students will analyze scenes at the shot-by-shot level
while learning the creative potential of the moving image. Students then incorporate these lessons into their own work.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
FLM216
Film Production I
4 Semester Credits
This is an introductory film production course that explores the short narrative story form. Students will write, shoot,
and edit four 16mm silent black & white films. This course explores the collaborative nature, technical requirements,
and creative demands of telling stories through film.
Core Curriculum Component: None
Prerequisite(s): FLM180(Film Sight and Sound)
FLM230
Scenic Painting: Paint for Stage, Film and Faux Application
4 Semester Credits
Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a
series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative
painting project students will develop the required skills and understanding of what it means to be a scenic artist and
what role the scenic artist plays in artistry of theatre and film.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
FLM240
Animation
4 Semester Credits
102
This course provides a foundation in the basic principles and techniques of animation. Students will consider the
practice, theory, and cultural function of animation in film, television and new media as they create several animated
shorts. Emphasis is placed on creating animations using motion picture software and new media tools.
Core Curriculum Component: None
Prerequisite(s): None
FLM260
Documentary Production I
4 Semester Credits
This is an introductory video production course that explores documentary’s nonfiction art form. Through a series of
four video projects, students learn the elements and structure of stories that observe the world through a lens.
Emphasis will be placed on research and story development, as well as learning through collaboration during production.
Core Curriculum Component: None
Prerequisite(s): COM247(Documentary History and Theory), FLM180(Film Sight and Sound)
FLM295
Film Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM312
Film Production II
4 Semester Credits
This intermediate 16mm production course builds on the lessons and skills learned in FLM 216, with the addition of
negative color photography and synchronized sound. Each student creates three narrative film projects with a
collaborative team where they experience the tasks of writing, directing, shooting, and editing.
Core Curriculum Component: None
Prerequisite(s): FLM216(Film Production I)
FLM328
Screenwriting
4 Semester Credits
An introductory course in writing for film, this course will take students from story outline to the creation of a
screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by
each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form.
Core Curriculum Component: None
Prerequisite(s): None
FLM348
Intermediate Video Production
4 Semester Credits
103
This course explores the potential of digital cinema. Building on the lessons learned in COM 247, emphasis will be placed
on the visual aesthetic of the digital image while exploring the craft of storytelling. Each student will produce projects in
each of film’s three main genres: narrative, documentary, and experimental.
Core Curriculum Component: None
Prerequisite(s): FLM260(Documentary Production I)
FLM390
Documentary Film: Location Keystone
4 Semester Credits
This is a short-term study abroad seminar designed to fulfill the Augcore Keystone requirement. Any Film Studies,
Communication Studies, American Indian Studies, and English students with good standing may enroll in the 390 course.
Core Curriculum Component: None
Prerequisite(s): COM247(Documentary History and Theory), FLM216(Film Production I)
FLM397
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM399
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM420
Issues in Contemporary Cinema
4 Semester Credits
This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our
purpose is to help students both contextualize the cinema they see in appropriate and insightful ways, and to provide a
sophisticated critical apparatus to help them read films as texts and to interpret the cinema’s larger societal value and
impact.
Core Curriculum Component: None
Prerequisite(s): 1 of COM247(Documentary History and Theory), ENL371(History of Cinema)
FLM490
Film Studies Keystone: Critical Conversations about Film and Vocation
4 Semester Credits
FLM 490 is a keystone course required for the major, and enrollment is normally restricted to students who have nearly
finished their coursework. This final production seminar emphasizes the creation of both a team-produced long-form
video and individual vocational portfolios required for the transition to professional life.
Core Curriculum Component: Keystone
104
Prerequisite(s): FLM216(Film Production I), FLM260(Documentary Production I), FLM420(Issues in Contemporary
Cinema)
FLM495
Topics
4 Semester Credits
Selected topics in film with emphasis on professional standards at every step of the finished project.
Core Curriculum Component: None
Prerequisite(s): None
FLM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE
FRE111
Beginning French I
4 Semester Credits
Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations,
classroom practice, and readings, these courses work toward the discovery of French culture and way of life.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
FRE112
Beginning French II
4 Semester Credits
Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations,
classroom practice, and readings, these courses work toward the discovery of French culture and way of life.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of FRE111(Beginning French I), FRELANG(French Language Placement)
FRE199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE211
Intermediate French I
4 Semester Credits
105
Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and
developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of FRE112(Beginning French II), FRELANG(French Language Placement)
FRE212
Intermediate French II
4 Semester Credits
Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and
developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of FRE211(Intermediate French I), FRELANG(French Language Placement)
FRE295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE311
French Conversation and Composition
4 Semester Credits
Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in
French. Emphasis on vocabulary enrichment, grammatical refinements, effective organization of ideas. A prerequisite to
other upper division courses.
Core Curriculum Component: None
Prerequisite(s): 1 of FRE212(Intermediate French II), FRELANG(French Language Placement)
FRE331
French Civilization: Historical Perspective
4 Semester Credits
A study of the diversified development of the French from their beginnings to the modern period. Special attention to
cultural manifestations of French intellectual, political, social, and artistic self-awareness. Readings, reports, extensive
use of audio-visual materials. In French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE332
106
French Civilization Today
4 Semester Credits
Topics in 20th-century problems, ideas. Cultural manifestations that promote understanding of French-speaking people
and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials, and
periodicals. In French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE351
Survey of French Literature I
4 Semester Credits
The study of major French authors and literary movements in France through the reading of whole literary works where
possible. Lectures, discussion, oral and written reports in French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE353
Survey of French Literature II
4 Semester Credits
The study of major French authors and literary movements in France through the reading of whole literary works where
possible. Lectures, discussion, oral and written reports in French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
FRE411
Advanced French Conversation and Composition
4 Semester Credits
By means of reading, speaking, and writing on topics of intellectual, social, or political interest, the student acquires
extensive training in key modalities at an advanced level. Attention to accuracy and effectiveness, characteristic levels of
expression, refinements in style and organization.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); FRE311(French Conversation and
Composition)
FRE495
Special Topics
4 Semester Credits
107
Core Curriculum Component: None
Prerequisite(s): None
FRE499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER
GER111
Beginning German I
4 Semester Credits
Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German.
Goals: ability to read extended narratives in simple German, insights into German culture, and participation in short
conversations.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
GER112
Beginning German II
4 Semester Credits
Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German.
Goals: ability to read extended narratives in simple German, insights into German culture, and participation in short
conversations.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of GER111(Beginning German I), GERLANG(German Language Placement)
GER199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER211
Intermediate German I
4 Semester Credits
Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on
extending range of vocabulary and idiomatic expression through reading and discussion of materials representing
contemporary German life and literature.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of GER112(Beginning German II), GERLANG(German Language Placement)
GER212
108
Intermediate German II
4 Semester Credits
Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on
extending range of vocabulary and idiomatic expression through reading and discussion of materials representing
contemporary German life and literature.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of GER211(Intermediate German I), GERLANG(German Language Placement)
GER295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER311
German Conversation and Composition
4 Semester Credits
Aims at developing facility in the use of grammatical structures, vocabulary, and idiomatic expressions most common in
colloquial German. Intensive practice in speaking is supplemented with exercises in written composition.
Core Curriculum Component: None
Prerequisite(s): 1 of GER212(Intermediate German II), GERLANG(German Language Placement)
GER331
German Civilization and Culture I
4 Semester Credits
Follows the cultural and social development of the German-speaking peoples from the prehistorical Indo-European
origins (ca. 3,000 B.C.) to the Thirty Years War (1648). In German.
Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
GER332
German Civilization and Culture II
4 Semester Credits
Survey of cultural currents that have shaped Germany, Austria, and Switzerland since the Age of Enlightenment. The
contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the
German-speaking peoples. In German.
Core Curriculum Component: Humanities
109
Prerequisite(s): GER311(German Conversation and Composition)
GER351
Survey of German Literature I
4 Semester Credits
The prose, epic, and poetry readings in this course chronicle the German experience from Charlemagne to Napoleon;
from Luther to Kant; from Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a way to relive the
Renaissance, the Reformation, and the Enlightenment.
Core Curriculum Component: Humanities
Prerequisite(s): None
GER354
Survey of German Literature II
4 Semester Credits
The literary, cultural, and scientific background of the new millennium has many German-speaking roots in the works of
figures like Marx, Freud, Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of prose, poetry, and
plays bring alive the drama and conflicts that characterized the birth of the modern age.
Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
GER399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
GER411
Advanced German Conversation and Composition
4 Semester Credits
Aims at developing and refining the student’s use of German as a vehicle for expressing ideas and opinions. Emphasis on
written composition including control of style. Oral practice through use of German as classroom language.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); GER311(German Conversation and
Composition)
GER495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER499
Independent Study
110
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GRAD
GRADUATION
Graduation Workshop
0 Semester Credits
Graduation applicants are registered for this course. It is used to track and communicate with graduates.
Core Curriculum Component: None
Prerequisite(s): None
GRK
GRK113
Beginning New Testament Greek I
4 Semester Credits
The first course in a two-semester sequence of New Testament Greek. Students will be introduced to the syntax,
grammar, and vocabulary of New Testament Greek with the goal of reading proficiency.
Core Curriculum Component: None
Prerequisite(s): None
GRK114
Beginning New Testament Greek II
4 Semester Credits
The second course in a two-semester sequence of New Testament Greek. Students will be introduced to the syntax,
grammar, and vocabulary of New Testament Greek with the goal of reading proficiency.
Core Curriculum Component: None
Prerequisite(s): GRK113(Beginning New Testament Greek I)
GST
GST009
Augsburg Experience Internship
0 Semester Credits
A transcript notation is given for the academic learning inherent in an approved not-for-credit/internship/work
experience. Reflection activities and work-learning evaluations are conducted by the Center for Service, Work, and
Learning. With approval, a non-credit/internship completed by juniors or seniors will fulfill the Augsburg Experience
graduation requirement.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
GST100
Critical Thinking
111
4 Semester Credits
Designed to develop critical thinking skills, this course strengthens the ability of students to comprehend, analyze,
synthesize, and evaluate ideas and arguments. New students with fewer than 28 semester credits in transfer are placed
into GST 100 based on their past academic record. Students must pass GST 100 with a minimum grade of 2.0 or better.
Students waived from this course may take this class only with permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
GST108
AVID Elective
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GST140
Introduction to the Liberal Arts
4 Semester Credits
An introduction to the philosophy of the liberal arts curriculum and improving those skills important to academic
success: reading, comprehension, note taking and textbook reading, time management, vocabulary, test-taking,
organization, concentration and memorization, learning style, conflict management, assertiveness training, and
motivation strategies. This course may not be taken by students who have completed 32 credits.
Core Curriculum Component: None
Prerequisite(s): None
GST200
Quantitative Reasoning/Statistical Literacy
4 Semester Credits
This course focuses on critical thinking about statistics and its use as evidence in arguments, with an emphasis on
interpretation, evaluation, communication, and analysis of statistically-based arguments. Topics include association,
causation, observational studies, experiments, risk, confounding, bias and chance. Common techniques involving
statistical opportunism, conditional reasoning using English to describe and compare rates and percentages presented in
tables and graphs, and the use of standardization to take into account the influence of confounders are reviewed.
Emphasis is on interpretation, evaluation, communication, and analysis of statistically-based arguments.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
GST295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GST309
Augsburg Experience Work Connections Seminar
0 Semester Credits
112
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HIS
HIS101
The Beginning of Western Culture
4 Semester Credits
An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome, and the Middle Ages of
Europe into the 13th century.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS102
The Shaping of Western Civilization
4 Semester Credits
A consideration of European institutions and values from the waning of the Middle Ages through the remodeling of
Europe by Napoleon.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS103
The Modern World
4 Semester Credits
A study of the main currents in Western civilization from the time of Napoleon to the present.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS104
The Modern Non Western World
4 Semester Credits
An introduction to various centers of cultural and political power in Asia and Africa of the last 200 years.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS120
America to 1815
4 Semester Credits
A survey of the relations between Native, European, and African peoples from first contacts to the War of 1812, drawing
on social, cultural, and environmental history as well as political and economic history. The course will move topically as
well as chronologically through the colonial and early national period. Themes include the legacies of massive ecological
and demographic change, the colonial competition for North America, Indian-white conflict and collusion, the
enslavement of African Americans, the creation of the United States, and internal as well as foreign conflicts in that
nation’s early years.
113
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS121
19th-Century United States
4 Semester Credits
A survey of United States history from 1815-1900, drawing on social, cultural, and environmental history as well as
political and economic history. The course will move topically as well as chronologically through the years in which the
United States came to prominence despite internal dissent and violence. Themes include the emergence of a national
identity, political system, and economy, slavery, expansion, and empire-building, regional differences, the Civil War and
its aftermath, and industrialization.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS122
20th-Century United States
4 Semester Credits
A survey of United States history from 1900 to the present, drawing on social, cultural, and environmental history as
well as political and economic history. The course will move topically as well as chronologically through the modern era.
Themes include industrialization and urbanization, the significance of gender, race, and ethnicity in American culture,
the growth of a strong federal government, the emergence of the United States as a world power, the creation of a
consumer society, the rise of identity politics, and the passing of American hegemony.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS140
Topics in World History
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HIS150
Latin American History
4 Semester Credits
This course examines the histories of Mexico, Central America, and the Caribbean from the 1790s to the 1990s.
Centering our analysis in the Latin American experience, we will examine cultural trends, social interactions, and
economic development as well as the relations that each of these regions shared with the United States. Special
attention will be paid to independence movements, neocolonialism, dependency and underdevelopment, ecological
transformations, the Latino/a diaspora, and the struggles of indigenous communities.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS155
Cultural Conflict and Change in Latin America
4 Semester Credits
114
An exploration of selected topics and case studies from Latin American history with special emphasis on the role of
women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of
resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian period,
the conquest and colonial periods, and concludes with the post-war period in Central America.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS162
20th-Century South Asia
4 Semester Credits
This course explores the processes of colonialism, nationalism, de-colonization, and independence in the area now
politically known as India, Pakistan, and Sri Lanka. Upper division students will have additional assignments and different
exams from lower division.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS195
Topics in History
4 Semester Credits
An introduction to selected historical topics not regularly offered in lower division classes. The specific topics to be
offered will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HIS225
History of the Twin Cities
4 Semester Credits
The Minneapolis and St. Paul area serves as a case study for the themes of frontier urbanization, industrialization, and
economic change; transportation, immigration, and ethnicity; and urban politics and reform.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
HIS234
Minnesota History
4 Semester Credits
This course examines the racial, ethnic, political, and economic history of Minnesota, from the earliest inhabitants
(Ojibwe and Dakota), through the period of British and French exploration, and to the development of statehood.
Core Curriculum Component: Humanities
115
Prerequisite(s): None
HIS236
American Indian History
4 Semester Credits
A study of the native people of North America from the pre-Columbian period through European exploration and
settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and
intergovernmental relations.
Core Curriculum Component: None
Prerequisite(s): None
HIS241
Topics in African American History
4 Semester Credits
Selected topics in African American history not regularly examined in other departmental offerings. The specific topics to
be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS242
History of African American Civil Rights, 1619-1915
4 Semester Credits
A survey of the development of African American civil rights focusing on legal, economic, and political issues influenced
by race and class, emphasizing emancipation and integration of slaves and former slaves.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS243
History of African American Civil Rights, 1915-1972
4 Semester Credits
A continuation of HIS 242 with special emphasis on the contributions of W.E.B. DuBois, Marcus Garvey, A. Philip Randall,
Charles Houston, Thurgood Marshall, and Martin Luther King, Jr.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS249
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban design.
Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design
excellence.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
116
HIS280
The History Workshop
4 Semester Credits
This course introduces history majors and minors to the historian’s craft. Students will examine the development of the
discipline of history, the methods of analysis used by professional historians today, and the varieties of applications for
history in professional careers and public life. Students will also gain and sharpen the research and writing skills critical
to their success in upper-level history courses. Guest speakers and off-campus site visits will enhance course content.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
HIS282
The History of Women Since 1848
4 Semester Credits
This course examines in comparative perspective women’s changing political, economic, social, and sexual status since
the 19th century, with attention given to social, racial, and ethnic, and sexual differences among women.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HIS300
Public History
4 Semester Credits
Public history is the practice of historical methods with non-academic audience in mind. This survey explores the
components of public history, many of its venues, and pressing issues in the field through examination of a range of
topics (including, but not limited to): local history, historical memory, archives, exhibits, oral histories, documentaries,
publishing, museums, historic sites, and historic preservation.
Core Curriculum Component: None
Prerequisite(s): None
HIS311
Topics in Women's History
4 Semester Credits
Exploration of selected topics in women’s history not regularly examined in other departmental offerings. The specific
topic to be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS316
117
U.S. Urban Environmental History
4 Semester Credits
A chronological exploration of the interactions between Americans and the nonhuman world, with particular attention
to urban and suburban areas. Topics include the commodification of nature, the death of the organic city, political
movements organized around nature, ways of knowing nature, environmental justice, and relationships between culture
and nature. Additionally, students will use both primary sources and fieldwork to explore the specific environmental
history of a Minneapolis neighborhood.
Core Curriculum Component: None
Prerequisite(s): None
HIS323
Modern China
4 Semester Credits
A selective treatment of Chinese history since the Opium War of 1839; the erosion of China’s isolation and collapse of
the imperial system; and the Nationalist and Communist revolutions of the 20th century.
Core Curriculum Component: None
Prerequisite(s): None
HIS327
Racism and Resistance in Southern Africa and the United States
4 Semester Credits
This course explores historical parallels of the development in southern Africa and in the United States, strategies of
resistance, the successes and limitations of political victories over apartheid and racism, and the lingering economic,
social, political, and psychological effects of racism.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS331
Topics in United States History
4 Semester Credits
In-depth exploration of selected topics in United States history not regularly examined in other departmental offerings.
The specific topics to be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS332
History of United States Foreign Relations
4 Semester Credits
A survey of United States foreign relations from the American Revolution through the Cold War, emphasizing changing
definitions of war and peace, tensions between internationalism and isolationism, and the emergence of the United
States as an economic and military power.
Core Curriculum Component: None
Prerequisite(s): None
118
HIS335
American Urban History
4 Semester Credits
A study of urban development from colonial and frontier beginnings through the age of industrialization to the present,
including the dynamics of urban growth and planning, politics and reform, and the growth of urban culture.
Core Curriculum Component: None
Prerequisite(s): None
HIS336
American Labor History
4 Semester Credits
A survey of the history of work and the worker, primarily in the late 19th and 20th centuries, emphasizing the nature of
work, working class life and community, evaluation of organized labor, and the relationship of workers and union to the
state.
Core Curriculum Component: None
Prerequisite(s): None
HIS338
American Legal History
4 Semester Credits
An examination of the social, economic, and intellectual factors in American history that, combined with English and
colonial antecedents, contributed to the emergence of our modern legal system.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS343
The North American West
4 Semester Credits
This course reckons with the contest of colonial powers in North America, the American conquest of the region, the role
of the federal government in shaping the West, the rise of the most urban part of the United States, and the important
role that the West plays in modern American culture. Themes include the persistence of Native peoples, ethnicity, race,
and gender in Western daily and political life, the creation of an international borderlands, and the ecological
transformation of Western landscapes.
Core Curriculum Component: None
Prerequisite(s): None
HIS346
Namibia and South Africa: A Historical Perspective
4 Semester Credits
A survey of Namibia and South Africa including the experience of indigenous peoples, the impact of South African
occupation, the war for independence, and the roots of apartheid and its institutionalization.
Core Curriculum Component: None
Prerequisite(s): None
119
HIS348
Russia and the Soviet Union in the 20th Century
4 Semester Credits
An introductory historical survey of the Soviet Union, beginning with a brief examination of Russian history before
turning to the Russian Revolutions of 1917, the rise of Stalin, the Cold War, and the emergence of Gorbachev. The
course will emphasize political, diplomatic, economic, and cultural history.
Core Curriculum Component: None
Prerequisite(s): None
HIS349
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban design.
Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design
excellence.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
HIS350
Latin American History
4 Semester Credits
This course examines the histories of Mexico, Central America, and the Caribbean from the 1790s to the 1990s.
Centering our analysis in the Latin American experience, we will examine cultural trends, social interactions, and
economic development as well as the relations that each of these regions shared with the United States. Special
attention will be paid to independence movements, neocolonialism, dependency and underdevelopment, ecological
transformations, the Latino/a diaspora, and the struggles of indigenous communities.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
HIS352
The Holocaust in German History
4 Semester Credits
This course explores the development of modern Germany from its unification in 1871 through the aftermath of World
War II, focusing on the Third Reich and the Holocaust. Through diverse course materials (memoirs, film, posters, etc.),
students will analyze the National Socialist regime and the horrors it wrought, and explore the experiences of “ordinary
Germans,” including women, children, Jews and other minority groups.
Core Curriculum Component: None
Prerequisite(s): None
HIS354
Modern Britain and Ireland
4 Semester Credits
120
This course will take a distinctively interdisciplinary approach (sources will include literature, film, music, and artwork) to
explore a period of dramatic change in British politics, society, culture, and international status.
Core Curriculum Component: None
Prerequisite(s): None
HIS355
Cultural Conflict and Change in Latin America
4 Semester Credits
An exploration of selected topics and case studies from Latin American history with special emphasis on the role of
women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of
resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian period,
the conquest and colonial periods, and concludes with the post-war period in Central America.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS357
Mexican History, Culture, and Cosmovision
4 Semester Credits
An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to
modern Latin America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HIS101(The Beginning of Western Culture), HIS102(The Shaping of Western Civilization), HIS103(The
Modern World), HIS104(The Modern Non Western World), HIS120(America to 1815), HIS121(19th-Century United
States), HIS122(20th-Century United States), HIS150(Latin American History), HIS155(Cultural Conflict and Change in
Latin America), HIS162(20th-Century South Asia), HIS195(Topics in History), HIS225(History of the Twin Cities),
HIS234(Minnesota History), HIS236(American Indian History), HIS241(Topics in African American History), HIS242(History
of African American Civil Rights, 1619-1915), HIS243(History of African American Civil Rights, 1915-1972), HIS249(The
Designed Environment), HIS280(The History Workshop), HIS282(The History of Women Since 1848), HIS299(Directed
Study)
HIS360
Ancient Egypt and Classical Greece
4 Semester Credits
This course examines the history of ancient Egypt and classical Greece from c. 3200 to 323 BC, and uses a variety of
written and visual sources in an attempt to understand these societies. In addition to the “traditional” political narrative,
it also looks at social, economic, and cultural aspects of life in antiquity.
Core Curriculum Component: None
Prerequisite(s): None
HIS361
Hellenistic Greece and Rome
4 Semester Credits
This course examines the history of Hellenistic Greece and Rome from c. 800 BC to 476 AD, and uses a variety of written
and visual sources in an attempt to understand these societies. In addition to the “traditional” political narrative, it also
looks at social, economic, and cultural aspects of life in antiquity.
121
Core Curriculum Component: None
Prerequisite(s): None
HIS369
The Early and High Middle Ages
4 Semester Credits
This course examines the history of Europe and the Mediterranean from c. 300 to 1350 AD, and uses a variety of written
and visual sources in an attempt to understand medieval society. In addition to the “traditional” political narrative, it
also looks at social, economic, and cultural aspects of medieval life.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
HIS370
The Late Middle Ages to 1648
4 Semester Credits
This course examines the history of Europe from c. 1300 BC to 1648 AD, and uses a variety of written and visual sources
in an attempt to understand late medieval society. In addition to the “traditional” political narrative, it also looks at
social, economic, and cultural aspects of life in this period.
Core Curriculum Component: None
Prerequisite(s): None
HIS374
Medieval Crusades
4 Semester Credits
This course examines Western Europe’s crusading era (1095-1291 AD), a time when warriors from the Christian West
attempted to “take back” the Holy Land from its Muslim occupiers. Through a close reading of primary sources, we will
examine such issues as pilgrimage, holy war, and the complex relationships between East and West, between Muslims
and Christians. We will pay particular attention to the question of historical representation.
Core Curriculum Component: None
Prerequisite(s): None
HIS378
Medieval Church
4 Semester Credits
This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517
AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its influence,
not only in religious matters, but also in the social and political spheres. Cross-listed with REL378.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
HIS398
Internship
2 Semester Credits
122
Core Curriculum Component: None
Prerequisite(s): None
HIS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HIS440
Topics in World History
4 Semester Credits
This course will investigate topics in world history that are not included in regular course offerings. The specific topics to
be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS462
20th-Century South Asia
4 Semester Credits
This course explores the processes of colonialism, nationalism, de-colonization, and independence in the area now
politically known as India, Pakistan, and Sri Lanka. Upper division students will have additional assignments and different
exams from lower division.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
HIS474
World and the West
4 Semester Credits
Europe’s discovery of the rest of the world, cultural interaction and conflict, the building of European empires in Asia
and the Americas, and the breakdown of these imperial systems at the end of the 18th century.
Core Curriculum Component: None
Prerequisite(s): None
HIS480
History Senior Seminar
4 Semester Credits
This course is required for the major, and enrollment is normally restricted to students who have nearly finished their
coursework. Selected topics will be announced prior to registration.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); HIS280(The History Workshop)
HIS498
123
Independent Study *
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HIS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HON
HON100
Christian Vocation & Search for Meaning I
4 Semester Credits
Honors section of REL100. Some students (e.g., some science majors) may need to defer the course and take HON100 in
another term.
Core Curriculum Component: None
Prerequisite(s): None
HON111
Effective Writing for Liberating Letters
4 Semester Credits
This course takes a problem-based, process-oriented approach to expository writing. Attention is given to choosing,
organizing, and developing topics; thinking critically; reading closely; and revising carefully for clarity and style. The
minimum passing grade is 2.0.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); 1 of
ENG101(Developmental Writing), ENL101(Developmental Writing), WPL(Writing Placement Level), WPL(Writing
Placement Level)
HON120
The Scholar Citizen
4 Semester Credits
An introduction to the Honors Program. Course content focuses on great primary texts focusing on the connections
between learning and citizenship, or the public uses of knowledge (e.g. Plato’s cave). (Includes theater lab)
Core Curriculum Component: None
Prerequisite(s): None
HON120L
The Scholar Citizen Theatre Lab
0 Semester Credits
Core Curriculum Component: None
124
Prerequisite(s): HON120(The Scholar Citizen) *concurrent registration is required*
HON130
Liberating Letters: Humanist Tradition
4 Semester Credits
Interdisciplinary humanities survey course that explores the Western tradition of letters through significant texts and
modern context. Students stage courtroom trials where great authors, characters, or ideas are challenged and tested.
Based on the medieval liberal arts trivium of grammar, rhetoric, and logic. This course is linked with HON 111 and both
courses share texts, assignments, and some class sessions. Students are strongly encouraged to register for both courses
in the same term.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON200
Christian Vocation & Search for Meaning II
4 Semester Credits
Honors version of REL 200. See REL 200 for content and requirements.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); 1 of
HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I)
HON220
The Scholar Scientist
4 Semester Credits
Inspired by the medieval quadrivium (arithmetic, geometry, astronomy, music), this course addresses systems of
quantitative thought, including logic, computing, and formal systems.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); 1 of
MAT105(Applied Algebra), MPL(Math Placement Level 3)
HON230
Arts and the City
4 Semester Credits
Interdisciplinary fine arts course where students attend museums, galleries, concerts, plays, and other significant arts
events while researching and writing critical and historical critiques of central theories and approaches to the fine arts.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON240
Science, Technology, and Citizenship
4 Semester Credits
Multidisciplinary/interdisciplinary lab science course. Physics, biology, and chemistry are used to critically examine a key
national or global issue.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
125
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON240L
Science, Technology, and Citizenship Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); HON240(Science,
Technology, and Citizenship) *concurrent registration is required*
HON250
The Social Scientist
4 Semester Credits
Problem-based/question-based course in social sciences involving at least two social science disciplines and several
faculty.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON260
Augsburg Honors Review: Research Thesis Requirement
0 Semester Credits
Students in the fall semester of HON 260 practice and complete a structured process for collecting, synthesizing,
applying, and documenting research and academic writing. Students should take this course in conjunction with another
course within which they will produce a research-based paper. A final research paper is required to complete 260.
Students also solicit and evaluate manuscripts for the Honors Review (0.0 credit, P/N only) .Students in the spring
semester of HON 260 edit and publish the Honors Review, a national journal for undergraduate scholarship that resides
at Augsburg College. Students will evaluate and select potential articles for the journal, shepherd those manuscripts
through an external review process by faculty referees, and publish the journal by the end of the term. This course will
assist students in developing evaluative, copy-editing, layout, and publication design skills (0.0 credit, P/N only).
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON340
Junior Colloquium: The Scholar as Leader
0 Semester Credits
Taught by the dean and/or president of the College, this seminar explores themes of leadership and service in the public
context. (0.0 credit; P/N)
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON375
Student Created Learning Experience
0 Semester Credits
This course will only be used for student created learning experiences that fulfill a lifetime activity.
Core Curriculum Component: None
126
Prerequisite(s): None
HON380
Student Created Learning Experience
1 Semester Credits
May take many forms as determined by the student and faculty creating the learning experience (may be 1, 2 or 4
credits, and may use traditional or P/N grading options).
Core Curriculum Component: None
Prerequisite(s): None
HON450
Augsburg Honors Review: Research Thesis Requirement
0 Semester Credits
Students in the fall semester of HON 450 practice and complete a structured process for collecting, synthesizing,
applying, and documenting research and academic writing. Students should take this course in conjunction with another
course within which they will produce a research-based paper. A final research paper is required to complete 450.
Students also solicit and evaluate manuscripts for the Honors Review (0.0 credit, P/N only) .Students in the spring
semester of HON 450 edit and publish the Honors Review, a national journal for undergraduate scholarship that resides
at Augsburg College. Students will evaluate and select potential articles for the journal, shepherd those manuscripts
through an external review process by faculty referees, and publish the journal by the end of the term. This course will
assist students in developing evaluative, copy-editing, layout, and publication design skills (0.0 credit, P/N only).
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON470
Student/Faculty Collaboration: Research Thesis Requirement
0 Semester Credits
Students register for this course to fulfill the honors research requirement through a student/faculty research
collaboration. (0.0 credit, P/N only)
Core Curriculum Component: None
Prerequisite(s): None
HON490
Honors Senior Seminar
4 Semester Credits
This course integrates and synthesizes themes from all four years of the Honors Program. It also expands upon the
themes of HON 120 by studying primary texts related to philosophy, rhetoric, vocation, and meaning.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON499
Independent Study
4 Semester Credits
Core Curriculum Component: None
127
Prerequisite(s): None
HPE
HPE001
Foundations of Fitness
0 Semester Credits
This course is required of all Augsburg students outside the HPE majors. It seeks to improve the student’s knowledge
and understanding of the components of physical fitness and how they contribute to personal lifelong health and wellbeing. This course is designed to provide knowledge and skills needed to assess, monitor, and discipline oneself to
maintain a lifestyle of fitness and wellness.
Core Curriculum Component: None
Prerequisite(s): None
HPE002
Lifetime Activity
0 Semester Credits
Lifetime activity courses are designed to improve proficiency in a selected physical activity. Students will be able to
understand and demonstrate basic skills, strategy, and rules of the activity.
Core Curriculum Component: None
Prerequisite(s): None
HPE104
Components of Fitness Training
4 Semester Credits
This course implements a performance-based approach designed to enable the student to become well educated in
strength and cardiovascular training. The proficiencies will address the specifics of knowledge and performance in
fitness training. This course will implement optimal research based theories for improving aerobic and muscular strength
for the purpose of designing an individualized strength and aerobic conditioning program. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
HPE110
Personal and Community Health
4 Semester Credits
Concepts and practices of health and healthful living applied to the individual and the community.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
HPE114
Health and Safety Education
2 Semester Credits
Principles and practices of safety education in school and community life. National Safety Council First Aid and CPR
certification. (Fall, Spring)
128
Core Curriculum Component: None
Prerequisite(s): None
HPE115
Chemical Dependency Education
2 Semester Credits
An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health
education and services. (Fall, spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE205
Introduction to Health, Physical Education, and Exercise Science
2 Semester Credits
An introduction to the professional field of health, physical education, and exercise science. Includes history, current
trends, and professional opportunities related to health, human performance, and wellness. Students also will examine
the components of a balanced, healthy lifestyle. (Fall, Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE215
Health and Exercise Psychology
4 Semester Credits
Study of the impact of psychological, behavioral, social, and biological interactions on exercise and health. Specific
physiological and psychological benefits associated with exercise are addressed along with health promotion,
intervention, and adherence. (Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE220
Motor Learning and Development
2 Semester Credits
The study of the processes associated with developing motor skills and performance, and how this relates to motor
development. (Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE254
129
Introduction to Developmental/Adapted Physical Education
2 Semester Credits
A general overview of developmental/adapted physical education from early childhood through grade 12. The role of
school-based health and physical education programs for students with disabilities will be addressed. Fieldwork
experience is a requirement in this course. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
HPE275
Prevention and Care of Athletic Injuries
2 Semester Credits
Emphasis placed on preventing and treating common athletic injuries. Practical experience in taping and training room
procedures. A lab accompanies this course. (Spring)
Core Curriculum Component: None
Prerequisite(s): HPE114(Health and Safety Education)
HPE275L
Prevention and Care of Athletic Injuries Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE275(Prevention and Care of Athletic Injuries) *concurrent registration is required*
HPE280
Coaching Theory
2 Semester Credits
Theory, philosophy, organization, and supervision of coaching. Includes psychology of sport and how psychological
factors affect participation in sport. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
HPE299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE300
Nutrition for Exercise Science
4 Semester Credits
This course provides an integrated overview of the physiological requirements, food sources, and functions of
carbohydrates, fats, protein, vitamins, and minerals and their impact on health and performance. Students will evaluate
and design nutritional regimens to support optimal athletic performance, ultimately examining nutritional supplements,
ergogenic aids, and anabolic steroids and the safety and efficacy of legal and banned substances. (Spring)
130
Core Curriculum Component: None
Prerequisite(s): BIO103(Human Anatomy and Physiology), HPE104(Components of Fitness Training)
HPE304
Advanced Fitness Training
4 Semester Credits
This course is designed to examine and apply advanced personal training research. Participants will be exposed to
established training methods for developing advanced workouts as well as a variety of breakthrough exercises that may
result in fitness improvements. Ultimately, the student will create and optimize aspects of different training phases in a
year-round program design. In addition, the content of this course is focused toward the knowledge and skills required
for the NSCA Certified Strength and Conditioning Specialist (CSCS) exam.
Core Curriculum Component: None
Prerequisite(s): BIO103(Human Anatomy and Physiology), HPE104(Components of Fitness Training), HPE114(Health and
Safety Education), HPE205(Introduction to Health, Physical Education, and Exercise Science)
HPE305
Stress Management
2 Semester Credits
This course introduces students to concepts related to stress and stress management. Along with the study of the role of
stress in dysfunction of the human body, individual assessments and reflection are used to assist students in developing
a greater understanding of the role of stress in their life. Individual stress management plans will be constructed. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
HPE315
Exercise Testing and Prescription
2 Semester Credits
This is a course in exercise testing and prescription relative to the cardiopulmonary system. The course is designed to
provide the student with an understanding of the physiological and pathophysiological responses of the body to clinical
exercise testing and to develop a basis for the exercise prescription in health and disease. The content of this course is
focused toward the knowledge and skills required for taking the ACSM Certified Health Fitness Specialist (HFS) exam.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); HPE357(Measurement in Health, Physical
Education, and Exercise Science) *concurrent registration is required*
HPE316
Human Sexuality
4 Semester Credits
A study of the psychological, social, and biological components of human sexuality. (Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE320
School Health Curriculum
2 Semester Credits
131
Techniques for developing a course of study in school health based upon growth and development for grades K-12.
Examination of national standards and pedagogy for health education, curriculum, and assessment included. (Fall even
years)
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE324
K-6 PE Games and Activities
2 Semester Credits
This course integrates theory and practice in teaching age- and skill-appropriate activities to elementary students.
Fieldwork experience is a requirement in this course. (Spring)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE205(Introduction to Health, Physical Education, and
Exercise Science)
HPE334
7-12 Sport Skills and Activities
2 Semester Credits
Theory and practice in skills and teaching selected games and activities. Fieldwork experience is a requirement in this
course. (Fall)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE205(Introduction to Health, Physical Education, and
Exercise Science)
HPE335
Outdoor Education
2 Semester Credits
A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the
natural environment in which these activities occur. The course will include a three-day camping/hiking trip. Fieldwork
experience is a requirement in this course. (Fall even years, spring even years)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE114(Health and Safety Education), HPE205(Introduction to
Health, Physical Education, and Exercise Science)
HPE336
Trekking the Mountains: An Outdoor Cultural Excursion
4 Semester Credits
A course designed for a multifaceted exploration of mountainous regions of the world, while developing the outdoor
trekking experience. This eleven-day trip will include immersion, as well as trekking in beautiful and less traveled regions
of the country. While trekking, one is provided opportunity for leadership and personal growth and development, as we
share leadership and logistics for the excursion.
Core Curriculum Component: None
Prerequisite(s): None
HPE340
132
Organization and Administration of Physical Education Programs
2 Semester Credits
A survey of management, leadership, and decision making for physical education and athletic programs. (Fall)
Core Curriculum Component: None
Prerequisite(s): HPE205(Introduction to Health, Physical Education, and Exercise Science)
HPE350
Kinesiology
4 Semester Credits
A study of the mechanics of movement with an emphasis on the use of the muscular system. An analytic approach to
the study of movement and how it relates within the physical education and health fitness fields. A lab accompanies this
course.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); BIO103(Human Anatomy and Physiology),
HPE357(Measurement in Health, Physical Education, and Exercise Science) *concurrent registration is required*
HPE350L
Kinesiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE350(Kinesiology) *concurrent registration is required*
HPE351
Physiology of Exercise
4 Semester Credits
The major effects of exercise on the systems of the body and physiological principles applied to exercise programs and
motor training. A lab accompanies this course.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); BIO103(Human Anatomy and
Physiology)
HPE351L
Physiology of Exercise Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE351(Physiology of Exercise) *concurrent registration is required*
HPE357
Measurement in Health, Physical Education, and Exercise Science
2 Semester Credits
Concepts of statistics and the use of statistical procedures in health and physical education programs. Topics include
descriptive statistics, probability, estimation, ANOVA, correlation, Chi-Square, and nonparametric methods. (Fall)
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Core Curriculum Component: None
Prerequisite(s): 1 of HPE110(Personal and Community Health), HPE205(Introduction to Health, Physical Education, and
Exercise Science); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); HPE104(Components of Fitness
Training)
HPE358
Assessment in Health and Physical Education
2 Semester Credits
Standards, assessment, and evaluation of tests in health and physical education. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of HPE110(Personal and Community Health), HPE205(Introduction to Health, Physical Education, and
Exercise Science); HPE104(Components of Fitness Training), HPE357(Measurement in Health, Physical Education, and
Exercise Science) *concurrent registration is required*
HPE365
Physical Education Methods K-6
4 Semester Credits
Procedures, materials, and issues for teaching physical education in grades K-6. An in-depth view of all aspects of
teaching physical education to elementary-aged children. Fieldwork experience is a requirement in this course. (Fall)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE324(K-6 PE Games and Activities)
HPE368
Physical Education Methods 7-12
4 Semester Credits
Procedures, materials, and issues involved in teaching physical education in secondary schools. An in-depth view of all
aspects of teaching physical education to secondary-aged students. Fieldwork experience is a requirement in this course.
(Spring)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE334(7-12 Sport Skills and Activities)
HPE390
Instructional Methods and Materials in Health Education
4 Semester Credits
Principles and methods of instruction applied to health education grades K-12. Emphasis on teaching/learning strategies
and student assessment. Evaluation and development of materials included. Fieldwork experience is a requirement in
this course. (Spring)
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE396
Internship
4 Semester Credits
Core Curriculum Component: None
134
Prerequisite(s): None
HPE397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HPE398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HPE410
Administration and Supervision of the School Health Program
2 Semester Credits
Historical background, legal basis, and school health services relationship to community and school health programs and
resources.
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE450
Current Health Issues
2 Semester Credits
This course uses critical thinking skills to examine current health issues in text and media from a sociological, political,
economic, and medical perspective.
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE473
Physical Education Curriculum
2 Semester Credits
Techniques for developing a course of study in physical education based upon growth and development for grades K-12.
Examination of National Standards and pedagogy for physical education, curriculum, and assessment included.
Core Curriculum Component: None
Prerequisite(s): HPE205(Introduction to Health, Physical Education, and Exercise Science)
135
HPE490
Exercise Science Seminar and Keystone
4 Semester Credits
This course will provide the student with the pinnacle component of the Exercise Science degree plan. The keystone will
provide an understanding of human responses to exercise and its relevance to a diverse and challenging world, as well
as help develop a basis for research as this relates to the major.
Core Curriculum Component: Keystone
Prerequisite(s): HPE350(Kinesiology), HPE351(Physiology of Exercise)
HPE495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HUM
HUM120
Medieval Life in 12th-Century Europe
4 Semester Credits
This is the introductory course for medieval studies. It uses an interdisciplinary approach to study European culture
during a period known as the High Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture as a
complex system of thought and feeling, which includes history, religion, philosophy, literature, art, theatre, music, and
food. It also takes an experiential approach to this material, for example, by having students and faculty attend class in
academic regalia, just as they did in medieval universities.
Core Curriculum Component: Humanities
Prerequisite(s): None
HUM195
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HUM199
Internship
4 Semester Credits
Core Curriculum Component: None
136
Prerequisite(s): None
HUM490
Keystone: Medieval Studies Project
4 Semester Credits
The final project in medieval studies functions like an independent study. Because medieval studies is an
interdisciplinary major, the final project must be also be interdisciplinary. Students are free to choose any topic
connected to the Middle Ages, but must examine it with professors from at least three different disciplines. The
traditional disciplines that comprise medieval studies are art history, English, history, music history, philosophy, religion,
and theater history, but students have also completed projects involving professors from other disciplines, such as
sociology and psychology. Experiential approaches are encouraged but not required. For example, past students have
built medieval musical instruments, medieval suits of armor, and Renaissance commedia dell’arte masks, and then
written about the process.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL360(The
Classical Tradition), ENL361(The Medieval World); 1 of HIS372(Medieval Church), PHI242(History of Philosophy II:
Medieval and Renaissance Philosophy), REL361(The Church/First Four Centuries), REL362(Martin Luther and the
Reformation); 1 of ART386(Medieval Art), ART387(Renaissance and Baroque Art), MUS231(History and Literature of
Music I), THR361(Theater History and Criticism I); HIS369(The Early and High Middle Ages), HIS370(The Late Middle Ages
to 1648), HUM120(Medieval Life in 12th-Century Europe)
HUM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS
INS198
Internship *
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS225
Introduction to Islam
4 Semester Credits
The course covers the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari’ah), Islamic
economic and political systems, and Islamic patterns of life.
137
Core Curriculum Component: None
Prerequisite(s): None
INS232
African-American Experience in America
4 Semester Credits
An overview of the major issues related to the African American experience, focusing on historical, sociological,
economic, legal, and psychological aspects of that experience.
Core Curriculum Component: None
Prerequisite(s): None
INS233
Women: A Cross Cultural Perspective
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS255
Paideia Approach: Thinking, Talking and Reading
4 Semester Credits
Students will participate in a series of seminar discussions following the Paideia seminar format as developed by
Mortimer Adler. Seminar topics emphasize selections that help students to think critically, understand timeless ideas,
listen carefully, and question thoughtfully. This course is ideal for education, social science, and language arts majors.
Core Curriculum Component: None
Prerequisite(s): None
INS291
Topics in Study Abroad and Intercultural Development
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS292
Topics in Study Abroad and Intercultural Development
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS294
Career Exploration in Financial Services
2 Semester Credits
This course will introduce the career exploration/planning process and an overview of careers in financial services and
insurance. Students will develop strategies and skills for career-related decision making and for an effective
138
internship/job search. Course sessions will include: personal and career assessments and interpretation, career research
and readings, topic discussions, employer guest speakers, and a Travelers company site visit.
Core Curriculum Component: None
Prerequisite(s): None
INS295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS298
Meaningful Work: Linking Education, Vocation and Career Exploration
2 Semester Credits
This course will introduce students to the nature of work and its role and value to the individual and to society and
provide the strategies and skills necessary for a lifetime of career-related decision making, meaningful work and active
citizenship. The course is geared to both students who are undecided and students who are seeking an in-depth look at
a chosen personal life and career path.
Core Curriculum Component: None
Prerequisite(s): None
INS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS312
The Politics of Development in Southern Africa
4 Semester Credits
This course examines basic theories of development as well as the political economy of development. It provides the
opportunity to reflect critically on issues of development, including global justice, equality, and sustainability.
Core Curriculum Component: None
Prerequisite(s): None
INS316
Building a Sustainable Democracy
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS317
Politics of Conflict and Transformation
4 Semester Credits
139
Core Curriculum Component: None
Prerequisite(s): None
INS330
Emerging Art and Urban Culture Seminar
4 Semester Credits
Exploration of life experiences and works of artists, cultural workers, and community organizers for understanding the
differences between formal institutional art and community-based art forms. Interviews and participant observation at
arts performances and cultural events.
Core Curriculum Component: None
Prerequisite(s): None
INS331
Politics of Artistic Expression
4 Semester Credits
Study of the social and cultural history of urban art, the role of art and culture in everyday life, and the relationship
between intellectual discourse and the politics of cultural work. Readings, films, and discussions integrate aesthetic
theory and artistic expression with issues of social change and activism.
Core Curriculum Component: None
Prerequisite(s): None
INS342
River Politics Field Seminar
4 Semester Credits
In this two-week intensive field experience, students will travel by boat down the Mississippi River exploring elements of
the politics and policies relating to the river. Students will engage in service projects, field observations, and interviews
with residents, legislators, activists, and government employees.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): POL241(Environmental and River Politics)
INS345
Urban Environment Field Seminar
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS346
Sustainability and Environmental Policy Seminar
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS354
Reading for Social Change
140
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS355
Writing for Social Change
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS358
Theories of Poverty, Inequality and Social Change
4 Semester Credits
Interdisciplinary readings connect experiences and direct observation with theory and research on the impact of race,
class, and gender on social inequality and unequal urban development. Competing theories and strategies for urban and
neighborhood development are examined in the context of dominant ideology and perspectives of people who
challenge it.
Core Curriculum Component: None
Prerequisite(s): None
INS359
Social Policy and Anti-Poverty Strategies in Theory and Practice
4 Semester Credits
Concrete conditions of life and community issues in different neighborhoods provide varying—at times competing—
views on the Twin Cities "civic ideology." Field observations, dialogue with residents, interviews, and oral history provide
data to identify inequality and to assess theories and strategies for explaining and overcoming it.
Core Curriculum Component: None
Prerequisite(s): None
INS366
Community Participation and Social Change
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS371
Disjuncture and Difference in Europe
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS372
Norwegian Language
4 Semester Credits
141
Core Curriculum Component: None
Prerequisite(s): None
INS376
Challenges and Opportunities of European Integration
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS377
Challenges of Globalization to the Scandinavian Welfare State
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS379
Challenges of a Changing Welfare State
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS393
Scandinavian Art, Film and Literature
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS394
Urbanization and Immigration
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
142
Prerequisite(s): None
INS398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS491
Topics in Study Abroad and Intercultural Development
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS492
Topics in Study Abroad and Intercultural Development
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS498
Independent Study: Metropolitan Resources
2 Semester Credits
An independently-designed course developed by a student (or group of students), utilizing the metropolitan resources
available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by
a department faculty member.
Core Curriculum Component: None
Prerequisite(s): 1 of POL122(Metropolitan Complex), SOC111(Human Community and Modern Metropolis);
CONSENT(Consent of Instructor)
INS499
Independent Study
143
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of POL484(Political Analysis), SOC363(Research Methods)
KEY
KEY470
Creating Life in the Arts: Exploration and Reflection on Vocation
4 Semester Credits
From personal reflection on vocation to real-world insights and hands-on experiences, this course will delve deeply into
the skill sets and mind sets important for arts professionals in all fine arts majors. While exploring vocation concepts,
this course balances entrepreneurial awareness, attitudes, and skills with entrepreneurial insights, skills and reflection.
Core Curriculum Component: Keystone
Prerequisite(s): None
KEY480
Topics in Global Interdependence
4 Semester Credits
This cross-cultural keystone seminar prepares students to "act globally" by challenging them to apply the diverse
perspectives acquired while studying abroad and to analyze issues that transcend national boundaries. In English with
readings in a language other than English. Open to international students and to upper-division students who have
advanced knowledge of a language other than English or have studied abroad for a full semester (including in Englishspeaking countries with consent of instructor).
Core Curriculum Component: Keystone
Prerequisite(s): None
KEY490
Vocation and the Meaning of Success
4 Semester Credits
This course is the keystone course for business majors and other majors where the major program does not include a
keystone element. It draws together all facets of a student’s education by providing opportunities to reflect upon and
write about the integration of one’s classes, life, and future. Readings and critical discussions with others in the same
and in different majors will add dimension to each student’s reflective writing.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
LAT
LAT101
Beginning Latin I
4 Semester Credits
An introduction to the grammar and vocabulary required to read classical Latin. Short texts from original sources.
Attention to classical and medieval Latin culture as time permits. Does not satisfy the Augsburg language requirement.
Core Curriculum Component: None
144
Prerequisite(s): None
LAT102
Beginning Latin II
4 Semester Credits
An introduction to the grammar and vocabulary required to read classical Latin. Short texts from original sources.
Attention to classical and medieval Latin culture as time permits. Does not satisfy the Augsburg language requirement.
Core Curriculum Component: None
Prerequisite(s): LAT101(Beginning Latin I)
LCS
LCS100
Introduction to Cultural Studies
4 Semester Credits
This course is an introduction to the critical study of cultures and cross-cultural difference. It examines the connections
between social relations and the production of meaning. It sets the stage for global citizenship by revealing how our
"position" in the world affects the way we view, interpret, and interact with other cultures.
Core Curriculum Component: Humanities
Prerequisite(s): None
LCS295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
LCS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
LCS399
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
LCS495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
145
LCS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MAT
MAT103
Everyday Math
3 Semester Credits
Concepts of integers, fractions, decimal numbers, ratios, percents, order of operations, exponents, and an introduction
to algebraic expressions and equations with an emphasis on applications to everyday life. P/N grading only. Grade of P
advances student to MPG2. MAT 103 does not count as credit toward graduation. This course does not meet a NSM-LAF
and does not meet QF.
Core Curriculum Component: None
Prerequisite(s): MPL(Math Placement Level 1)
MAT105
Applied Algebra
3 Semester Credits
Concepts of linear, exponential, logarithmic, and other models with an emphasis on applications to the social and
natural sciences, business, and everyday life. Grade of 2.0 or higher advances student to MPG3. Students preparing for
MAT 114 should consult the department. This course does not meet a NSM-LAF and does not meet QF.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT103(Everyday Math), MPL(Math Placement Level 2)
MAT114
Precalculus
4 Semester Credits
Concepts of algebraic, exponential, logarithmic, and trigonometric functions for students planning to study calculus.
Students who have completed MAT 145 or other calculus courses may register for credit only with consent of
department. Grade of 2.0 or higher advances student to MPG4.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MAT129
Practical Applications of Math
4 Semester Credits
An examination of applications of mathematics in contemporary society, with an emphasis on quantitative reasoning
including an introduction to probability and statistics and topics such as the mathematics of finance, graph theory, game
theory, voting theory, linear programming, or cryptography.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
146
MAT137
Mathematics for Elementary Teachers I
4 Semester Credits
Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis on
the processes of problem solving, reasoning, connections, communication, and representation. These courses are
designed for prospective K-6 elementary school teachers.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MAT138
Mathematics for Elementary Teachers II
4 Semester Credits
Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis on
the processes of problem solving, reasoning, connections, communication, and representation. These courses are
designed for prospective K-6 elementary school teachers.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MAT140
Calculus Workshop
1 Semester Credits
An elective workshop for students concurrently enrolled in Calculus or Calculus II. Calculus-related problems and
activities that require significant collaborative and creative effort. Emphasis on strategies for succeeding in college-level
mathematics courses. This course does not meet a NSM-LAF and does not meet QF.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), MAT145(Calculus I) *concurrent registration is required*
MAT145
Calculus I
4 Semester Credits
Concepts of calculus of one-variable functions including derivatives, integrals, differential equations, and series.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4)
MAT146
Calculus II
4 Semester Credits
Concepts of calculus of one-variable functions including derivatives, integrals, differential equations, and series.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): MAT145(Calculus I)
MAT163
Introductory Statistics
147
4 Semester Credits
Concepts of elementary statistics such as descriptive statistics, methods of counting, probability distributions,
approximations, estimation, hypothesis testing, analysis-of-variance, and regression. Students who have successfully
completed MAT248, BUS379, PSY215, or SOC362 cannot enroll in MAT163.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MAT171
Discrete Mathematics For Computing
4 Semester Credits
Concepts of discrete mathematics including binary representations, sequences, recursion, induction, formal logic, and
combinatorics, with an emphasis on connections to computer science. Completion of CSC160 recommended prior to
MAT171. Students who have completed MAT271 may not register for credit.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MAT173
Mathematics of Finance
4 Semester Credits
Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, life annuities, and life
insurance. Provides an introduction to actuarial mathematics.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MAT199
Internship
4 Semester Credits
Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the
internship.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
MAT201
Communicating Mathematics
2 Semester Credits
An introduction to mathematical speaking, typesetting, presentation technology, reading, and bibliographic resources.
This course does not count as an elective in the mathematics major or minor. Completion of this course plus one of MAT
304, MAT 314, MAT 324, MAT 355, MAT 369, MAT 374, or MAT 377 taken at Augsburg satisfies the major’s speaking skill
requirement. Students with majors other than mathematics should consult their major department before taking this
course.
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II)
MAT245
148
Calculus III
4 Semester Credits
Concepts of multivariable calculus including functions of several variables, partial derivatives, vectors and the gradient,
multiple integrals, and parametric representations.
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II)
MAT246
Linear Algebra
4 Semester Credits
Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector
spaces, determinants, and eigenvalues.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT245(Calculus III), MAT271(Discrete Mathematical Structures)
MAT248
Biostatistics
4 Semester Credits
Concepts and techniques of probability, descriptive statistics, and statistical inference are applied to scientific studies in
Biology, Medicine and other Health Sciences. Material is centered on real studies in these areas. Other topics include
graphing techniques, correlation and regression, experimental design, combinatorics, point and interval estimation,
hypothesis testing and, time permitting, analysis of variance and nonparametric methods.
Core Curriculum Component: None
Prerequisite(s): 1 of All of BIO151(Introductory Biology), MPL(Math Placement Level 4); MAT145(Calculus I)
MAT252
Exploring Geometry
4 Semester Credits
Concepts of geometry including Euclidean and non-Euclidean geometries and geometric transformations with an
emphasis on geometric reasoning, conjecturing, and proof.
Core Curriculum Component: None
Prerequisite(s): MAT145(Calculus I)
MAT271
Discrete Mathematical Structures
4 Semester Credits
Concepts of discrete mathematics including number theory, combinatorics, graph theory, recursion theory, set theory,
and formal logic, with an emphasis on algorithmic thinking, mathematical reasoning, conjecturing, and proof.
Core Curriculum Component: None
Prerequisite(s): 1 of All of 1 of MAT163(Introductory Statistics), MAT248(Biostatistics), MAT252(Exploring Geometry),
MAT287(History of Mathematics); MAT145(Calculus I); MAT146(Calculus II)
MAT287
History of Mathematics
149
4 Semester Credits
Concepts of historical importance from the areas of geometry, number theory, algebra, calculus, and modern
mathematics.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): MAT145(Calculus I)
MAT304
Graph Theory
4 Semester Credits
Concepts of graph theory including standard graphs, classic questions, and topics such as degree sequences,
isomorphism, connectivity, traversability, matching, planarity, coloring, and graph metrics. Focuses on theoretical
structures.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking), MAT201(Communicating Mathematics); 1 of ENG111(Effective Writing), ENL111(Effective Writing),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level);
MAT271(Discrete Mathematical Structures)
MAT314
Abstract Algebra
4 Semester Credits
Concepts of algebra including the abstract structures of groups, rings, integral domains, and fields. Focuses on
theoretical structures.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), MAT201(Communicating
Mathematics); MAT246(Linear Algebra), MAT271(Discrete Mathematical Structures)
MAT324
Analysis
4 Semester Credits
Concepts of real analysis including limits, boundedness, continuity, functions, derivatives, and series in a theoretical
setting. Focuses on theoretical structures.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), MAT201(Communicating
Mathematics); MAT146(Calculus II), MAT271(Discrete Mathematical Structures)
MAT355
Numerical Mathematics and Computation
4 Semester Credits
Concepts such as polynomial interpolation, numerical differentiation and integration, numerical solution of differential
equations, error propagation, practical implementation of numerical methods on modern computers, and applications.
150
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), MAT201(Communicating
Mathematics); CSC160(Introduction to Computer Science and Communication), MAT146(Calculus II)
MAT363
Dynamical Systems
4 Semester Credits
Concepts of dynamical systems including iteration, stability, orbit diagrams, symbolic dynamics, chaos, and fractals,
along with topics such as applications of dynamical systems and/or complex dynamics including the Mandelbrot set and
Julia sets.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT246(Linear Algebra), MAT269(Modeling and Differential Equations), MAT271(Discrete
Mathematical Structures); MAT146(Calculus II)
MAT369
Modeling and Differential Equations in Biological and Natural Sciences
4 Semester Credits
Concepts of differential equations including quantitative and qualitative solution method of linear and non-linear
systems; the application, modeling, and analysis of differential equations to model biological phenomena.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters:
Humanist Tradition), MAT201(Communicating Mathematics); MAT245(Calculus III)
MAT373
Probability and Statistics I
4 Semester Credits
Concepts of probability and statistics including methods of enumeration, random variables, probability distributions,
expectation, the Central Limit Theorem, sampling distributions, methods of estimation, hypothesis testing, regression,
analysis of variance, and nonparametric statistics.
Core Curriculum Component: None
Prerequisite(s): MAT245(Calculus III)
MAT374
Probability and Statistics II
4 Semester Credits
A continuation of MAT373. Concepts of probability and statistics including methods of enumeration, random variables,
probability distributions, expectation, the Central Limit Theorem, sampling distributions, methods of estimation,
hypothesis testing, regression, analysis of variance, and nonparametric statistics. Includes an applied project.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
151
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters:
Humanist Tradition), MAT201(Communicating Mathematics); MAT373(Probability and Statistics I)
MAT377
Operations Research
4 Semester Credits
Concepts of linear programming and its applications to optimization problems from industrial settings including the
simplex method, sensitivity analysis, duality theory, alternate optima, and unboundedness with an emphasis on both the
mathematical theory and the application to current business practice.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters:
Humanist Tradition), MAT201(Communicating Mathematics); MAT246(Linear Algebra)
MAT394
Topics in Statistics
4 Semester Credits
Study of an advanced topic in statistics such as modeling, design of experiments, or data analysis.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT163(Introductory Statistics), MAT248(Biostatistics), MAT373(Probability and Statistics I); 1 of
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters); 1 of
COM111(Public Speaking), COM115(Scientific and Technical Public Speaking), MAT201(Communicating Mathematics);
MAT146(Calculus II)
MAT395
Topics
4 Semester Credits
Study of an advanced topic such as actuarial mathematics, complex analysis, mathematical biology, combinatorics,
graph theory, topology, or foundations of mathematics.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters:
Humanist Tradition), MAT201(Communicating Mathematics); 2 of MAT245(Calculus III), MAT246(Linear Algebra),
MAT252(Exploring Geometry), MAT269(Modeling and Differential Equations), MAT271(Discrete Mathematical
Structures), MAT287(History of Mathematics)
MAT397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters:
Humanist Tradition), MAT201(Communicating Mathematics)
152
MAT399
Internship
4 Semester Credits
Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the
internship. For upper division credit, significant mathematical content and presentation at a departmental colloquium is
required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters:
Humanist Tradition), MAT201(Communicating Mathematics)
MAT491
Mathematics Colloquium
0 Semester Credits
Information about contemporary applications, career opportunities, and other interesting ideas in mathematics.
Presented by outside visitors, faculty members, or students. Carries no course credit.
Core Curriculum Component: None
Prerequisite(s): None
MAT496
Independent Study
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MAT498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM115(Scientific and Technical Public Speaking), MAT201(Communicating Mathematics)
MAT499
Independent Study
4 Semester Credits
Selection and study of an advanced topic outside of the offered curriculum with the guidance of a faculty member.
Presentation at a departmental colloquium is required.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM115(Scientific and Technical Public Speaking), MAT201(Communicating Mathematics); CONSENT(Consent of
Instructor)
153
MBA
MBA510
Applied Managerial Economics
3 Semester Credits
Application of economic tools in solving managerial problems. Topics include markets and organizations, demand and
cost functions, demand and supply analysis, game theory and the economics of strategy, pricing incentives, evaluation,
regulation, incentive conflicts and contracts, and ethics and the organizational architecture. Students develop critical
thinking skills and a framework of analyzing business decisions. In summary, the objective of the course is to help
business students become architects of business strategy rather than simply middle managers following the path of
others.
Core Curriculum Component: None
Prerequisite(s): None
MBA520
Accounting for Business Managers
3 Semester Credits
Concepts of Generally Accepted Accounting Principles (GAAP) for preparing financial statements. Students will learn to
analyze income statements, balance sheets, and annual reports, and to budget using projected sales, fixed and variable
expenses, break-even calculation, and capital budgeting.
Core Curriculum Component: None
Prerequisite(s): None
MBA530
Managerial Finance
3 Semester Credits
Understanding the foundations of financial management including markets, institutions, interest rates, risk and return,
and the time value of money. Included are security valuation, corporate valuation, strategic investment and financing
decisions, working capital management, mergers and acquisitions, derivatives, bankruptcy, and multinational
implications.
Core Curriculum Component: None
Prerequisite(s): None
MBA540
Business and Professional Ethics
3 Semester Credits
An understanding of the ethical problems faced by people in organizations and businesses today. A framework for
recognizing ethical problems helps the student determine how decisions will affect people positively or negatively. This
course conveys a model of analysis of ethical problems to allow students the ability to make better judgments about
what is right and fair. The course also allows students to gain confidence in their understanding and their proposed
solutions for ethical issues, thus being able to forcefully and reasonably defend their point of view.
Core Curriculum Component: None
Prerequisite(s): None
MBA545
154
Organizational Behavior
3 Semester Credits
Theory and application of organizational behavior to human resources within organizations. Topics include strategies
and tactics for developing human resources to support organizational cultural changes (such as total quality
management), team building, collaboration with other teams, training, the impact of diversity, and evaluation of
contemporary organizational strategies.
Core Curriculum Component: None
Prerequisite(s): None
MBA550
Marketing Management
3 Semester Credits
Applying marketing theory and practice to real-life marketing situations. Topics include market segmentation, targeting,
positioning, distribution of goods and services, the relationship between price and demand, brand management, and
marketing plans and strategy. Students gain hands-on experience with marketing in cross-functional organization
strategies.
Core Curriculum Component: None
Prerequisite(s): None
MBA560
Communication Issues in Management
3 Semester Credits
An ethnographic approach to communication in the workplace including how physical settings, communication
channels, institutional goals, institutional culture, and the roles of participants shape communication. Students will use
case studies and their own workplace experiences to examine effectiveness, ideologies and biases, network theory,
persuasive appeals, and communication of institutional values.
Core Curriculum Component: None
Prerequisite(s): None
MBA565
Managing in a Global Environment
3 Semester Credits
Explores the reasons, conditions, processes, and challenges of internationalization from an enterprise perspective. The
foci of the course will be international trade theory and institutional governance of international trade/monetary policy,
and the differences in political-economic/socio-cultural systems and their implications for international business.
Core Curriculum Component: None
Prerequisite(s): None
MBA570
Quantitative Decision-Making for Managers
3 Semester Credits
Extracting actionable information from data, interpreting data in tables and graphs, interpreting statistical significance,
evaluating survey data, using data mining with large databases, and using simulation and modeling in business decisions.
Core Curriculum Component: None
155
Prerequisite(s): None
MBA575
Strategic Technology
3 Semester Credits
Making strategic technology decisions most favorable to organization and culture, interaction with customers and
suppliers, and future growth of the organization. Students will come to understand the impact of the internet and
electronic commerce on the traditional business model, the effect on employees, and the ethical and societal results of
given technology choices.
Core Curriculum Component: None
Prerequisite(s): None
MBA576
Project Management
3 Semester Credits
The purpose of this course is to introduce students to the world of projects and to projects’ real life struggles and
challenges. The course will focus on the day-to-day, hands-on problems of managing a project, which is defined as a
temporary organization within a permanent organization set up to achieve a specific objective. It will broadly cover the
operational and conceptual issues faced by modern project managers.
Core Curriculum Component: None
Prerequisite(s): None
MBA580
The Field Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MBA581
Management Consulting Project I
2 Semester Credits
Working in teams with a local organization, students develop expertise in an area related to their vocation, using
communication, leadership, and collaboration skills, and academic knowledge to research, analyze, and make
recommendations. The management consulting project culminates in a presentation to the client and the faculty
adviser. (The Management Consulting Project course is divided into two required 2 credit courses.)
Core Curriculum Component: None
Prerequisite(s): None
MBA582
Management Consulting Project II
2 Semester Credits
Working in teams with a local organization, students develop expertise in an area related to their vocation, using
communication, leadership, and collaboration skills, and academic knowledge to research, analyze, and make
recommendations. The management consulting project culminates in a presentation to the client and the faculty
adviser. (The Management Consulting Project course is divided into two required 2 credit courses.)
156
Core Curriculum Component: None
Prerequisite(s): None
MBA583
Social Entrepreneurship I: Execution, Planning & Strategy for Social Innovation-based Ventures
3 Semester Credits
This course is intended to provide prospective social entrepreneurs with information and tools to teach you how to
actually start a business, evaluate opportunities for starting a new business, how to choose markets for entry, when to
enter, and what resources and capabilities it will take to enter and provide a platform for future growth. Although the
course will focus especially on entry into social enterprises, it will provide background essential to entrepreneurial
ventures of all types. The course is designed to address the needs of students who either hope to pursue start-up
opportunities upon graduation or in preparation for entrepreneurial activities at later career stages.
Core Curriculum Component: None
Prerequisite(s): None
MBA584
Social Entrepreneurship II: Advanced Topics & Practicum in Social Entrepreneurship
3 Semester Credits
Students are assigned to a social enterprise in the local community to work as management consultants on
comprehensive projects. Students perform in-depth business analysis, complete primary and secondary research,
develop strategies and tactics and propose implementation plans to assist the organization realize their goals. Guest
lectures and readings/discussions tie managerial theory to actual practice.
Core Curriculum Component: None
Prerequisite(s): None
MBA592
Leadership: Ethics, Vision, and Transformation
3 Semester Credits
Provides learners with well-rounded, comprehensive leadership skills that will enhance personal and organizational
effectiveness. Leadership skills and abilities have long been viewed as important contributors to success in personal and
professional spheres. Topics include leadership strategy, critical and distinctive functions and skills of management and
leadership, relationship building, servant leadership, leadership communication, and self-awareness and discovery of
leadership styles, traits, and abilities.
Core Curriculum Component: None
Prerequisite(s): None
MBA593
Health Care Operations Management
3 Semester Credits
This course will provide students with an introduction to Healthcare Operations. Over the past several years, there has
been a general acceptance to apply more sophisticated business optimization techniques to the healthcare industry.
Students will gain an understanding of business management within hospitals, clinics, and multiple hospital systems. The
tools covered in the class focus primarily on those that improve hospital productivity.
Core Curriculum Component: None
Prerequisite(s): None
157
MBA595
Strategic Management
3 Semester Credits
Organizations that survive over time generally meet customer needs more effectively than the customer’s alternatives.
These organizations adapt to a constantly changing environment, usually coordinating change in a variety of different
functional areas. Strategy matches the organization’s capabilities to its market position, facilitates resource allocation,
and provides guidance for decision-making. This course is integrative of all subject matter in the MBA program, and
adopts the perspective of senior management.
Core Curriculum Component: None
Prerequisite(s): None
MBA596
Managing Innovation
3 Semester Credits
Understanding innovation as a process and creating the conditions for this process to occur successfully within an
organization are the main themes of this course. Learning to integrate design thinking into business that will drive
continuous development and improvement, and develop customer/client emotional connections will be the focus of the
course. Transforming the business, creating brand value, exceeding customer’s expectations, and creating sustainable,
superior competitive advantage through new ways of thinking are the purposes of the course.
Core Curriculum Component: None
Prerequisite(s): None
MBA599
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MBA699
Internship
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MBC
MBC532
Investment Theory and Portfolio Management
3 Semester Credits
This course discusses investment background such as the investment setting, asset allocation decision, selecting
investments in a global market, and security market indicators, followed by efficient capital markets, portfolio
management and asset pricing models, and multi-factor models of risk and return. Security valuation and analysis and
management of common stocks and bonds are discussed. The course ends with a discussion of professional asset
management and evaluation of portfolio performance.
Core Curriculum Component: None
158
Prerequisite(s): None
MBC535
International Finance
3 Semester Credits
The objective of this course is to acquaint students with macro and micro aspects of international finance. At the macro
level, coverage will include theories of direct investment, the international monetary mechanism, foreign exchange
markets, and repercussions from balance of payments difficulties. Micro level materials include problems of doing
business internationally and a survey of public and private foreign and international financial institutions. Also discussed
are the management of risk of multinational operations and their valuation and structure. The course ends with a
discussion of international portfolio investment and asset pricing.
Core Curriculum Component: None
Prerequisite(s): None
MBC537
Health Care Financing
3 Semester Credits
This course focuses on a variety of public and private third party mechanisms for financing health care services. A review
shall be made of the various trends and constraints associated with each mechanism. Particular attention shall be a paid
to the role of private health insurance and government reimbursement mechanisms for health services. Prerequisites:
MBA 530-Managerial Finance
Core Curriculum Component: None
Prerequisite(s): None
MBC542
Legal and Ethical Considerations in Health Care
3 Semester Credits
This course covers the laws affecting administration of hospitals and other healthcare organizations; administrative law,
corporate and business law, labor law, civil liability and tax-related issues. The course covers the ethical issues
underlying financing, organization, and delivery of healthcare services. Addresses the numerous ethical issues raised by
advances in technology, changing societal values, decreased resources and increasing professional liability.
Core Curriculum Component: None
Prerequisite(s): None
MBC547
Human Resources Issues in Health Care
3 Semester Credits
This course provides complete coverage of relevant human resource issues in health care management, as well as
offering a solid foundation in both HR and health care administrative practices. This course provides a comprehensive,
focused approach to the demands of the current human resources role. This practical, hands –on course introduces
human resources to those who are preparing to work in any area of health care or health service covering important
topics such as recruitment, training, termination, compensation practices, and safety.
Core Curriculum Component: None
Prerequisite(s): None
MBC552
159
Marketing Communications
3 Semester Credits
The course is meant to provide students with an opportunity to analyze, design, and evaluate a comprehensive and
integrated marketing communications program which includes advertising, sales promotions, publicity, and personal
selling decisions. The course focuses on theories, models, and industry experiences that are relevant to the design and
evaluation of a marketing communications plan. Specific topics covered include the communication process, consumer
behavior models and their relevance to marketing communications decisions, marketing communications research,
advertising message and media strategies, the role of the advertising agency, and the integration of marketing mix
decisions.
Core Curriculum Component: None
Prerequisite(s): None
MBC554
Consumer Behavior
3 Semester Credits
The purpose of this course is to provide students having a basic fluency in marketing with a deeper understanding of
consumer (buyer) behavior, with particular emphasis on the purchase decision process. Specific topics will include: the
role of problem recognition; how buyers seek and evaluate information; and factors that influence buyers’ purchase
decisions.
Core Curriculum Component: None
Prerequisite(s): None
MBC599
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MCN
MCN301
Research in the Disciplines
2 Semester Credits
Scholars in this two-credit course will investigate and analyze the process of research, learning ways to choose and focus
a research topic and question, skills for reading discipline-specific journal articles and conducting literature reviews, and
accepted methods of inquiry and information retrieval. Scholars receive guidance from McNair staff and their Research
Faculty Mentor. Scholars may choose to work on their Research Faculty Mentor’s established topic or develop their own
question. The semester will culminate in the development of a research proposal, building the scholar’s specific
knowledge of the research topic and confidence as a researcher. Scholars participating in an off-campus research
experience or internship will be enrolled and have individualized activities as necessary.
Core Curriculum Component: None
Prerequisite(s): None
MDC094CE
Everyday Mathematics
4 Semester Credits
160
Core Curriculum Component: None
Prerequisite(s): None
MDC
MDC101CE
Lifetime Fitness
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC102CE
Mathematical Thinking
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC103CE
The Modern World
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC104CE
College Mathematics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC105CE
Principles of Psychology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC106CE
Introduction to Art
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC107CE
Historical Geology
4 Semester Credits
161
Core Curriculum Component: None
Prerequisite(s): None
MDC110CE
Small Business, Start-Up
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC111CE
Writing and Research Skills
4 Semester Credits
Equivalent to IHCC ENG 1108 Writing and Research Skills Emphasizes critical writing, reading, and thinking with attention
to rhetorical elements such as argumentative structure, audience, and purpose. Students learn types of college writing
and research techniques; report, synthesize, and draw conclusions from their readings; document the use of sources;
and practice the writing process.
Core Curriculum Component: None
Prerequisite(s): None
MDC112CE
Public Speaking
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC113CE
Research Writing in the Disciplines
2 Semester Credits
Equivalent to IHCC ENG 1111 Research Writing in the Disciplines-WRIT Emphasizes textual analysis of primary and
secondary sources with focus on writing in students’ academic and/or professional disciplines.
Core Curriculum Component: None
Prerequisite(s): None
MDC114CE
The Research Paper
4 Semester Credits
Equivalent to IHCC ENG 1114 The Research Paper - WRIT 3 cr Emphasizes critical analysis of fiction or nonfiction texts, at
least one book-length, resulting in a research paper that reflects analysis and synthesis of multiple sources. Prereq:
Grade of C or higher in ENG 1108.
Core Curriculum Component: None
Prerequisite(s): None
MDC1152CE
Leadership Skills Development
162
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC115CE
Introduction to Philosophy
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC121CE
Introduction to Human Society
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC122CE
20th Century US History
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC123CE
Small Business Management
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC124CE
Urban Politics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC125CE
State and Local Government
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC129CE
Mathematics for the Liberal Arts
4 Semester Credits
163
Core Curriculum Component: None
Prerequisite(s): None
MDC130CE
Sociology and the Family
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC131CE
American Government & Politics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC141CE
Introduction to Cultural Anthropology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC158CE
Political Patterns and Processes
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC190CE
Educational Internship
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC200CE
Introduction to Business
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC201CE
Legal Environment of Business
4 Semester Credits
Core Curriculum Component: None
164
Prerequisite(s): None
MDC204CE
History of Rock & Roll
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC210CE
Educational Psychology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC211CE
Foundations in Women's Studies
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC222CE
US History Since 1877
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC225CE
Creative Writing
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC226CE
Human Relations in Business
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC231CE
Language and Power
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
165
MDC240CE
Introduction to Literary Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC241CE
Introduction to Cinema Arts
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC242CE
Humanities: Baroque to Modern
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC251CE
Environmental Science
4 Semester Credits
IHCC Course Equivalent - BIOL 1117 Environmental Science (with lab) Introduces non-majors or majors to fundamental
concepts in ecology focusing on man's increasing impact and exploitation of the environment stressing the limits of the
biosphere with respect to resources, energy, and pollution. Activities will include discussion, group activities, guest
speakers and films. One semester credit of lab included.
Core Curriculum Component: None
Prerequisite(s): None
MDC252CE
Principles of Marketing
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC253CE
Chinese Literature
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC254CE
Interpersonal Communication
4 Semester Credits
166
Core Curriculum Component: None
Prerequisite(s): None
MDC255CE
Small Group Communication
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC256CE
Comparative Religions
4 Semester Credits
This course examines the role and functions of religion in society and religious and philosophical concepts. The class will
introduce selected world religious traditions and cultures through exploring the history and key teachings of the
religions, examining ways of being religious in various traditions, reading various texts and anthropological sources, class
presentations, and lecture. Religions studied include Polytheistic and Monotheistic religions, as well as the major
religions of Hinduism, Buddhism, Judaism, Christianity and Islam. The class will discuss how major world religions
respond to contemporary social/global issues. Equivalent to IHCC Course HIST 2125 History of World Religions: Ancient
to Modern Time 4 cr Compares and contrasts the history of the values, beliefs and world views associated with world
religious faiths, practices and institutions from ancient to contemporary times. Topics include: Views of creation, time
and death, good and evil, the relation to art, relation to political power, and role in social and cultural conflict.
Core Curriculum Component: None
Prerequisite(s): None
MDC265CE
Social Inequalities
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MIS
MIS199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MIS260
Problem Solving for Business
4 Semester Credits
This course applies advanced software capabilities like macros, Solver, and Scenario Manager in Microsoft Excel as well
as other simulation and decision support tools for problem solving in business through the use of realistic business
cases.
Core Curriculum Component: None
167
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MIS264
Statistical Literacy for Managers
4 Semester Credits
Critical thinking about statistics as evidence for management decisions. Analysis of business cases involving non-financial
data. Focus on predicting, understanding, and managing variation: modeling, sampling, optimizing, etc. Reviews
descriptive and inferential statistics. Uses spreadsheets for statistical analysis (trends and confidence intervals). Includes
the generation and analysis of survey data. Uses Monte Carlo simulation in business forecasting. Communicate results in
a form that facilitates decisions by non-quantitative managers. Attention to alternate choices, sub-optimization, and
unanticipated consequences. Optional topics include process control, six-sigma, data mining, and dashboard metrics.
Additional evening sessions are required.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); MIS260(Problem Solving for Business)
MIS270
Data Management for Business
4 Semester Credits
Introduces the concepts of data modeling, database structures, and relational databases.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MIS295
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and
readings in the area of management information systems.
Core Curriculum Component: None
Prerequisite(s): None
MIS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MIS375
E-Commerce
4 Semester Credits
This course provides broad based and balanced coverage of both the strategic business and technology elements of ecommerce. This course presents concepts and skills for the strategic use of e-commerce and related information system
technologies. Students will examine current technology solutions to issues surrounding business-to-business, businessto consumers, and intra-organizational trade. Includes study of network, database and programming concepts and an
examination of e-commerce in altering the structure of entire industries. (Note that this is not a programming or web
development course).
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Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management), MKT252(Principles
of Marketing); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
MIS376
Project Management
4 Semester Credits
Develops project management skills needed to initiate, plan, execute, control, and close projects. Combines theories,
techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications
skills needed to manage inevitable changes.
Core Curriculum Component: None
Prerequisite(s): 1 of MIS175(Principles of Computing for Business), MIS260(Problem Solving for Business)
MIS379
Quantitative Methods for Business and Economics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT171(Discrete Mathematics For Computing), MPL(Math Placement
Group); MIS260(Problem Solving for Business)
MIS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
MIS475
Systems Analysis and Design
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): MIS260(Problem Solving for Business), MIS270(Data Management for Business), MIS375(Management
Information Systems in the Organization)
MIS476
Information Systems Projects
4 Semester Credits
Skills developed in previous courses are used to complete an actual project of systems analysis and design.
Core Curriculum Component: None
Prerequisite(s): 1 of MIS175(Principles of Computing for Business), MIS260(Problem Solving for Business),
MIS360(Problem Solving for Business); 1 of MIS270(Data Management for Business), MIS370(Advanced Computing For
Business); MIS375(Management Information Systems in the Organization), MIS376(Project Management),
MIS475(Systems Analysis and Design)
MIS479
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Business Analytics
4 Semester Credits
Multivariate modeling of business-related programs using computer software. Focuses on model assumptions,
variability explained, statistical significance, and confounding. Models studied in depth include: A/B testing, multivariate
regression, logistic regression, and Monte-Carlo simulation using @Risk. Other models include: cluster and correlation
analysis; classification and discriminant analysis; and ANOVA. Students will learn the power and limitations of each
model studied.
Core Curriculum Component: None
Prerequisite(s): 1 of MIS264(Statistical Literacy for Managers), MIS379(Quantitative Methods for Business and
Economics)
MIS495
Topics
4 Semester Credits
Lectures, discussions, and meetings with members of the staff or visiting faculty regarding research methodology and
current problems and policies.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
MIS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MKT
MKT199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MKT252
Principles of Marketing
4 Semester Credits
Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic, and
technological factors as they affect product, promotion, marketing channel, and pricing decisions.
Core Curriculum Component: None
Prerequisite(s): None
MKT299
Directed Study
4 Semester Credits
170
Core Curriculum Component: None
Prerequisite(s): None
MKT350
Consumer Behavior
4 Semester Credits
Consumer behavior theories and principles as they apply to the consumer decision-making process. Impact of attitudes,
values, personality, and motivation on individual decision processes. Analysis of cultural, ethnic, social class, family, and
purchase situation influences. Application to everyday purchasing situations.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT352
Marketing Research and Analysis
4 Semester Credits
Research process as an aid to decision making. Emphasis on development of research proposal, methodology, and
collection and analysis of data.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS264(Statistical Literacy for Managers), BUS379(Quantitative Methods for Business and
Economics), MAT163(Introductory Statistics), PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis);
MKT252(Principles of Marketing)
MKT354
Sales Management
4 Semester Credits
Formulation, implementation, evaluation and control of sales force programs designed to carry out marketing
objectives. Management of sales force recruitment, departmental structure, training, motivation, territory allocation,
quotas, and compensation.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT355
Marketing Communications
4 Semester Credits
Integration of advertising, public relations, sales promotion design, evaluation, and personal selling into a coherent
promotion mix.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT357
Advertising
4 Semester Credits
Introduction to print, broadcast, and Web-based advertising and promotion as important elements in modern marketing
and communications.
171
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
MKT398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MKT399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
MKT450
Marketing Management
4 Semester Credits
Application of marketing concepts to day-to-day strategies and long-term planning issues; development and
implementation of marketing plans.
Core Curriculum Component: None
Prerequisite(s): 1 of MKT355(Marketing Communications), MKT357(Advertising); 1 of ENG111(Effective Writing),
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level); MKT252(Principles of Marketing), MKT352(Marketing Research and Analysis)
MKT466
International Marketing
4 Semester Credits
Examination of issues and activities unique to marketing in an international setting. Emphasis on adaptation of a
marketing mix according to the international marketing environment.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT495
Topics
4 Semester Credits
Core Curriculum Component: None
172
Prerequisite(s): CONSENT(Consent of Instructor)
ML
ML505
Foundations of Leadership
3 Semester Credits
This course is designed to provide a common foundation for the Master of Arts in Leadership program; laying the
groundwork for both the study of leadership and enhancing the capacity to lead. As an introduction to selected concepts
of leadership, this course provides a historical and philosophical framework for the program. The student experience in
Foundations of Leadership is defined by an exploration of leadership models and styles as they are exemplified in a
variety of well-known texts.
Core Curriculum Component: None
Prerequisite(s): None
ML511
Creativity and the Problem-Solving Process
3 Semester Credits
Exploration of creativity from the perspective of traditional aesthetics as well as contemporary organizational thinking.
This course uses creativity as a method, and it examines techniques for solving problems in organizations, for enhancing
innovation, and for seeking an integrative worldview.
Core Curriculum Component: None
Prerequisite(s): None
ML512
Responsible Leadership for the 21st Century
3 Semester Credits
The Augsburg mission statement sets forth the goals of educating students to be responsible leaders. By examining
current social issues and through immersion in Augsburg’s Cedar-Riverside neighborhood, this course will explore
qualities of responsible leadership. The other three pillars of the Augsburg mission will serve as a framework as we
explore how critical thinking, informed citizenship and thoughtful stewardship shape a responsible leader.
Core Curriculum Component: None
Prerequisite(s): None
ML514
Research Methods
3 Semester Credits
Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice.
Qualitative and quantitative tools will be discussed.
Core Curriculum Component: None
Prerequisite(s): None
ML520
Self-Identity, Values, and Personal Growth
3 Semester Credits
173
Study of the concepts of self-identity, value formation, and personal growth as they relate to professional life; factors
that influence the development of self-identity and personal values; and the effect of personal values on learning and
leadership strategies.
Core Curriculum Component: None
Prerequisite(s): None
ML523
Leading Authentically
3 Semester Credits
Authentic leaders understand their core values and align this knowledge with the organization in which they lead. In this
course, students will articulate their leadership strengths, examine models of leadership, and explore organizational
theories in order to develop a leadership plan that honors their authentic selves.
Core Curriculum Component: None
Prerequisite(s): None
ML527
Spirituality and Leadership in the Workplace
3 Semester Credits
The wide-ranging spirituality movement in the workplace is a notable feature of contemporary life. This course explores
the dimensions of this trend and its implications for leadership through a variety of sources and perspectives.
Core Curriculum Component: None
Prerequisite(s): None
ML530
Ethics in Communication
3 Semester Credits
Interdisciplinary study of ethics and communication through the investigation of a variety of ethical perspectives within
human communication. This course places particular attention on the use and abuse of communication in politics,
advertising, and interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social and
organizational settings.
Core Curriculum Component: None
Prerequisite(s): None
ML531
Dynamics of Change
3 Semester Credits
Effective leadership, by definition, involves social and organizational change. Beginning at the macro level of analysis and
ultimately focusing on leading and responding to change in organizational settings, this course examines the paradigms,
theories and practices that support successful leadership for change. Collaborative presentations provide an opportunity
to apply course ideas to historical and contemporary issues.
Core Curriculum Component: None
Prerequisite(s): None
ML535
Organization Theory and Leadership
174
3 Semester Credits
In-depth exploration of organization theory plus related concepts, issues, and concerns. The course is designed to enable
the student to acquire knowledge and develop skills in order to function as a responsible, ethical participant within
various types of organizational structures and cultures.
Core Curriculum Component: None
Prerequisite(s): None
ML536
Facilitating Organizational Change
3 Semester Credits
This course will explore the impact of change on organizations, teams, and individuals. This course will prepare current
and future leaders to effectively lead change efforts in their organizations. This leadership development will be
accomplished through the study of several change management theories and frameworks. Moreover, application and
evaluation of change management theories will be emphasized.
Core Curriculum Component: None
Prerequisite(s): None
ML539
Communicating a Self in the Modern Organization
3 Semester Credits
Understanding through reading, reflecting, and dialogue of the functions of communication in organizational settings
with particular emphasis on the self-defining aspects of the social contract between the individual and the organization
in a changing world. Supplementary reading packet, open dialogue, and individual projects.
Core Curriculum Component: None
Prerequisite(s): None
ML540
Political Leadership: Theory and Practice
3 Semester Credits
Analysis of leadership perspectives in selected political systems and other organizations. Special focus on significant
leadership theories and leaders, past and present. Most theories studied are interdisciplinary and relevant to business
and nonprofit organizations as well as to politics.
Core Curriculum Component: None
Prerequisite(s): None
ML545
Decision Making and Leadership
3 Semester Credits
Review of the decision-making process—the setting, goals, and contingencies—as it affects leaders and leadership.
Analysis of arguments and explanations; analysis of basic statistical concepts and their relationship to decision making.
Assessment of major social decisions, past and present—their intentions, consequences, arguments, explanations, and
justification.
Core Curriculum Component: None
Prerequisite(s): None
175
ML548
Coaching and Consulting
3 Semester Credits
The purpose of this course is to develop influence skills through the exploration and application of consulting and
coaching practices. To fulfill that purpose participants will read the work of master consultants and coaches, develop a
toolkit, practice consulting as both a consultant and a client, and reflect on these experiences to develop their own
purpose, principles, and practices for influencing others.
Core Curriculum Component: None
Prerequisite(s): None
ML550
Communication, Decision Making, and Technology
3 Semester Credits
Analysis of the role various forms of digitally-mediated communication play in our society and how communication,
decision making, and leadership have been altered by these technologies. Students examine how they can engage and
manage these processes in their organizations.
Core Curriculum Component: None
Prerequisite(s): None
ML553
Design and Leadership
3 Semester Credits
A study of what leaders can learn from artists and designers. The place of aesthetics (look and feel) in today’s business
environment; feeling and the emotions in leadership (Emotional Intelligence); "design" as a cognitive concept and its
place in leadership.
Core Curriculum Component: None
Prerequisite(s): None
ML557
Language of Leadership
3 Semester Credits
Students analyze language from a variety of rhetorical and sociolinguistic perspectives and learn to make judgments
about rhetorical and stylistic strategies. Topics include the use of language as an organizing principle for social
interaction; speech act theory; strategies for giving effective directives; the creation and manipulation of style; the
development of persuasive appeals; the protection of “face;” and strategies for maintaining personal relationships
across hierarchical levels in organizations.
Core Curriculum Component: None
Prerequisite(s): None
ML560
Cultural Competence and Effective Leadership
3 Semester Credits
176
This course focuses on the ability to function and lead in culturally diverse contexts within the US. Goals include
improved communication skills and interpersonal sensitivity, appreciation for the complexity of the racial and ethnic
groupings, and awareness of key issues facing those groups.
Core Curriculum Component: None
Prerequisite(s): None
ML563
Leadership in a Global Society
3 Semester Credits
This class focuses on enhancing global leadership competencies, beginning with core concepts and personal assessments
and concluding with a global leadership development project where learners demonstrate their ability to take theory to
practice. Course activities include personal assessments, a critical review paper, a literature review, and a final project
proposal paper in which all the elements come together.
Core Curriculum Component: None
Prerequisite(s): None
ML565
Women and Leadership
3 Semester Credits
A seminar exploring the theory and practice of women and leadership: entrepreneurial, political, and social. An
interdisciplinary approach to issues of women and leadership. Topics include analysis of alternative approaches to
leadership, women and careers, and women in society past and present. The course is intended to enhance the
analytical and leadership skills of the participants.
Core Curriculum Component: None
Prerequisite(s): None
ML570
Negotiation: Theory and Practice
3 Semester Credits
An exploration of theories, strategies, and techniques of negotiation; overview of concepts and skills involved in
negotiation as well as the context in which negotiation occurs. A special emphasis on the collective bargaining model
with survey of examples of other types of negotiation.
Core Curriculum Component: None
Prerequisite(s): None
ML574
Strategic Leadership
3 Semester Credits
The course develops students’ ability to think strategically and lead organizations through planning and implementation.
Application of models and concepts to examples and cases from real-life practice. Case studies, exercises, and readings
cover practices in for-profit and nonprofit organizations.
Core Curriculum Component: None
Prerequisite(s): None
ML575
177
Constructive Conflict Resolution
3 Semester Credits
Course description: This class addresses conflict from the perspective of one’s personal life, the workplaces and the
world. The course teaches how people are affected by different types of conflict and how to assure constructive
outcomes. Coursework includes reading assignments, class discussion and role plays, two papers that analyze and
resolve conflict situations, and a final paper incorporating all elements of constructive conflict resolution.
Core Curriculum Component: None
Prerequisite(s): None
ML576
Leading Innovation
3 Semester Credits
Course description: Innovation is “people creating value through the implementation of new ideas” (Innovation
Network). This course explores what is involved in providing quality leadership that helps create, lead and assess
innovations within either corporate or nonprofit organizations. It provides a brief overview of the history of innovation
and then will focus on what is involved in successfully leading innovation efforts.
Core Curriculum Component: None
Prerequisite(s): None
ML577
Universal Responsibility and Leadership: A Nicaraguan Experience
3 Semester Credits
The exploration of universal responsibility, conceptually and experientially. Course consists of a seminar in Minneapolis
and one or two weeks in Nicaragua. The Nicaraguan portion includes meetings with leaders, a homestay in the twoweek option, and visits to multiple sites and organizations. Topics such as Nicaraguan history, politics, indigenous
cultures, poverty, health care, literacy, the arts, business foreign investment, and relations with the US government and
nonprofit organizations are explored. Special fees apply.
Core Curriculum Component: None
Prerequisite(s): None
ML580
Colloquium on Contemporary Theories of Leadership
3 Semester Credits
Selected contemporary theories of leadership plus a case study on a prominent leader. Student must earn a grade of 3.5
to have this course be counted as one of the final projects under Plans B, C, D. The student must attain a 3.5 within three
academic terms (including the term the course is given) or receive a 0.0 for the course. (Prereq: at least one year course
work in MAL and ML510)
Core Curriculum Component: None
Prerequisite(s): ML510(Visions of Leadership: A Historical and Literary Journey)
ML585
Integrating the Theory and Practice of Responsible Leadership
3 Semester Credits
This Seminar provides a culminating learning experience for participants in the program who have completed all other
degree requirements. Students will deepen their understanding of the major leadership theories, advance their critical
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analysis skills, and synthesize their comprehension of the nature of leadership, how leadership is known, and how
leadership manifests itself in practice. This integration and synthesis of learning will be demonstrated through critical
reading, writing, and dialogue.
Core Curriculum Component: None
Prerequisite(s): None
ML588
Final Project Seminar: Action Research
3 Semester Credits
In this course students who are pursuing the cohort program will have the opportunity to write their final project doing
action research on their own organization.
Core Curriculum Component: None
Prerequisite(s): None
ML589
Comprehensive Exam Seminar
3 Semester Credits
This course is a completion option for the Master of Arts in leadership. Students prepare for the examination series-oral,
written, and take-home-through discussion, readings, and critical analysis in the seminar. It must be the final course
taken in the program; no other course may be taken at the same time.
Core Curriculum Component: None
Prerequisite(s): None
ML592
Thesis/Leadership Applied Project Consultation I
3 Semester Credits
Independent thesis/leadership applied project research under the guidance of an academic adviser.
Core Curriculum Component: None
Prerequisite(s): None
ML593
Thesis/Leadership Applied Project Consultation II
3 Semester Credits
Completion of the thesis/leadership applied project under the guidance of an academic adviser
Core Curriculum Component: None
Prerequisite(s): None
ML597
Non-Thesis Independent Project
3 Semester Credits
Major written project in consultation an academic adviser. The research is presented in a colloquium.
Core Curriculum Component: None
Prerequisite(s): None
179
ML598
Independent Study
3 Semester Credits
Provides directed independent study in an area of the student’s choice. Open to students who have completed at least
three courses with a grade of at least 3.0. Students must complete a Proposal for Independent Study and have it signed
by the supervising instructor. Proposals must be approved by the MAL program director prior to registration for the
course. Students may not take more than one independent study course.
Core Curriculum Component: None
Prerequisite(s): None
ML599
Topics
3 Semester Credits
Study of selected topics in leadership that are not treated extensively through current course offerings. Specific topics
will be published prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
ML998
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ML999
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUE
MUE111
Augsburg Choir
1 Semester Credits
Praised for its high level of musicianship, this ensemble performs diverse repertoire including compositions by wellknown Scandinavian and American composers as well as a wide variety of music from throughout the world. To meet
the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits
may be used toward graduation. Auditions are scheduled the first week of the fall semester or by contacting the
director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE112
Riverside Singers
180
1 Semester Credits
The Riverside Singers, directed by Nancy Grundahl, carry on the long tradition of treble choirs at Augsburg College. This
ensemble sings a wide range of repertoire, participates in Vespers and Women’s Voice festival and teaches all its
members principles of healthy singing and good choral musicianship. To meet the LAF Fine Arts requirement, students
must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits may be used toward graduation.
Auditions are scheduled the first week of the fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE113
Vocal Chamber Music
0 Semester Credits
This performance-based course introduces singers to a range of music composed for small groups of singers and/or
instrumentalists. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors
by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE114
Masterworks Chorale
1 Semester Credits
Celebrating its 19th anniversary of performances under founder and director Peter Hendrickson, the Masterworks
Chorale of Augsburg, is a unique mix of auditioned Augsburg College day students, Weekend College students, faculty,
staff, alumni and community friends. This ensemble performs masterpieces for choir and orchestra and continues to
establish itself as a dynamic choral ensemble in the Twin Cities.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE115
Cedar Singers
1 Semester Credits
The Cedar Singers, directed by Dale Kruse, embraces a wide variety of music, from sacred chant and masterworks for
men’s voices to spirituals and pop songs. The choir is also focused on celebrating the camaraderie and beauty of male
choral singing. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive semesters. A
maximum of 8 credits may be used towards graduation. Auditions are scheduled the first week of the fall semester or by
contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE121
Orchestra
1 Semester Credits
The Augsburg Symphony Orchestra was formed to explore music from every style and period, and the group has played
everything from settings of traditional Chinese songs and Renaissance masses to jazz standards. Since 2005 conductor
Douglas Diamond has worked to build a collegiate symphonic ensemble and the group’s repertoire has included
181
accessible masterpieces such as symphonies by Beethoven and Schubert. The students’ study of these styles is enhanced
by private lessons with the Augsburg music faculty. To meet the LAF Fine Arts requirement, students must register for 1
credit for 4 consecutive semesters. A maximum of 8 credits may be used towards graduation. Auditions are scheduled
the first week of the fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE122
String Chamber Music
0 Semester Credits
This performance-based course introduces string players to a range of music composed for one string player per part,
and may include duos, trios and string quartets as well as music written for strings in combination with other
instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to
non-music majors by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE125
Guitar Chamber Music
0 Semester Credits
This performance-based course introduces guitar students to a range of music composed for one guitar per part and
may include duos, trios and quartets as well as music for guitar combined with other instrumentalists or singers. This
course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the
instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE131
Woodwind Chamber Music
0 Semester Credits
This performance-based course introduces woodwind players to a range of music composed for one wind player per
part and may include duos, trios or woodwind quintets as well as music for winds in combination with other
instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to
non-music majors by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE141
Concert Band
1 Semester Credits
The Augsburg Concert Band, directed by Dr. Michael Buck, is a 60-member symphonic band, performing wind band
music of a high artistic level. The group has performed and toured extensively throughout the United States and to
numerous international destinations. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4
consecutive semesters. A maximum of 8 credits may be used towards graduation. Auditions are scheduled the first week
of the fall semester or by contacting the director.
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Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE142
Brass Chamber Music
0 Semester Credits
This performance-based course introduces brass players to a range of music composed for one brass player per part,
and may include duos or brass quintet music, as well as music for brass in combination with other instrumentalists
and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by
permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE143
Jazz Ensemble
1 Semester Credits
The Augsburg Jazz Ensemble is a group that performs extensively in a wide variety of venues. The literature performed
reflects the cultural diversity and historical context of jazz. Placement is by audition or by arrangement with the director.
Preference is given to Concert Band members.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): None
MUE144
Percussion Chamber Music
0 Semester Credits
This performance-based course introduces percussionists to a wide range of music composed for one player per part,
and may include duos, trios or quartets as well as works for percussion ensemble. Led by studio instructor Matt Barber,
in recent years the group has given its own annual concert of diverse repertoire, instrumentation and musical styles. This
course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the
instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE145
Piano Chamber Music
0 Semester Credits
This performance-based course introduces piano students to a range of music composed for one performer per part,
and may include piano duos, trios or music that combines the piano with other instruments and singers. This course
fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the
instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE294
Opera Workshop
183
4 Semester Credits
Experience the process of preparation, rehearsal, and performance of operatic repertoire.
Core Curriculum Component: None
Prerequisite(s): None
MUE494
Advanced Opera Workshop
1 Semester Credits
Experience the process of preparation, rehearsal, and performance of operatic repertoire.
Core Curriculum Component: None
Prerequisite(s): MUE294(Opera Workshop)
MUP
MUP111
Performance Study: Voice
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP116
Performance Study: Electric Bass
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP121
Performance Study: Violin
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP122
184
Performance Study: Viola
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP123
Performance Study: Cello
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP124
Performance Study: Bass
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP131
Performance Study: Oboe
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP132
Performance Study: Bassoon
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
185
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP133
Performance Study: Clarinet
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP134
Performance Study: Saxophone
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP135
Performance Study: Flute
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP137
Performance Study: Horn
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
186
MUP141
Performance Study: Trumpet
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP142
Performance Study: Trombone
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP143
Performance Study: Baritone
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP144
Performance Study: Tuba
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP152
Performance Study: Piano
0 Semester Credits
187
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP159
Piano Accompanying
0 Semester Credits
This offering is an opportunity for music majors to receive individual weekly coaching with one of Augsburg’s piano
faculty or staff accompanists, and is highly recommended for students preparing for recitals, auditions, or special
performance projects. Registration requires pre-notification/approval from the appropriate coach. MUP fee schedule
applies (see the Music Department Student Handbook)
Core Curriculum Component: None
Prerequisite(s): None
MUP161
Performance Study: Guitar
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP171
Performance Study: Percussion
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP181
Performance Study: Organ
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
188
Prerequisite(s): None
MUP191
Performance Study: Harp
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP192
Performance Study: Improvisation
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP193
Performance Study: Composition
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and music
majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit
(half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and
requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP311
Performance Study: Voice
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP316
Performance Study: Electric Bass
0 Semester Credits
189
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP321
Performance Study: Violin
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP322
Performance Study: Viola
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP323
Performance Study: Cello
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP324
Performance Study: Bass
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP331
Performance Study: Oboe
190
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP332
Performance Study: Bassoon
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP333
Performance Study: Clarinet
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP334
Performance Study: Saxophone
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP335
Performance Study: Flute
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP337
191
Performance Study: Horn
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP341
Performance Study: Trumpet
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP342
Performance Study: Trombone
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP343
Performance Study: Baritone
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP344
Performance Study: Tuba
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
192
MUP352
Performance Study: Piano
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP361
Performance Study: Guitar
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP371
Performance Study: Percussion
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP381
Performance Study: Organ
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP391
Performance Study: Harp
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
193
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP392
Performance Study: Improvisation
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP393
Performance Study: Composition
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree
application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUS
MUS101
Materials of Music I
2 Semester Credits
Notation, scales, intervals, triads, keyboard harmony, and principles of part writing. (Prereq.: Theory Placement Test)
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS102
Materials of Music II
2 Semester Credits
Diatonic harmony, secondary dominants, and simple modulations. (Prereq.: Theory Placement Test)
Core Curriculum Component: None
Prerequisite(s): MUS101(Materials of Music I)
MUS105
The Music Business
4 Semester Credits
An introduction to the music industry. Topics include copyright, licensing, contracts, publicity, and marketing. Other
topics include the record industry, agents, and managers. Musical genres and historical periods are compared and
analyzed.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
194
MUS111
Aural Skills I
2 Semester Credits
In this course students will strengthen their listening skills by aurally identifying intervals, chords, scales, and pitch
relationships.
Core Curriculum Component: Fine Arts
Prerequisite(s): MUS101(Materials of Music I)
MUS112
Aural Skills II
2 Semester Credits
Development of listening and reading skills to parallel progress in MUS 102.
Core Curriculum Component: None
Prerequisite(s): MUS111(Aural Skills I)
MUS130
Introduction to Music in the Fine Arts
4 Semester Credits
E.D. Hirsch describes cultural literacy as “the network of information that all competent readers possess.” This course
draws students into that information web using the history of Western art music as the thread that ties culture together
from the Middle Ages to the present. A “top ten of the last millennium” will provide mileposts for understanding music
in social context. Live performance will be a feature of this course. Evaluation of student work will include short essay
papers, several quizzes, and a midterm and final examination. The ability to read music is not required.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS135
Class Piano 1
1 Semester Credits
This course is designed for beginning pianists with minimal piano training. The course will teach basic piano skills in the
areas of sightreading; scales and chords progressions; improvisation; and repertoire from a variety of styles. The class
will use and apply many of the concepts, terms, and ideas taught in MUS 101/111. (Prereq.: Placement Test)
Core Curriculum Component: None
Prerequisite(s): MUS101(Materials of Music I), MUS111(Aural Skills I)
MUS136
Class Piano 2
1 Semester Credits
This course is a continuation of MUS 135: Class Piano 1, and will build on the skills introduced in these classes. The
course is designed for students with some prior piano and music theory training and/or students who have completed a
class piano course. (Prereq.: Theory Placement Test)
Core Curriculum Component: None
Prerequisite(s): 1 of MUS135(Class Piano 1), MUS155(Class Piano)
195
MUS152
Class Voice
1 Semester Credits
Fundamentals of tone production and singing.
Core Curriculum Component: None
Prerequisite(s): None
MUS158
Class Guitar
1 Semester Credits
Beginning techniques of classic guitar.
Core Curriculum Component: None
Prerequisite(s): None
MUS160
Fundamentals of Music
4 Semester Credits
Introduction to the basic elements of Western musical notation (pitch, rhythm, meter, intervals, major and minor scales,
key signatures, and chords). Students will develop basic aural and keyboard skills, identify typical compositional forms in
popular and classical music. Students write their own composition for the final project.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS201
Materials of Music III
2 Semester Credits
Continuation of MUS 102 with chromatic harmony and modulation.
Core Curriculum Component: None
Prerequisite(s): MUS101(Materials of Music I), MUS102(Materials of Music II)
MUS202
Form and Analysis
2 Semester Credits
Musical structures of common practice period and introduction to 20th-century practice.
Core Curriculum Component: None
Prerequisite(s): MUS201(Materials of Music III), MUS211(Aural Skills III)
MUS211
Aural Skills III
2 Semester Credits
Melodic, harmonic dictation, and sight singing to parallel progress in MUS 201.
Core Curriculum Component: None
196
Prerequisite(s): MUS112(Aural Skills II)
MUS212
Aural Skills IV
2 Semester Credits
Further development of listening skills to parallel progress in MUS 202.
Core Curriculum Component: None
Prerequisite(s): MUS211(Aural Skills III)
MUS220
Worlds of Music
4 Semester Credits
A survey of non-Western music, this course explores diverse musical styles and instruments from many cultures.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS221
Introduction to Music Technology
2 Semester Credits
Explore aspects of integrating (electronic and information) technology into music performance and music education
activities. Topics include selecting, preparing, utilizing and evaluating technology tools such as software, hardware, and
related products. Emphasis on combining engaging and effective instructional pedagogy practices with music content
knowledge. Technologies include tools for general productivity, music notation, music performance, music assessment,
music production and emerging digital teaching and learning.
Core Curriculum Component: None
Prerequisite(s): 1 of MUE111(Augsburg Choir), MUE112(Riverside Singers), MUE114(Masterworks Chorale),
MUE115(Cedar Singers), MUE121(Orchestra), MUE141(Concert Band), MUS101(Materials of Music I)
MUS231
History and Literature of Music I
4 Semester Credits
An intensive survey of the evolution of music from antiquity to 1750, studying music in its historical and cultural contexts
as well as basic knowledge of repertory.
Core Curriculum Component: None
Prerequisite(s): MUS101(Materials of Music I), MUS102(Materials of Music II), MUS201(Materials of Music III)
MUS232
History and Literature of Music II
4 Semester Credits
Continuation of MUS 231 from 1750 to the present.
Core Curriculum Component: None
Prerequisite(s): MUS101(Materials of Music I), MUS102(Materials of Music II), MUS201(Materials of Music III)
MUS235
197
Skills of Music Theater
4 Semester Credits
This course provides an interdisciplinary approach to the topic using music and theater techniques to develop the
student’s basic skills of music theater. Concepts of diverse music theater forms are introduced. Course includes reading,
writing, research, class discussion, exercises, small and large group participation, memorization, and public performance.
Students will attend and review live productions.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS237
Class Piano 3
1 Semester Credits
This course is a continuation of Class Piano 1 and 2 and is designed for students with solid piano training (prior to
Augsburg) and/or students who have completed MUS 135 and MUS 136. (Prereq.: Placement Test and/or permission of
instructor)
Core Curriculum Component: None
Prerequisite(s): 1 of MUS135(Class Piano 1), MUS136(Class Piano 2), MUS155(Class Piano)
MUS238
Class Piano 4
1 Semester Credits
This course is a continuation of MUS 237: Class Piano 3. At the conclusion of this course students should have a
command of the skills required for the piano proficiency exam. (Prereq.: Placement Test)
Core Curriculum Component: None
Prerequisite(s): 1 of MUS135(Class Piano 1), MUS136(Class Piano 2), MUS155(Class Piano), MUS237(Class Piano 3)
MUS241
History of Jazz
4 Semester Credits
This course is a study of the musical elements, cultural perspectives, and the historical developments of jazz. Many
styles of jazz are examined including early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and
progressive jazz.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS245
Arts Management and Concert Promotion
4 Semester Credits
A study of the role of the artist manager in career development and the role of the arts administrator in the
management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the
industry, and differentiation between the for-profit and non-profit sectors are discussed. Emphasis is placed on
developing a working vocabulary of industry topics and in benefiting from practical field experience.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS105(MUSIC Marketing Promotion Publish Recording), MUS105(The Music Business)
198
MUS251
English Diction
1 Semester Credits
Intensive course covering basic singing pronunciation of English through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal
performance majors and music education majors.
Core Curriculum Component: None
Prerequisite(s): None
MUS252
Italian Diction
1 Semester Credits
Intensive course covering basic singing pronunciation of Italian through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal
performance majors and music education majors.
Core Curriculum Component: None
Prerequisite(s): None
MUS253
German Diction
1 Semester Credits
Intensive course covering basic singing pronunciation of German through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal
performance majors and music education majors.
Core Curriculum Component: None
Prerequisite(s): None
MUS254
French Diction
1 Semester Credits
Intensive course covering basic singing pronunciation of French through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal
performance majors and music education majors.
Core Curriculum Component: None
Prerequisite(s): None
MUS271
Introduction to Music Therapy
2 Semester Credits
Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and
acquisition of skills in improvisation. Includes on-campus practicum with children.
Core Curriculum Component: None
Prerequisite(s): None
199
MUS272
Human Identity through the Creative Arts
4 Semester Credits
A study of the aesthetic expression and experience as they relate to human identity, with an emphasis on psychological,
cultural, and biological aspects of musical behavior. An understanding of the relationships of the creative therapies of
art, music, drama, and movement.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS274
Music Therapy Practicum
0 Semester Credits
Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including
improvisation. Two hours per week. No course credit.
Core Curriculum Component: None
Prerequisite(s): None
MUS275
Music Therapy Practicum
0 Semester Credits
Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including
improvisation. Two hours per week. No course credit.
Core Curriculum Component: None
Prerequisite(s): None
MUS290
History of Caribbean Music
4 Semester Credits
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS295
Topics
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
200
MUS311
Composition I
2 Semester Credits
This course teaches the ranges and characteristics of voices and orchestral instruments, standard notation and score
layout. Student will also study related 20th-century literature.
Core Curriculum Component: None
Prerequisite(s): MUS202(Form and Analysis), MUS212(Aural Skills IV)
MUS312
Composition II
2 Semester Credits
This course introduces contemporary approaches to melody, harmony, tonality, rhythm, and form. Atonality, serialism,
indeterminacy, electronic music, minimalism, decategorization and related literature are also explored.
Core Curriculum Component: None
Prerequisite(s): MUS311(Composition I)
MUS331
Music of the Baroque Era
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the Baroque Era. Representative
repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have
an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills
through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of
Music I), MUS232(History and Literature of Music II)
MUS332
Music of the Classical Era
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the Classical Era. Representative
repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have
an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills
through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of
Music I), MUS232(History and Literature of Music II)
MUS333
Music of the Romantic Era
2 Semester Credits
201
This course explores the music, cultural trends, and composers associated with the Romantic Era. Representative
repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have
an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills
through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of
Music I), MUS232(History and Literature of Music II)
MUS334
Music of the 20th Century
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the 20th Century. Representative
repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have
an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills
through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of
Music I), MUS232(History and Literature of Music II)
MUS340
Music Therapy Techniques and Materials I
2 Semester Credits
This course will introduce students to primary instruments used in music therapy sessions. Classes will focus on skill
development in accordance with AMTA standards. The course will emphasize functional playing skills as well as song
composition and group leading.
Core Curriculum Component: None
Prerequisite(s): None
MUS341
Basic Conducting
2 Semester Credits
Study of fundamental conducting patterns and baton technique, score analysis and preparation, rehearsal techniques,
basic nomenclature.
Core Curriculum Component: None
Prerequisite(s): MUS101(Materials of Music I), MUS111(Aural Skills I), MUS231(History and Literature of Music I)
MUS342
Choral Conducting
2 Semester Credits
Choral literature and organization, vocal methods and voice selection, advanced conducting techniques with class as the
choir.
Core Curriculum Component: None
Prerequisite(s): MUS341(Basic Conducting), MUSICADMIT(Music Department Admission)
202
MUS344
Instrumental Conducting
2 Semester Credits
Preparation of and conducting instrumental literature, advanced conducting techniques, organization of instrumental
ensembles.
Core Curriculum Component: None
Prerequisite(s): MUS341(Basic Conducting), MUSICADMIT(Music Department Admission)
MUS345
Music Therapy Techniques and Materials II
2 Semester Credits
This experiential course introduces improvisation and uses the skills acquired in Music Therapy Techniques and
Materials I.
Core Curriculum Component: None
Prerequisite(s): None
MUS355
Music Methods: Strings
2 Semester Credits
This methods course introduces string instrument performance techniques and problems. Students will perform on
violin/viola, cello, and double bass. Other topics include performance practice, instructional pedagogy, instructional
materials, solo and ensemble repertoire, and integration of music technology.
Core Curriculum Component: None
Prerequisite(s): None
MUS356
Music Methods: Brass and Percussion
2 Semester Credits
This methods course introduces brass/percussion performance techniques and problems. Students will perform on at
least one brass instrument and snare drum. Other topics include performance practice, instructional pedagogy,
instructional materials, solo and ensemble repertoire, and integration of music technology.
Core Curriculum Component: None
Prerequisite(s): None
MUS357
Music Methods: Woodwinds
2 Semester Credits
This methods course introduces woodwind performance techniques and problems. Students will perform on flute, one
single reed instrument, and one double reed instrument. Other topics include performance practice, instructional
pedagogy, instructional materials, solo and ensemble repertoire, and integration of music technology.
Core Curriculum Component: None
Prerequisite(s): None
MUS358
203
Junior Recital
0 Semester Credits
One-half hour recital at repertoire level III for music education majors; one hour recital at level IV for music performance
majors. Studio instructor may request a recital preview.
Core Curriculum Component: None
Prerequisite(s): None
MUS359
Music Methods: Vocal
2 Semester Credits
This methods course introduces choral/vocal performance techniques and problems. Students will perform vocal solo
and ensemble repertoire. Other topics include performance practice, instructional pedagogy, physiological mechanics of
singing, and instructional materials.
Core Curriculum Component: None
Prerequisite(s): None
MUS363
Expressive and Creative Arts in Healing
4 Semester Credits
An experiential approach to healing through music, art, drama, dance, and movement. Consultants will describe and
demonstrate specific specialties in expressive and creative arts, as used in therapy.
Core Curriculum Component: None
Prerequisite(s): None
MUS372
Psychological Foundations of Music I
4 Semester Credits
An objective approach to musical stimuli and response, with an emphasis on acoustics and sociopsychological aspects of
music. An understanding of the research process and development of an experimental research project.
Core Curriculum Component: None
Prerequisite(s): 1 of PSY215(Research Methods and Statistics I) *concurrent registration is acceptable*,
SOC362(Statistical Analysis) *concurrent registration is acceptable*; 1 of MAT105(Applied Algebra), MPL(Math
Placement Level 3)
MUS373
Psychological Foundations of Music II
4 Semester Credits
Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy.
Theories of learning music, musical talent, and performance.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
MUS374
204
Music Therapy Practicum
0 Semester Credits
Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including
improvisation. Two hours per week.
Core Curriculum Component: None
Prerequisite(s): None
MUS375
Music Therapy Practicum
0 Semester Credits
Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including
improvisation. Two hours per week.
Core Curriculum Component: None
Prerequisite(s): None
MUS392
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
MUS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
MUS432
Church Music and Worship
4 Semester Credits
Development and influence of church music as evidenced in contemporary worship practices. Designed for the general
as well as the music and theology student.
Core Curriculum Component: None
Prerequisite(s): None
MUS435
Voice Repertoire
205
2 Semester Credits
A survey of standard art song repertoire from Eastern and Western Europe, Russia, Scandinavia, and the Americas.
Includes listening, writing, and performance. Required for vocal performance majors.
Core Curriculum Component: None
Prerequisite(s): MUS251(English Diction), MUS252(Italian Diction), MUS253(German Diction), MUS254(French Diction)
MUS436
Piano Repertoire
2 Semester Credits
This course introduces students to a wide variety of music written for keyboard instruments from the 17th century to
the present.
Core Curriculum Component: None
Prerequisite(s): MUS231(History and Literature of Music I), MUS232(History and Literature of Music II)
MUS456
Piano Pedagogy
2 Semester Credits
This course introduces students to various ideas, tools, methodologies, and resources associated with piano teaching.
Students will apply what they learn in class to actual teaching experiences through a community service-learning
requirement. This course fulfills the Augsburg Experience requirement.
Core Curriculum Component: None
Prerequisite(s): None
MUS458
Senior Recital
0 Semester Credits
One-half hour recital for B.A. Music and B.S. Music Therapy majors. Studio instructor may request a recital preview.
Core Curriculum Component: None
Prerequisite(s): None
MUS459
Senior Recital
0 Semester Credits
One hour recital for B.M. Music Education and B.M. Music Performance majors. Studio instructor may request a recital
preview.
Core Curriculum Component: None
Prerequisite(s): None
MUS474
Music Therapy Practicum
1 Semester Credits
Volunteer work under the supervision of a Board Certified Music Therapist. Two hours per week.
Core Curriculum Component: Augsburg Experience
206
Prerequisite(s): 3 of MUS274(Music Therapy Practicum), MUS275(Music Therapy Practicum), MUS374(Music Therapy
Practicum), MUS375(Music Therapy Practicum); MUSICADMIT(Music Department Admission)
MUS475
Music Therapy Practicum
1 Semester Credits
Volunteer work under the supervision of a Board Certified Music Therapist. Two hours per week.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 3 of MUS274(Music Therapy Practicum), MUS275(Music Therapy Practicum), MUS374(Music Therapy
Practicum), MUS375(Music Therapy Practicum); MUSICADMIT(Music Department Admission)
MUS480
Music Therapy Senior Seminar
4 Semester Credits
Class discussions of theories and research as they apply to therapeutic settings, including discussion of professional
ethics. A holistic approach to therapy with music. This course satisfies the Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): None
MUS481
Music Therapy Clinical Internship
0 Semester Credits
Full-time placement in an AMTA-approved internship site for six months (minimum 1,020 hours toward the AMTA
required total of 1,200 hours). Application for internship must be made nine months in advance. (Prereq.: Completion of
all graduation requirements)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUS496
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS498
Independent Study
2 Semester Credits
Advanced research and projects not otherwise provided in the department curriculum.
Core Curriculum Component: None
Prerequisite(s): None
MUS499
Independent Study
4 Semester Credits
207
Core Curriculum Component: None
Prerequisite(s): None
MUS510
Advanced Music Therapy Theory
3 Semester Credits
This course provides a comprehensive overview and in-depth exploration of music therapy theories and approaches.
Application of current music therapy theories and approaches in a variety of client-based settings will further foster
acquisition of advanced practice skills. Practice synthesizing and translating research surrounding various music therapy
approaches into evidence based clinical practice.
Core Curriculum Component: None
Prerequisite(s): None
MUS511
Advanced Music Therapy Clinical Practicum
0 Semester Credits
In this course, students will be advancing their clinical practice skills by gaining experience in community practice and
practicum settings. The course will incorporate completing a thorough assessment, developing treatment plan and
document therapeutic progress. Students will complete self-evaluations, reflect on clinical experiences, utilize evidencebased practice and complete a case study. Students will also engage in weekly group supervision and individual
supervision through the practicum experience.
Core Curriculum Component: None
Prerequisite(s): 2 of MUS550(Music Psychotherapy) *concurrent registration is acceptable*, MUS560(Music and
Imagery) *concurrent registration is acceptable*; MUS515(Advanced Music Therapy Clinical Practice I) *concurrent
registration is required*, MUS520(Advanced Music Therapy Clinical Practice II) *concurrent registration is required*
MUS515
Advanced Music Therapy Clinical Practice I
3 Semester Credits
This course provides a comprehensive overview and in-depth exploration of receptive and re-creative music therapy
methods. Application of receptive and re-creative methods will be explored through review of research literature,
readings, discussions, and experiential exercises. These methods will be explored for use in a variety of client-based
settings and through experiential learning exercises, to further foster acquisition of advanced practice skills.
Core Curriculum Component: None
Prerequisite(s): None
MUS520
Advanced Music Therapy Clinical Practice II
3 Semester Credits
This course provides a comprehensive overview and in-depth exploration of creative and improvisational music therapy
methods for use in a variety of clinical settings. These methods will be explored through review of research literature,
readings, discussions, and experiential exercises. Students will practice synthesizing and translating research
surrounding various music therapy approaches into their own evidence based clinical practice.
Core Curriculum Component: None
Prerequisite(s): None
208
MUS540
Music Therapy Research I
3 Semester Credits
This course will provide an overview of research in music therapy in medicine and healthcare. This will include
opportunities for exploring music therapy theories, practice, and models for conducting research. Students will identify
their own research interests and biases, as well as formulating research questions based on a review of the literature,
their clinical practice, and experience. Models of quantitative research are examined, as well as identifying and
developing and applying the skills necessary for conducting research.
Core Curriculum Component: None
Prerequisite(s): None
MUS545
Music Therapy Research II
3 Semester Credits
This course will provide an overview of qualitative and mixed methods research in music therapy in medicine and
healthcare. This will include exploring the five approaches in qualitative research as well as models of mixed methods
research. Current developments and issues in music therapy qualitative and mixed methods research will be reviewed
and explored.
Core Curriculum Component: None
Prerequisite(s): None
MUS550
Music Psychotherapy
2 Semester Credits
Family psychotherapy sessions in a variety of clinical settings. Throughout the course, emphasis is on to the integration
of receptive, re-creative, creative and improvisational methods as well as verbal processing techniques. Additionally, the
course will focus on how songs and music are utilized as a means of assessment, treatment and evaluation in music
psychotherapy practice.
Core Curriculum Component: None
Prerequisite(s): None
MUS560
Music and Imagery
2 Semester Credits
This course focuses on exploring the historical development of music and imagery, various theories, philosophies, and
types of imagery, the relationship between music and imagery, and applying imagery techniques in a wide array of
health care settings.
Core Curriculum Component: None
Prerequisite(s): None
MUS570
Music, Neurology, and Physiology
2 Semester Credits
209
This course will provide an overview of the theoretical foundations and latest research in music as it is related to
neurology, neuropathology, and physiology. Explore the impact music has on the developing brain and throughout the
lifespan. Principles of Neurological Music Therapy (NMT) will be reviewed for patients with neurological impairment and
utilized in cognitive and physical rehabilitation. The course will include an overview of NMT and various NMT
techniques. This course builds on advanced clinical practice skills in music therapy.
Core Curriculum Component: None
Prerequisite(s): None
NAS
NAS199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NAS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NAS351
The Modern Nordic Novel
4 Semester Credits
Lectures illustrate the development of the Nordic novel. Class discussion is based on reading selected works in
translation from all five Nordic countries. Norwegian majors will be required to do appropriate readings and written
work in Norwegian.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
NAS352
The Modern Nordic Drama
4 Semester Credits
Readings include dramatic works by Ibsen, Strindberg, and selected 20th-century dramatists. Lectures provide a context
for understanding the development of Nordic drama. Norwegian majors will do appropriate readings and written work
in Norwegian.
Core Curriculum Component: None
Prerequisite(s): None
NAS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
210
Prerequisite(s): None
NAS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NOR
NOR111
Beginning Norwegian I
4 Semester Credits
Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and
its cultural context.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
NOR112
Beginning Norwegian II
4 Semester Credits
Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and
its cultural context.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of LANGPLCMNT(Language Placement), NOR111(Beginning Norwegian I)
NOR199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NOR211
Intermediate Norwegian I
4 Semester Credits
Continued acquisition and refinement of communication skills (speaking, listening, reading, writing). Emphasis is on
social or cultural contexts and integrated vocabulary clusters. Selected readings in Norwegian are used as a basis for
class activities and writing exercises. Includes grammar review.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of LANGPLCMNT(Language Placement), NOR112(Beginning Norwegian II)
NOR295
Topics
4 Semester Credits
211
Core Curriculum Component: None
Prerequisite(s): None
NOR299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NOR311
Norwegian Conversation and Composition
4 Semester Credits
Practice in spoken and written Norwegian with emphasis on communicative contexts and integrated vocabulary.
Readings in history, social science, and literature form a basis for class activities and frequent writing practice.
Core Curriculum Component: None
Prerequisite(s): NOR211(Intermediate Norwegian I)
NOR331
Norwegian Civilization and Culture
4 Semester Credits
A two-tiered approach allows students to place contemporary cultural developments, such as Norway’s changing role in
the global community, into a historical context. Readings in history are supplemented by lectures, newspaper articles,
and video tapes. In Norwegian.
Core Curriculum Component: Humanities
Prerequisite(s): NOR311(Norwegian Conversation and Composition)
NOR353
Survey of Norwegian Literature
4 Semester Credits
Selected readings in contemporary Norwegian literature provide a basis for the study of major works from earlier
periods, including several in Nynorsk. Readings, lectures, discussion, journals, essays, and oral reports in Norwegian.
Core Curriculum Component: Humanities
Prerequisite(s): NOR311(Norwegian Conversation and Composition)
NOR399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
NOR411
Advanced Norwegian Conversation and Composition
4 Semester Credits
212
Extensive practice in spoken and written Norwegian, based on literary and cultural readings. Students serve as peertutors for those registered in NOR 311. Readings, journals, discussion, role-playing, and written and oral reports in
Norwegian.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); NOR311(Norwegian Conversation and
Composition)
NOR495
Topics
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NOR499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR
NUR300
Trends and Issues in Nursing
4 Semester Credits
A transitional course designed to investigate the current responsibilities of the professional nurse. Economic, social,
political, and professional trends and issues are explored in relation to their implications for a changing practice.
Core Curriculum Component: None
Prerequisite(s): None
NUR305
Communication
4 Semester Credits
Explores the components of the professional role and continues the professional socialization process. Theories about
how individuals and groups communicate are applied to changing professional roles. With consent of instructor students
may take this course concurrently with NUR 300.
Core Curriculum Component: None
Prerequisite(s): NUR300(Trends and Issues in Nursing) *concurrent registration is acceptable*; 1 of ENG111(Effective
Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating
Letters), WPL(Writing Placement Level)
NUR306
Paradigms in Nursing
4 Semester Credits
213
An introduction to theory-based nursing practice and research. Nursing theory and conceptual models for nursing
practice are studied and applied to practice and research. With consent of instructor students may take this course
concurrently with NUR 300.
Core Curriculum Component: None
Prerequisite(s): NUR300(Trends and Issues in Nursing) *concurrent registration is acceptable*
NUR403
Families and the Life Cycle
4 Semester Credits
Provides a theoretical basis for nursing interventions with diverse families and explores theories related to family
structure and function throughout the life span.
Core Curriculum Component: None
Prerequisite(s): NUR305(Communication), NUR306(Paradigms in Nursing)
NUR410
Community Health Nursing I
4 Semester Credits
Introduces the theory and methods that are essential to maintain or improve the health of culturally diverse individuals,
families, groups, and communities.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); 1 of NUR300(Trends and Issues in
Nursing), NUR330(Trends and Issues in Nursing); NUR305(Communication), NUR306(Paradigms in Nursing)
NUR411
Practicum: Community Health Nursing II
4 Semester Credits
Provides clinical experience in community-based health care delivery systems. Students will apply nursing process,
teaching/learning theory, and public health principles with culturally diverse clients.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Consent of Instructor), NUR410(Community Health Nursing I)
NUR432
Transcultural Healing Practices
4 Semester Credits
This course will introduce students to complementary healing practices including the historical and cultural contexts in
which they developed. Students will discuss the philosophical underpinnings of therapeutic systems and paradigms of
healing in selected complementary therapies: music therapy, energy healing practices, movement therapies,
homeopathy, manual therapies, nutrition, and nutritional supplements. Students will apply these understandings to selfcare of the nurse as well as patient populations.
Core Curriculum Component: None
Prerequisite(s): None
NUR490
Leadership/Management
214
4 Semester Credits
The capstone course for the nursing major. Integrates concepts from nursing and the liberal arts. Examines the
professional nurse roles of leader and manager. Concepts of change, conflict, and system dynamics are explored. Ethics,
accountability, and advocacy in the leader-manager role are studied. Application of theory occurs in selected practice
settings with a professional nurse preceptor. This course satisfies the Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): NUR300(Trends and Issues in Nursing), NUR305(Communication), NUR306(Paradigms in Nursing)
NUR495
Topics
4 Semester Credits
Provides opportunities for in-depth exploration of selected topics in nursing. The subjects studied will vary depending
upon the interests of the faculty and students.
Core Curriculum Component: None
Prerequisite(s): None
NUR496
Independent Study/Research
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR500
Transcultural Health Care
3 Semester Credits
This course explores meanings and expressions of health, illness, caring, and healing transculturally. Culture is examined
as a pervasive, determining "blue print" for thought and action throughout the human health experience. Patterns of
human interaction that foster health and quality of life are analyzed and health destroying patterns of interaction, i.e.,
stereotyping, discrimination, and marginalization, are submitted to moral and ethical reflection. Likewise, power
structures within dominant social systems (including the Western bio-medical care system) are discussed to identify
dilemmas of justice related to resource allocation.
Core Curriculum Component: None
Prerequisite(s): None
NUR500P
Practicum: Transcultural Health Care
1 Semester Credits
215
This practicum explores meanings and expressions of health, illness, caring and healing transculturally. Students are
introduced to fundamental skills of transcultural nursing practice in a variety of settings and guided to recognize cultural
dynamics that shape the underlying relationships of health and healing.
Core Curriculum Component: None
Prerequisite(s): None
NUR501
Nursing Leadership in Complex Adaptive Systems
3 Semester Credits
This course examines transcultural care systems through a complex science lens and a nursing leadership perspective.
Organizations and care systems are viewed as complex adaptive systems where continuous change and unpredictability
rule development and system-wide evolution. The importance of relationships, the role of self-organization
(autopoeisis), and the processes of emergence and co-evolution are explored via readings and class discussion.
Core Curriculum Component: None
Prerequisite(s): None
NUR501P
Practicum: Nursing Leadership in Complex Adaptive Systems
1 Semester Credits
This practicum focuses on leadership skills necessary to lead change in open dynamic networks of care and healing.
Reflective practice opportunities are created in emerging care settings.
Core Curriculum Component: None
Prerequisite(s): None
NUR505
Theoretical Foundations for Advanced Nursing Practice
3 Semester Credits
This course focuses on nursing science and nursing theory as foundational to advanced transcultural nursing practice.
Philosophical underpinnings of different theoretical and research traditions in nursing are compared and related to the
provision of culturally competent care in diverse communities. Nursing science is emphasized as a process of theory
advancement and as an accumulating body of nursing knowledge.
Core Curriculum Component: None
Prerequisite(s): None
NUR505P
Practicum: Theoretical Foundations for Advanced Nursing Practice
1 Semester Credits
This practicum is designed to expand horizons of meaning and action in the world. Focus is on nursing science and
nursing theory as foundational to advanced nursing practice. Embodied ways of knowing, health and healing practices,
self-care modalities, and expanding conscious awareness are explored and experienced for practical application in local
contexts.
Core Curriculum Component: None
Prerequisite(s): None
NUR520
216
Research Methods in Nursing
3 Semester Credits
Through a combination of literature review, field experience, and class discussion, research methods relevant to the
exploration of culture and health will be examined. Class topics will include formulating study questions to explore
collective foundations of meaning and explanation in health and illness, practice in data collection procedures of field
research, and issues of interpretation and analysis in qualitative research. (Prereq.: college-level statistics course)
Core Curriculum Component: None
Prerequisite(s): None
NUR520P1
Practicum: Research Methods in Nursing
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR521
Transformational Nursing Leadership
3 Semester Credits
This course emphasizes transformational nursing leadership and management in partnership with diverse groups.
Transcultural competence is lifted up as significant to the evolving leadership and planning skills needed in emerging
care systems. Opportunities for students to engage in designing relevant models of care delivery are woven into clinical
practica.
Core Curriculum Component: None
Prerequisite(s): None
NUR521P
Practicum: Transformational Nursing Leadership
1 Semester Credits
This practicum provides opportunities for students to explore nursing leadership styles in collaboration with individuals
and teams of health care professionals in a variety of care settings. Participant-observation encourages identification of
dominant values and beliefs within care systems and organizations. How values and beliefs influence leadership styles,
health outcomes among diverse populations, and work environments are also examined. Leadership styles that foster
positive health outcomes and healthy work environments are uplifted.
Core Curriculum Component: None
Prerequisite(s): None
NUR523
Theory, Research, and Practice Seminar
3 Semester Credits
The conceptualization, investigation, and application of nursing knowledge will be critiqued with particular focus on its
contribution to developing practice in transcultural community health care. Through reflection and dialogue, which
includes professional experience of practice contexts, as well as theoretical and research literature, students will
formulate a transcultural nursing model of care. (Prereq.: consent of instructor)
Core Curriculum Component: None
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Prerequisite(s): NUR505(Theoretical Foundations for Advanced Nursing Practice), NUR520(Research Methods in Nursing)
NUR523P
Practicum: Theory, Practice, Research Seminar
2 Semester Credits
This practicum focuses on the practical application of nursing theory and research to nursing practice. While working
with nursing faculty, students begin to fashion their final graduate field project, describing a theory-based care initiative
that advances nursing practice in transcultural holistic nursing or transformational nursing leadership.
Core Curriculum Component: None
Prerequisite(s): None
NUR525
Graduate Field Project
3 Semester Credits
This course focuses on the application and integration of knowledge to a student-selected issue or topic of concern
relevant to transcultural nursing, community health nursing, and/or transformational nursing leadership. This course
focuses on a written report of the student’s project that has been developed in the nursing core. Relevant coursework is
integrated into the project and the final written report. Plans for disseminating the report for public and professional
use are encouraged. Students will defend the project to their graduate committee (major faculty adviser and two
readers) and invited guests at the time of completion. (Prereq.: consent of instructor)
Core Curriculum Component: None
Prerequisite(s): None
NUR525P
Practicum: Graduate Field Project
2 Semester Credits
This practicum focuses on the completion of the graduate field project related to a selected practice issue relevant to
transcultural holistic nursing practice or transformational nursing leadership. Working with nursing faculty, students
complete their final written report of a theory based care initiative that advances nursing practice.
Core Curriculum Component: None
Prerequisite(s): None
NUR530
The Power of Ritual and Ceremony for Transformation
3 Semester Credits
In this course, the student will explore ritual and ceremony from a transcultural perspective. Attention will be focused
on rituals and ceremonies in specific cultures and religions, and in the modern American medical system that sustains its
own rituals. In some cultures, formal or informal religious practices may be integral to the ritual of ceremony and
healing. In modern American culture, the perceived division between the mind, body, and spirit has led to ritual and
ceremony being considered adjunctive to the scientific approach ritual and ceremony into their lives and health care
practices. Students will also discuss the meaning of ritual and ceremony to their own lives and professional practice.
Core Curriculum Component: None
Prerequisite(s): None
NUR530P
Practicum: The Power of Ritual and Ceremony for Healing and Transformation
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1 Semester Credits
This practicum focuses on integrating ritual and ceremony into health seeking and caring practices. Opportunities are
provided to interact with persons who integrate ritual and ceremony into their lives and healthcare practices, to visit
sacred sites, to participate in rituals and ceremonies within selected cultural traditions, and to reflect on the meaning
and expression of rituals and ceremonies in one’s own personal and professional life.
Core Curriculum Component: None
Prerequisite(s): None
NUR532
Transcultural Healing and Self Care
3 Semester Credits
This course introduces students to integral healing practices including their historical and cultural contexts. Reflection
and dialogue on the philosophical underpinnings of therapeutic systems and paradigms of healing are explored.
Potential modalities include: music and art therapy, traditional Chinese medicine, mind-body healing, spiritual practices,
energy healing, movement therapies, homeopathy, or massage. Students learn self-care and applications to patient
populations.
Core Curriculum Component: None
Prerequisite(s): None
NUR532P
Practicum: Transcultural Healing Practices
1 Semester Credits
Students are guided in experiencing and applying selected transcultural healing practices in local contexts of care to
benefit others as well as oneself. Transcultural healing practices include, but are not limited to, music therapy,
traditional Chinese medicine, mind-body healing, spiritual and faith healing, energy healing, movement therapies, and
homeopathy.
Core Curriculum Component: None
Prerequisite(s): None
NUR541
The Politics of Health Care
3 Semester Credits
This course will explore how health and illness are related to inequities in society and dynamics of power in systems of
health care. The following issues will be examined in the course: How widening gaps in the distribution of wealth
diminish the health of all members of society; how social inequities become medicalized as health disparities, how an
emphasis on profit in health care affects the distribution of healing resources in the population, and what strategies the
poor and powerless employ to gain access to health care resources. This course will include an optional study abroad
experience in Guatemala.
Core Curriculum Component: None
Prerequisite(s): None
NUR541P
Practicum: Politics of Health Care
1 Semester Credits
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This practicum focuses on the relationship of health and illness to inequities in society and the dynamics of power in
systems of health care. Students are guided in exploring health as a human right, as they begin to name and bear
witness to structures of injustice within various contexts.
Core Curriculum Component: None
Prerequisite(s): None
NUR596
Topics
1 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR597
Topics
2 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR598
Topics
3 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR599
Topics
3 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR701
Practicum: Directed Study
1 Semester Credits
Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and
deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge
from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest
level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills,
including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As
such, directed study practica are individualized to students’ specific areas of interest and are planned by students in
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consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to
carry out the practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR702
Practicum: Directed Study
2 Semester Credits
Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and
deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge
from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest
level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills,
including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As
such, directed study practica are individualized to students’ specific areas of interest and are planned by students in
consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to
carry out the practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR703
Practicum: Directed Study
3 Semester Credits
Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and
deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge
from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest
level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills,
including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As
such, directed study practica are individualized to students’ specific areas of interest and are planned by students in
consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to
carry out the practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR704
Practicum: Directed Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR711
Practicum: Culture Care on the Pine Ridge Indian Reservation
1 Semester Credits
This practicum focuses on health and wellness on the Pine Ridge Indian Reservation in western South Dakota.
Professional and indigenous care systems, patterns of health, and community strengths and resources are examined
within the cultural context of reservation life, traditional Lakota values, economic resources, and political realities.
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Immersion in the life of the community, critical reflection and dialogue with Elders, artists and community members
foster discovery and professional and personal growth.
Core Curriculum Component: None
Prerequisite(s): None
NUR711P
Practicum: Culture Care on the Pine Ridge Indian Reservation
1 Semester Credits
Emphasis is on health and wellness on the Pine Ridge Indian Reservation in western South Dakota. Patterns of health,
community strengths and resources, and care systems (bio-medical and indigenous) are explored within the sociocultural context of reservation life, including economic realities on the Pine Ridge, and politics within a tribal community.
Lakota traditions and values are experienced through engagement in the life of the community, critical reflection and
dialog with Lakota elders and community members.
Core Curriculum Component: None
Prerequisite(s): None
NUR722
Practicum: Ancient Healing Practices and Modern Implications
2 Semester Credits
This practicum immerses students in ancient settings of healing in England—the healing waters of the Roman baths and
the healing energy of and the sacred sites of ancient Celts. The importance of a connection to the land and cosmos is
embodied in the origins of modern-day nursing. A visit to Homerton Hospital in Hackney, London, exemplifies
transcultural care with a diverse population of immigrants and asylum seekers.
Core Curriculum Component: None
Prerequisite(s): None
NUR732
Practicum: Dia de los Muertos
2 Semester Credits
In this practicum students are immersed in the ancient tradition of honoring the children and ancestors during the
celebration of the Day of the Dead in Mexico. Living in Cuernavaca or Oaxaca, Mexico, students are guided by
indigenous participants in rituals and ceremonies that invite the return of ancestors who have died. Globalization of the
holiday and its modifications through culture contact are revealed.
Core Curriculum Component: None
Prerequisite(s): None
NUR742
Practicum: Health and Community Building in Guatemala
2 Semester Credits
This practicum explores health as a human right. Analysis will focus on how widening gaps in the distribution of wealth
diminishes the health of all members of society. Learning is based on immersion experiences in Guatemala City and
highland Mayan communities. Observation, presentations by cultural guides, and classroom discussions will reflect on
health and social justice for marginalized people. Participation in traditional back-strap weaving will guide reflection on
the relationship of health and cultural continuity. Spanish language school is an option in this practicum.
Core Curriculum Component: None
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Prerequisite(s): None
NUR762
Practicum: Exporing Millennium Development Goal Achievement in Sub-Saharan Africa
2 Semester Credits
Students focus on the development of leadership skills that promote Millennium Development Goal (MDG) achievement
in sub-Saharan Africa. Practicum activities are designed to engage health care professionals and members of local
communities in best practices for achieving MDG targets by 2015. Structured lectures and discussions supplement
practice and encourage students to explore sociocultural determinants of health and illness—economic realities, cultural
values and gender roles, education levels, governmental policies, access to technology, and the competence of health
care providers—in relation to the unequal burdens of suffering and disease evident in Africa.
Core Curriculum Component: None
Prerequisite(s): None
NUR799
Internship
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR800
Practice Wisdom (Métis) & Evidence: Dialectic Between Knowledge & Engagement
3 Semester Credits
This course provides a foundation for building the scholarship of advanced practice in transcultural and public health
nursing. Sources of knowledge and procedures for acquiring knowledge, both formal and informal, will be studied for
the power to positively influence health outcomes. Evidence will be evaluated for relevance to practical experience
based on context specific (emic) positions and for rigor in empirical procedures based in context-free (etic) perspectives
Core Curriculum Component: None
Prerequisite(s): None
NUR802
Making Room at the Table: Creating Collaborative Networks and Common Spaces
3 Semester Credits
This course focuses on communities as the foundation of health. Care models that minimize the expert role in planning
and are embedded in local contexts of experience and tradition will be explored. From the perspective that hoarding
abundance compromises the health of everyone, the course facilitates human connections that go beyond charity to
acting from a basis of shared risk and solidarity.
Core Curriculum Component: None
Prerequisite(s): None
NUR803
Transcultural Cosmologies and a Global Perspective
3 Semester Credits
This course focuses on communities as the foundation of health. Care models that minimize the expert role in planning
and are embedded in local contexts of experience and tradition will be explored. From the perspective that hoarding
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abundance compromises the health of everyone, the course facilitates human connections that go beyond charity to
acting from a basis of shared risk and solidarity.
Core Curriculum Component: None
Prerequisite(s): None
NUR805
Ways of Knowing: Qualitative and Quantitative Evidence
3 Semester Credits
Drawing on insights from complexity science, this course examines the diverse ways of knowing that guide professional
practice. It focuses on the comparative analysis of quantitative and qualitative data. Students will critically reflect on the
data, unpacking it and uncovering the meaning behind the data that supports their practice. Comparing the positivistic
and interpretive stance, the students will examine relevant knowledge and ways of knowing that provide scholarly
grounding for their professional expertise.
Core Curriculum Component: None
Prerequisite(s): None
NUR806
Ecology of Human Suffering in a World of Extremes
3 Semester Credits
This course examines the cumulative illness-producing effects of inequities that are embedded in structures of social
privilege and disadvantage. Human suffering is viewed as neither coincidental nor inevitable, but related to exploitation
and organized cruelty within social systems. Epidemiological approaches are used to trace patterns of disease and illness
that strike population groups and communities unequally around the world. Health status appraisal, risk analysis, and
the levels of structural violence in society will be examined using culturally responsive data collection methods, resource
accessibility, and the application of appropriate technology.
Core Curriculum Component: None
Prerequisite(s): None
NUR807
Magic, Medicine, and Healing Spirits: Transcultural Perspectives on Health Care
3 Semester Credits
This course explores transcultural healing and caring modalities including the integration of traditional and scientific
healing ceremonies and beliefs. Healing traditions among indigenous peoples will be examined, including spiritual forces
that promote health and cause illness. The use of medicinal plants for healing in indigenous traditions will be compared
to contemporary views of health and healing in bio-scientific models of curing.
Core Curriculum Component: None
Prerequisite(s): None
NUR811
First Year Doctoral Seminar
1 Semester Credits
Students are required to register for a seminar each term they are in the DNP program. The purpose of DNP seminars is
to integrate diverse practicum experiences with students’ individual practice interests. As such, the seminars provide a
venue for students to test ideas for their practice with faculty and peers and receive relevant feedback and support.
Through dialogue in the seminars, students work on their DNP capstone projects and professional portfolios. The last
seminar (NUR 841) culminates in the successful completion of a scholarly capstone project that advances nursing
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practice. Students register for NUR 841 during the term in which they will be completing and presenting their final
doctoral project, along with their professional portfolios. The professional portfolio documents the process of theory
and research integration and the emerging practice innovations the student is implementing.
Core Curriculum Component: None
Prerequisite(s): None
NUR821
Second Year Doctoral Seminar
1 Semester Credits
Students are required to register for a seminar each term they are in the DNP program. The purpose of DNP seminars is
to integrate diverse practicum experiences with students’ individual practice interests. As such, the seminars provide a
venue for students to test ideas for their practice with faculty and peers and receive relevant feedback and support.
Through dialogue in the seminars, students work on their DNP capstone projects and professional portfolios. The last
seminar (NUR 841) culminates in the successful completion of a scholarly capstone project that advances nursing
practice. Students register for NUR 841 during the term in which they will be completing and presenting their final
doctoral project, along with their professional portfolios. The professional portfolio documents the process of theory
and research integration and the emerging practice innovations the student is implementing.
Core Curriculum Component: None
Prerequisite(s): None
NUR831
Third Year Doctoral Seminar
1 Semester Credits
Students are required to register for a seminar each term they are in the DNP program. The purpose of DNP seminars is
to integrate diverse practicum experiences with students’ individual practice interests. As such, the seminars provide a
venue for students to test ideas for their practice with faculty and peers and receive relevant feedback and support.
Through dialogue in the seminars, students work on their DNP capstone projects and professional portfolios. The last
seminar (NUR 841) culminates in the successful completion of a scholarly capstone project that advances nursing
practice. Students register for NUR 841 during the term in which they will be completing and presenting their final
doctoral project, along with their professional portfolios. The professional portfolio documents the process of theory
and research integration and the emerging practice innovations the student is implementing.
Core Curriculum Component: None
Prerequisite(s): None
NUR841
Final Year Doctoral Seminar
1 Semester Credits
Students are required to register for a seminar each term they are in the DNP program. The purpose of DNP seminars is
to integrate diverse practicum experiences with students’ individual practice interests. As such, the seminars provide a
venue for students to test ideas for their practice with faculty and peers and receive relevant feedback and support.
Through dialogue in the seminars, students work on their DNP capstone projects and professional portfolios. The last
seminar (NUR 841) culminates in the successful completion of a scholarly capstone project that advances nursing
practice. Students register for NUR 841 during the term in which they will be completing and presenting their final
doctoral project, along with their professional portfolios. The professional portfolio documents the process of theory
and research integration and the emerging practice innovations the student is implementing.
Core Curriculum Component: None
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Prerequisite(s): None
NUR892
Topics in Advanced Nursing Practice
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR893
Topics in Advanced Nursing Practice
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR894
Topics in Advanced Nursing Practice
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR897
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR898
Independent Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR998
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR999
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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OJB
OJB111
Beginning Ojibwe I
4 Semester Credits
An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and
conversational skills. Classroom practice will include linguistic patterns and oral interaction.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
OJB112
Beginning Ojibwe II
4 Semester Credits
An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and
conversational skills. Classroom practice will include linguistic patterns and oral interaction.
Core Curriculum Component: Modern Language 2
Prerequisite(s): OJB111(Beginning Ojibwe I)
PA
PA501
Human Anatomy and Neuroanatomy
8 Semester Credits
This course takes a regional approach to the study of human anatomy. The course uses lecture, demonstration,
discussion and dissection of human cadavers. The intention is to give the students a foundation for Clinical Medicine.
Core Curriculum Component: None
Prerequisite(s): None
PA503
Human Pathophysiology
4 Semester Credits
The course uses lecture, detailed objectives/study guide, quizzes and exam, discussion and case studies to learn and
review basic human physiology and pathophysiology involving fluids and electrolytes; acid/base disturbances; cellular
adaptations; immunity, hypersensitivity, inflammation, and infection; hematology; pulmonary; cardiovascular system;
gastrointestinal system; renal; nervous system; and musculoskeletal system. The intention is to give the students a
foundation for Clinical Medicine.
Core Curriculum Component: None
Prerequisite(s): None
PA511
History and Physical Exam Skills I
7 Semester Credits
A lecture-discussion-laboratory course designed to demonstrate and apply techniques and skills essential to interviewing
and physical examination of patients. Topics covered include history taking and physical exam of the cardiovascular,
respiratory, gastrointestinal, lymph, skin and otorhinolaryngology systems. Basic nutrition, genetics, preventative health
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care, and complementary and alternative medicine are introduced. Units are coordinated with Clinical Medicine I and
Pharmacotherapy I.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA512
History and Physical Exam Skills II
7 Semester Credits
A lecture-discussion-laboratory course designed to demonstrate and apply the techniques and skills essential to
interviewing and physical examination of patients. Topics covered include history taking and physical exam of the
musculoskeletal system, neurology, ophthalmology, endocrinology, and the male reproductive system. Units are
coordinated with Clinical Medicine II and Pharmacotherapy II.
Core Curriculum Component: None
Prerequisite(s): PA511(History and Physical Exam Skills I)
PA521
Pharmacotherapy I
5 Semester Credits
This course will cover pharmacology and pharmacotherapy related to disease processes of the dermatologic,
cardiovascular, respiratory, gastrointestinal and otolaryngologic systems and infectious diseases. Units are coordinated
with the Clinical Medicine I and History and Physical Exam Skills I courses.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA522
Pharmacotherapy II
5 Semester Credits
This course will cover pharmacology and pharmacotherapy related to disease processes of the orthopedic, neurologic,
ophthalmologic, hematologic, renal, urologic and endocrine systems and pain management. Units are coordinated with
the Clinical Medicine II and History and Physical Exam Skills II courses.
Core Curriculum Component: None
Prerequisite(s): PA521(Pharmacotherapy I)
PA531
Clinical Medicine I
8 Semester Credits
This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, and
treatment of common and serious disorders. Topics covered include dermatology, cardiology, pulmonology,
gastroenterology, and otorhinolaryngology. This course builds on the foundation laid in Anatomy and Pathophysiology.
Units are coordinated with concurrent courses in History and Physical Exam Skills I and Pharmacotherapy I.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA532
Clinical Medicine II
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8 Semester Credits
This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, and
treatment of common and serious disorders. Topics covered include orthopedics, rheumatology, neurology,
ophthalmology, hematology, nephrology, urology, and endocrinology. Global health and health care disparity are
explored. Units are coordinated with concurrent courses in History and Physical Exam Skills II and Pharmacotherapy II.
Core Curriculum Component: None
Prerequisite(s): PA531(Clinical Medicine I)
PA533
Clinical Medicine III
4 Semester Credits
An integrative approach incorporating the principles of clinical medicine, history and physical exam, and
pharmacotherapy focusing on the provision of medical care in pediatrics and women's health. Common and serious
problems encountered in primary care are explored. Students will be introduced to topics in emergency medicine and
complete a field-based orientation to surgical practice.
Core Curriculum Component: None
Prerequisite(s): PA532(Clinical Medicine II)
PA534
Clinical Medicine IV
4 Semester Credits
This course provides an integrative approach incorporating the principles of clinical medicine, history and physical exam,
and pharmacotherapy in the study of geriatrics and mental health. Common and serious problems encountered in
primary care and other issues unique to these populations are explored. Students will be introduced to topics in
emergency medicine and complete a service-learning experience with an older adult from the community.
Core Curriculum Component: None
Prerequisite(s): PA533(Clinical Medicine III)
PA542
Professional Issues
2 Semester Credits
A course designed to introduce the physician assistant student to medical ethics and various professional topics that
affect the practicing physician assistant. The course focus is on the medical and non-medical aspects of the profession
such as: history of the physician assistant profession, laws and regulations governing physician assistant practice and
education, human experimentation, abortion, care for the dying, euthanasia, reimbursement issues, and professional
behavior.
Core Curriculum Component: None
Prerequisite(s): None
PA545
Clinical Phase Transition
4 Semester Credits
This course incorporates experiential learning to prepare the student for clinical practice. It will also facilitate the
transition of knowledge and skills from the academic phase into the clinical phase. Students will be placed in a clinic or
hospital setting for part of the semester. Students will also have other health-related community experiences and
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activities during this course. In-class time will be used to discuss these experiences and work on skills essential for
clinical practice.
Core Curriculum Component: None
Prerequisite(s): PA532(Clinical Medicine II)
PA555
Research Tools for the Physician Assistant
2 Semester Credits
This course emphasizes research as a tool at all levels of physician assistant practice and education; identifies the
linkages between research, theory, and medical practice and the responsibility of physician assistant to expand their
knowledge base. Primary, secondary, and tertiary disease prevention applications to public health are introduced.
Information literacy in relationship to medical literature is integrated throughout the course.
Core Curriculum Component: None
Prerequisite(s): None
PA570
Interdisciplinary Perspectives on Aging
3 Semester Credits
This course provides an opportunity for students in health and social services disciplines to explore issues related to
aging and care of the elderly. Students gain real world experiences by working collaboratively in an interdisciplinary
context. Students will be asked to apply knowledge and skills directly with elders utilizing an experiential learning model.
Students will build a beginning expert level knowledge base regarding issues that affect older adults in contemporary
health and social welfare contexts.
Core Curriculum Component: None
Prerequisite(s): None
PA595
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PA599
Directed Study
3 Semester Credits
This course provides a practice-oriented approach to the information literacy methods used in health care. Students will
develop a topic, complete a full review of the literature and produce an analytic paper in consultation with supervising
professor.
Core Curriculum Component: None
Prerequisite(s): PA555(Research Tools for the Physician Assistant)
PA600
Family Medicine Clinical Practicum
4 Semester Credits
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A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and conditions unique to the clinical practice of family medicine. Inclusion of proper data collection through history and
physical examination, formulation of accurate problem lists, thorough investigation and development of treatment plans
utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA601
Internal Medicine Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and conditions unique to the clinical practice of internal medicine. Inclusion of proper data collection through history
and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment
plans utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA602
General Surgery Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and surgical conditions unique to the clinical practice of General Surgery. Inclusion of proper data collection through
history and physical examination, formulation of accurate problem lists, thorough investigation, and development of
treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA603
Pediatric Clinical Practicum
3 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and surgical conditions unique to the clinical practice of Pediatrics. Inclusion of proper data collection through history
and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment
plans utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA604
Women's Health Clinical Practicum
3 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and surgical conditions unique to the clinical practice of Women’s Health. Inclusion of proper data collection through
history and physical examination, formulation of accurate problem lists, thorough investigation, and development of
treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
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Prerequisite(s): None
PA605
Emergency Medicine Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases
and surgical conditions unique to the clinical practice of Emergency Medicine. Inclusion of proper data collection
through history and physical examination, formulation of accurate problem lists, thorough investigation, and
development of treatment plans utilizing evidence based medicine as determined by review and analysis of current
medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA606
Psychiatric Clinical Practicum
3 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of Psychiatric
diseases and conditions unique to the clinical practice of Psychiatric Medicine. Inclusion of proper data collection
through history and physical examination, formulation of accurate problem lists, thorough investigation, and
development of treatment plans utilizing evidence based medicine as determined by review and analysis of current
medical literature.
Core Curriculum Component: None
Prerequisite(s): None
PA607
Elective Clinical Practicum I
3 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and
conditions unique to the clinical practice of Medicine. Students are allowed to choose, in consultation with the clinical
coordinator, the area of medicine in which they would like to study as their elective.
Core Curriculum Component: None
Prerequisite(s): None
PA608
Elective Clinical Practicum II
3 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and
conditions unique to the clinical practice of Medicine. Students are allowed to choose, in consultation with the clinical
coordinator, the area of medicine in which they would like to study as their elective.
Core Curriculum Component: None
Prerequisite(s): None
PA620
Primary Care Preceptorship
6 Semester Credits
232
The final rotation of the clinical phase, which can be completed in family, internal, geriatric, pediatric or women’s
medicine. This course provides students a final opportunity to develop skills unique to the clinical practice of medicine to
include performing proper data collection, formulating accurate problem lists and investigation strategies, and
developing treatment plans that incorporate evidence based medicine.
Core Curriculum Component: None
Prerequisite(s): None
PA621
General Medicine Specialty Preceptorship
6 Semester Credits
A required rotation at the completion of the clinical phase. This course provides the student a final opportunity to
develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and
physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment
plans incorporating evidence based medicine as determined by review and analysis of current medical literature. Can be
completed in PA621 General Medicine Specialty or PA622 Surgical Specialty.
Core Curriculum Component: None
Prerequisite(s): None
PA622
Surgical Specialty Preceptorship
6 Semester Credits
A required rotation at the completion of the clinical phase. This course provides the student a final opportunity to
develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and
physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment
plans incorporating evidence based medicine as determined by review and analysis of current medical literature. Can be
completed in PA621 General Medicine Specialty or PA622 Surgical Specialty.
Core Curriculum Component: None
Prerequisite(s): None
PA690
Capstone
2 Semester Credits
This course provides each student the opportunity to present results of their individual research topic and to synthesize
previous study and work experience in preparation for graduation and clinical practice. The student will demonstrate an
understanding of the program’s and profession’s principles.
Core Curriculum Component: None
Prerequisite(s): None
PA998
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PA999
233
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHI
PHI110
Introduction to Philosophy
4 Semester Credits
This course introduces students to typical philosophical questions (how we know, if we can have certain knowledge, if
there are universal moral principles, whether God exists, the nature of the mind, etc.), to philosophical vocabulary, and
to critical thinking and what it means to view the world philosophically.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI120
Ethics
4 Semester Credits
By studying our moral beliefs, ethics helps students consider the bases they use to make moral judgments. The course
explores major philosophical approaches to evaluating moral actions and then applies them to contemporary issues. The
Christian tradition will inform the considerations. Students who receive credit for PHI 120 may not receive credit for PHI
125.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI125
Ethics and Human Identity
4 Semester Credits
A philosophical study of the role of human understanding, emotions, and action with respect to the pursuit of
happiness. Beginning by asking what the end or purpose of human life is, students decide on the moral and intellectual
virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness.
Students who receive credit for PHI 125 may not receive credit for PHI 120.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI175
Philosophy of Love and Sex
4 Semester Credits
The nature and history of romantic love. The ethics of sex in relation to love, marriage, the institution of monogamy, and
homosexuality are considered.
Core Curriculum Component: None
Prerequisite(s): None
PHI180
234
Ethics of Medicine and Health Care
4 Semester Credits
The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the
areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion,
care for the dying, and euthanasia.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI230
Logic
4 Semester Credits
Students learn to distinguish arguments from exposition. Then they learn the rules that govern valid arguments and
develop their ability to recognize and construct sound arguments. The last part of the course focuses on informal logic
and inductive reasoning.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
PHI241
History of Philosophy I: Ancient Greek Philosophy
4 Semester Credits
Central philosophical questions that concerned the Greek philosophers from Thales to Plotinus and still concern us
today: the nature of reality and its relationship to language and reason, the immortality of the soul, the nature of truth
and human knowledge, and the nature of the good life.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI242
History of Philosophy II: Medieval and Renaissance Philosophy
4 Semester Credits
Students will read writings by various medieval and Renaissance philosophers in order to understand the process of
philosophical assimilation involved in constructing a Christian philosophy. Topics include: the nature of being, human
understanding in relation to faith, and the place of the image of God in the human condition. (Suggested prior course:
PHI 241. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
PHI260
Philosophy and the Arts
4 Semester Credits
Philosophical issues raised and illustrated by painting, sculpture, literature, music, architecture, and film: the truth and
falsehood of aesthetic judgment, the definition of art; the nature of aesthetic experience, the evaluation of art,
creativity, the relation between the artist’s intention, the work of art, and its relation to the rest of the artistic tradition.
For arts majors and students with a strong background in the arts.
235
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI315
Philosophy of Human Nature and Human Culture
4 Semester Credits
This course concerns the philosophical study of human nature and its relation to human culture. Students will read a
selection of texts by eminent philosophers on the subject. Topics studied in the course include: the knowledge and
nature of the self, the definition of the human being in terms of culture, myth and religion in human culture, human
nature and the culture of language, and the culture of art.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI343
History of Philosophy III: Early Modern and 19th-Century Philosophy
4 Semester Credits
We study the major rationalists of the 17th century (Descartes, Spinoza, Leibniz), the major empiricists of the 18th
century (Locke, Berkeley, Hume), Kant’s synthesis of rationalism and empiricism, and 19th-century idealism and the
reaction to it (Marx, Kierkegaard, Nietzsche and Mill). (Suggested prior course: PHI 241)
Core Curriculum Component: None
Prerequisite(s): None
PHI344
History of Philosophy IV: 20th-21st Century Philosophy
4 Semester Credits
The course surveys the major philosophical schools in the 20th and 21st centuries: analytic philosophy, phenomenology,
existentialism, pragmatism, and postmodern philosophy. Focus of study is on major texts of these movements. Students
are strongly encouraged to take PHI 343 before taking PHI 344.
Core Curriculum Component: None
Prerequisite(s): None
PHI350
Philosophy of Religion
4 Semester Credits
We systematically investigate a series of philosophical questions about religion. What is the relation between faith and
reason? Does God exist, and if so, what can be said about God? Can God’s goodness be reconciled with human
suffering? Are miracles and life after death possible?
Core Curriculum Component: None
Prerequisite(s): None
PHI370
Existentialism
4 Semester Credits
236
Studies in the writings - both philosophical and literary - of prominent existentialist authors. The course examines what
it means to be a being-in-the world and explores such themes as absurdity, freedom, guilt, despair, and paradox.
(Suggested: one prior course in philosophy. Alternate years)
Core Curriculum Component: None
Prerequisite(s): None
PHI380
Ethics of Medicine and Health Care
4 Semester Credits
The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the
areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion,
care for the dying, and euthanasia.
Core Curriculum Component: None
Prerequisite(s): None
PHI385
Formal Logic and Computation Theory
4 Semester Credits
An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal
models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and
uncomputability. (1.5 hour lab included)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT122(Calc For Social and Behavioral Science), MAT145(Calculus I), MAT171(Discrete
Mathematics For Computing); CSC210(Data Structures)
PHI410
Topics in Philosophy
4 Semester Credits
Advanced studies covering either an individual philosopher or a specific topic in philosophy, such as philosophical
movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit.
(Suggested prior courses: any course from PHI 241, 242, 343, 344.)
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor)
PHI490
Keystone
4 Semester Credits
This course integrates the student’s general education experience with an overview of specific philosophical ideas or
philosophers.
Core Curriculum Component: Keystone
Prerequisite(s): None
PHI499
Independent Study
237
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY
PHY101
Astronomy
4 Semester Credits
A descriptive course covering our solar system, stars, and galaxies. In addition, the course traces the development of
scientific thought from early civilization to the present day. Night viewing is required. (Three one-hour lectures.)
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2)
PHY116
Introduction to Physics
4 Semester Credits
An algebra-based introductory course in which the applications, problems, and experiments are selected to illustrate
fundamental principles and provide a broad survey of physics. (Three one-hour lectures, one three-hour laboratory.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
PHY116L
Introduction to Physics Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY116(Introduction to Physics) *concurrent registration is required*
PHY119
Physics for the Fine Arts
4 Semester Credits
A scientific study of sound, light, and the mechanics of structures and the human body relating to music, the visual arts,
and theater. Explores the physics of phenomena and perception fundamental to these disciplines. (Three one-hour
lectures, one three-hour laboratory.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
PHY119L
Physics for the Fine Arts Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY119(Physics for the Fine Arts) *concurrent registration is required*
PHY121
238
General Physics I
4 Semester Credits
A rigorous study of classical physics including mechanics and wave motion. Designed for physics, pre-engineering, and
other specified majors. (Three one-hour lectures, one three-hour laboratory. Fall)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): MAT145(Calculus I) *concurrent registration is acceptable*
PHY121L
General Physics Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY121(General Physics I) *concurrent registration is required*
PHY122
General Physics II
4 Semester Credits
A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. Designed for physics,
pre-engineering, and other specified majors. (Three one-hour lectures, one three-hour laboratory. Spring)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): MAT146(Calculus II) *concurrent registration is acceptable*; 1 of ENG111(Effective Writing),
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level); PHY121(General Physics I)
PHY122L
General Physics II Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY122(General Physics II) *concurrent registration is required*
PHY199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY203
Physics and Earth Science for Elementary Education Teachers
4 Semester Credits
This course focuses on MSEP physical science outcomes for K-5 licensure: properties of and changes in matter; position,
motion and force; light, heat, electricity and magnetism; and kinds of and ways to transfer energy. Students conduct
hands on physical science explorations and do lab experiments. They also review student misconceptions, Students will
also study key ideas in earth science including connections between concepts in earth science and physics.
Core Curriculum Component: None
239
Prerequisite(s): None
PHY245
Modern Physics
4 Semester Credits
An introduction to modern physics from a historical and experimental perspective. Relativity, atomic, molecular, nuclear,
and solid state physics. This course develops the experimental foundations and need for quantum mechanics. (Three
one-hour lectures, one two-hour laboratory. Fall)
Core Curriculum Component: None
Prerequisite(s): PHY122(General Physics II)
PHY245L
Modern Physics Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PHY245(Modern Physics) *concurrent registration is required*
PHY261
Electronics
4 Semester Credits
AC and DC circuits, analog electronics, digital electronics, and the analysis and use of microprocessors and
microcomputer systems. Three one-hour lectures, one three-hour laboratory.
Core Curriculum Component: None
Prerequisite(s): 1 of PHY116(Introduction to Physics), PHY122(General Physics II); MAT146(Calculus II)
PHY261L
Electronics Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PHY261(Electronics) *concurrent registration is required*
PHY298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY317
240
Biophysics
4 Semester Credits
An introduction to classic topics at the intersection of physics and biology. Topics may include biopolymers, selfassembly, nerves and signal propagation, molecular machines, and biomembranes. The course will emphasize
approaches based on thermodynamics, statistical mechanics, and experimental techniques. (Three one-hour lectures
and a three hour laboratory. Fall)
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II), PHY122(General Physics II)
PHY317L
Biophysics Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PHY317(Biophysics) *concurrent registration is required*
PHY320
Introduction to Space Science
4 Semester Credits
A survey of Earth’s space environment including solar, planetary, magnetospheric, ionospheric, and upper atmospheric
physics (solar dynamics, magnetic storms, particle precipitation, aurora, and related topics). (Three one-hour lectures.)
Core Curriculum Component: None
Prerequisite(s): PHY245(Modern Physics)
PHY327
Special Functions of Mathematical Physics
4 Semester Credits
Special functions encountered in physics. Partial differentiation, partial differential equations, Fourier series, series
solution of differential equations, Legendre, Bessel, and other orthogonal functions, vector calculus, applied linear
algebra (e.g., matrix multiplication, eigenvalues and eigenvectors, special matrices, determinants), functions of a
complex variable, and an introduction to computer programming in IDL. (Three one-hour lectures. Spring)
Core Curriculum Component: None
Prerequisite(s): MAT245(Calculus III), PHY122(General Physics II)
PHY327L
Special Functions of Mathematical Physics Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PHY327(Special Functions of Mathematical Physics) *concurrent registration is required*
PHY351
Mechanics I
4 Semester Credits
241
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation
principles, single particle motion, gravitation, oscillations, central forces, and two-particle kinematics. (Three one-hour
lectures. Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special
Functions of Mathematical Physics); PHY122(General Physics II)
PHY352
Mechanics II
4 Semester Credits
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include dynamics of rigid
bodies, systems of particles, coupled oscillations, and noninertial reference frames. (Three one-hour lectures. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special
Functions of Mathematical Physics); PHY122(General Physics II), PHY351(Mechanics I)
PHY362
Electromagnetic Fields I
4 Semester Credits
The classical electromagnetic field theory is developed using vector calculus. Topics include electrostatics, solution of
Laplace’s and Poisson’s equations, and electric properties of materials. (Three one-hour lectures. Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special
Functions of Mathematical Physics); PHY122(General Physics II)
PHY363
Electromagnetic Fields II
4 Semester Credits
The classical electromagnetic field theory is developed using vector calculus. Topics include magnetostatics, magnetic
properties of materials, and electromagnetic radiation based on Maxwell’s equations. (Three one-hour lectures. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special
Functions of Mathematical Physics); PHY362(Electromagnetic Fields I)
PHY395
Comprehensive Laboratory I
2 Semester Credits
Students work in small groups on advanced experiments from various physics subfields (including modern physics,
electronic instrumentation, magnetism, and optics) with a focus on the role of experiments, interpretation of data, and
scientific communication. Incorporates an introduction to LabVIEW software for computerized data acquisition and
experiment control. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: junior or senior
standing in physics. Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor)
242
PHY396
Comprehensive Laboratory II
2 Semester Credits
A continuation of PHY 395. A thorough exploration of interface hardware and software design (LabVIEW) for computercontrolled experiments followed by application of these techniques to advanced experiments in high vacuum physics
and technology, modern optics, biophysics, and other areas. (One three-hour laboratory and an occasional one-hour
seminar per week. Prereq.: junior or senior standing in physics. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor),
PHY122(General Physics II), PHY395(Comprehensive Laboratory I)
PHY398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
PHY420
Plasma Physics
4 Semester Credits
Fundamentals of plasma physics including waves, instabilities, drifts, plasma drifts, particle motion, electric and
magnetic fields, Boltzmann equation, magnetohydrodynamics, transport, and applications to laboratory and space
plasmas. (Three one-hour lectures.)
Core Curriculum Component: None
Prerequisite(s): PHY363(Electromagnetic Fields II) *concurrent registration is acceptable*; PHY362(Electromagnetic
Fields I)
PHY430
Introduction to Solid State Physics
4 Semester Credits
Topics in solid state physics including various theories of metals, crystal lattices, band structure and Fermi surfaces,
phonons, semiconductors and magnetism. The conditions and consequences of the solid state of materials will be
explored at a very detailed level, taking realistic parameters of materials into account. Prereq.: PHY 486 strongly
recommended. (Three one-hour lectures.)
Core Curriculum Component: None
Prerequisite(s): PHY351(Mechanics I), PHY362(Electromagnetic Fields I)
PHY486
243
Quantum Physics
4 Semester Credits
A development from first principles, including de Broglie’s postulates, the Schroedinger equation, operators, wave
functions, expectation values, and approximation methods. Applications include potential wells and barriers, the
harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Spring)
Core Curriculum Component: None
Prerequisite(s): PHY245(Modern Physics), PHY351(Mechanics I)
PHY499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL
POL121
American Government and Politics
4 Semester Credits
Surveys major parts of American national government - including Congress, the presidency, and the courts - as well as
campaigns and elections, federalism, interest groups, and political parties.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL122
Metropolitan Complex
4 Semester Credits
Examines politics in metropolitan areas, emphasizing central cities and focusing on influences on urban public policy.
Includes case studies of the Twin Cities metro area.
Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences
Prerequisite(s): None
POL124
American Women and Politics
4 Semester Credits
Investigates the roles women play in the political system. Political, economic, and social issues will be explored from
contemporary and historical perspectives.
Core Curriculum Component: None
Prerequisite(s): None
POL158
Introduction to Political Science
4 Semester Credits
244
An analysis of basic patterns in the political system and decision-making process with some comparison of major
political systems and discussion of contemporary issues.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL160
World Politics
4 Semester Credits
Introduction to the processes and issues of international politics, including the dynamics of the international system,
theories of international relations, and a focus on recent problems.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL170
Law in the United States
4 Semester Credits
A survey of American law and legal process. Theories of law; law and society; roles of courts, police, lawyers, and juries;
the United States Constitution as "supreme" law; law as politics; historic and contemporary legal issues.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL241
Environmental and River Politics
4 Semester Credits
This course explores the politics of the communities and ecosystems of the Upper Mississippi River watershed, including
controversies about river pollution, the lock and dam system, regional water supply, flood control, and farming
practices. Includes site visits to see how local policy-makers and stakeholders are trying to achieve sustainability in the
watershed.
Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences
Prerequisite(s): None
POL295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL299
245
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL310
Citizen Participation within a Globalized Economy-A Nicaraguan Case Study
4 Semester Credits
Topics include key political, social and economic global processes that shape citizen participation in Nicaragua and
globally. Focuses on key economic development policies apple in Nicaragua and ongoing participatory efforts of NGOs,
social movements and community groups working on alternative development policies.
Core Curriculum Component: None
Prerequisite(s): None
POL325
Politics and Public Policy
4 Semester Credits
The domestic policy making process, emphasizing how elected officials, bureaucrats, and interest groups shape
government policies in various areas, including taxes, the environment, and social welfare policy. How public policies are
formulated and implemented.
Core Curriculum Component: None
Prerequisite(s): None
POL326
Political Parties and Behavior
4 Semester Credits
Emphasizes study of public opinion and political parties in the electoral process. Field work with political parties, interest
groups, and media in presidential elections (optional in non-presidential election years).
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan
Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics),
POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identity),
POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL342(Mass Communication
in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women Gender
and Social Change/LatinAm), POL363(Russian and Chinese Foreign Policy), POL370(Constitutional Law), POL371(Topics),
POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory),
POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics),
POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone),
POL495(Seminar)
POL341
Globalization, Social Struggle and the Environment
4 Semester Credits
246
Explores issues of globalization and social change in Mexico and analyzes political, social, and economic policies that
promote and/or hinder sustainable development from a gender perspective. Particular emphasis will be placed on
environmental issues and the causes of migration/emigration and social unrest in Mexico.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL342
Mass Communication in Society
4 Semester Credits
Studies effects of new information technology (such as the Internet) and of the traditional electronic media. Covers uses
of technology and media for news making, selling, entertainment, and public affairs.
Core Curriculum Component: None
Prerequisite(s): None
POL350
Topics: European Politics
4 Semester Credits
Study of the political behavior, institutions, and processes of European states. The course will focus on either European
community law and politics or domestic politics in European states.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan
Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics),
POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identity),
POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and
Behavior), POL342(Mass Communication in Society), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women
Gender and Social Change/LatinAm), POL363(Russian and Chinese Foreign Policy), POL370(Constitutional Law),
POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory),
POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics:
International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International
Relations Keystone), POL495(Seminar)
POL353
Political and Social Change in Namibia
4 Semester Credits
This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular
focus on the social and political movements that have evolved in the struggle for independence.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL354
The Politics of Development in Southern Africa
4 Semester Credits
This course examines basic theories of development as well as the political economy of development. It provides the
opportunity to reflect critically on issues of development, including global justice, equality, and sustainability.
Core Curriculum Component: None
247
Prerequisite(s): None
POL357
Women, Gender, and Social Change in Latin America
4 Semester Credits
An exploration of gender politics in Latin America. Particular attention is given to women’s organizing efforts around
issues of domestic and political violence, ecology, human rights, democracy, political participation, and revolutionary
social change. This course fulfills a Social and Behavioral Sciences LAF requirement.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL359
Topics: Women in Comparative Politics
4 Semester Credits
An exploration of gender politics in Latin America. Particular attention is given to women’s organizing efforts around
issues of domestic and political violence, ecology, human rights, democracy, political participation, and revolutionary
social change.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan
Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics),
POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identity),
POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and
Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S
U /Russia/CIS), POL363(Russian and Chinese Foreign Policy), POL370(Constitutional Law), POL371(Topics),
POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory),
POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics),
POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone),
POL495(Seminar)
POL368
Model United Nations
4 Semester Credits
This course provides students with in-depth understanding of the United Nations and international diplomacy through
the process of preparation for attending the National Model United Nations Conference which is held each spring in
New York City. Students research a country and set of issues for the committee on which they will serve.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), POL160(World Politics)
POL370
Constitutional Law
4 Semester Credits
The legal-political-philosophical role of the Supreme Court in the American political system in significant decisions
affecting the allocation of powers in the national government and in the federal system.
Core Curriculum Component: None
Prerequisite(s): 1 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American
Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics), POL241(Environmental and
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River Politics), POL282(Asian America Politics of Identity), POL295(Topics), POL323(Social and Political Change),
POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society),
POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women Gender and Social
Change/LatinAm), POL363(Russian and Chinese Foreign Policy ), POL371(Topics), POL375(Media Law), POL380(Western
Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics),
POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and
Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar); POL170(Law in
the United States)
POL371
Topics
4 Semester Credits
Selected topics in constitutional law. Content will vary, defined by the subtitle of the course.
Core Curriculum Component: None
Prerequisite(s): POL170(Law in the United States)
POL380
Western Political Thought
4 Semester Credits
A study of influential political philosophers, emphasizing the values, goals, and assumptions that continue to inform and
to rationalize human governance.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan
Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics),
POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identity),
POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and
Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S
U /Russia/CIS), POL359(Women Gender and Social Change/LatinAm), POL363(Russian and Chinese Foreign Policy),
POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL381(Topics: Democratic Theory), POL382(Marxist
Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics),
POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone),
POL495(Seminar); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
POL381
Topics: Democratic Theory
4 Semester Credits
Selected topics including the emergence of political democracy in comparative perspective and American political
thought. Topic to be included in the subtitle.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan
Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics),
POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identity),
POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and
Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S
U /Russia/CIS), POL359(Women Gender and Social Change/LatinAm), POL363(Russian and Chinese Foreign Policy),
POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL382(Marxist
249
Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics),
POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone),
POL495(Seminar); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
POL397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
POL399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
POL421
Topics: American Politics
4 Semester Credits
Topics include legislative, executive, or judicial politics, public policy, and leadership. Can include focus on national,
state, or local level.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan
Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics),
POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identity),
POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and
Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S
U /Russia/CIS), POL359(Women Gender and Social Change/LatinAm), POL363(Russian and Chinese Foreign Policy),
POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics:
Democratic Theory), POL382(Marxist Theory), POL459(Topics: Comparative Politics), POL461(Topics: International
Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations
Keystone), POL495(Seminar)
POL459
Topics: Comparative Politics
4 Semester Credits
Selected themes including interpretations of political systems and comparisons of political processes such as political
participation, political development, political change, and revolution. Topic to be included in subtitle.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan
Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics),
POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identity),
POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and
Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S
U /Russia/CIS), POL359(Women Gender and Social Change/LatinAm), POL363(Russian and Chinese Foreign Policy),
250
POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics:
Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL461(Topics: International Politics),
POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone),
POL495(Seminar)
POL461
Topics: International Politics
4 Semester Credits
Selected themes including interpretations of international politics, foreign policy decision-making, simulations of
international problems. Topic to be included in subtitle.
Core Curriculum Component: None
Prerequisite(s): 1 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American
Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics), POL170(Law in the United
States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identity), POL295(Topics),
POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior),
POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U
/Russia/CIS), POL359(Women Gender and Social Change/LatinAm), POL363(Russian and Chinese Foreign Policy),
POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics:
Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics),
POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone),
POL495(Seminar)
POL483
Political Statistics and Methodology
4 Semester Credits
Introductory survey of political science methods. Covers experimental design, descriptive and inferential statistics,
computer methods, and issues in the construction and execution of political surveys.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
POL484
Political Analysis
4 Semester Credits
An analysis of different approaches and theories in the study of politics including an examination of the requirements of
science as a model for political study. Major research is required. This course satisfies the Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): 3 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American
Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics), POL170(Law in the United
States), POL199(Internship), POL241(Environmental and River Politics), POL295(Topics), POL299(Directed Study),
POL310(Citizen Participation within a Globalized Economy-A Nicaraguan Case Study), POL323(Social and Political
Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL341(Globalization, Social Struggle
and the Environment), POL342(Mass Communication in Society), POL350(Topics: European Politics),
POL351(Commst/Post Commst S U /Russia/CIS), POL353(Political and Social Change in Namibia), POL354(The Politics of
Development in Southern Africa), POL357(Women Gender and Social Change in Latin America - Mexico),
POL359(Women Gender and Social Change/LatinAm), POL363(Russian and Chinese Foreign Policy), POL368(Model
United Nations), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought),
POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL397(Internship), POL399(Internship), POL421(Topics:
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American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political
Statistics and Methodology), POL490(International Relations Keystone), POL495(Seminar), POL498(Independent Study),
POL499(Independent Study)
POL490
International Relations Keystone
4 Semester Credits
Capstone seminar for students majoring in international relations; analysis of some methods for studying international
relations; analysis of major trends; senior thesis. Open to other students by consent of instructor. This course satisfies
the Keystone requirement for International Relations majors.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
POL495
Seminar
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PSY
PSY105
Principles of Psychology
4 Semester Credits
An introduction to the methods and principles of psychology. Applications of psychological concepts to everyday
situations are emphasized. Research participation is required.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
PSY199
Internship
4 Semester Credits
252
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY201
Health Psychology
4 Semester Credits
Consideration of the impact of psychological, behavioral, social, and biological interactions on health.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY203
Lifespan Development
4 Semester Credits
An overview of biological, cognitive, and socioemotional development from the prenatal period through adulthood using
a developmental perspective. Emphasis on theories, methodology, and current scientific and applied research in
developmental psychology.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY215
Research Methods and Statistics I
4 Semester Credits
Part I of a two-term sequence. See PSY 315. PSY 215 may be taken without taking PSY 315. Scientific method as
practiced in psychology. This sequence emphasizes skills of bibliographic research, research design and data collection,
statistical analysis and interpretation, and APA-style presentation of research findings.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); PSY105(Principles of Psychology)
PSY235
Psychology and Law
4 Semester Credits
Application of psychological principles and research to legal processes, policy, and problems. Emphasis on three content
areas: eyewitness memory, courtroom procedures, and forensic clinical practice.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY250
Child Development
4 Semester Credits
Theory and scientific methods of examining development and behavior. Practical implications of data and theory are
stressed.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
253
PSY252
Adolescent and Young Adult Development
4 Semester Credits
Consideration of research and theory related to development during the adolescent and young adult years.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY253
Aging and Adulthood
4 Semester Credits
Development through middle and older adulthood. Consideration of positive and negative aspects of aging. Content is
especially relevant to those who study and work with the largest growing segment of our population—the elderly.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY256
Environmental Psychology
4 Semester Credits
This course uses a cultural-ecological viewpoint to study the influence of both the natural and built physical environment
on human behavior.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): PSY105(Principles of Psychology)
PSY261
Personality and Cultural Context
4 Semester Credits
Current scientifically-based approaches to description, dynamics, and development of personality. Includes study of
gender, social position, and cross-cultural behavior.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY262
Abnormal Psychology
4 Semester Credits
Applying psychological science to understanding the causes and treatments for psychological disorders. Topics include
depression, anxiety, schizophrenia, substance use, and eating disorders.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY263
Sports Psychology
4 Semester Credits
254
Foundations of sports psychology. Psychological concepts applied to sports and enhancement of athletic performance.
Topics include motivation, team development, leadership, psychological skills training, and goal setting.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY271
Psychology of Gender
4 Semester Credits
Emphasis on the social construction of gender and its impact on the lives and behavior of individuals.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY291
Addiction and Recovery
4 Semester Credits
Examines addiction and recovery from multiple perspectives, giving special attention to physiological, religious-spiritual,
neurobiological, and sociocultural dimensions. Emphasis is placed on interdisciplinary approaches to prevention,
treatment, and recovery.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY295
Topics
4 Semester Credits
Specific topic will be published prior to registration; e.g., Positive Psychology, Close Relationships, Psychology and
Religion.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY315
Research Methods and Statistics II
4 Semester Credits
Part II of a two-term sequence. See PSY 215. Ideally PSY 315 should be taken in the term immediately following PSY 215.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY215(Research Methods and
Statistics I)
255
PSY325
Social Behavior
4 Semester Credits
Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social
cognition, group behavior, social influence, attitudes formation, and change. Note: Students should have completed PSY
215; or PSY 105, with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY354
Cognitive Psychology
4 Semester Credits
Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition,
memory, mental imagery, problem solving, decision making, and language. Note: Students should have completed PSY
215; or PSY 105, with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY355
Biopsychology
4 Semester Credits
Relationship between biology and behavior. Considers biological bases of learning and cognition, emotions, abnormal
psychology, and normal and altered states of consciousness. Note: Students should have completed PSY 215; or PSY 105,
with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY357
Behavior Analysis
4 Semester Credits
Principles of learning/behavior change and their application to self-management, family, work, school, and clinic
settings. Individualized projects. Note: Students should have completed PSY 215; or PSY 105, with junior standing and
consent of instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY215(Research Methods and
Statistics I)
PSY359
Assessment
4 Semester Credits
Theory and scientific methods of assessing human aptitudes, achievement, personality, abnormal behavior, vocational
interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability and
256
validity, and legal and ethical issues. Note: Students should have completed PSY 215; or PSY 105, with junior standing
and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY360
Psychology Laboratory
2 Semester Credits
Laboratory research experience under the supervision of a faculty member. Concurrent or previous enrollment in a fullcredit course in the faculty member’s area of expertise and approval by that faculty member are required.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY373
Industrial/Organizational Psychology
4 Semester Credits
The theoretical and applied study of organizations. Topics include the individual, group and organizational
structure/process and change.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY381
Historical Perspectives
4 Semester Credits
Focus on the people in psychology’s history, their questions and positions, from the early Greek period to the present.
Emphasis on the 20th century, inclusions of women and minorities, and contextual history. Note: Students should have
completed PSY 215; or PSY 105, with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY385
Counseling Psychology
4 Semester Credits
Discuss therapeutic approaches and interventions in counseling (e.g., psychoanalysis, person-centered therapy,
cognitive behavioral therapy, and post-modern approaches). Topics include counseling diverse clients, evidence based
practice, and ethical guidelines for the counseling relationship. Note: Students should have completed PSY 215; or PSY
105, with junior standing and consent of instructor.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY390
Topics
4 Semester Credits
Core Curriculum Component: None
257
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY391
Individual Differences
4 Semester Credits
General introduction to the study of individual differences. Particular focus is placed on behavioral genetic methods and
designs. Explores the degree to which genetic and environmental influences co-determine the expression of various
psychological phenotypes, including psychometric IQ, personality, and facets along broader psychopathologic
dimensions.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY315(Research Methods and
Statistics II)
PSY399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY315(Research Methods and
Statistics II)
PSY400
Keystone Internship
4 Semester Credits
Students work 80 hours at an internship site of their choosing and attend a weekly (or weekend) class session. A series
of papers/assignments address career and personal goals as well as the relationship between the internship work and
concepts learned in the psychology major. PSY 400 satisfies the Keystone requirement but must involve an off-campus
internship to satisfy the Augsburg Experience requirement.
Core Curriculum Component: Augsburg Experience, Keystone
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY410
Clinical Neuropsychology
4 Semester Credits
The exploration of human behavior when the brain is altered by traumatic brain injury and diseases such as stroke,
epilepsy, and dementia. Learn human neuroanatomy in order to relate brain systems to attention, perception, memory,
language, personality, and awareness. Address clinical issues, including neuropsychological assessment and interviewing.
Core Curriculum Component: None
258
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY490
Current Topics in Psychology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY491
Advanced Research Seminar
4 Semester Credits
Research team experience in a seminar format. Designed to extend students’ knowledge of statistical and
methodological techniques and to explore contemporary professional issues and implications for social policy.
Recommended for students headed for graduate school and those electing an honors major.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor),
PSY315(Research Methods and Statistics II)
PSY493
Seminar: Contemporary Issues
4 Semester Credits
Discussion and exploration of contemporary, theoretical, professional, and social policy issues from a psychological
viewpoint.
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY498
Independent Study/Research *
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PSY499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
REL
REL100
Christian Vocation and the Search for Meaning I
4 Semester Credits
259
This introductory course examines how people of faith—Jewish, Christian, and Muslim—understand their faith and live
out their spiritual commitments. In particular, it explores some of the biblical and theological resources that the
Christian tradition, seen through the lens of vocation, brings to the search for meaning. Not accepted for credit for
students who have taken REL 300 or 331. REL 100 or 300 is a prerequisite for all religion and youth and family ministry
courses.
Core Curriculum Component: None
Prerequisite(s): None
REL199
Internship
4 Semester Credits
Limited to special cases.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL200
Christian Vocation and the Search for Meaning II
4 Semester Credits
This course focuses on articulating students’ own theological questions and positions and on recognizing and evaluating
religious claims in the areas of biblical interpretation and the historical, cultural, and global contexts of Christianity and
other world religions.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I)
REL205
Exploring Topics in Religion
4 Semester Credits
This course introduces students to various topics within the field of religion. Students will explore primary texts on topics
such as gender, economics, and politics and investigate and analyze the contemporary debates involving these complex
issues. Students will develop their own perspectives on the topic under investigation.
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation); 1 of ENG111(Effective Writing), ENL111(Effective Writing),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
REL210
Research Methods in Religion
4 Semester Credits
An introduction to the study of the main disciplines within the academic study of Christianity (Bible, theology, and
church history), including methods and research skills.
Core Curriculum Component: None
260
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology); 1 of ENG111(Effective Writing), ENL111(Effective Writing),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
REL220
Religion and Science in Popular Culture
4 Semester Credits
This course explores the relationship between religion and science through issues that emerge in public discussion
through news and popular media. Examples of topics include evolution and intelligent design, genetic engineering and
stem cell research, and the social role of science and science as vocation, along with historical and philosophical
development of science in its relationship to religion.
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation)
REL260
Self, Sex & Sin: Human Person in Christian & Contemporary Thought
4 Semester Credits
We face complex questions about human beings, sexuality, and sin. The Bible and Christian thinkers have reflected on
these topics, but it often seems like traditional claims disagree with modern views. This course explores how the
Christian tradition and modern anthropology define self, sex, and sin.
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of REL200(Christian Vocation and the Search for Meaning II), REL300(Bible, Christian Theology and
Vocation)
REL280
Religion and the Rise of Science
4 Semester Credits
This course examines the relationship between religion and the study of the natural world from antiquity to the
beginnings of modern science, focusing especially on the 16th and 17th centuries. We will explore how historical views
of astronomy, biology, mathematics, and physics influenced, and were influenced by, beliefs about God, creation, and
human nature. Prerequisite: REL 100.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation)
REL298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
REL299
Directed Study
4 Semester Credits
261
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL300
Bible, Christian Theology and Vocation
4 Semester Credits
This foundational course for advanced transfer students explores the Bible, Christian tradition, and vocation. Students
will articulate their own theological questions and positions and begin to recognize and evaluate religious claims in a
world of many religions. Open only to advanced transfer students. Not accepted for credit for students who have taken
REL 100, 111, 221, or 331.
Core Curriculum Component: None
Prerequisite(s): 1 of ADVTRANSFER(Advanced Transfer), REL300PERMIT(Permitted to take REL300)
REL301
Interpreting the Old Testament
4 Semester Credits
An investigation of the Torah, Prophets, and Writings, including forms, genres, historical contexts, portrayal of God, and
interpretation of these texts by ancient and modern Jewish and Christian communities.
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL302
Interpreting the New Testament
4 Semester Credits
Historical, literary, and theological interpretation of Paul’s letters, the gospels, and other New Testament writings as
persuasive literature for ancient and modern communities.
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL306
Non-Western Christianity
4 Semester Credits
A study of Christian belief and practice in a variety of cultural settings different from those of Western Europe and North
America. In addition to introductions to forms of this faith on other continents, the course will explore the deep
questions of the relationship of culture and religion, and the ethnic and cultural location of Christianity.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
262
REL309
Religion at the Movies
4 Semester Credits
Religious themes such as good and evil, morality and ethics, human nature, holiness, faith and belief, salvation and
redemption, and forgiveness and mercy will be explored through the medium of popular film.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL313
Environmental Theology and Ethics
4 Semester Credits
An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of
environmental problems in South, Central, and North America.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL324
Liberationist, Feminist, Queer and Postcolonial Theologies in Latin America
4 Semester Credits
Study the range of Latin American liberation theologies that have developed since the 1960s, when Catholic theologians
first asserted that God has a “preferential option for the poor” and therefore linked their faith to revolutionary social
movements against political and economic oppression. Recently, Latin American theologies have expanded to include
feminist, queer, and postcolonial struggles against sexism, heterosexism, and imperialism. Not accepted for credit for
students who have taken REL 366. (Taught only in Mexico)
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL343
Theology of Marriage and Family
4 Semester Credits
An examination of the nature of modern marriage and family relationships within the context of the faith and practice of
the Christian church.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL345
The Lutheran Heritage
263
4 Semester Credits
This course tracks the development and influence of the Lutheran movement from its origins to its diverse expressions
in the 21st century. A cast of characters (from Bach to Bonhoeffer) and controversies (fate and freedom, faith and
works, church and politics, and more) highlight the course topics. Overall, students will be equipped and challenged to
assess Lutheranism's contributions to the Christian movement in light of other faith (and non-faith) traditions.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL346
The Church and Social Change in Southern Africa
4 Semester Credits
This course examines the changing role of the church in the midst of the political transformations of southern Africa.
Students meet with people representing a variety of religious perspectives and roles within churches and religious
organizations.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL347
Ethics and World Religions
4 Semester Credits
This course examines the ethics of major world religions, as both a field of study and a way of life. Students will learn
about the relationship between religious faith and practice and personal and social ethics. Particular attention will be
given to cooperative efforts towards a global ethic.
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and
Vocation)
REL353
Finding Your Religion/Spirituality
4 Semester Credits
A study of the beliefs and worship practices of the major Christian denominations and of the world religions as practised
in America. Some controversial religious movements will also be considered.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL356
World Religions
4 Semester Credits
264
An introductory survey of some of the major living religions of the world, including Hinduism, Buddhism, Confucianism,
Taoism, Shinto, and Islam.
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL357
Giants of the Christian Faith
4 Semester Credits
Christian history is examined through the lives and theology of notable figures. Thinkers who may be studied include
Augustine, Martin Luther, Dorothy Day, and Martin Luther King, Jr.
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL362
Martin Luther and the Reformation
4 Semester Credits
An introduction to the theological thought of the Protestant reformers of the 16th century. Special attention to the
writings of Martin Luther and other representative figures.
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology); 1 of ENG111(Effective Writing), ENL111(Effective Writing),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
REL363
Religion in America
4 Semester Credits
A study of the history of religion in America. This course explores religion as force for personal transformation,
community and social change. In the journey from Puritanism to pluralism, special attention is given to the quest for
religious freedom and the search for meaning in history.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and
Theology)
REL366
Latin American Liberation Theologies
4 Semester Credits
An exploration of Latin American theologies of liberation and their relationship to social/political transformation.
Examines key theological concepts, critiques, and practical implications.
Core Curriculum Component: Search for Meaning II
265
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL370
American Indian Spirituality and Philosophical Thought
4 Semester Credits
Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and
differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual
ceremonies, and beliefs in an afterlife. (Prereq.: junior standing)
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology); 1 of ENG111(Effective Writing), ENL111(Effective Writing),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
REL378
The Medieval Church
4 Semester Credits
This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517
AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its influence,
not only in religious matters, but also in the social and political spheres. Cross-listed with HIS 378.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL385
Process Theology and Christian Faith
4 Semester Credits
Explore a cosmological theology that agrees with contemporary science (physics and biology), Buddhist perspectives on
the world and humans, an understanding of God who is not all powerful but who is all loving, and who requires human
participation (vocation) to accomplish the salvation of the world. Prerequisites: REL 100 or REL 300
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL386
Speaking of Genesis
4 Semester Credits
An investigation of scholarship on Genesis and the role of interpretation through study of the characters and values
portrayed in Genesis and related biblical texts.
Core Curriculum Component: Search for Meaning II
266
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL390
Theology of Death and Dying
4 Semester Credits
A study of death and dying from the viewpoint of Christian theology and ethics, taking into account also what other
religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on
medical ethics brought on by modern medical technology.
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL405
Christensen Scholar Seminar I
2 Semester Credits
This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry.
This course is open to participants in the Christensen Scholar program only. Applications due in January. Sophomores
and juniors may apply. Contact Religion department for details.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology); CONSENT(Consent of Instructor)
REL406
Christensen Scholar Seminar II
2 Semester Credits
267
This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry.
This course is open to participants in the Christensen Scholar program only.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology); CONSENT(Consent of Instructor)
REL407
Interfaith Scholars Seminar I
2 Semester Credits
This course engages students as partners in ongoing interreligious dialogue and action by exploring methods and best
practices for talking about religion in a diverse democracy. Students will also engage in interfaith service-learning
projects through a connection with the Interfaith Youth Core and the President Obama Interfaith Challenge. Applications
due in February/March. Sophomores and juniors may apply. Contact Religion department for details.
Core Curriculum Component: None
Prerequisite(s): REL100(Christian Vocation and the Search for Meaning I)
REL408
Interfaith Scholars Seminar II
2 Semester Credits
This course engages students as partners in ongoing interreligious dialogue and action by exploring methods and best
practices for talking about religion in a diverse democracy. Students will also engage in interfaith service-learning
projects through a connection with the Interfaith Youth Core and the President Obama Interfaith Challenge. (Prereq.:
sophomore standing).
Core Curriculum Component: None
Prerequisite(s): REL100(Christian Vocation and the Search for Meaning I)
REL425
Christian Spiritual Practices
4 Semester Credits
A practical forum on “habits of the heart” that sustain Christian service. Students explore and critically reflect on the
value and practice of spiritual disciplines such as prayer, meditation, journaling, and service to the poor.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL441
Feminism and Christianity
4 Semester Credits
Attention will be given to religious influences on societal roles for women and men, feminist interpretation of the Bible,
and the impact of feminism on Christian theology, especially in terms of language and metaphor.
Core Curriculum Component: Search for Meaning II
268
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL471
Jesus and His Interpreters
4 Semester Credits
Consideration of the New Testament documents, particularly the Gospels, dealing with their context, literary structure,
and relationships. Attention to the variety of interpretations given the person of Jesus.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL472
Paul the Apostle
4 Semester Credits
A study of the apostle Paul including his historical background, his relationship to the early church, and some of the
themes found in his writings.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL475
Judaism
4 Semester Credits
An introduction to the Jewish faith as the tradition has developed, as well as attention to current issues facing the
Jewish community.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL480
Vocation and the Christian Faith
4 Semester Credits
This course will examine vocation in the Bible, the Christian tradition, and contemporary culture. Students will be
challenged to make vocation the lens through which they view their lives and communities. This course satisfies the
Keystone requirement. (Note: some majors, including REL, may still require a Particular keystone course in that
discipline.)
Core Curriculum Component: Keystone
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
269
REL481
Contemporary Theology
4 Semester Credits
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.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology); 1 of ENG111(Effective Writing), ENL111(Effective Writing),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
REL483
Christian Ethics
4 Semester Credits
The course will focus on the understanding of ethics from a Christian as well as an interreligious perspective, examining
the theological and social science context of both individual and social ethics. Students will probe their own definitions
of what it means to live a moral life and the processes one uses to make moral decisions.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL490
Topics
4 Semester Credits
Selected topics in religion.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL495
Religion Keystone
4 Semester Credits
This course is required for the major, and enrollment is normally restricted to students who have nearly finished their
coursework. Selected topics vary by instructor. Students will improve writing abilities through writing a major research
paper.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); REL210(Research Methods in Religion)
REL498
Independent Study/Research
2 Semester Credits
270
For religion majors only.
Core Curriculum Component: None
Prerequisite(s): None
REL499
Independent Study/Research
4 Semester Credits
For religion majors only.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
SCI
SCI106
Introductory Meteorology
4 Semester Credits
A survey of the basic principles of Earth’s weather and climate. Topics include winds, fronts, cyclones, clouds and
precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming, and ozone
depletion. (Three one-hour lectures, one two-hour laboratory per week.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2)
SCI106L
Introductory Meteorology Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): SCI106(Introductory Meteorology) *concurrent registration is required*
SCI110
Natural Science I
4 Semester Credits
The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major
concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of
computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory per week. Odd years-Rochester
only.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Group)
SCI110L
Natural Science I Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
271
Prerequisite(s): None
SCI111
Natural Science II
4 Semester Credits
The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth
science and biology. Laboratory work will complement lectures and will include the use of computers and electronic
sensors. (Three one-hour lectures, one three-hour laboratory per week. Even years-Rochester only.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); SCI110(Natural Science I)
SCI111L
Natural Science II Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): SCI111(Natural Science II) *concurrent registration is required*
SCI123
The Science of Food and Cooking
4 Semester Credits
A survey of the underlying physics and chemistry relevant to food and its preparation. Topics include: molecular building
blocks of food, phases and phase transitions, emulsions, foams, gels, fermentation, taste, soil, plants, self-assembly,
microbes, and nutrition. (Three hours of lecture and one and a half hour of laboratory. Spring)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT103(Everyday Math), MPL(Math Placement Level)
SCI123L
The Science of Food and Cooking Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): SCI123(The Science of Food and Cooking) *concurrent registration is required*
SCI280
Introduction to Research
2 Semester Credits
This is a topics course for discovery-based research introducing concepts and skills based on instructor-generated
research projects. It is offered through a selection-process based on student interest, invitation, and interview selection.
It is recommended for students in the Honors Program and can also fulfill an AugExperience as an experiential course in
research if the student project results in presentation of the work in subsequent semesters. All are welcome to apply.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
SCI490
Integrated Science
272
2 Semester Credits
The Natural Science Keystone explores the connections of science with the world at large, including faith, vocation,
ethics, and professional accountability. Students will reflect on science as a vocation and the philosophy of science in a
global context of the interconnectedness of faith, reason, ethics, sustainability, and socio-political-economic situation.
(Prereq: senior biology, chemistry, or physics major)
Core Curriculum Component: Keystone
Prerequisite(s): None
SOC
SOC111
City and Community: Intro to Urban Sociology
4 Semester Credits
How is community possible in the context of multicultural, social, and political forces that are characteristic of urban
life? The cultural and structural dynamics of the Twin Cities are a basis for exploring these themes.
Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences
Prerequisite(s): None
SOC121
Introduction to Human Society
4 Semester Credits
What is society and how does it make us who we are? Sociology offers insights into discovering the world and one’s
place in it. Course study focuses on an understanding of culture, social structure, institutions, and our interactions with
each other.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
SOC199
Internship
4 Semester Credits
This course requires at least 140 hours at a college-approved internship site and completion of a learning agreement
before or at the beginning of the internship. Participation in a biweekly on-campus seminar is also required to receive
course credit.
Core Curriculum Component: None
Prerequisite(s): None
SOC231
Family Systems: Cross Cultural Perspectives
4 Semester Credits
The term family is a universal concept, yet its membership, rituals, and functions vary dramatically across world cultures
and sub-cultures in the United States. Family systems are explored with respect to cultural and historical settings,
variations among families, and modern cultural and social patterns.
Core Curriculum Component: None
Prerequisite(s): None
273
SOC240
Protest and Social Change: The Sociology of Social Movements
4 Semester Credits
Why do people engage in protests and join social movements? What impacts do social movements have on social
institutions, the state, culture, and even personal identity? This course explores these and other questions through
studying social movement theory and several social movements occurring over the last two centuries. (SOC 121 and
courses on 19th or 20th century U.S. history recommended, but not required.)
Core Curriculum Component: None
Prerequisite(s): None
SOC265
Race, Class and Gender
4 Semester Credits
Who gets what, when, and how? Individuals and groups from diverse backgrounds—race, ethnicity, class, gender, and
sexuality—receive unequal portions of wealth, power, and prestige in our society. This course focuses on both the
collective and individual processes involved in social inequality.
Core Curriculum Component: None
Prerequisite(s): None
SOC266
Sociology of Sexualities
4 Semester Credits
What we mean by “sex” changes over time. During different historical time periods it’s been a sin, a means of forging
ties between powerful families, a source of psychological perversion, a means to pleasure, a symbol of love, as well as a
personal identity. This class explores how sexuality and its components (desire, pleasure, love, the body) are socially
constructed.
Core Curriculum Component: None
Prerequisite(s): None
SOC277
Introduction to Criminology
4 Semester Credits
What do we know about crime in American society? How can we explain crime sociologically? Patterns of crime,
theories to explain crime, and analysis of the police, the courts, and the correctional system are examined.
Core Curriculum Component: None
Prerequisite(s): None
SOC290
Cultures of Violence
4 Semester Credits
Street gangs and warfare. Police brutality and genocide. Domestic abuse and riots. What are the dynamics underlying
different forms of violence? This course takes violence in its many forms as a topic for sociological analysis.
Core Curriculum Component: None
274
Prerequisite(s): None
SOC295
Topics
4 Semester Credits
A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course
offerings.
Core Curriculum Component: None
Prerequisite(s): None
SOC299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SOC300
Topics
4 Semester Credits
A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course
offerings.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC320
Sociology of Law
4 Semester Credits
How does law in practice differ from law as it is written in the Constitution/Bill of Rights? Despite the pretense that legal
language is neutral, in practice, the law constructs people in different, unequal ways based on their class, age, race,
gender, and sexuality. We will explore the different ways that law is practiced and theorized. Coursework will involve
observing law in practice in local courts.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC349
Sociology of Organizations
4 Semester Credits
What is the nature of these modern organizations in which we spend so much of our daily lives? Organizations as
corporate actors, for profit and not for profit, are analyzed with respect to their goals, culture, technology and structure.
We will explore the consequences of living in a society dominated by organizations.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); SOC121(Introduction to Human
Society)
275
SOC362
Statistical Analysis
4 Semester Credits
This course is an introduction to descriptive and inferential statistics in the social sciences; as such, it provides a
foundation for understanding quantitative analysis—be it in an academic journal or a daily newspaper.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); SOC121(Introduction to Human Society)
SOC363
Research Methods
4 Semester Credits
Good research—do you know it when you see it? Can you produce it yourself? Social science research skills are learned
through the practice and application of the basic tools of valid and reliable research design and data analysis.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); SOC362(Statistical Analysis)
SOC375
Social Psychology
4 Semester Credits
Who are you, really? Taking the perspective of symbolic interactionism, this course begins with an exploration of how
we create and sustain our identities through interaction with those around us and how those identities change with the
surrounding circumstances. The course continues with a consideration of how social situations affect and shape
individual identity and behavior.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC377
Organizational Crime and Deviance
4 Semester Credits
The benefits of contemporary organizational life come with costs: space shuttle explosions, insider trading, chemicals
dumped in lakes; nuclear accidents; corporate scandals. What are the causes and consequences of organizational crime
and deviance? Case study analysis and the application of sociological models of explanation will be examined in depth.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC380
Disaster and Resilience
4 Semester Credits
Floods. Heat waves. Earthquakes. Nuclear accidents. How do communities respond to such disasters? What is the role of
government and media in such events? Can we reduce vulnerabilities? Through projects, field visits, guest speakers and
seminar discussions we draw from the sociology of disaster, urban sociology, environmental studies, and organizational
theory.
Core Curriculum Component: None
276
Prerequisite(s): 1 of SOC111(Human Community and Modern Metropolis), SOC121(Introduction to Human Society)
SOC381
City and Regional Planning
4 Semester Credits
Explores and analyzes theories and approaches to urban planning and the shaping of metropolitan areas. Readings,
simulations, outside speakers, and field study in a seminar format.
Core Curriculum Component: None
Prerequisite(s): 1 of SOC111(Human Community and Modern Metropolis), SOC121(Introduction to Human Society),
SOC211(Human Community and Modern Metropol); 1 of ENG111(Effective Writing), ENL111(Effective Writing),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
SOC387
Juvenile Delinquency
4 Semester Credits
Why is the delinquency of juveniles seen differently from the deviance of adults? In addressing this question the social
construction of deviance and delinquency as well as the historical precedents for treating juveniles differently will be
examined. Topics include: sociological theories, patterns of delinquency, and the social and legal reactions to juvenile
delinquency.
Core Curriculum Component: None
Prerequisite(s): None
SOC390
Social Problems Analysis
4 Semester Credits
How do social problems develop? What can be done about them? This course engages the sociological imagination in an
attempt to draw connections between micro-level analysis and macro-level analysis, linking our own private troubles
with public issues.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SOC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SOC485
Sociological Theory
277
4 Semester Credits
An examination of the major theoretical traditions within sociology, tracing the course of their development in the 19th
and 20th centuries.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC490
Senior Seminar and Keystone
4 Semester Credits
This Keystone experience provides the opportunity for majors to integrate the sociology program and general education,
develop an understanding of the applied value of sociology, and articulate a sense of vocation and professional identity.
Pass/No Pass grading. Senior sociology majors only. (Spring)
Core Curriculum Component: Keystone
Prerequisite(s): SOC485(Sociological Theory)
SOC495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of All of SOC121(Introduction to Human Society), SOC485(Sociological Theory); CONSENT(Consent of
Instructor)
SOC499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), SOC121(Introduction to Human Society)
SPA
SPA111
Beginning Spanish I
4 Semester Credits
Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction
to culture of the Spanish-speaking world.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
SPA112
Beginning Spanish II
4 Semester Credits
Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction
to culture of the Spanish-speaking world.
Core Curriculum Component: Modern Language 2
278
Prerequisite(s): 1 of SPA111(Beginning Spanish I), SPALANG(Spanish Language Placement)
SPA199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA206
Spanish for Health Care Professionals
4 Semester Credits
Taught in Cuernavaca, Mexico.
Core Curriculum Component: None
Prerequisite(s): SPA112(Beginning Spanish II)
SPA211
Intermediate Spanish I
4 Semester Credits
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote
cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class
discussions.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of SPA112(Beginning Spanish II), SPALANG(Spanish Language Placement)
SPA212
Intermediate Spanish II
4 Semester Credits
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote
cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class
discussions.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of SPA211(Intermediate Spanish I), SPALANG(Spanish Language Placement)
SPA220
Business Spanish
4 Semester Credits
Aims to enable students to develop proficiency in the vocabulary, grammar, and cultural competencies necessary to
successfully conduct business in Spanish-speaking countries, with an emphasis on Latin America. (Prerequisite: 112 or
equivalent or instructor’s consent. Only taught in Mexico.)
Core Curriculum Component: None
Prerequisite(s): SPA112(Beginning Spanish II)
SPA224
Spanish for the Ministry
279
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA225
Spanish for Heritage Speakers I
4 Semester Credits
This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic knowledge
of Spanish grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain fluency and
confidence in your native language. (No prerequisites. Placement in level I or II depends on proficiency. Only taught in
Mexico.)
Core Curriculum Component: None
Prerequisite(s): None
SPA231
Pre-Columbian, Colonial and Contemporary Mexican Art
4 Semester Credits
Core Curriculum Component: Fine Arts
Prerequisite(s): None
SPA248
Spanish and Latin American Culture Through Film
4 Semester Credits
An introduction to contemporary cultural issues of Spanish and Latin American societies as portrayed in the films of
major filmmakers with attention to the aesthetic variations across their works. Films in Spanish with English subtitles;
language of instruction is English.
Core Curriculum Component: None
Prerequisite(s): None
SPA295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA311
Spanish Conversation and Composition
4 Semester Credits
280
Aims to enrich vocabulary and improve fluency and facility through oral and written practice in correct expression. This
course is a prerequisite for all upper division courses except for SPA 316.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA212(Intermediate Spanish II), SPALANG(Spanish Language Placement)
SPA312
Spanish Expression
4 Semester Credits
Intended for students who have a basic command of writing and speaking skills in Spanish and seek to expand them.
Intensive practice aimed at refining grammar skills. Highly recommended as a continuation of SPA 311.
Core Curriculum Component: None
Prerequisite(s): SPA311(Spanish Conversation and Composition)
SPA316
Conversations in Cultural Context
4 Semester Credits
Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses
Latin American films to stimulate discussion.
Core Curriculum Component: None
Prerequisite(s): SPA311(Spanish Conversation and Composition)
SPA325
Spanish for Heritage Speakers II
4 Semester Credits
This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic knowledge
of Spanish grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain fluency and
confidence in your native language. (No prerequisites. Placement in level I or II depends on proficiency. Only taught in
Mexico.)
Core Curriculum Component: None
Prerequisite(s): None
SPA331
Spanish Civilization and Culture
4 Semester Credits
Study of the Spanish character and of Spanish contributions to world civilization through historical, intellectual, literary,
and artistic movements. In Spanish.
Core Curriculum Component: None
Prerequisite(s): SPA311(Spanish Conversation and Composition)
SPA332
Latin American Civilization and Culture
4 Semester Credits
A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In
Spanish.
281
Core Curriculum Component: Humanities
Prerequisite(s): SPA311(Spanish Conversation and Composition)
SPA334
Contemporary Mexican Literature
4 Semester Credits
This course examines short stories by the most important contemporary Mexican authors, focusing particularly on the
second half of the 20th and the first few years of the 21st century. You will learn about the distinctive traits of Mexican
literature as you learn about the historical, cultural, and literary contexts of this period. (Prereq: SPA 311 or equivalent
or instructor’s consent. Taught in Mexico.)
Core Curriculum Component: None
Prerequisite(s): SPA311(Spanish Conversation and Composition)
SPA335
Contemporary Latin American Women: Texts and Voices
4 Semester Credits
This course examines the social construction of gender in Latin American countries and addresses key issues faced by
Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and
about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of Latin
American women’s experiences. (Prereq.: SPA 311. Taught in Mexico.)
Core Curriculum Component: None
Prerequisite(s): SPA311(Spanish Conversation and Composition)
SPA336
Guatemalan Civilizations and Cultures
4 Semester Credits
The purpose of this course is to explore the development and present status of the many indigenous and other cultural
groups in Guatemala from pre-Colombian times to the present. Primary emphasis will be on the complexity of diverse
cultures in contemporary Guatemala.
Core Curriculum Component: Humanities
Prerequisite(s): SPA311(Spanish Conversation and Composition)
SPA337
Mexican Civilizations and Cultures
4 Semester Credits
The purpose of this course is to explore the development and present status of the many indigenous and other cultural
groups in Mexico from pre-Colombian times to the present. Primary emphasis will be on the complexity of diverse
cultures in contemporary Mexico.
Core Curriculum Component: Humanities
Prerequisite(s): SPA311(Spanish Conversation and Composition)
SPA352
Survey of Spanish Literature I
4 Semester Credits
282
A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and
development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish.
Core Curriculum Component: None
Prerequisite(s): SPA311(Spanish Conversation and Composition)
SPA353
Survey of Spanish Literature II
4 Semester Credits
A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and
development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish.
Core Curriculum Component: None
Prerequisite(s): SPA311(Spanish Conversation and Composition)
SPA354
Representative Hispanic Authors
4 Semester Credits
An introduction to Hispanic literature. Lectures, discussions, and written and oral reports in Spanish.
Core Curriculum Component: Humanities
Prerequisite(s): SPA311(Spanish Conversation and Composition)
SPA356
Latin American Literature
4 Semester Credits
Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories,
poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees.
Core Curriculum Component: None
Prerequisite(s): SPA311(Spanish Conversation and Composition)
SPA357
Central American Literature
4 Semester Credits
This course offers an introduction to contemporary Central American literature, focusing on poetry and narratives
written in the 20th century. Special attention is given to the reciprocal relationship between literature and Central
American history and social change.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPALANG(Spanish Language Placement)
SPA397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SPA399
283
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): SPA212(Intermediate Spanish II)
SPA411
Advanced Spanish Conversation and Composition
4 Semester Credits
Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions,
reports, debates, written compositions, and grammatical exercises.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); SPA311(Spanish Conversation and
Composition)
SPA495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPE
SPE315
Emotional and Behavioral Disabilities
1.5 Semester Credits
The purpose of this course is to discuss critical issues in the field, create a final portfolio synthesizing your coursework
and experience, and prepare for student teaching.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE410
Implementing Assessment Strategies
3 Semester Credits
This course examines the assessment process from the pre-referral to the recommendation stage. Students gain
understanding of key assessment tools and how they influence student placement and programming. A qualitative and
person-centered assessment process is emphasized. Field experience is required.
284
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE411
Etiology and Theory of Mild to Moderate Disabilities
3 Semester Credits
This course presents an overview of learners with emotional or behavioral disorders, specific learning disabilities,
developmental cognitive disabilities, autism spectrum disorders, and other health disabilities, including those from
culturally and linguistically diverse backgrounds. Students will probe the central concepts, history and models, theories,
and philosophies that form the bases for special education practice.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE415
Theory to Practice
3 Semester Credits
The focus of this course is on the design, delivery, and evaluation of academic instruction for students with mild to
moderate exceptional learning needs. In this course students will gain the knowledge and skills needed to use a wide
range of academic instructional practices across multiple settings when working with youth who have exceptional
learning needs. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDC410(Learners with Special Needs), EDC544(Learners with Special Needs); 1 of SPE411(Etiology
and Theory of Mild to Moderate Disabilities), SPE511(Etiology and Theory of Mild to Moderate Disabilities); 1 of
EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
SPE425
Transition and Community
3 Semester Credits
Rationale, design, and delivery of programs for students with disabilities in transition from secondary to post-secondary
environments as well as other transitions in life. Collaboration, communication, and coordination strategies will be a
central focus. This course will emphasize the key elements of an effective delivery system for building self-determination
skills in students with disabilities. Therefore, students will compare and contrast their own transition experiences with
literature specific to students with disabilities, develop transition IEPs, and gain awareness of working with families,
agencies outside of the school, and others to create a seamless system of transition. Field experience in a transition
setting is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE430
Instructional and Behavioral Practices
3 Semester Credits
285
This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of
reflective, pro-active and non-aversive approaches drawn from current best practices and including positive behavioral
supports, person centered planning and functional assessment. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE434
Teaching Content Area w/Learning Disabilities
3 Semester Credits
This course will teach students to identify, adapt, and implement developmentally appropriate instruction that support
the learning of students identified as having learning disabilities. The course will specifically focus on the areas of
reading, writing and listening comprehension, math, reasoning, and problem solving skills. There will be a strong focus
on the modifications involved in these areas and the planning process involved.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of SPE400(TCHNG Emotional/Behavioral Disabilities), SPE500(TCHNG Emotional/Behavioral Disabilities)
SPE481
Student Teaching: Elementary Special Education
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE483
Student Teaching: Elementary Special Education
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE485
Student Teaching: Secondary Special Education
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE487
Student Teaching: Secondary Special Education
286
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE488
Topics in Education
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPE490
Parent and Professional Planning
3 Semester Credits
This course examines the role of families of students with special needs, specifically those families of students with
special needs. A family systems perspective is introduced and applied. The need to form strong connections with
community agencies is emphasized.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
GRADEDADMIT(Graduate Education Department Admission), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level)
SPE501
Historical and Contemporary Issues in American Indian Education
4 Semester Credits
This course examines foundational aspects of teaching and learning as they relate to education. It will investigate
educational history, philosophy as well as models of teaching and learning. A major focus will be to examine past and
present educational experiences of American Indian people in the U.S. Minnesota Board of Teaching (BOT) Standards
and American Indian Learner Outcomes (AILOS) will also be introduced.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE502
American Indians and Special Education
4 Semester Credits
This course will explore disability awareness in traditional and contemporary native culture, exploring historical and
contemporary issues effecting students with disabilities and focusing specifically on American Indian students in special
education. It will provide an overview of special education in U.S. culture including relevant laws, theories, and
sociological concepts as they relate to disability. It will also examine the high incidence of American Indians in special
education including fetal alcohol syndrome (FAS), autism, and biological and environmental conditions. A field
component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
287
SPE503
Assessment of American Indian Learners
4 Semester Credits
This course will examine the cultural bias and discrimination issues with mainstream educational systems, providing
alternative assessments appropriate with native populations. It will also identify differences in assessment tools and
strategies, native student learning and best practices in assessment. Characteristics of learning deficits and how they
interfere with the Circle of Courage will be examined, and approaches for compensation will be developed. A field
component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE504
Working with American Indian Families and Communities
4 Semester Credits
This course will examine techniques appropriate for working with American Indian families, extended families,
professionals, paraprofessionals, and the community when planning and implementing IEPs and transitions for American
Indian students with special needs. Skills and strategies to build partnerships to work within and among Native families
and communities to best meet the needs of the student will also be addressed. A field component will accompany this
course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE505
Manifestation of Multigenerational Trauma and Internalized Oppression
4 Semester Credits
This course will focus on how multigenerational trauma and internalized oppression manifests itself in families,
communities, schools, and student learning. It will examine and explore strategies that provide practical skills and tools
to mitigate these effects. Disability categories such as Emotional Behavioral Disabilities (EBD), Attention Deficit Disorder
(ADHD), Autism Spectrum Disorders (ASD), and Fetal Alcohol Syndrome (FAS) will be examined as contemporary issues
impacting American Indian children. Behavioral support options appropriate for students identified with EBD will be
provided. A field component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE506
Indigenous Learners
4 Semester Credits
This course will identify best practices in American Indian education incorporating culturally appropriate methods and
materials for students in special education. It will also explore cultural differences in learning and behavioral practices,
community and environment variables, examining the high incidence of American Indian students in special education,
cultural misunderstandings that impede placement, services and diagnosis. A field component will accompany this
course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE507
288
Indigenous Methods of Instruction: Practical Application
4 Semester Credits
Current best practices in American Indian education will provide students with hands on skills and strategies for
curriculum development including unit planning, lesson planning, and individualization. Various models of instruction for
teaching students including the development of intervention plans that are culturally, academically, and socially
appropriate based on assessment and observation to meet the needs of American Indian special education students. A
field component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE508
Professional Issues and Development
2 Semester Credits
This course will focus on professional development and integrity in teaching. It will examine current issues and ethical
dilemmas in the fields of special education/American Indian education. Documentation, reflection, synthesis of learning
and the development of a professional portfolio will be the main focus.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE509
Literacy Instruction for American Indian Learners with Exceptionalities
4 Semester Credits
This course is designed to provide the special education teacher with an understanding of the complex developmental
process of reading skills for K-12 American Indian students with special learning needs. We will consider ways in which
reading disabilities develop among American Indian students. In this course, we will study complex developmental
behavior influenced by factors such as phonemic awareness, words analysis, vocabulary, fluency, comprehension,
language, and motivation. This course will also include investigation of best practices in reading assessment and
instruction for American Indian students with special learning needs.
Core Curriculum Component: None
Prerequisite(s): None
SPE510
Implementing Assessment Strategies
3 Semester Credits
This course examines the assessment process from the pre-referral to the recommendation stage. Students gain
understanding of key assessment tools and how they influence student placement and programming. A qualitative and
person-centered assessment process is emphasized. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE511
Etiology and Theory of Mild to Moderate Disabilities
3 Semester Credits
This course presents an overview of learners with emotional or behavioral disorders, specific learning disabilities,
developmental cognitive disabilities, autism spectrum disorders, and other health disabilities, including those from
289
culturally and linguistically diverse backgrounds. Students will probe the central concepts, history and models, theories,
and philosophies that form the bases for special education practice.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE515
Theory to Practice
3 Semester Credits
The focus of this course is on the design, delivery, and evaluation of academic instruction for students with mild to
moderate exceptional learning needs. In this course students will gain the knowledge and skills needed to use a wide
range of academic instructional practices across multiple settings when working with youth who have exceptional
learning needs. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of EDC410(Learners with Special Needs), EDC544(Learners with Special Needs); 1 of SPE411(Etiology and
Theory of Mild to Moderate Disabilities), SPE511(Etiology and Theory of Mild to Moderate Disabilities)
SPE525
Transition and Community
3 Semester Credits
Rationale, design, and delivery of programs for students with disabilities in transition from secondary to post-secondary
environments as well as other transitions in life. Collaboration, communication, and coordination strategies will be a
central focus. This course will emphasize the key elements of an effective delivery system for building self-determination
skills in students with disabilities. Therefore, students will compare and contrast their own transition experiences with
literature specific to students with disabilities, develop transition IEPs, and gain awareness of working with families,
agencies outside of the school, and others to create a seamless system of transition. Field experience in a transition
setting is required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE530
Instructional and Behavioral Practices
3 Semester Credits
This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of
reflective, pro-active and non-aversive approaches drawn from current best practices and including positive behavioral
supports, person centered planning and functional assessment. Field experience is required.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE540
Parent and Professional Planning
3 Semester Credits
290
This course examines the role of families of students with special needs, specifically those families of students labeled
EBD. A family systems perspective is introduced and applied. The need to form strong connections with community
agencies is emphasized.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE598
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE599
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPP
SPP200
Study Abroad
16 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPP201
Study Abroad Summer School
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPP202
Study Abroad/Part Time
8 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK
SWK100
Introduction to Professional Social Work
4 Semester Credits
This course provides an opportunity for students to explore a possible social work major or future career in human
services. Students will receive an overview of social welfare as an institution and social work as a profession. The course
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examines service needs associated with the unequal impact of social, economic and political structures on diverse
groups in society. Students volunteer 40 hours in a human service agency, program or institution.
Core Curriculum Component: None
Prerequisite(s): None
SWK210
Environmental Justice and Social Change
4 Semester Credits
This course examines the relationship between environmental justice issues and principles and methods of social
change. It explores the relationship between environmental damage and damage to human populations, the differential
effect of environmental damage on specific populations, and the ways social change agents can mobilize action to
correct these injustices.
Core Curriculum Component: None
Prerequisite(s): None
SWK230
Global Peace and Social Development
4 Semester Credits
This course offers a framework for understanding sustainable social and economic development and non-violent social
change. Case studies present examples of how social work and human services function in a global context and are vital
to fostering peace, human rights, and well-being.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): None
SWK240
Intergroup Dialogue
4 Semester Credits
In SWK 240, students will participate in intergroup dialogue; an experiential process that enhances complex thinking
skills as well as cross-cultural competence and empathy. The class will explore the intersection between the student’s
individual experiences and narratives from historical, psychological and sociological sources.
Core Curriculum Component: None
Prerequisite(s): None
SWK280
Diversity and Inequality in Professional Practice
4 Semester Credits
This course explores diversity and social inequality as they relate to professional practice in social work and other
helping professions. Building cultural competence in work with diverse populations, students learn through dialogue,
reading, experiential exercises, and community observation.
Core Curriculum Component: None
Prerequisite(s): None
SWK294
Topics
292
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK301
History and Analysis of Social Policy
4 Semester Credits
The history of social workers, social movements, and changing social norms in Europe, North America, and globally
profoundly affects social welfare policy today and tomorrow. In this course, students learn how historical events,
policies, and programs influenced today’s social responses to human needs.
Core Curriculum Component: None
Prerequisite(s): None
SWK303
Human Development and the Social Environment
4 Semester Credits
Students focus on the theories and knowledge of human bio-psycho-social spiritual development throughout the life
span. Students will study how people develop, with attention to the interaction among individuals, families, and the
changing social environment. The course takes a life span perspective of human development, from birth to death in the
context of the person in the environment. Traditional approaches to life “stages” are also explored, along with less
traditional issues, such as human behavior and development as a result of different cultures, sexual orientation, poverty,
differing physical or mental abilities, and the relationship between diverse statuses and the social environment.
Core Curriculum Component: None
Prerequisite(s): None
SWK306
Social Work Practice 1: With Individuals
4 Semester Credits
Students develop foundational social work practice knowledge, skills, and values while learning to interview, assess, set
goals, and work with individual clients. Course readings, class participation, simulations, and role-plays provide learning
opportunities for students to build skills necessary for generalist social work practice with individuals, families, and
groups. Emphasis is on holistic practice applying the strength-based problem solving approach and working with diverse
populations.
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Core Curriculum Component: None
Prerequisite(s): None
SWK307
Field Work 1: Integrative Seminar
4 Semester Credits
Students begin applying practice knowledge and skills in their first social work practicum. Social work professionals in
regional human service agencies supervise students in a full-year field placement. Students also synthesize their coursebased learning with their supervised training through participation in weekly integrative seminars. Students complete a
minimum of 120 hours of supervised practice in the fall term.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): SWK306(Social Work Practice 1: With Individuals) *concurrent registration is required*
SWK316
Social Work Practice 2: With Families and Groups
4 Semester Credits
Students continue to develop generalist social work practice knowledge, skills, and values while learning to interview
families and facilitate groups. Emphasis on holistic practice applying the strength-based problem solving approach and
working with diverse groups and families.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); SWK306(Social Work Practice 1: With
Individuals), SWK307(Field Work 1: Integrative Seminar)
SWK317
Field Work 2: Integrative Seminar
4 Semester Credits
This course is a continuation of SWK 307. Students apply practice knowledge and skills in their first social work
practicum. Students synthesize their course-based learning with their supervised training through participation in
weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the spring term.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): SWK316(Social Work Practice 2: With Families and Groups) *concurrent registration is required*
SWK396
Internship *
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
294
SWK401
Social Work Research and Evaluation
4 Semester Credits
This course will provide students with an introduction to positivist and constructivist theories and related methods
commonly used in both social science research and social work evaluation. Students will learn to integrate social work
values and ethical principles with social science research and evaluation. Methods of program and practice evaluation
will be examined. Various approaches to organizing information and interpreting data will also be examined.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); 1 of MAT163(Introductory Statistics),
SOC362(Statistical Analysis)
SWK406
Social Work Practice 3: With Communities and Policies
4 Semester Credits
Students learn how community organizations, human service agencies, and social policies emerge in Western society.
Students study how to organize communities for empowerment, how to assist human service agencies to adapt, and
how to influence local, regional, and national policies.
Core Curriculum Component: None
Prerequisite(s): None
SWK407
Field Work 3: Integrative Seminar
4 Semester Credits
Social work professionals in regional human service agencies supervise students in a senior year field placement.
Students synthesize their advanced course learning with their supervised training through participation in weekly
integrative seminars. Students complete a minimum of 120 hours of supervised practice in the fall term.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SWK417
Field Work 4: Integrative Seminar
4 Semester Credits
This course is the social work major keystone course and a continuation of SWK 407. Social work students synthesize
their advanced course learning with their supervised training through participation in weekly integrative seminars.
Students complete a minimum of 120 hours of supervised practice in the spring term.
Core Curriculum Component: Augsburg Experience, Keystone
Prerequisite(s): None
SWK499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
295
SWK500
Human Behavior and the Social Environment
4 Semester Credits
This course presents knowledge basic to an understanding of human growth and behavior through the lifecycle. It
examines the interplay of biological, social, cultural, psychological, and spiritual contexts that influence the growth of
individuals and families in contemporary global society. It requires students to select and apply theory and knowledge
from the liberal arts to help understand human behavior and development.
Core Curriculum Component: None
Prerequisite(s): None
SWK501
History of Social Welfare Policy
3 Semester Credits
This course analyzes the history of social welfare policy in the United States and its impact on current social policy. This
exploration is a critical analysis of history that connects social welfare to political, economic and other arenas. The
course analyzes major assumptions, ideas, and events contributing to the rise of the welfare state, the profession of
social work, and its values and ethics.
Core Curriculum Component: None
Prerequisite(s): None
SWK504
Applied Research Methods
2 Semester Credits
The purpose of this course is to prepare students to engage in research-informed practice and practice-informed
research. Students use knowledge from their practice courses to integrate with the scientific method. Basic Components
of the scientific method will be discussed such as research designs, measurements, sampling methods, data analysis, and
research ethics.
Core Curriculum Component: None
Prerequisite(s): None
SWK505
Practice Methods and Skills 1: Individuals
4 Semester Credits
The methods sequence is built on a theoretical conceptualization that integrates systems and ecological theory, the
strengths perspective and the problem-solving model. SWK 505 teaches the foundational knowledge, skills, and
principles of the helping process with individual clients. Throughout the course, work with a diversity of professional and
natural helping networks and client groups are stressed.
Core Curriculum Component: None
Prerequisite(s): None
SWK506
Practice Methods and Skills 2: Groups and Families
4 Semester Credits
296
This course provides the foundation for social work practice with groups and families. It emphasizes the knowledge,
values, and skills necessary for professional practice with groups and families as well as task groups and therapeutic
groups. Finally, the course is built on theoretical conceptualizations that integrate systems and ecological theory, the
strengths perspective, and the problem solving model.
Core Curriculum Component: None
Prerequisite(s): None
SWK509
Human Behavior: Mental Health Assessment and Diagnosis
4 Semester Credits
Using a developmental and strengths perspective, emphasis is placed on biopsychosocial, spiritual, cultural and
environmental influences on incidence, course and treatment of the most commonly presented mental health diagnoses
and the differential effect of these factors on diverse populations. Current research and theory in developmental
psychology, neurobiology and sociology provide the foundation for understanding the development of mental health.
Core Curriculum Component: None
Prerequisite(s): None
SWK510
Advanced Practice Methods
4 Semester Credits
This course is for advanced standing students only and is designed to provide a transition from their BSW program to
advanced placement in the MSW program. It provides knowledge and skill building in the latest approaches to social
work practice, contemporary theories, and current research on effectiveness. The program’s approach to graduate level
social work practice with individuals, groups, families, organizations, and communities will be covered, with
opportunities to build on students’ BSW background and post-graduate experience.
Core Curriculum Component: None
Prerequisite(s): None
SWK516
Practice Methods and Skills 3: Communities and Policies
3 Semester Credits
This course introduces theoretical knowledge of macro practice social work with organizations, communities, social
movements, programs and policies. Students will gain fundamental macro practice social work skills with organizations,
communities, and policies. Using a social justice framework, social identity within macro systems will be examined.
Social work ethics and community-based research, including their relevance and application to macro systems will be
applied.
Core Curriculum Component: None
Prerequisite(s): None
SWK530
Integrated Field Seminar 1
4 Semester Credits
The foundation field seminars: (1) integrate course content (2) address issues and experiences from the students’ field
practicum through rigorous application of the problem-solving process, systems theory, ecological, and strengths
perspectives. The seminars make connections among course components and the expansion of classroom content297
particularly that relating to dynamics of family, group and community; human behavior; populations-at-risk; policy
analysis and research.
Core Curriculum Component: None
Prerequisite(s): None
SWK535
Integrated Field Seminar 2
2 Semester Credits
The foundation field seminars: (1) integrate course content (2) address issues and experiences from the students’ field
practicum through rigorous application of the problem-solving process, systems theory, ecological, and strengths
perspectives. The seminars make connections among course components and the expansion of classroom contentparticularly that relating to dynamics of family, group and community; human behavior; populations-at-risk; policy
analysis and research
Core Curriculum Component: None
Prerequisite(s): None
SWK536
Human Behavior and the Macro Social Environment
3 Semester Credits
This course builds on HBSE, moving from the individual life span focus to emphasizing the impact of the environment in
all relationships, stressing the link between social issues and individual problems plus defining the common human
condition. A specific focus of the course is on the role of organizations in social work practice.
Core Curriculum Component: None
Prerequisite(s): None
SWK610
Integrative Field Seminar 3: MCCP
3 Semester Credits
The seminars are designed to address issues and experiences from the student's field practicum through rigorous
application of different theoretical concepts and social work principles using a culturally sensitive approach grounded in
a clear ethical foundation. The goal is to strengthen the students sophistication in understanding the interconnections
between culturally appropriate theory and practice skills related to a specific client system, and the students inherent
and inescapable contribution based on the students use of self. Secondly, the field seminar is the course where the
students reflect on the evolution of their practice and document their progress. All students in field placements must
participate in the appropriate concurrent Field Seminar.
Core Curriculum Component: None
Prerequisite(s): None
SWK611
Integrative Field Seminar 4: MCCP
3 Semester Credits
The seminars are designed to address issues and experiences from the student's field practicum through rigorous
application of different theoretical concepts and social work principles using a culturally sensitive approach grounded in
a clear ethical foundation. The goal is to strengthen the students sophistication in understanding the interconnections
between culturally appropriate theory and practice skills related to a specific client system, and the students inherent
and inescapable contribution based on the students use of self. Secondly, the field seminar is the course where the
298
students reflect on the evolution of their practice and document their progress. All students in field placements must
participate in the appropriate concurrent Field Seminar.
Core Curriculum Component: None
Prerequisite(s): None
SWK615
Diversity and Inequality 1: MCCP
2 Semester Credits
These courses are based on a dual focus of valuing diversity and understanding social justice. This two-course sequence
studies the history, demographics, and cultures of various disenfranchised groups as well as the dominant culture. It
examines the impact of inequality on people of all backgrounds. In the second semester, students will participate in
dialogue group: a stage-based, co-facilitated, face-to-face group that focuses on dialogue skills within the context of
one’s race, ethnicity, age, religion, disability, country of origin, gender identity and sexual orientation. The two-sequence
course is based on several assumptions: social inequality is an overarching phenomenon related to diversity, with
individual manifestations within different social identity categories; social injustice occurs and is present at individual,
institutional, and societal/structural levels; and, professional social work ethics and values demand cultural competence
and culturally sensitive practice at the micro, mezzo, and macro levels.
Core Curriculum Component: None
Prerequisite(s): None
SWK616
Diversity and Inequality 2: MCCP
2 Semester Credits
These courses are based on a dual focus of valuing diversity and understanding social justice. This two-course sequence
studies the history, demographics, and cultures of various disenfranchised groups as well as the dominant culture. It
examines the impact of inequality on people of all backgrounds. In the second semester, students will participate in
dialogue group: a stage-based, co-facilitated, face-to-face group that focuses on dialogue skills within the context of
one’s race, ethnicity, age, religion, disability, country of origin, gender identity and sexual orientation. The two-sequence
course is based on several assumptions: social inequality is an overarching phenomenon related to diversity, with
individual manifestations within different social identity categories; social injustice occurs and is present at individual,
institutional, and societal/structural levels; and, professional social work ethics and values demand cultural competence
and culturally sensitive practice at the micro, mezzo, and macro levels.
Core Curriculum Component: None
Prerequisite(s): None
SWK628
MCCP with Individuals
4 Semester Credits
MCCP with Individuals is a required methods course in the MCCP concentration. The course prepares social work
clinicians who are competent to assess, intervene and monitor clinical interventions that are culturally sensitive and
consistent with social work values and ethics. Although focused on individual intervention, clients are viewed within the
context of their families and social context. The therapeutic process and treatment strategies are examined,
incorporating content from psychodynamic, cognitive-behavioral, and post-modern models. These content areas are
compared from a multicultural perspective in terms of their theoretical assumptions, intervention methods, and
empirical evidence regarding treatment outcomes. Application of the models is placed within the problem-solving model
and guided by an ecosystems, strengths, and empowerment perspective. Particular attention is given to the
development of self-reflective practitioners.
299
Core Curriculum Component: None
Prerequisite(s): None
SWK629
MCCP with Families
3 Semester Credits
MCCP with Families is a required methods course that focuses on the family as a unit of assessment and intervention in
clinical social work practice. This course examines theory, knowledge and skills for clinical practice with families within a
multicultural context. Students apply major family therapy models to assessing and intervening with families
experiencing problems. The models are compared from a multicultural perspective in terms of their theoretical
assumptions, intervention methods, and empirical evidence regarding treatment outcomes. Application of the models is
placed within the problem-solving model and guided by ecosystems, strengths and empowerment perspectives. The
course emphasizes family work that is appropriate to individual and family developmental stages and to diverse family
types. Attention is given to family-centered practice in different social work fields of practice and settings and to the
development of self-awareness of the practitioner.
Core Curriculum Component: None
Prerequisite(s): None
SWK630
MCCP Policy Practice
3 Semester Credits
In this course, MCCP students learn how organizational and social policies affect the delivery of clinical social work
services in multicultural contexts. Students build upon the core policy practice competencies gained in their MSW
foundation courses. Clinical social work practice is distinguished from other professional clinical practice by this use of
the person-in-environment perspective. The multi-cultural lens sharpens focus on both the strengths that come with
diversity and the discrimination and oppression, such as racism, that policies can uphold or undo.
Core Curriculum Component: None
Prerequisite(s): None
SWK631
MCCP with Groups
4 Semester Credits
This course prepares students for advanced multicultural groupwork within a clinical practice. This course builds on the
foundational curriculum with particular attention to clinical practice skills. Students will focus on the process of
individual empowerment and change in the context of clinical group processes. Applied theories of human
development, change, and resilience are integrated with theories of group processes, group leadership, and group
communication as a critical knowledge base for planning, intervention, and leadership. Students will develop an
understanding of phases of group practice, intervention skills, and ethical practices applied in a groupwork environment.
In this course, the reflexive use of self and the cautious use of evidence based practice serve as the foundation for
culturally responsive groupwork. Students will consider how their social identity and position influences similar and
mixed social identity groups and their processes.
Core Curriculum Component: None
Prerequisite(s): None
SWK634
MCCP Supervision
300
2 Semester Credits
Building upon the research to date on social work supervision, this course presents the functions of supervision
(administrative, educational, supportive) as they interrelate in achieving the primary purpose of clinical supervision:
assuring that client services prevent difficulties in client functioning and restore or enhance the biopsycohosocial and
spiritual functioning of individuals, families and groups served by supervisees. Students hone skills necessary for each of
the stages of the supervisory process (planning, beginning, work, and ending), and they build a repertoire of supervisory
questions that have been associated in research with fostering success in meeting clients’ goals. Students learn to
differentiate supervision with its dimensions of hierarchical power, responsibility, liability, and authority from peer
consultation. They gain competencies in both individual and group supervision, as well as competencies related to
consultation with a multicultural lens to advance the application of theories and models of clinical social work practice.
Core Curriculum Component: None
Prerequisite(s): None
SWK639
MCCP Elective
2 Semester Credits
Courses in MCCP electives are opportunities for students to practice with a focus on a particular field or aspect of social
work practice. Examples include Ethics, Substance Abuse and Social Work, and Trauma Therapy and Treatment.
Core Curriculum Component: None
Prerequisite(s): None
SWK640
Multicultural Clinical Practice Capstone
3 Semester Credits
This capstone course focuses on evaluation of treatment outcomes and practice efficacy. Students apply research skills,
using clinically derived data in formative and summative evaluation of their practice process and outcomes. Students
create a practice evaluation portfolio using previous coursework and data sets collected from their field practica. Data
sets may include process recordings, structured observations, and data from individualized rating scales and
questionnaires.
Core Curriculum Component: None
Prerequisite(s): None
SWK651
Integrative Field Seminar 3: MCMP
3 Semester Credits
The goal of these two courses is to strengthen the connections between theory and practice. All students in field
placements must participate in the appropriate concurrent field seminar. As part of this integrative function, the
seminar also serves as a means for making connections among course components and the expansion of classroom
content—particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy
analysis; and research.
Core Curriculum Component: None
Prerequisite(s): None
SWK652
Integrative Field Seminar 4: MCMP
3 Semester Credits
301
The goal of these two courses is to strengthen the connections between theory and practice. All students in field
placements must participate in the appropriate concurrent field seminar. As part of this integrative function, the
seminar also serves as a means for making connections among course components and the expansion of classroom
content—particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy
analysis; and research.
Core Curriculum Component: None
Prerequisite(s): None
SWK657
Diversity and Inequality 1: MCMP
2 Semester Credits
These courses explore diversity and social inequality related to race, ethnicity, social class, gender, sexual orientation,
age, and disability with application to the social service setting. Students focus on the structural and institutional
processes through which social inequality is created and perpetuated. Institutional remedies for inequality are studied,
such as affirmative action and equal opportunity policy, culturally competent supervision, administration, program
development, and advocacy.
Core Curriculum Component: None
Prerequisite(s): None
SWK658
Diversity and Inequality 2: MCMP
2 Semester Credits
These courses explore diversity and social inequality related to race, ethnicity, social class, gender, sexual orientation,
age, and disability with application to the social service setting. Students focus on the structural and institutional
processes through which social inequality is created and perpetuated. Institutional remedies for inequality are studied,
such as affirmative action and equal opportunity policy, culturally competent supervision, administration, program
development, and advocacy.
Core Curriculum Component: None
Prerequisite(s): None
SWK660
Research 2: Program Evaluation
4 Semester Credits
Building on the basic research skills developed in Research Methods, this course offers a program-oriented exploration
of the range of research methods used in social work. There will be a particular focus on evaluative research, a critique
of the role of research in assessing efficiency and effectiveness in social service delivery, and identification with the
responsibility of social workers “to expand the knowledge base” of social work. The course emphasizes research as a
tool at all levels of social work and will be concerned with strengthening the linkages between research, theory, and
program evaluation.
Core Curriculum Component: None
Prerequisite(s): None
SWK667
Organizations/Social Administrative Practice 1
3 Semester Credits
302
This course examines organizational theory and structure; processes of development, research, and evaluation; and
social work values and ethics in the workplace. The need to work effectively within an organizational context means that
social work practitioners must acquire a level of expertise in organization theory, dynamics, structure, and behavior, as
well as an understanding of how organizations provide practice opportunities and constraints. This course provides
opportunities for students to build the necessary skills to become effective service providers or change agents in the
context of their work in social service organizations.
Core Curriculum Component: None
Prerequisite(s): None
SWK668
Organizations/Social Administrative Practice 2
3 Semester Credits
This course builds on the theoretical knowledge base of SWK 667 and is intended to provide students with opportunities
to apply those critical skills used in supervision and management. These skills are intended as a base for the beginning
administrator. This course expects the student to develop specific skills in budgeting and personnel/human resource
functions (e.g., recruitment, selection, hiring, training, and evaluation).
Core Curriculum Component: None
Prerequisite(s): SWK667(Organizations/Social Administrative Practice 1)
SWK669
Organizations/Social Administrative Practice 3
3 Semester Credits
This course explores strategies and methods for working effectively with other service agencies, legislative and policymaking bodies, regulatory agencies, and advocacy groups.
Core Curriculum Component: None
Prerequisite(s): SWK668(Organizations/Social Administrative Practice 2)
SWK670
Multicultural Macro Practice Policy
4 Semester Credits
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.
Core Curriculum Component: None
Prerequisite(s): None
SWK671
Multicultural Macro Practice Planning
3 Semester Credits
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.
Core Curriculum Component: None
303
Prerequisite(s): None
SWK698
Independent Study
4 Semester Credits
Students may propose to complete an independent study project. Such directed study projects provide the opportunity
for a student to explore a particular area of social work. A faculty sponsor must be secured and a proposal submitted to
the Social Work Department. On rare occasions, an independent study may be used to satisfy the general elective
requirement. Prior approval is required. Courses that are part of the required curriculum may not be taken as
independent study.
Core Curriculum Component: None
Prerequisite(s): None
SWK699
General Elective
2 Semester Credits
Students in both concentrations complete at least one general elective course for graduation. The following are
examples of offerings that are rotated 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. We also offer short-term electives abraod: Exploring Human Services in International
Settings (examples include Mexico, Slovenia, Namibia, South Africa, India, China, and Hong Kong)
Core Curriculum Component: None
Prerequisite(s): None
SWK998
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK999
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THP
THP111
Theater Practicum: Acting/Performance
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP112
Theater Practicum: House Management
304
0 Semester Credits
Managing front of house activities and ushers for main-stage shows.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP113
Theater Practicum: Sets
0 Semester Credits
Production set construction.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP114
Theater Practicum: Running Crew
0 Semester Credits
Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and
production manager for final scenes from Stage Direction class.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP115
Theater Practicum: Stage Management-small project
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP116
Theater Practicum: Stage Management-large project
0 Semester Credits
Participate as a member of a stage management team for a main-stage production.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP117
Theater Practicum: Artistic Assistance
0 Semester Credits
Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy,
choreography/assistant choreography for main-stage production), or a substantial arts management project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP121
Theater Practicum: Acting/Performance
305
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as
an actor in a senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP122
Theater Practicum: House Management
0 Semester Credits
Managing front of house activities and ushers for main-stage shows.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP123
Theater Practicum: Costumes
0 Semester Credits
Production costume construction.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP124
Theater Practicum: Running Crew
0 Semester Credits
Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and
production manager for final scenes from Stage Direction class.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP125
Theater Practicum: Stage Management-small project
0 Semester Credits
Participate as a member of a stage management team for a workshop or student-directed project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP126
Theater Practicum: Stage Management-large project
0 Semester Credits
Participate as a member of a stage management team for a main-stage production.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP127
306
Theater Practicum: Artistic Assistance
0 Semester Credits
Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy,
choreography/assistant choreography for main-stage production), or a substantial arts management project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP131
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as
an actor in a senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP132
Theater Practicum: House Management
0 Semester Credits
Managing front of house activities and ushers for main-stage shows.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP133
Theater Practicum: Lights
0 Semester Credits
Production lighting crew or light console operator.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP134
Theater Practicum: Running Crew
0 Semester Credits
Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and
production manager for final scenes from Stage Direction class.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP135
Theater Practicum: Stage Management-small project
0 Semester Credits
Participate as a member of a stage management team for a workshop or student-directed project.
Core Curriculum Component: None
307
Prerequisite(s): CONSENT(Consent of Instructor)
THP136
Theater Practicum: Stage Management-large project
0 Semester Credits
Participate as a member of a stage management team for a main-stage production.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP137
Theater Practicum: Artistic Assistance
0 Semester Credits
Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy,
choreography/assistant choreography for main-stage production), or a substantial arts management project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP141
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as
an actor in a senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP151
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as
an actor in a senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THR
THR002
Introduction to Dance
0 Semester Credits
This course offers an overview of various exercises and gives an introduction to a variety of movement styles, cultures of
dance, and composition. Each class includes a rigorous, physical warm-up, mixing yoga, conditioning, and modern dance.
Core Curriculum Component: None
Prerequisite(s): None
THR005
308
Modern Dance and Improvisation
0 Semester Credits
Students will learn various phrases of movement incorporating floor exercises and will learn to travel through space
using level, volume, and floor pattern. Improvisational techniques will be introduced and students will create short
improvisational pieces. (NOTE: Students are allowed to use only one of THR/HPE 002, 003, 004, or 005 to fulfill the
lifetime sports requirement.)
Core Curriculum Component: None
Prerequisite(s): None
THR116
Creative Drama: Acting and Improvisation
4 Semester Credits
A study of theatrical movement, voice, mime, mask, improvisation, acting and storytelling with an emphasis on active
participation, creation of an original performance, and reflective writing. This course is primarily designed for nonmajors
and does not fulfill credit toward the theatre arts major. Attendance at theatre productions required.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
THR199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THR222
Introduction to Theater
4 Semester Credits
Introduction to Theatre is an examination of theatre as an artistic form and focuses on the appreciation and value of
theatre in society. Focus on historical periods, plays, artists, basic concepts, and techniques of the play production
process. Students attend and review stage productions. This course is primarily designed for non-majors and does not
fulfill credit toward the theatre major.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR226
Movement for Theater
4 Semester Credits
A study of the principles of movement used in the art of acting. Students will improve their use of energy, concentration,
balance, control, clarity, timing and spontaneity through practical exercises. This course uses established theory and
techniques in neutral mask, Asian martial arts, and physical and vocal characterization exercises. Students will examine
various performance paradigms and see professional productions.
Core Curriculum Component: None
Prerequisite(s): None
THR228
309
Introduction to Stagecraft
4 Semester Credits
An introduction to the backstage world of the theater: its organization, crafts, and creative processes. Students will
execute practical projects, attend theater tours, see professional productions, and participate in the Theater
Department productions. Open to all students. Thirty-hour lab requirement.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
THR230
Scenic Painting: Paint for Stage, Film and Faux Application
4 Semester Credits
Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a
series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative
painting project students will develop the required skills and understanding of what it means to be a scenic artist and
what role the scenic artist plays in artistry of theatre and film.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR232
Acting
4 Semester Credits
An introduction to the art of acting. Focus on physical, mental, and emotional preparation, and exploration of the
creative approach to scene and character study in American drama, culminating in public performance. Students attend
and review local professional productions.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
THR233
Acting For Camera
4 Semester Credits
An exploration of acting principles and techniques as it enhances and applies to on-camera effectiveness. This co-taught
studio course also includes technology elements which support acting on camera. (Fall, even years)
Core Curriculum Component: None
Prerequisite(s): None
THR235
Skills of Music Theater
4 Semester Credits
An interdisciplinary approach to the topic using music and theater techniques to develop the student’s basic skills of
music theater. Concepts of diverse music theater forms are introduced. Course includes reading, writing, research, class
discussion, exercises, small and large group participation, memorization, and public performance. Students will attend
and review live productions. (Spring, even years)
Core Curriculum Component: Fine Arts
Prerequisite(s): None
310
THR237
Dance for Musical Theater
4 Semester Credits
Introduction to movement technique in two dance styles. Students will learn fundamental skills in and aesthetics of
dance technique, as well as the socio-historical content and meaning of various dance forms, with a particular focus on
the representation of individual and cultural identity through movement.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR245
Introduction to Asian and Asian American Theater
4 Semester Credits
A survey of the theatrical performance styles, aesthetic theories, and plays of traditional Asian and Asian American
cultures. The course includes lectures, films, videos, and demonstrations by visiting performers. Attendance at local
theater productions required. Students will be required to pay for theater production tickets.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR250
Script Analysis: Foundations of Theater
4 Semester Credits
This foundations class focuses on major principles and fundamentals of theater literary analysis and research and uses
discussion, writing, performance, and projects as ways to interpret a dramatic script for academic and artistic purposes.
Close readings of plays from various genres and in-depth research projects will enable students to learn and apply skills
they will use in more advanced courses.
Core Curriculum Component: None
Prerequisite(s): None
THR255
Introduction to Musical Theater
4 Semester Credits
The course examines American musical theater in societal, cultural, and historical context with special attention to the
representation of race, class, gender, and sexuality onstage. Through active discussion and written assignments,
students will engage with specific musicals through the examination of cultural artifacts, live and recorded
performances, and popular and scholarly texts.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR265
Computer Drafting for Stage and Architecture
4 Semester Credits
An introduction to drafting on the computer. Students will learn how to use basic commands to input information,
organize, lay out, and print 2-D drafting plates, with an emphasis on drafting for the theater.
Core Curriculum Component: Fine Arts
311
Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2)
THR270
Introduction to Black Theater
4 Semester Credits
An examination of the principles, major movements, and fundamentals of theater by and about African Americans. It
examines the historical, political, and cultural context of Black Theater and focuses on plays written by African American
playwrights.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR275
Lighting and Sound for the Stage
4 Semester Credits
A practical study of the lighting and sound design processes for theater and beyond. This course leads the student stepby-step from script analysis through final execution of both a lighting and sound design. Basic principles of light and
sound, as well as equipment, will be addressed.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR280
Costumes and Makeup for Performance
4 Semester Credits
A practical study of the costume design and makeup application processes for theater and beyond. Topics covered
include period research, sketching, rendering, fabric selection, fabric draping, and basic sewing techniques, as well as
introductory techniques in stage makeup application and design.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR295
Topics
4 Semester Credits
An introduction to selected theater arts-related topics not regularly offered in lower division classes. The specific topics
to be offered will include travel abroad courses. In addition, this THR 295 designation will fulfill an LAF requirement for
Fine Arts.
Core Curriculum Component: None
Prerequisite(s): None
THR299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THR325
312
Playwriting I
4 Semester Credits
An introductory course in writing for theater and performance. Students will learn the basics of dramatic structure,
character development, and theatrical language, as well as techniques for the development of playscripts from idea to
complete draft. (THR 250 or ENL 226 recommended. Spring, odd years)
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
THR326
Playwriting II
4 Semester Credits
A playwriting workshop with emphasis on the revision process and the continued development of craft. Students will
revise, redraft, and polish an original one-act play, as well as create one new, short piece of theatrical writing.
Prerequisite: THR 325 or ENL 325.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL325(Playwriting I), THR325(Playwriting I); 1 of ENL111(Effective Writing), ENL112(Advanced
Effective Writing), HON111(Effective Writing for Liberating Letters)
THR328
Theatrical Design
4 Semester Credits
Introduction to the design process for the stage. Each student will execute four design projects for scenery, costumes,
lighting, and sound, using a research-based design process. The class will take theater tours and host visiting artists.
Core Curriculum Component: None
Prerequisite(s): None
THR350
Voice for Speech, Stage and Screen
4 Semester Credits
A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening,
introduction to phonetics, and the vocal mechanism. This course will use established exercises and theories in several
methodologies of vocal training. Theory and practice are combined in oral projects, reports and papers, voice tapes, and
individual coaching. (Fall, odd years)
Core Curriculum Component: None
Prerequisite(s): None
THR361
Theater History and Criticism I
4 Semester Credits
An overview of theater history, dramatic literature, and criticism from the classical Greek through the French
Neoclassical period. Reading a range of texts (including plays), writing a research paper, and attendance at local theater
productions are required. Need not be taken sequentially with THR 362. (Fall, even years)
Core Curriculum Component: None
313
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); THR250(Script Analysis: Foundations of
Theater)
THR362
Theater History and Criticism II
4 Semester Credits
An overview of theater history, dramatic literature, and criticism from the English Restoration through contemporary
performance. Reading a range of texts (including plays), writing a research paper, and attending local theater
productions are required. Need not be taken sequentially with THR 361. (Fall, odd years)
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); THR250(Script Analysis: Foundations of
Theater)
THR365
Advanced Acting
4 Semester Credits
This course provides students with performance skills and the ability to recognize differentiating clues that identify the
style of a play. Through class exercises, scene study, and character analysis, students will gain insight into the
performance demands of a specific style. Emphasis is on a variety of roles from the classics (Shakespeare, French
Neoclassicism, Restoration Comedy, realism, and nonrealism), culminating in a public recital. (Fall, odd years)
Core Curriculum Component: None
Prerequisite(s): THR232(Acting), THR250(Script Analysis: Foundations of Theater), THR362(Theater History and Criticism
II)
THR366
Stage Direction
4 Semester Credits
A study of the basic principles and skills of stage direction: directing concepts and methodologies, stage techniques,
terminologies, script analysis; rehearsal planning and techniques; blocking, stage dynamics, working with actors, and the
overall staging of a play. Theories of directing are also examined. (Prereq.: junior or senior standing)
Core Curriculum Component: None
Prerequisite(s): THR362(Theater History and Criticism II)
THR397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
THR399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
314
Prerequisite(s): None
THR425
New Methodologies of Stage Direction and Dramaturgy
4 Semester Credits
This course will examine principles and practices of the modern and contemporary stage director as auteur. We will
study radical reinterpretations of classic plays by such directors as Meyerhold, Mnouchkine, and Sellars, and explore and
apply some of their methodologies in workshops and projects. Students will gain insights into postmodernism and
deconstruction in regard to stage direction and contemporary theater.
Core Curriculum Component: None
Prerequisite(s): THR366(Stage Direction)
THR499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB
URB199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB295
Topics in Metro-Urban Studies
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB395
Topics in Metro-Urban Studies
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB399
315
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB492
The City and Environment Keystone
4 Semester Credits
Intended for advanced Metro-Urban and Environmental Studies majors, this course requires the successful completion
of an applied group project or independently-designed thesis.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of POL483(Political Statistics and Methodology), SOC362(Statistical Analysis); 1 of POL484(Political
Analysis), SOC363(Research Methods); SOC381(City and Regional Planning)
WST
WST199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST201
Foundations in Women's Studies
4 Semester Credits
This multidisciplinary course introduces students to the contributions of women in history, religion, literature,
philosophy, sciences, and the arts, and how the questions and methodologies of these disciplines differ when seen from
women’s perspectives. Students will also study the diversity of women’s experiences in terms of race, sexual orientation,
and class.
Core Curriculum Component: Humanities
Prerequisite(s): None
WST250
Global Perspectives on Gender and Sexuality
4 Semester Credits
This course will explore global contemporary issues of sexuality and gender, examining topics such as reproductive
justice, globalization, sex trafficking, mail-order brides, popular culture, religious fundamentalism, militarization,
memory, and the transnational politics of food. We will develop a framework for thinking about the ways that gender,
nationality, race, sexuality, geography, and social class affect women’s identities, experiences, and statuses.
Core Curriculum Component: Humanities
Prerequisite(s): None
WST281
Topics
4 Semester Credits
316
Core Curriculum Component: None
Prerequisite(s): None
WST299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST305
Introduction to Queer Studies
4 Semester Credits
A study of basic issues surrounding sexual orientation in the contemporary U.S. culture including various disciplinary
perspectives and theory. The course may include guest speakers, a service-learning component at local GLBT/supporting
agencies, and some travel and experiences in the Twin Cities, as well as an immersion experience outside of class time.
Required experiential education fee.
Core Curriculum Component: None
Prerequisite(s): WST201(Foundations in Women's Studies)
WST313
Environmental Theology and Ethics
4 Semester Credits
An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of
environmental problems in South, Central, and North America.
Core Curriculum Component: None
Prerequisite(s): None
WST315
Margins as Center: Feminist Theory
4 Semester Credits
This multidisciplinary and multicultural feminist theory course focuses on the global voices often marginalized by the
feminist canon. A variety of texts - including personal narratives, political statements, origin stories, and empirical
studies - will be analyzed to highlight different theoretical approaches and multiple feminisms.
Core Curriculum Component: None
Prerequisite(s): None
WST324
Liberationist, Feminist, Queer and Postcolonial Theologies in Latin America
4 Semester Credits
Study the range of Latin American liberation theologies that have developed since the 1960s, when Catholic theologians
first asserted that God has a "preferential option for the poor" and therefore linked their faith to revolutionary social
movements against political and economic oppression. Recently, Latin American theologies have expanded to include
feminist, queer, and postcolonial struggles against sexism, heterosexism, and imperialism. Not accepted for credit for
students who have taken REL 366.
317
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
WST335
Contemporary Latin American Women: Texts and Voices
4 Semester Credits
This course examines the social construction of gender in Latin American countries and addresses key issues faced by
Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and
about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of Latin
American women’s experiences.
Core Curriculum Component: None
Prerequisite(s): SPA311(Spanish Conversation and Composition)
WST341
Globalization, Social Struggles and the Environment
4 Semester Credits
Explores issues of globalization and social change in Mexico and analyzes political, social, and economic policies that
promote and/or hinder sustainable development from a gender perspective. Particular emphasis will be placed on
environmental issues and the causes of migration/emigration and social unrest in Mexico.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
WST352
Women, Gender, and Social Change in Latin America
4 Semester Credits
An exploration of gender politics in Latin America. Particular attention is given to women’s organizing efforts around
issues of domestic and political violence, ecology, human rights, democracy, political participation, and revolutionary
social change.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
WST353
Political and Social Change in Namibia
4 Semester Credits
This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular
focus on the social and political movements that have evolved in the struggle for independence.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
WST355
Cultural Conflict and Change in Latin America
4 Semester Credits
318
An exploration of selected topics and case studies from Latin American history with special emphasis on the role of
women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of
resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian period,
the conquest and colonial periods, and concludes with the post-war period in Central America.
Core Curriculum Component: Humanities
Prerequisite(s): None
WST357
Mexican History, Culture and Cosmovision
4 Semester Credits
An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to
modern Latin America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HIS101(The Beginning of Western Culture), HIS102(The Shaping of Western Civilization), HIS103(The
Modern World), HIS104(The Modern Non Western World), HIS120(America to 1815), HIS121(19th-Century United
States), HIS122(20th-Century United States), HIS150(Latin American History), HIS155(Cultural Conflict and Change in
Latin America), HIS162(20th-Century South Asia), HIS195(Topics in History), HIS225(History of the Twin Cities),
HIS234(Minnesota History), HIS236(American Indian History), HIS241(Topics in African American History), HIS242(History
of African American Civil Rights, 1619-1915), HIS243(History of African American Civil Rights, 1915-1972), HIS249(The
Designed Environment), HIS280(The History Workshop), HIS282(The History of Women Since 1848), HIS299(Directed
Study)
WST362
Walking the Truth: Culture, Gender and Millennium Development Goals in Sub Saharan Africa
4 Semester Credits
This broad-based interdisciplinary course explores the influence of cultural values and gender roles on the achievement
of the Millennium Development Goals (MDG’s) in sub-Saharan Africa. The social determinants of health and illness—
economic realities, education levels, governmental policies, access to technology, and the availability of health care
providers—are examined relation to the unequal burdens of suffering and disease evident in Africa. Leadership skills
that promote MDG achievement in local, regional, and national contexts are identified and applied through experiential
practical learning activities, lecture, and dialog.
Core Curriculum Component: None
Prerequisite(s): None
WST366
Latin American Liberation Theologies
4 Semester Credits
An exploration of Latin American theologies of liberation and their relationship to social/political transformation.
Examines key theological concepts, critiques, and practical implications.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
WST396
Internship
319
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
WST481
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST485
Senior Seminar
4 Semester Credits
This advanced course will include student research and presentations that incorporate feminist theory. The seminar is
required of all majors and satisfies the Keystone requirement. It is also required of minors who do not elect to do an
independent study (499). It is offered at a different college each semester and may be taken in conjunction with WST
490.
Core Curriculum Component: None
Prerequisite(s): None
WST490
Keystone
0 Semester Credits
This course provides a Keystone component for all WST majors.
Core Curriculum Component: Keystone
Prerequisite(s): None
WST499
Independent Study
4 Semester Credits
Core Curriculum Component: None
320
Prerequisite(s): None
YFM
YFM205
Exploring Topics in Youth and Family Ministry
2 Semester Credits
Exploring Topics in Youth and Family Ministry features a selection of half-credit courses in which students may further
focus upon ministry topics introduced in YFM 235 and elsewhere. Special ministry topics will vary from year to year and
include such subjects as outdoor ministry, service-learning, program administration and planning, youth culture and
religion, communications, media, music and ministry, and ministry with youth on the margins.
Core Curriculum Component: None
Prerequisite(s): None
YFM208
Vocational Formation I
0 Semester Credits
A non-credit requirement for all students majoring in youth and family ministry that is to be completed by the end of the
student’s second year. Students will complete an entrance process into the major, participate in monthly cohort groups,
monthly roundtables, attend multiple spiritual direction sessions, and attend a vocational formation retreat.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
YFM209
Vocational Formation II
0 Semester Credits
A non-credit requirement for all students majoring in youth and family ministry that is to be completed by the end of the
student’s final year. Students will complete a professional portfolio, participate in monthly cohort groups, monthly
roundtables, have multiple meetings with an assigned mentor from the field, and attend one approved professional
conference or workshop.
Core Curriculum Component: None
Prerequisite(s): YFM208(Vocational Formation I)
YFM232
Peer Ministry: Principles and Leadership
4 Semester Credits
Students learn to train college, high school, and junior high youth to serve as peer ministers in their congregations and
communities. They will learn and practice communication skills, facilitate small groups, and learn the role of a
listener/helper. Peer ministry integrates the act of caring and serving others within a Christian belief system.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
321
YFM235
Foundations for Ministry with Youth and Families
4 Semester Credits
An introductory level study in which the biblical, theological, and historical foundations of ministry with youth and
families are explored. Students will also be introduced to the principles of practical theology and learn the skills and
sensibilities necessary for discerning what faithful ministry might look like in a specific location. Students will be required
to complete service learning with youth in a Christian ministry setting.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
YFM299
Directed Study *
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
YFM305
Ministry Practices
4 Semester Credits
This course emphasizes the day-to-day sensibilities, skills, and practices needed for the grounding and guiding of
ministry professionals. An exploration of the history and development of the spiritual practices of the Christian tradition,
combined with modern practices used for effective ministry, make up the major themes of this course.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology); YFM235(Foundations for Ministry with Youth and Families)
YFM316
Church and Culture in Context
4 Semester Credits
A study of culture, church life, and the contemporary religious situation in another country. An exploration of the roles
of households, congregations, and other ministry organizations in shaping and nurturing faith as compared to the United
States. Short-term travel seminar, available as offered.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
YFM358
Life and Work of the Church
4 Semester Credits
This course features an overview of the manner in which Christianity has carried out its mission throughout the
centuries, as well as an exploration of the issues and challenges facing modern and “postmodern” churches. A central
322
element of this course will be a research project that studies the methods and strategies of congregations and other
ministry organizations in their efforts to introduce, nurture, and shape the Christian faith.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); YFM235(Foundations for Ministry with
Youth and Families)
YFM398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
YFM399
Internship
4 Semester Credits
The internship centers around 150 hours of supervised leadership practice focused on youth and families, fulfilled in
partnership with a congregation or other approved ministry setting. A formal learning agreement as well as the
development of a professional portfolio round out the internship experience.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of YFM305(Ministry Practices), YFM358(Life and Work of the Church); CONSENT(Consent of Instructor)
YFM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
323
Show less
TUITION
AND
. FEES
.................................................................................................. .2
Academic Calendar ................
......
................................
.................
.....
....
.....
....
3
1994-1995 Tuition and Fees .......................... Show more
TUITION
AND
. FEES
.................................................................................................. .2
Academic Calendar ................
......
................................
.................
.....
....
.....
....
3
1994-1995 Tuition and Fees ..............................
.
.
..............................................................................4
General Education Guidelines ...................................................................................................
..............5
Graduation Requirements
. ........
....
.................................................................................................. 6
Class Schedule, Fall 1994-1995................... .
.
......................................................................................7
Program Information Sessions
.
...........................
..............................................................,....,...
Class Schedule, Winter 1994-1995
12
Class Schedule, Spring 1994-1995 ........................................................................................................ 17
Note: Class schedule changes may occur afrer this schedule is published. Students should consult the course list
each term for the most current schedule of classes.
,I,
I
Fall Trimester
Winter Trimester
Spring Trimester
Application Deadline
Aug. 26
Dec. 16
Mar. 17
Applicant File
Completion Deadline
Sept. 2
Dec. 22
Mar. 24
Registration Begins
June 17
Nov. 11
Feb. 10
New Student Orientation
Sept. 10
Jan. 3
April 1
Payment Information Sent
Aug. 19
Dec. 9
Mar. 25
Classes Meet
Sept.16-18
Sept. 30-Oct. 2
Jan. 6-8*
April 7-9
Jan. 13-15
April 2 1-23
Oct. 14-16
Oct. 28-30
Jan. 27-29
Feb. 10-12"
May 5-7
May 19-21**
Nov. 11-13"
Feb. 17-19
Dec. 2-4*
Mar. 3-5
Mar. 17-19*
June 2-4
June 16-18"
June 23-25
Dec. 9-1 1
Mar. 24-26
Finals
Dec. 9-1 1
Mar. 24-26
June 23-25
Last Day to Add or Drop Class
Without Record Notation
Sept. 18
Jan. 8
Apr. 9
Last Day to Change
Grade O ~ t i o n
Oct. 30
Feb. 12
May 22
Last Day to Drop a Class
Nov. 14
Feb. 20
June 5
Final Grades Due
Dec. 19
April 3
July 5
-
-
..
*
**
One week between classes
Classes scheduled on Sunday, May 21, will meet Monday night, May 22, from 6-10 p.nr, to allow studenfs to
participate in gradualion ceremonies.
The college reserves the right lo change one or more of the above dales should it be necessary. I n such cases,
suflcient advance notice will be given.
Adults who are interested in
Augsburg Weekend College
are encouraged to attend one
of the information sessions
that are scheduled throughout
the year. These information
sessions are free of charge and
are approximately two hours in
length. Please call the
Weekend College Office
(330-1782) to receive additional
details on these information
sessions or to sign up for one
of the following dates:
For Fall Trimester, 1994-1995
Tuesday, May 24
Tuesday, June 14
Tuesday, June 28
Saturday, July 16
Tuesday, August 2
Tuesday, August 16
For Winter Trimester, 1994-1995
Tuesday, October 18
Saturday, November 19
For Spring Trimester, 1994-1995
Saturday, January 21
9:00 p.m.
Tuesday, February 28
5:30 p.m.
For more information write or call:
Augsburg Weekend College Office
Augsburg College
221 1 Riverside Avenue
Minneapolis, Minnesota 55454
Phone: 6 121330-1782
FAX: 6 121330- 1649
1994-1995 TUITION
AND FEES
Application Fee (payable once, non-refundable)
Tuition (per course)
($242.50 per semester credit)
Tuition (per summer course 1994)
Activity Fee (per trimester)
Audit a Course
Lifetime Sports: Fee for Course
Lifetime Sports: Fee for Assessment of Previous Learning
Nursing Clinical Fee
Student Teaching Fee (per course)
Late Fee (per day)
Registration change after first class meeting
(cancel/add/change grade option, or combination at one time)
Transcript Fee (first is free, per copy after first)
Finance Charge: A finance charge is applied at a simple rate of I % per month on any account with an open
balance of 30 days or more.
Augsburg College reserves the right to adjust charges should economic conditions necessitate,
Students who entered
Augsburg during the 1991-1992
academic year and transferred
in seven or more Augsburg
course equivalents will follow
the General Distribution
requirements; students who
transferred in less than seven
Augsburg course equivalents
will follow the Liberal Arts
Perspectives along with the
requirements for their major.
Students who entered
Augsburg during the 1392-1993
academic year and transferred
in 16 or more Augsburg
course equivalents will follow
the General Distribution
requirements; students who
transferred in less than 16
Augsburg course equivalents
will follow the Liberal Arts
Perspectives along with the
requirements for their major.
Students who entered
Augsburg during the 1993-1994
academic year and transferred
in 24 or more Augsburg
course equivalents will follow
the General Distribution
requirements; students who
transferred in less than 24
Augsburg course equivalents
will follow the Liberal Arts
Perspectives along with the
requirements for their major.
A list of courses that fulfill
Liberal Arts Perspectives is
available with registration
materials or may be obtained
from the Registrar's office.
Each student must apply for
graduation at the time
specified by the Registrar.
Application forms are
available in the Registrar's
Office.
must complete 34 courses,*
meet the full Liberal Arts
Perspectives requirements,
Entry Level Skills
Assessments, and Graduation
Skills Requirements.
All degree and course
requirements must be
completed and verified in the
Registrar's Office prior to the
anticipated date of graduation
(there may be no incompletes
or open courses on the
academic record).
If you matriculated at
Augsburg on or after January
1, 1993, and transferred
fewer than 14 Augsburg
equivalent courses, you must
complete 33 courses*, meet
the full Liberal Arts
Perspectives requirements,
Entry Level Skills
Assessments and Graduation
Skills Requirements.
1. Students under General
Education Distribution
requirements must complete
35 courses.*
2. Students under Liberal Arts
Perspectives requirements
will follow the guidelines
listed below:
If you matriculated at
Augsburg between
September 1, 1991, and
December 3 1, 1992, you
If you matriculated at
Augsburg on or after January
1, 1993, and transferred in 14
Or more courses, you must
complete 33 courses,* meet
the advanced-transferLiberal
Arts Perspectives, Entry
Level Skills Assessments,
and Graduation Skills
Requirements.
* At least 11 course credits
must be Upper Division,
numbered in the 300s or
400s. Included in the number
of courses required for
graduation must be the
completion of a major.
Friday Evening
6:OO-9:30
Saturday Morning
8:30-12:OO
Women and Art
Principles of Management
Marketing Communication
International Business
UNIX and C
Discovery in the World of Kindergarten (9116-11111) .5
K-EL Curriculum: Art (9116- 10114) .25
K-El Curriculum: Mathematics (9116-11111) .5
K-El Curriculum: Language Arts (10128- 1219) .5
Creating Learning Environments
Learning and Development in the Educational Setting
Orientation to Education in an Urban Setting (9116-1 1111) .5
Media Technology (9116-1 1111) .5
European Literature: Homer to Dante
American Literature to 1920
Introduction to the Liberal Arts (begins 9116) .5
Topics in World History
Safety Education (911 1-1 1111) .5
Introduction to Nursing Research
Contemporary Nursing 111: Families
Astronomy *
Self-Identity and Values
History of Religions
Organizational Communication
Humans Developing
ART
BUS
BUS
BUS
CSC
EDE
EDE
EDE
EDE
EDS
EDU
EDU
EDU
ENG
ENG
GST
HIS
HPE
NUR
NUR
PHY
PSY
REL
SPC
SWK
ACC
ACC
BIO
BUS
CSC
ECO
221
222
102
301
330
112
Principles of Accounting I
Principles of Accounting I1
The Biological World *
Business Law
Theory of Computation
Principles of Macroeconomics
*Exrra class or lab sessions required
ECO
EDE
EDU
ENG
HIS
MAT
MAT
MIS
PHI
POL
PS Y
REL
REL
soc
SPC
SPC
SWK
SWK
Saturday Afternoon
1 :15-4:45
ACC
BUS
BUS
BUS
CSC
ECO
ECO
EDE
EDE
EDE
Principles of Microeconomics
K-El Curriculum: Science (9117-10/15) .25
Human Relations (10129-12110) .5
Journalism
20th Century U.S.
Basic Mathematics 0.0 *
Calculus for the Social and Behavioral Sciences *
Quantitative Methods for Business and Economics
Philosophy of Religion
Mass Communications in Society
Behavior Analysis
Biblical Studies
Varieties of Christian Spirituality
Human Community and the Modern Metropolis
Public Speaking
Persuasion
Exploring Human Services
Community Development and Organization
Accounting Theory and Practice
Principles of Management
Principles of Marketing
Human Resources Management
Data Structures
Principles of Microeconomics
Intermediate Macroeconomics
Creating Learning Environments: K-El (9117- 11112) .5
K-El Curriculum: Social Studies, Thematic Studies
(9117-1 1/12) .5 t
K-El Curriculum: Music .25 (1 1/19 - 12/10)
*Exlra class or lab sessions required
t Replaces EDE 364 and EDE 376
EDE
EDU
ENG
ENG
HPE
MIS
POL
PSY
PSY
REL
REL
soc
SPA
SPC
SWK
Sunday Afternoon
1:15-4:45
ACC
ACC
ART
BUS
BUS
ECO
EDE
EDE
EDE
EDS
EDS
ENG
HPE
INS
K-El Curriculum: Children's Literature (9117-1 1112) .5
Orientation to Education in an Urban Setting (9117-1 1112) .5
Intermediate Expository Writing
Introduction to Literature
Health Concepts for Educators (10129- 12110) .5
Principles of Computing for Business
Mass Communications in Society
Social Behavior
Developmental Psychology: Child
American Indian Spirituality
Christian Ethics
Introduction to Human Society
Beginning Spanish I *
Interpersonal Communication
Social Responses to Human Needs
Principles of Accounting I
Managerial Cost Accounting
Photography
Principles of Marketing
Financial Management
Intermediate Microeconomics
Techniques of Teaching Reading
K-El Curriculum: Health (1 1120-12111) .25
K-El Curriculum: Physical Education (9118- 11113) .5
Reading in the Content Areas (9118-1 1/13) .5
Modern Language Methods (911 8- 1 1/ 13) .5
Effective Writing
Chemical Dependency Education (10130- 12111 ) .5
(2 sections)
Introduction to American Indian Studies
*Extra class or lab sessions required
INS
INS
MAT
MIS
MIS
PSY
REL
SOC
SOC
SPA
THR
African American Experience
Women: A Cross-Cultural Perspective
Math for the Liberal Arts
Principles of Computing for Business
Management Information Systems in the Organization
Principles of Psychology
Theology of Religion
Family Systems: A Cross-Cultural Perspective
Culture: Gender, Ethnicity and Race
Beginning Spanish I *
Introduction to the Theatre Arts
Weekend Schedule,
Evening and other
EDE
EDS
HPE
HPE
NUR
SWK
Clinical Experience, .5 Sat., 12-1 p.m.
Clinical Experience, .5 Sat., 12-1 p.m.
Racquet Sports, Tues., 530-7:30 p.m. meets weekly
Coaching Theory of Sport, Thurs., 6-9 p.m.
Trends and Issues in Nursing, Thurs., 6-9:30 p.m.
Field Work I11 - To be announced
Evening Classes
BUS
(Day school schedule,
csc
Business Ethics, Wed., 6-9 p.m.
Introduction to Computing and Communications,
Thurs., 6-9 p.m.
Digital Communications and Computer Networks,
Thurs., 6-9 p.m.
International Economics, Wed., 6-9 p.m.
English Methods, Thurs., 450-8 p.m.
Natural Science Methods, Thurs., 450-8 p.m., .5
Writing for Business and the Professions, Wed., 6-9 p.m.
Introduction to the English Language, Tues., 6-9 p.m.
City Seminar: Experimental Education, .O
Thurs., 5-6:30 p.m.
meet weekly, September 7
through December 15)
CSC
ECO
EDS
EDS
ENG
ENG
GST
*Extra class or lab sessions required
REL
479
495
Intermediate Quantitative Methods, Thurs., 6-9 p.m.
Seminar - To be announced
EDE
EDE
EDE
EDE
EDE
EDE
EDE
EDE
EDE
EDE
EDE
EDE
EDS
EDS
EDS
EDS
481A
48 1B
48 1C
482A
482B
482C
483A
483B
483C
484A
484B
484C
48 1
482
483
484
Student Teaching K & Seminar
Student Teaching El & Seminar
Student Teaching K-El & Seminar
Student Teaching K & Seminar
Student Teaching El & Seminar
Student Teaching K-El & Seminar
Student Teaching K & Seminar
Student Teaching El & Seminar
Student Teaching K-El & Seminar
Student Teaching K & Seminar
Student Teaching El & Seminar
Student Teaching K-El & Seminar
Student Teaching
Student Teaching
Student Teaching
Student Teaching
MIS
Student Teaching
(Prereq: Approval
and Placement by
Education Dept.)
* **
* Extra class or lab sessions required
**Additional clinical fee required
Friday Evening
6:OO
- 9:30
Saturday Morning
8:30 - 12:OO
BUS
BUS
BUS
BUS
BUS
CSC
CSC
ECO
ECO
EDE
EDE
EDE
EDS
ENG
ENG
GST
HPE
MIS
NUR
PHY
POL
PSY
PSY
REL
SOC
SPC
SPC
Principles of Management
Principles of Marketing
Business Law
Financial Management
Financial Theory: Policy and Practice
Introduction to Computing and Communications
Advanced Networking and Communications
Principles of Microeconomics
Management Science
K-El Curriculum: Music (313-3124 ) .25
K-El Curriculum: Children's Literature (116-2117) .5
K-El Curriculum: Health, Physical Education, First Aid
School and Society
Effective Writing
Shakespeare
Introduction to the Liberal Arts (begins 116) .5
Chemical Dependency Education (116-2117) .5
Project Management
Community Health Nursing I
Introductory Meteorology *
Social Justice in America
Principles of Psychology
Organizational Psychology
Theology of Marriage
Introduction to Human Society
Argumentation
Interpersonal Communication
ACC
ACC
BUS
BUS
CSC
ECO
ECO
EDE
Principles of Accounting I
Principles of Accounting I1
Human Resource Management
Marketing Research and Analysis
Principles of Computer Organization
Principles of Macroeconomics
Intermediate Microeconomics
Techniques for Teaching Reading
*Extra class or lab sessions required
t Replaces EDE 388 and EDE 389
t
Saturday Afternoon
1 :I5 - 4:45
EDE
EDE
EDE
EDE
EDU
EDU
ENG
HIS
HPE
INS
MAT
MIS
PHI
POL
REL
REL
SPC
SWK
Discovery in the World of Kindergarten (117-2118) .5
K-El Curriculum: Social Studies (117-1128) .25 t
K-El Curriculum: Art (314-3125)
K-El Curriculum: Language Arts (117-2118)
Orientation to Education in an Urban Setting (117-2118) .5
Media Technology (117-2118) .5
British Literature: Romantics to Victorians
The Modern World
Health Concepts for Educators (117-2118) .5
American Indian Women
Applied Algebra *
Principles of Computing for Business
Ethics of Medicine and Health Care
Mass Communications in Society
Religion in America
Feminism and Christianity
Small Group Communication
Humans Developing
ACC
ACC
ACC
BI 0
BUS
BUS
CSC
ECO
ECO
EDE
EDE
EDS
EDS
EDU
EDU
EDU
HPE
Principles of Accounting I1
Accounting Theory and Practice I
Advanced Accounting
Biology of Aging
Principles of Marketing
International Management
Structured Programming
Principles of Microeconomics
Managerial Economics
K-El Curriculum: Science (117-1128) .25
K-El Curriculum: Mathematics (117-2118) .5
Reading in the Content Areas (117-2118) .5
Social Studies Methods (Begins 117) .5
Orientation to Education in an Urban Setting (117-2118) .5
Classroom Management (117-2118) .5
Human Relations (117-2118) .5
Chemical Dependency Education (117-2118) .5
*Extra class or lab sessions required
t Last time course is offered. Students are encouraged to consult faculty
adviser.
MAT
MIS
NUR
PHI
REL
REL
SOC
SPA
SPA
SPC
Sunday Afternoon
1:15 - 4:45
ACC
ACC
ART
BUS
BUS
ECO
EDE
EDE
EDU
ENG
ENG
GER
HPE
INS
MIS
NOR
PSY
REL
SOC
SPA
SPA
SPC
SWK
Finite Mathematics *
Quantitative Methods for Business and Economics
Contemporary Nursing I: Communications
Ethics
Biblical Studies
World Justice and Hunger
Complex Organizations
Beginning Spanish I *
Beginning Spanish I1 *
Public Speaking
323 Accounting Theory and Practice
326 Tax Accounting
1061306 Calligraphy
242 Principles of Management
440 Operations Management
315 Money and Banking
350 Creating Learning Environments: K-El (118-2119) .5
364 K-El Curriculum: Interdisciplinary Studies (315-3126) .25 t
282 Introduction to Special Education
225 Intermediate Expository Writing
245 Introduction to Literature
1 1 1 Beginning German I *
353 Kinesiology and Physiology of Exercise and Sport
225 Introduction to Islam
475 Systems Analysis and Design
111 Beginning Norwegian I *
230 Research Methods: Design Research and Analysis I
111 Introduction to Theology
265 Culture: Ethnicity, Gender and Race
111 Beginning Spanish I *
112 Beginning Spanish I1 *
329 Intercultural Communication
363 Methods and Skills of Social Work
*Extra class or lab sessions required
t Last time course is offered. Students are encouraged to consult faculty
adviser.
Weekend Schedule
]an 6 - March 26
Evening and other
K-El Clinical Experience, .5 Sat., 12-1 p.m.
Clinical Experience, .5 Sat., 12-1 p.m.
Aerobics, 530-7:30 p.m., Thurs., meets weekly
Prevention and Care of Athletic Injuries, Mon., 6-9 p.m.
Coaching Practicum - Arranged
Practicum In Nursing I: Nursing of the Family **
- To be announced
Field Work I - To be announced
Field Work IV - To be announced
EDE
EDS
HPE
HPE
HPE
NUR
SWK
SWK
Evening Classes
(Day school schedule,
meet weekly, Jan. 31
through May 14)
Student Teaching
(Prereq: Approval
and Placement by
Education Dept.) **
ECO
ENG
ENG
ENG
ENG
GST
REL
SOC
413
101
216
327
341
209
370
231
Labor Economics, Wed., 6-9 p.m.
Developmental Writing, Tues., Thurs., 6-7:30 p.m.
American Indian Literature, Wed., 6:30-9:30 p.m.
Advanced Journalism: Interviewing & Editing, Wed., 6-9 p.m.
Advanced Creative Writing: Poetry, Tues., 6-9 p.m.
City Seminar: Experimental Education, .O Thurs., 5-6:30 p.m.
American Indian Spirituality, Wed., 6:30-9:30 p.m.
Family Systems: A Cross-Cultural Perspective, Wed., 6-9 p.m.
EDE
EDE
EDE
EDE
EDE
EDE
EDE
EDE
EDE
EDE
EDE
EDE
EDS
EDS
EDS
EDS
481A
481B
481C
482A
482B
482C
483A
483B
483C
484A
484B
484C
48 1
482
483
484
Student Teaching K & Seminar
Student Teaching El & Seminar
Student Teaching K-El & Seminar
Student Teaching K & Seminar
Student Teaching El & Seminar
Student Teaching K-El & Seminar
Student Teaching K & Seminar
Student Teaching El & Seminar
Student Teaching K-El & Seminar
Student Teaching K & Seminar
Student Teaching El & Seminar
Student Teaching K-El & Seminar
Student Teaching
Student Teaching
Student Teaching
Student Teaching
* Extra class or lab sessions required
** Additional clinical fee required
Friday Evening
6:OO - 1O:OO
BUS
BUS
CSC
EDE
EDE
EDU
EDU
ENG
ENG
ENG
HPE
INS
NUR
PHI
PHY
PSY
REL
SOC
SPC
SPC
Principles of Management
International Management
Database Management and Design
K-El Curriculum: Science (612-6123) .5
K-El Curriculum: Mathematics (5119-6123) .5
Orientation to Education in an Urban Setting (417-5119) .5
Human Relations (417-5119) .5
European Literature: Renaissance to Modem
British Literature: Seventeenth and Eighteenth Centuries
Modern Fiction
Safety Education (417-5119) .5
American Indians in the Cinema
Contemporary Nursing 11: Paradigms in Nursing
Philosophy of Love and Sex
Astronomy *
Personality
Introduction to Theology
Introduction to Human Society
Public Speaking
Public Relations/Promotional Communications
Saturday Morning
8:OO - 12:OO
ACC
BUS
BUS
BUS
CHM
CSC
ECO
ECO
ECO
EDE
EDE
Principles of Accounting I1
Business Law
Marketing Communications
Responding to the Challenge of Japan
Chemistry for Changing Times
Advanced Topics in Computer Science
Principles of Microeconomics
Intermediate Microeconomics
Management Science
Creating Learning Environments: K-El (418-5120) .5
K-El Curriculum: Social Studies, Thematic Studies
(418-5120) .5 t
K-El Curriculum: Music (418-516) .25
K-El Curriculum: Children's Literature (418-5120) .5
Effective Writing
EDE
EDE
ENG
*Extra class or lab sessions required
t Replaces EDE 364 and EDE 376
ENG
ENG
HPE
POL
PSY
REL
SPC
SWK
SWK
Saturday Afternoon
1 :OO - 5:OO
ACC
ACC
BI 0
BUS
BUS
BUS
CSC
CSC
ECO
ECO
ECO
EDE
EDE
EDE
EDE
EDE
ENG
HPE
INS
MIS
MIS
POL
PSY
PSY
REL
REL
226 Introduction to Creative Writing
2821482 Topics in Literature
115 Chemical Dependency Education (418-5120) .5
342 Mass Communications in Society
105 Principles of Psychology
353 Denominations and Religious Groups
352 Persuasion
461 Advanced Methods and Skills
467 The Social Worker as a Professional
Principles of Accounting I
Internal and Operational Audit
Human Biology
Financial Management
Investment Theory
Marketing Management
Data Structures
Algorithms
Principles of Macroeconomics
Public Finance
International Trade and Finance
Techniques of Teaching Reading
Discovery in the World of Kindergarten (418-5120) .5
K-El Curriculum: Art (613-6124) .25
K-El Curriculum: Health (613-6124) .25 t
K-El Curriculum: Physical Education (418-5120) .5 t
Introduction to Literature
Health Concepts for Educators (418-5120) .5
Contemporary American Indians
Principles of Computing for Business
Advanced Computing for Business
Political Patterns and Processes
Organizational Psychology
Psychology in Historical Perspective
Biblical Studies
Religious Imagination in Modem Literature
t Last time course is offered. Students are encouraged to consult faculty adviser.
SOC
SPA
SPC
SPC
SWK
Social Psychology
Beginning Spanish I1 *
Argumentation
Small Group Communication
Humans Developing
Sunday Afternoon
1:OO - 5:OO
ACC
ART
BUS
EDE
EDS
EDU
GER
HIS
MAT
MIS
MIS
NOR
PSY
PSY
REL
SOC
SPA
SPA
SPC
SWK
Auditing
Drawing
Principles of Management
K-El Curriculum: Language Arts (419-5121) .5
Creating Learning Environments
Media Technology (419-5121) .5
Beginning German I1 *
History of the Twin Cities
Math of Interest *
Quantitative Methods for Business and Economics
Information Systems Projects
Beginning Norwegian 11 *
Principles of Psychology
Research Methods: Design, Procedure and Analysis I1
Religions of China and Japan
Culture: Ethnicity, Gender and Race
Beginning Spanish I1 *
Intermediate Spanish I *
Broadcast Production I
Quantitative Methods and Program Evaluation
Weekend Schedule
April 7 - June2 5
Evening and other
EDE
EDS
HPE
NUR
NUR
Clinical Experience: K-El, .5, Sat., 12-1 p.m.
Clinical Experience: Secondary, .5, Sat., 12-1 p.m.
Racquet Sports, Mon., 530-7:30 p.m.
Community Health Nursing 11: Practicum, Thurs., 6-10 p.m.
Leadership and Management: Theory and Practice,
Thurs., 6-10 p.m.
Field Work 11
SWK
* Extra class or lab session required
Student Teaching
(Prereq: Approval
and Placement by
Education Dept.)
**
EDE
EDE
EDE
EDE
EDE
EDE
EDE
EDE
EDE
EDE
EDE
EDE
EDS
EDS
EDS
EDS
481A
48 1B
48 1C
482A
482B
482C
483A
483B
483C
484A
484B
484C
48 1
482
483
484
Student Teaching K & Seminar
Student Teaching El & Seminar
Student Teaching K-El & Seminar
Student Teaching K & Seminar
Student Teaching El & Seminar
Student Teaching K-El & Seminar
Student Teaching K & Seminar
Student Teaching El & Seminar
Student Teaching K-El & Seminar
Student Teaching K & Seminar
Student Teaching El & Seminar
Student Teaching K-El & Seminar
Student Teaching
Student Teaching
Student Teaching
Student Teaching
* Extra class or lab sessions required
**Additional clinical fee required
AUGSBURG
Augsburg College cloes not discriminate on t l ~ ebasis of race, creed, national or erhnic origin, age n~ariralstatus, sex or
lmndicol~as required by Title IX ofthe 1972 Education Amendments or Section 504 ofll~eRel~abilitationAct of1973, as
amended, in its admission policies, educational programs, acriitities and enlployment practices.
AUGSBURG
2211 Riverside Avenue
Minneapolis, MN 55454
Show less
Offlclal Publication of Augsburg College 2211 Riverside Avenue
Minneapolis, MN 55454 6121330-1782
This catalog is a supplement to the Augsburg College Catalog and is published for the
convenience of Augsburg Weekend College students. Weekend College is a program of Augsburg
College and is ... Show more
Offlclal Publication of Augsburg College 2211 Riverside Avenue
Minneapolis, MN 55454 6121330-1782
This catalog is a supplement to the Augsburg College Catalog and is published for the
convenience of Augsburg Weekend College students. Weekend College is a program of Augsburg
College and is subject to the policies and provisions as stated in the Augsburg College Catalog.
This catalog should answer most questions students have about Augsburg Weekend College and
its curriculum. Although information was current at the time of publication, it is subject to change
without notice. It is the responsibility of each student to know the requirements and academic
policies in this publication. If you have questions about anything in this catalog, consult a faculty
adviser, the Dean of the College or the Registrar. Key offices are listed on page 3 of this
publication for correspondence or telephone inquiries.
Directory
......................................
............
......3
A Greeting from the President .......................................................4
Educational Program ................................................................... 5
Admissions Information.................................................................
9
Tuition and Financial Aid
....................
...............................
.
12
.....................................................................17
Academic Information ........................ ,.,...
...
...
27
Student Resources
Academic Majors .........................................................................
37
Course Descriptions
.................................................................56
.....................................................................................96. 97
Index.........................A
.......-..........................................................
98
Maps
FREQUENTLYCALLED
NUMBERS
Weekend College Office ......................................................................................................... 330-1782
Secretary. Rachel Anderson ....................................................................................................330- 1782
.......................................................................330- 1792
Admissions, Jeanette Wittmer ...............
....
.330- 1743
Admissions Assistant, Robyn Belongie ..............................................................................
.
.....................................................330-1740
Program Coordinator, Nancy Schmickle .......................
..330- 1741
Operations Supervisor, Theresa Perry ...............................................................................
.............................................................
330-1
777
Associate Program Coordinator, Deidre Middleton
330-1742
Advising, Robin Sanderson.................................................................................................
Other Campus Phone Numbers:
General Information ............................................................................................................... 330- 1000
Bookstore. Christensen Center ...........................................................................................
3301 122
Business Office. Science Hall:
Cashier 8:30 a.m.-400 p.m. ................................................................................................
330-1028
.
........................................330-1790
Billing. Jocelyn Palmer: 8:00 a.m.-430 p.m. ......................
...................................................... 3 3 0 - 1130
Education Department. Library Building................ .
.
Financial Aid Office. Sheila Anderson. Science Hall ............................................................ 330-1046
3 3 0 1 162
Career Planning. Memorial Hall .......................................................................................
Counseling. Memorial Hall ..................................................................................................
3301 160
Library ....................... .
.
.
....................................................................................................330-1017
Nursing Department .............................................................................................................
-330-1209
Registrar. Science Hall ........................................................................................................
330- 1036
Summer School ...................................................................................................................
330-1786
Weekend College Office Hours:
Monday-Friday: 8:00 a.m. .4:30 p.m.
(other hours by appointment)
Office Hours on Class Weekends:
Friday: 8:00 a.m. .6:00 p.m.? WEC Office
Saturday: 8:00 a.m.-1:30 p.m., WEC Office
Weekend College Office Location:
The Weekend College Office is located at 2222 Murphy Place on the comer of 23rd Avenue and
7 112 Street on the Augsburg College campus (see # l 1 on map on page 97.)
On behalf of the entire college community, I welcome you to
Augsburg College. It is a pleasure to introduce the College
to prospective students and to use this opportunity to
welcome new and returning students.
Augsburg has earned a reputation as an affordable, quality
liberal arts college of the church. The mission of the
College, its academic programs and its metropolitan location attract a wide variety of students, a diversity which is
actively encouraged. Whetherfrom a small town, a large
city or another country, all students enjoy the sense of community here at Augsburg.
The College continues to grow, building on a tradition of
excellence in its programs, faculty, students and facilities. It
is a place where community, national and world leaders
meet to discuss issues and ideas.
I invite you to become part of this tradition of excellence Augsburg is an exciting and challenging place to prepare
for your future.
I look forward to meeting you on campus.
Charles S. Anderson
President
CHARACTERISTICS
0.F- T H E
EDUCATIONAL
or over a century,
Augsburg College has
emphasized intellectual
freedom in the search for
knowledge. Augsburg's academic program builds on a
liberal arts foundation to help
students understand the past,
interpret the present, and plan
for the future.
F
As in the weekday program,
Augsburg Weekend College
ofSers students a unique
combination of the liberal arts
disciplines and professional
education. Our goals are to
help students develop the
intellectual skills and attitudes
to be lifelong learners,
increase their competence in
selected areas of professional
work, and accomplish a higher
level of personal growth.
HISTORY
OF
WEEKEND
COLLEGE
In Fall of 1982 Augsburg
began Weekend College
under the directorship of
Dr. Rick Thoni. At that time
Weekend College had three
majors, 69 students, and
offered eight courses in the
first term.
Today with more than 1,100
students and 12 majors,
Augsburg's Weekend College
is the largest program of its
kind in the state. Faculty in
Weekend College are full-time
Augsburg professors as well
as adjunct professionals from
the work world. The Weekend
College student body has
become involved in student
government, and Weekend
College students participate in
academic and extracurricular
activities such as the student
newspaper, travel seminars,
the Weekend College Student
Union and the Weekend
College Advisory Network
(WECAN).
Augsburg Weekend College
continues to grow and develop
to meet the changing needs of
the adult and nontraditional
student of today.
PURPOSE
Augsburg Weekend College
provides an educational alternative to adults who desire
college experience but who
work or have other commitments during the week. It is a
means by which men and
women may earn a baccalaureate degree, gain skills for
professional advancement,
prepare for career change, or
pursue a personal interest in
one or more areas of the
liberal arts.
MISSION
OF THE
COLLEGE
Students who graduate from
Augsburg are well prepared to
make a difference in the
world. They stand as testaments to the College motto,
"Education for Service," and
to the Mission of the College:
To develop future leaders of
service to the world by
providing high quality educational opportunities which are
based in the liberal arts and
shaped by the faith and values
of the Christian Church, by
the context of a vital metropolitan setting, and by an
intentionally diverse campus
community.
THEADULTAS LEARNER A COMMUNITYOF
LEARNERS
Augsburg Weekend College is
designed to meet the needs
and preferences of adult
learners. The program is based
on the assumption that the
men and women who enroll in
Weekend College will be
mature, self-disciplined and
well-motivated adult learners
who seek a balance of classroom experience and
individualized study. Each
course is therefore divided
into periods of concentrated
on-campus study separated by
time for independent study
and class preparation.
Essential to the goals of
Augsburg's Weekend College is
participation in a community of
adult learners. Learning can be
enhanced when the student is
involved in a stable community
that provides opportunity and
encouragement to become
involved in interaction both in
and out of the classroom. This
community will be enriched by
the presence of both men and
women with a variety of work
and life experiences. To facilitate this kind of community
interaction, Augsburg encourages Weekend College students
to make use of college facilities
ALTERNATE
WEEKENDS such as the library and the
To accommodate this format
Christensen Center, to take the
for learning, classes generally
opportunity of having shared
meet on alternate weekends
meals and coffee breaks, to
for three and one half hours on
participate in optional luncheither Friday evening,
time seminars, and to attend
Saturday morning, Saturday
other college activities such as
afternoon or Sunday aftermusic and dramatic presentanoon. Each course selected by
tions and athletic events.
the student involves commitment to one of these four class
FACULTY
periods. Laboratory sections or
additional class hours may be
The heart of any educational
scheduled during the week.
institution is its faculty and
Weekend College students
Augsburg College is particumay take from one to four
larly proud of the excellence
different courses by attending .
and commitment of its profesclass every other weekend.
sors. Most faculty hold the
doctorate or other terminal
degree and all consider their
teaching to be the focus of their
activity. Faculty are involved in
social, professional and a variety
of research activities, but see
these activities as supporting
their teaching. They are actively
involved in an exciting faculty
development program which
introduces them to current
thought in many fields but
especially in teaching techniques and theories.
Augsburg's size and small
classes encourage its tradition
of close involvement between
professors and students.
Faculty act as academic
advisers and participate regularly in campus activities.
History
Augsburg College was
founded in 1869 in Marshall,
Wisconsin, and moved to
Minneapolis in 1872. The
name Augsburg College and
Seminary changed in 1963
when the Lutheran Free
Church merged with The
American Lutheran Church.
Location
Augsburg's 23-acre campus is
in the heart of the Twin Cities
metropolitan area, only blocks
from downtown Minneapolis
and the intersection of Interstate
Highways 94 and 35W. Adjacent
to the campus are the Riverside
Medical Center, the West Bank
campus of the University of
Minnesota and the Mississippi
River parkways.
Campus
Augsburg's campus consists
of 15 major buildings which
include student housing
towers, the College Center,
main academic and administrative halls, the Library,
Music Hall and the Foss
Center for Worship, Drama
and Communication.
Accessibility
We have made a major effort
to become one of the most
accessible campuses in the
region. Our skyway-tunnel
system lets you reach any of 10
major buildings without going
outside. In addition to building
changes, we have a student-run
program to increase awareness
and provide extra help for
students with disabilities.
Church Affiliation
Augsburg is a college of The
Evangelical Lutheran Church in
America. Although a strong
plurality of students are Lutheran,
18 percent represent other
Protestant denominations and
2 1 percent represent the Roman
Catholic Church. Several other
affiliations are represented
among students and faculty.
POLICIES
It is the policy of Augsburg
College not to discriminate on
the basis of race, color, creed,
religion, sexual or affectional
preference, national or ethnic
origin, age, marital status, sex
or status with regard to public
assistance or disability, as
required by Title IX of the
1972 Educational Amendments
or Section 504 of the Rehabilitation Act of 1973, as amended,
in its admissions policies,
education programs, activities
and employment practices.
Inquiries regarding compliance may be directed to the
coordinators listed on pages
249 of the 1994-1996
Augsburg catalog, or to the
Director of the Minnesota
Department of Human Rights,
Bremer Tower, Seventh Place
at Minnesota Street, St. Paul,
MN 55101.
The College and its faculty
subscribe to the Statement of
Principles on Academic Freedom
as promulgated by the American
Association of University
Professors and the Association
of American Colleges.
ACCREDITATION
AND
MEMBERSHIPS
Augsburg College is accredited
by the North Central Association
of Colleges and Schools and
the National Council for the
Accreditation of Teacher
Education (Secondary and
Elementary). Our programs
are approved by the American
Chemical Society, the Council on
Social Work Education, National
Association for Music Therapy,
Inc., and the National League
for Nursing. Augsburg College
is an institutional member of
the National Association of
Schools of Music (NASM).
We are 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 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.
Y
ou may apply for
admission to the
Weekend College
Program if you have graduated from high school or have
earned a General Education
Developmental (G.E.D.) test
certificate. Selection of
students for Augsburg College
is based on demonstrated
academic ability with satisfactory performance in high
school or in previous college
work.
A cumulative grade point
average of 2.0 (on a 4.0 scale)
or better is required for
previous college work.
Applicants with less than one
year of transferable college
work or no college work must
be in the upper half of their
high school graduating class.
Application for Admission
Complete the application form
and return it along with the
$20.00 nonrefundable application fee to the Augsburg
Weekend College Office.
Transcripts
Have official transcripts from
all previously attended postsecondary institutions sent
directly to the Augsburg
Weekend College Office.
Applicants with less than one
year of previous transferable
college work should also have
their official high school transcript sent. The G.E.D. test
certificate may be presented
instead of the high school
transcript.
Additional Information
If there is personal information
that may have affected the
applicant's previous academic
performance, it may be
included with the application or
discussed personally with the
Admissions Coordinator.
Academic recommendations
may be required by the
Admissions Committee before
an admissions decision is made.
On occasion, the Admissions
Committee may also defer on
a candidate's admission until
other information has been
received. For example, test
scores, results of current
course work, additional letters
of recommendation or writing
samples may be requested by
the Committee. If any additional credentials are needed,
the Admissions Office will
inform the candidate.
Notification of Admissions
Decision
Augsburg College uses a
"rolling" admissions plan.
Students are notified of the
admissions decision, usually
within two weeks after the
application file is complete
and has been evaluated by the
Admissions Committee.
Admission to a major, as well
as admission to the College, is
sometimes necessary. Please
check with the Admissions
Coordinator and major
sections in this catalog to see
if admission to the major is
necessary.
Transfer Credit
Transfer Credit Evaluations
FORMERSTUDENTS
Augsburg College welcomes
students who wish to transfer
after completing work at other
accredited colleges or universities. College credit is granted
for liberal arts courses satisfactorily completed at
accredited institutions. The
College reserves the right not
to grant credit for courses
where it considers the work
unsatisfactory, to grant provisional credit for work taken at
unaccredited institutions and
to require that certain courses
be taken at Augsburg.
Following acceptance,
students who are seeking a
degree and transferring
previous college work to
Weekend College will be sent
an official credit evaluation
showing the number of
courses and degree requirements still needed to complete
a baccalaureate degree at
Augsburg.
Augsburg graduates and
students who have not
attended Weekend College for
more than one academic year
(three trimesters) must apply
for readmission through the
Registrar's Office. Students
who have attended any other
institution(s) during their
absence from Augsburg must
have an official transcript sent
from each institution to the
Registrar's Office.
Augsburg College limits
transfer of credit from twoyear colleges once a student
has reached junior status. If all
transfer work has been taken
at a two-year college, a
maximum of 17 Augsburg
courses, or 96 quarter credits,
will be accepted toward the
minimum of 33 Augsburg
course credits required for the
baccalaureate degree.
Academic Advising
Upon acceptance, each student
is given an academic adviser's
name and phone number to
call for major and general
academic planning.
STUDENTS WHOSEEKA
SECOND MAJOR
OR
SECOND DECREE
If you have earned a baccalaureate degree and would like to
complete a second major or a
second degree at Augsburg,
you must submit the application form and application fee
and have official transcripts
sent to Augsburg Weekend
College from your degreegranting institution along with
transcripts from any subsequent colleges/institutions you
have attended.
l NTERNATIONAL
STUDENTS
Augsburg welcomes students
from countries around the
world. International students
should contact the Admissions
Office for information on the
application procedure.
Applications must be received
two months prior to the start
of the trimester.
For more information on the
admissions process, please call
(612) 330-1743 or write to:
Augsburg Weekend College
221 1 Riverside Avenue
Minneapolis, MN 55454
T
u i h n is set on an
w n u d basis. Tuition is
charged per trirndstsr
course. Courses with values of
.5 or -2.5 are charged one-half
or one-fourth of the per course
tuition. Therefore a student
registering for 2.5 course
credits would be charged as
follows: Per course tuition x
2.5 courses.
Weekend College students may
register for day school
program courses on a space
available basis. A Weekend
College student crossing over
to attend one day schedule
course will be charged the
current part-time per course
tuition for day school. A
student with a combination
schedule (day and weekend)
carrying 3.0 or more course
credits will be chargedfull
day school tuition for that
trimester.
FEESAND PAYMENT
SCHEDULE
For the exact tuition and fees
amounts, please refer to the
Catalog Supplement covering
the current academic year of
enrollment.
FEES
Fees are also set on an annual
basis and are payable in the
trimester in which they are
incurred. Fees are charged
according to the following:
Application Fee
Payable once, nonrefundable
Activity Fee
Per trimester
Late fee
Charged per day, up to five
working days for late completion of registration
Lifetime Sports Fee
Payable upon course registration or completion of
Assessment of Previous
Learning
Nursing Clinical Fee
Payable upon course registration
Registration Change
After first class meeting for a
cancel/add/change grade option,
or a combination at one time
Student Teaching Fee
Per student teaching course,
payable upon registration
Transcript Fee
Per copy after first, which is free
Payment Schedule
Confirmation in classes is
permitted only if the
student's account for a
previous term is paid in full
as agreed. Augsburg
College will not release
diplomas or academic transcripts until a student's
account is paid in full. This
also applies to student loans
administered by the College
(i.e. Perkins Student Loan).
They must be current
according to established
repayment schedules.
Augsburg offers the
following payment options:
1 ) Trimester payments in full.
2 ) Three Payment Plan
A three-payment plan is
available each trimester.
Payment plans will be
approved only if previous
plans have been satisfactorily
completed.
T U I T I O NA N D
FINANCIAL
AID
3 ) Company Reimbursement
Plan
Students whose employers
have tuition reimbursement
plans are allowed the
following payment terms:
TUITION
REFUND
POLICY
$100 per course deposit
payable in order to
confirm classes.
Students are responsible for
cancelling courses with the
Registrar's Office in order to
be eligible for the tuition
refund. A per course tuition
refund will be made on the
following basis:
Balance in full due within
50 days from the end of
the term.
Prior to the first scheduled
class meeting 100% of tuition
Employer reimbursement
verification.form on file
in Business Office for
current academic year.
(less a $75 administrative fee
if withdrawing from current
term entirely)
Responsibility for
payment of balance
should employer not reimburse for whatever reason.
Finance charge of 1% per
month on unpaid balance.
A non-sufficient fund check
used for payment at registration will declare that
registration invalid and could
affect further credit extended
by the College.
Prior to the second scheduled
class meeting 80% of tuition
Prior to the third scheduled
class meeting 60% of tuition
No refund after the third
scheduled class meeting.
The refund schedule is effective whether or not a student
has attended classes. All
refunds of charges will be
applied to the account of the
student and all adjustments for
aid, loans, fines, deposits, etc.
will be made before eligibility
for a cash refund of any
resulting credit balance is
determined. Please allow two
weeks for a refund.
Note: The refund is a
percentage of the full tuition
charged, not a percentage of
any deposit made toward
tuition (e.g. deposits made
under the company reimbursement payment plan).
Medical Refund Policy
If a student is forced to withdraw because of accident or
illness, whether a physical or
mental health problem, the
refund may include the normal
percentage plus one-half of the
percentage adjustment.
Requests for this additional
refund must be made to the
Petition Committee and must
be accompanied by a written
report from the attending
health professional stating the
inability for, or inadvisability
of, continued study.
Students charged on a singlecourse fee basis who have
completed payment of
assessed tuition may choose
between this partial tuition
refund and a tuition-free
course retake credit. A retake
credit may be used only to
repeat the same course from
which the student withdrew.
This choice between refund
and tuition-free retake credit
must be made at the time of
the request to the Petition
Committee, and the choice of
monetary refund or retake
credit may not be changed
subsequently.
Students should be aware that
their choice of refund or
retake credit may adversely
affect their financial aid eligibility and that they bear full
responsibility for the effects of
their choices. Retake credits
must be used within one academic year or the next time the
course is offered if that is
longer than one year.
COMPANY
TUITION
ASSISTANCE
PROGRAM
Many companies, agencies
and corporations offer full or
partial tuition assistance to
employees who participate in
work-related or degreeoriented college programs.
Augsburg provides a payment
plan by which employees may
handle tuition reimbursement.
GRANTS
AND
SCHOLARSHIPS
Pel Grant
This is a federal aid program,
based on need, that is available to students who are
enrolled in Weekend College.
Awards will range from $400 to
$2,300 per year in 1994-1995.
Minnesota State
Scholarship and
Grant Program
The Minnesota State
Scholarship and Grant
Program is available to
Minnesota residents, based on
financial need. Awards ranged
from $100 to $5,380 for 19931994.
Bureau of Indian Affairs,
Tribal and State Indian
Scholarships
American Indian students who
meet federal and state 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 330-1 138
or your tribal agency.
Augsburg Tuition Grant
Augsburg College may
provide grants and scholarships
to Weekend College students
who Show academic potential
and have financial need.
LOANASSISTANC~
Federal Stafford Student
Loans
Subsidized and Unsubsidized
Stafford Loan funds are
obtained directly from a local
lender or state agency in states
which provide such programs.
Subsidized Stafford loans are
need-based loans which the
federal government subsidizes
by paying accrued interest
while in school and during the
grace period. Therefore, the
borrower is not responsible for
interest accrued while in
school or during the 6-month
grace period. Interest begins
accruing on the date of
disbursement for the
Unsubsidized Stafford Loan
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
be capitalized (added to the
balance of the loan).
The interest rate for new
borrowers through the
TUITIONAND
FINANCIALAID
Subsidized and Unsubsidized
Stafford Loan is variable and
changes annually based on the
91-Day Treasury Bill. For
students with existing loans, the
interest rate will match the
interest rate on their existing
loans (7%, 8%, 9% or 8%/10%).
The following borrowing
limits apply to the Stafford
Loan program after July 1,
1994:
Freshmen: $2,625 annually
($6,625 combined Subsidized
& Unsubsidized Stafford)
Sophomores: $3,500 annually
($7,500 combined Subsidized
& Unsubsidized Stafford)
Juniors/Seniors: $5,500 annually ($10,500 combined
Subsidized & Unsubsidized
Stafford)
Aggregate maximum: $46,000
Note: Unsubsidized Stafford
loans are available only to
independent students and
dependent students who do not
meet the criteria for the
Subsidized Stafford loan.
Student Educational Loan
Fund (SELF)
This is a Minnesota state loan
program. SELF Limits Freshmen and Sophomore
students may borrow up to
$4,500 per year, Juniors and
Seniors up to $6,000 per year
with an undergraduate
maximum of $25,000 ($500
annual minimum). There is a
$40,000 combined maximum
for undergraduate and graduate study. Interest rates are
variable, paid by the borrower
quarterly while in school.
Principal and interest
payments begin 12 months
after leaving school. Students
must apply for financial aid
and be enrolled at least
half-time.
TO APPLYFOR
FINANCIAL
AID
1) Complete the Application
for Admission and indicate
your desire to also apply for
financial aid.
2) The Financial Aid Office
will send you the necessary
application and financial
statement form (or you may
pick them up at the
Financial Aid Office, 152
Science Hall, or the
Weekend College Office).
3) All students transferring
from any post secondary
institution must have a
Financial Aid Transcript on
file with Augsburg from
each previously attended
institution even if you did
not receive aid.
4) Complete and return the
financial aid forms and a
copy of the federal tax
return by the deadlines indicated.
5) Accept the financial aid
offered, in whole or in part,
within the deadline stated.
S T U D E N T
,
RESOURCES
S T U D E N T
A
ugsburg College
provides a number of
student services to
assist adults in making educational and career plans,
accomplishing the academic
tasks of a college education,
working on their own personal
development, and participating beyond the classroom.
These services include academic planning and support
services, college services and
student life. More detailed
information on these services
is provided in the .Student
Guide which is available to
every student.
ACADEMICADVISING
All Augsburg Weekend
College students have access
to expert academic advising
services on an ongoing basis
to provide for efficient,
effective planning. Students
enrolling in Weekend College
who have had college experience will have their previous
work evaluated early in the
admissions process. To use
their time at Augsburg most
effectively, students are
encouraged to see an adviser
in the Weekend College
Office prior to beginning their
course work. Upon enrollment
a student is assigned a faculty
adviser in their major.
ACADEMICENRICHMENT
PROGRAM
The Academic Enrichment
Program is designed to offer
students study skills assistance
so they may achieve their best
from studying. The Program
includes four components: the
Learning Center, the Tutor
Center, the Learning
Laboratory and the Center for
Learning and Adaptive
Student Services (C.L.A.S.S.).
The Learning Center
Located in Memorial HalI,
Room 119 and Foss Center,
Room 18, the Learning Center
assists students in improving
their skills in such areas as
time management, note taking,
textbook reading and comprehension, test-taking, and
concentration and memory
improvement. Diagnostic
testing is also available to
assess skills in reading, vocabulary, spelling, study strategies
and learning styles. The staff
will assist students in developing effective and efficient
study skills.
The Tutor Center
Located in Foss Center, Room
18, the Tutor Center arranges
for students to meet with
tutors for content tutoring in
most freshman and sophomore-level courses.
The Learning Laboratory
Located in Foss Center, Room
18, the Learning Laboratory
offers students the opportunity
to improve skills in reading,
writing and mathematics
through the use of computer
software.
C.L.A.S.S. - The Center
for Learning and Adaptive
Student Services
Learning disabled students
have average or above average
intelligence but have difficulty
achieving their full potential.
Services available to such
students include: educational
planning, learning aids and
remedial instruction. If
students are concerned that
difficulties in school are more
than just temporary problems,
they can discuss their learning
style with the Coordinator of
Disabled Students or the
learning disabilities specialists,
and arrange assessment and
structure assistance to increase
their potential for academic
success.
Physically challenged students
also are served through this
office. Individualized attention
and services are provided for
and/or coordinated to meet the
mobility needs of students. For
more information, please
contact the C.L.A.S.S. office
at 6121330-1053 to request a
copy of the C.L.A.S.S.
brochure and/or schedule an
informational appointment
with a specialist.
CAREERSERVICES
The Career Services Office is
committed to assisting all
students with their career planning. To aid students in this
process, Career Services offers
students the opportunity to
actively participate in career
seminars, career assessments,
one-on-one counseling, selfpaced computer career planning
modules, and use of the Alumni
Resource Network for informational interviews.
THECENTER
FOR
GLOBAL
EDUCATION
The Center for Global
Education, founded at
Augsburg in 1982, facilitates
cross-cultural learning experiences which prepare people to
think more critically about
global issues and to work
toward a more just and sustainable world. The Center's
programs explore a diversity of
viewpoints and are grounded
in the perspectives of the poor
and of others struggling for
justice and human dignity.
Students may participate in
courses offered at the Center's
program site in Mexico,
Namibia, Norway, Central
America, South Africa and
Southeast Asia.
EXPERIENTIAL
EDUCATION PROGRAMS
Through Internships,
Cooperative Education and
Community Service, Augsburg
students integrate and expand
their liberal arts education by
embracing the worlds of work
and service. These programs
link employers, community
organizations and the academic program in a way that
enriches and expands a
student's educational experience and personal
development. An underlying
assumption is that a liberal
arts education is an effective
preparation for careers and
citizenship. The integration of
"knowing and doing" adds
breadth and depth to the
liberal arts curriculum and
assists students in making
more informed academic,
career and personal decisions.
The College's metropolitan
location makes possible a
wide range of opportunities.
Students have gained valuable
learning experiences in small
and mid-size companies, large
corporations, non-profit organizations, schools, government
agencies and communitybased organizations.
S T U D E N T
COOPERATIVE
EDUCATION
ACADEMIC
INTERNSHIPS COMMUNITY
SERVICE-LEARNING
An internship for academic
Cooperative Education is a
college supported and monitored, paid, work-learning
experience that is closely
related to a student's major or
career objective. The goal is to
combine theory with practice
in work or service-based
settings.
credit is a carefully planned
work-based learning experience
where a student focuses on
specific academic and individual learning objectives. A
learning agreement plan negotiated with a faculty supervisor and work supervisor,
outlining the internship objectives, strategies and evaluation
methods - is required. An
academic internship is
approved, supervised and evaluated by a faculty member in the
department in which the student
wishes to earn the Internship
credit. Upper Division intemships are numbered 399 and
Lower Division internships are
numbered 199.
Students also earn money to
help defray educational costs
while gaining important onthe-job experience. Job
placements typically are parttime during the academic year
and full-time in the summer.
Cooperative Education jobs
are flexible and can begin and
end anytime. Cooperative
Education is not credited in
and of itself, but a non-credit
Cooperative Education transcript entry is available during
the academic terms the student
is employed. Cooperative
Education students are
encouraged to complete at least
one Internship for credit in
conjunction with their
Cooperative Education participation. Cooperative Education
is available to Augsburg
students who have completed
their freshman year and are in
good academic standing.
Information on registering for
internships may be obtained
from the Internship and
Cooperative Education Office.
Internships are available in all
majors and can be taken during
a Weekend College trimester
or summer session. For extension of an internship beyond
one term see the section of the
catalog under grading.
Augsburg's Service-Learning
program combines response to
human needs in the community
with a conscious awareness
and understanding of issues,
reflection and educational
growth. Augsburg students
learn from and about the
community and society in
which they live by participating in orientation sessions,
direct service-learning activities and seminars or class
discussions. Through direct
service, such as volunteering at
a homeless shelter, tutoring,
building housing for low
income people or working with
environmental groups, students
engage in a dynamic and interactive educational approach
which employs reciprocal
learning between the student(s)
and the community. Service
Learning includes courseimbedded community service,
tutoring, internships, cooperative education, and a wide
range of volunteer options.
COMPUTER
LAB
Students have access to over
125 on-campus computer
systems, including 50 personal
computers in a main computer
center, 24 personal computers
in the residence halls (available
24 hours a day), plus another
25 computers located in the
general department offices and
the library. Faculty and staff
have over 450 computers on
campus.
A campus-wide computer
network offers a full range of
network services. Augsburg
College, a member of the
National Science Foundation's
Internet since 1990, is
connected to hundreds of
universities and other institutions in the U.S. and around the
world. Internet access and a
renewed focus on educational
technology allows Augsburg to
integrate these electronic
resources into many different
areas of the learning process.
CONTINUING
EDUCATION
PROGRAM
Augsburg College offers
selected courses through
Continuing Education.
Inquiries should be addressed
to the Office of the Associate
Academic Dean.
DAYPROGRAM
The day program offers a wide
variety of majors and courses.
If Weekend College students
are interested in taking courses
in the day program they must
follow the cross-over guidelines.
ship as a process, promotes
productivity within and
beyond the organization and
works toward progress.
GRADUATE
PROGRAMS
The Master of Social Work at
Augsburg offers two concentrations: Family Practice and
Program Development, Policy
and Administration. In the
Family Practice concentration,
students concentrate on
empowering the family
nurturing systems from a
developmental and holistic
perspective.
Augsburg College offers three
graduate degree programs: the
Master of Arts in Leadership,
the Master of Arts in
Education-Leadership and the
Master of Social Work.
The Master of Arts in
Leadership program is based
on the subject matter and
approaches of the traditional
liberal arts. This cross-disciplinary program directs its
academic content and pedagogical approaches at
situations, issues and problems
relevant to organizational
leaders. Augsburg's program
recognizes that today's leaders
need broad-spectrum abilities
to provide them with a more
comprehensive understanding
of their world.
The Master of Arts in
Education-Leadership 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.
The program promotes leader-
LIBRARY
AND AUDIOVISUALSERVICES
A relaxed atmosphere, a
helpful staff and friendly
student library assistants make
the library a favorite place to
study and do research. The
main library houses over
175,000 books, journals,
records and microfilms.
Music, chemistry and art
history slide libraries are
located within the departmental areas.
A service-oriented staff provides
students with assistance to meet
diverse information needs
including instruction in the use
of the library, a reference service
and guidance in pursuing
research. Students have access
to a wide variety of local,
regional, national and intemational databases.
Students have access via a
computerized on-line catalog
and daily courier service to all
the library holdings of the
seven private liberal arts
colleges of the Twin Cities
and the James J. Hill
Reference Library.
The Library Audio-Visual
Center houses a large collection of sound recordings, video
tapes and films, and supplies
media equipment free of charge
for instructional use. Audio and
video tape duplication within
the limits set by copyright law
is available. Fees are charged
for the production of transparencies and posters as well as
for lamination. The Center
supplies television sets, VCRs,
video cameras, video editing,
tape recorders, microphones,
slide, overhead, filmstrip,
opaque and movie projectors as
well as screens and carts. Film
bibliographies and advice on
materials selection are available. Facilities for classes in
broadcasting are located in the
Center.
3M AUGSBURG
COOPERATIVE
PROGRAM
Admission, advising, and
coordination services for 3M
cooperative Chemistry,
Computer Science and Physics
majors are provided through
the Weekend College and the
Continuing Education Offices.
AMERICAN
INDIAN
SUPPORTPROGRAM
The American Indian Support
Program, located at 620 21st
Avenue South, is a multifaceted office established to
recruit and retain American
Indian students. Components
of the program are as follows:
American Indian Support
Services
This program assists in admissions procedures, financial aid
procedures (including BIA),
tribal and Minnesota Indian
State Scholarship applications,
orientation and registration,
course work selection,
Individual Education Plans,
academic advising, career counseling, employment, community
and professional referrals,
internships, student housing and
crisis intervention. This
program also supports the
Intertribal Student Union
(ITSU).
Intertribal Student Union
ITSU serves as a peer support
group for incoming and
currently enrolled American
Indian Students. ITSU also
organizes and co-sponsors
cultural events.
Minnesota Indian Teacher
Training Partnership
MNIlTP is a cooperative effort
between Augsburg College and
the Minneapolis Public School
District, intended to increase
the number of American Indian
teachers in the Minneapolis
public schools. Funded by the
Minnesota State Legislature in
1990, this project is designed
as a special grant and loan
forgiveness program. Students
who are awarded state teaching
licensure may then apply for
loan forgiveness. For each year
the student teaches, one-fifth of
the loan will be forgiven.
Anishinabe Library Project
The Library houses over 1,000
books, a variety of journals
and scholarly publications,
research materials, American
Indian magazines and newspapers and over 125 VHS
videos. The library project
offers both a historical and
contemporary perspective on
the cultures of various tribal
nations in the United States.
ASIANAMERICAN
SUPPORT PROGRAM
The Asian American Support
Program was created to recruit
and retain Asian American
students and to enhance the
quality of their total experience
while at Augsburg College.
The program provides assistance in the admissions and
financial aid application
procedures, orientation, registration and course work
selection, career development,
academic and nonacademic
difficulties, and employment
and placement referrals.
The Asian American
Association is affiliated with
the Support Program. The
Association carries out various
activities during the academic
year to increase the network of
friendship and support for
Asian American and other
students at Augsburg.
BLACKSTUDENT
SUPPORT PROGRAM
The Black Student Affairs
Office (BSA), located at 620
21st Avenue South, is
committed to enhancing the
educational and personal
development of students of
African descent, and to
promote cultural and historical
awareness, academic achievement and social interaction.
BSA sponsors events and
activities, such as celebrating
Martin Luther King's birthday,
Afrikana History Month, Each
One Reach One mentoring
program, and Augsburg Black
Alumni Council gatherings.
The Pan-Afrikan Student
Union (PASU) provides
support to students, including
a schedule of social and
cultural activities. The headquarters is in the BSA Office.
HISPANIC/LATINO
SUPPORTPROGRAM
The HispanicILatino Support
Program offers students individualized attention in many areas,
including academic support,
counseling and advocacy.
This program assists students
with admissions and financial
aid procedures, orientation and
registration, academic planning,
career counseling, housing,
internships and employment
and placement referrals.
The program advises the
Latino Student Association
and supports academic, social
and cultural events, and other
activities that improve the
academic and personal devel-
opment of HispanicILatino
students and provides awareness of the unique aspects of
the Hispanic culture.
WEEKEND
COLLEGE
OFFICE
The Weekend College Office
provides a variety of services
for current and prospective
students including: admission,
academic program advising,
registration for Weekend
College students, coordination
of mail registration, orientation
of new students, seminars and
special events.
OFF~CE
OF THE
REGISTRAR
The Office of the Registrar
maintains the primary academic record of all Augsburg
students. Services provided
include: processing loan deferments, enrollment verification,
providing copies of the official
transcripts, sending out grade
reports and processing Weekend
College and day school
program cross-registration.
S T U D E N T
BUSINESS
OFFICE
Services provided by the
Business Office are: check
cashing, change of billing
address, student account information, adjustments to student
accounts, account payments,
account history copies, credit
refund requests and collection.
FINANCIAL
AID
Student Financial Services
provides the following financial assistance: processing
grants, loan checks, loans,
financial aid advising and
scholarships.
CAMPUSMINISTRY
As a college of the church,
Augsburg is concerned about
spiritual as well as academic
and social growth. The
College's concern for spiritual
growth is evident in the
encouragement and opportunities for students to explore
their own faith.
Because the campus is
comprised of individuals from
many different religious and
cultural backgrounds, worship
life is characterized by a
similar diversity and richness
of tradition. Bible studies,
growth groups, outreach teams
and community outreach
opportunities, retreats, peace
and justice forums, concerts
and gatherings are examples
of the wide variety of activities on campus.
The College Pastor and
Campus Ministry staff have
offices in the Foss, Lobeck
and Miles Center and are
available for spiritual guidance, counseling, support and
information. Chapel services
are held for Weekend College
students on class Saturdays.
CENTER
FOR
COUNSELING
AND
HEALTH
PROMOTION
Counseling/Support
Croups
Individual and group activities
are available to students who
wish to work on a personal
growth interest or concern or
who simply want to have the
experience of being in a
support group of people who
share some similar characteristics and/or interests. Services
include individual counseling,
group counseling, psychological testing, assessment and
referral, workshops, and
consultation and outreach.
Health Promotion
Health Promotion offers a
wide spectrum of activities
and events that increase
awareness of health issues and
assist students in adapting new
behaviors for a healthier
lifestyle. Health Promotion
also works with various
campus agencies to foster
positive change within the
campus environment.
Professional staff offer private
consultations, individual
assessments, and group workshops to accommodate the
needs of students.
Health Service
Riverside University Family
Practice Clinic serves as the
Augsburg College Health
Service and is a family practice residency clinic affiliated
with the University of
Minnesota. The clinic is
located one block from
campus at 2615 Franklin
Avenue South. Office visits
for illness and injury are free
for all Augsburg students.
Students must check family
health coverage to determine
if they are included; if they are
not, contact the Vice President
for Student Affairs office for
information regarding student
health insurance.
The Commons
Situated on the top floor of the
Christensen Center, this is the
main food service facility for
students, faculty and staff.
Murphy's
Located on the ground floor of
the Christensen Center,
Murphy's features grill items,
pizza, soups and salads,
desserts and beverages, and is
open weekdays and during
class weekends.
GRAPHICS
Services for students include
offset printing and copying.
direction of the Theater Arts
Department and have the
opportunity to attend a series
of on-campus workshops with
visiting arts professionals.
Intercollegiate Athletics
Augsburg is affiliated with the
Minnesota Intercollegiate
Athletic Conference (MIAC)
and is a member of the
National Collegiate Athletic
Association (NCAA) Division
111. Men annually compete in
football, soccer, cross country,
basketball, hockey, wrestling,
baseball, tennis, track and
field and golf. Women annually compete in volleyball,
cross country, soccer, basketball, track and field, softball,
golf and tennis.
Intramural Sports
Fine Arts
Students have many opportunities to participate in music
and drama. In addition to
appearing on campus and in
the city, the Augsburg Choir,
Concert Band and Orchestra
perform on national and international tours. Many other
ensembles cover the entire
range of musical styles and
previous musical experience.
Students stage several plays
on campus each year under the
Students may participate in
activities for recreation and
relaxation. The intramural
program provides competition
in a variety of team sports as
well as individual performance
activities. Broomball has been
an especially popular coed
sport. Check schedules for
times when there is open use of
the gymnasium, fitness center,
ice arena and a new air dome
which offers a place to walk or
run during winter months.
Social, Cultural,
Recreational'
Throughout the year, a variety
of social and cultural activities
takes place on campus as well
as in the Twin Cities. These
activities include dances,
films, theme events, name
entertainment and visiting
personalities in various fields.
Weekend College Student
Union
Weekend College Student
Union (WECSU) is a student
organization whose primary
focus is presenting social,
recreational and entertainment
programming relevant to the
Weekend College population.
Membership is open to all
students.
Weekend College Advisory
Network
Weekend College Advisory
Network (WECAN) is a chartered organization open to all
students which has a mission
statement to help further
professional and personal goals
through organizing and sponsoring seminars and workshops.
S T U D E N T
RESOURCES
Student Affairs
The Student Affairs Division
is comprised of a variety of
programs, services and activities dedicated to complementing
and enhancing students'
educational experience and the
academic programs of
Augsburg College.
Student Government
Through student government
students secure a closer relationship with and better
understanding of the administration and faculty, and
provide input into the decision-making process at
Augsburg. Student government also sponsors and directs
student activities, protects
student rights and provides the
means for discussions and
action on all issues pertaining
to student life at Augsburg.
Student government is organized into the executive
branch, the legislative branch
and the judicial branch.
Representatives from the
Weekend College are elected
each year. Eleven Weekend
College representatives and
one Weekend College
President comprise the
Weekend College delegation.
Many kinds of involvement
are possible - program planning, writing, editing or
service opportunities. If you
want to get involved, contact
the President or VicePresident of the Student Body
in their offices in the lower
level of the Christensen
Center.
Student Guide
Augsburg publishes its policies and procedures in the
Student Guide which is available to every student. Included
are the Academic Honesty
Policy, Policy on Sexual
Harassment and Violence,
Disciplinary Policy and
Procedure, and the Grievance
Policy and Procedure.
Students wishing to obtain a
Student Guide may contact the
Student Life office.
Student standards of
behavior, complaints,
records
The College has adopted a
statement of standards for
student behavior and has
provided for due process in
matters of disciplinary action,
grievances and grade appeal.
The College operates in
compliance with the Family
Rights and Privacy Act.
Students have the right to
inspect certain official records,
files and data which pertain to
them and which are maintained
in the Office of the Registrar
and the Placement Office, and
to challenge inaccurate or
misleading information.
Persons seeking additional
information on these topics
should contact the Vice
President for Student Affairs
Office.
A
ugsburg College
constructs its
curriculum upon the
premise that students must be
educated as fully human
persons - intellectually, spiritually and physically. To act
effectively, human beings must
have a broad grasp of the
world from which they have
come as well as the world in
which they live. By providing
courses in the humanities,
natural sciences and social
sciences, the liberal arts
perspectives introduce students
to the breadth and complexity
of knowledge and culture.
Required courses in religion
are designed to acquaint
students with the Christian
tradition and encourage them
to reflect upon the importance
and meaning of spirituality in
their lives. Recreation courses
offer students the opportunity
to develop skills for participation in exercise and sporting
activities.
Students are encouraged to
consult frequently with their
advisers to ensure that all
requirements are met for
graduation. A comprehensive
explanation for the General
Education Curriculum may be
found in the Augsburg College
general catalog.
C RADUATION
REQUIREMENTS
The following are the requirements for a baccalaureate
degree:
1) Fulfillment of entry level
skill requirements in these
areas: Math Placement,
Critical Thinking, Writing
(ENG 1 11 Effective
Writing or equivalent),
Reading, Word Processing
2) Completion of a major.
3) Completion of courses that
fulfill the following Liberal
Arts Perspective
requirements:
Human Identity (one
course)
Aesthetics (one course)
Christian Faith and Values
(three courses, or as
adjusted for juniortsenior
transfer status)
The City (one course or
community service1
internship experience)
A single course may fulfill
one perspective only.
Only one course from a
department may be used to
fulfill a single category, except
Christian Faith, language and
a year long science sequence
for Natural World.
No more than three courses
from any one department may
fulfill perspectives.
4) Completion of courses that
fulfill the following
Graduation Skills:
Social World (two courses
from different departments)
Writing (two courses, one
within the major)
Western Heritage (two
courses from different
departments)
Critical thinking (one
course)
Intercultural Awareness
(one course)
Language Levels 1 and 2
(two courses of the same
language)
Natural World (two courses
from different departments)
Speaking (one course)
Quantitative reasoning (one
course)
These courses must be
completed with a minimum
grade of 2.0 or P. These
requirements may be met with
courses in the major or by
perspectives.
Noie: A course may saiisb boih a major or minor requiremeni, a perspeciive and a gradualion skill requiremen,.
5) Demonstration of proficiency in two Lifetime
Sports
6 ) Achievement of a Math
Placement Group score of
I11
The following requirements
also must be met to graduate:
1) Completion of 33 course
credits
11 of these must be Upper
Division (numbered 300
and above); no more than
13 courses may be in any
one department with the
exception of Accounting,
Nursing and Social Work.
2) Maintenance of a minimum
grade point average
A minimum GPA of 2.0 for
most majors is necessary to
graduate. A grade point
average of 2.0 is required
both in overall courses
taken and in courses which
apply toward the major.
Some majors, licensure and
certification require higher
grades in each course or a
higher grade point average.
(For example, see
Licensure in Education,
Nursing, Social Work. See
departmental section for
details).
3) Residency
Seven of the last nine
credits must be completed
at Augsburg. No less than a
total of nine credits are to
be taken at Augsburg
College. Contact the
Registrar if an offical interpretation is needed.
4) Maximums--no more than:
Two courses by independent1
directed study
Four courses of Internship
Eight course credits with a
grade of Pass (P)
Nontraditional grading (P)
also has these limits: two in
the major, except
Elementary Education and
Nursing; one in the minor,
if approved by the department chairperson.
Students who enter an academic program with a
baccaulareate or higher degree
should contact the Registrar's
Office about specific requirements for a second
baccalaureate degree or for the
equivalent of a major.
The responsibility for meeting
all degree requirements rests
with the student. Academic
advisers, department chairpersons, the Assistant to the Dean
for Academic Advising and
the Registrar are available for
counsel and assistance in
program planning.
Each student must apply for
graduation. Students should
apply at the start of their last
academic year to confirm
remaining graduation requirements. Application forms are
available in the Registrar's
Office.
All degree and course requirements must be completed and
verified in the Registrar's
Office prior to the anticipated
date of graduation (there may
be no incomplete courses or
open courses on the academic
record). See the separate
section on Graduation With
Distinction on page 34 to learn
about requirements for these
honors.
POLICIES
AND
PROCEDURES
REGISTRATION
Registration consists of two
parts:
Scheduling (choosing
classes) - A student
reserves a space in classes
for each trimester by
completing a schedule form.
Scheduling can be done in
advance of payment.
Payment (confirmation of
schedule) - A student who
has scheduled courses must
then confirm that schedule
by paying. Dates and deadlines for scheduling and
payment are listed in detail
in the Weekend College
catalog supplement.
SOME IMPORTANT
ON
POINTS
REGISTRATION:
A student must be registered
for a course in order to
receive course credit for it.
A student in Weekend
College is considered fulltime if they register for two
courses per trimester (or 2.5
if receiving a Minnesota
State Student Grant).
Students are responsible for
obtaining registration materials from the Weekend
College Office.
A student who has not paid
or made partial payment
prior to the first day of
classes is not registered for
their course(s). The student
may register and confirm the
first class weekend, but late
fees will apply and their
space in the course(s) will
not be held.
CROSSOVER
POLICY
It is expected that Weekend
College students complete
their degree requirements in
the Weekend College
schedule; however, students
may take a course in the day
schedule as a crossover. A
Weekend College student
wishing to attend a day
schedule course, or a day
student wishing to attend a
course in Weekend College,
must schedule at the Office of
the Registrar. Students taking
courses in both the day
program and Weekend
College program schedules
which total three or more
courses on any given date will
be charged comprehensive day
program tuition. A Weekend
College student taking one day
schedule course and who has
fewer than three total courses
will be charged the current
part-time tuition for day
school.
Students will also follow these
guidelines:
Students may cross over for
one full courselcredit per
term.
The course selected must
have space availability.
Weekend College students
may not cross over to attend
ACTC (Associated Colleges
of the Twin Cities) courses,
except when required by the
major to do so.
Courses cross-listed in the
Weekend College schedule
and the day schedule are not
subject to cross over policy.
Contact the Office of the
Registrar for more information
on the crossover policy.
WITHDRAWING
FROM
COURSES
Students may drop (also
referred to as canceling or
withdrawing) a particular
course by completing a
CancelIAddlChange of
Registration form at the Office
of the Registrar before the
deadline (published in the
Weekend College Catalog
Supplement). Dropping a class
will result in a "W" for withdrawal on an official academic
record. Students are urged not
to abandon courses for which
they are registered because
this may result in a failing
grade on their official academic record. The refund
schedule is listed on page 14.
Note: A student may withdraw
after the refund schedule has
expired.
WITHDRAWAL
FROM
COLLEGE
Students who do not intend to
continue at Augsburg must file
a Withdrawal from College
form at the Office of the
Registrar. This is not necessary if the student is taking a
term off; however, Weekend
College students who do not
attend courses for three
consecutive trimesters
(excluding summer) are
considered inactive and must
file an Application for
Re-admission form with the
Office of the Registrar in
order to resume their academic
program. Students are responsible for keeping the Office of
the Registrar informed of their
mailing address.
SYLLABUS
A syllabus is a course outline
written by the instructor which
may include a course description
and objectives, required text@),
course schedule, grading criteria
and assignments. A syllabus is
especially important in Weekend
College because it advises the
student of any assignment due
the first class weekend. Students
are responsible for picking up
the course syllabus at the times
published in The Weekender,
the Weekend College informational publication.
EVALUATIONAND
C RADI NG
Student achievement in
courses is measured primarily
by final examinations. Shorter
tests, written papers, oral
reports and other types of
evaluation also are used.
Most courses are offered with
grading options - traditional
grading on a 4.0 to 0.0 scale or
the Pass/No Credit system, in
which P means a grade of 2.0
or better and N means no
credit and a grade of less than
2.0. Students who choose the
PIN option are cautioned:
In order to receive a grade
of P, a student must achieve
at least a grade of 2.0.
Some graduate and professional schools do not look
favorably on a large number
of P-graded courses, or rank
each as a "C".
P-graded courses do not
count toward the requirement that 14 traditionally
graded course credits be
earned at Augsburg in order
to be considered for graduation with distinction.
Transfer students should be
especially aware of this
requirement.
See PIN limitations under
Graduation Requirements on
page 28.
Note: Certain courses are
offered on one grading system
only (e.g., Lifetime Sports are
graded PIN only).
In courses where there is a
choice, students will be graded
on the traditional system
unless they indicate on their
registration that they wish to
use the PIN grading option.
Any changes in choice of
grading system must be made
according to dates published
each term. A fee is charged for
any changes made after the
first five days of classes.
NUMBER
GRADES
Number grades are used with
these definitions:
4.0 Achieves highest
standards of excellence
3.0 Achieves above basic
course standards
2.0 Meets basic standards for
the course
1.0 Performance below basic
course standards
0.0 Unacceptable performance (no credit for the
course)
Grades of P (Pass) or N (No
credit) are not computed in the
grade point average.
An incomplete grade (I) may
be given only in the case of
extreme emergency. To
receive an incomplete grade, a
student must receive permission of the instructor; must file
a form stating the reasons for
the request, the work required
to complete the course, the
plan and date for completing
the work, and comments from
the instructor; and must gain
the approval of the Registrar.
If permission is granted, the
necessary work must be
completed in enough time to
allow evaluation of the work
by the instructor and filing of
a grade before the final day of
the following trimester. If the
work is not completed by that
date, the grade for the course
becomes a 0.0.
Internships, Independent
Studies and Directed Studies
may sometimes last longer
than one term. When this is
the case, they must be
completed by the grading
deadlines within one year
from the beginning of the first
term of registration. A grade
of X 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 option of not giving an X
where satisfactory progress is
not demonstrated.
A course in which a grade of
0, 0.5, 1.0, 1.5, or N has been
received may be repeated for
credit. Courses in which
higher grades have been
earned may not be repeated
for credit and a grade, but may
be audited. All courses taken
and grades earned each term
remain 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.
AUDITINGCOURSES
Students who wish to take
courses without credit or grade
may do so by registering for
Audit (V). The charge for
auditing is listed in the current
year's Weekend College
Catalog Supplement. The
signature of the instructor is
required to register an audit.
Students who audit a course
should confer with the
instructor two weeks prior to
the beginning of the term to
determine expectations, attendance and any other
requirements. If expectations
have been met, the course will
be listed on the transcript as
having been audited. If expectations have not been met, the
course will be listed with a
grade of W (Withdrawn).
GRADEPOINTAVERAGE ACADEMIC
PROGRESS,
PROBATION
AND
The grade point average
(GPA) is based on final grades
DISMISSAL
for all work at Augsburg. It
does not include credit and
grade points for work transferred from other colleges.
Courses taken on the PIN
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
taken.*
* Using traditionally graded
course credits only.
CLASSIFICATION
Students are classified in
August and at the end of the
Fall Trimester.
Sophomores - Seven credits
completed.
Juniors - 16 credits completed.
Seniors - 24 credits completed.
The College requires that
students maintain the
following cumulative grade
point averages (GPA):
Freshman - A student who
has taken fewer than seven
credits with a cumulative GPA
of 1.6 or higher
Sophomore - A student who
has taken fewer than 16
credits with a cumulative GPA
of 1.7 or higher
Junior - A student who has
taken fewer than 24 credits
with a cumulative GPA of 1.9
or higher
Senior - A student who has
taken 24 or more credits with
a cumulative GPA of 2.0 or
higher.
It should be noted that a
minimum GPA of 2.0 is
required for graduation with
certain majors requiring a
higher minimum GPA.
Students whose academic
achievement falls below these
guidelines will either be placed
on scholastic probation at the
end of the term, will be
continued on probation or, will
be dismissed from the College.
In addition, a freshman who
receives two zero grades or a
sophomore who receives three
zero grades will be considered
for probation or dismissal.
However, dismissal from the
College is not automatic. Each
case is reviewed by the
Committee on Student
Standing. Evidence of the
student's commitment to academic progress is the major
consideration in deciding
whether or not to dismiss a
student. Those on probation
who voluntarily withdraw from
the College, as well as those
who are dismissed, must have
special permission to re-enroll.
Students may be removed
from probation when the
cumulative GPA reaches the
minimum level stated above.
Students placed on probation
as freshmen for having earned
two zero grades may be
removed from probation if
their classification changes to
sophomore, if they have not
earned additional zero grades,
and if their cumulative GPA
reaches 1.7. Students placed
on probation as sophomores
for having earned three zero
grades may be removed from
probation if their classification
changes to junior and their
cumulative GPA reaches 1.9.
The College reserves the right
to dismiss any student who
does not meet the guidelines
stated above. Once a student is
dismissed, he or she may
appeal the decision within 10
days to the Committee on
Student Standing.
DEAN'S
LIST
The Dean's List is compiled
after each trimester, listing
students whose grade point
average for a trimester is 3.5
or better. Students must be
full-time (a minimum two full
course credits for a Weekend
College student), graded on
the traditional grading system,
with no incompletes in courses
offered for credit. If permission is given by the student, an
announcement is sent to the
hometown newspaper of each
student on the Dean's List.
GRADUATION
WITH
DISTINCTION
Graduation with Distinction is
determined as follows:
Summa cum laude - 3.8 to
4.0 cumulative GPA
Magna cum laude - 3.6 up to
but not including 3.8 cumulative GPA
Cum laude - 3.3 up to but
not including 3.6 cumulative
GPA
To qualify for graduation with
distinction, transfer students
must have completed two
years (14 traditionally graded
credits) of work at Augsburg.
ASSESSMENT
OF
PREVIOUS
LEARNING
(APL) PROGRAM
Augsburg College recognizes
that learning can and does take
place in many life situations.
Some of this learning may be
appropriate for credit recognition within the disciplines that
compose the academic
program of a liberal arts
college. The Assessment of
Previous Learning (APL)
program at Augsburg
provides a means by which a
student's previous learning,
other than that which is transferred from another accredited
institution, may be presented
for examination for possible
credit toward the completion
of a baccalaureate degree.
Not all learning from life
experience, however, is appropriate for credit recognition at
a liberal arts college. Such
learning must meet two essential criteria: 1) it is relevant to
course work in a field of study
within the Augsburg liberal
arts curriculum and 2) it can
be objectively demonstrated
either by comprehensive
examination or committee
evaluation.
The APL program at
Augsburg provides several
means by which students may
have their previous learning
assessed for credit recognition.
The following is a brief
description of each of these
means of assessment:
The College Level
Examination Program
(CLEP)
This is a series of standardized
tests which have been developed by the College Board
and are offered to students for
a small fee at regional testing
centers. (The regional testing
center for this area is the
University of Minnesota.)
Students who score at or
above the 65th percentile on a
subject examination may
receive academic credit for
that subject at Augsburg
College. Additional information about CLEP tests is
available from the Office of
the Registrar.
Departmental
Comprehensive Exams
These are available for students
to use in obtaining credit for
previous learning if the
following conditions are met:
There is a departmental
instrument available for the
subject area in question.
There is a faculty member
designated by the department to administer the
exam.
The Registrar approves the
student's request to take the
exam. Credit for departmental exams is available on
a passlno credit basis only,
and there is a charge per
exam of $485.00 for a full
course credit.
The Credit Assessment
Program (CAP)
This is a credit assessment
alternative in which a faculty
committee completes a credit
evaluation of a learning portfolio submitted by the student.
The faculty committee is
composed of a representative
from the Office of the
Registrar and two faculty
members from fields of study
directly related to the student's
previous learning.
Informational meetings and
consultation are provided for
students who wish to prepare a
portfolio of previous learning
for credit assessment. This
may include a personal
meeting with the CAP
committee. In completing the
evaluation of a student's
previous learning, the CAP
committee applies the
following criteria:
There is documentable
evidence of a cognitive
component in the previous
learning experience that
involved prescribed andlor
systematic study of content
material found within liberal
arts course work.
The learning has been objectively verified by individuals
in addition to the presenting
student.
The learning lends itself to
both qualitative and quantitative measurement.
The learning relates well to
the student's educational
goals.
The learning and skills
involved are current and
could be used at the present
time.
Students may apply for the
credit assessment process after
completing at least four
courses of academic work at
Augsburg College with a
cumulative Augsburg GPA of
at least 2.5. It is strongly
recommended that the process
not be used when four or
fewer courses remain for graduation. There is an application
deposit to initiate the credit
assessment process, and a
charge for each semester
credit applied to the student's
transcript if credit is approved.
Transcript credit will be
granted on the basis of
semester credits, and the total
number of credits granted will
be divided by four to determine the number of course
credits applied to graduation.
These credits will be recorded
with the course number of
CAP 2xx. Application of this
credit toward the Liberal Arts
Perspective requirements,
Upper Division requirements,
and academic majors and
minors may be subsequently
addressed by the departments
involved in response to a
formal request by the student.
Maximum Credit Accepted
for Previous Learning
While Augsburg College
recognizes the validity of
learning that takes place
outside the traditional classroom, this learning must be
placed in the context of formal
study in campus-based liberal
arts courses. Therefore,
Augsburg places a maximum
of eight courses (one-fourth of
a baccalaureate degree) on
transcript credit that is
obtained through previous
experiential learning. In
compiling the eight courses of
credit for previous experiential
learning, the student may use
any combination of the three
assessment processes available
in the APL program: CLEP
exams, departmental exams
and credit granted through
CAP Committee assessment.
Lifetime Sports Assessment of Previous
Learning (APL) Program
Students in the Weekend
College may complete one or
both of the two required graduation skills of Lifetime
Sports through the APL
process. The Lifetime Sports
graduation skills are non-academic courses and no credit is
earned by their completion;
however, fulfillment of two
Lifetime Sports is necessary to
graduate. There is a fee for
each Lifetime Sport completed
by APL. Additional information about Lifetime Sport APL
is available from the Weekend
College Office.
A C A D E M I C
-
M A J O R S
M A J O R S
~gsbargWeekend
CaiIege s t d e n ra may
deer #om 12 +?parate
A
majors, several with a number
of career concentrations. A
minor is available in several of
these academic areas as well as
in Sociology, American Indian
Studies and Women's Studies
(see page 55 for details).
ACCOUNTING
- ACC
The major in accounting
prepares students for professional careers in a wide
variety of accounting-related
positions. This major has two
tracks: General Accounting
and Professional Accounting.
The General Accounting
specialization is adequate for a
wide variety of positions. The
Professional Accounting track
includes two specializations:
public accounting and
managerial accounting. The
public accounting spccialization is recommended for
positions with CPA firms. The
managerial accounting specialization is recornmended for
positions with large or rapidlygrowing companies.
Thc two professional specializations rclate to two
professional dcsignations: the
CPA and the CMA. A CPA
(Ccrtificd Public Accountant)
focuses on cxtcrnal reporting;
a CMA (Ccrtificd Management
Accountant) focuscs on
internal reporting. The public
accounting specialization
includes the materials emphasized on the CPA exam; the
managerial specialization
includes the materials emphasized on the CMA exam.
Designations have an experi-
ence requirement in addition
to passing the national exam.
Under the rules of the
Minnesota State Board of
Accountancy, Accounting
majors in the public accounting
specialization are qualified to
sit for the CPA examination
during their last semester.
Accounting Core:
14 courses including:
ECO 112
Principles of Macroeconomics
ECO 113
Principles of Microeconomics
MIS 175
Principles of Computing for
Business
BUS 242
Principles of Management
BUS 252
Principles of Marketing
ACC 221
Principles of Accounting I
ACC 222
Principles of Accounting I1
MIS 379
Quantitative Methods for
Business and Economics
BUS 301
Business Law
BUS 331
Financial Management
ACC 322
Accounting Theory and
Practice I
BUSINESS
ADMINISTRATION
BUS
ACC 323
Accounting Theory and
Practice I1
The major in Business
Administration prepares
students for professional careers
in business administration or
for graduate studies. The four
specializations within this
major share a common business
core. This common core
provides students with a broad
foundation so they can readily
adapt to internal changes in
interests and goals and to
external changes in circumstances and opportunities.
ACC 324
Managerial Cost Accounting
ACC 425
Advanced Accounting
(It is recommended that
students take the courses in
the sequence given above.)
Specialization in General
Accounting:
No additional courses required.
Business Core
10 courses including:
MIS 379
Quantitative Methods for
Business and Economics
BUS 301
Business Law
BUS 331
Financial Management
Specialization in
Marketing
Business core plus 3 courses:
BUS 352
Marketing Research and
Analysis
BUS 355
Marketing Communications or
BUS 357
Advertising
Specialization in Public
Accounting:
Accounting core plus:
ECO 112
Principles of Macroeconomics
ACC 326
Tax Accounting
ECO 113
Principles of Microeconomics
ACC 423
Auditing
MIS 175
Principles of Computing for
Business
Specialization in
Managerial Accounting:
Accounting core plus:
ACC 221
Principles of Accounting I
BUS 440
Operations Management
ACC 222
Principles of Accounting I1
BUS 465
International Management
BUS 242
Principles of Management
MIS 376
Project Management or
ECO 318
Management Science
ACC 424
Internal and Operational Audit
MIS 375
Management Information
Systems in the Organization
BUS 252
Principles of Marketing
BUS 450
Marketing Management
Specialization in
Management
Business core plus 4 courses:
BUS 340
Human Resource Management
Specialization in Finance
Business core plus 4 courses:
ACC 322
Accounting Theory and
Practice I
BUS 433
Financial Theory: Policy and
Practice
BUS 438
Investment Theory
and one of the following:
ECO 31 1
Public Finance
ECO 312
Intermediate Macroeconomics
ECO 313
Intermediate Microeconomics
ECO 315
Money and Banking
MIS 479
Intermediate Quantitative
Methods for Business and
Economics
Specialization in
International Business
Business core plus 4 courses:
BUS 362
International Business
BUS 465
International Management
BUS 466
International Marketing
and one Upper Division
course in International
Business or
International Economics
Students must also complete
three semesters of a foreign
language (or equivalent).
Contact the International
Business Coordinator for
details on language equivalents or other configurations.
Minor in Business
Administration
Six courses including:
ECO 112 or ECO 113, ACC
221 and 222, BUS 242 and
252, BUS 331 or MIS 379.
The minor is automatically completed while completing a major
in Accounting or Management
Information Systems (MIS).
COMMUNICATION
SPC
Our quality of life, both
personally and professionally,
depends in large part upon the
quality of our communication.
A Communication major at
Augsburg is designed to
enhance understanding of
communication in a variety of
contexts and to improve
communication skills.
Since careers in communication
demand a broad educational
background, the Department
strongly encourages a second
major or two minors in fields
such as business, economics,
English, history, international
relations, political science,
psychology, religion, social
work or sociology.
The Augsburg Communication
major focuses on competency
in both speech and writing, as
well as effective use of media.
Since the study and practice of
communication is grounded in
both the humanities and the
social sciences, majors are
encouraged to include such
related subjects as aesthetics,
ethics, philosophy, logic, literature, statistics and research
methods in their programs.
All Communication majors
must complete a core group of
seven required courses, supplemented by five electives in one
of the following concentrations: public relations and
advertising, marketing communication, human relations, or
supervisory management.
Prospective majors should meet
with a departmental adviser as
early as possible to design an
approved major program,
preferably by the end of the
sophomore year. Majors in
Communication are candidates
for the Bachelor of Arts degree.
Communication Core
Seven courses including:
SPC 111
Public Speaking
SPC 351
Argumentation
SPC 352
Persuasion
SPC 354
Interpersonal Communication
SPC 355
Small Group Communication
POL 342
Mass Communication in Society
and one of the following:
ENG 223
Writing for Business and the
Professions
ENG 225
Intermediate Expository
Writing
ENG 226
Introduction to Creative Writing
ENG 227
Journalism
In addition, 5 courses must be
completed within one of the
following concentrations:
Public Relations and
Advertising
Students interested in the Public
Relations emphasis are strongly
urged to take ENG 227
(Journalism) as part of the major.
ART 132
Photography
ART 224
Publication Design
ART 225
Visual Communications I
ART 230
Visual Communications I1
BUS 242
Principles of Management
BUS 252
Principles of Marketing
BUS 355
Marketing Communications
MIS 379
Quantitative Methods for
Business and Economics
PSY 373
Organizational Psychology
SOC 349
Complex Organizations
SPC 343
Broadcast Production I
SPC 345
Organizational Communication
SPC 399
Internship
SPC 480
Public Relations/Promotional
Communications
Marketing
Communications
BUS 252
Principles of Marketing
BUS 352
Marketing Research and Analysis
BUS 355
Marketing Communications
BUS 450
Marketing Management
SPC 399
Internship
SPC 480
Public Relations/Promotional
Communications
M A J O R S
Human Relations
PSY 373
Organizational Psychology
MIS 175
Principles of Computing for
Business
PSY 485
Counseling Psychology
MIS 379
Quantitative Methods for
Business and Economics
SOC 231
Family Systems: A CrossCultural View
SOC 265
Culture: Ethnicity, Gender,
and Race
SOC 349
Complex Organizations
SOC 375
Social Psychology
PSY 373
Organizational Psychology
SOC 349
Complex Organizations
SPC 345
Organizational Communication
SPC 399
Internship
SPC 399
Internship
Minor in Communication
Six courses including SPC
11 1, POL 342, SPC 351 or
SPC 352, SPC 354, SPC 345 or
SPC 355, and any one of the
following: ENG 223,225,226,
or 227.
SPC 480
Public Relations/Promotional
Communications
Prospective minors must obtain
prior approval from a communication faculty adviser.
Supervisory Management
BUS 242
Principles of Management
Note: For transfer students, at
least three of these six courses
must be Upper Division
courses offered at Augsburg.
SPC 329
Intercultural Communication
SPC 345
Organizational Communication
BUS 340
Human Resource Management
BUS 440
Operations Management
COMPUTER
SCIENCE CSC
The Augsburg Computer
Science Department strives to
give students a sound theoretical and practical foundation in
computer science. The
computer science curriculum
places emphasis on networks,
communications, and the use
of computers as an information
access tool. The course work
provides students a strong base
in computer science, with
emphasis on concepts rather
than on applications.
Some courses may need to be
taken in an evening schedule.
Students should meet with a
faculty adviser as soon as possible
to plan their course of study.
Computer Science Major
- Bachelor of Arts
11 courses including:
CSC 160
Introduction to Computing and
Communications
CSC 170
Structured Programming
CSC 210
Data Structures
CSC 320
Algorithms
CSC 330
Theory of Computation
CSC 340
Introduction to Networking
and Communications
CSC 495
Advanced Topics in Computer
Science (may be repeated once)
CSC 345
Principles of Computer
Organization
CSC 499
Independent Study
CSC 495
Advanced Topics in Computer
Science (may be repeated once)
MAT 122
Calculus for the Social and
Behavioral Sciences
And two courses, at least one
of which is Upper Division,
from:
CSC 270
FORTRAN
CSC 271
COBOL
CSC 272
UNIX and C
CSC 352
Data Base Management and
Design
CSC 399
Internship
CSC 445
Operating Systems and
Computer Architecture
CSC 450
Principles of Programming
Language
Computer Science Minor
Six courses including CSC
160, 170,210,345, MAT 122
and one Upper Division
Computer Science course.
ECONOMICS- E C O
The Economics Department
offers a program which
stresses a strong theoretical
background, quantitative
analysis and an emphasis on
both national and international
issues. Students who graduate
with a major in the Economics
Department are well prepared
to continue their education in a
variety of fields or to work
successfully in the business
world and government because
of the strong liberal arts
emphasis within the major.
ECO 112
Principles of Macroeconomics
ECO 113
Principles of Microeconomics
ECO 312
Intermediate Macroeconomics
ECO 313
Intermediate Microeconomics
ECO 414
Welfare Economics
MIS 175
Principles of Computing for
Business
MIS 379
Quantitative Methods for
Business and Economics
MAT 114
Elementary Functions or
MAT 121
Finite Mathematics or
MAT 122
Calculus for the the
Social and Behavior
Sciences
Three additional Upper
Division economics courses
Combined Major in
Economics/ Business
Administration:
Five economics courses
including:
ECO 112
Principles of Macroeconomics
ECO 113
Principles of Microeconomics
ECO 312
Intermediate Macroeconomics
ECO 313
Intermediate Microeconomics
ACADEMIC
M A J O R S
One other Upper Division
economics course
Six Accounting, Business
Administration, and MIS
courses including:
ACC 221
Principles of Accounting I
ACC 222
Principles of Accounting I1
BUS 242
Principles of Management
BUS 252
Principles of Marketing
BUS 331
Financial Management or
MIS 379
Quantitative Methods
for Business and Economics
One other Upper Division
business course
Economics Minor
ECO 112, 113,312,313 and
one additional upper division
economics course. Other
configurations may be
permitted on consultation with
the department.
Note: Students who plan to
major in Economics are
strongly encouraged to meet
with a faculty advisor in the
department as soon as possible
in order to carefully plan their
program of study.
EDUCATION- EDE,
EDS, EDU
grade below 2.0 for an
Education program course
must be retaken.
Kindergarten-Elementary
Teaching Licensure
Teaching licensure programs
are offered for KindergartenElementary Education through
the Weekend College Program.
To be admitted to the Education
Department the student will
have achieved an overall 2.5
G.P.A. plus a 2.5 G.P.A. in
hisher major field. All professional courses with the exception
of Clinical Experience and
Student Teaching are available on
a weekend schedule. Clinical
Experience and Student Teaching
courses must be completed during
regular weekday hours in a K-6
classroom setting.
Introductory level courses
required for Licensure:
HPE 114
Safety Education (.5 course)
HPE 115
Chemical Dependency (.5 course)
HPE 116
Health Concepts for Educators
(.5 course)
SWK 260
Humans Developing
EDE 263
Clinical Experience (.5 course)
EDU 264
Orientation to Education in an
Urban Setting (-5course)
Contact an Education
Department adviser for information in your field of study
and for an application for
admission to the Department of
Education. Students wanting K6 licensure must take EDE 375.
One college level mathematics
course
All students must apply for
acceptance into the Education
Department. The State of
Minnesota requires that the
Pre-Professional Skills Test
(PPST) be taken before beginning professional education
courses (those numbered in
the 300-400 level). Any course
EDE 350
Creating Learning
Environments (.5 course)
Professional level courses
required for Licensure:
EDU 341
Media Technology (.5 course)
EDE 351
Techniques of Teaching Reading
EDE 375
Discovery in the World of
Kindergarten (.5 course)
EDE 377
K-El Science (.25 course)
Academic Minor or second
major
EDE 379
K-El Art (.25 course)
Students must be admitted to
the Education Department
before they can be considered for
student teaching. Applications
for student teaching must be
submitted to the Education
Department by the published
deadlines.
EDE 380
K-El Music (.25 course)
EDE 382
K-El Mathematics (.5 course)
EDE 383
K-El Health, Physical
Education, First Aid
EDE 384
K-El Social Studies, Thematic
Studies (.5 course)
EDE 386
Children's Literature (.5 course)
EDE 387
Language Arts (.5 course)
EDU 388
Human Relations (.5 course)
EDE 48 1
Student Teaching
EDE 482
Student Teaching
EDE 483
Student Teaching
EDE 484
Student Teaching
Secondary Education
Licensure
In addition to KindergartenElementary, Augsburg
Weekend College grants
Secondary licensure in
English-Language Arts and in
Social Studies (only for
Economics, Psychology
majors, and History majors by
special arrangement with the
History department, unless the
student has a Bachelor's
Degree). To be admitted to the
Education Department the
student will have achieved an
overall 2.5 G.P.A. plus a 2.5
G.P.A. in histher major field.
All professional courses with
the exception of Clinical
Experience and Student
Teaching are available on a
weekend schedule. Clinical
Experience and Student
Teaching courses must be
completed during regular
week day hours in a K- 12
classroom setting.
All students must apply for
acceptance into the Education
Department. The State of
Minnesota requires that the
PPST test be taken before
beginning professional education courses (those numbered
in the 300-400 level). Any
course grade below 2.0 for an
Education program course
must be retaken.
Secondary Education
Professional Courses
Introductory level courses
required for Licensure:
HPE 114
Safety Education (.5 course)
HPE 115
Chemical Dependency (-5 course)
HPE 116
Health Concepts for Educators
(.5 course)
EDU 210
Learning and Development in
an Educational Setting
EDS 252
Clinical Experience (.5 course)
EDU 264
Orientation to Education in an
Urban Setting (.5 course)
ACADEMIC
M A J O R S
Professional level courses
required for Licensure:
EDU 341
Media Technology (.5 course)
Licensure in Social Studies
Students preparing to teach
Social Studies on the high
school level must complete:
HIS 222
20th Century U.S.
History (available in
Weekend College)
EDS 350
Reading in the Content Areas
(.5 course)
The professional requirements within the
Department of Education,
and
POL 158
Political Patterns and
Processes (available in
Weekend College)
A major in one of five
fields:
SOC 121
Introduction to Human
Society (available in
Weekend College)
EDS 353
Creating Learning Environments
EDU 388
Human Relations (.5 course)
EDS 478
School and Society
EDS 481
Student Teaching
EDS 482
Student Teaching
EDS 483
Student Teaching
EDS 484
Student Teaching
Special Methods in Licensure
Field
Students must be admitted to the
Education Department before
they can be considered for
student teaching. Applications
for student teaching must be
submitted to the Education
Department by the published
deadlines.
Economics (available in
Weekend College)
History (available in day
schedule or in Weekend
College by special arrangement with the History
department)
Political Science (available
in day schedule)
Psychology (available in
Weekend College)
Sociology (available in day
schedule), and
The Social Science core, a
competency program
designed to provide a broad
foundation in the social
sciences (6 courses):
ECO 112
Microeconomics (available
in Weekend College) or
ECO 113
Macroeconomics (available in Weekend
College)
SOC 336
Cultural Anthropology
(available in day schedule)
Human Geography (not
available in Weekend
College or day schedule)
Students considering a career in
Social Studies Education must
consult the Augsburg Department of Education and the Social
Studies Coordinator as soon as
possible in order to make full
use of their time at Augsburg.
Transfer students with a B.A. in
history or another major in the
social science field from another
college must take at least two
courses within their disciplinary
major or the social science core
at Augsburg (preferably Upper
Division). These courses must
be taken before the Department
can recommend a student for
student teaching.
History Major
Eight courses plus one
seminar. At least four of these
courses must be Upper
Division. A major must have at
least one course (either survey
or upper level) from each of
these four areas: Ancient and
Medieval; Modem Europe;
U.S; and non-Western.
HPE 489
Coaching Practicum ( . 5 )
Licensure in EnglishLanguage Arts
Students preparing to teach
English-Language Arts on the
high school level must complete,
in addition to the professional
requirements to be met within
the Department of Education, a
competency program designed to
provide a foundation in English.
Specific requirements for the
English-Language Arts licensure
program are outlined under the
English major in this catalog.
'Ihose who study English believe
that an intense concern for words,
ideas and images helps people
understand who they are and who
they can become. Writing helps
us clarify and share our thoughts.
Literature helps us contemplate
the pains and joys of human existence. Through the study of
English we see life's complexity,
experience life as some others do,
and understand better the world in
which we live and work.
Coaching Endorsement
Students interested in adding a
coaching endorsement must
complete these courses in
Physical Education:
HPE 353
Kinesiology and Physiology
HPE 475
Prevention and Care of
Athletic Injuries (.5)
HPE 482
Coaching Theory of Sport
Individuals must hold a valid
Minnesota Teaching License
to qualify for the coaching
endorsement. Prerequisite:
BIO 103 Human Anatomy and
Physiology
ENGLISH- ENC
English relates closely to other
majors. With the other arts,
English is concerned with the
pleasure that comes from artistic
creation and with the contemplation of works of art. With
psychology and sociology, English
is concerned with individual and
group behavior. With philosophy,
English is interested in ideas and
the relation between meaning and
language. With science, English
is interested in discovering order
and determining sfructures. With
speech and communication,
English studies the effective use
of language. With history and
the other social sciences and
humanities, English studies the
way people have acted and
thought at different times and
in different cultures.
Students with an English
major pursue careers in
elementary, secondary and
college education, journalism,
government, law, the ministry,
library science, medicine,
advertising, public relations,
publishing, writing and other
professions and businesses.
English Major:
Nine courses above ENG 11 1,
including:
ENG 225
Intermediate Expository Writing
ENG 245
Introduction to Literature
One course in European
literature:
ENG 271
European Literature: Homer to
Dante or
ENG 272
European Literature: From
the Renaissance to the
Modern Period
Two survey courses in British
literature from:
ENG 331
British Literature, Medieval to
Elizabethan
M A J O R S
ENG 336
British Literature, 17th and
18th Centuries
ENG 337
British Literature, the
Romantics and the Victorians
One Upper Division course in
American literature:
ENG 350
American Literature to 1920 or
ENG 35 1
American Literature
Since 1920
One 400-level course
Two additional electives.
Majors are encouraged to
consult their departmental
adviser regularly. A student
with a double major or special
program that involves considerable work in the English
Department should also work
closely with an adviser in the
English Department.
Note: Transfer students must
take at least three of their
English courses at Augsburg.
English-Language Arts
Teaching Major: .
10 courses, including those
listed under the major, and:
ENG 345
Introduction to the English
Language
ENG 399
Internship in Teaching Writing
EDS 364
English Methods
and one course with a component in non-Western literature
(for example, ENG 361).
In addition, the ACTC courses
-Communications Skills in the
English Classroom and Teaching
Mass Media - are required.
Courses in early American literature, Shakespeare, and film are
recommended. Some of the
required courses, including the
internship, are not offered on
weekends. Students in this
program must work with advisers
in the English Department and
the Education Department in
order to meet the professional
requirements within the
Education Department as well as
requirements in the major.
Transfer students with a B.A.
in English from another college
must take at least two of their
English courses at Augsburg
(preferably Upper Division).
These courses must be taken
before the Department can
recommend a student for student
teaching. Students should
consult the English Department
chair soon after enrolling.
Minor:
Five courses above ENG 111
including ENG 245; an Upper
Division literature course; and
an additional writing course.
The English Placement Test:
A writing sample is required
of students to determine their
placement in an appropriate
writing class. Students who do
not show competence in
composition skills such as
stating and supporting a thesis,
organizing clearly, and
constructing paragraphs and
sentences are required to
enroll in ENG 101
Developmental Writing, where
they will receive more individual instruction than is
possible in ENG 1I I Effective
Writing. These students must
pass ENG 101 Developmental
Writing before enrolling in
ENG 1 1 1 Effective Writing.
Prerequisites
ENG 1 11 Effective Writing is
strongly recommended but not
a prerequisite for a Lower
Division literature course.
Prerequisite for an Upper
Division literature course is
ENG 245 andlor consent of
the instructor.
MANAGEMENT
INFORMATION
SYSTEMS
(MIS)
The major in Management
Information Systems prepares
students for professional careers
in information systems. MIS
studies information systems as
both a resource and a tool for
decision-making. Students learn
to analyze and evaluate existing
systems and to design and
program new systems. MIS is an
extensive major (16 courses) and
includes courses from Computer
Science, Mathematics,
Economics, Business and
Accounting, as well as from MIS.
MIS Major
16 courses including:
A. Six courses in Economics,
Business and Accounting
ECO 113
Principles of Microeconomics
BUS 242
Principles of Management
BUS 252
Principles of Marketing
BUS 331
Financial Management
ACC 221
Principles of Accounting I
ACC 222
Principles of Accounting I1
B. Three courses in Mathematics
and Computer Science:
MIS 475
Systems Analysis and Design
CSC 170
Structured Programming
MIS 476
Information Systems Projects
MAT 121
Finite Mathematics
and one of the following:
MIS 376
Project Management
and one of the following:
CSC 210
Data Structures
CSC 270
FORTRAN
CSC 271
COBOL
MIS 479
Advanced Quantitative
Methods for Business and
Economics
ECO 318
Management Science
CSC 272
UNIX and C
CSC 340
Introduction to Networking
and Communications
C. Seven courses in MIS
* MIS 175 is waived (without
credit) for students who do not
take MIS 175 and pass MIS
370. Students who pass MIS
370 without receiving credit
for MIS 175 (or a similar
course) and who desire academic credit (PIN grading) for
MIS 175 may obtain credit by
applying for an APL
(Assessment of Previous
Learning).
MIS 175
Principles of Computing for
Business * or
CSC 160
Introduction to Computing
and Communications
MIS 370
Advanced Computing for
Business or
CSC 352
Data Base Management
and Design
MIS 375
Management Information
Systems in Organizations
MIS 379
Quantitative Methods for
Business and Economics
Minor in MIS
MIS 175 or CSC 160, ACC 22 1,
BUS 242 or BUS 252, MIS 370
or CSC 352, MIS 375, ECO 113
and one of the following: MIS
376,475,479 or ECO 3 18.
NURSING
- NUR
The Augsburg Nursing
Program is designed exclusively for registered nurses
who want to increase their
opportunities in the health
care field.
The scope of nursing practice
is changing and expanding.
Nurses are being called on to
function in a variety of
settings that differ from those
in the past. Today nurses work
in hospitals, clinics, corporations, government agencies,
schools and community organizations; some are
self-employed running their
own businesses. All of these
nurses provide comprehensive
health assessment for individuals from all cultures and
socioeconomic levels. From
helping parents have safe
deliveries of healthy infants to
coordinating home care for the
dying, nurses assist people
through their entire life span.
The Baccalaureate degree
equips the nurse with a
working knowledge of the
biological, physical, social,
behavioral and nursing
sciences. The nursing program
at Augsburg College also
provides the educational
opportunities to increase skills
in critical thinking, clinical
investigation and decisionmaking that prepare nurses to
handle challenging new positions in today's health care
field.
NUR 3.50
Introduction to Nursing
Research
Augsburg's nursing program,
leading to a Bachelor of
Science degree with a major in
Nursing, is accredited by the
National League for Nursing.
Graduates of the program are
eligible to apply for Public
Health Nurse registration in
Minnesota. With one additional course, they are eligible
to apply for School Nurse
certification.
NUR 423
Practicum in Nursing I:
Nursing of the Family
Nursing Major
Ten courses including:
NUR 305
Contemporary Nursing I:
Communication
NUR 306
Contemporary Nursing 11:
Paradigms in Nursing
NUR 310
Community Health Nursing I
NUR 31 1
Community Health Nursing 11:
Practicum
NUR 330
Trends and Issues in Nursing
NUR 403
Contemporary Nursing 111:
Families
NUR 43 1
Leadership and Management:
Theory and Practice
PHI 380
Ethics of Medicine and Health
Care
Other requirements:
A minimum grade of 2.0
in each nursing course and
A cumulative GPA of 2.5 at
the completion of Level I
and Level I1 courses of
study are required. Students
also must complete
Augsburg's residence and
General Education
requirements.
Courses in the Nursing major
are offered on weekends with
clinical courses requiring additional weekday time. While
courses are designed so that
the major may be completed
within two years, more time
may be required to complete
the total course of study
depending on the number of
credits transferred from other
colleges or universities.
Students interested in pursuing
the Nursing major should
consult with an adviser from
the Nursing Department for
program planning.
Nursing Honors Major:
Requires a GPA of at least 3.6
in the major and 3.3 overall;
application to the Department
Chairperson by Nov. 1 of the
senior year; recommendation
by Nursing faculty; honors
thesis to be defended before a
faculty committee by April 15.
(Candidates register for NUR
499 to complete the thesis.)
If the practicums in nursing
are not taken concurrently
with their respective theory
courses, students are required
to consult with faculty prior to
registration regarding review
of the theoretical content.
Nursing Program Entrance
Requirements
The following steps may be
taken in any order, but all
must be completed prior to
application for admission into
the Nursing Major:
1. Admission to Augsburg
College: Before you can
apply for the Nursing
Program, you must first be
admitted into Augsburg
College. All applicants must
present a high school
diploma or equivalent and a
2.0 GPA.
2. RN Licensure in Minnesota:
Applicant must be a registered nurse licensed in
Minnesota or be registered
to take the State Board
Exams prior to beginning at
Augsburg.
3. Prerequisite Course Content:
The following courses must
have been completed with a
GPA of 2.0 or better: chemistry, anatomy and
physiology, microbiology,
English composition, introductory sociology and
introductory psychology.
These courses may be taken
at Augsburg or at another
accredited college or
university.
4. Written Entrance Exam:
Applicants must validate
their theoretical knowledge
by taking the AD
Comprehensive written
exam. There is a fee for this
examination, which is given
at Augsburg through the
Department of Nursing.
Upon successful completion
of the validation testing,
credits for up to six courses
may be granted. Scores for
this test may be transferred.
5. Current Clinical Practice:
Applicants must give
evidence of current nursing
clinical practice (within the
past five years). This may
include: graduation from a
school of nursing (a
minimum overall GPA of
2.5 is required), work experience, or completion of a
nursing refresher course or
an acceptable equivalent.
PSYCHOLOGY
- PSY
Psychology, with its emphasis
on behavioral observation and
data, provides a perspective on
human activities which is an
integral part of liberal education.
The goal of the Psychology
program is the improved understanding of human behavior by
studying how people cope with
their environment and interact
with each other.
Psychologists use a variety of
methods to study behavior,
including experimentation,
observation and clinical case
analysis. Faculty members
have varied professional
specializations such as
counseling, physiological
psychology, human development, personality, social and
organizational psychology,
and analysis of public policy.
The Psychology program's
emphasis on the use of a
problem solving approach, the
acquisition of information
about human development and
interaction, and the development of human relations skills
can be beneficial in careers in
business, education and other
social services, the church
government, as well as in
careers such as research, law
and medicine.
Psychology Major
10 courses including:
PSY 102
Individual in a Social World or
PSY 105
General Psychology
PSY 230
Research Methods: Design,
Procedure and Analysis I
PSY 330
Research Methods: Design,
Procedure and Analysis I1
PSY 399
Internship
PSY 381
Psychology in Historical
Perspective or
PSY 493
Seminar: Contemporary
Issues
PSY 354
Perception and Cognition or
PSY 355
Brain and Behavior
PSY 325
Social Behavior or
PSY 359
Psychological
Assessment
Three additional Upper
Division psychology courses
Students should consult with
their adviser regarding these
major electives.
Note: A minimum of five
courses must be from
Augsburg. No more than two
courses from PSY 299, 399 or
499 may be counted. It is
recommended that Psychology
majors take additional course
work from other areas that will
complement and strengthen their
particular interests and skills in
psychology. All psychology
majors must have an adviser in
the Psychology Department.
Psychology Minor
Five courses including PSY
102 or 105, and four electives.
A minimum of two courses
must be from Augsburg. Not
more than two courses from
PSY 299,399 and 499 may be
counted toward the minor.
RELIGION- REL
Augsburg College understands
itself as a college of the church
and it is persuaded that the
Christian faith provides an
appropriate perspective from
which to undertake its educational task. The biblical faith
and tradition of the Christian
Church have influenced the
whole world and they have
affected and continue to influence language, literature,
history, values and political
structures.
The student encounters this
religious tradition in studying
these and other areas. The
study of religion and theology
is intended to make such
encounters more meaningful
through a better knowledge of
biblical history and that of the
Christian Church, and by a
larger acquaintance with theological thought.
While it is true that the fundamental orientation of this
College is to the Christian
faith, it is also true that the
field of religion obviously
includes more than is represented by the Christian faith.
Large segments of the earth's
population live by religious
concepts and ideas which are
different from Christianity.
The Department of Religion
seeks to introduce students to
some of these major religious
traditions.
Religion Major
Eight courses including:
REL 11 1
Introduction to Theology
REL 221
Biblical Studies
Other Requirements
Religion 11 1 or 221 is prerequisite to all other courses and
is to be taken in either the
freshman or sophomore year
at Augsburg. Exceptions may
be made for junior or senior
transfer students, but the basic
courses are still highly recommended as preparation for
Upper Division courses.
REL 481
Contemporary Theology
Department approval is necessary before courses taken at
other colleges can be accepted
for Religion Department
and/or general education
course credit.
REL 495
Seminar
All majors must consult with
the Department Chair.
Three additional Religion
courses
Completion of this major may
require enrollment in one or
more courses offered in an
evening weekday schedule.
REL 356
History of Religions
Note: Seminar, especially for
majors, should be taken in the
junior or senior year. Before
taking the seminar, each major
must have written one formal
research paper and placed it
on file with the Department
Chair.
Religion Minor
Five courses.
AcA
DEMI
c
M A J O R S
SOCIAL WORK
- SWK
The Social Work major
prepares graduates for entrylevel generalist professional
practice in the field of human
services. The program is
accredited by the Council on
Social Work Education and
leads to a Bachelor of Science
degree. The program is based
on a generalist model of practice, enabling graduates to
work with individuals, families, groups, communities and
to develop and analyze social
policy. Courses within the
program utilize a student
empowerment model for
teaching and learning.
Augsburg's social work major
also provides a strong foundation for graduate studies in a
variety of fields. Augsburg
also offers a full-time Master
of Social Work degree on a
weekend schedule.
Social Work Major
1 I core course:
SWK 361
Social Response to Human
Needs
SWK 363
Methods and Skills of Social
Work
SWK 364
Field Work I
SWK 365
Quantitative Analysis and
Program Evaluation
SOC 231
Family Systems: A CrossCultural Perspective
SWK 461
Advanced Methods and Skills
in Social Work
SOC 265
Culture: Ethnicity, Gender and
Race
SWK 462
Field Work I1
A minimum grade of 2.0 is
required for each course in the
core program and a 2.0
average is required in the
supporting program.
SWK 463
Community Development and
Organization
SWK 465
Social Policy: Analysis and
Development
SWK 466
Field Work I11
SWK 467
The Social Worker as
Professional
SWK 469
Field Work IV
Seven supporting courses:
SWK 257
Exploring Human Services
SWK 260
Humans Developing
BIO 101
Human Biology
PSY 105
General Psychology
SOC 121
Introduction to Human Society
Students interested in Social
Work should begin their
program with the required
supporting courses. The
professional sequence will be
offered when a sufficient
number of students are ready
for that portion of the
program.
Social Welfare Minor
Six courses including SWK
257 or department approved
alternative internship, SWK
260, SWK 361, SWK 463,
SOC 265 and one course from
SWK 465, POL 121, POL
158, POL 325.
ADDITIONAL
MINORS
In addition to minors offered
in Business, Communication,
Economics, English, MIS,
Psychology, Religion and
Social Welfare (listed under
each respective major),
Weekend College students are
able to complete minors in the
following areas:
American Indian Studies
The American Indian Studies
minor offers courses that
encompass the range of
American Indian contributions
to North American culture,
including art, religion, literature and history.
Requirements: Five courses
including INS 105 and at leas
one Upper Division course
from the list below. Indian
studies courses may also be
taken as part of majors or
minors in other academic
subjects or to meet general
education requirements.
Courses offered include:
ART 290
Tribal Arts and Culture
INS 233
Women: A Cross-Cultural
Perspective
INS 260
Contemporary American
Indians
INS 264
American Indians in the
Cinema
INS 320
American Indian Women
REL 370
American Indian Spirituality
and Philosophical Thought
Sociology
Sociology is the study of society
as a whole and of human social
organization and groups. The
sociological perspective
provides a way to better
understand the social world
and how individuals come to
think and act as they do.
Requirements: Five courses
including SOC 121
Introduction to Human Society
and two Upper Division sociology courses, at least one of
which must be taken at
Augsburg College.
Women's Studies
The program in Women's
Studies provides students with
the opportunity to critically
examine women's contributions and experience in various
historical and cultural contexts.
Requirements: Five courses
which must include INS 201
Foundations in Women's
Studies, three electives, one of
which must be Upper Division,
and INS 495 or 499. Each
student's program must have
the written approval of the
Women's Studies Coordinator.
Course options include:
ART 352
Women's Art History
ENG 282
Topics in Literature: Women
and Fiction
INS 201
Foundations in Women's
Studies
INS 233
Women: A Cross-Cultural
Perspective
INS 320
American Indian Women
ENG 216
American Indian Literature
INS 49.5
Women's Studies Seminar
INS 105
Introduction to American
Indian Studies
INS 499
Independent Study
AITENDANCEPOLICY
It is expected that students
attend every class. If more
than one class meeting will be
missed, the student should not
register for the course. Some
faculty and courses require
100 percent attendance for a
student to earn a passing
grade. Most Weekend College
classes meet seven times
during a trimester plus Finals
Class Weekend. Some courses
meet for the entire period on
Finals Class Weekend.
Classes marked with an
asterisk (*) on the Class
Schedule require or recommend that students attend
additional class meetings, the
dates and times of which are
either listed on the course
syllabus or determined by the
class at the first meeting.
CLASS
SCHEDULE
There are three trimesters in
Weekend College - Fall,
Winter and Spring. A calendar
of class weekends for each
trimester and a tentative
schedule of courses offered
can be found in the Weekend
College Supplement. Many
courses are offered at least
once a year; however, since
some courses are offered in
alternate years, it is important
that the student review major
requirements and course offerings with an adviser to ensure
that all requirements can be
met. Descriptions and schedules for courses offered in the
day schedule, January Interim,
Summer School, the Master of
Arts in Leadership, Master of
Arts in Leadership-Education
and the Master of Social
Work programs are published
in separate publications.
PREREQUISITES
A prerequisite is a course or a
specific skill level, e.g. Math
Placement Level, which must
be completed before the
student enrolls in a higherlevel course. Prerequisites are
listed in the course description. A student may only
enroll in a course when a
prerequisite has not been
fulfilled if there is prior
approval by the professor
teaching the course and the
academic adviser.
NUMBERING
Courses numbered below 300
are Lower Division courses.
Courses numbered 300 and
above are classified as Upper
Division.
CREDITS
A full course equals one
credit. Half courses and
quarter courses are offered in
the Education, General
Studies and HealthIPhysical
Education Departments.
LIBERAL
ARTS
AND
PERSPECT~VES
GRADUATION
SKILLS
Liberal Arts Perspectives and
Graduation skill requirements
that are fulfilled by completing
a course are listed in the
course descriptions. Courses
may have been approved to
meet these requirements since
the publication of this catalog.
See the Perspectives and Skills
list available in the Registrar's
Office for the most current
information.
C O U R S E
DESCRIPTIONS
ACCOUNTING
ACC 221
Principles of Accounting I
Introduction to business activities, basic concepts and fundamentals of accounting,
the accounting cycle and preparation of financial statements.
ACC 222
Principles of Accounting II
A continuation of ACC 221. Introduction to business activities, accounting for
corporations. Basic concepts and fundamentals of managerial accounting, planning
and controlling processes, decision-making and behavioral considerations. (Prereq.:
ACC 22 1)
ACC 322
Accounting Theory and Practice I
An analysis of financial accounting with emphasis on accounting theory pertaining
to financial statements, income concepts, valuation concepts, FASB statements and
other relevant issues as applied to assets. (Prereq.: ACC 222)
Accounting Theory and Practice I1
A continuation of ACC 322. An analysis of financial accounting with emphasis on
accounting theory pertaining to financial statements, income concepts, valuation
concepts, FASB statements and other relevant issues as applied to liabilities and
stockholders' equity. (Prereq.: ACC 322)
Managerial Cost Accounting
Accounting tools for heavy manufacturing systems as well as for managerial decision making. Planning, budgeting, standard cost systems, as well as other
quantitative and behavioral topics. (Prereq.: ACC 221,222, BUS 242,252, MIS
379, or consent of instructor)
Tax Accounting
The more common and important provisions of planning and compliance for
income taxes. (Prereq.: ACC 221, BUS 33 1, ECO 1 12, 1 13, or consent of
instructor)
Internship Program
A student may receive course credits through an internship program which is
applicable to graduation but not to the major. This program will afford the student
the opportunity to spend one full term working with some organization. In addition,
the student will write a report on histher activities. (Prereq.: consent of instructor)
Auditing
Internal and external auditing procedures. Emphasis on the CPA's role to form the
basis of opinion on a set of financial statements. Graduation Skills: Writing and
Speaking (Prereq.: ACC 323)
ACC 323
ACC 324
ACC 326
ACC 399
ACC 423
ACC 424
Internal and Operational Audit
Integrating the business arts of accounting, finance, management, marketing and
MIS to incorporate and learn the techniques of internal and operation auditing. Also
integrated are the professional skills of oral and written communications, problemsolving in an unstructured environment and team projects. (Prereq.: ECO 113, ACC
221,222, BUS 242,252, 331, MIS 175,379)
ACC 425
Advanced Accounting
Accounting for business combinations, consolidations, governmental accounting,
partnership accounting and fund accounting. (Prereq.: ACC 323)
Independent Study
The student may earn Independent Study credits through individually supervised
projects designed to afford himlher the opportunity to analyze some topic or issue
in depth. (Prereq.: consent of instructor)
ACC 499
ART
ART 102
Design
A study of,design as the unifying foundation for the visual arts. Two-and threedimensional projects demonstrating the use of the basic design elements and
principles. Liberal Arts Perspective: Aesthetics; Graduation Skill: Speaking
ART 106
Calligraphy
Introduction and practice of calligraphic writing and designing with emphasis on
the broad-edged pen.
ART 107
Drawing
Dmwing in graphite pencils, pen and pastel pencils. Subjects include still-life,
figures, building interiors and exteriors and experimental work. Liberal Arts
Perspective: Aesthetics
ART 118
Painting I
Introduction to painting media and technique in acrylic and oil. Liberal Arts
Perspective: Aesthetics
Photography
The camera used as a tool for visual creativity, expression and communication with
attention to black and white photographic processes. Students need access to a 35
mm, single lens reflex camera. Materials will cost approximately $175-200. Liberal
Arts Perspective: Aesthetics
Sculpture I
An introduction to sculpture. Choice of media: clay, welded steel and bronze,
plaster and plexiglass. Learn to model, carve, cast, weld and assemble the respective media. Liberal Arts Perspective: Aesthetics
ART 132
ART 221
C O U R S E
ART 225
Communication Design I
An introduction to the principles and techniques of graphic design. Students will
develop visual communication skills working with typography, symbols, logos and
illustration. Liberal Arts Perspective: Aesthetics
ART 240
Art History Survey
A survey of art of the Western world from prehistoric to modern times. Includes
reading, research, viewing of slides and visits to museums. Liberal Arts
Perspectives: Western Heritage, Aesthetics; Graduation Skills: Critical Thinking
ART 250
Ceramics I
An introduction to the making of pottery with an emphasis on hand building and
glazing. Liberal Arts Perspective: Aesthetics
ART 290
Tribal Arts and Culture
The rich heritage of indigenous cultures of the Americas is explored through the
visual arts, particularly within the United States. Other content includes poetry,
dance, mythology, ritual, religion and drama of many American Indian tribes.
Students will produce various art projects in weaving, basket-making, pottery,
jewelry, sculpture or prints.
ART 306
Calligraphy I1
Advanced work in calligraphic media and design.
ART 352
Women and Art
A study of the creative role of women in the visual arts, including the fine arts, the
"traditional" arts and the work of Native American women. Liberal Arts
Perspective: Aesthetics
BIOLOGY
BIO 101
Human Biology
Basic biological concepts from an anthropocentric point of view: what makes a
human just another member of the biotic fold? Do humans have a niche in the
ecosystem? What influence do humans have on the environment? What influence
does the environment, especially the urban environment, have on humans? (Threehour lectures. A student may not receive credit for both BIO 101 and 103.) Liberal
Arts Perspective: Natural World I1
BIO 102
The Biological World
The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science, the approach used by scientists to gather and analyze
data, purpose and test theories are considered. Three hours of laboratory for each
class meeting is required. Lab time is usually scheduled for an evening. Liberal
Arts Perspective: Natural World I & I1 Graduation Skill: Critical Thinking
BIO 103
Human Anatomy and Physiology
A professional course in the structure and function of the human body. Lecture and
laboratory. Additional time per class meeting time required for the laboratory,
usually scheduled on an evening. (A student may not receive credit for both BIO
101 and 103.)
BIO 105
Biology and Society
A consideration of the biological basis of some of the problems facing society, such
as toxic pollutants in air, water and soil, genetic engineering, AIDS, genetic
diseases and counseling, extinction, wilderness ethics, global warming, cancer,
hunger, drugs, biodiversity. (Lecture. Does not apply to the major or minor.)
Liberal Arts Perspective: Natural World I1
BIO 185
The Biology of Aging
At some time in our lives most of us will directly experience aging or be influenced
by people undergoing age-related changes. This course will concentrate on the
biological aspects of such changes. Liberal Arts Perspective: Natural World I1
BIO 231
The Biology of Women
The objective of this course is to provide a basic understanding of the structure and
functioning of the female human organism as well as to evaluate misconceptions
about women that have arisen in the history of biology.
BUSINESS
BUS 242
Principles of Management
Development of the theory of management, organization, staffing, planning and
control. The nature of authority, accountability and responsibility, analysis of the
role of the professional manager.
BUS 252
Principles of Marketing
Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic and technological factors as they affect product,
promotion, marketing channel and pricing decisions.
BUS 301
Business Law
Legal rules relating to contracts, agency, negotiable instruments, property and business organizations under the Uniform Commercial Code.
BUS 302
Business Ethics
Examines individual choices in business using various ethical standards. Reviews
critical thinking skills in relation to moral reasoning. Analyzes and evaluates
various business practices and policies. Emphasizes conceptual precision in
thinking, writing, and speaking. (Prereq.: BUS 301 or PHI 120 or PHI 125, or
juniorlsenior standing)
C O U R S E
BUS 331
BUS 340
BUS 352
BUS 355
BUS 357
BUS 362
BUS 368
BUS 399
Financial Management
Theory of acquisition, allocation and management of funds within the firm. Sources
and uses of long- and short-term funds, cost of capital, capital budgeting, leverage,
dividend policy and related topics. (Prereq.: ECO 113, ACC 222)
Human Resource Management
Personnel function in business, acquisition and utilization of human resources;
desirable working relationships; effective integration of the worker with the goals
of the firm and society. (Prereq.: BUS 242)
Marketing Research and Analysis
Research process as an aid to decision-making in marketing management; research
methodology; marketing research results; evaluation of the effectiveness of
research in marketing. (Prereq.: BUS 252, 379, ECO 11 3, or consent of instructor)
Marketing Communications
Integration of advertising, public relations, sales promotion and personal selling
into a coherent promotion mix. Emphasis is placed on the design and evaluation of
marketing communications programs. (Prereq.: BUS 252) Note: Either BUS 355 or
357 can be taken for graduation credit but not both.
Advertising
An introduction to print and broadcast advertising and promotion as important
elements in modern marketing and communications. Note: Either BUS 355 or 357
can be taken for graduation credit but not both.
International Business
Introduction to the problems and possibilities of doing business in an international
context. Appreciation of the perspective required for successful planning and
management of any enterprise operating abroad is emphasized by foreseeing both
the opportunities and the difficulties inherent in international business. (Prereq.:
ECO 1 12 or 1 13, and BUS 242 or 252, or consent of instructor)
Responding to the Challenge of Japan
An examination of current Japanese business practices using a cultural perspective.
A multimedia approach will be employed, involving film, television documentaries,
and readings from current periodicals in addition to text materials. A seminar
model will be used with substantial participation expected on the part of students.
(Prereq.: junior standing or consent of instructor) Liberal Arts Perspective:
Intercultural Awareness
Internship Program
A student may receive course credits through an internship program which is
applicable to graduation but not to the major. This program will afford the student
the opportunity to spend one full term working with some organization. In addition,
the student will write a report on hislher activities. (Prereq.: consent of instructor)
BUS 433
Financial Theory: Policy and Practice
A system's approach to financial structure and policy. Emphasis on decision
making, presentation through literature, readings, lectures and case material. (Prereq.:
BUS 331)
BUS 438
Investment Theory
Appraisal of the risWretum relationships of various types of securities from the viewpoint of both individual and institutional investors. Extensive coverage of capital
markets and portfolio management. (Prereq.: all core courses or consent of instructor)
BUS 440
Operations Management
Concepts and principles related to the management of operating functions. Taught
from a managerial viewpoint with examples from various industries and sectors.
(Prereq.: BUS 242)
BUS 450
Marketing Management
Integration of marketing with other business functions; marketing management and
decision making, planning marketing programs, channels of distribution, pricing,
product selling promotion policies. (Prereq.: BUS 352 and either BUS 355 or 357)
Graduation Skill: Writing
BUS 465
International Management
To provide the student with a private sector manager's perspective on the influence
of national and international institutions on the multinational corporation and on the
strategies, structures, practices and effects of the national corporation in the world
today. (Prereq.: BUS 242. BUS 362 is recommended)
BUS 466
International Marketing
This course examines those issues and activities unique to marketing in an international setting. Emphasis is also placed on adaptation of a marketing mix according
to the international marketing environment. (Prereq.: BUS 252, 362)
BUS 499
Independent Study
The student may earn Independent Study credits through individually supervised
projects designed to afford himlher the opportunity to analyze some topic or issue
in depth. (Prereq.: consent of instructor)
CHEMISTRY
CHM 100
Chemistry for Changing Times
This is a non-laboratory course based on a popular book by John H. Hill of the
same title. It is not a traditional chemistry course and does not assume a science
background. Most of the problems we face are molecular in nature. What then but
chemistry can 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 does not apply toward a major or minor in chemistry nor does i t meet any
chemistry prerequisite requirements. Liberal Arts Perspective: Natural World I1
C O U R S E
DESCRIPTIONS
COMPUTER
SCIENCE
CSC 145
Computing for the Liberal Arts
An introduction to computers, programming, and computer applications, as well as some
of the social and philosophical issues associated with computers. Primarily for students
in non-science areas. Does not apply toward a computer science major or minor.
CSC 160
Introduction to Computing and Communications
Basic computer applications using word processing, spreadsheets and databases;
files and disks; using the computer as an information accessing tool through remote
access to the library; use of e-mail, Internet, news, and information services; simple
programming. (Prereq.: MPG 111)
CSC 170
Structured Programming
An introduction to problem-solving, algorithm development and programming
using Pascal. (Prereq.: MAT 1 14 or MAT 122 or BUS 379 or MPG IV) Graduation
Skill: Critical Thinking
CSC 210
Data Structures
Data structures such as linked lists, stacks, and queues; recursion; objects, classes
and methods. (Prereq.: CSC 170) Graduation Skill: Critical Thinking
CSC 270
FORTRAN
Study of the FORTRAN programming language. It is assumed that the student has a
knowledge of programming methods and has done programming in some other
language. (F'rereq.: CSC 170 or another course with a study of a programming language)
CSC 271
COBOL
Study of the COBOL programming language. It is assumed that the student has a
knowledge of programming methods and has done programming in some other
language. (Prereq.: CSC 170 or another course with a study of a programming language)
CSC 272
UNIX and C
Study of UNIX operating system and the C programming language. It is assumed
that the student has a knowledge of programming methods and has done programming in some other language. (Prereq.: CSC 170 or another course with a study of
a programming language)
CSC 320
Algorithms
A systematic study of algorithms and their complexity, including searching and
sorting algorithms, mathematical algorithms, scheduling algorithms, and tree and
graph traversal algorithms. The limitations of algorithms, the classes P and NP, NPcomplete problems and intractable problems. (Prereq.: CSC 21 0 and MAT 145 or
122) Graduation Skills: Quantitative Reasoning, Critical Thinking
CSC 330
CSC 340
CSC 345
Theory of Computation
Basic theoretical principles embodied in formal languages, automata, and computability.
Topics include regular and context-free languages, finite automata, Turing machines, the
halting problem and unsolvability. (Prereq.: CSC 170 or 345; MAT 145 or MAT 122)
Introduction to Networking and Communications
Principles and methods of data communications, information theory, distributed
processing systems, network protocols and security, standards, network management and general computer interfacing. (Prereq.: CSC 345)
Principles of Computer Organization
An introduction to computer architecture, processors, operating systems, instruction
sets and assembly language programming. (Prereq.: CSC 160)
CSC 352
Database Management and Design
Structure of database management systems, query facilities, file organization and
security, and the development of database systems. (Prereq.: CSC 210)
CSC 399
Internship
A work-based learning experience in which a student, faculty member, and site
supervisor design a learning agreement which links the ideas and methods of
computer science to the opportunities found in the placement. Students must
consult with the Computer Science Department and Internship Office before registering for academic credit.
CSC 440
Advanced Networking and Communications
Network management; clienttserver databases and workstations; TCPIIP, IPX,
Appletalk networks. (Prereq.: CSC 340)
Operating Systems and Computer Architecture
Elements of operating systems, memory and process management, interactions
among major components of computer systems, and a detailed study of the effects
of computer architecture on operating systems. (Prereq.: CSC 345)
CSC 445
CSC 450
Principles of Programming Languages
Principles that govern the design and implementation of programming languages.
Topics include programming language syntax and semantics, parsing, compilers,
interpreters, data structures, control structures and the run-time environment.
(Prereq.: CSC 210) Graduation Skill: Writing
CSC 495
Advanced Topics in Computer Science
Study of advanced topics from areas of computer science not included in other
courses. This course may be repeated when the topics vary. (Prereq.: consent of
instructor)
Independent Study
Topics defined through consultation between student and the Department.
CSC 499
C O U R S E
ECONOMICS
ECO 112
ECO 113
ECO 311
ECO 312
ECO 313
ECO 315
ECO 318
ECO 360
Principles of Macroeconomics
An introduction to macroeconomics: national income analysis, monetary and fiscal
policy, international trade. Application of elementary economic theory to current
economic problems. May be taken independently of ECO 113. ECO 1 12 and 113
may be taken in either order. (Prereq.: MPG 11) Liberal Arts Perspective: Western
Heritage
Principles of Microeconomics
An introduction to microeconomics: the theory of the household, firm, market
structures and income distribution. Application of elementary economic theory to
market policy. May be taken independently of 112. ECO 112 and 113 may be taken
in either order. (Prereq.: MPG 11) Liberal Arts Perspective: Social World
Public Finance
Analysis of the principles of taxation and public expenditures; the impact of fiscal
policy on economic activity; debt policy and its economic implications. (Prereq.:
ECO 1 13)
lntermediate Macroeconomics
Determinants of national income, employment and price level analyzed via macromodels. Attention paid to areas of monetary-fiscal policy, growth and the role of
expectations. (Prereq.: ECO 1 12)
lntermediate Microeconomics
Theory of resource allocation, analysis of consumer behavior, firm and industry;
the pricing of factors of production and income distribution; introduction to welfare
economics. (Prereq.: ECO 1 13)
Money and Banking
Functioning of the monetary and banking systems, particularly commercial banks,
the Federal Reserve System and its role in relation to aggregate economic activity.
Emphasis placed on monetary theory and policy. (Prereq.: ECO 112)
Management Science
Provides a sound conceptual understanding of the modem techniques of management science to prepare students to make better business and economic decisions.
Emphasis is on applications, which are taken from the areas of transportation,
marketing, portfolio selection, environmental protection, the shortest route, inventory models, information systems, etc. (Prereq.: ECO 1 13, MPG 111)
International Economics
A study of the underlying forces affecting the economic relations among nations.
Development of the basis for international trade; balance of payments; exchange
rate systems and commercial policy. (Prereq: ECO 1 13)
ECO 413
Labor Economics
Analysis of labor markets; labor as a factor of production; determination of wage
collective bargaining; labor legislation and effects upon society. (Prereq.: ECO 3 13)
ECO 414
ECO 415
Welfare Economics
Basic concepts and propositions; Pareto optimality, economic efficiency of alternative market structures; social welfare functions; normative concepts of economic
theory. (Prereq.: ECO 3 13)
Managerial Economics
Integrates economic theory and corresponding practices in business. Among the topics
considered are theories and practices in forecasting, estimation of demand and cost functions, price and non-price competition, production and cost considerations, and an analysis
of economic problems of relevance to management. (Prereq.: MIS 379, ECO 3 13)
EDUCATION
EDE 263
Kindergarten-Elementary Clinical Experiences (.5 course)
Students should enroll for Clinical Experiences by the second trimester of their KElementary course sequence. Includes 160 hours field experience and is arranged
by the instructor in the Education Department at least two months prior to the term
they intend to take Clinical.
EDE 350
Creating Learning Environments: Kindergarten-Elementary(.5 course)
The study of strategies and methods of teaching and learning in the contexts of
educational, psychological and sociological and theories. (Prereq.: PPST)
EDE 351
EDE 364
EDE 375
EDE 376
EDE 377
Techniques of Teaching Reading
The study and utilization of a variety of teaching techniques and resources in reading,
including the diagnosis and correction of reading difficulties. (Prereq.: PPST)
Kindergarten-Elementary Curriculum: Interdisciplinary Studies
(.25 course)
Examination and preparation of materials and resources for integrating specific skill developments through various subjects at the kindergarten and elementary levels. (Prereq.:PPST)
Discovery Learning in the World of Kindergarten (.5 course)
Study and utilization of a variety of techniques and resources for teaching kindergarten. (Prereq.: PPST)
Kindergarten-Elementary Curriculum: Social Studies (.25 course)
Examination and preparation of materials and resources for social studies at the
kindergarten and elementary levels. (Prereq.: PPST)
Kindergarten-Elementary Curriculum: Science (.25 course)
Examination and preparation of materials and resources for science at the kindergarten and elementary levels. (Prereq.: PPST)
C O U R S E
EDE 379
EDE 380
EDE 382
EDE 383
EDE 384
EDE 386
EDE 387
EDE 388
EDE 389
EDE 481,482,
483,484
Kindergarten-ElementaryCurriculum: Art (.25 course)
Examination and preparation of materials and resources for art at the kindergarten
and elementary levels. (Prereq.: PPST)
Kindergarten-ElementaryCurriculum: Music (.25 course)
Examination and preparation of materials and resources for music at the kindergarten and elementary levels. (Prereq.: PPST)
Kindergarten-ElementaryCurriculum: Mathematics (.5 course)
Examination and preparation of materials and resources for mathematics at the
kindergarten and elementary levels. (Prereq.: PPST)
Kindergarten-ElementaryCurriculum: Health, Physical Education,
First Aid
Examination and preparation of materials and resources for physical education and
health at the kindergarten and elementary levels. (Prereq.: PPST)
Kindergarten-ElementaryCurriculum: Social Studies, Thematic
Studies (.5 course)
Examination and preparation of materials and resources for social studies and
thematic teaching at the kindergarten and elementary levels. (Prereq.: PPST)
Kindergarten-Elementary Curriculum: Children's Literature (.5 course)
Examination and preparation of materials and resources for children's literature at
the kindergarten and elementary levels. (Prereq.: PPST)
Kindergarten-ElementaryCurriculum: Language Arts (.5 course)
Examination and preparation of materials and resources for language arts at the kindergarten and elementary levels. (Prereq.: PPST, EDU 264) Graduation Skill: Writing
Kindergarten-ElementaryCurriculum: Health (.25 course)
Examination and preparation of materials and resources for health instruction at the
kindergarten and elementary levels. (Prereq.: PPST)
Kindergarten-ElementaryCurriculum: Physical Education (.5 course)
Examination and preparation of materials and resources for physical education
instruction at the kindergarten and elementary levels. (Prereq.: PPST)
Student Teaching K-6 and Seminar (1.0 each course)
Observing and teaching at the kindergarten and elementary levels ufider the supervision of college and elementary school personnel. Membership in one of the
professional teacher organizations is required. Students must apply for Student
Teaching at least three months prior to enrolling for the courses. A full term of
student teaching is required for all students pursuing an initial license. (Prereq.: All
K-Elementary course work satisfactorily completed and admission into the
Education Department Licensure program) Graduation Skill: Speaking
EDS 252
Clinical Experience (.5 course)
Students should enroll for Clinical Experience by the second trimester of their
secondary course sequence. Includes 60 hours of field experience. Seminars are
arranged by the instructor in the Education Department. Students should pick up an
Application for Placement form in the Education Department at least two months
prior to the term they intend to take Clinical. Membership in one of the professional teacher organizations is required. (Prereq.: PPST)
EDS 350
Reading in the Content Areas (-5 course)
The study and utilization of a variety of techniques and resources to assist students
in teaching reading through the content areas. Major: Required for Secondary
Education. Upper Division. (Prereq.: PPST)
EDS 353
Creating Learning Environments: Secondary
The study of strategies, methods, and evaluation of teaching and learning in the
context of educational, psychological, and sociological theories. (Prereq.: PPST)
EDS 364
English Methods
Materials and methods suitable for students in secondary schools. Emphasis on the
preparation of lesson and unit plans. Some teaching experience in a local high
school. The study of adolescent literature is included. (Prereq.: EDS 354 and PPST.
Joint Day and WEC)
EDS 366
Foreign Language Methods (.5 course)
World language learning theory. The theory and practice of world language
teaching. (Prereq.: EDS 354 and PPST. Consult with the Modern Language
Department. Joint Day and WEC)
EDS 374
Natural Science Methods (.5 course)
Course structures, goals, and procedures in science education. Consideration of
ability levels of students. Survey and assessment of classroom textbooks and materials. Development of a file of teaching materials and references. Consult with the
Education Department. (Prereq.: EDS 354 and PPST. Joint Day and WEC)
EDS 375
Social Studies Methods (.5 course)
Introduction to the teaching of social sciences and history in secondary school
classrooms. Emphasis on instructional strategies and curriculum development.
Consult with the Education Department. (Prereq.: EDS 354 and PPST. Joint Day
and WEC)
EDS 478
School and Society
The emphasis in this course is on the school in relation to society. Current major
issues in education will be studied. Students should enroll as closely as possible to
the same term as their student teaching. (Prereq.: PPST, EDU 264, EDS 3.53 and
Methods in Subject Area)
C O U R S E
DESCRIPTIONS
EDS 481,482,
483,484
EDU 210
EDU 264
EDU 282
EDU 341
EDU 370
EDU 388
Student Teaching and Seminar (1.0 each)
Observe and direct learning at the secondary level under supervision of college and
secondary school personnel. Three courses required of all 7-12 Licensure majors.
Four courses required of K-12 Art, Music, and Physical Education Licensure
majors. Four courses required of double majors. (Prereq.: completion of all education course work and admission to the Department) Graduation Skill: Speaking
Learning and Development in an Educational Setting
A survey of educational psychology topics as applied to teaching and learning.
Special emphasis is placed on classroom applications. (PSY I0 Principles of
Psychology is strongly recommended.) Liberal Arts Perspective: Human Identity
Orientation to Education in an Urban Setting (.S course)
Study and investigation of various aspects of the teaching profession as students
evaluate their interest and suitability for a career in teaching. Open to all students.
Suggested as first course to be taken. Liberal Arts Perspective: The City
Introduction to Special Education
An examination of the nature, causes and educational interventions for such exceptionalities as mental retardation, physical disability, hearing and vision impairment,
learning disabilities, behavior disorders and giftedness.
Media Technology (.5 course)
Psychological and philosophical dimensions of communication through the use of
instructional technology. Selection, preparation, production and evaluation of effective audio-visual materials for teachinglleaming situations. Computer training will
be included in this course. (Prereq.: PPST)
Classroom Management (.5 course)
A class for Elementary and Secondary Education students. The content of this
course includes theories, issues and strategies of classroom management techniques. It is designed to empower future teachers with insights and strategies that
will enable them to create positive learning environments that will enhance
achievement and build self esteem in their students.
Human Relations (.5 course)
Emphasis on the study of values, of communication techniques, and of the major
minority groups in Minnesota for the development of interpersonal relations skills
applicable to teaching and other professional vocations. Open to all.
ENGLISH
ENC 101
Developmental Writing
A preparatory course for ENG 1 11 Effective Writing, this course is required of
students identified by a writing sample (the English Placement Test) as needing
additional preparation in composition. Students receive course credit, but this does
not fulfill the graduation requirement in writing. The minimum passing grade for
this course is 2.0.
ENC 111
Effective Writing
Emphasis is on exposition, including learning research techniques and writing critical reviews. Attention is given to increasing students' effectiveness in choosing,
organizing and developing topics, thinking critically and revising for clarity and
style. A writing lab is provided for those needing additional help. The minimum
passing grade is 2.0.
American Indian Literature
A study of poetry and fiction by selected American Indian writers. Discussion and
analysis will focus on ways in which literature reflect and illuminate American
Indian culture and traditions.
Writing for Business and the Professions
A practical course designed to improve writing skills for those preparing for business and professional careers. The writing of reports, letters and proposals is
emphasized. Students are encouraged to use material from their own areas of
specialization. (Prereq.: ENG 1 11) Graduation Skill: Writing
Intermediate Expository Writing
This course builds on the practices and methods of ENG 1 1 1 Effective Writing. Its
workshop format stresses style and organization, the process of revision, self and
peer evaluation and the relationship between reading and writing. (Prereq.: ENG
1 1 1) Graduation Skill: Writing
Introduction to Creative Writing
The purpose of the course is to introduce students to the process of creative writing
and to various genres, emphasizing poetry and short fiction, but including journal
keeping and creative prose. (Prereq.: ENG 11 1) Liberal Arts Perspective: Aesthetics
Journalism
An introductory news writing course with emphasis on writing for the print media,
including practice in writing for radio and television. Students consider how to
recognize news, gather and verify facts, and write those facts into a news story.
Basic copy preparation, editing practices and an introduction to legal and ethical
questions are included. (Prereq.: ENG 1 1 I) Liberal Arts Perspective: The City;
Graduation Skill: Writing
ENC 216
ENC 223
ENC 225
ENC 226
ENG 227
C O U R S E
DESCRIPTIONS
ENC 245
Introduction to Literature
An initiation into the formal study of fiction, poetry and drama, drawing on works
from several periods, different cultures and races, and male and female writers. As
the prerequisite for all Upper Level courses in literature, Introduction to Literature
aims in particular to develop students' critical and analytical skills in reading literature and writing about it. Liberal Arts Perspective: Aesthetics.
ENC 251
Readings in American Literature
An introduction to representative works that yield an understanding of the Western
heritage and American world views. Themes could include the emergence of
national identity, the relationship between humankind and God, the nature of
nature, definitions of the American self, individuality, the place of women and of
racial and ethnic minorities in the development of American thought, and the continuity of Western culture in America. Liberal Arts Perspective: Western Heritage
ENG 271
European Literature: Homer to Dante
Study of major works of Greek and Roman literature, including works by such
authors as Homer, Virgil, Aeschylus, Sophocles, Euripides, Aristophanes, Ovid and
Dante. These works are studied with reference to their mythological foundations,
their cultural background, their influence on later literature and their enduring relevance. Liberal Arts Perspective: Western Heritage
ENC 272
European Literature: From the Renaissance to the Modern Period
Study of masterpieces of literature, chiefly European, from the medieval to the
modern period, including such authors as Moliere, Cervantes, Rabelais, Voltaire
and Ibsen. Liberal Arts Perspective: Western Heritage; Graduation Skill: Writing
ENC 282
Topics in Literature
Individual courses designed to investigate specific themes, movements, authors or
works. The subjects selected for study in any year are listed in the class schedule
for that year. Recent offerings have included Contemporary Poetry and Women and
Fiction.
ENC 299
Directed Study
Directed study for Lower Division credit. Supervised but largely independent study
of a topic not normally offered among course selections. Instructor's and
Department Chair's consent required. Students are responsible for proposing topics
before the term in which they wish to undertake the study.
ENC 327
Advanced Journalism:Interviewing and Editing
Emphasis is on interviewing, organizing and writing the story, editing the work of
others and learning layout and design. Includes workshop sessions during which
students conduct interviews and critique the interview skills of others and laboratory sessions devoted to layout and design. (Prereq.: ENG 227)
ENC 331
British Literature, Medieval to Elizabethan
A study of Chaucer and the medieval milieu, as well as the development of English
poetry and drama in the English Renaissance. (Prereq.: ENG 245 or consent of
instructor)
ENC 336
British Literature, 17th and 18th Centuries
Reading, analysis and discussion of works of selected writers from the metaphysical poets to Blake, with attention to the historical, intellectual and social influences
and the major literary movements. (Prereq.: ENG 245 or consent of instructor)
ENC 337
British Literature, the Romantics and the Victorians
A study of major writers of the 19th century, emphasizing Romantic and Victorian
poetry, Victorian prose and two or three novels of the period. Relationships among
these writers are emphasized, as well as their relationship to their own age and their
lasting contribution to the forms of poetry and prose. (Prereq.: ENG 245 or consent
of instructor) Graduation Skill: Critical Thinking
ENC 341
Advanced Creative Writing
The purpose of this course is to help the experienced student improve creative
writing in a single genre, as announced in the class schedule. (Prereq.: ENG 226 or
consent of instructor on the basis of submitted work)
ENC 345
Introduction to the English Language
A structural and historical overview of theoretical and social issues concerning the
English language, including theories of language acquisition. Students will be introduced to the primary components of linguistics, the development of the English
language and the social impact of language. (Prereq.: ENG 245 or consent of
instructor)
ENC 350
American Literature to 1920
Reading and analysis of selected American writers from colonial times to World
War I. Attention is given to issues relating to race, class and gender. Conceptions
of the individual in relation to society, the nature of nature and regional differences
are also studied. The approach is historical as well as topical. (Prereq.: ENG 245 or
consent of instructor)
ENC 351
American Literature Since 1920
A study of some recent and contemporary works. Writers are selected to represent
the literary variety and the regional, ethnic and racial diversity of the men and
women who have responded significantly in literary works to the changing conditions of modern American life. (Prereq.: ENG 245 or consent of instructor)
ENC 361
Studies in Modern Fiction
Emphasis is on significant works of selected prose writers, chiefly non-Western, of
the 20th century. (Prereq.: ENG 245 or consent of instructor)
C O U R S E
ENC 399
Internship
The Department offers on-campus internships in teaching writing and English as a
Second Language, and various off-campus internships in writing and editing. Interns
meet with faculty advisers or seminar groups. Interested students should consult the
Department Chair.
ENC 423
Studies in the British Novel
A survey of the development of the novel in England from its 18th century beginnings to the 20th century. Novels studied are selected from the works of such
authors as Defoe, Richardson, Fielding, Sterne, Austen, Dickens, Bronte, Eliot,
Joyce and Woolf. (Prereq.: ENG 245 or consent of instructor)
ENC 438
Shakespeare
Study of major plays - comedies, histories and tragedies. Additional plays are
assigned for reading analysis. (Prereq.: ENG 245 or consent of instructor)
ENC 445
Creative Non-Fiction: Advanced Expository Writing
Designed for the self-motivated writer, the course emphasizes the conventions of
professional writing, including appropriate styles, voice, subjects and techniques for
gathering information. (Prereq.: ENG 225 and consent of instructor)
ENC 480
Criticism
The course focuses on a variety of recent critical theories and approaches with which
graduate programs in English expect some familiarity. In a seminar setting, students
read and discuss original theoretical essays and experiment with applications to a small
group of literary and cinematic texts. (Prereq.: ENG 245 or consent of instructor)
ENC 482
ENC 499
Topics in Language and Literature
Individual courses designed to investigate specific themes, movements, authors or
works. The subjects selected for study in any year are listed in the class schedule
for that year. Sample topics include Contemporary Poetry and Woman and Fiction.
(Prereq.: consent of instructor)
Independent Study
Open to junior or senior English majors with an overall GPA of 3.0 or consent of
Department Chair. Designed to enable advanced students to pursue a topic not
covered by course offerings. The student must define a topic and a tentative reading
list, then seek a faculty member willing and able to supervise the project.
Department chair approval required.
FRENCH
FRE 111, 112
Beginning French
Aims to develop communication skills of understanding, speaking, reading and
writing. Through conversations, classroom practice and readings, these courses
work toward the discovery of French culture and way of life. Additional three
hours laboratory per class meeting is required, usually scheduled on a weekday
evening. Liberal Arts Perspective: Intercultural 2 & 3
CST 140
Introduction to the Liberal Arts (.5 course)
An introduction to the philosophy of the liberal arts curriculum and the student
services available at Augsburg College. The course also focuses on improving
those skills so important to academic success: reading rate and comprehension, note
taking and textbook reading, time management, vocabulary, spelling, test taking,
concentration and memorization, conflict management, assertiveness training,
career planning and making decisions.
CST 209
City Seminar: Experiential Education (.O course)
Students engaged in a minimum of 50 hours of intemship/service/cooperative
education and use that experience as a catalyst for learning about the Twin Cities as
an urban community system. Students do a series of 5 or 6 reflective assignments
designed to introduce them to a systematic way of thinking about how their particular organization functions in the larger community. The seminar enables the
student to utilize experiential education options to meet the objectives of the City
Perspective. Liberal Arts Perspective: The City (Prereq.: consent of instructor)
GERMAN
CER 111, 112
Beginning German
Aims at developing basic skills. Classroom practice in speaking, understanding and
reading basic German. Goals: ability to read extended narratives in simple German,
insights into German culture and participation in short conversations. Laboratory materials available. Additional three hours laboratory per class meeting is required, usually
scheduled on a weekday evening. Liberal Arts Perspective: Intercultural 2 & 3
HPE 002
Lifetime Sports (0.00 course)
Two hours per week. Two Lifetime Sports meet the General Education requirements. No course credit.
HPE 114
Health and Safety Education (.5 course)
Principles and practices of safety education in school and community life. National
Safety Council First Aid and CPR certification.
HPE 115
Health and Chemical Dependency Education (.5 course)
An analysis of chemical abuse and what can be done for the abuser. Includes information about school health education and services.
C O U R S E
HPE 116
Health Concepts for Educators (.5 course)
A course to prepare future teachers for their role in the school health program.
Includes common childhood health problems with an emphasis on prevention.
HPE 353
Kinesiology and Physiology of Exercise and Sport
The major effects of exercise upon the systems of the body and physiological principles applied to exercise programs and motor training. (Prereq.: BIO 103)
HPE 475
Prevention and Care of Athletic Injuries (.5 course)
Preventing and treating common athletic injuries. Practical experience in taping and
training-room procedures. (Prereq.: HPE 353)
HPE 482
Coaching Theory of Sport
The psychology of coaching, coaching theory, techniques and administrative
aspects of coaching athletics.
HPE 489
Coaching Practicum (.5 course)
Theory and practice of sports techniques included with supervised field experience
in coaching consisting of no fewer than 40 clock hours.
HISTORY
HIS 101
HIS 102
HIS 103
HIS 104
HIS 220
The Beginning of the Western Culture
An analysis of the primary civilizations in the Near East, the classical world of
Greece and Rome, and the middle ages of Europe into the 13th century. Liberal
Arts Perspective: Western Heritage
The Shaping of Western Civilization
A consideration of Eurowan institutions and values from the waning of the Middle
Ages through the remodeling of Europe by Napoleon. Liberal Arts Perspective:
Western Heritage
The Modern World
A study of the main currents in Western civilization from the time of Napoleon to
the present. Liberal Arts Perspective: Western Heritage
The Modern Non-Western World
An introduction to various centers of cultural and political power in Asia and
Africa of the last 200 years. Liberal Arts Perspective: Intercultural Awareness 1
America to 1815
The historical evolution of America to 1815 beginning with the contact of
American, African and European cultures, then turning to the political, religious
and racial diversity of colonial life. After treating independence and the creation of
a new republic, the course will conclude with the examination of the expansion and
democratization of that republic. Liberal Arts Respective: Western Heritage,
Graduation Skill: Critical Thinking
HIS 221
19th Century U.S.
An historical survey of the United States during the 19th century, emphasizing the
social changes brought about by immigration, expansion, sectionalism and the
slavery debate. After considering the Civil War and Reconstruction, the course will
conclude with an examination of political, economic, and cultural changes influenced by industrialization and urbanization. Liberal Arts Perspective: Western
Heritage; Graduation Skill: Critical Thinking
HIS 222
20th Century U.S.
An historical survey of the United States in the 20th century, focusing on the
nation's adjustment to industrialization and urbanization, the emergence of the U.S.
as a world power, the rise of a strong federal government, the implications of
increasing racial and ethnic diversity, and the impact of affluence. Liberal Arts
Perspective: Western Heritage
History of the Twin Cities
A local history course using the MinneapolislSt. Paul metropolitan area as a case
study for examining large themes and issues in U.S. urban history. Topics considered include frontier urbanism, industrialization and economic change,
transportation, immigration and ethnicity, and urban politics and reform. Liberal
Arts Perspective: The City
Topics in U.S. History
In-depth exploration of selected topics in U.S. history not regularly examined in
other departmental offerings. The specific topics to be offered will be announced
prior to registration.
Topics in World History
This course will investigate topics in world history which are not included in regular
course offerings. The specific topics to be offered will be announced prior to registration.
HIS 225
HIS 331
HIS 440
INS 105
Introduction to American Indian Studies
This course is an introduction to the content areas of the American Indian Studies
curriculum, including an overview of American Indian history and literature,
federal Indian policy, land issues, reservation and urban issues, cross-cultural influences, art, music and language. (Required for American Indian Studies minor.)
Liberal Arts Perspective: Intercultural Awareness 1
INS 201
Foundation in Women's Studies
This multidisciplinary course introduces students to the contributions of women in
history, religion, literature, philosophy, sciences and the arts, and how the questions
and methodologies of these disciplines differ when seen from women's perspectives.
Students will also study the diversity of women's experiences in terms of race, sexual
orientations and class, and other contemporary issues. Graduation Skill: Speaking
C O U R S E
INS 225
Introduction to Islam
This course is designed by a practicing Muslim to present his perception of Islam to
non-Muslims. The course will cover the ideological foundations of Islam, its basic
concepts and tenets, Islamic law (Shari'ah), Islamic economic and political
systems, and Islamic patterns of life. There will also be a consideration of the
differences between the Islamic sects (Sunnis, Shi'its, Sufis, etc.). There will also
be some effort to deal with the similarities and differences between Islam and both
Christianity and Judaism, and a visit to one of the mosques in the Twin Cities.
Liberal Arts Perspective: Intercultural Awareness 1
INS 232
The African-American Experience in America
An overview of the major issues related to the African-American experience,
focusing on historical, sociological, economic, legal and psychological aspects of
that experience. Liberal Arts Perspective: Intercultural Awareness 1
INS 233
Women: A Cross-Cultural Perspective
This course examines a variety of issues concerning the biological, evolutionary
and historical origins of women's roles and status in society. Comparative roles of
women are examined in tribal contexts across various indigenous cultures. Studies
include the role of women in Native American and African tribes, peasant societies
of eastern Europe, Mexico, the Middle East and China. Liberal Arts Perspective:
Intercultural Awareness 1
INS 260
Contemporary American Indians
This course examines the situation of American Indians in the United States since
the Indian Reorganization Act (1 934). Emphasis is on such current issues as tribal
sovereignty, treaty rights and education. The tension of cultural change and religious, traditional persistence among selected American Indian tribes today is
highlighted. Liberal Arts Perspective: Intercultural Awareness 1
INS 264
American lndians in the Cinema
The course will be an historical survey of Hollywood movies that created and
continue to foster images to the North American Indian in American society. Movies
will include: "Drums Along tlie Mohawk," "Shadow Catcher, Broken Arrow,"
"Little Big Man," and "Pow-Wow Highway." Issues to be discussed will be authenticity, misrepresentation, stereotypes and the use of Indian and non-Indian actors.
INS 320
American Indian Women
The focus is on the roles played by women in the tribal cultures of North America.
It explores the continuity of women's roles over time, as well as changes in these
roles, precipitated by the influence of Western colonialism. It examines the life
histories of Indian women and assesses their contributions to Indian community life
today. (Prereq.: one course in Women's Studies or American Indian Studies or
consent of instructor.) Liberal Arts Perspective: Intercultural Awareness 1
INS 495
Women's Studies Seminar
This advanced course will include student research and presentations that incorporate feminist theory. The seminar is required of all majors and minors who do not
elect to do an Independent Study (INS 499).
INS 499
Independent Study
The student must present a written proposal containing rationale, objectives and
methodology of the proposed study according to program guidelines. (Must be
approved by the Women's Studies Coordinator.)
Math Placement Croup (MPC):
Before enrolling in any mathematics course, the student must have appropriate mathematics placement. All students are required to have their Math Placement Group
(MPG) determined. In some cases, students who have transferred in a college-level
mathematics course taken at another college may have their Math Placement Group
determined by the Registrar's Office. Students who have passed the College Board
Advanced Placement Exam should consult with the Mathematics Department. All other
students must take the Augsburg Math Placement Exam. The exam is given during
college registration sessions and at other announced times during the year. Students
who need to advance their Math Placement Group may take the appropriate MAT
course or study on their own and retest. Further information about the Math Placement
Exam is available from the Director of Testing in the Academic Dean's Office.
MAT 103
Basic Mathematics (0.00 course)
A review of arithmetic and an introduction to algebra. Topics include integers, fractions, decimal numbers, ratios, percents, exponents, radicals and evaluation of
algebraic expressions. Successful completion advances student to Math Placement
Group 11. PIN grading only. Does not give credit toward graduation. (Prereq.: MPG I)
MAT 104
Intermediate Algebra (1.0 course)
A review of basic algebraic skills and concepts. Topics include polynomials and
rational expressions, exponents and radicals, solving and graphing linear and
quadratic equations, and inequalities. Successful completion advances student to
Math Placement Group 111. PIN grading only. Does not give credit toward graduation. (Prereq.: MPG 11)
MAT 105
Applied Algebra
An exploration of applications of algebra to the social and natural sciences, business, and everyday life using linear, exponential, logarithmic, and other models.
Use of calculator, estimation, and graphs are stressed. Successful completion
advances students to MPG 111. Students preparing for MAT 1 14 and students in
Math Placement Group I11 or IV should consult the Mathematics Department.
(Prereq.: MPG I1 and a year of high school algebra)
C O U R S E
MAT 121
Finite Mathematics
Topics of finite mathematics including combinatorics, probability, matrices, linear
programming and graph theory. Students who have completed MAT 145 may not
register for credit. (Prereq.: MPG 111) Graduation Skill: Quantitative Reasoning
MAT 122
Calculus for the Social and Behavioral Sciences
Differential and integral calculus with applications in the social and behavior
sciences. Students who have completed MAT 124 or 145 may not register for
credit. (Prereq.: MPG 111) Graduation Skill: Quantitative Reasoning
MAT 131
Mathematics for the Liberal Arts
An examination of the interaction between the development of mathematics and that
of civilization. Primarily for students not intending further study in mathematics.
Students who have completed MAT 145 may not register for credit. (Prereq.: MPG
111) Liberal Arts Perspective: Western Heritage; Graduation Skill: Critical Thinking
MAT 173
Math of Interest
An introduction to actuarial mathematics. Topics include life insurance, annuities,
mortgages, loan payments and other topics in the mathematics of financial transactions. (Prereq.: MPG 111) Graduation Skill: Quantitative Reasoning
MIS 175
Principles of Computing for Business
An introduction to microcomputer-based information systems. Introduction to business applications, operating systems, computer hardware and languages. Strong
emphasis on spreadsheets (basic commands, functions, graphics and database).
Lesser emphasis on database. Emphasis on concepts and relation to business. (To
test out of MIS 175, pass either a comprehensive exam or MIS 370.) (Prereq.: MPG
I1 or Pass in MAT 103)
MIS 370
Advanced Computing for Business
An investigation of programmable systems using personal computers. Examine
basic algorithms and associated flow charts. Apply these concepts by programming
various applications (spreadsheets, word processing and database) and applicationoriented languages such as Visual Basic. (Prereq.: MPG I11 or Pass in MAT 105.
Also, MIS 175 or CSC 170, or, with permission of instructor, extensive experience
with spreadsheets and personal computers.)
MIS 375
Management Information Systems in the Organization
Use of a systems approach in analyzing the role of information systems in organizations. Analyze various kinds of information systems in terms of their computer
components and their benefits to staff and management. Introduction to a CASE
tool such as Excelerator. (Prereq.: ACC 221, BUS 242 or 252, and one computer
course such as MIS 175,370, CSC 160 or 170. Recommended: ECO 1 13, ACC
221, BUS 242, MIS 379, BUS 33 1.) Graduation Skill: Writing
MIS 376
Project Management
Develops project management skills needed to define, plan, lead, monitor and
complete projects. Combines theories, techniques, group activities, and computer
tools such as Microsoft Project. Emphasizes technical and communications skills
needed to manage inevitable changes and problems associated with project management. (Prereq.: ACC 221, BUS 242, MIS 175 or 370) Graduation Skill: Speaking
MIS 379
Quantitative Methods for Business and Economics
An introduction to quantitative reasoning to assist students in reading and interpreting data. Topics include descriptive measures, probability, sampling
distributions, estimation and hypothesis testing. Emphasis on their use in applied
problems in business and economics. Computer software may be used to analyze
survey data. (Prereq.: MIS 175 and either Math Placement Group I11 or a grade of
at least 2.0 in MAT 104) Graduation Skill: Quantitative Reasoning
MIS 399
Internship Program
A student may receive credit through an internship program which is applicable to
graduation but not to the major. This program will afford the student the opportunity to spend one full term working with an organization. In addition, the student
prepares a written report on the activities involved. (Prereq.: consent of instructor)
Systems Analysis and Design
Identify the necessary steps of systems analysis and design. Investigate various
representations for information, processes and relationships. Utilize analytical tools
such as data flow diagrams and CASE tools such as Excelerator. Complete a rudimentary systems design. (Prereq.: MIS 375)
Information Systems Projects
Using skills developed in MIS 375 and 475, generate a complete and extensive
project of systems analysis and design. (Prereq.: MIS 475)
MIS 475
MIS 476
MIS 479
Intermediate Quantitative Methods for Business and Economics
Utilize computer packages relevant to statistical analysis. Areas of interest include
statistical descriptions, analysis of variance and statistical inference plus linear
models, queuing models and Monte Carlo simulations. (Prereq.: MIS 379)
MIS 499
Independent Study
The student may earn Independent Study credits through individually supervised
projects designed to analyze a topic in depth. (Prereq.: consent of instructor)
MUSIC
MUS 130
Introduction to Music in the Fine Arts
Relationship between music of each period and the other fine arts. For non-music
majors. Liberal Arts Perspective: Aesthetics
C O U R S E
NORWEGIAN
NOR 111, 112
Beginning Norwegian
Introduction of the four basic language skills: speaking, listening, reading and
writing. Stress on spoken rather than literary Norwegian. Additional three-hour
laboratory per class meeting is required, usually scheduled on a weekday evening.
Liberal Arts Perspective: Intercultural Awareness 2 & 3
NURSING
NUR 305
NUR 306
NUR 310
NUR 311
NUR 330
NUR 350
Contemporary Nursing I: Communication
A course that introduces the components of the professional role and begins the professional socialization process. The communicative process is emphasized as one means
by which the nurse-client relationship is negotiated. Interactive and group theories are
explored for their applicability to changing professional roles and practice.
Contemporary Nursing II: Paradigms in Nursing
An introduction to theories and conceptual thinking in the process of professional development. The function of theory in guiding nursing practice is emphasized. Selected
nursing conceptual models are studied and their application to practice is examined.
Community Health Nursing I
This course focuses on community health delivery systems. Health care is examined within the cultural, political and economic diversity of the city. Students
complete an assessment of an elderly person and an urban community and critically
discuss the ethical issues of health care delivery.
Community Health Nursing II: Practicum **
This course provides a clinical experience in the practice of public health nursing in
which students give direct care to culturally diverse clients and groups. Students
will provide care to both disease and disability and health promotion clients.
Students analyze a specific community system and the community's provision of
health related services. (Prereq.: NUR 3 10)
Trends and Issues in Nursing
This transitional course is designed to investigate the current responsibilities of the
professional nurse. Current economic, social, political and professional trends and
issues are explored in relation to their implications for nursing practice.
Introduction to Nursing Research
The research process and methods appropriate to nursing are emphasized in this
course. Issues of ethics in nursing research are explored. Students critique nursing
research for its applicability to nursing practice and design a research proposal.
Graduation Skill: Critical Thinking.**
** This course involves an additional clinical fee
NUR 403
NUR 423
NUR 431
NUR 432
NUR 499
Contemporary Nursing Ill: Families
This course provides a theoretical basis for nursing interventions with culturally
diverse families and explores theories related to family structure and functioning
throughout the life span. Consideration is given to the role of the nurse in family
health care. (Prereq: NUR 3 1 1)
Practicum in Nursing I: Nursing of the Family **
A clinical practicum that offers the student an opportunity to provide complex
nursing care to families in a selected practice setting. (Prereq.: NUR 403)
Leadership and Management: Theory and Practice **
This course examines the professional nurse roles of leader and manager. Concepts
of change, conflict and system dynamics are explored. Ethics, accountability and
advocacy in the leader-manager role are studied. Application of theory occurs in
selected practice settings. (Prereq.: NUR 423)
Topics in Nursing
A course designed to provide in-depth exploration of selected topics in nursing. The
subjects studied will vary depending upon the interests of the faculty and students.
Independent Study
This learning experience provides the opportunity for the student to study a
selected topic or issue in depth. Students consult with faculty and submit written
proposals, objectives and methods of evaluation prior to registration.
PHILOSOPHY
PHI 110
PHI 120
Introduction to Philosophy
Philosophy raises some of the most basic questions that human beings can ask
about meaning, ideas, beauty and truth. The purpose of this course is to provide the
student with some experience in examining these concepts, thereby to sharpen the
critical and analytical skills required to evaluate and construct a system of ideas and
beliefs. Liberal Arts Perspective: Human Identity; Graduation Skill: Writing
Ethics
Ethics studies our moral beliefs and helps students consider the bases they use to
make moral judgments. The course explores the major philosophical approaches to
evaluating moral actions, and then applies them to contemporary personal and
social moral issues. Throughout the course Christian ethics will inform our considerations. Students taking PHI 120 may not take PHI 125. Liberal Arts Perspective:
Christian Faith 3; Graduation Skill: Critical Thinking
** This course involves an additional clinical fee
C O U R S E
PHI 125
Ethics and Human Identity
This course is a philosophical study of the role of human understanding, feelings,
and action with respect to the pursuit of happiness. We begin by asking what the
end or purpose of human life is, assess the role of reason, will and passion with
respect to this end, and then decide on the moral and intellectual virtues required to
reach the end. The topic of friendship and human love is investigated next. The
course ends with an analysis of human happiness. Students taking PHI 125 may not
take PHI 120. Liberal Arts Perspective: Human Identity
PHI 175
Philosophy of Love and Sex
Study of some common conceptions and misconceptions of romantic love, and look at
some philosophers' definitions of it. What it is like to be in love with someone, and
how this differs from just being friends, or desiring that person sexually. Exploration of
ethical issues concerning sex. Liberal Arts Perspective: Human Identity
PHI 230
Logic
Students learn to distinguish arguments from exposition. Then they learn the rules
which govern valid arguments and develop their ability to recognize and construct
sound arguments. The last part of the course focuses on inductive reasoning.
Graduation Skill: Critical Thinking
PHI 241
History of Philosophy I: The Classical Philosophers
The writings of Plato and Aristotle are the foundations of all philosophical thought
in Western civilization. In this course students read and analyze some of the key
works by Plato and Aristotle, as well as work in Stoicism, Epicureanism and
Neoplatonism. Liberal Arts Perspective: Western Heritage
PHI 350
Philosophy of Religion
What is the relation between faith and reason? Does God exist, and if so, what can
be said about God? Can we reconcile the goodness of God with human and animal
suffering? We will conduct a systematic inquiry into these questions which form
the basis of Western religious beliefs. (Suggested: one prior course in philosophy.)
Liberal Arts Perspective: Christian Faith 2 & 3
PHI 380
Ethics of Medicine and Health Care
Application of ethical principles to problems which arise in the areas of health care
and delivery, human experimentation, genetic engineering, abortion, care for the
, dying and euthanasia. Liberal Arts Perspective: Human Identity
PHYSICS
PHY 101
Astronomy
A descriptive course covering our solar system, stars and galaxies. In addition the
course traces the development of scientific thought from early civilization to the present
day. Night viewing and laboratory sessions are important components of the course.
(Prereq.: MPG 11) Extra laboratory hours are required. Lab time may be scheduled for
an evening. Liberal Arts Perspective: Natural World 2
PHY 106
Introductory Meteorology
A survey of the basic principles involved in understanding earth's weather and
climate. Topics include winds, fronts, cyclones, clouds and precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming and
ozone depletion. (Prereq.: MPG 11) Three hours of laboratory per class is required.
Lab time is usually scheduled for an evening. Liberal Arts Perspective: Natural
World 1 & 2; Graduation Skill: Critical Thinking
POL 122
Metropolitan Complex
Examines politics in metropolitan areas, emphasizing central cities and focusing on
actors, structures and other influences on urban public policy. Discussion-lecture,
case studies of Twin Cities' metro, and meetings with public officials and activists.
Liberal Arts Perspectives: The City, Social World
POL 140
Social Justicein America
Development and defense of standards of social justice, and examination of conditions
in the United States against these standards. Involves active exchange of ideas and
student involvement. Liberal Arts Perspective: The City
POL 158
Political Patterns and Processes
An analysis of basic patterns in the political system and decision-making process
with some comparison of major political systems and discussion of contemporary
issues. Liberal Arts Perspective: Social World
POL 160
World Politics
Introduction to the processes and issues of international politics, including the
dynamics of the international system, theories of international relations, and a focus
on recent problems. Liberal Arts Perspective: Social World
POL 170
Law in the United States
A survey of American law and legal process. Theories of law; law and society;
roles of courts, police, lawyers and juries; the United States Constitution as
"supreme" law; law as politics; historic and contemporary legal issues. Liberal Arts
Perspective: Social World
C O U R S E
DESCRIPTIONS
POL 342
Mass Communications in Society
Effects of mass communications on individual behavior; the uses and control of
mass media for political and social purposes including a study of censorship, newsmaking, entertainment and public affairs programming. (Junior or senior standing
or consent of the instructor.) Liberal Arts Perspective: Social World 2
PSYCHOLOGY
PSY 101
Self-Identity and Values
A study of self-identity and values as related to personal life. This course uses a
psychological perspective to explore the role of the individual in the larger social
context. Major topics include the acquisition, development and evolution of selfidentity and values and the influence of sex roles. (This course does not substitute
for PSY 105 as a prerequisite to Upper Division psychology courses.)
PSY 105
General Psychology
An introduction to the methods and approaches used in psychology for the purpose
of understanding behavior. Applications of psychological concepts to everyday
situations are emphasized. Liberal Arts Perspective: Human Identity
PSY 230
Research Methods: Design, Procedure and Analysis I
Part I of a two-term sequence. Scientific method as practiced in psychology.
Emphasis on skills of bibliographic research, research design and data collection,
statistical analysis and interpretation, computer-assisted data analysis, and APAstyle presentation of research findings. PSY 230 must precede PSY 330. (Prereq:
PSY 102 or PSY 105; MPG 111) Graduation Skill: Quantitative Reasoning
PSY 325
Social Behavior
Social factors which influence individual and group behavior in naturalistic and
laboratory settings. Topics include: social cognition, group behavior, social influence, attitude formation and change. (Prereq.: PSY 230)
PSY 330
Research Methods: Design, Procedure and Analysis II
Part I1 of a two-term sequence. PSY 330 should be taken in the term immediately
following PSY 230. PSY 230 may be taken for one course credit without taking
PSY 330. (Prereq.: PSY 230) Graduation Skill: Writing
PSY 351
Developmental Psychology: Child
Emphasis on normal child development and behavior. Consideration of theoretical
systems used for viewing development sequence and continuity. Inquiry into practical implications and applications of data and theory in respect to the development
of children. (Prereq.: PSY 102 or PSY 105)
PSY 354
PSY 355
PSY 357
PSY 361
PSY 373
PSY 381
PSY 399
PSY 485
PSY 493
Perception and Cognition
The processes of perceiving and knowing examined from an empirical perspective.
Topics include sensing and perceiving, thinking, memory, imagination and
daydreaming, language and intelligence, problem solving and decision making, and
other high level mental processes. Considers the contributions of both nature and
nurture to perception and cognition. (Prereq.: PSY 230)
Brain and Behavior
A survey of the functions of the nervous system which are responsible for behavior
of humans. Topics include sleep and wakefulness, motivation and emotion, learning
and memory, and mental disorders. (Prereq.: PSY 230)
Behavior Analysis
Principles of learning. Behavior change principles and their application to instruction. Behavior change and individualized instruction projects. (Prereq.: PSY 102 or
PSY 105)
Personality
An introduction to the field of personality study, including theory, research, assessment and contemporary applications. (Prereq.: PSY 102 or PSY 105)
Organizational Psychology
Theoretical conceptualizations of organizational behavior. The study of the individual, groups, structure and change and development in organizations. (Prereq.:
PSY 102 or PSY 105)
Psychology in Historical Perspective
Historical development of psychological viewpoints and theoretical positions.
(Prereq.: two PSY courses) Graduation Skill: Critical Thinking
Internship
A work-based learning experience in which a student, faculty member and site
supervisor design a learning agreement which links the ideas and methods of
psychology with the opportunities found in the placement. Participation in a
concurrent seminar is required. Students must consult with the Department and the
Internship Office before registration. (Prereq.: PSY 330)
Counseling Psychology
Principles, methods and attitudes involved in the counseling process. Consideration
given to goals and ethical guidelines for a counseling relationship. (Prereq.: three
PSY courses and junior class standing)
Seminar: Contemporary Issues
Discussion of contemporary societal issues from a psychological viewpoint.
Consideration of the approaches and methods used by psychologists in studying
such issues. (Prereq.: five PSY courses) Graduation Skill: Critical Thinking
C O U R S E
DESCRIPTIONS
RELIGION
REL 111
Introduction to Theology
An introduction to the academic discipline of theology and to the dialogue between
the church and the world which concerns Christian doctrine. Liberal Arts
Perspective: Christian Faith 2 & 3
REL 221
Biblical Studies
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.
Liberal Arts Perspective: Christian Faith 1 & 3
REL 231
Religion in African-American History
An examination of selected topics related to the Black experience, e.g., African
backgrounds, religion under slavery and evangelicalism. Liberal Arts Perspective:
Christian Faith 3
REL 263
World Justiceand Hunger: Developing a New World View
The course will survey and discuss the most recent reports and analysis of the current
holocaust of global hunger including the root causes, the inter-connectednessof other
issues, the biblical mandate and the roles of justice, charity, oppression and liberation.
The purpose will be to build greater global awareness, become sensitized to ethical
choices, energize us for action and responsible living, and explore pedagogical principles for social justice. Liberal Arts Perspectives: Social World 2, Christian Faith 3
REL 353
Denominations and Religious Croups in America
A study of the beliefs and worship practices of the major Christian denominations
and of many contemporary American religious groups. Some controversial religious
movements will also be considered. Liberal Arts Perspective: Christian Faith 2 & 3
REL 356
History of Religions
An introductory survey of some of the major living religions of the world including
Hinduism, Buddhism, Confucianism, Taoism, Shinto and Islam. Lectures plus some
discussion of primary documents from these religious communities. Liberal Arts
Perspective: Christian Faith 3
REL 360
Religion and Society
An examination of the interaction of religion and society in terms of sociological
analysis with particular emphasis on contemporary sociological research on religious
movements in American society. Liberal Arts Perspective: Christian Faith 2 & 3
REL 361
The Church in the First Four Centuries
A study of the early Christian Church, including such topics as persecution and
martyrdom, the development of the creeds, Christianity in conflict with Gnosticism
and mystery religions, monasticism and mysticism, early Christian worship and
theology. Liberal Arts Perspective: Christian Faith 2 & 3
REL 362
REL 363
Theology of the Reformers
An introduction to the theological thought of the Protestant reformers of the 16th
century. Special attention to the writings of Martin Luther and other representative
figures. Liberal Arts Perspective: Christian Faith 2
Religion in America
A study of the history of religion in America. Special attention to the rise of religious liberty, revivalism, denominations and the responses of religion to the
challenges of its environing culture. Liberal Arts Perspective: Christian Faith 2 & 3
REL 366
The Church and Social Change in Latin America
This course focuses on the relationship of the church to poverty, political oppression and social injustice in Latin America. Central to the course is an examination
of the emerging "Theology of Liberation" as articulated by prominent Latin
American theologians as well as by people directly involved in local parishes and
development projects in Cuernavaca. Special attention will be given to the complex
interactions between women and religious institutions. Global Education travel
seminar. (Prereq.: one course in religion or theology) Liberal Arts Perspectives:
Christian Faith 3, Intercultural Awareness 1
REL 370
American Indian Spirituality and Philosophical Thought
Religious beliefs, spiritual customs and philosophy of North American Indians are
studied. Within these broad areas, the subjects of medicine, healing, shamanism,
dreams, visions, myths and spiritual power are also included. Tribal similarities and
differences are explored as are tribal relationships with nature, religious oversight
of life cycles, sacred ritual ceremonies and beliefs in an afterlife. Liberal Arts
Perspectives: Christian Faith 3, Intercultural Awareness I
REL 420
The Russian Orthodox Church
This course will explore the history, theology and liturgical life of the Eastern
Orthodox Christian Church. Theology and history will be considered primarily
from the perspective of those Christians who live in Greece, Turkey and Eastern
Europe, with special attention to the Orthodox Church in Russia. Liberal Arts
Perspective: Christian Faith 2
REL 440
Varieties of Christian Spirituality
A study of selected spiritualities from the Christian tradition and of contemporary
developments, including 12-step spirituality, feminist, ecological, and non-Western
Christian spiritualities. An introduction to the basic practices of spiritualities, especially prayer and meditation. Liberal Arts Perspectives: Christian Faith 2 & 3
C O U R S E
REL 441
Feminism and Christianity
This course will consider the central ideas of Christianity and feminism and how
they might be compatible. Attention will be given to religious influences on societal roles for women and men, feminist interpretation of the Bible and the impact of
feminism on Christian theology, especially in terms of language and metaphor.
Liberal Arts Perspective: Christian Faith 1
REL 471
Jesusand His Interpreters
Consideration of the New Testament documents, particularly the Gospels, dealing
with their context, literary structure and relationships. Attention to the variety of
interpretations given the person of Jesus, including the "quests for the historical
Jesus." Liberal Arts Perspective: Christian Faith 1 & 3
REL 472
Paul the Apostle
A study of the Apostle Paul including his historical background, his relationship to
the early church and some of the themes found in his writings. Liberal Arts
Perspective: Christian Faith 1 & 3
REL 473
The Message of the Old Testament
The various types of Old Testament literature. The distinctive ideas of Hebrew
thought with emphasis on the message of the prophets. Liberal Arts Perspective:
Christian Faith 1 & 3
REL 481
Contemporary Theology
An introduction to some representative trends in Christian theological thought
today, as seen from the systematic perspective, in the light of the continuing theological task of the Christian Church. By arrangement. Liberal Arts Perspective:
Christian Faith 2 & 3
REL 483
Christian Ethics
The bases of Christian social responsibility, in terms of theological and sociological
dynamics. Emphasis on developing a constructive perspective for critical reflection
upon moral action. Liberal Arts Perspective: Christian Faith 2 & 3
REL 495
Seminar
Selected topics. Required of major in hislher junior or senior year. Others by
permission of instructor. Graduation Skill: Writing
SOCIAL WORK
SWK 257
Exploring Human Services
This course is designed to help students learn about themselves in relation to a
possible major or future career in social work. Students must arrange to perform 80
hours of work in a human service agency and must attend the seminar. Liberal Arts
Perspective: The City
SWK 260
Humans Developing
This course provides the knowledge basic to an understanding of human growth
through the life cycle and of the interplay of sociocultural, biological and psychological factors which influence the growth of individuals and families in
contemporary American society. Growth related to populations and groups which
represent ethnic andlor life-style diversity or special stresses relevant to growth is
also a focus. Students will gain self-understanding through use of their own experiences. Liberal Arts Perspective: Human Identity
SWK 361
Social Responses to Human Needs
This course describes the historical and contemporary systems of human service
and the diversity of professionals and client groups. The major assumptions and
social movements which have contributed to the charitable and governmental
responses to human needs will be emphasized. Guest speakers and agency visits
highlight the course. (Prereq.: junior standing or consent of instructor) Liberal Arts
Perspective: Social World 2
SWK 363
Methods and Skills of Social Work
Basic features of the helping process, theoretical foundations, principles and techniques of social work interventative methods and practical experience necessary for
social work practice with individuals and small groups with a diversity of professionals and client groups; development of the student's repertoire of
relationship-building skills. Includes video-taping laboratory sessions. (Prereq.:
SWK 361, junior standing)
SWK 364
Field Work I
Beginning supervised professional experience in a social work agency which
focuses on interviewing experience and relationship building. A total of 120 hours,
plus small group supportive/discussion seminars. (Prereq.: SWK 361, junior
standing, concurrent with SWK 363)
SWK 365
Quantitative Analysis and Program Evaluation
Overview of commonly-used research methods, especially experimental designs
and applications to program evaluations. Consumer overview of methods of organizing, comparing and interpreting quantitative and qualitative information. Use of
data-processing equipment for statistical analysis. (Prereq: MPG 111) Graduation
Skill: Quantitative Reasoning
SWK 461
Advanced Methods and Skills in Social Work
Enlargement and refinement of practice skills recognizing adaptations of the
problem-solving model to diverse populations through lecture, classroom exercise
and regular class work. Enlargement of social group and family work skills,
emphasis on development of generalist practice skills and eclectic approaches with
a focus on diversity of professionals and client populations.
C O U R S E
SWK 462
Field Work I1
Progressively responsible supervised professional social work experience including
work with individuals, families, groups and/or communities in a social service
agency. A total of 120 hours, plus supportive/discussion seminars. (Prereq.:
Candidacy status, concurrent with SWK 461)
SWK 463
Community Development and Organization
Locality development and social change through community organization, social
planning and social action. Emphasis on: 1) survey of historical forms of community organization and social change, 2) understanding the theories, basic issues, and
strategies relevant to social protest and change, 3) examination of the role of staff
and of the functions and interrelationships of community organizations, and 4)
knowledge of and actual practice in the local community in the essential principles
and techniques of organizing. (Prereq.: senior standing or consent of instructor)
Liberal Arts Perspectives: Social World, the City
SWK 465
Social Policy: Analysis and Development
Includes the study of theories of social policy formulation and methods of analysis
associated with needs and services, and analysis of the impact of policy on social
work practice. Development and implementation will be viewed firsthand through
work with a public policy agency or official. Readings and analytical paper integrate class concepts with practical experience. (Prereq.: SWK 361, 463 and senior
standing or consent of instructor)
SWK 466
Field Work Ill
Continuation of fieldwork, a total of 120 hours. (Prereq.: candidacy status)
SWK 467
SWK 469
The Social Worker as Professional
Ethical practice, bureaucratic survival, professional job attainment, affirmative
action and sexual harassment issues, personnel policies and practices, organizational theory, and resource development will be studied in the course. The field
work practice becomes the laboratory for class exercises. (Prereq.: candidacy
status) Graduation Skill: Writing
Field Work IV
Continuation of SWK 466. (Prereq.: candidacy status, concurrent with SWK 467)
Soclo~oc~
SOC 121
Introduction to Human Society
What is society and how does it make us who we are? As a unique way of understanding, sociology offers insights into discovering the world and one's place in it.
Course study focuses on an understanding of culture, social structure, institutions
and our interactions with each other. Liberal Arts Perspective: Social World
SOC 21 1
Human Communities and the Modern Metropolis
The course asks a fundamental question of our times: how is community possible
in the face of multicultural, economic and ideological forces that are characteristic
of urban life? The cultural and structural dynamics of the Twin Cities are a basis
for exploring this possibility. Liberal Arts Perspective: The City
SOC 231
Family Systems: A Cross-Cultural Perspective
The human family system is explored in its variations among world cultures and
within sub-cultures in the United States. Students prepare and deliver oral reports
on three topics of their choice: a world family pattern, an American sub-cultural
pattern and a family process. Liberal Arts Perspective: Intercultural Awareness 1 ;
Graduation Skill: Speaking
SOC 265
Culture: Ethnicity, Gender and Race
Why do we set people aside for negative special treatment? How are they stigmatized?
The people to whom we do this are often reflections of our own fears. A sociological
analysis of "self' and "other" provides a way to examine racism, sexism and other "isms." Offered on PIN basis only. Liberal Arts Perspective: Intercultural Awareness I
SOC 349
Complex Organizations
What is the nature of these modern organizations in which we spend so much of
our daily lives? Organizations as corporate actors are analyzed with respect to their
goals, culture, technology and structure, as well as corporate deviance. (Prereq.:
SOC 121 or consent of instructor) Graduation Skill: Critical Thinking
SOC 375
Social Psychology
An examination of the ideas of group, role and self in the understanding of the relationship between the individual and society. A look at the major assumptions and
processes underlying our everyday life using interaction theories. (Prereq.: SOC
121 or consent of instructor)
SPANISH
SPA 111, 112
Beginning Spanish (1.0 each)
Aims to develop the four basic skills: understanding, speaking, reading and writing
of elementary Spanish. Introduction to the culture of the Spanish-speaking world.
Additional three-hour laboratory per class meeting is required, usually scheduled on
a weekday evening. Liberal Arts Perspective: Intercultural Awareness 2 & 3
SPA 21 1
Intermediate Spanish
Through the reading of selected Latin American and Spanish texts that stimulate
intellectual growth and promote cultural understanding, students review all of the
basic structures of Spanish and build conversational skills through class discussions.
Additional three-hour laboratory per class meeting is required, usually scheduled on
a weekday evening. Liberal Arts Perspective: Intercultural Awareness 3
SPEECH/COMMUNICATION
SPC 111
Public Speaking
Theory and practice of effective speaking and critical listening. Students give
several speeches and receive feedback from the class and the instructor. The course
focuses on developing self-confidence, speech preparation and organization, audience analysis and adaptation, effective delivery, style and language, and critical
thinking and listening. Graduation Skill: Speaking
SPC 329
Intercultural Communication
This course explores both the problems and potential of communication between
persons of different cultural groups. Factors such as ethnocentrism, stereotyping,
prejudice, role expectations, values, language and non-verbal symbols are examined
in this course. Liberal Arts Perspective: Intercultural Awareness 1
SPC 343
Broadcast Production I
Introduction to video production with an emphasis on creative concept development, script-writing, directing and producing for video. Students will work in
production teams and will gain experience in operation of equipment.
SPC 345
Organizational Communication
An examination of the dynamics of communication in organizational settings.
Focuses on topics such as superior-subordinate relationships, formal and informal
communication networks, management styles, power and authority, motivation of
employees, organizational culture, performance appraisal, effective use of meetings
and sources of communication problems in the workplace.
SPC 351
Argumentation
Application of standards for sound evidence and reasoning in public speaking,
discussion and debates. Stresses skill in analyzing the quality of argumentative
claims, understanding tests for evidence and fallacies in reasoning, and learning to
apply principles of argumentation to contemporary public issues. Students enhance
their skills in debate and discussion and learn to analyze and critique arguments
they encounter in their daily lives. Graduation Skill: Critical Thinking
SPC 352
Persuasion
Theory of how people are influenced to change attitudes and behavior. Examines
obstacles to persuasion; cultural dimensions of persuasion; the use of logical and
psychological appeals; empirical research in persuasion; how persuasion is used in
politics, sales, advertising and interpersonal contexts; the nature of mass movements and campaigns; the impact of the mass media on persuasion; and ethical
issues related to persuasion.
SPC 354
Interpersonal Communication
A study of the dynamics of human interaction through verbal and non-verbal
mcssagcs; emphasis on factors that build relationships and help to overcome
communication barricrs. This course combines theory and practice to help the
studcnt understand and manage communication problems more effectively.
SPC 355
Small Croup Communication
A study of group dynamics and leadership with emphasis on factors related to decision making, styles of leadership, and conflict management. This course combines
lccture with practical experiences to help the student become a more effective and
productive member of a task-oriented small group.
SPC 399
Internship
(Consult faculty in area of emphasis.)
SPC 480
Public Relations/PromotionaI Communication
Public relations in the modern world of communication, marketing and business.
An overview of public relations as a career and a survey of basic promotional
communication in profit and non-profit organizations.
THEATRE
THR 222
Introduction to Theatre
A survey of dramatic art including major historical periods, plays, artists; dramatic
structure, principles, and values; basic concepts and techniques of the play production process. Students attend and review live productions. Crew requirement.
Liberal Arts Perspectives: Aesthetics, Western Heritage
THR 360
Interpretive Reading
Basic principles of oral interpretation of prose, poetry and drama. Study, discuss,
practice and perform readings in prose, poetry and drama before small and large
groups. Liberal Arts Perspective: Aesthetics
/
DOWNTOWN
MINNEAPOLIS
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AUCSBURC COLLEGE
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Directions to Campus
35W from the NorthTake Washington Avenue exit
and turn left off Washington
(turns right onto Cedar Avenue),
turn left at Riverside Avenue,
right at 2 1 st Avenue South.
1-94 East from MinneapolisTake 25th Avenue exit, turn left at
25th Avenue, turn left at Riverside
Avenue, turn left at 2 1 st Avenue
South.
1-94 West from St. PaulTake Riverside exit, turn right at
Riverside Avenue, turn left at 21st
Avenue South.
35W from the SouthFollow the 1-94 St. Paul signs
(move to right lane after each of
two mergers). Take 25th Avenue
exit and turn left at
Riverside Avenue, turn left at 21st
Avenue South.
Weekend College Office
Location
The Weekend College Office is in
Murphy Place and is located on
the comer of 23rd Avenue South
and 7 112 Street.
Public Parking
All posted Augsburg College lots
are free and open for use from
4:30 p.m. Friday through Sunday
evening. Lots are located on 7th
Street between 21st and 22nd
Avenues and north or south of 8th
Street between 24th and 25th
Avenues. Most street parking is
four 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
Avenue.
1.
2.
3.
4.
5.
6.
7.
Admissions House
George Sverdrup Library
Science Hall
Old Main
Quad
Mortensen Tower
Umess Tower
8. Christensen Center
9. Sverdrup-Oftedal Memorial
Hall
10. Music Hall
1 1.2222 Murphy Place
12. Si Melby Hall
13. Ice Arena
14. Stage I1 Theatre
15. College Relations
16. Nordic Center
17. Foss, Lobeck, Miles Center
for Worship, Drama and
Communication
18. Center for Global Education
19. Jeroy C. Carlson Alumni
Center
20. Youth and Family Institute
2 1. American Indian Support
and Black Student Affairs
22. Oscar Anderson Hall
23. East Hall
24. Murphy Square
25. Anderson-Nelson Athletic
Field
26. Husby-Strommen Tennis
Courts
Parking Lots
A. Admissions Parking
B. Faculty/Staff/Commuter/
Residence Parking
C. FacultyIStaff Parking
D. Faculty/Staff/Commuter
Parking
E. Commuter - Street Parking
F. Resident Parking
G. Visitor Parking
H. FairviewISt. Mary's Parking
Ramp
A
About Augsburg 7
Academic Advising 18
Academic lnformation 27-36
Academic Progress, Probation
and Dismissal 33
Academic Enrichment
Program 18
Academic Majors 37-55
Accessibility 8
Accounting Courses 58
Accounting Major 38-39
Accreditation and
Memberships 8
Admissions lnformation 9-11
Advising 11, 18
Advisory Network 25
American Indian Studies 55
American Indian Support
Program 22
Anishinabe Library Project 22
Application Procedures 10-11
Art Courses 59
Asian American Support
Program 23
Assessment of Previous
Learning (APL)
Program 34-36
Attendance Policy 57
Audio-Visual Services 21
Auditing Courses 32
B
Biology Courses 60-61
Black Student Support
Program 23
Business Administration
Major 39-40
Business Courses 61-63
Business Office 24
C
Campus Location 96
Campus Map 97
Campus Ministry 24
Career Services 19
Center for Counseling and
Health Promotion 24
Center for Global Education
Courses 19
Center for Learning and
Adaptive Student Services
(CLASS) 19
Characteristics of the
Educational Program 5
Chemistry Courses 63
Church Affiliation 8
Class Schedule 57
Classification (Class Year) 33
College Level Examination
Program (CLEP) 34
Communication
Courses 94-95
Communication Major 40-42
Community Service
Learning 20
Company Tuition Assistance
Program 14, 15
Computer Lab 20
Computer Resources 20
Computer Science
Courses 64-65
Computer Science
Major 42-43
Continuing Education
Program 21
Cooperative Education 20
Counseling and Health
Promotion 24
Course Descriptions 56-95
Credit Assessment Program
(CAP) 35
Credit for Previous
Learning 34-36
Credits 57
Crossover Policy 30
D
Day Program 21
Dean's List 34
Degrees Offered 38
Departmental Comprehensive
Exams 35
Directory 3
Disabled Student Program 19
Dismissal 33
E
Economics Courses 66-67
Economics Major 43-44
Education Courses 67-70
Education Major 44-47
Educational Program 5-8
Elementary
Education 113-117
English Courses 71-74
English Language Arts
Teaching Major 48
English Major 47-48
Entry Level Skills 28
Evaluation and Grading 31
Evangelical Lutheran Church in
America (ELCA) 8
Experiential Education
Programs 19
F
Faculty 7
Fees and Payment
Schedule 13
Finance Specialization 40
Financial Aid 15-16, 24
Financial Policies 13-15
Fine Arts 25
Food Service 25
Former Students 11
French 75
Fulltime Students 13, 30
C
General Accounting
Specialization 39
General Education
Curriculum 28
General Education Development
(GED) Test 10
General Studies
Courses 74-75
German 75
Global Education Center 19
Grade Point Average 33
Grading 31, 32
Graduate Programs 21
Graduation Level Skills 57
Graduation
Requirements 28-29
Graduation with
Distinction 34
Grants 15
Graphics Center 25
Greeting from the President 4
Intertribal Student Union 22
Internships 20
Intertribal Student Union
Intramural Sports 25
Minors 38, 55
Mission Statement 6
Music Courses 81
I/
No-Credit Grades 32
Norwegian Courses 82
Number Grades 32
Numbering of Courses 57
Nursing Courses 82-83
Nursing Major 50-51
Kt L
Language Courses 75, 82, 93
Learning Center 18
Learning Disabilities
Program 19
Leave of Absence 30
Licensure 44-47
Liberal Arts Perspectives 57
Library 21
Lifetime Sports 36
Loan Assistance 15
Location Map 96
M
Majors and Minors 38, 55
Management lnformation
Systems Courses 80-81
Management lnformation
H
Systems Major 49
Health and ~ h ~ s i c a l ~ ~ d u c a t i o nManagement
Specialization 39
Courses 75-76
Managerial Accounting
Health Promotion 24
Specialization 39
Health Service 24
Maps 96, 97
Hispanic/Latino Support
Marketing
Program 23
Communications 41
History Courses 76-77
Marketing Specialization 39
History of Weekend College 6
Master's Degrees 21
Honors 34
Mathematics Courses 79-80
Human Relations 42
Mathematics Placement Group
I
(MPG) Requirements 79
Media Center 22
Incomplete Grade 32
Medical Refund Policy 14
Intercollegiate Athletics 25
Memberships 8
lnternational Business
Minnesota Indian Teacher
Specialization 40
Training Partnership 22
International Students 11
3M, Augsburg Cooperative
lnternational Studies Courses
77-79
Program 22
N
0
Office Hours 3
P/
Q
Part Time Students 13, 30
PassINo Credit 31
Payment Schedule 13
Pell Grant 15
Perspective Requirements 28
Perspectives 28
Philosophy Courses 83-84
Physical Disabilities
Program 19
Policies 8, 14, 30
Political Science
Courses 85-86
Pre-Professional Skills Test
(PPST) 44
Prerequisites 57
President's Greeting 4
Probation 33
Psychology Courses 86-87
Psychology Major 52
Public Accounting
Specialization 39
Public Relations and
Advertising 41
R
T
Refund Policy 14
Registrar's Office 23
Registration 30
Religion Courses 88-90
Religion Major 53
Religious Affiliation 8
Teaching Licensure (see also
Majors) 44-47
Telephone Numbers 3
3M, Augsburg Cooperative
Program 22
Transcripts 10
Transfer Credits 11
Transfer Students 11
Tuition and
Financial Aid 12-16
Tuition Grants 15
Tuition Refund Policy 14
Tutor Center 18
Theatre Courses 95
S
Schedule of Alternate
Weekends 7
Scholarships 15
Second Degree or Second
Major 11
Secondary Education 45
Service Learning 20
Skills Requirements 57
Social, Cultural,
Recreational 25
Social Welfare Minor 54
Social Work Courses 90-93
Social Work Major 54
Sociology Minor 55
Spanish Courses 93
Speech/Communication and
Theatre Arts
Courses 94-95
Student Affairs 26
Student Educational Loan Fund
(SELF) 16
Student Government 26
Student Guide 26
Student Life 25-26
Student Resources 17-26
Student Standards of Behavior,
Complaints, Records 26
Student Union 25
Supervisory Management
Specialization 43-44
Support Programs
20, 21, 24-26
Syllabus 31
U-z
Weekend College Advisory
Network (WECAN) 25
Weekend College Office 23
Weekend College
Office Hours 3
Withdrawal from College 31
Withdrawal from Courses 30
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Academic Calendar ......................... Show more
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Program Calendar...........
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4
Academic Calendar .......................................................................
5
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1995-1996 Tuition and Fees ............................
.....................................................................................
6
Class Schedule. Fall 1995-1996................... .
.
.
................................................................................
7
Class Schedule. Winter 1995-1996 ...........
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12
Program Information Sessions
Class Schedule. Spring 1995-1996 ......................................................................................................
16
Schedule of Courses by Department ..................................................................................................... 20
Note: C h s s schedule changes may occur after this schedule is published . Students should consult
the course list each term for the most current schedule of classes .
.WEEKENDCOLLEGE
Weekend College Office Hours
Monday-Friday: 8:00 a.m. - 4:30 p.m.
(other hours by appointment)
Office Hours on Class Weekends
Friday: 8:00 a.m. - 6:00 p.m., WEC Office
Saturday: 8:00 a.m. - 1:30 p.m., WEC Office
Weekend College Office Location
The Weekend College Office is located on campus at
2222 Murphy Place on the comer of 23rd Avenue and 7 112 Street.
Phone: 6 121330- 1782
FAX: 6121330-1784
Adults who are interested in
Augsburg Weekend College
are encouraged to attend one
of the Information Sessions
that are scheduled throughout
the year. Information Sessions
are free of charge and are
approximately two hours in
length. Please call the
Weekend College Admissions
Office (330-1743) to receive
additional details on these
information sessions or to sign
up for one of the following
dates:
For Fall Trimester, 1995-1996
Tuesday, May 23
5 3 0 p.m.
Tuesday, June 13
5:30 p.m.
Tuesday, June 27
5 3 0 p.m.
Tuesday, July 11
5 3 0 p.m.
Tuesday, July 25
5 3 0 p.m.
Tuesday, August 8
5 3 0 p.m.
For Winter Trimester, 1995-1996
Tuesday, October 17
Saturday, November 11
For Spring Trimester, 1995-1996
Saturday, February 3
9:00 a.m.
Tuesday, March 5
5 3 0 p.m.
For more information write or call:
Augsburg Weekend College Admissions
Campus Box 65
221 1 Riverside Avenue
Minneapolis, Minnesota 55454
Phone: 6121330-1743
FAX: 612/330-1784
New Students (enrolling for the first time or in the readmission process)
Fall Trimester
Winter Trimester
Spring Trimester
Application Deadline
Aug 14
Dec 4
Mar 25
Applicant File
Completion Deadline
Aug 21
Dec 11
April 1
Registration Begins
June 16
Nov 10
Feb 9
Registration Ends
Aug 26
Dec 16
April 8
Syllabi Available
Aug 14
Dec 1
Mar 22
New Student Orientation
Aug 26
Dec 16
April 8
Payment Information Sent
Aug 11
Dec 8
Mar 15
Mail Confirmation Due
Aug 26
Dec 22
April 8
New students are encouraged to register as early as possible. New students are allowed to register
and confirm through the date of New Student Orientation.
Current Students
Fall Trimester
Winter Trimester
Spring Trimester
Mail Registration Begins
June 16
Nov 10
Feb 9
Mail Registration Ends
Aug 4
Dec 1
Mar 8
Syllabi Available
Aug 14
Dec 1
Mar 22
Payment Information Sent
Aug 11
Dec 8
Mar 15
Confirmation Due
Aug 26
Dec 22
Mar 29
.
-
All Students
Classes Meet
Sept 8-10
Sept 22-24
Oct 6-8"
Oct 13-15
Oct 27-29
Nov 10-12
Dec 1-3"
Dec 8-10
Jan 5-7*
Jan 12-14
Jan 26-28
Feb 9-1 1
Feb 23-25
Mar 8-10
Mar 22-24"
Mar 29-3 1
Apr 12-14
Apr 26-28"
May 3-5
May 17-19**
May 3 1-June 2
June 14-16*
June 21-23
Finals
Dec 8-10
Mar 29-3 1
June 21 -23
Last Day to Add or Drop
Class Without Record Notation
Sept 10
Jan 7
Apr 14
Last Day to Change
Grade Ontion
Oct 15
Feb 11
May 20
Last Day to Drop a Class
Oct 30
Feb 26
June 3
Final Grades Due
Dec 18
April 8
July 1
*
One week between classes
** Classes scheduled on Sunday, May 19, will meet Monday night, May 20, from 6-10 p.m. lo allow sludenls to
participate in commencemen1 ceremonies.
The College reserves lhe right lo change the above dates should it be necessary. In such cases, sufJicien1
advance notice will be given.
1995-1996 TUITION
AND FEES
Application Fee (payable once, non-refundable)
Tuition (per course)
($255 per semester credit)
Tuition (per summer course 1995)
Activity Fee (per trimester)
Audit a Course
Lifetime Sports: Fee for Course
Lifetime Sports: Fee for Assessment of Previous Learning
Nursing Clinical Fee
Supplementary Student Teaching Fee (per course credit)
Late Fee (per day)
Registration change after first class meeting
(cancelladdlchange grade option)
Transcript Fee (first is free, per copy after first)
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.
Augsburg College reserves the right lo adjust charges should economic conditions necessitate.
Friday Evening
6:OO-9:30
Saturday Morning
8:30-12:OO
ACC 324
ART 240
BUS 242
BUS 355
BUS 362
CSC 450
ECO 112
EDE 379
EDE 387
EDU 264
EDU 341
ENG 27 1
ENG 351
HIS 352
HPE 114
HPE 116
NUR 350
NUR 403
PHY 101
POL 160
PSY 399
REL 362
SPC 345
SWK 260
Managerial Cost Accounting
Art History Survey
Principles of Management
Marketing Communications
International Business
Principles of Programming Languages
Principles of Macroeconomics
K-El Curriculum: Art Methods, .25 (1 1110-1218)
K-El Curriculum: Language Arts, .5 (918-10127)
Orientation to Education in an Urban Setting, .5 (918-10127)
Media Technology, .5 (918- 10127)
European Literature: Homer to Dante
American Literature since 1920
Modem Germany
Health and Safety Education, .5 (918-10127)
Health Concepts for Educators, .5 (10113- 1218)
Introduction to Nursing Research
Contemporary Nursing 111: Families
Astronomy (extra required sessions)
World Politics
Internship
Theology of the Reformers
Organizational Communication I
Humans Developing
ACC 221
ACC 222
ACC 322
BIO 185
BUS 301
Principles of Accounting I
Principles of Accounting I1
Accounting Theory and Practice I
Biology of Aging
Business Law
BUS 340
CSC 340
ECO 113
ECO 313
EDE 377
EDE 382
EDE 384
EDS 353
EDU 210
ENG 227
ENG 245
HIS 221
MAT 103
MIS 175
PHI 242
PHI 350
POL 342
PSY 493
REL 221
REL 341
SPC 111
SPC 352
SWK 257
SWK 463
Saturday Afternoon
1 :15-4:45
BUS 242
BUS 440
CSC 170
ECO 112
ECO 312
EDE 350
Human Resource Management
Introduction to Networking and Communications
Principles of Microeconomics
Intermediate Microeconomics
K-El Curriculum: Science Methods, .25 (1 1111-1219)
K-El Curriculum: Mathematics, .5 (919-10128)
K-El Curriculum: Social Studies, Thematic Studies, .5
(919-10128)
Creating Learning Environments: Secondary
Learning and Development in an Educational Setting
Journalism
Introduction to Literature
19th Century U.S.
Basic Mathematics (not for credit, extra sessions required)
Principles of Computing for Business
History of Philosophy Medieval and Renaissance
Philosophy of Religion
Mass Communications in Society
Seminar: Contemporary Issues
Biblical Studies
Christian View of Health and Healing
Public Speaking
Persuasion
Exploring Human Services
Community Development and Organization
Principles of Management
Operations Management
Structured Programming
Principles of Macroeconomics
Intermediate Macroeconomics
Creating Learning Environments: Kindergarten-Elementaty, .5
(919-10128)
Sunday Afternoon
1 :15-4:45
EDE 386
EDU 264
EDU 388
ENG 225
ENG 361
MIS 379
MAT 122
POL 342
PSY 105
REL 363
SOC 121
SPA 111
SPC 355
SWK 361
K-El Curriculum: Children's Literature, .5 (919-10128)
Orientation to Education in an Urban Setting, .5 (919-10128)
Human Relations, .5 (919- 10128)
Intermediate Expository Writing
Studies in Modern Fiction
Quantitative Methods for Business and Economics
Calculus for the Social and Behavioral Sciences
Mass Communications in Society
General Psychology
Religion in America
Introduction to Human Society
Beginning Spanish (required extra sessions)
Small Group Communication
Social Responses to Human Needs
ACC 221
ART 132
BUS 252
BUS 331
EDE 35 1
EDE 375
EDE 380
EDE 388
EDE 389
EDS 350
ENG 111
ENG 33 1
GST 140
HPE 115
Principles of Accounting I
Photography
Principles of Marketing
Financial Management
Techniques of Teaching Reading
Discovery in the World of Kindergarten, .5 (9110- 10129)
K-El Curriculum: Music Methods, .25 (1 1112-12/10)
K-El Curriculum: Health, .25 (1 1112-12/10)
K-El Curriculum: Physical Education, .5 (9110-10129)
Reading in the Content Areas, .5 (9110-10129)
Effective Writing
British Literature, Medieval to Elizabethan
Introduction to the Liberal Arts, .5
Health and Chemical Dependency Education, .5
(10115-12/10) (2 sections)
Introduction to American Indian Studies
Women: A Cross-Cultural Perspective
INS 105
INS 233
Weekend Schedule
Evening and other
MAT 131
MIS 175
MIS 375
PSY 105
PSY 355'
REL 111
REL 370
SOC 23 1
SOC 265
SPA 111
SWK 466
Mathematics for the Liberal Arts
Principles of Computing for Business
Management Information Systems in the Organization
General Psychology
Brain and Behavior
Introduction to Theology
American Indian Spirituality
Family Systems: A Cross-Cultural Perspective
Culture: Ethnicity, Gender and Race
Beginning Spanish (required extra sessions)
Field Work I11 (2 sections)
EDE 263
EDS 252
NUR 330
HPE 002
K-El Clinical Experiences .5, Sat. noon
Clinical Experience (Secondary) .5, Sat. noon
Trends and Issues in Nursing, Thurs., 6-9:30 p.m.
Lifetime Sports: Women's Weight Training
(Meets TuesIThurs 6:30-7:30 a.m., 8 weeks)
Lifetime Sports: Racquet Sports, Tues., 5:30-7:30 p.m.
(Meets weekly, 8 weeks)
HPE 002
Evening Classes
(Day school schedule,
meet weekly, September 6
through December 14)
CSC 170
csc 330
ECO 31 1
EDS 364
EDS 366
EDS 374
ENG 223
ENG 345
ENG 399
ENG 423
ENG 445
Structured Programming (to be announced)
Theory of Computation (to be announced)
Public Finance (to be announced)
English Methods (to be announced)
Foreign Language Methods .5 (to be announced)
Natural Science Methods .5 (to be announced)
Writing for Business and the Professions (to be announced)
Introduction to the English Language, Tues., 6-9 p.m.
Internship: Developmental Writing (arranged)
Studies in the British Novel, Wed., 6-9 p.m.
Advanced Journalism, Tues., 6-9 p.m.
Student Teaching
(Prereq: Approval
and Placement by
Education Dept.) * **
HIS 495
MIS 479
REL 495
Seminar (to be announced)
Intermediate Quantitative Methods, Wed., 6-9 p.m.
Seminar (to be announced)
EDE 48 1A
EDE 48 1 B
EDE 48 1 C
EDE 482A
EDE 482B
EDE 482C
EDE 483A
EDE 483B
EDE 483C
EDE 484A
EDE 484B
EDE 484C
EDS 48 1
EDS 482
EDS 483
EDS 484
Student Teaching K & Seminar
Student Teaching El & Seminar
Student Teaching K-El & Seminar
Student Teaching K & Seminar
Student Teaching El & Seminar
Student Teaching K-El & Seminar
Student Teaching K & Seminar
Student Teaching El & Seminar
Student Teaching K-El & Seminar
Student Teaching K & Seminar
Student Teaching El & Seminar
Student Teaching K-El & Seminar
Student Teaching
Student Teaching
Student Teaching
Student Teaching
* Extra class or lab sessions required
**Additional clinical fee required
Friday Evening
6:OO - 9:30
ART 224
BUS 242
BUS 252
BUS 433
CSC 160
CSC 320
ECO 113
EDE 383
EDE 386
EDS 478
EDU 264
EDU 282
ENG I l l
ENG 245
HPE 115
MIS 376
NUR 310
PHY 106
PSY 105
REL 111
REL 48 1
SOC 121
SPC 354
SWK 363
SWK 469
Publication Design
Principles of Management
Principles of Marketing
Financial Theory: Policy and Practice
Introduction to Computing and Communications
Algorithms
Principles of Microeconomics
K-El Curriculum: Health, Physical Education, First Aid
K-El Curriculum: Children's Literature, .5 (115-2123)
School and Society
Orientation to Education in an Urban Setting .5 (115-2123)
Introduction to Special Education
Effective Writing
Introduction to Literature
Health and Chemical Dependency Education, .(5 1/5-2123)
Project Management
Community Health Nursing I
Introduction to Meteorology (extra sessions required)
General Psychology
Introduction to Theology
Contemporary Theology
Introduction to Human Society
Interpersonal Communication
Methods and Skills of Social Work
Field Work IV
Saturday Morning
8:30 - 12:OO
ACC 221
ACC 222
ACC 425
BIO 101
BUS 301
BUS 352
CHM 105
CSC 345
ECO 112
ECO 313
ECO 318
EDE 351
EDE 379
Principles of Accounting I
Principles of Accounting I1
Advanced Accounting
Human Biology
Business Law
Marketing Research and Analysis
Principles of Chemistry (lab required, Sat. p.m.)
Principles of Computer Organization
Principles of Macroeconomics
Intermediate Microeconomics
Management Science
Techniques of Teaching Reading
K-El Curriculum: Art, .25 (319-3130)
EDE 387
EDU 341
HIS 104
HPE 116
MAT 105
MAT 121
MIS 175
PHI 120
PHI 380
POL 342
PSY 35 1
REL 441
SPC 352
K-El Curriculum: Social Sciences, Thematic Studies, .5
(116-2124)
K-El Curriculum: Language Arts, .5 (116-2124)
Media Technology, .5 (116-2124)
The Modem Non-Western World
Health Concepts for Educators, .5 (2110-3130)
Applied Algebra (required extra sessions)
Finite Mathematics
Principles of Computing for Business
Ethics
Ethics of Medicine and Health Care
Mass Communications in Society
Developmental Psychology: Child
Feminism and Christianity
Persuasion
ACC 222
ACC 323
BUS 252
BUS 340
BUS 465
CSC 210
CHM 105L
ECO 113
ECO 415
EDE 382
EDS 350
EDS 375
EDU 210
EDU 264
EDU 388
HPE 116
INS 260
PHI 110
PSY 485
REL 263
REL 353
soc 349
Principles of Accounting I1
Accounting Theory and Practice I1
Principles of Marketing
Human Resource Management
International Management
Data Structures
Principles of Chemistry Laboratory
Principles of Microeconomics
Managerial Economics
K-El Curriculum: Mathematics, .5 (116-2124)
Reading in the Content Areas, .5 (116-2124)
Social Studies Methods, .5
Learning and Development in an Educational Setting
Orientation to Education in an Urban Setting, .5 (116-2124)
Human Relations, .5 (116-2124)
Health Concepts for Educators, .5
Contemporary American Indians
Introduction to Philosophy
Counseling Psychology
World Justice and Hunger
Denominations and Religious Groups in America
Complex Organizations
EDE 384
Saturday Afternoon
1:15 - 4:45
Sunday Afternoon
1:15 - 4:45
Weekend Schedule
Jan6 - March 26
Evening and other
SPA 111
SPA 112
SPC 111
SWK 364
SWK 465
Beginning Spanish I (required extra sessions)
Beginning Spanish I1 (required extra sessions)
Public Speaking
Field Work 1 (2 sections)
Social Policy: Analysis and Development
ACC 322
ACC 326
ART 118
ART 355
BUS 242
BUS 331
ECO 315
EDE 350
EDE 375
EDE 377
EDE 380
ENG 225
FRE 111
GER 111
GST 140
HPE 353
HPE 482
INS 320
MIS 379
MIS 475
PSY 353
REL 221
SOC 265
SPA 111
SPA 112
SPC 351
SWK 260
SWK 469
Accounting Theory and Practice I
Tax Accounting
Painting I
Painting I1
Principles of Management
Financial Management
Money and Banking
Creative Learning Environments: K-El, .5 (117-2125)
Discovery in the World of Kindergarten, .5 (117-2125)
K-El Curriculum: Science, .25 (3110-3131)
K-El Curriculum: Music Methods, .25 (3110-3131)
Intermediate Expository Writing
Beginning French (required extra sessions)
Beginning German (required extra sessions)
Introduction to the Liberal Arts, .5
Kinesiology and Physiology of Exercise and Sport
Coaching Theory of Sport
American Indian Women
Quantitative Methods for Business and Economics
Systems Analysis and Design
Developmental Psychology: Middle and Older Adult
Biblical Studies
Culture: Ethnicity, Gender and Race
Beginning Spanish I (required extra sessions)
Beginning Spanish I1 (required extra sessions)
Argumentation
Humans Developing
Field Work IV
ART 107
Drawing (to be announced)
K-El Clinical Experiences .5, Sat. noon
Clinical Experience (Secondary) .5, Sat. noon
Classroom Management (to be announced)
EDE 263
EDS 252
EDU 370
ENG 337
HPE 002
HPE 489
INS 225
NUR 305
NUR 423
REL 23 1
REL 366
Evening Classes
(Day school schedule,
meet weekly, Jan. 30
through May 14)
Student Teaching
(Prereq: Approval
and Placement by
Education Dept.) * **
British Literature, the Romantics and the Victorians
(Wed., meets weekly)
Lifetime Sport: Aerobic Dance, Thurs., 530-7:30 p.m.,
meets weekly, 8 weeks
Coaching Practicum - Arranged
Introduction to Islam (to be announced)
Contemporary Nursing I: Communication, Thurs. 6-9:30 p.m.
Practicum in Nursing I: Nursing of the Family, ?burs., 6-930 p.m.
Religion in African American History (to be announced)
The Church and Social Change in Latin America (travel seminar)
(dates to be announced)
BUS 302
ECO 414
ENG 101
ENG 216
ENG 341
ENG 399
ENG 480
HIS 361
Business Ethics (to be announced)
Welfare Economics (to be announced)
Developmental Writing (Tues. and Thurs., 6-7:30 p.m.)
American Indian Literature, Wed., 6:30-9:30 p.m.
Advanced Creative Writing (to be announced)
Internship: Developmental Writing (arranged)
Criticism (to be announced)
Helenistic Greece and Rome to 330 A.D. (to be announced)
EDE 481A
EDE 481B
EDE 481C
EDE 482A
EDE 482B
EDE 482C
EDE 483A
EDE 483B
EDE 483C
EDE 484A
EDE 484B
EDE 484C
EDS 481
EDS 482
EDS 483
EDS 484
Student Teaching K & Seminar
Student Teaching El & Seminar
Student Teaching K-El & Seminar
Student Teaching K & Seminar
Student Teaching El & Seminar
Student Teaching K-El & Seminar
Student Teaching K & Seminar
Student Teaching El & Seminar
Student Teaching K-El & Seminar
Student Teaching K & Seminar
Student Teaching El & Seminar
Student Teaching K-El & Seminar
Student Teaching
Student Teaching
Student Teaching
Student Teaching
* Extra class or lab sessions required
** Additional clinical fee
required
Friday Evening
6:OO - 1O:OO
ART 290
BUS 242
BUS 466
CSC 271
ECO 360
EDE 382
EDU 264
EDU 388
ENG 272
HPE 114
INS 264
NUR 306
PHI 175
PHY 101
POL 122
POL 158
PSY 105
PSY 373
REL 420
soc 121
SPC 480
SWK 461
SWK 467
Tribal Arts and Culture
Principles of Management
International Marketing
COBOL
International Economics
K-El Curriculum: Mathematics, .5 (4112-5117)
Orientation to Education in an Urban Setting, .5 (4112-5/17)
Human Relations, .5 (4112-5117)
European Literature: Renaissance to Modem
Safety Education, .5 (4112-5117)
American Indians in the Cinema
Contemporary Nursing 11: Paradigms in Nursing
Philosophy of Love and Sex
Astronomy (extra sessions required)
Metropolitan Complex
Political Patterns and Processes
General Psychology
Organizational Psychology
Eastern Orthodoxy
Introduction to Human Society
Public Relations/Promotiona1Communication
Advanced Methods and Skills in Social Work
Social Worker as Professional
Saturday Morning
8:OO - 12:OO
BUS 301
BUS 357
CHM 106
Business Law
Advertising
Principles of Chemistry
(lab required, see Saturday afternoon)
Advanced Topics in Computer Science
Principles of Microeconomics
Intermediate Microeconomics
Management Science
Creating Learning Environments, .5 (4113-5118)
K-El Curriculum: Music Methods, .25 (5131-6121)
K-El Curriculum: Children's Literature, .5 (4113-5118)
Learning and Development in the Educational Setting
CSC 495
ECO 113
ECO 313
ECO 318
EDE 350
EDE 380
EDE 386
EDU 210
Saturday Afternoon
1 :OO - 5:OO
ENG 111
ENG 223
ENG 226
ENG 438
MIS 175
MIS 379
PHI 410
POL 342
PSY 362
REL 339
REL 356
SOC 231
SPC 354
Effective Writing
Writing for Business and the Professions
Introduction to Creative Writing
Shakespeare
Principles of Computing for Business
Quantitative Methods for Business and Economics
Topics in Philosophy
Mass Communications in society
Behavior Disorders
Television and Religion
History of Religion
Family Systems: Intercultural Perspective
Interpersonal Communications
ACC 221
ACC 222
ACC 424
BIO 102
BUS 331
BUS 368
BUS 438
BUS 450
CHM 106L
CSC 170
CSC 445
ECO 112
ECO 31 1
EDE 351
EDE 375
EDE 377
EDE 379
EDE 388
EDE 389
HPE 116
MIS 370
PSY 381
Principles of Accounting I
Principles of Accounting I1
Internal and Operational Audit
Biological World (required extra sessions)
Financial Management
Responding to the Challenge of Japan
Investment Theory
Marketing Management
Principles of Chemistry Laboratory
Structured Programming
Operating Systems and Computer Architecture
Principles of Macroeconomics
Public Finance
Techniques of Teaching Reading
Discovery in the World of Kindergarten, .5 (4113-5118)
K-El Curriculum: Science Methods, .25 (611-6122)
K-El Curriculum: Art Methods, .25 (611-6122)
K-El Curriculum: Health, .25 (611-6122)
K-El Curriculum: Physical Education, .5 (4113-5118)
Health Concepts for Educators, .5
Advanced Computing for Business
Historical Perspectives in Psychology
Sunday Afternoon
1 :00 - 5:OO
REL 1 1 1
REL 483
SOC 21 1
SPA 112
SPC 35 1
SPC 355
SWK 462
Introduction to Theology
Christian Ethics
Human Community and the Modern Metropolis
Beginning Spanish I1 (required extra sessions)
Argumentation
Small Group Communication
Field Work I1 (2 sections)
ACC 423
ART 250
ART 35 1
BUS 252
EDE 384
Auditing
Ceramics I
Ceramics I1
Principles of Marketing
K-El Curriculum: Thematic Studies, Social Studies, .5
(4114-5119)
K-El Curriculum: Language Arts, .5 (4114-612)
Creating Learning Environments: Secondary
Media Technology, .5 (4114-5119)
Introduction to Literature
Beginning French I1 (required extra sessions)
Beginning German I1 (required extra sessions)
Chemical Dependency Education, .5
African American Experience
Math of Interest
Information Systems Projects
General Psychology
Biblical Studies
Culture: Ethnicity, Gender and Race
Beginning Spanish I1 (required extra sessions)
Intermediate Spanish I (required extra sessions)
Public Speaking
Intercultural Communication
Quantitative Methods for Social Science
EDE 387
EDS 353
EDU 341
ENG 245
FRE 112
GER 112
HPE 115
INS 232
MAT 173
MIS 476
PSY 105
REL 22 1
SOC 265
SPA 112
SPA 21 1
SPC 111
SPC 329
SWK 365
Weekend Schedule
April 12 - June 25
Evening and other
EDE 263
EDS 252
HPE 003
K-El Clinical Experience, .5, Sat. noon
Clinical Experience (Secondary) -5, Sat. noon
Lifetime Sports: Racquet Sports, Mon., 530-7:30 p.m.
(8 weeks, meets weekly)
Student Teaching
(Prereq: Approval
and Placement by
Education Dept.) * **
MUS 130
NUR 311
NUR 43 1
Introduction to Music in the Fine Arts (to be announced)
Community Health Nursing I1 - Practicum, Thurs., 6-10 p.m.
Leadership and Management: Theory and Practice, Thurs.,
6- 10 p.m.
EDE 48 1A
EDE 481B
EDE 481C
EDE 482A
EDE 482B
EDE 482C
EDE 483A
EDE 483B
EDE 483C
EDE 484A
EDE 484B
EDE 484C
EDS 481
EDS 482
EDS 483
EDS 484
Student Teqching K & Seminar
Student Teaching El & Seminar
Student Teaching K-El & Semiriar
Student Teaching K & Seminar
Student Teaching El & Seminar
Student Teaching K-El & Seminar
Student Teaching K & Seminar
Student Teaching El & Seminar
Student Teaching K-El & Seminar
Student Teaching K & Seminar
Student Teaching El & Seminar
Student Teaching K-El & Seminar
Student Teaching
Student Teaching
Student Teaching
Student Teaching
* Extra class or lab sessions required
**Additional clinical fee required
MAJORS - UPPERCASE
minors - lowercase
Ws
Pers~ectives
A
C
CFl
CF2
CF3
HI
IA1
IA2
IA3
NW1
NW2
SW1
SW2
WH
CT
Aesthetics
City
Christian Faith area 1
Christian Faith area 2
Christian Faith area 3
Human Identity
Intercultural Awareness area
Language Level 1
Language Level 2
Natural World area 1
Natural World atea 2
Social World area 1
Social World area 2
Western Heritagc
Term
Accounting
ACC 221
ACC 222
ACC 322
ACC 323
ACC 324
ACC 326
ACC 423
ACC 424
ACC 425
Fall
Fall
Winter
Spring
Fall
Winter
Winter
Spring
Fall
Winter
Winter
Fall
Winter
Spring
Spring
Winter
GWR
QR
S
Critical Thinkinn
Graduation ~ e v eWriting
l
Quantitative Reasoning
Speaking
limes
TH EVE Thursday Evening
F
Friday
S
N
D/W
TBA
Time
Saturday
Sunday
DaylWeekend joint class
To be announced
Perspectives
Skills
Major
ACC, BUS, MIS
ACC, BUS, MIS
ACC, BUS
S, GWR
ACC
ACC
ACC
ACC
ACC
ACC
Term
Art
ART 107
ART 118
ART 132
*ART 224
*ART 240
ART 250
ART 290
ART 35 1
ART 355
Time
Perspectives
Skills
Major
Winter
Winter
Fall
Winter
Fall
Spring
Spring
Spring
Winter
Art
Art
SPC, Art
SPC, Art
Art
Art
Amer Indian
Art
Winter
Spring
Fall
SWK
Biology
BIO 101
BIO 102
*BIO 185
Business
BUS 242
BUS 252
BUS 301
BUS 302
BUS 331
BUS 340
BUS 352
BUS 355
BUS 357
BUS 362
*BUS 368
Fall
Fall
Winter
Winter
Spring
Fall
Winter
Winter
Spring
Fa11
Winter
Spring
Winter
Fall
Winter
Spring
Fall
Winter
Winter
Fall
Spring
Fall
Spring
F
S p.m.
F
N
F
N
F
S p.m.
N
S a.m.
S a.m.
S a.m.
DIW
N
N
S p.m.
S a.m.
S p.m.
S a.m.
F
S a.m.
F
S p.m.
* Courses typically offered alternate years
ACC, BUS, SPC,
MIS
ACC, BUS, SPC,
MIS
ACC, BUS
ACC, BUS, MIS
BUS, SPC
BUS, SPC
BUS, SPC
BUS
IAI
Term
Time
BUS 433
BUS 438
BUS 440
BUS 450
BUS 465
BUS 466
Winter
Spring
Fall
Spring
Winter
Spring
F
S p.m.
S p.m.
S p.m.
S p.m.
F
Chemistry
CHM 105
CHM 105L
CHM 106
CHM 106L
Winter
Winter
Spring
Spring
S a.m.
S p.m.
S a.m.
S p.m.
Computer Science
CSC 160
CSC 170
CSC 210
CSC 271
CSC 320
CSC 330
CSC 340
CSC 345
CSC 445
CSC 450
CSC 495
Economics
ECO 112
ECO 113
Perspectives
Major
BUS
BUS, SPC
GWR
GWR
BUS
BUS
NWl or NW2
Lab
NWl
Lab
Winter
Fall
Fall
Spring
Winter
Spring
Winter
Fall
Fall
Winter
Spring
Fall
Spring
Fall
Fall
Winter
Spring
Fall
Winter
Winter
Spring
Skills
CSC, MIS
CSC. MIS
GWR
GWR
F
S p.m.
S a.m.
S p.m.
S a.m.
F
S p.m.
S a.m.
CSC, MIS
CSC, MIS
CSC
CSC
CSC, MIS
CSC
CSC
CSC
CSC
ACC, BUS, ECO
SWl o r 2
ACC, BUS, ECO,
MIS
ECO 31 1
ECO 312
ECO 313
ECO 315
ECO 318
ECO 360
ECO 414
ECO 415
Education
EDE 263
EDE 350
EDE 351
EDE 375
EDE 377
EDE 379
EDE 380
EDE 382
Term
Time
Spring
Fa11
Fall
Fall
Winter
Spring
Winter
Winter
Spring
Spring
Winter
Winter
S p.m.
DIW
S a.m.
S a.m.
S a.m.
S a.m.
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Perspectives
Skills
BUS, ECO
BUS, ECO
BUS, ECO
N
S a.m.
S a.m.
F
D/W
S p.m.
S noon
S noon
S noon
S p.m.
Major
QR, GWR
BUS, ECO
BUS, MIS, ECO
INTL BUS, ECO
ECO
BUS, ECO
EDUC
EDUC
N
S a.m.
N
EDUC
S a.m.
S p.m.
N
N
S p.m.
S a.m.
EDUC
EDUC
N
S p.m.
F
S a.m.
S p.m.
N
N
S a.m.
S a.m.
S p.m.
F
EDUC
EDUC
EDUC
EDE 383
EDE 384
EDE 386
EDE 387
EDE 388
EDE 389
EDE 48 1
EDE 482
EDE 483
EDE 484
EDS 252
EDS 350
EDS 353
EDS 364
EDS 366
EDS 374
EDS 375
EDS 478
EDS 48 1
EDS 482
EDS 483
EDS 484
Term
Time
Winter
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Spring
Fall
Spring
arranged
arranged
arranged
arranged
Fall
Winter
Spring
Fall
Winter
Fall
Spring
Fall
Fall
Fall
Fall
Winter
arranged
arranged
arranged
arranged
F
S a.m.
S a.m.
N
S p.m.
F
S a.m.
F
S a.m.
N
N
S p.m.
N
S p.m.
S noon
S noon
S noon
N
S p.m.
S a.m.
N
D/W
D/W
D/W
D/W
F
Perst
lives
Skills
Major
EDUC
EDUC
EDUC
GWR
EDUC
EDUC
EDUC
EDUC
EDUC
EDUC
EDUC
EDUC
EDUC
EDUC
ENG
GWR
EDUC
EDUC
EDUC
EDUC
EDUC
EDU 210
EDU 264
EDU 282
EDU 341
EDU 370
EDU 388
English
ENG 101
ENG 1 1 1
ENG 216
ENG 223
ENG 225
ENG 226
ENG 227
ENG 245
ENG 27 1
ENG 272
ENG 33 1
*ENG 337
ENG 341
Term
Time
Perspectives
Fall
Winter
Spring
Fall
Fall
Winter
Winter
Spring
Winter
Fall
Winter
Spring
Winter
Fall
Winter
Spring
S a.m.
S p.m.
S a.m.
F
S p.m.
F
S p.m.
F
F
F
S a.m.
N
TBA
S p.m.
S p.m.
F
HI
Winter
Fa11
Winter
Spring
Winter
Fall
Spring
Fall
Winter
Spring
Fa11
Fa11
Winter
Spring
Fall
Spring
Fall
Winter
Winter
DIW
N
F
S a.m.
DIW
DIW
S a.m.
S p.m.
N
S a.m.
S a.m.
S a.m.
F
N
F
F
N
EVE
DIW
* Courses typically offered alternate years
C
Skills
Major
EDUC
GWR
EDUC
EDUC
EDUC
EDUC
ENG
A
C
A
GWR
Amer Indian
SPC
GWR
SPC
GWR
SPC
SPC
ENG
GWR
ENG
ENG
CT
ENG
1
Term
Time
ENG 423
ENG 438
ENG 445
ENG 480
Fall
Fall
Fall
Fall
Winter
Fall
Spring
Fall
Winter
DIW
F
S p.m.
DIW
DIW
DIW
S a.m.
DIW
D/W
French
FRE 111
FRE 112
Winter
Spring
N
N
German
GER 111
GER 112
Winter
Spring
N
N
Fall
Winter
N
N
ENG 345
*ENG 35 1
ENG 361
ENG 399
General Studies
GST 140
HealthIPhysical Education
HPE 002
Fall
Fall
Winter
Spring
HPE 003
Fall
HPE 114
Spring
Fall
HPE 115
Fall
Winter
Spring
Fall
HPE 116
Winter
Winter
Spring
EVE
EVE
EVE
EVE
F
F
N
N
F
N
F
S a.m.
S p.m.
S p.m.
* Courses typically offered alternate years
ENG
ENG
IA1
GWR
S
S
ENG
ENG
EDUC
EDUC
EDUC
Term
Time
HPE 353
HPE 482
HPE 489
Winter
Winter
Winter
N
N
Arranged
History
*HIS 104
HIS 221
HIS 352
HIS 361
HIS 495
Winter
Fall
Fall
Winter
Fall
Perspectives
Skills
Coaching
Coaching
Coaching
GWR, S
Interdisciplinary Studies
INS 105
Fall
INS 225
Winter
INS 232
Spring
INS 233
Fall
INS 260
INS 264
INS 320
* Courses typically offered alternate years
HIS
Amer Indian
Amer Indian,
Women's Stds
Amer Indian
Amer Indian
Amer Indian,
Women's Stds
Winter
Spring
Winter
Management Information Systems
MIS 175
Fall
S a.m.
Fall
N
Winter
S a.m.
Spring
S a.m.
MIS 370
Spring
S p.m.
MIS 375
Fall
N
Winter
F
MIS 376
MIS 379
S p.m.
Fall
Winter
N
Spring
S a.m.
Winter
N
MIS 475
Spring
N
MIS 476
MIS 479
Fall
DIW
Major
GWR
S
QR
MIS
MIS
BUS, MIS
ACC, BUS,
SPC, ECO, MIS
MIS
MIS
BUS, MIS
Term
Time
Mathematics
MAT 103
MAT 105
MAT 121
MAT 122
MAT 131
MAT 173
Fall
Winter
Winter
Fall
Fall
Spring
S a.m.
S a.m.
S a.m.
S a.m.
N
N
Music
MUS 130
Spring
NUR
NUR
NUR
NUR
NUR
NUR
NUR
NUR
NUR
Nursing
305
306
310
311
330
350
403
423
43 1
Winter
Spring
Winter
Spring
Fall
Fall
Fall
Winter
Spring
TH EVE
F
F
TH EVE
TH EVE
F
F
TH EVE
TH EVE
Philosophy
PHI 110
PHI 120
PHI 175
PHI 242
PHI 350
PHI 380
PHI 410
Winter
Winter
Spring
Fall
Fall
Winter
Spring
S p.m.
S a.m.
F
S a.m.
S a.m.
S a.m.
S a.m.
Fall
Spring
Winter
F
F
F
Physics
PHY 101
PHY 106
Pers~ectives Skills
Maior
ECO, MIS
CSC, ECO
WH
NUR
NUR
NUR
NUR
S (with 431) NUR
CT, QR
NUR
GWR
NUR
NUR
S (with 330) NUR
GWR
HI
CF3
WH
CF 2 or 3
HI
CT
H1
GWR
NUR
GWR
Term
Political Science
POL 122
POL 158
POL 160
POL 342
Psychology
PSY 105
*PSY 35 1
*PSY 353
*PSY 355
PSY 362
PSY 373
PSY 381
"PSY 399
*PSY 485
*PSY 493
Religion
REL 111
REL 221
REL 23 1
REL 263
*REL 339
*REL 341
REL 353
Time
Perspectives
Spring
Spring
Fall
Fa11
Fa1l
Winter
Spring
* Courses typically ofered alternate years
Major
SPC
PSY, SWK
Fall
Fall
Winter
Spring
Spring
Winter
Winter
Fall
Spring
Spring
Spring
Fall
Winter
Fall
Fa11
Winter
Spring
Fall
Winter
Spring
Winter
Winter
Spring
Fall
Winter
Skills
PSY
PSY
SPC
PSY
REL
CFl or 3
REL
REL
REL
REL
REL
REL
'I'
REL 356
REL 362
REL 363
REL 366
REL 370
*REL 420
REL 441
REL 48 1
REL 483
REL 495
Social Work
SWK 257
SWK 260
SWK 361
SWK 363
SWK 364
SWK 365
SWK 461
SWK 462
SWK 463
SWK 465
SWK 466
SWK 467
SWK 469
Sociology
SOC 121
SOC 21 1
SOC 23 1
Term
Time
Perspectives
Spring
Fall
Fall
Winter
Fall
Spring
Winter
Winter
Spring
Fall
S a.m.
F
S p.m.
TBA
N
F
S a.m.
F
S p.m.
DIW
CF3
CF2
CF2 or 3
CF3 or IA1
CF3 or IA1
CF2
CF1, 2 or 3
CF2 or 3
CF2 or 3
Major
REL
REL
REL
GWR
Fall
Fall
Winter
Fall
Winter
Winter
Winter
Spring
Spring
Spring
Spring
Fall
Winter
Fall
Spring
Winter
Winter
Fall
Winter
Spring
Spring
Fall
Spring
Skills
Amer Indian
REL
REL
REL
REL
REL
SWK
EDUC, SWK
QR
GWR
GWR
Sp.m.
F
F
S p.m.
N
S a.m.
* Courses typically offered alternate years
SWK
SWK
SWK
SWK
SWK
SWK
SWK
SWK
SWK
SWK
SWK
SWK
SWlor2
EDUC, SWK
C
IA 1
SPC, SWK
SOC 265
SOC 349
Spanish
SPA 1 1 1
SPA 112
SPA 21 1
Fall
Winter
Spring
Winter
N
N
N
S p.m.
SPC, SWK
SPC
Fall
Fall
Winter
Winter
Winter
Winter
Spring
Spring
Spring
Speech/Communications
SPC I l l
Fall
Winter
Spring
SPC 329
Spring
Fall
SPC 345
SPC 35 1
Winter
Spring
SPC 352
Fall
Winter
Winter
SPC 354
Spring
SPC 355
Fall
Spring
SPC 480
Spring
SPC
SPC
SPC
SPC
SPC
SPC
SPC
Augsburg College does not discrimlnate on the basls of race, creed, national or ethnic origin,
age, gender, sexual preference, marital status, or handicap as required by Title IX
of the 1972 Education Amendments or Section 504 of the Rehabilitation A& of 1973,
as amended, in its admission policies, educational programs, activities and employment practices.
Show less
A ACADEMIC
CALENDAR
A INFORMATION
SESSIONS
A TUITIONAND FEES
A CLASSSCHEDULES
Academic Calendar.....................................................................................2
..................................................................3
1993-1994Tuition and Fees ................ Show more
A ACADEMIC
CALENDAR
A INFORMATION
SESSIONS
A TUITIONAND FEES
A CLASSSCHEDULES
Academic Calendar.....................................................................................2
..................................................................3
1993-1994Tuition and Fees ........................................................................4
Program Information Sessions
General Education Guidelines ..................................................................
5
Graduation Requirements .........................................................................
6
Class Schedule, Fall 1993-1994..................................................................7
Class Schedule, Winter 1993-1994...........................................................ll
Class Schedule, Spring 1993-1994..
.........................................................15
NOTE:
Class schedule changes may occur after this schedule is published. Students
should consult the course list each term for the most current schedule of classes.
Fa12
Trimester
Winter
Trimester
Spring
Trimester
Aue 27
Dec 3
Mar 14
Applicant File Completion Deadline
Sept 3
Dec 17
Mar 28
New Student Orientation
Sevt 11
Tan 3
Aur 4
Registration
Begins
Ends
June 4
July 30
Oct 29
Nov 24
Jan 28
Feb 28
Payment & Registration Conhation
Mail Deadline
Aug 27
New StudentsIMake-up
Sept 11
Dec 17
Jan 3
Mar 25
Apr 4
Classes Begin
Jan 7-9
Apr 8-10
Application Deadline
Sept 17-19
Last Day to Add or Drop Class Without Record Notation
Sept 19
Jan 9
Apr 10
Last Day to Change Grade Option
Oct 31
Feb 13
Mav 23
Last Day to Drop a Class
Nov 15
Feb 21
Tune 6
Classes End
Dec 10-12
Mar 25-27
Tun 24-26
Final Grades Due
Dec 20
Apr 4
July 5
Classes Meet
Sept 17-19
Oct 1-3
Oct 15-17
O d 29-31
Nov 12-14''
Nov 19-21
Dec 3-5,
Dec 10-12
Jan 7-9*
Jan 14-16
Jan 28-30
Feb 11-13*
Feb 18-20
Mar 14-6
Mar 18-20*
Mar 25-27
Apr 8-10
Apr 22-24
May 6-8
May 2@221Y
June 3-5
June 17-1Y
June 24-26
+
One week between classes
** Classes scheduled on Sunday, May 22, will meet Monday night, May 23,from 6-10
p.m. to allow students to participate in graduation ceremonies.
The college reserves the right to change one or more of the above dates should it be necessay. In such cases, suficient adwnce notice will be given.
Program Information Sessions
Adults who are interested in Augsburg Weekend College are encouraged to attend one of the information sessions that are scheduled
throughout the year These information sessions are free of charge
and are approximately two hours in length. Please call the Weekend
College Ofice (330-1782) to receive further details on these information sessions or to sign up for one of the following dates:
For Fall Trimester, 1993-1994
--
Tuesday, May 25
Saturday, June 12
Tuesday, June 29
Saturday, July 17
For Winter Trimesteq 1993-1994
Tuesday, October 12
Saturday, November 13
For Spring Trimester, 1993-1994
Tuesday, January 25
Saturday, February 26
For more information write or call:
Augsburg Weekend College Office
Augsburg College
731 21st Avenue South
Minneapolis, Minnesota 55454
Phone: 6121330-1782
FAX. 6121330-1649
-
5:30 p.m.
9:00 a.m.
1993 - 1994
Tuition and Fees
Application Fee (payable once, non-refundable)
Tuition (per course)
($221.25 per semester credit)
Tuition (per summer course; 1993)
Activity Fee (per trimester)
Audit a Course
Lifetime Sports:
Fee for course
Fee for Assessment of Previous Learning
Nursing Clinical Fee
Student Teaching Fee (per course)
Late Fee (per day)
Registration change after first class meeting
(cancel/add/change grade option, or combination at one time)
Transcript Fee (first is free, per copy after first)
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.
Augsburg College resmes the right to adjust charges should economic conditions
necessitate.
General Education Guidelines
Students who entered Augsburg during the 1991-1992academic year and
transferred in seven or more Augsburg course equivalents will follow the
General Distribution requirements; students who transferred in less than
seven Augsburg course equivalents will follow the Liberal Arts Perspectives
along with the requirements for their major.
Students who entered Augsburg during the 1992-1993academic year and
transferred in 16 or more Augsburg course equivalents will follow the
General Distribution requirements; students who transferred in less than 16
Augsburg course equivalents will follow the Liberal Arts Perspectives along
with the requirements for their major.
Students who entered Augsburg during the 1993-1994academic year and
transferred in 25 or more Augsburg course equivalents will follow the
General Distribution requirements; students who transferred in less than 25
Augsburg course equivalents will follow the Liberal Arts Perspectives along
with the requirements for their major.
A list of courses that fulfill Liberal Arts Perspectives is made available with
registration materials or may be obtained from the Registrar's office.
Graduation Requirements
Each student must apply for graduation at the time specified by the
Registrar. Application forms are available in the Registrar's Office.
All degree and course requirements must be completed and verified in the
Registrar's Office prior to the anticipated date of graduation (there may be
no incompletes or open courses on the academic record).
1. Students under general education distribution requirements must
complete 35 courses?
2. Students under Liberal Arts Perspectives requirements will follow the
guidelines listed below:
If you matriculated at Augsburg between September 1,1991, and
December 31,1992, you must complete 34 courses: meet the full Liberal
Arts Perspectives requirements, Entry Level Skills Assessments, and
Graduation Skills Requirements.
If you matriculated at Augsburg on or after January 1,1993, and transferred fewer than 14 Augsburg equivalent courses, you must complete 33
courses: meet the full Liberal Arts Perspectives requirements, Entry
Level Skills Assessments and Graduation Skills Requirements.
If you matriculated at Augsburg on or after January 1,1993, and transferred in 14 or more courses, you must complete 33 courses*, meet the
advanced-transfer Liberal Arts Perspectives, Entry Level Skills
Assessments, and Graduation Skills Requirements.
* At least 11 course credits must be Uppe~Division, numbered in t he 300s or 400s. Included
in the number of courses requiredfirgraduation must be the completion of a major.
Fall Trimester 1993-1994
Friday Evening, 6:00-9:30
ART 240
BIO
BUS
BUS
BUS
BUS
CSC
ECO
EDE
102
242
355
362
391
271
112
350
EDE 379
EDE 382
EDS
EDU
EDU
ENG
ENG
GST
HPE
NUR
NUR
NUR
PHI
PHI
PHY
PSY
PSY
PSY
REL
REL
SOC
SOC
SPC
SPC
S W
350
210
264
331
271
140
114
305
350
403
230
350
101
105
361
399
356
472
231
265
111
345
260
Art History Survey
Biological World*
Principles of Management
Marketing Communications
International Business
Business Law
Cobol
Principles of Macroeconomics
Creating Learning Environments:Kindergarten-Elementary
(9117-11/12) 5
Kindergarten-Elementary Curriculum: Art (9117-10115) 2.5
Kindergarten-Elementary Curriculum: Mathematics
(10129-12/10) .5
Reading in the Content Areas (9117-11/12) .5
Learning and Development in an Educational Setting
Orientation to Education in an Urban Setting (9117-11/12) .5
British Literature: Medieval to Elizabethan
European Literature: Homer to Dante
Introduction to Liberal Arts (9117-11112) .5
Safety Education (9117- 11/12) .5
Contemporary Nursing I:
Communication *
Introduction to Nursing Research
Contemporary Nursing 111: Families
Logic
Philosophy of Religion (same as REL 350)
Astronomy *
Principles of Psychology
Personality
Psychology Internship
History of Religions
Theology of Paul
Family Systems: A Cross Cultural View
Culture: Ethnicity, Gender and Race
Public Speaking
Organizational Communication
Humans Developing
Saturday Morning, 8:30-1200
BIO 103 Human Anatomy and Physiology *
BUS 221 Principles of Accounting I
BUS
BUS
CHM
CSC
ECO
ECO
ECO
EDE
EDE
331
391
100
330
112
113
313
377
387
EDE 388
EDE 389
ENG
ENG
ENG
INS
MAT
MAT
MIS
MIS
PHI
POL
PSY
REL
REL
SOC
SPC
SWK
111
227
245
232
103
124
175
279
110
342
381
221
440
211
355
463
Financial Management
Business Law
Chemistry for Changing T i e s
Theory of Computation
Principles of Macroeconomics
Principles of Microeconomics
Intermediate Microeconomics
Kindergarten-Elementary Curriculum: Science (9/1&10/16) -25
Kindergarten-Elementary Curriculum: Language Arts
(10/30-12/11) .5
Kindergarten-Elementary Curriculum: Health (11/20-12/11) .25
Kindergarten-ElementaryCurriculum: Physical Education
(9/18-11/13) .5
Effective Writing
Journalism
Introduction to Literature
African American Experience in America
Basic Mathematics (no credit toward graduation) *
Calculus I
Computer for Business, Economonics and MIS
Quantitative Methods for Business, Economics and MIS
Introduction to Philosophy
Mass Communications in Society
Psychology in Historical Perspective
Biblical Studies
Varieties of Christian Spirituality
Human Community and the Modem Metropolis
Small Group Communication
Community Organization and Development
Saturdav Afternoon, 1:15-445
BIO
BUS
BUS
BUS
BUS
BUS
BUS
CSC
ECO
EDE
EDS
EDU
EDU
The Biology of Aging
Principles of Accounting I
Principles of Accounting I1
Principles of Management
Principles of Marketing
Managerial Cost Accounting
Human Resource Management
Structured Programming
Intermediate Macroeconomics
Kindergarten-ElementaryCurriculum: Music (11/20-12/11) .25
Creating Learning Environments: Secondary
Orientation to Education in an Urban Setting (10/3@12/11) .5
Media Technology (9/18-11/13) .5
ENG
ENG
HIS
HPE
PHI
POL
POL
REL
REL
SOC
SOC
SPC
SWK
SWK
251
350
103
116
120
160
342
111
370
121
375
354
257
466
Readings in America Literature
American Literature to 1920
The Modern World
Health Concepts for Educators (10/3&12/11) .5
Ethics
World Politics
Mass Communications in Society
Introduction to Theology
American Indian Spirituality and Philosophical Thought
Introduction to Human Society
Social Psychology
Interpersonal Communication
Exploring Human Services
Field Work 111
Sunday Afternoon, 1:15-445
ART 132 Photography
BUS 252 Principles of Marketing
BUS 322 Accounting Theory & Practice
ECO 313 Intermediate Microeconomics
EDE 351 Techniques for Teaching Reading
EDE 495 Topics: Kindergarten-ElementaryInterdisciplinary
StudiesISocial Studies (9119-11114) .5
EDU 388 Human Relations (10-31-12112)
.5
ENG 225 Intermediate Expository Writing
HPE 115 Health and Chemical Dependency Education (10131-12/12).5
HPE 482 Coaching Theory of Sport
INS 233 Women in Cross-Cultural Perspective
MIS 175 Computers for Business, Economics, and MIS
MIS 279 Quantitative Methods for Business, Economics and MIS
MIS 375 Management Information Systems in Organizations
REL 441 Feminism and Christianity
SOC 265 Culture: Ethnicity, Gender, Race
SPA 111 Beginning Spanish I
SWE 111 Beginning Swedish I
SPC 352 Persuasion
SWK 361 Social Response to Human Needs
To Be Arranged
EDE 263 Kindergarten-ElementaryClinical Experiences .5
EDS 252 Clinical Experience .5
Evening Classes (meet weekly, September 8 through December 16)
CSC
CSC
ECO
ENG
EDS
EDS
EDS
HPE
MIS
PHY
POL
POL
POL
SPA
145 Computing for the Liberal Arts, Thurs 6-9 pm
340 Digital Communication and Computer Networks, Thm 6-9 pm
414 Labor Economics, Tues 6-9 pm
345 Introduction to English Language, Tues 6-9 pm
364 English Methods, Thurs 4:50-8:00 pm
366 Foreign Language Methods, Thurs 4:50-8:00 pm, .5
374 Natural Science Methods, Thurs 4:50-8:00 pm .5
002 Racquet Sports, Tues 5:30- 7:30 pm
(9121, 9/28, 10/5,10/12,10/19,10/26)
Intermediate
Quantitative Methods for Business, Economics
479
and MIS, Thurs 6-9 pm
116 Introduction to Physics, Thurs 6-9 pm
325 Public Administration, Thurs 6:30-9:30 pm
370 Constitutional Law, Tues 630-930 pm
421 Topics in American Politics, Wed 690-9:30 pm
111 Beginning Spanish I, 6-9 pm, evenings TBA
Student Teaching (Prereq: Approval and Placement by Education Dept.) * **
EDE
EDE
EDE
EDE
EDE
EDE
EDE
EDE
EDE
EDE
EDS
EDS
EDS
EDS
481A K Student Teaching
481B K-El Student Teaching
481C El Student Teaching
482A K Student Teaching
482B K-El Student Teaching
482C El Student Teaching
48341 K Student Teaching
483B K-El Student Teaching
4 8 X El Student Teaching
484 El Student Teaching
481 Student Teaching
482 Student Teaching
483 Student Teaching
484 Student Teaching
* Extra class or lab sessions required
**Additionalclinicalfee required
Winter Trimester 1993-1994
Friday Evening, 6:OO-9:30
ART
BUS
BUS
BUS
BUS
BUS
CSC
ECO
EDE
102
242
252
331
340
391
345
113
364
EDE 495
EDS
EDU
ENG
HPE
MUS
NUR
NUR
PHI
PHY
POL
PSY
PSY
REL
REL
SOC
SOC
SPC
SWK
SWK
477
341
226
116
130
306
310
380
106
122
105
373
263
343
121
265
354
260
363
Design
Principles of Management
Principles of Marketing
Financial Management
Human Resource Management
BusinessLaw
Principles of Computer Organization
Principles of Microeconomics
Kindergarten-Elementary Curriculum:InterdisciplinaryStudies
(3143125) .25
Topics: Kindergarten-ElementaryCurriculum: Language
Arts/Childrenls Literature
School and Society
Media Technology (117-2/18) .5
Introduction to Creative Writing
Health Concepts for Educators (2111-3/25) .5
Introduction to Music in the Fine Arts
Contemporary Nursing I1
Community Health Nursing
Ethics of Medicine and Health Care
Introductory Meteorology
Metropolitan Complex
Principles of Psychology
Organizational Psychology
World Justice and Hunger
Theology of Marriage
Introduction to Human Society
Culture: EthnicityIGender and Race
Interpersonal Communication
Humans Developing
Methods and Skills of Social Work
Saturday Morning, 8:30-12:OO
BIO
BUS
BUS
BUS
BUS
BUS
CSC
231
221
222
352
425
433
320
The Biology of Women
Principles of Accounting I
Principles of Accounting I1
Marketing Research and Analysis
Advanced Accounting
Financial Theory: Policy and Practice
Algorithms
ECO
ECO
ECO
EDE
EDE
112
313
318
351
376
EDE
EDE
EDU
EDU
ENG
ENG
INS
MAT
POL
379
382
264
388
223
438
320
104
342
B Y 105
REL 353
REL 363
SPC 111
SPC 355
SWK 465
Principles of Macroeconomics
Intermediate Microeconomics
Management Science
Techniques of Teaching Reading
Kindergarten-Elementary Curriculum: Social Studies
(118-1/29) .25
Kindergarten-Elementary Curriculum: Art (118-1129) .25
Kindergarten-ElementaryCurriculum: Math (2112-3126) .5
Orientation to Education in an Urban Setting (2112-3126) .5
Human Relations (21123126) .5
Writing for Business and the Professions
Shakespeare
American Indian Women
Intermediate Algebra (no credit toward graduation) *
Mass Communications in Society
Principles of Psychology
Denominations and Religious Groups
Religion in America
Public Speaking
Small Group Communication
Social Policy
Saturday Afternoon, 1:15-4:45
BUS
BUS
BUS
BUS
CSC
ECO
ECO
ECO
EDE
222
252
323
465
210
113
312
415
350
EDE
EDS
EDU
ENG
ENG
HIS
HPE
MAT
MIS
MIS
PHI
377
375
370
245
351
222
115
121
175
279
120
Principles of Accounting I1
Principles of Marketing
Accounting Theory & Practice I1
International Management
Data Structures
Principles of Microeconomics
Intermediate Macroeconomics
Managerial Economics
Creating Learning Environments: Kindergarten-Elementary
(118-2119) .5
Kindergarten-ElementaryCurriculum: Science (118-1129) .25
Social Studies Methods (2112-3126) .5
Classroom Management (118-2119) .5
Introduction to Literature
American Literature since 1920
U.S. History since 1877
Chemical Dependency Education (2112-3126)-5
Finite Mathematics
Computers for Business, Economics and MIS
Quantitative Methods for Business, Economics and MIS
Ethics
PSY
REL
REL
SPA
SPC
SPC
SWK
SWK
362 Behavior Disorders
111 Introduction to Theology
XXX Upper division -to be announced
111 Beginning Spanish I *
329 Intercultural Communication
351 Argumentation
364 Field Work1
469 Field WorkIV
Sunday Afternoon, 1:15-445
ART
BUS
BUS
BUS
ECO
EDE
EDU
EDE
EDE
EDE
ENG
FRE
GER
HIS
HPE
HPE
INS
MIS
MIS
REL
SOC
SPA
SPA
SWE
SWK
118 Painting
242 Principles of Management
326 Tax Accounting
440 Operations Management
315 Money and Banking
375 Discovery in the World of Kindergarten (2113-3127) .5
282 Introduction to Special Education
380 Kindergarten-Elementary Curriculum: Music (119-1130) .25
388 Kindeqarten-Elementary Curriculum: Health (316-3127) .25
389 Kindergarten-Elementary Curriculum: Physical Education
(119- 2/20) .5
111 Effective Writing
111 Beginning French I *
111 Beginning German I *
102 The Shaping of Western Civilization
114 Safety Education (2113-3127) .5
353 Kinesiology & Physiology
105 Introduction to American Indian Studies
175 Computers for Business, Economics and MIS
475 Systems Analysis and Design
221 Biblical Studies
375 Social Psychology
111 Beginning Spanish I *
112 Beginning Spanish I1 *
112 Beginning Swedish I1 *
260 Humans Developing
To Be Arranged
EDE
EDS
HPE
REL
263
252
489
366
Kindergarten-Elementary Clinical Experiences .5
Clinical Experience .5
Coaching Practicum .5
The Church and Social Change in Latin America
Tentative trip date to Mexico: January 1522
- - - - --
-
-
Meets Weekly, WEC Winter Trimester, Jan 7- March 30
ENG
HPE
NUR
SPA
337
002
423
112
British Literature: Romantic to Victorian, Tues 6-9 pm
Lifetime Fitness, Thurs 5:N-7:N pm, 8 weeks
Pradicum in Nursing I, Thurs 6-9 pm
Beginning Spanish 11, Thurs, 6-9 pm
Meets weeklapring Day Schedule Jan 31-May 19
ART
ENG
ENG
ENG
ENG
ENG
HIS
225
101
216
341
399
480
370
Communication Design, Tues 6-9 pm
Developmental Writing, Tues 6-9 pm
American Indian Literature, Wed 6:N-9:30 pm
Advanced Creative Writing, Wed 6-9 pm
Internship (DevelopmentalWriting), Tues 6-9 pm
Criticism, Thurs 6-9 pm
The Late Middle Ages to 1560, Wed 6-9 pm
student Teaching W e q : Approval and Placement by Education Dept) * "
EDE
EDE
EDE
EDE
EDE
EDE
EDE
EDE
EDE
EDE
EDS
EDS
EDS
EDS
481A K Student Teaching
481B K-El Student Teaching
481C El Student Teaching
48241 K Student Teaching
482B K-El Student Teaching
482C El Student Teaching
483A K Student Teaching
483B K-El Student Teaching
483C El Student Teaching
484 El Student Teaching
481 Student Teaching
482 Student Teaching
483 Student Teaching
484 Student Teaching
* Extra class or lab sessions required
**Additionalclinical fee required
Spring Trimester 1993-1994
Friday Evening, 6:OO-10:OO
ART
BUS
BUS
BUS
CSC
EDE
290
242
270
466
445
350
EDE 376
EDE
EDS
EDU
ENG
ENG
HPE
MUS
380
353
388
272
361
114
272
MUS 472
NUR
NUR
POL
PHI
PHY
PSY
REL
REL
SOC
SPC
SPC
SWK
330
404
158
241
101
105
111
XXX
121
111
480
260
Tribal Arts and Culture
Principles of Management
Business Ethics
International Marketing
Operating Systems and Computer Architecture
Creating Learning Environments: Kindergarten-Elementary
(418-5120) .5
Kindergarten-Elementary Curriculum: Social Studies
(613-6124) .25
Kindergarten-Elementary Curriculum: Music (418-516) .25
Creating Learning Environments
Human Relations (418-5120) .5
European Literature: Renaissance to Modern
Modern Fiction
Safety Education (418-5120) .5
Human Identity through the Creative Arts
(meets concurrently with MUS 472)
Human Identity through the Creative Arts
(meets concurrently with MUS 272)
Trends and Issues in Nursing *
Contemporary Nursing IV:Leadership and Management * **
Political Patterns and Processes
History of Philosophy
Astronomy*
Principles of Psychology
Introduction to Theology
Upper Division to be announced
Introduction to Human Society
Public Speaking
Publication/ Promotional Communication
Humans Developing
Saturday Morning, 8:OO-1200
BIO
BUS
BUS
BUS
CHM
101
252
331
391
100
Human Biology
Principles of Marketing
Financial Management
BusinessLaw
Chemistry for Changing T i e s
CSC 450 Principles of Programming Languages
ECO 113 Principles of Microeconomics
ECO
ECO
EDE
EDE
EDS
EDU
ENG
ENG
HIS
HPE
MAT
MIS
PHI
POL
PSY
REL
REL
SOC
SPC
SWK
SWK
313
318
351
377
350
341
111
423
104
115
114
175
125
342
485
231
339
211
351
461
467
Intermediate Microeconomics
Management Science
Techniques for Teaching Reading
Kindergarten-Elementary Curriculum: Science (419-517) .25
Reading in the Content Areas (5121-61251 .5
Media Technology ( 419-5121) .5
Effective Writing
British Novel
The Modern Non-Western World
Chemical Dependency Education (419-5121) .5
Elementary Functions *
Computers for Business, Economics and MIS
Ethics and Human Identity
Mass Communication in Society
Counseling Psychology
Religion in African American History
Television and Religion
Human Community and the Modern Metropolis
Argumentation
Advanced Methods and Skills of Social Work
Social Worker as Professional
Saturday A£ternoon, 1:OO-500
BIO
BUS
BUS
BUS
BUS
CSC
ECO
ECO
ECO
EDE
EDE
EDU
ENG
ENG
INS
MIS
PSY
REL
REL
SOC
SOC
105
221
222
355
438
170
112
311
360
379
386
264
223
245
260
370
493
221
345
231
349
Biology and Society
Principles of Accounting I
Principles of Accounting I1
Marketing Communications
Investments
Structured Programming
Principles of Macroeconomics
Public Finance
International Trade and Finance
Kindergarten-Elementary Curriculum: Art (614-6125) .25
Children's Literature (419-5121) 5
Orientation to Education in an Urban Setting (419-5121) .5
Writing for Business & Professions
Introduction to Literature
Contemporary American Indians
Advanced Computing for Business, Economics and MIS
Psychology Seminar
Biblical Studies
Lutheran Heritage
Family Systems: A Cross Cultural View
Complex Organizations
SPA 112 Beginning Spanish I1 *
SPC 352 Persuasion
SWK 462 Field Work I1
Sunday Afternoon, 1:OO-500
ART 250 Ceramics
BUS
BUS
BUS
EDE
242
423
450
364
EDE 375
EDE 388
EDE 389
ENG 225
FRE 112
GER 112
HPE 116
INS 233
MAT 131
MIS 279
MIS 476
REL 221
REL 483
SOC 265
SPA 112
SPA 211
SWK 365
Principles of Management
Auditing
Marketing Management
Kindergarten-Elementary Curriculum: Interdisciplinary Studies
(4110-518) 2.5
Discovery in the World of Kindergarten (5122-6126 ) .5
Kindergarten-Elementary Curriculum: Health (4110-518) .25
Kindergarten-Elementary Curriculum: Physical Education
(51224126) .5
Intermediate Expository Writing
Beginning French I1 *
Beginning German I1 *
Health Concepts for Educators (4110-5122) .5
Introduction to Women's Studies
Math for the Liberal Arts
Quantitative Methods for Business, Economics and MIS
Information Systems Projects
Biblical Studies
ChristianEthics
Culture: Ethnicity, Gender and Race
Beginning Spanish I1 *
Intermediate Spanish *
Quantitative Methods and Program Evaluation
To Be Arranged
EDE
EDS
NUR
NUR
263
252
311
427
K-El Clinical Experience .5
Clinical Experience .5
Community Health Nursing I1 * **
Practicum in Nursing I1 *
Meets Evenings
HPE 002 Lifetime Fitness, Thurs pm, meets weekly for eight weeks
HPE 475 Prevention and Care of Athletic Injuries (Thurs., 6-10 pm
4/14,4/28,5/12,5/19) .5
Student Teaching (Prereq:Approval and Placement by Education Dept) * **
EDE 481A K Student Teaching
EDE 481B K-El Student Teaching
EDE 481C El Student Teaching
EDE 482A K Student Teaching
EDE 482B K-El Student Teaching
EDE 482C El Student Teaching
EDE 483A K Student Teaching
EDE 4838 K-El Student Teaching
EDE 4 8 X El Student Teaching
EDE 484 El Student Teaching
EDS 481 Student Teaching
EDS 482 Student Teaching
EDS 483 Student Teaching
EDS 484 Student Teaching
* Extra class or lab sessions required
**Additional clinical fee required
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 Education
Amendments or Section 504 of the Rehbilitation Act of 1973, as amended, in its admission
policies, educational programs, activities and employment practices
Show less
Official Publication of Augsburg College 221 1 Riverside Avenue
Minneapolis, M N 55454 (612) 330-1782
This catalog is a supplement to the Augsburg College Catalog and is published for the
convenience of Augsburg Weekend College students. Weekend College is a program of Augsburg
College and ... Show more
Official Publication of Augsburg College 221 1 Riverside Avenue
Minneapolis, M N 55454 (612) 330-1782
This catalog is a supplement to the Augsburg College Catalog and is published for the
convenience of Augsburg Weekend College students. Weekend College is a program of Augsburg
College and is subject to the policies and provisions as stated in the Augsburg College Catalog.
This catalog should answer most questions students have about Augsburg Weekend College and
its curriculum. Although information was current at the time of publication, it is subject to change
without notice. It is the responsibility of each student to know the requirements and academic
policies in this publication. If you have questions about anything in this catalog, consult the
Academic Advising Center, a faculty adviser, the dean of the College or the registrar. Key offices
are listed on page three of this publication for correspondence or telephone inquiries.
Published February 1998
TABLE
OF CONTENTS
Directory
................... ...................
.......................................... 3
......,.....
...................*........*.....*....4
Educational Program ..............
.................................................. 5
A Greeting from the President
Admissions Information.................................................................
9
Tuition and Financial Aid
........................................................... 12
Student Resources....................................................................... 17
Academic Information ................................................................. 27
36
Academic Majors ................................... ......................................
,. ....................................-56
Course Descriptions..............................
Maps ................................................................................. 9 8 99
Index........................................................................................ 100
FREQUENTLYCALLED
NUMBERS
Weekend College Office ........................................................................................................ 330-1782
Program Coordinator, Julie Olson ....................................................................................... .330- 1740
.
......................................................
330-1782
Administrative Assistant, Becki Frestedt ......................
Weekend College Admissions:
Director. Bill Kuehl ...............................................................................................................330-1414
Admissions Counselor, Carrie Carroll.................................................................................. .330- 1792
330-1743
Admissions Assistant, Liz Williams ........................................................................................
Other Campus Phone Numbers:
General Information ..............................................................................................................330- 1000
Academic Advising Center .................................................................................................. .330- 1025
Bookstore, Christensen Center ......................................................................................... .... 330-1122
Business Office, Science Hall:
........330-1029
Cashier 8:30 a.m.-4.00 p.m. ......................................
330-1790
Student Accounts, Jocelyn Palmer: 8:00 a.m.-4.30 p.m. ....................................................
Education Department, Sverdrup Hall ................................................................................. 3301 130
.330- 1046
Financial Aid Office, Science Hall ........................................................................................
.330- 1162
Career Services, Memorial Hall .............................................................................................
3 3 0 1160
Counseling, Memorial Hall ...................................................................................................
Lindell Library .....................................................................................................................330- 1017
.............................................................................
Nursing Department .............................
.
.330-1209
Registrar. Science Hall ............................................................................................................
330-1036
Summer School ................................................................................................................... 330-1787
.
.
Weekend College Office Hours:
Monday-Friday: 8:00 a.m. .4:30 p.m.
Class Weekends:
Friday: 8:00 a.m. .6:00 p.m.
Saturday: 8:00 a.m.-1:30 p.m.
Weekend College Office Location:
The Weekend College Office is located in Sverdrup Hall on the corner of 21st Avenue and 7th
Street on the Augsburg College campus (see #26 on map on page 99).
I hope you are looking at this catalog because you've enrolled at
Augsburg College. if so--Welcome to the College! All of us hope
you find, in the course of your study, a rising enthusiasm for the
work, a deepening appreciation of the profession and role to which
you feel called, and a confident sureness that you have rightly
chosen Augsburg for the purpose.
Ifyou are dipping into this little volume to figure out who and what
Augsburg College is and what education it offers-Welcome to
these pages! May they convey the fundamental proposition of our
education: that we provide an education especially serviceable in
the contemporary world because it has been designed in the midst
of and in full contact with the critical social, economic, religious,
and political phenomena of the modern city. This education,
however practical and professional, will be serviceable over the
long haul only to the degree that it respects and pursues certain of
what Martin Luther called "thefine liberal arts, " and it will be
exciting only to the degree it is offered for the sake of improving
both its students and the world itseg
The study you are undertaking at Augsburg-or thinking of undertaking-will occur on and at the core of the campus, with library,
food services, and other facilities open and operating; will be led by
permanent as well as adjunct members of the Augsburg faculty; will
be organized by the identical tried and tested curriculum used in the
day school; and will be conducted by a college that has declared the
Weekend College an integral aspect of its core educational business.
As you join the enterprise, or consider doing so, please know that
those of us who await you herefind the College an exciting setting,
full of diversity and yet dedicated to the cultivation of a learning
community, in which you can set off in new directions and in which
destinations are reachable.
Bon Voyage!
Sincerely yours,
William V. Frame
President
.I[.
1
E d u c a t i o n a l
HISTORY
OF
WEEKEND
COLLEGE
In fall of 1982 Augsburg
began Weekend College under
the directorship of
Dr. Richard Thoni. At that
time Weekend College had
three majors, 69 students, and
offered eight courses in the
first term.
;
Today with more than 1,000
students and 14 majors,
Augsburg's Weekend College
is the largest program of its
kind in the state. Faculty in
Weekend College are full-time
Augsburg professors as well
as adjunct professionals from
the work world. The Weekend
College student body is
involved in student government, and Weekend College
students participate in academic and extracurricular
activities such as the student
newspaper, travel seminars,
and the Weekend College
Commission.
Augsburg Weekend College
continues to develop to meet
the changing needs of the adult
and nontraditional student of
today.
PURPOSE
Augsburg Weekend College
provides an educational alternative to adults who desire
college experience but who
work or have other commitments during the week. It is a
means by which men and
women may earn a baccalaureate degree, gain skills for
professional advancement,
prepare for career change, or
pursue a personal interest in
one or more areas of the
liberal arts.
MISSION
OF THE
COLLEGE
Students who graduate from
Augsburg are well prepared to
make a difference in the
world. They stand as testaments to the College motto,
"Education for Service," and
to the mission of the College:
To nurture future leaders in
service to the world by
providing high quality educational opportunities, which are
based in the liberal arts and
shaped by the faith and values
of the Christian Church,
by the context of a vital
metropolitan setting, and by
an intentionally diverse
campus community.
THEADULTAS LEARNER A COMMUNITYOF
LEARNERS
Augsburg Weekend College is
designed to meet the needs
and preferences of adult
learners. The program is based
on the assumption that the
men and women who enroll in
Weekend College will be
mature, self-disciplined, and
well-motivated adult learners
who seek a balance of classroom experience and
individualized study. Each
course is therefore divided
into periods of concentrated
on-campus study separated by
time for independent study
and class preparation.
ALTERNATE
WEEKENDS
To accommodate this format
for learning, classes generally
meet on alternate weekends
for three and one-half hours
on either Friday evening,
Saturday morning, Saturday
afternoon, or Sunday afternoon. Each course selected by
the student involves commitment to one of these four class
periods. Laboratory sections or
additional class hours may be
scheduled during the week.
Weekend College students
may take from one to four
courses each term. Selected
courses are also available on
weekday evenings.
Essential to the goals of
Augsburg's Weekend College is
participation in a community of
adult learners. Learning can be
enhanced when the student is
active in a stable community
that provides opportunity and
encouragement for involvement
both in and out of the classroom. This community will be
enriched by the presence of
both men and women with a
variety of work and life experiences. To facilitate this kind of
community interaction,
Augsburg encourages Weekend
College students to make use of
College facilities such as the
Lindell Library and the
Christensen Center, to take the
opportunity of having shared
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.
FACULTV
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 their
teaching to be the focus of their
activity. Faculty are involved in
social, professional, and a
variety of research activities,
but see these activities as
supporting their teaching. They
are actively involved in an
exciting faculty development
program that introduces them
to current thought in many
fields, but especially in teaching
techniques and theories.
Augsburg's size and small
classes encourage its tradition
of close involvement between
professors and students.
Faculty act as academic
advisers and participate regularly in campus activities.
History
Augsburg College and
Seminary was founded in 1869
in Marshall, Wisconsin, and
moved to Minneapolis in 1872.
In 1963 the name officially
became Augsburg College
when the Seminary left
campus as part of the Lutheran
Free Church merger with the
American Lutheran Church.
Location
Augsburg's 23-acre campus is
in the heart of the Twin Cities
metropolitan area, only blocks
from downtown Minneapolis
and the intersection of Interstate
Highways 94 and 35W. Adjacent
to the campus are the FairviewUniversity Medical Center, the
West Bank campus of the
University of Minnesota, and
the Mississippi River parkways.
Campus
Augsburg's campus consists
of 16 major buildings, which
include student housing
towers, Christensen Center,
main academic and administrative halls, Lindell Library,
Music Hall, and the Foss
Center for Worship, Drama,
and Communication.
Accessibility
We have made a major effort
to become one of the most
accessible campuses in the
region. Our skyway-tunnel
system lets you reach any of 10
major buildings without going
outside. In addition to building
changes, we have a dedicated
program to provide support for
students with disabilities.
Church Affiliation
Augsburg is a college of the
Evangelical Lutheran Church in
America. Although a strong
plurality of students are Lutheran,
20 percent represent other
Protestant denominations and
21 percent represent the Roman
Catholic Church. Several other
affiliations are represented
among students and faculty.
POLICIES
It is the policy of Augsburg
College not to discriminate on
the basis of race, color, creed,
religion, sexual or affectional
preference, national or ethnic
origin, age, marital status,
gender, or status with regard
to public assistance or
disability, as required by Title
IX of the 1972 Educational
Amendments or Section 504
of the Rehabilitation Act of
1973, as amended, in its
admissions policies, education
programs, activities and
employment practices.
Inquiries regarding compliance may be directed to the
coordinators listed in the
Augsburg College Catalog, or
to the director of the
Minnesota Department of
Human Rights, Bremer Tower,
Seventh Place at Minnesota
Street, St. Paul, MN 55101.
The College and its faculty
subscribe to the Statement of
Principles on Academic Freedom
as promulgated by the American
Association of University
Professors and the Association
of American Colleges.
ACCREDITATION
AND
MEMBERSHIPS
Augsburg College is accredited by the North Central
Association of Colleges and
Schools* and the National
Council for the Accreditation
of Teacher Education
(Secondary and Elementary).
Our programs are approved by
the American Chemical
Society, the Council on Social
Work Education (BSW and
MSW), National Association
for Music Therapy, Inc., and
the National League for
Nursing. Augsburg College is
an institutional member of the
National Association of
Schools of Music (NASM),
the Council of Independent
Colleges (CIC), the American
Association of Colleges and
Universities (AACU), and the
American Association of
Higher Education (AAHE).
We are members of the
Associated Colleges of the
Twin Cities (ACTC), Lutheran
Education Council in North
America, and Minnesota
Private College Council.
Augsburg College is registered
with the Minnesota Higher
Education Services Office.
Registration is not an endorsement of the institution.
Registration does not mean that
credits earned at the institution
can be transferred to other
institutions or that the quality
of the educational programs
will meet the standards of
every student, educational institution, or employer.
*North Central Association
of Colleges and Schools
Commission on Institutions of
Higher Education, 30 N.
LaSalle Street, Suite 2400,
Chicago, IL 60602-2504,
(800) 621-7440
I
A d m i s s i o n s
n f o r m a t i o n
1
I
A d m i s s i o n s
I n f o r m a t i o n
Application for Admission
Complete the application form
and return it along with the
$20 nonrefundable application
fee to the Augsburg Weekend
College Admissions Office.
Transcripts
Have official transcripts from
all previously attended postsecondary institutions sent
directly to the Augsburg
Weekend College Office.
Applicants with less than one
year of previous transferable
college work should also have
their official high school transcript sent. The G.E.D. test
certificate may be presented
instead of the high school
transcript.
Additional Information
If there is personal information
that may have affected the
applicant's previous academic
performance, it may be
included with the application or
discussed personally with the
admissions director. Academic
recommendations may be
required by the Admissions
Committee before an admissions decision is made.
On occasion, the Admissions
Committee may also defer on
a candidate's admission until
other information has been
received. For example, test
scores, results of current
coursework, additional letters
of recommendation, or writing
samples may be requested by
the committee. If any additional credentials are needed,
the Admissions Office will
inform the candidate.
Notification of Admissions
Decision
Augsburg College uses a
"rolling" admissions plan.
Students are notified of the
admissions decision, usually
within two weeks after the
application file is complete
and has been evaluated by the
Admissions Committee.
Admission to a major, as well
as admission to the College, is
sometimes necessary. Please
check with the admissions
coordinator and major sections
in this catalog to see if admission to the major is necessary.
~raisferCredit
Augsburg College welcomes
students who wish to transfer
after completing work at other
accredited colleges or univer-
sities. College credit is granted
for liberal arts courses satisfactorily completed at
accredited institutions. The
College reserves the right not
to grant credit for courses
where it considers the work
unsatisfactory, to grant provisional credit for work taken at
unaccredited institutions, and
to require that certain courses
be taken at Augsburg.
Augsburg College limits
transfer of credit from twoyear colleges once a student
has reached junior status. If all
transfer work has been taken
at a two-year college, a
maximum of 17 Augsburg
courses, or 96 quarter credits,
will be accepted toward the
minimum of 33 Augsburg
course credits required for the
baccalaureate degree.
Transfer Credit Evaluation
An evaluation of transfer
credit is completed by the
registrar upon admission for
each degree-seeking student
who is transferring previous
college work. This evaluation
indicates which of the
student's courses have been
accepted for transfer credit at
Augsburg College and how
many course credits the
student has earned in transfer.
The registrar also determines
which transfer courses may be
used to fulfill general education requirements and may
request that the student
provide course descriptions,
syllabi or other information to
assist in this determination.
For an evaluation of transfer
courses toward major, minor,
or licensure requirements, the
student should consult the
appropriate department chair.
ACADEMICADVISING
The Academic Advising
Center advises all incoming
students, provides information
about general education
requirements, administers and
tracks entry level skill assessments, and advises students
placed on academic probation.
The Advising Center also
assists students with degree
planning and assigns each
student to a faculty adviser
during their first term at
Augsburg. The Advising
Center coordinates with the
Weekend College Office to
provide advising for New
Student Orientation.
STUDENTS WHOSEEKA
SECOND MAJOR
OR
SECOND DEGREE
If you have earned a baccalaureate degree and would like to
complete a second major or a
second degree at Augsburg,
you must submit the application form and application fee
and have official transcripts
sent to Augsburg Weekend
College from your degreegranting institution along with
transcripts from any subsequent colleges/institutions you
have attended.
FORMERSTUDENTS
Augsburg graduates and
students who have not
attended Weekend College for
more than one academic year
(three trimesters) must apply
for readmission through the
Registrar's Office. Students
who have attended any other
institution(s) during their
absence from Augsburg must
have an official transcript sent
from each institution to the
Registrar's Office.
lNTERNATIONAL
STUDENTS
Augsburg welcomes students
from countries around the
world. International students
should contact the Admissions
Office for information on the
application procedure.
Applications must be received
two months prior to the start
of the trimester.
For more information on the
admissions process, please call
(612) 330-1743 or write to:
Augsburg Weekend College
Campus Box #65
22 11 Riverside Avenue
Minneapolis, MN 55454
FEESAND PAYMENT
SCHEDULE
For the exact tuition and fees
amounts, please refer to the
Catalog Supplement covering
the current academic year of
enrollment.
FEES
Fees are set on an annual basis
and are payable in the
trimester in which they are
incurred. Fees are charged
according to the following:
Application Fee
Payable once, nonrefundable
Activity Fee
Per trimester
Lute fee
Charged per day, up to five
working days for late completion of registration
Lifetime Sports Fee
Payable upon course registration
or completion of Assessment
of Previous Learning
Nursing Clinical Fee
Payable upon course registration
Registration Change
After first class meeting for a
cancel/add/change grade option,
or a combination at one time
Student Teaching Fee
Per student teaching course,
payable upon registration
Transcript Fee
Per copy after first, which is free
Payment Schedule
Confirmation in classes is
permitted only if the
student's account for a
previous term is paid in full
as agreed. Augsburg
College will not release
diplomas or academic transcripts until a student's
account is paid in full. This
also applies to student loans
administered by the College
(e.g., Perkins Student Loan).
They must be current
according to established
repayment schedules.
Augsburg offers the
following payment options:
1) Trimester payments in full.
2 ) Three Payment Plan
A three-payment plan is
available each trimester.
Payment plans will be
approved only if previous
plans have been satisfactorily
completed.
3) Company Reimbursement
Plan
Students whose employers
have tuition reimbursement
plans are allowed the
following payment terms:
$100 per course deposit
payable in order to
confirm classes.
Balance in full due
50 days after the end
of the term.
T u i t i o n a n d
F i n a n c i a l
Employer reimbursement
verification form on file
in Business Office for
current academic year.
Responsibility for
payment of balance
should employer not reimburse for whatever reason.
Finance charge of 1% per
month on unpaid balance.
A non-sufficient fund check
used for payment at registration
will declare that registration
invalid and could affect further
credit extended by the College.
TUITIONREFUND
POLICY
Students are responsible for
cancelling courses with the
Registrar's Office in order to
be eligible for the tuition
refund. Students who unofficially withdraw (stop
attending) and do not
complete the dropladd form
are responsible for all charges.
Financial aid may be adjusted
based on the student's last
recorded date of attendance.
Augsburg College will determine the appropriate refund
calculation based on the
student's circumstances and
federal guidelines. The refund
calculation options are the
Augsburg Refund Policy, the
Pro-Rata Refund Policy, and
the Federal Refund Policy.
A i d
Augsburg Refund Policy
Applies to new and returning
Augsburg students who drop a
portion of their scheduled
course load. Also applies to
students who completely withdraw from college and do not
receive financial aid.
Through the first class
weekend100% of tuition
(less a $75 administrative fee
if withdrawing from current
term entirely)
Prior to the second scheduled
class meeting80% of tuition
Prior to the third scheduled
class meeting60% of tuition
No refund after the third
scheduled class meeting.
The Augsburg Refund
Schedule is effective whether
or not a student has attended
classes. All refunds of charges
will be applied to the account
of the student and all adjustments for aid, loans, fines,
deposits, etc, will be made
before eligibility for a cash
refund of any resulting credit
balance is determined. Please
allow two weeks for a refund.
Note: The refund is a percentage
of the full tuition charged, not a
percentage of any deposit made
toward tuition (e.g., deposits;
made under the company reimbursement payment plan).
Pro-Rata Refund Policy
Applies to new Augsburg
students who withdraw from
all courses during their first
term at Augsburg and receive
Federal Title IV financial aid.
(Federal Title IV financial aid
includes the Pell Grant, SEO
Grant, Perkins Loan, Stafford
Loan, and PLUS Loan.)
Tuition, fees, and room costs
will be calculated based on the
pro-rated portion of the term
completed. The student may
be eligible for a pro-rata
refund up to the 60 percent
point in time of the term. The
student account will be credited for that portion of tuition
and room for which he or she
was not enrolled. This calculation will use federal
government guidelines.
Federal Refund Policy
Applies to returning Augsburg
students who withdraw from
all courses for the current term
and receive Federal Title IV
financial aid. (Federal Title IV
financial aid includes the Pell
Grant, SEO Grant, Perkins
Loan, Stafford Loan, and
PLUS Loan.)
Augsburg College is required
by federal regulations to
complete two refund calculations for students who have
completed at least one full
term at Augsburg and receive
Title IV funds. Refunds will
be based on the calculation
that provides for the greatest
refund of tuition, fees, and
room charges to the student's
account and the greatest
refund of financial aid dollars
to the fund from which they
were awarded. The refund
calculations used are the
Augsburg College Refund
Policy as stated above and the
Federal Refund Policy as stipulated by federal guidelines
stated below.
Refund Amount
Refund Period
100% Through the first day
of classes (less $100
administrative fee)
90%
50%
25%
After the first day of
classes through the
10% point in time of
the term
After the 10% point in
time through the 25%
point in time of the term
After the 25% point in
time through the 50%
point in time of the term
Students may appeal refund
decisions through the Petition
Committee.
Medical Refund Policy
If a student is forced to withdraw because of accident or
illness, whether a physical or
mental health problem, the
refund may include the normal
percentage plus one-half of the
percentage adjustment.
Requests for this additional
refund must be made to the
Petition Committee and must
be accompanied by a written
report from the attending
health professional stating the
inability for, or inadvisability
of, continued study.
Students charged on a singlecourse fee basis who have
completed payment of
assessed tuition may choose
between this partial tuition
refund and a tuition-free
course retake credit. A retake
credit may be used only to
repeat the same course from
which the student withdrew.
This choice between refund
and tuition-free retake credit
must be made at the time of
the request to the Petition
Committee, and the choice of
monetary refund or retake
credit may not be changed
subsequently.
Students should be aware that
their choice of refund or
retake credit may adversely
affect their financial aid eligibility and that they bear full
responsibility for the effects of
their choices. Retake credits
must be used within one academic year or the next time the
course is offered if that is
longer than one year.
COMPANY
TUITION
ASSISTANCE
PROGRAM
Many companies, agencies,
and corporations offer full or
partial tuition assistance to
employees who participate in
work-related or degreeoriented college programs.
Augsburg provides a payment
plan by which employees may
handle tuition reimbursement.
Students should contact the
Business Office to make
payment arrangements using
the company reimbursement
payment plan
GRANTS
AND
SCHOLARSHIPS
Federal Pell Grant
This is a federal aid program,
based on need. Awards ranged
from $400 to $2,700 in
1997-98.
Minnesota State
Scholarship and
Grant Program
The Minnesota State
Scholarship and Grant Program
is available to Minnesota residents, based on financial need.
Awards ranged from $300 to
$6,180 in 1997-98.
T u i t i o n
a n d
F i n a n c i a l
Bureau of lndian Affairs,
Tribal and State Indian
Scholarships
American Indian students who
meet federal and state requirements may apply for these
scholarships. Indian grants
generally supplement other
sources of financial aid. For
assistance in application please
contact Augsburg's American
Indian Student Support
Program director at (612) 3301138 or your tribal agency.
Augsburg Tuition Grant
Augsburg College may provide
grants and scholarships to
Weekend College students
who show academic potential
and have financial need.
Federal Stafford Student
Loans
Subsidized and Unsubsidized
Stafford Loan funds are
obtained directly from a local
lender or state agency in states
that provide such programs.
Subsidized Stafford loans are
need-based loans that the
federal government subsidizes
by paying accrued interest
while in school and during the
grace period. Therefore, the
borrower is not responsible for
interest accrued while in
school or during the six-month
grace period.
Interest begins accruing on the
date of disbursement for the
Unsubsidized Stafford Loan,
A i d
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
be capitalized (added to the
balance of the loan).
The interest rate for borrowers
through the Subsidized and
Unsubsidized Stafford Loan is
variable with a cap of 8.25
percent and changes annually
based on the 91-Day Treasury
Bill. The following borrowing
limits apply to the Stafford
Loan program:
Freshmen: $2,625 annually
($6,625 combined Subsidized
& Unsubsidized Stafford)
Sophomores: $3,500 annually
($7,500 combined Subsidized
& Unsubsidized Stafford)
Juniors/Seniors: $5,500 annually
($10,500 combined Subsidized
& Unsubsidized Stafford)
Aggregate maximum: $46,000
Note: Unsubsidized Stafford
loans are available only to
independent students and
dependent students who do not
meet the criteria for the
Subsidized Stafford loan.
Student Educational Loan
Fund (SELF)
This is a Minnesota state loan
program. SELF Limitsfreshmen and sophomore
students may borrow up to
$4,500 per year, juniors and
seniors up to $6,000 per year
with an undergraduate
maximum of $25,000 ($500
annual minimum). There is a
$40,000 combined maximum
for undergraduate and graduate
study. Interest rates are variable, paid by the borrower
quarterly while in school.
Principal and interest payments
begin 12 months after leaving
school. Students must apply
for financial aid and be
enrolled at least
half-time.
TO APPLYFOR
FINANCIAL AID
Financial Aid application
materials are available from
the Weekend College
Admissions Office. Applicants
must be admitted to Augsburg
as regular students or be
returning students in good
academic standing.
The Financial Aid application
will be processed when the
following documents are
received:
1) The Free Application for
Federal Student Aid (FAFSA)
or the Renewal FAFSA
2) Augsburg Financial Aid
Application
3) Federal income tax retum(s)
and W-2(s)
d e n t
r c e s
S t u d e n t
R e s o u r c e s .
ACADEMICADVISING
The Academic Advising
Center advises all incoming
Weekend College students,
provides information on
matters of general education,
and administers and tracks all
entry level skills requirements.
The center also advises
students who have been placed
on academic probation or are
re-entering Augsburg after an
academic suspension. The
center coordinates advising for
the orientation program and
provides inservice training and
development for faculty
advisers.
ACADEMICENRICHMENT
PROGRAM
The Academic Enrichment
Program is designed to offer
students study skills assistance
so they may achieve their best
from studying. The program
includes four components: the
Learning Center, the Tutor
Center, the Learning
Laboratory, and the Center for
Learning and Adaptive
Student Services (CLASS).
The Learning Center
Located in Foss Center, Room
17, the Learning Center assists
students in improving their
skills in such areas as time
management, note taking, text-
book reading and comprehension, test-taking, and
concentration, and memory
improvement. Diagnostic
testing is also available to
assess skills in reading, vocabulary, spelling, study
strategies, and learning styles.
The staff will assist students in
developing effective and efficient study skills.
The Karen M. Housh
Tutor Center
Located in Foss Center, Room
18, the Tutor Center arranges
for students to meet with
tutors for content tutoring in
most freshman- and sophomore-level courses.
The john Evans
Learning Laboratory
Located in Foss Center, Room
18, the Learning Laboratory
offers students the opportunity
to improve skills in reading,
writing, and mathematics
through the use of computer
software.
CLASS-The Center for
Learning and Adaptive
Student Services
Learning disabled students
have average or above average
intelligence but have difficulty
achieving their full potential.
Services available to such
students include educational
planning, learning aids, and
remedial instruction. If
students are concerned that
difficulties in school are more
than just temporary problems,
they can discuss their learning
style with the coordinator of
disabled students or the learning
disabilities specialists and
arrange assessment and structure assistance to increase their
potential for academic success.
Physically challenged students
also are served through this
office. Individualized attention
and services are provided for
and/or coordinated to meet the
mobility needs of students. For
more information, please
contact the CLASS office at
(612) 330-1053 to request a
copy of the CLASS brochure
and/or schedule an informational appointment with a
specialist.
CENTERFOR SERVICE,
WORK,AND LEARNING
The Center for Service, Work,
and Learning is a comprehensive center incorporating an
educational focus emphasizing
the importance and value for
all students to engage in
service and work-based
learning experiences and
design of a four-year career
plan integrating their education
with a vocation and life plan.
The programs of the Center link
employers, community organizations, and the academic
program in a way that enriches
and expands a student's educational experience and personal
development. An underlying
assumption is that a liberal arts
education is an effective preparation for careers and
citizenship. The integration of
'knowing and doing" adds
breadth and depth to the liberal
arts curriculum and assists
students in making more
informed academic, career, and
personal decisions.
The College's metropolitan
location makes possible a wide
range of opportunities. Students
have gained valuable learning
experiences in small and midrange companies, large
corporations, nonprofit organizations, schools, government
agencies, and community-based
organizations.
Cooperative Education
Cooperative education is a
college supported and monitored, paid, work-learning
experience that is closely
related to a student's major or
career objective. The goal is to
combine theory with practice in
work or service-based settings.
Students also earn money to
help defray educational costs
while gaining important on-thejob experience. Cooperative
education jobs are flexible and
can begin and end anytime.
Cooperative education is not
credited in and of itself, but a
non-credit cooperative education transcript entry is
available during the academic
terms the student is employed.
Cooperative education students
are encouraged to complete at
least one internship for credit in
conjunction with their cooperative education participation.
Cooperative education is available to Augsburg students who
have completed their freshman
year and are in good academic
standing.
Academic Internships
An internship for academic
credit is a carefully planned,
work-based learning experience
where a student focuses on
specific academic and individual learning objectives. A
learning agreement plan-negotiated with a faculty supervisor
and work supervisor, outlining
the internship objectives, strategies, and evaluation
methods-is required. An academic internship is approved,
supervised, and evaluated by a
faculty member in the department in which the student
wishes to earn the internship
credit. Upper division internships are numbered 399 and
lower division internships are
numbered 199.
Information on registering for
internships may be obtained
from the Center for Service,
Work, and Learning.
Internships are available in all
majors and can be taken during
a Weekend College trimester
or summer session. For extension of an internship beyond
one term see the section of the
catalog under grading.
Community
Service-Learning
Augsburg's Community
Service-Learningprogram
combines response to human
needs in the community with a
conscious awareness and
understanding of issues, reflection, and educational growth.
Augsburg students learn from
and about the community and
society in which they live by
participating in orientation
sessions, direct servicelearning activities, and
seminars or class discussions.
Through direct service, such as
volunteering at a homeless
shelter, tutoring, building
housing for low income people,
or working with environmental
groups, students engage in a
dynamic and interactive
educational approach that
employs reciprocal learning
between the student(s) and the
community. Service-learning
includes course-imbedded
community service, tutoring,
internships, cooperative education, and a wide range of
volunteer options.
Career Services
The Career Services Office is
committed to assisting all
students with their career planning. To aid students in this
process, Career Services offers
students the opportunity to
participate actively in career
seminars, career assessments,
one-on-one counseling, selfpaced computer career planning
modules, and use of the Alumni
Resource Network for informational interviews.
CONTINUING
EDUCATION
The mission of Augsburg
College Continuing Education
is to provide working adults
with lifelong learning opportunities that will enable them to
continue to grow personally,
professionally, and spiritually
in their homes, workplaces, and
communities. Adult students
who wish to earn traditional
course credit that may be
applied toward an undergraduate academic degree should
contact the Weekend College.
DAYPROGRAM
The day program offers a wide
variety of majors and courses.
Weekend College students
interested in taking courses in
the day program must follow
the cross-over guidelines.
Some weekday evening courses
are open to both Day School and
Weekend College students. See
the class schedule for details on
the current term.
THECENTER
FOR
GLOBAL
EDUCATION
The Center for Global
Education, founded at
Augsburg in 1982, facilitates
cross-cultural learning experiences that prepare people to
think more critically about
global issues and to work
toward a more just and sustainable world. The center's
programs explore a diversity of
viewpoints and are grounded
in the perspectives of the poor
and of others struggling for
justice and human dignity.
Students may participate in
courses offered at the center's
program sites in Mexico,
Namibia, Norway, Central
America, South Africa, and
Southeast Asia.
GRADUATE
PROGRAMS
Augsburg College offers two
graduate degree programs: the
Master of Arts in Leadership
and the Master of Social
Work. These programs require
separate admission.
LIBRARY
AND
INFORMATION
TECHNOLOGY
SERVICES
The James G. Lindell Family
Library opened at the start of
the 1997-98 academic year.
The new, four-level, 73,000square-foot facility houses all
library and information technology functions of the
College. In addition to the
165,000 volume main collection, the Lindell Library
includes the Gage Family Art
Gallery, special collections
and archives, a curriculum
library and instructional technology lab, library instruction
classroom, and facilities for
media viewing and listening.
A bridge will link the new
building to Sverdrup Hall (the
former library), which will be
renovated to house additional
computer labs and multimedia
classrooms as well as a lounge
and a vending area.
Library Resources
A service oriented staff
provides students and faculty
alike with assistance to meet
diverse information needs,
including instruction in the use
of the library, reference
service, and guidance in
pursuing research.
Arrangements are made for
access by students with physical limitations and special
needs. Students can search a
wide variety of local, regional,
national, and international
databases. Electronic access to
the world of scholarship is
also available through the
Internet, and a computerized
on-line catalog and daily
courier service provide access
to the library holdings of the
seven private liberal arts
colleges in the Twin Cities.
Appropriately equipped laptop
computers can be connected to
any of several hundred data
ports throughout the building
to access these resources.
Information Technology
Resources
Augsburg College has been a
member of the National
Science Foundation's Internet
since 1990 and has built a
reputation as a leader in its
commitment to provide
students with the best access
to information technology and
training. In Newsweek magazine's Cyberscope section on
Aug. 1, 1994, for example,
Augsburg was cited as one of
two first-rate sources for information about the Internet.
Visit Augsburg's Web site
(http://www.augsburg.edu) for
more on IT at Augsburg.
Computing
Students have access to over
180 on-campus personal
computer systems. There are
desktop machines in three
computer labs and four
computer classrooms, as well
as a suite of laptops that can
be checked out at the IT
Service Center. Other
machines are available for
student use within academic
departments. A campus-wide
network offers a full range of
network services including
printing, electronic mail, newsgroups, the World Wide Web,
and access to resources available via Gopher, Telnet, and
FTP. Appropriately equipped
student-owned machines can
also be connected to the
network to provide access
from dormitory rooms.
S t u d e n t
R e s o u r c e s .
Media
The Media Center provides a
large collection of sound
recordings, video tapes and
films as well as equipment for
instructional use. Audio and
video tape duplication within
the limits set by copyright law
is available. The Center
supplies TV sets, VCRs, video
cameras, video editing, tape
recorders, microphones, slideoverhead-, filmstrip- and
movie projectors as well as
screens and carts. Film bibliographies and advice on
materials selection are available. Facilities for classes in
broadcasting are located near
the Department of Communications in Foss Center.
Admission, advising, and
coordination services for 3M
cooperative chemistry,
computer science, and physics
majors are provided through
the Weekend College and the
Continuing Education Offices.
AMERICAN
INDIAN
STUDENT SERVICES
The American Indian Student
Support Program, located at
620 21st Avenue South, is a
multifaceted office established
to recruit and retain American
Indian students. Components
of the program are as follows:
American Indian Student
Services
This program assists in admissions procedures, financial aid
procedures (including BIA),
tribal and Minnesota Indian
State Scholarship applications,
orientation and registration,
coursework selection,
Individual Education Plans,
academic advising, career
counseling, employment,
community and professional
referrals, internships, student
housing, and crisis intervention. This program also
supports the Inter-tribal
Student Union (ITSU).
Inter-tribal Student Union
ITSU serves as a peer support
group for incoming and
currently enrolled American
Indian students. ITSU also
organizes and cosponsors
cultural events.
Minnesota Indian Teacher
Training Partnership
MNITTP is a cooperative effort
between Augsburg College and
the Minneapolis and St. Paul
public school districts, intended
to increase the number of
American Indian teachers in
the MinneapolisISt. Paul public
schools. Funded by the
Minnesota State Legislature in
1990, this project is designed
as a special grant and loan
forgiveness program. Students
who are awarded state teaching
licensure may then apply for
loan forgiveness. For each year
the student teaches, one-fifth of
the loan will be forgiven.
Anishinabe Library Project
The Library houses a variety
of journals and scholarly
publications, research materials, American Indian
magazines and newspapers,
and over 125 VHS video
tapes. The library project
offers both a historical and
contemporary perspective on
the cultures of various tribal
nations in the United States.
PAN ASIANSTUDENT
SERVICES
The Pan Asian Student
Services Program was created
to recruit and retain Asian
American students and to
enhance the quality of their
total experience while at
Augsburg College. The
program provides assistance in
the admissions and financial
aid application procedures,
orientation, registration and
coursework selection, career
development, academic and
nonacademic difficulties, and
employment and placement
referrals.
The Pan Asian Association is
affiliated with the Support
Program. The association
carries out various activities
during the academic year to
increase the network of friendship and support for Asian
American and other students
at Augsburg.
PAN-AFRIKAN
STUDENTSERVICES
The Pan-Afrikan Student
Services Office, located at 620
21st Avenue South, is
committed to enhancing the
educational and personal
development of students of
African descent, and to
promote cultural and historical
awareness, academic achievement, and social interaction. It
sponsors events and activities,
such as celebrating Martin
Luther King's birthday,
Afrikana History Month,
Ujima Mentoring Program,
and Augsburg Black Alumni
Council gatherings.
The Pan-Afrikan Student
Union (PASU) provides
support to students, including a
schedule of social and cultural
activities. The headquarters is
in the Pan-Afrikan Student
Services Office.
HISPANIC/LATINO
STUDENTSERVICES
The HispanicILatino support
program offers students
individualized attention in
many areas, including academic support and counseling.
This program assists students
with admissions and financial
aid procedures, career
counseling, housing, internships, and employment and
placement referrals.
The program advises the
Latino Student Association
and supports academic, social,
cultural, and other events and
activities to improve the academic and personal
development of Hispanic1
Latino students. The program
also provides awareness of the
unique aspects of the Hispanic
culture through events such as
Latino Week and Hispanic
Heritage Month.
WEEKEND
COLLEGE
OFFICE
The Weekend College Office
provides a variety of services
for current and prospective
students including: registration for Weekend College
students, coordination of mail
registration, orientation of
new students, seminars, and
special events.
The Weekender is a newsletter
published each class weekend
by the Weekend College Office
for Weekend students.
S t u d e n t
R e s o u r c e s .
OFFICE
OF THE
REGISTRAR
The Office of the Registrar
maintains the primary academic record of all Augsburg
students. Services provided
include: processing loan deferments, enrollment verification,
providing copies of the official
transcripts, sending out grade
reports, and processing Weekend College and day school
program cross-registration.
BUSINESS
OFFICE
Services provided by the
Business Office are: check
cashing, change of billing
address, student account information, adjustments to student
accounts, account payments,
account history copies, credit
refund requests, and collection.
FINANCIALAID
Student Financial Services
provides the following financial assistance: processing
grants, loan checks, loans,
financial aid advising, and
scholarships.
CAMPUS
MINISTRY
As a college of the church,
Augsburg is concerned about
spiritual as well as academic
and social growth. The
College's concern for spiritual
growth is evident in many
opportunities for students to
explore their own faith.
Because the campus is
comprised of individuals from
many different religious and
cultural backgrounds, worship
life is characterized by a diversity and richness of tradition.
Bible studies, growth groups,
outreach teams and community outreach opportunities,
retreats, peace and justice
forums and projects, concerts,
and gatherings are examples
of the wide variety of activities on campus.
The college pastor and campus
ministry staff have offices in
the Foss, Lobeck, Miles
Center and are available for
spiritual guidance, counseling,
support and information.
CENTER
FOR
COUNSELING
AND
HEALTH
PROMOTION
Counseling
Counseling provides a
supportive environment where
students have many opportunities to gain self-awareness
through personal exploration
with the assistance of trained,
experienced counselors.
Counselors serve as advocates
providing support and assistance with direction. Services
include individual counseling,
group counseling, assessment
and referral, workshops, and
consultation and outreach.
Through a relationship with a
skilled counselor, a student
may discuss personal issues
such as stress, depression,
family problems, motivation,
transitions, etc. Counseling is
an educational process in
which students learn to think
objectively about themselves
and learn methods of understanding themselves and
others.
Health Promotion
Health Promotion offers a
wide spectrum of activities
and events that increase
awareness of health issues and
assist students in adapting new
behaviors for a healthier
lifestyle. Health Promotion
also works with various
campus departments to foster
positive change within the
campus environment.
Professional staff offer private
consultations and group workshops to accommodate the
needs of students.
Health Service
Smiley's Family Practice
Clinic serves as the Augsburg
College Health Service and is
a family practice residency
clinic affiliated with the
University of Minnesota. The
clinic is located five blocks
from campus at 2615 Franklin
Avenue South. Many services
are free for all Augsburg
students and are listed in the
Student Guide.
Students must check their
family's health coverage to
determine if they are included;
if not, they should contact the
health service coordinator for
information regarding student
health insurance and other
services available through
Smiley 's.
FITNESSCENTER
Located on the lower level of
Melby Hall, the Fitness Center
is equipped with stationary
bicycles, stair steppers, a
treadmill, and other aerobic
workout machines. It includes
a weight room with universal
and free weight systems.
The Commons
Situated on the top floor of the
Christensen Center, this is the
main food service facility for
students, faculty, and staff.
Murphy's
Located on the ground floor of
the Christensen Center,
Murphy's features sandwiches,
grill items, pizza, soups and
salads, desserts, and beverages, and is open weekdays
and during class weekends.
GRAPHIC
CENTER
Located on the ground floor
of the Christensen Center,
Graphic Center services for
students include offset printing
and photocopying.
Fine Arts
Students have many opportunities to participate in music
and drama. In addition to
appearances on campus and in
the city, the Augsburg Choir,
Concert Band, and Orchestra
perform on national and international tours. Many other
ensembles cover the entire
range of musical styles and
participants' previous musical
experience. Students stage
several plays on campus each
year under the direction of the
Theatre Arts Department and
have the opportunity to attend
a series of on-campus workshops with visiting arts
professionals.
Intercollegiate Athletics
Augsburg is affiliated with the
Minnesota Intercollegiate
Athletic Conference (MIAC)
and is a member of the
National Collegiate Athletic
Association (NCAA) Division
111. Men annually compete in
football, soccer, cross country,
basketball, hockey, wrestling,
baseball, tennis, track and
field, and golf. Women annually compete in volleyball,
cross country, soccer, basketball, track and field, softball,
golf, tennis, and ice hockey.
Intramural Sports
Students may participate in
activities for recreation and
relaxation. The intramural
program provides competition
in a variety of team sports as
well as individual performance
activities. Broomball has been
an especially popular coed
sport. Check schedules for
times when there is open use of
the gymnasium, fitness center,
ice arena, and the air structure,
which offers a place to walk or
run during winter months.
Social, Cultural,
Recreational Activities
Throughout the year, a variety
of social and cultural activities
takes place on campus as well
as in the Twin Cities. These
activities include dances,
films, theme events, name
S t u d e n t
R e s o u r c e s .
entertainment, and visiting
personalities in various fields.
Weekend College
Commission
The Weekend College
Commission (WECC) is a
student organization that plans
educational and social
programs for Weekend
College students and their
families. Membership is open
to all students.
Academic and
Learning Services
The Academic and Learning
Services Division is comprised
of the academic programs,
services, and activities dedicated to supporting students'
educational experience at
Augsburg College.
Student Government
Through student government
students secure a closer relationship with and better
understanding of the administration and faculty, and
provide input into the decision-making process at
Augsburg. Student government also sponsors and directs
student activities, protects
student rights, and provides
the means for discussion and
action on all issues pertaining
to student life at Augsburg.
Student government is organized into the executive
branch, the legislative branch,
and the judicial branch.
Representatives from the
Weekend College are elected
each year. Eleven Weekend
College representatives and
the Weekend College president comprise the Weekend
College delegation.
Many kinds of involvement are
possible-program planning,
writing, editing, or service
opportunities. Students who
are interested should contact
the president or vice-president
of the student body in their
offices in the lower level of the
Christensen Center.
Student Guide
Augsburg publishes its policies and procedures in the
Student Guide, which is available to every student. Included
are the Academic Honesty
Policy, Policy on Sexual
Harassment and Violence,
Disciplinary Policy and
Procedure, and the Grievance
Policy and Procedure.
Students wishing to obtain a
Student Guide may contact the
Student Life office.
Student standards of
behavior, complaints,
records
The College has adopted a
statement of standards for
student behavior and has
provided for due process in
matters of disciplinary action,
grievances, and grade appeal.
The College operates in
compliance with the Family
Educational Rights and
Privacy Act. Students have the
right to inspect certain official
records, files, and data that
pertain to them, which are
maintained in the Office of the
Registrar and the Placement
Office, and to challenge
inaccurate or misleading
information.
Persons seeking additional
information on these topics
should contact the associate
dean for student affairs.
C RADUATION
REQUIREMENTS
The following are the requirements for a baccalaureate
degree:
1) Fulfillment of entry level
skill requirements in these
areas: Math Placement,
Critical Thinking, and
Writing (ENG 111
Effective Writing or
equivalent)
2) Completion of a major
'
3) Completion of courses that
fulfill the following Liberal
Arts Perspective
requirements:
Human Identity (one
course)
Aesthetics (one course)
Social World (two courses
from different departments)
Western Heritage (two
courses from different
departments)
Intercultural Awareness
(one culture course and two
courses in a modern
language)
Natural World (two courses
from different departments,
except a two-course
sequence)
Christian Faith (three
courses, or as adjusted for
advanced transfer status)
The City (one course or
community service/
internship experience)
A single course may fulfill
one perspective only.
Only one course from a
department may be used to
fulfill a single category, except
Christian Faith, language, and
a year long science sequence
for Natural World.
No more than three courses
from any one department may
fulfill perspectives.
4) Completion of courses that
fulfill the following
Graduation Skills:
Writing (two courses, one
within the major)
Critical thinking (one
course)
Speaking (one course)
Quantitative reasoning (one
course)
These courses must be
completed with a minimum
grade of 2.0 or P.
?ate: A course may satisfy both a major or minor requirement, a perspective, and a graduation skill requirement.
5) Demonstration of proficiency in two Lifetime
Sports
6) Achievement of a Math
Placement Group score of 3
(College algebra level )
The following requirements
also must be met to graduate:
1) Completion of 33 course
credits
1 1 of these must be upper
division (numbered 300 and
above); no more than 13
courses may be in any one
department with the exception of accounting and
social work.
2) Maintenance of a minimum
grade point average
A minimum GPA of 2.0 for
most majors is necessary to
graduate. A grade point
average of 2.0 is required
both in overall courses
taken and in courses that
apply toward the major.
Some majors, licensure, and
certification require higher
grades in each course or a
higher grade point average.
(For example, see
Licensure in Education,
Nursing, Social Work.) See
departmental section for
details.
3) Residency
Seven of the last nine
course credits must be
completed at Augsburg. No
less than a total of nine
course credits are to be
taken at Augsburg College.
Contact the registrar if an
official interpretation is
needed.
4 ) Muximums-no more than:
Two course credits by
independentldirected study
Four course credits of
Internship
Eight course credits with a
grade of Pass (P)
Nontraditional grading (P)
also has these limits: two in
the major, except elementary education (two in the
major plus student
teaching) and nursing (no
P/N grading is permitted);
one in the minor, if
approved by the department
chairperson.
Students who have completed
a four-year degree at an
accredited college or university may complete a second
degree at Augsburg College.
Depending on the student's
previous degree, completion of
a second major (non-degree)
may also be an option. Second
degree requirements include:
a minimum of eight course
credits taken at Augsburg,
completion of a major, and
completion of any liberal arts
requirements not covered by
the previous degree.
The responsibility for
meeting all degree requirements rests with the student.
Academic advisers, department chairpersons, the
Advising Center, and the
registrar are available for
counsel and assistance in
program planning.
Each student must apply for
graduation. Students should
apply at the start of their last
academic year to confirm
remaining graduation requirements. Application forms are
available in the Registrar's
Office.
All degree and course requirements must be completed and
verified in the Registrar's
Office prior to the anticipated
date of graduation (there may
be no incomplete courses or
open courses on the academic
record).
A c a d e m i c
(or 2.5 if receiving a
Minnesota State Student
Grant).
Registration consists of two
parts:
Scheduling (choosing
classes)-A student reserves
a space in classes for each
trimester by completing a
schedule form. Scheduling
can be done in advance of
payment.
Payment (confirmation of
schedule)-A student who
has scheduled courses must
then confirm that schedule
by paying. Dates and deadlines for scheduling and
payment are listed in the
Weekend College Catalog
Supplement.
SOMEIMPORTANT
POINTSON
REGISTRATION:
A student must be registered
for a course in order to
receive course credit for it.
A student in Weekend
College is considered fulltime if he or she registers
for two courses per trimester
Students are responsible for
obtaining registration materials from the Weekend
College Office.
A student who has not paid
or made partial payment
prior to the first day of
classes is not registered for
their course(s). The student
may register and confirm the
first class weekend, but late
fees will apply and their
space in the course(s) will
not be held.
CROSSOVER
POLICY
It is expected that Weekend
College students complete
their degree requirements in
the Weekend College
schedule; however, students
may take a course in the day
schedule as a crossover. A
Weekend College student
wishing to attend a day
schedule course, or a day
student wishing to attend a
course in Weekend College,
must schedule at the Office of
the Registrar. Students taking
courses in both the day
program and Weekend
College program schedules
that total three or more
courses on any given date will
be charged comprehensive day
program tuition. A Weekend
College student taking one day
schedule course and who has
fewer than three total courses
will be charged the current
part-time tuition for day
school.
Students will also follow these
guidelines:
Students may cross over for
one full course credit per
term.
The course selected must
have space available.
Weekend College students
may not cross over to attend
ACTC (Associated Colleges
of the Twin Cities) courses,
except when required by the
major to do so.
Courses cross-listed in the
Weekend College schedule
and the day schedule are not
subject to cross over policy.
Contact the Office of the
Registrar for more information
on the crossover policy.
WITHDRAWING
FROM
COURSES
Students may drop (also
referred to as canceling or
withdrawing) a particular
course by completing a
CancelIAddChange of
Registration form at the Office
of the Registrar before the
deadline (published in the
Weekend College Catalog
Supplement). Dropping a class
will result in a W for withdrawal on an official academic
record. Students are urged not
to abandon courses for which
they are registered because this
may result in a failing grade on
their official academic record.
The refund schedule is listed
on page 14. Note: A student
may withdraw after the refund
schedule has expired.
WITHDRAWAL
FROM
COLLEGE
Students who do not intend to
continue at Augsburg must file
a Withdrawal from College
form at the Office of the
Registrar. This is not necessary
if the student is taking a term
off; however, Weekend
College students who do not
attend courses for three
consecutive trimesters
(excluding summer) are
considered inactive and must
file an Application for
Re-admission form with the
Office of the Registrar in order
to resume their academic
program. Students are responsible for keeping the Office of
the Registrar informed of their
mailing address.
SYLLABUS
A syllabus is a course outline
written by the instructor that
may include a course description
and objectives, required text@),
course schedule, grading criteria,
and assignments. A syllabus is
especially important in Weekend
College because it advises the
student of any assignment due
the first class weekend. Students
are responsible for picking up
the course syllabus at the times
published in The Weekender,
the Weekend College informational publication.
EVALUATION AND
C RADING
Student achievement in
courses is measured by final
examinations, shorter tests,
written papers, oral reports,
and other types of evaluation.
Most courses are offered with
grading options-traditional
grading on a 4.0 scale or the
Pass/No Credit system, in
which P means a grade of 2.0
or better and N means no
credit and a grade of less than
2.0. Students who choose the
P/N option are cautioned:
In order to receive a grade
of P a student must achieve
at least a grade of 2.0.
Some graduate and professional schools do not look
favorably on a large number
of P-graded courses, or rank
each as a C.
P-graded courses do not
count toward the requirement that 14 traditionally
graded course credits be
earned at Augsburg in order
to be considered for graduation with distinction.
Transfer students should be
especially aware of this
requirement.
See P/N limitations under
Graduation Requirements on
page 29.
Note: Certain courses are
offered on one grading system
only (e.g., Lifetime Sports are
graded P/N only).
In courses where there is a
choice, students will be graded
on the traditional system
unless they indicate on their
registration that they wish to
use the P/N grading option.
Any changes in choice of
grading system must be made
according to dates published
each term. A fee is charged for
any changes made after the
published deadline for dropping without record notation.
I n f o r m a t i o n .
NUMERIC
GRADES
Numeric grades are used with
these definitions:
4.0 Achieves highest
standards of excellence
3.0 Achieves above basic
course standards
2.5
2.0 Meets basic standards
for the course
1.0 Performance below basic
course standards
0.5
0.0 Unacceptable performance
(no credit for the course)
Grades of P (Pass) or N (No
credit) are not computed in the
grade point average.
An incomplete grade (I) may
be given only in the case of
extreme emergency. To
receive an incomplete grade, a
student must receive permission of the instructor and must
file a form with the Registrar's
Office stating the reasons for
the request, the work required
to complete the course, the
plan and date for completing
the work, and comments from
the instructor. The necessary
work must be completed in
enough time to allow evaluation of the work by the
instructor and filing of a grade
before the final day of the
following trimester. If the
work is not completed by that
date, the grade for the course
becomes a 0.0.
Internships, independent
studies and directed studies
may sometimes last longer
than one term. When this is
the case, they must be
completed by the grading
deadlines within one year
from the beginning of the first
term of registration. A grade
of X 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 option of not giving an X
where satisfactory progress is
not demonstrated.
REPEATING
COURSES
A course in which a grade of
0, 0.5, 1.0, 1.5, or N has been
received may be repeated for
credit. Courses in which
higher grades have been
earned may not be repeated
for credit and a grade but may
be audited. All courses taken
and grades earned each term
remain 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.
AUDITINGCOURSES
Students who wish to take
courses without credit or grade
may do so by registering for
Audit (V). The charge for
auditing is listed in the current
year's Weekend College
Catalog Supplement. The
signature of the instructor is
required to register an audit.
Students who audit a course
should confer with the
instructor two weeks prior to
the beginning of the term to
determine expectations, attendance, and any other
requirements. If expectations
have been met, the course will
be listed on the transcript as
having been audited. If expectations have not been met, the
course will be listed with a
grade of W (Withdrawn).
Courses for which transfer
credit has been awarded may
not be repeated for credit at
Augsburg. This includes
courses that are substantially
similar despite different titles
or emphases.
GRADEPOINTAVERAGE
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 course
credits attempted.*
* Using traditionally graded
course credits only.
CLASSIFICATION
Student classifications are
updated in August and at the
end of the fall trimester.
Sophomores-Seven
credits completed.
course
Juniors - 16 course credits
completed.
Seniors-24 course credits
completed.
ACADEMIC
PROGRESS,
~ROBAT~O
AND
N
DISMISSAL
The College requires that
students maintain the
following cumulative grade
point averages (GPA):
Freshman-A student who has
taken fewer than seven credits
with a cumulative GPA of 1.6
or higher
Sophomore-A student who
has taken fewer than 16
credits with a cumulative GPA
of 1.7 or higher
Junior-A student who has
taken fewer than 24 credits
with a cumulative GPA of 1.9
or higher
Senior-A student who has
taken 24 or more credits with
a cumulative GPA of 2.0 or
higher.
It should be noted that a
minimum GPA of 2.0 is
required for graduation with
certain majors requiring a
higher minimum GPA.
Students whose academic
achievement falls below these
guidelines will either be placed
on scholastic probation at the
end of the term, will be
continued on probation, or will
be dismissed from the College.
In addition, a freshman who
receives two zero grades or a
sophomore who receives three
zero grades will be considered
for probation or dismissal.
However, dismissal from the
College is not automatic. Each
case is reviewed by the
Committee on Student
Standing. Evidence of the
student's commitment to academic progress is the major
consideration in deciding
whether or not to dismiss a
student. Those on probation
who voluntarily withdraw from
the College, as well as those
who are dismissed, must have
special permission to re-enroll.
Students may be removed
from probation when the
cumulative GPA reaches the
minimum level stated above.
Students placed on probation
as freshmen for having earned
two zero grades may be
removed from probation if
their classification changes to
sophomore, if they have not
earned additional zero grades,
and if their cumulative GPA
reaches 1.7. Students placed
on probation as sophomores,
juniors, and seniors for having
earned three zero grades may
be removed from probation if
their classification changes to
junior and their cumulative
GPA reaches 1.9.
The College reserves the right
to dismiss any student who
does not meet the guidelines
stated above. Once a student is
dismissed, he or she may
appeal the decision within 10
days to the Committee on
Student Standing.
A c a d e m i c
I
DEAN'S
LIST
The Dean's List is compiled
after each trimester, listing
students whose grade point
average for a trimester is 3.5
or better. Students must be
full-time (a minimum two full
course credits for a Weekend
College student), graded on
the traditional grading system,
with no incompletes in courses
offered for credit. If permission is given by the student, an
announcement is sent to the
hometown newspaper of each
student on the Dean's List.
ASSESSMENT
OF
PREVIOUS
LEARNING
(APL) PROGRAM
Augsburg College recognizes
that learning can and does take
place in many life situations.
Some of this learning may be
appropriate for credit recognition within the disciplines that
compose the academic
program of a liberal arts
college. The Assessment of
Previous Learning (APL)
program at Augsburg provides
a means by which a student's
previous learning, other than
that which is transferred from
another accredited institution,
may be presented for examination for possible credit toward
the completion of a baccalaureate degree.
Not all learning from life
experience, however, is appropriate for credit recognition at
a liberal arts college. Such
learning must meet two essential criteria: (1) it is relevant to
course work in a field of study
within the Augsburg liberal
arts curriculum and (2) it can
be objectively demonstrated
either by comprehensive
examination or committee
evaluation.
The APL program at
Augsburg provides several
means by which students may
have their previous learning
assessed for credit recognition.
The following is a brief
description of each of these
means of assessment:
The College Level
Examination Program
(CLEP)
This is a series of standardized
tests which have been developed by the College Board
and are offered to students for
a small fee at regional testing
centers. (The regional testing
center for this area is the
University of Minnesota.)
Students who score at or
above the 65th percentile on a
subject examination may
.
.
receive academic credit for
that subject at Augsburg
College. Additional information about CLEP tests is
available from the Office of
the Registrar.
Departmental
Comprehensive Exams
These are available for students
to use in obtaining credit for
previous learning if the
following conditions are met:
There is a departmental
instrument available for the
subject area in question.
There is a faculty member
designated by the department to administer the
exam.
The registrar approves the
student's request to take the
exam. Credit for departmental exams is available on
a passlno credit basis only,
and there is a charge per
exam of one-half of tuition
for a full course credit.
The Portfolio Assessment
Program
This is a credit assessment
alternative in which a faculty
team completes a credit evaluation of a learning portfolio
submitted by the student. The
faculty team is composed of
two faculty members from
.
fields of study directly related
to the student's previous
learning. Students who wish to
prepare a portfolio of previous
learning for credit assessment
should consult the Office of
the Registrar. In completing
the evaluation of a student's
previous learning, the faculty
team applies the following
criteria:
There is documentable
evidence of a cognitive
component in the previous
learning experience that
involved prescribed and/or
systematic study of content
material found within liberal
arts course work.
The learning has been objectively verified by individuals
in addition to the presenting
student.
The learning lends itself to
both qualitative and quantitative measurement.
The learning relates well to
the student's educational
goals.
The learning and skills
involved are current and
could be used at the present
time.
Students may apply for the
credit assessment process after
completing at least four course
credits of academic work at
Augsburg College with a
cumulative Augsburg GPA of
at least 2.5. It is strongly
recommended that the process
not be used when four or
fewer courses remain for graduation. There is an application
deposit to initiate the credit
assessment process and a
charge for each semester
credit applied to the student's
transcript if credit is approved.
Transcript credit will be
granted on the basis of
semester credits, and the total
number of credits granted will
be divided by four to determine the number of course
credits applied to graduation.
These credits will be recorded
with the course number of
APL 2xx. Application of this
credit toward the Liberal Arts
Perspective requirements,
upper division requirements,
and academic majors and
minors may be subsequently
addressed by the associate
academic dean in response to
a formal request by the
student.
Maximum Credit Accepted
for Previous Learning
While Augsburg College
recognizes the validity of
learning that takes place
outside the traditional classroom, this learning must be
I
.
.
placed in the context of formal
study in campus-based liberal
arts courses. Therefore,
Augsburg places a maximum
of eight course credits (about
one-fourth of a baccalaureate
degree) on transcript credit
that is obtained through
previous experiential learning.
In compiling the eight courses
of credit for previous experiential learning, the student
may use any combination of
assessment processes available
in the APL program: CLEP
exams, departmental exams,
and credit granted through
portfolio assessment.
Lifetime SportsAssessment of Previous
Learning (APL) Program
Students in the Weekend
College may complete one of
the two required graduation
skills of Lifetime Sports
through the APL process. The
Lifetime Sports graduation
skills are non-academic
courses and no credit is earned
by their completion; however,
fulfillment of two Lifetime
Sports is necessary to graduate. There is a fee for each
Lifetime Sport completed by
APL. Additional information
about Lifetime Sports APL is
available from the Weekend
College Office.
A c a d e m i c
M a j o r s .
I
ACCOUNTING-ACC
The major in accounting
prepares students for professional careers in a wide
variety of accounting-related
positions. This major has two
tracks: General Accounting
and Professional Accounting.
The General Accounting
specialization is adequate for a
wide variety of positions. The
Professional Accounting track
includes two specializations:
public accounting and
managerial accounting. The
public accounting specialization is recommended for
positions with CPA firms. The
managerial accounting specialization is recommended for
positions with large or rapidlygrowing companies.
The two professional specializations relate to two
professional designations: the
CPA and the CMA. A CPA
(Certified Public Accountant)
focuses on external reporting;
a CMA (Certified Management
Accountant) focuses on
internal reporting. The public
accounting specialization
includes the materials emphasized on the CPA exam; the
managerial specialization
includes the materials emphasized on the CMA exam.
Designations have an experience requirement in addition
to passing the national exam.
Under the rules of the
Minnesota State Board of
Accountancy, accounting
majors in the public accounting
specialization are qualified to
sit for the CPA examination
during their last semester.
Accounting Core:
14 courses are required for
this major (an exception to
the 13-course limitation):
(It is recommended that
students take the courses in
the sequence given below.)
ECO 112
Principles of Macroeconomics
ECO 113
Principles of Microeconomics
MIS 175
Principles of Computing for
Business or
MIS 370
Advanced Computing
for Business
BUS 242
Principles of Management
BUS 252
Principles of Marketing
ACC 221
Principles of Accounting I
ACC 222
Principles of Accounting I1
MIS 379
Quantitative Methods for
Business and Economics
BUS 301
Business Law
A c a d e m i c
BUS 331
Financial Management
ACC 322
Accounting Theory and
Practice I
ACC 323
Accounting Theory and
Practice I1
ACC 324
Managerial Cost Accounting
ACC 425
Advanced Accounting
Specialization in General
Accounting:
No additional courses required.
Specialization in Public
Accounting:
Accounting core plus:
ACC 326
Tax Accounting
ACC 423
Auditing
Specialization in
Managerial Accounting:
Accounting core plus:
ACC 424
Internal and Operational Audit
MIS 375
Management Information
Systems in the Organization
ART, STUDI-ART
A liberal arts college like
Augsburg is an ideal setting
for the study of art because it
provides a constant possibility
for the interaction of ideas,
disciplines, and attitudes. At
Augsburg, art study is further
enhanced by associations with
a significant number of art
galleries and museums in the
Twin Cities area.
Hundreds of specific careers
exist in the general area of art,
such as teaching in the public
schools and colleges,
ceramics, interior design,
photography, film and video
work, painting, gallery and
museum work, and design.
ART 223
Printmaking I
ART 225
Communication Design I
ART 360
Watercolor Painting
One course in three
dimensional art from:
ART 221
Sculpture I
ART 250
Ceramics I
Five additional studio arts
courses
ART 240
Art History Survey
And two additional art
history courses
Studio Art Major
Majors are required to begin
their programs with the Studio
Arts Foundations:
ART 102
Design
ART 107
Drawing
One course in two
dimensional art from:
ART 118
Painting I
Teaching Licensure Major
The State of Minnesota has
specific licensing requirements
for teachers that may differ
slightly in emphasis from the
Augsburg major requirements.
The state requirements may
also be subject to change after
publication of this catalog.
Students therefore should
consult with the Augsburg
Education Department to identify current Minnesota teacher
licensure requirements.
BUSINESS
ADMINISTRATIONBUS
BUS 252
Principles of Marketing
ECO 318
Management Science
MIS 379
Quantitative Methods for
Business and Economics
Specialization in Finance
Business core plus 4 courses:
BUS 301
Business Law
ACC 322
Accounting Theory and
Practice I
The major in Business
Administration prepares
students for professional careers
in business administration or
for graduate studies. The four
specializations within this
major share a common business
core. This common core
provides students with a broad
foundation so they can readily
adapt to internal changes in
interests and goals and to
external changes in circumstances and opportunities.
BUS 352
Marketing Research and
Analysis
and one of the following:
ECO 311
Public Finance
Business Core
10 courses including:
BUS 355
Marketing Communications or
ECO 312
Intermediate Macroeconomics
ECO 112
Principles of Macroeconomics
BUS 331
Financial Management
Specialization in
Marketing
Business core plus 3 courses:
BUS 357
Advertising
BUS 433
Financial Theory: Policy and
Practice
BUS 438
Investment Theory
ECO 313
Intermediate Microeconomics
ECO 113
Principles of Microeconomics
BUS 450
Marketing Management
ECO 315
Money and Banking
MIS 175
Principles of Computing for
Business or
Specialization in
Management
Business core plus 4 courses:
MIS 479
Intermediate Quantitative
Methods for Business and
Economics
MIS 370
Advanced Computing
for Business
BUS 340
Human Resource Management
ACC 221
Principles of Accounting I
ACC 222
Principles of Accounting I1
BUS 242
Principles of Management
BUS 440
Operations Management
BUS 465
International Management
MIS 376
Project Management or
Specialization in
International Business
Business core plus 4 courses:
BUS 362
International Business
BUS 465
International Management
A c a d e m i c
BUS 466
International Marketing
and one additional upper
division course in either
international business or
international economics.
Students must also complete
three semesters of a foreign
language (or equivalent).
Contact the international
business coordinator for
details on language equivalents or other configurations.
Minor in Business
Administration
Seven courses including:
ECO 112 or ECO 113, ACC
221 and 222, BUS 242 and
252, BUS 331 and MIS 379.
The minor is automatically completed while completing a major
in accounting or management
information systems (MIS).
COMMUNICATIONSPC
Our quality of life, both
personally and professionally,
depends in large part upon the
quality of our communication.
A communication major at
Augsburg is designed to
enhance understanding of
communication in a variety of
contexts and to improve
communication skills.
Since careers in communication demand a broad
educational background, the
department strongly encour-
ages a second major or two
minors in fields such as business, economics, English,
history, international relations,
political science, psychology,
religion, social work, sociology, or theatre arts.
SPC 351
Argumentation
The Augsburg communication
major focuses on competency
in both speech and writing as
well as effective use of media.
Since the study and practice of
communication is grounded in
both the humanities and the
social sciences, majors are
encouraged to include such
related subjects as aesthetics,
ethics; philosophy, logic, literature, statistics, and research
methods in their programs.
SPC 355
Small Group Communication
All communication majors
must complete a core group of
seven required courses, supplemented by five electives in one
of the following concentrations: public relations and
advertising, marketing communication, human relations, or
supervisory management.
Prospective majors should meet
with a departmental adviser as
early as possible to design an
approved major program,
preferably by the end of the
sophomore year. Majors in
communication are candidates
for the Bachelor of Arts degree.
Communication Core
Six courses including:
SPC 111
Public Speaking
SPC 352
Persuasion
SPC 354
Interpersonal Communication
and at least one course from
the following:
ENG 223
Writing for Business and the
Professions
ENG 225
Intermediate Expository
Writing
ENG 226
Introduction to Creative Writing
ENG 227
Journalism
In addition, six courses must
be completed within one of
the following concentrations:
Public Relations and
Advertising
Students interested in the Public
Relations emphasis are strongly
urged to take ENG 227
(Journalism) as part of the major.
ART 132
Photography
ART 224
Publication Design
ART 225
Communications Design I
. .
BUS 242
Principles of Management
SPC 399
Internship
BUS 252
Principles of Marketing
SPC 480
Public Relationsffromotiona1
Communications
BUS 355
Marketing Communications
MIS 379
Quantitative Methods for
Business and Economics
PSY 373
Organizational Psychology
SOC 349
Complex Organizations
SPC 345
Organizational Communication
SPC 399
Internship
SPC 480
Public Relationsffromotional
Communications
POL 342
Mass Communication in
Society
Marketing
Communications
BUS 252
Principles of Marketing
BUS 352
Marketing Research and Analysis
BUS 355
Marketing Communications
BUS 357
Advertising
BUS 450
Marketing Management
POL 342
Mass Communication in
Society
Human Relations
PSY 373
Industrial/Organizational
Psychology
Y
.
.
Supervisory Management
BUS 242
Principles of Management
BUS 340
Human Resource Management
BUS 440
Operations Management
MIS 175
Computers for Business,
Accounting, Economics and
MIS
PSY 485
Counseling Psychology
MIS 379
Quantitative Methods for
Business and Economics
SOC 231
Family Systems: A CrossCultural View
PSY 373
Industrial/Organizational
Psychology
SOC 265
Culture: Ethnicity, Gender,
and Race
SOC 349
Complex Organizations
soc 349
Complex Organizations
SOC 375
Social Psychology
SPC 329
Intercultural Communication
SPC 345
Organizational Communication
SPC 399
Internship
SPC 480
Public Relations/Promotional
Communications
.
SPC 345
Organizational Communication
SPC 399
Internship
Minor in Communication
Six courses including SPC 111,
POL 342, SPC 351 or SPC 352,
SPC 354, SPC 345, or SPC 355,
and any one of the following:
ENG 223,225,226, or 227.
Prospective minors must obtain
prior approval from a communication faculty adviser.
Note: For transfer students, at
least three of these six courses
must be upper division courses
offered at Augsburg.
A c a d e m i c
M a j o r s .
COMPUTER
SCIENCECSC
CSC 340
Introduction to Networking
and Communications
The Augsburg Computer
Science Department strives to
give students a sound theoretical and practical foundation in
computer science. The
computer science curriculum
places emphasis on networks,
communications, and the use
of computers as an information
access tool. The coursework
provides students a strong base
in computer science, with
emphasis on concepts rather
than on applications.
CSC 345
Principles of Computer
Organization
Some courses may need to be
taken in an evening schedule.
Students should meet with a
faculty adviser as soon as possible
to plan their course of study.
Computer Science
Major-Bachelor of Arts
11 courses including:
CSC 160
Introduction to Computer
Science and Communication
CSC 170
Structured Programming
CSC 210
Data Structures
CSC 320
Algorithms
CSC 450
Programming Languages and
Compilers I
CSC 451
Programming Languages and
Compilers I1
MAT 122
Calculus for the
Behavioral Sciences or
MAT 145
Calculus I
And two electives from CSC
courses above 200, at least one
of which is above 300.
Computer Science Minor
Six courses including CSC
160, 170,210,345, MAT 145,
and one upper division
computer science course.
ECONOMICS-ECO
The Economics Department
offers a program that stresses a
strong theoretical background,
quantitative analysis, and an
emphasis on both national and
international issues. Students
who graduate with a major in
the Department of Economics
are well prepared to continue
their education in a variety of
fields or to work successfully
in the business world and
government because of the
strong liberal arts emphasis
within the major.
Economics Major
ECO 112
Principles of Macroeconomics
ECO 113
Principles of Microeconomics
ECO 312
Intermediate Macroeconomics
ECO 313
Intermediate Microeconomics
ECO 414
Welfare Economics
MIS 175
Principles of Computing for
Business
MIS 379
Quantitative Methods for
Business and Economics
MAT 114
Elementary Functions or
MAT 121
Finite Mathematics or
MAT 122
Calculus for the
Behavioral Sciences
Three additional upper division economics courses
Combined Major in
Economics/ Business
Administration:
Five economics courses
including:
ECO 112
Principles of Macroeconomics
ECO 113
Principles of Microeconomics
Major in Applied
Economics
ECO 112
Principles of Macroeconomics
ECO 113
Principles of Microeconomics
ENG 223
Writing for Business and
the Professions
ECO 311
Public Finance or
PHI 120
Ethics or
ECO 312
Intermediate Macroeconomics
ECO 312
Intermediate
Macroeconomics or
ECO 313
Intermediate Microeconomics
ECO 315
Money and Banking
One other upper division
economics course
ECO 313
Intermediate Microeconomics
Six accounting, business
administration, and MIS
courses including:
ECO 360
International Economics
ACC 221
Principles of Accounting I
ACC 222
Principles of Accounting I1
BUS 242
Principles of Management
BUS 252
Principles of Marketing
BUS 331
Financial Management or
MIS 379
Quantitative Methods
for Business and Economics
One other upper division business course
MIS 379
Quantitative Methods for
Business and Economics
ECO 318
Management Science or
ECO 415
Managerial Economics
ECO 413
Labor Economics
ECO 399
Internship Program or
ECO 499
Independent Study
MIS 175
Computers for Business,
Accounting, Economics
and MIS
PHI 125
Ethics and Human Identity
Economics Minor
ECO 112, 113,312,313, and
one additional upper division
economics course. Other
configurations may be
permitted on consultation with
the department.
Note: Students who plan to
major in economics are
strongly encouraged to meet
with a faculty adviser in the
department as soon as possible
in order to carefully plan their
program of study.
A c a d e m i c
M a j o r s .
EDUCATION-EDE,
EDS, EDU
NOTE: Major changes in
Minnesota teacher licensure will
be implemented fall 1998 and
beyond. As of the date of publication of this catalog, details of
these changes have yet to be
announced. All candidates for
teacher licensure will have to
meet the standards set by the
State and follow the State's
timeline. Teacher candidates are
expected to maintain frequent
contact with an Education
Department faculty adviser and
to stay informed about their
license program requirements.
Elementary Teaching
Licensure
Teaching licensure programs
are offered for both K-6 and
1-6 Elementary Education
through the Weekend College
Program. To be admitted to
the Education Department the
student will have achieved an
overall 2.5 GPA in a liberal
arts based degree plus a 2.5
GPA in hisfher major field.
All professional courses with
the exception of clinical
experience and student
teaching are available on a
weekend schedule. Clinical
experience and student
teaching courses must be
completed during regular
weekday hours in a K-6
classroom setting.
Contact an Education
Department adviser for information in your field of study
and for an application for
admission to the Department of
Education. Students wanting K6 licensure must take EDE 375.
EDE 263
Clinical Experience (.5 course)
EDU 264
Orientation to Education in an
Urban Setting (.5 course)
One college level mathematics
course
Professional level courses
required for licensure
(enrollment with PPST and
admission to department only):
All students must be admitted
into the Education Department
prior to beginning 300-400
level courses. The State of
Minnesota requires that the
Pre-Professional Skills Test
(PPST) be taken before beginning professional education
courses (those numbered in
the 300-400 level). Any
education program course
grade below 2.0 must be
retaken.
EDE 375
Discovery in the World of
Kindergarten (-5 course)
Introductory level courses
required for Licensure:
EDE 377
K-El Science (.25 course)
HPE 114
Safety Education (.5 course)
EDE 379
K-El Art (.25 course)
HPE 115
Chemical Dependency (.5 course)
EDE 380
K-El Music (.25 course)
HPE 116
Health Concepts for Educators
(.5 course)
EDE 382
K-El Mathematics (.5 course)
EDU 210
Learning and Development in
an Educational Setting
EDU 341
Media Technology (.5 course)
EDE 350
Creating Learning
Environments (.5 course)
EDE 351
Techniques of Teaching Reading
EDE 383
K-El Health, Physical
Education, First Aid
EDU 384
K-El Social Studies, Thematic
Studies (.5 course)
EDE 386
Children's Literature (.5 course)
EDE 387
Language Arts (-5 course)
EDE 388
K-El Health (.25 course)
EDU 388
Human Relations (-5 course)
EDE 481
Student Teaching
EDE 482
Student Teaching
EDE 483
Student Teaching
EDE 484
Student Teaching
Academic Minor or
Second Major
Students must be admitted to
the Education Department
before they can be considered
for student teaching.
Applications for student
teaching must be submitted to
the Education Department by
the published due dates.
Secondary Education
Licensure
Augsburg Weekend College
grants Secondary licensure in
English-language arts and in
social studies (only for
economics, psychology, and
history majors). To be
admitted to the Education
Department the student will
have achieved an overall 2.5
GPA in a liberal arts-based
degree program plus a 2.5
GPA in hislher major field.
All professional courses with
the exception of clinical experience and student teaching
courses are available on a
weekend schedule. Clinical
experience and student
teaching courses must be
completed during regular
weekday hours in a K- 12
classroom setting.
All students must be admitted
into the Education Department
prior to beginning 300-400
level courses. The State of
Minnesota requires that the
PPST test be taken before
beginning professional education courses (those numbered
in the 300-400 level). Any
Education Program course
with a grade below 2.0 must
be retaken.
Secondary Education
Professional Courses
Introductory level courses
required for licensure:
HPE 114
Safety Education (.5 course)
(optional for 7-12 majors)
HPE 115
Chemical Dependency (.5 course)
HPE 116
Health Concepts for Educators
(.5 course)
EDU 210
Learning and Development in
an Educational Setting
EDS 252
Clinical Experience (.5 course)
EDU 264
Orientation to Education in an
Urban Setting (.5 course)
Professional level courses
required for licensure
(enrollment with PPST and
admission to department only):
EDU 341
Media Technology (.5 course)
EDS 350
Reading in the Content Areas
(.5 course)
EDS 353
Creating Learning Environments
EDU 388
Human Relations (.5 course)
A c a d e m i c
M a j o r s .
7
EDS 478
School and Society
A major in one of five
fields:
EDS 481
Student Teaching
Economics
EDS 482
Student Teaching
Political Science (available
in day schedule)
EDS 483
Student Teaching
Psychology
EDS 484
Student Teaching
Special Methods in Licensure
Field
Students must be admitted to the
Education Department before
they can be considered for
student teaching. Applications
for student teaching must be
submitted to the Education
Department by the published
due dates.
Licensure in Social Studies
Students preparing to teach
social studies on the high
school level must complete:
The professional requirements within the
Department of Education
History
Sociology
The social science core, a
competency program
designed to provide a broad
foundation in the social
sciences (6 courses):
ECO 112
Microeconomics or
ECO 113
Macroeconomics
HIS 222
20th Century U.S.
History
POL 158
Political Patterns and
Processes
SOC 121
Introduction to Human
Society
SOC 336
Cultural Anthropology
(available in day schedule)
Human Geography (not
available in Weekend
College or day schedule)
Students considering a career in
social studies education must
consult the Augsburg Department of Education and the social
studies coordinator as soon as
possible in order to make full
use of their time at Augsburg.
Transfer students with a B.A. in
history or another major in the
social science field from another
college must take at least two
courses within their disciplinary
major or the social science core
at Augsburg (preferably upper
division). These courses must
be taken before the department
can recommend a student for
student teaching.
Licensure in EnglishLanguage Arts
Students preparing to teach
English-Language Arts on the
high school level must complete,
in addition to the professional
requirements to be met within
the Department of Education, a
competency program designed to
provide a foundation in English.
Specific requirements for the
English-language arts licensure
program are outlined under the
English major in this catalog
and are subject to change per
the Department of Education.
Those who study English
believe that an intense concern
for words, ideas, and images
helps people understand who
they are and who they can
become. Writing helps us
clarify and share our thoughts.
Literature helps us contemplate the pains and joys of
human existence. Through the
study of English we see life's
complexity, experience life as
some others do, and understand better the world in
which we live and work.
English relates closely to other
majors. With the other arts,
English is concerned with the
pleasure that comes from
artistic creation and with the
contemplation of works of art.
With psychology and sociology, English is concerned
with individual and group
behavior. With philosophy,
English is interested in ideas
and the relation between
meaning and language. With
science, English is interested
in discovering order and determining structures. With speech
and communication, English
studies the effective use of
language. With history and the
other social sciences and
humanities, English studies the
way people have acted and
thought at different times and
indifferent cultures.
ENG 336
British Literature: 17th and
18th Centuries
Students with an English
major pursue careers in
elementary, secondary, and
college education, journalism,
government, law, the ministry,
library science, medicine,
advertising, public relations,
publishing, writing, and other
professions and businesses.
ENG 337
British Literature: the
Romantics and the Victorians
English Major:
Nine courses above ENG 111,
including:
ENG 225
Intermediate Expository Writing
ENG 245
Introduction to Literature
One course in European
literature:
ENG 27 1
European Literature: Homer to
Dante or
ENG 272
European Literature:
From the Renaissance to
the Modern Period
Two survey courses in British
literature from:
ENG 33 1
British Literature: Medieval to
Elizabethan
One upper division course in
American literature:
ENG 350
American Literature to 1920 or
ENG 35 1
American Literature
Since 1920
One 400-level course
Two additional electives.
Majors are encouraged to
consult their departmental
adviser regularly. A student
with a double major or special
program that involves considerable work in the English
Department should also work
closely with an adviser in the
English Department.
Note: Transfer students must
take at least three of their
English courses at Augsburg.
English-Language Arts
Teaching Major:
10 courses, including those
listed under the major, and:
ENG 345
Introduction to the English
Language
ENG 399
Internship in Teaching Writing
EDS 364
English Methods
and one course with a component in non-Western literature
(for example, ENG 361
Studies in Modern Fiction).
In addition, two ACTC
courses-Communications Skills
in the English Classroom and
Teaching Mass Media-are
required. Courses in early
American literature,
Shakespeare, and film are
recommended. Some of the
required courses, including the
internship, are not offered on
weekends. Students in this
program must work with advisers
in the English Department and
the Education Department in
order to meet the professional
requirements within the
Education Department as well as
requirements in the major.
Transfer students with a B.A.
in English from another college
must take at least two of their
English courses at Augsburg
(preferably upper division
courses). These courses must
be taken before the department
can recommend a student for
student teaching. Students
should consult the English
Department chair soon after
enrolling.
Prerequisites
ENG 111 Effective Writing is
strongly recommended but not a
prerequisite for a lower
division literature course.
Prerequisite for an upper
division literature course is ENG
245 or consent of the instructor.
Minor:
Five courses above ENG 111
including ENG 245; an upper
division literature course; and
an additional writing course.
History is to society what
memory is to an individual; it
brings to a civilization an
understanding of its identity.
The distinguished medievalist
J.R. Strayer expressed it this
way: "No community can
survive and no institution can
function without constant
reference to past experience.
We are ruled by precedents
fully as much as by laws,
which is to say that we are
ruled by the collective
memory of the past. It is the
memory of common experiences which makes scattered
individuals into a community."
The English Placement Test:
A writing sample is required
of students to determine their
placement in an appropriate
writing class. Students who do
not show competence in
composition skills such as
stating and supporting a thesis,
organizing clearly, and
constructing paragraphs and
sentences are required to
enroll in ENG 101
Developmental Writing, where
they will receive more individual instruction than is
possible in ENG 11I Effective
Writing. These students must
pass ENG 101 Developmental
Writing before enrolling in
ENG 111 Effective Writing.
HISTORY-HIS
The study of history enables
us to deal more knowledgeably with continuity and
change in society. The
construction of an informed
sense of our past is a fundamental ingredient in
appreciating and understanding the present as well as
anticipating the future. History
majors are prepared to be
active and contributing
members of their society. The
study of history, which has long
held a major role in the liberal arts,
is an entry to elementary and
secondary education, graduate
study in several fields, and a wide
range of employment opportunities that require abilities in
communication, conceptualhtion,
and processing of information.
Degree and Major
Requirements
Major
Eight courses plus one
seminar. At least four of these
courses must be upper division. A major must have at
least one course (either survey
or upper level) from each of
the four areas: ancient and
medieval, modern Europe,
U.S., and non-Western.
Minor
Five courses, at least three of
which must be upper division.
Other Requirements
First-year students should
enroll in one or more of the
101- 104 courses; 200-level
courses are normally reserved
for sophomore or upper division students. Upper division
courses are numbered
300 and above.
Prerequisites
Satisfactory completion of a
lower division course is
normally required before
enrolling in an upper division
course. See instructor for
permission.
Transfer Students
Transfer students planning a
major must normally take at
least three of their courses at
Augsburg. A minor normally
requires two courses taken at
Augsburg.
MANAGEMENT
INFORMATION
SYSTEMS
(MIS)
The major in management
information systems prepares
students for professional careers
in information systems. MIS
studies information systems as
both a resource and a tool for
decision-making. Students learn
to analyze and evaluate existing
systems and to design and
program new systems. MIS is an
extensive major (16 courses) and
includes courses from computer
science, mathematics,
economics, business, and
accounting as well as fmm MIS.
MIS Major
16 courses including:
A. Six courses in economics,
business, and accounting:
ECO 113
Principles of Microeconomics
BUS 242
Principles of Management
BUS 252
Principles of Marketing
BUS 331
Financial Management
ACC 221
Principles of Accounting I
ACC 222
Principles of Accounting I1
B. Three courses in mathematics
and computer science:
CSC 170
Structured Programming
MAT 114
Pre-Calculus (for students at
MPG 3)
MAT 121
Finite Mathematics or
any higher level math course
(for students at MPG 4)
CSC 340
Introduction to Networking
and Communications
C. Seven courses in MIS
MIS 175
Principles of Computing for
Business * or
CSC 160
Introduction to Computing
and Communications
MIS 370
Advanced Computing for
Business or
CSC 352
Data Base Management
and Design
MIS 375
Management Information
Systems in Organizations
MIS 376
Project Management
MIS 379
Quantitative Methods for
Business and Economics
MIS 475
Systems Analysis and Design
MIS 476
Information Systems Projects
* MIS 175 is waived (without
credit) for students who do not
take MIS 175 and pass MIS
370. Students who pass MIS
370 without receiving credit
for MIS 175 (or a similar
course) and who desire academic credit ( P N grading) for
MIS 175 may obtain credit by
applying for an APL
(Assessment of Previous
Learning) through the
Registrar's Office.
Minor in MIS
MIS 175, ACC 221, BUS 242
or BUS 252, MIS 370, MIS 375,
and one of the following: MIS
376,475,479, or ECO 318.
NURSING-NUR
The Augsburg nursing
program is designed exclusively for registered nurses
who want to increase their
opportunities in the health
care field.
The scope of nursing practice
is changing and expanding.
Nurses are being called on to
function in a variety of
settings that differ from those
in the past. Today nurses work
in hospitals, clinics, corporations, government agencies,
schools, and community organizations; some are selfemployed, running their own
businesses. Nurses provide
health care for individuals
from all cultures and socioeconomic levels throughout their
life span.
The bachelor's degree equips
nurses with a working knowledge of the biological,
physical, social, behavioral,
and nursing sciences. The
nursing program at Augsburg
also provides the educational
opportunities to increase
skills in critical thinking,
clinical investigation and
decision-making that prepare
nurses to handle challenging
new positions in today's
health care field.
Augsburg's nursing program,
leading to a Bachelor of
Science degree with a major in
nursing, is accredited by the
National League for Nursing.
Graduates of the program are
eligible to apply for Public
Health Nurse registration in
Minnesota. With two additional courses, they are
eligible to apply for School
Nurse certification.
Nursing Major
Ten courses including:
NUR 305
Contemporary Nursing I:
Communication
NUR 306
Contemporary Nursing 11:
Paradigms in Nursing
NUR 310
Community Health Nursing I
NUR 311
Community Health Nursing 11:
Practicum
NUR 330
Trends and Issues in Nursing
NUR 350
Introduction to Nursing
Research
NUR 403
Contemporary Nursing 111:
Families
NUR 423
Practicum in Nursing I:
Nursing of the Family
NUR 43 1
Leadership and Management:
Theory and Practice
PHI 380
Ethics of Medicine and Health
Care
Courses in the nursing major,
including PHI 380, may not be
taken on a PIN grading basis.
Other requirements:
A minimum grade of 2.0
in each nursing course
A cumulative GPA of 2.5 at
the completion of Level I
and Level I1 courses of
study is required. Students
also must complete
Augsburg's residence and
General Education
requirements.
Courses in the nursing major
are offered on weekends with
clinical courses requiring additional weekday time. While
courses are designed so that
the major may be completed
within two years, more time
may be required to complete
the total course of study
depending on the number of
credits transferred from other
colleges or universities.
Students interested in pursuing
the nursing major should
consult with an adviser from
the Nursing Department for
program planning.
Nursing Honors Major:
Requires a GPA of at least 3.6
in the major and 3.3 overall;
application to the department
chairperson by Nov. 1 of the
senior year; recommendation
by nursing faculty; honors
thesis to be defended before a
faculty committee by April 15,
(Candidates register for NUR
499 to complete the thesis.)
If the practicums in nursing
are not taken concurrently
with their respective theory
courses, students are required
to consult with faculty prior to
registration regarding review
of the theoretical content.
Nursing Program Entrance
Requirements
The following steps may be
taken in any order, but all
must be completed prior to
application for admission into
the nursing major:
1.Admission to Augsburg
College: Before you can
apply to the nursing
program, you must first be
admitted into Augsburg
College. All applicants must
present a high school
diploma or equivalent and a
2.0 GPA.
2. Unencumbered RN
Licensure in Minnesota:
Applicant must be a registered nurse licensed in
Minnesota or be registered
to take the State Board
Exams prior to beginning at
Augsburg.
3. Prerequisite course content:
The following courses must
have been completed with a
GPA of 2.0 or better: chemistry, anatomy, and
physiology, microbiology,
English composition, introductory sociology, and
introductory psychology.
These courses may be taken
at Augsburg or at another
accredited college or
university.
4. Current clinical practice:
applicants must give
evidence of current nursing
clinical practice (within the
past five years). This may
include: graduation from a
school of nursing (a
minimum overall GPA of
2.5 is required), work experience, or completion of a
nursing refresher course or
an acceptable equivalent.
A c a d e m i c
1
PSYCHOLOGY-PSY
Psychology is an exploration
of behavior and mental
processes. As an integral part
of a liberal arts education,
psychology contributes to the
understanding of individual
and group behavior.
Psychology's scientific
method also equips students to
understand and use scientific
research and to make more
informed judgments about
claims in the popular media.
To prepare students for graduate study and work in
psychology, the major emphasizes the complementary
components of a strong foundation in research and
theoretical work with application of knowledge and skills in
coursework, research experience, and internships within
the community. The curriculum's emphasis on
problem-solving skills and
current information about
human development and interaction is also relevant to
careers in many related
settings-business, education,
social services, research, law,
government, church, and
medicine.
Faculty members in the
Department of Psychology
have varied professional
specializations-clinical,
counseling, physiological,
developmental, social, cognitive, environmental, and
industriallorganizational
psychology-as well as expertise in psychological
applications to health, law,
and public policy. Students
may tap this expertise through
a variety of learning experiences-within and outside the
classroom, with group and
individual projects, and
through association with
Augsburg's active Psychology
Club, Psi Chi Honor Society,
and faculty-student research
teams.
Psychology Major
10 courses including:
PSY 102
Individual in a Social World or
PSY 105
Principles of Psychology
PSY 200
Psychological Science
Laboratory
PSY 230
Research Methods: Design,
Procedure, and Analysis I
PSY 330
Research Methods: Design,
Procedure, and Analysis I1
PSY 399
Internship
And at least one course from
the following:
PSY 354
Perception and Cognition
PSY 355
Biopsychology
PSY 359
Assessment
And at least one course from
the following:
PSY 491
Advanced Research Seminar
PSY 493 Seminar:
Contemporary issues
And at least three additional
psychology courses. (Majors
are strongly encouraged to
take more than 10 psychology
courses; no more than 13
count for graduation.)
Note: A minimum of five
courses must be from
Augsburg. No more than two
courses from PSY 299, 399, or
499 may be counted.
Transfer course policy for
majors and minors: all transfer
courses, including ACTC
courses, must be approved in
writing by the chair. Only
those psychology courses
successfully completed (2.0 or
above) within the last 10 years
will be considered. In general,
courses that meet the transfer
guidelines may only be applied
to elective or PSY 105 credit
for the major.
WEC psychology courses are
offered on an alternating year
basis.
All psychology majors must
have an adviser in the
Psychology Department.
Psychology Minor
Five courses including PSY
102 or 105 and four electives.
A minimum of two courses
must be from Augsburg. Not
more than two courses from
PSY 299,399, and 499 may
be counted toward the minor.
RELIGION-REL
Religion asks fundamental
questions of life and meaning.
Who are we as human beings?
Where did we come from?
Where did the world come
from? What do good and evil
mean in this time and place?
Students will wrestle with
these questions and with
responses from the Christian
traditions and from the
perspectives of the other major
world religions.
Through this study of religion,
students will learn to understand, appreciate, and
articulate the Christian faith,
as based in the Bible, as lived
in the Christian fellowship, as
embodied in the Christian
Church and its history, and as
interactive in the contemporary world and with other
world religions. Students will
also develop the ability to read
and interpret the Bible, other
religious texts, and various
expressions and practices of
faith so that their meaning for
human life in relation to God
becomes evident. In addition
students will develop skills for
becoming leaders in the religious communities to which
they belong and for living as
responsible citizens with
others whose religious views
and practices differ from their
own. A religion major encourages students to seek their
future in the world and/or
church through a sense of
vocation, serving as pastors,
associates in ministry, nurses,
and youth and family ministry
lay professionals in congregations, and as social service and
human resource professionals
in a wide variety of settings.
Religion Major
Eight courses including:
REL 111
Introduction to Theology
REL 221
Biblical Studies
REL 356
History of Religions
REL 481
Contemporary Theology
REL 495
Seminar
Three additional religion
courses, two of which must be
upper division courses.
Note: Seminar, especially for
majors, should be taken in the
junior or senior year. (Before
taking the seminar, each major
must have written one formal
research paper and placed it
on file with the department
chair.)
Department approval is necessary before courses taken at
other colleges can be accepted
for Religion Department
course credit.
All majors must consult with
the department chair.
Completion of this major may
require enrollment in one or
more courses offered in an
evening weekday schedule.
Religion Minor
Five religion courses.
Note: Not all courses that meet
the Christian faith perspective
are religion courses. Only
Religion Department courses
count toward the religion
major and minor.
SOCIAL WORK-SWK
The Social Work major
prepares graduates for entrylevel generalist professional
practice in the field of social
work. The program is accredited by the Council on Social
Work Education and leads to a
Bachelor of Science degree.
The program is based on a
generalist model of practice,
enabling graduates to work
with individuals, families,
groups, and communities, and
to develop and analyze social
policy. Courses within the
program utilize a student
empowerment model for
teaching and learning.
Augsburg's social work major
also provides a strong foundation for graduate studies in a
variety of fields. Augsburg
also offers a full-time Master
of Social Work degree on a
weekend schedule.
Social Work Major
10 core courses:
SWK 301
History and Analysis of
Social Policy
SWK 306
Social Work Practice I:
With Individuals
SWK 307
Field Work I: Integrative
Seminar
SWK 316
Social Work Practice 11:
With Families and Groups
SWK317
Field Work 11:
Integrative Seminar
SWK401
Research: Evaluation of
Practice and Programs
SWK 406
Social Work Practice 111:
With Communities and
Policies
SWK 407
Field Work 111:
Integrative Seminar
SWK419
Social Worker as Professional
Seven supporting courses:
SWK 257
Exploring Human Services
soc
121
Introduction to Human Society
SOC 231"
Family Systems: A CrossCultural Perspective
SOC 265
Culture: Ethnicity, Gender and
Race
A minimum grade of 2.0 is
required for each course in the
core program and a 2.0
average is required in the
supporting program.
Students interested in social
work should begin their
program with the required
supporting courses. The
professional sequence will be
offered when a sufficient
number of students are ready
for that portion of the
program.
SWK 260
Humans Developing
*See adviser for optional
substitution of electives.
BIO 101
Human Biology
Social Welfare Minor
Six courses including SWK
257 or department approved
alternative internship, SWK
260, SWK 301, SWK 406,
SOC 265, and one course from
SWK 465, POL 121, POL
158, POL 325.
PSY 105
General Psychology
Students may not earn both
the major and minor.
ADDITIONAL
MINORS
In addition to minors offered
in business, communication,
economics, English, MIS,
psychology, religion, and
social welfare (listed under
each respective major),
Weekend College students are
able to complete minors in the
following areas:
American Indian Studies
The American Indian Studies
minor offers courses that
encompass the range of
American Indian contributions
to North American culture,
including art, religion, literature, and history.
Requirements: Five courses
including INS 105 and at least
one upper division course
from the list below. Indian
Studies courses may also be
taken as part of majors or
minors in other academic
subjects or to meet general
education requirements.
Courses offered include:
ART 290
Tribal Arts and Culture
ENG 216
American Indian Literature
INS 105
Introduction to American
Indian Studies
INS 233
Women: A Cross-Cultural
Perspective
INS 260
Contemporary American
Indians
INS 264
American Indians in the
Cinema
INS 320
American Indian Women
Requirements: Five courses
which must include INS 201
Foundations in Women's
Studies; three electives, one of
which must be upper division;
and INS 495 or 499. Each
student's program must have
the written approval of the
women's studies coordinator.
REL 370
American Indian Spirituality
and Philosophical Thought
Course options include:
OJB 111 and 112
Beginning Ojibwe
ENG 2361436
Women and Fiction
Sociology
Sociology is the study of society
as a whole and of human social
organization in groups. The
sociological perspective
provides a way to better
understand the social world
and how human beings come
to think and act as they do.
INS 233
Women: A Cross-Cultural
Perspective
Requirements: Five courses
including SOC 121
Introduction to Human Society
and two upper division sociology courses, at least two of
which must be taken at
Augsburg College.
Women's Studies
The program in women's
studies provides students with
the opportunity to critically
examine women's contributions and experience in various
historical and cultural contexts.
ART 352
Women's Art History
INS 320
American Indian Women
INS 499
Independent Study
HIS 380
The History of Women in the
West to 1870
HIS 381
The History of Women in the
West Since 1870
POL 124
American Women and Politics
ENG 480
Criticism
WST 201
Foundations in Women's
Studies
WST 495
Women's Studies Seminar
A~ENDANC
POLICY
E
It is expected that students
attend every class. If more
than one class meeting will be
missed, the student should not
register for the course. Some
faculty and courses require
100 percent attendance for a
student to earn a passing
grade. Most Weekend College
classes meet seven times
during a trimester plus Finals
Class Weekend. Some courses
meet for the entire period on
Finals Class Weekend.
Classes marked with an
asterisk (*) on the Class
Schedule require or recommend that students attend
additional class meetings, the
dates and times of which are
either listed on the course
syllabus or determined by the
class at the first meeting.
CLASSSCHEDULE
There are three trimesters in
Weekend College-fall,
winter, and spring. A calendar
of class weekends for each
trimester and a tentative
schedule of courses offered
can be found in the Weekend
College Catalog Supplement.
Many courses are offered at
least once a year; however,
since some courses are offered
in alternate years, it is important that the student review
major requirements and
course offerings with an
adviser to ensure that all
requirements can be met.
Descriptions and schedules for
courses offered in the day
schedule, January Interim,
Summer School, the Master of
Arts in Leadership, and the
Master of Social Work
programs are published in
separate publications.
NUMBERING
Courses numbered below 300
are lower division courses.
Courses numbered 300 and
above are classified as upper
division.
CREDITS
One course credit at Augsburg
is approximately equivalent to
four semester credits or six
quarter credits.
The majority of Augsburg
courses are one course credit.
Some courses in the education, health and physical
education, and music departments have .5 credit value
(one-half course) or .25 credit
value (one-quarter course).
A prerequisite is a course or a
specific skill level, e.g. Math
Placement Level, which must
be completed before the
student enrolls in a higherlevel course. Prerequisites are
listed in the course description. When a prerequisite has
not been fulfilled, a student
may enroll in the course only
if there is prior approval from
the course instructor.
LIBERAL
ARTS
PERSPECTIVES
AND
GRADUATION
SKILLS
Liberal Arts Perspectives and
Graduation Skill requirements
that are fulfilled by completing
a course are listed in the
course descriptions.
Additional courses may have
been approved to meet these
requirements since the publication of this catalog. See the
Perspectives and Skills list
available in the Registrar's
Office for the most current
information.
C o u r s e
D e s c r i p t i o n s .
ACCOUNTING
ACC 221
Principles of Accounting I
Introduction to business activities, basic concepts, and fundamentals of accounting,
the accounting cycle and preparation of financial statements.
ACC 222
Principles of Accounting II
A continuation of ACC 221. Introduction to business activities, accounting for
corporations. Basic concepts and fundamentals of managerial accounting, planning
and controlling processes, decision-making, and behavioral considerations.
(Prereq.: ACC 221)
ACC 322
Accounting Theory and Practice I
An analysis of financial accounting with emphasis on accounting theory pertaining
to financial statements, income concepts, valuation concepts, FASB statements, and
other relevant issues as applied to assets. (Prereq.: ACC 222)
Accounting Theory and Practice II
A continuation of ACC 322. An analysis of financial accounting with emphasis on
accounting theory pertaining to financial statements, income concepts, valuation
concepts, FASB statements, and other relevant issues as applied to liabilities and
stockholders' equity. (Prereq.: ACC 322)
Managerial Cost Accounting
Accounting tools for heavy manufacturing systems as well as for managerial decision making. Planning, budgeting, standard cost systems, as well as other
quantitative and behavioral topics. (Prereq.: ACC 221, 222, BUS 242, 252, MIS
379, or consent of instructor)
Tax Accounting
The more common and important provisions of planning and compliance for
income taxes. (Prereq.: ACC 221, BUS 331, ECO 112, 113, or consent of
instructor)
Internship Program
A student may receive course credits through an internship program which is
applicable to graduation but not to the major. This program will afford the student
the opportunity to spend one full term working with an organization. In addition,
the student will write a report on histher activities. (Prereq.: consent of instructor)
Auditing
Internal and external auditing procedures. Emphasis on the CPA's role to form the
basis of opinion on a set of financial statements. Graduation Skills: Writing and
Speaking (Prereq.: ACC 323)
ACC 323
ACC 324
ACC 326
ACC 399
ACC 423
ACC 424
Internal and Operational Audit
Integrating the business arts of accounting, finance, management, marketing, and
MIS to incorporate and learn the techniques of internal and operation auditing. Also
integrated are the professional skills of oral and written communications, problemsolving in an unstructured environment, and team projects. (Prereq.: ECO 113,
ACC 221,222, BUS 242,252,331, MIS 175,379)
ACC 425
ACC 499
ASL 101,102
Advanced Accounting
Accounting for business combinations, consolidations, governmental accounting,
partnership accounting, and fund accounting. (Prereq.: ACC 323)
Independent Study
The student may earn independent study credits through individually supervised
projects designed to afford himher the opportunity to analyze some topic or issue
in depth. (Prereq.: consent of instructor)
Beginning American Sign Language
An introduction to deaf culture and the signs and syntax of ASL. Students observe
the demonstration of signs, practice their own signing, and learn the facial expression and body language needed to communicate clearly with deaf and
hard-of-hearing people.
ART
ART 102
Design
A study of design as the unifying foundation for the visual arts. Two- and threedimensional projects demonstrating the use of the basic design elements and
principles. Liberal Arts Perspective: Aesthetics; Graduation Skill: Speaking
ART 106
Calligraphy
Introduction and practice of calligraphic writing and designing with emphasis on
the broad-edged pen. Liberal Arts Perspective: Aesthetics
ART 107
Drawing
Drawing in graphite pencils, pen, and pastel pencils. Subjects include still-life,
figures, building interiors, and exteriors and experimental work. Liberal Arts
Perspective: Aesthetics
ART 118
Painting I
Introduction to painting media and technique in acrylic and oil. Liberal Arts
Perspective: Aesthetics
ART 132
Photography
The camera used as a tool for visual creativity, expression, and communication
with attention to black and white photographic processes. Students need access to a
35mm, single lens reflex camera. Materials will cost approximately $175-200.
Liberal Arts Perspective: Aesthetics
C o u r s e
ART 221
Sculpture I
An introduction to sculpture in the medium of clay. Liberal Arts Perspective:
Aesthetics
ART 224
Publication Design I
An introduction to traditional design concerns and procedures related to publication
design as well as design for desktop publishing. Theory and practice of coordinating visual images and typography with content in publications. Study of design
in magazines, newspapers, newsletters, books, and miscellaneous publications.
Students design and produce a publication as a group project. Liberal Arts
Perspective: Aesthetics
ART 225
Communication Design I
An introduction to the principles and techniques of graphic design. Students will
develop visual communication skills working with typography, symbols, logos, and
illustration. Liberal Arts Perspective: Aesthetics; Graduation Skill: Speaking
ART 240
Art History Survey
A survey of art of the Western world from prehistoric to modern times. Includes
reading, research, viewing of slides, and visits to museums. Liberal Arts
Perspectives: Western Heritage, Aesthetics; Graduation Skill: Critical Thinking
ART 250
Ceramics I
An introduction to the making of pottery with an emphasis on hand building and
glazing. Liberal Arts Perspective: Aesthetics
ART 290
Tribal Arts and Culture
The rich heritage of indigenous cultures of the Americas, particularly within the
United States, is explored through the visual arts. Other content includes poetry,
dance, mythology, ritual, religion, and drama of many American Indian tribes.
Students will produce various art projects in weaving, basket-making, pottery,
jewelry, sculpture, or prints.
ART 306
Calligraphy II
Advanced work in calligraphic media and design. Liberal Arts Perspective:
Aesthetics
ART 352
Women and Art
A study of the creative role of women in the visual arts, including the fine arts, the
"traditional" arts, and the work of Native American woinen. Liberal Arts
Perspective: Aesthetics; Graduation Skill: Writing
ART 478
Sculpture II
Advanced work in sculpture in the medium of clay. (Prereq.: ART 221)
BIOLOGY
BIO 101
BIO 102
BIO 103
BIO 105
BIO 185
BIO 231
Human Biology
Basic biological concepts from an anthropocentric point of view: what makes a
human just another member of the biotic fold? Do humans have a niche in the
ecosystem? What influence do humans have on the environment? What influence
does the environment, especially the urban environment, have on humans? (Threehour lectures. A student may not receive credit for both BIO 101 and 103.) Liberal
Arts Perspective: Natural World 2
The Biological World
The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science and the approach used by scientists to gather and
analyze data, purpose and test theories are considered. Three hours of laboratory for
each class meeting are required. Lab time is usually scheduled for an evening.
Liberal Arts Perspective: Natural World 1 or 2; Graduation Skill: Critical Thinking
Human Anatomy and Physiology
A professional course in the structure and function of the human body. Lecture and
laboratory. Additional time per class meeting is required for the laboratory, usually
scheduled on an evening. (A student may not receive credit for both BIO 101 and
103.)
Biology and Society
A consideration of the biological basis of some of the problems facing society, such
as toxic pollutants in air, water, and soil, genetic engineering, AIDS, genetic
diseases, and counseling, extinction, wilderness ethics, global warming, cancer,
hunger, drugs, biodiversity. (Does not apply to the major or minor.) Liberal Arts
Perspective: Natural World 2
The Biology of Aging
At some time in our lives most of us will directly experience aging or be influenced
by people undergoing age-related changes. This course will concentrate on the
biological aspects of such changes. Liberal Arts Perspective: Natural World 2
The Biology of Women
The objective of this course is to provide a basic understanding of the structure and
functioning of the female human organism as well as to evaluate misconceptions
about women that have arisen in the history of biology. Liberal Arts Perspective:
Natural World 2
C o u r s e
BUSINESS
BUS 242
Principles of Management
Development of the theory of management, organization, staffing, planning, and
control. The nature of authority, accountability and responsibility, analysis of the
role of the professional manager.,
BUS 252
Principles of Marketing
Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic, and technological factors as they affect product,
promotion, marketing channel, and pricing decisions.
BUS 254
Entrepreneurship
The process of transforming an idea into an organization that can market the idea
for the benefit of all. Examines the construction of a viable business plan with
attention to the resources needed for success.
BUS 301
Business Law
Legal rules relating to contracts, agency, negotiable instruments, property, and
business organizations under the Uniform Commercial Code.
Business Ethics
Examines individual choices in business using various ethical standards. Reviews
critical thinking skills in relation to moral reasoning. Analyzes and evaluates
various business practices and policies. Emphasizes conceptual precision in
thinking, writing, and speaking. (Prereq.: BUS 301 or PHI 120 or PHI 125, or
juniorlsenior standing)
BUS 302
BUS 331
Financial Management
Theory of acquisition, allocation, and management of funds within the firm.
Sources and uses of long- and short-term funds, cost of capital, capital budgeting,
leverage, dividend policy, and related topics. (Prereq.: ECO 113, ACC 222, MIS
379, and MPG 3)
BUS 340
Human Resource Management
Personnel function in business, acquisition, and utilization of human resources;
desirable working relationships; effective integration of the worker with the goals
of the firm and society. (Prereq.: BUS 242)
BUS 352
Marketing Research and Analysis
Research process as an aid to decision-making in marketing management; research
methodology; marketing research results; evaluation of the effectiveness of
research in marketing. (Prereq.: BUS 252, 379, ECO 113, or consent of instructor)
BUS 355
Marketing Communications
Integration of advertising, public relations, sales promotion, and personal selling
into a coherent promotion mix. Emphasis is placed on the design and evaluation of
marketing communications programs. (Prereq.: BUS 252) Note: Either BUS 355 or
357 can be taken for graduation credit but not both.
BUS 357
BUS 362
BUS 368
BUS 399
BUS 433
BUS 438
BUS 440
BUS 450
Advertising
An introduction to print and broadcast advertising and promotion as important
elements in modern marketing and communications. Note: Either BUS 355 or 357
can be taken for graduation credit but not both.
International Business
Introduction to the problems and possibilities of doing business in an international
context. Appreciation of the perspective required for successful planning and
management of any enterprise operating abroad is emphasized by foreseeing both the
opportunities and the difficulties inherent in international business. (Prereq.: ECO 112
or 113, and BUS 242 or 252, or consent of instructor) Graduation Skill: Writing
Responding to the Challenge of Japan
An examination of current Japanese business practices using a cultural perspective.
A multimedia approach will be employed, involving film, television documentaries,
and readings from current periodicals in addition to text materials. A seminar
model will be used with substantial participation expected on the part of students.
(Prereq.: junior standing or consent of instructor) Liberal Arts Perspective:
Intercultural Awareness 1
Internship Program
A student may receive course credits through an internship program that is applicable to graduation but not to the major. This program will afford the student the
opportunity to spend one full term working with an organization. In addition, the
student will write a report on hisher activities. (Prereq.: consent of instructor)
Financial Theory: Policy and Practice
A system's approach to financial structure and policy. Emphasis on decision
making, presentation through literature, readings, lectures, and case material. (Prereq.:
BUS 331)
Investment Theory
Appraisal of the risktreturn relationships of various types of securities from the viewpoint of both individual and institutional investors. Extensive coverage of capital
markets and portfolio management. (Prereq.: all core courses or consent of instructor)
Operations Management
Concepts and principles related to the management of operating functions. Taught
from a managerial viewpoint with examples from various industries and sectors.
(Prereq.: BUS 242)
Marketing Management
Integration of marketing with other business functions; marketing management and
decision making, planning marketing programs, channels of distribution, pricing,
product selling promotion policies. (Prereq.: BUS 352 and either BUS 355 or 357)
Graduation Skill: Writing
C o u r s e
D e s c r i p t i o n s .
BUS 465
lnternational Management
To provide the student with a private sector manager's perspective on the influence
of national and international institutions on the multinational corporation and on the
strategies, structures, practices, and effects of the national corporation in the world
today. (Prereq.: BUS 242. BUS 362 is recommended) Graduation Skill: Writing
BUS 466
lnternational Marketing
This course examines those issues and activities unique to marketing in an international setting. Emphasis is also placed on adaptation of a marketing mix according
to the international marketing environment. (Prereq.: BUS 252, 362)
Contemporary Issues in lnternational Business and Trade
Conditions and motivations for world trade, business, and industrial cooperation.
Practical applications of the commercial policies of the major trading nations.
Examination of the impact of systematic changes on the volume and structure of
world trade. (Prereq.: BUS 465, 466)
BUS 468
BUS 499
'
Independent Study
The student may earn independent study credits through individually supervised
projects designed to afford himher the opportunity to analyze some topic or issue
in depth. (Prereq.: consent of instructor)
CHEMISTRY
CHM 100
CHM 101
Chemistry for Changing Times I
This is a non-laboratory course based on a popular book by John H. Hill of the
same title. It is not a traditional chemistry course and does not assume a science
background. Most of the problems we face are molecular in nature. What then but
chemistry can 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 does not apply toward a major or minor in chemistry nor does it meet any
chemistry prerequisite requirements. (Prereq.: MPG 2) Liberal Arts Perspective:
Natural World 2
Chemistry for Changing Times II
Designed for liberal arts students. Emphasis is on developing basic chemistry
concepts, through films and articles relating chemistry to life and society. CHM
101 includes laboratory. Does not apply as prerequisite for other chemistry courses.
(Prereq.: MPG 3) Liberal Arts Perspective: Natural World 1; Graduation Skill:
Quantitative Reasoning
CSC 160
Introduction to Computing and Communications
An introduction to computer science topics in hardware, software, theory, and
computer communications: algorithm design, logical circuits, finite automata,
context-free languages, Turing machines, network concepts, and the Internet.
(Prereq.: MPG 3)
CSC 170
Structured Programming
An introduction to problem-solving, algorithm development, and' programming
using a high-level programming language Three hours of lecture, 1.5 hours of lab.
(Prereq.: CSC 160 or MIS 370 and one of MAT 114 or MAT 122 or MIS 379 or
MPG 4) Graduation Skill: Critical Thinking
CSC 210
Data Structures
Data structures such as linked lists, stacks, and queues; recursion. (Prereq.: CSC
170) Graduation Skill: Critical Thinking
CSC 270
FORTRAN
Study of the FORTRAN programming language. It is assumed that the student has a
knowledge of programming methods and has done programming in some other
language. (Prereq.: CSC 170 or another course with a study of a programming language)
UNIX and C
Study of UNIX operating system and the C programming language. It is assumed
that the student has a knowledge of programming methods and has done programming in some other language. (Prereq.: CSC 170 or another course with a study of
a programming language)
Algorithms
A systematic study of algorithms and their complexity, including searching and
sorting algorithms, mathematical algorithms, scheduling algorithms, and tree and
graph traversal algorithms. The limitations of algorithms, Turing machines, the
classes P and NP, NP-complete problems and intractable problems. (Prereq.: CSC
210 and MAT 145 or 122 or 124) Graduation Skills: Quantitative Reasoning,
Critical Thinking
lntroduction to Networking and Communications
Principles and methods of data communications, information theory, distributed
processing systems, network protocols and security, standards, network management, and general computer interfacing. (Prereq.: CSC 170, MAT 122 or 124 or
145)
Principles of Computer Organization
An introduction to computer architecture, processors, operating systems, instruction
sets, and assembly language programming. (Prereq.: CSC 210)
CSC 272
CSC 320
CSC 340
CSC 345
c o u r s e
-m
CSC 352
Database Management and Design
Structure of database management systems, query facilities, file organization and
security, and the development of database systems. (Prereq.: CSC 210)
CSC 399
Internship
A work-based learning experience in which a student, faculty member, and site
supervisor design a learning agreement which links the ideas and methods of
computer science to the opportunities found in the placement. Students must
consult with the Computer Science Department and Internship Office before registering for academic credit. May be taken on a PIN grading basis only.
CSC 440
Advanced Networking and Operating Systems
Network management; clienttserver databases and workstations; TCPDP and other
network examples. Elements of operating systems, memory and process management, interactions among major components of computer systems, and a detailed
study of the effects of computer architecture on operating systems. (Prereq.: CSC
340 and 345)
Programming Languages and Compilers I
Principles that govern the design and implementation of programming languages.
Topics include formal languages, programming language syntax and semantics,
parsing, and interpretation. Emphasis on design issues. (Prereq.: CSC 320)
Programming languages and Compilers II
Continuation of CSC 450: compilers, data structures, control structures, and the
run-time environment. Emphasis on implementation issues. (Prereq.: CSC 345 and
450)
Advanced Topics in Computer Science
Study of advanced topics from areas of computer science not included in other
courses. This course may be repeated when the topics vary but may not be counted
more than twice as part of the requirement for the major. (Prereq.: consent of
instructor)
Independent StudyIResearch
Topics defined through consultation between student and the department.
CSC 450
CSC 451
CSC 495
CSC 499
ECONOMICS
ECO 110
ECO 112
Economics of Urban Issues
Study of economic implications of many problems facing a metro-urban environment. Some of the topics to be discussed are fundamental microeconomic tools
introduced to facilitate discussion of various topics, e.g. crime prevention, education, discrimination. (This is a basic course designed for those students who do not
plan to major in economics or business administration or MIS.) Liberal Arts
Perspectives: The City, Social World 1 or 2
Principles of Macroeconomics
An introduction to macroeconomics: national income analysis, monetary and fiscal
policy, international trade. Application of elementary economic theory to current
ECO 113
ECO 311
ECO 312
ECO 313
ECO 315
ECO 318
ECO 360
ECO 41 3
ECO 414
economic problems. May be taken independently of ECO 113. ECO 112 and 113
may be taken in either order. (Prereq.: MPG 2) Liberal Arts Perspective: Western
Heritage
Principles of Microeconomics
An introduction to microeconomics: the theory of the household, firm, market
structures, and income distribution. Application of elementary economic theory to
market policy. May be taken independently of 112. ECO 112 and 113 may be taken
in either order. (Prereq.: MPG 2) Liberal Arts Perspective: Social World 1 or 2
Public Finance
Analysis of the principles of taxation and public expenditures; the impact of fiscal
policy on economic activity; debt policy and its economic implications. (Prereq.:
ECO 113)
lntermediate Macroeconomics
Determinants of national income, employment, and price level analyzed via macromodels. Attention paid to areas of monetary-fiscal policy, growth and the role of
expectations. (Prereq.: ECO 112)
lntermediate Microeconomics
Theory of resource allocation, analysis of consumer behavior, firm and industry;
the pricing of factors of production and income distribution; introduction to welfare
economics. (Prereq.: ECO 113)
Money and Banking
Functioning of the monetary and banking systems, particularly commercial banks,
the Federal Reserve System and its role in relation to aggregate economic activity.
Emphasis placed on monetary theory and policy. (Prereq.: ECO 112)
Management Science
Provides a sound conceptual understanding of the modern techniques of management science to prepare students to make better business and economic decisions.
Emphasis is on applications, which are taken from the areas of transportation,
marketing, portfolio selection, environmental protection, the shortest route, inventory models, information systems, etc. (Prereq.: ECO 113, MPG 3) Graduation
Skills: Quantitative Reasoning, Writing
International Economics
A study of the underlying forces affecting the economic relations among nations.
Development of the basis for international trade, balance of payments, exchange
rate systems, and commercial policy. (Prereq.: ECO 113)
Labor Economics
Analysis of labor markets, labor as a factor of production, determination of wage
collective bargaining, labor legislation, and effects upon society. (Prereq.: ECO 313)
Welfare Economics
Basic concepts and propositions; Pareto optimality, economic efficiency of alternative market structures; social welfare functions; normative concepts of economic
theory. (Prereq.: ECO 313)
l
,
c o u r s e
D e s c r i p t i o n s . L-
EDUCATION
EDE 263
EDE 350
EDE 351
EDE 375
EDE 377
EDE 379
EDE 380
EDE 382
EDE 383
EDE 384
Kindergarten-ElementaryClinical Experience (.5 course)
Students should enroll for K-Elementary Clinical Experience in the first or second
trimester of their K-Elementary course sequence. Includes 160 hours of field experience. Seminars are arranged by the instructor in the Education Department.
Creating Learning Environments: Kindergarten-Elementary (.5 course)
The study of strategies and methods of teaching and learning in the contexts of
educational, psychological, and sociological theories. (Prereq.: PPST and admission
to dept.)
Techniques of Teaching Reading
The study and utilization of a variety of teaching techniques and resources in reading,
including the diagnosis and correction of reading difficulties. (Prereq.: PPST and
admission to dept.)
Discovery Learning in the World of Kindergarten (.5 course)
Study and utilization of a variety of techniques and resources for teaching kindergarten. (Prereq.: PPST and admission to dept.)
Kindergarten-ElementaryCurriculum: Science (.25 course)
Examination and preparation of materials and resources for science at the kindergarten and elementary levels. (Prereq.: PPST and admission to dept.)
Kindergarten-ElementaryCurriculum: Art (.25 course)
Examination and preparation of materials and resources for art at the kindergarten
and elementary levels. (Prereq.: PPST and admission to dept.)
Kindergarten-ElementaryCurriculum: Music (.25 course)
Examination and preparation of materials and resources for music at the kindergarten and elementary levels. (Prereq.: PPST and admission to dept.)
Kindergarten-ElementaryCurriculum: Mathematics (.5 course)
Examination and preparation of materials and resources for mathematics at the
kindergarten and elementary levels. (Prereq.: PPST and admission to dept.)
Kindergarten-ElementaryCurriculum: Health, Physical Education,
First Aid
Examination and preparation of materials and resources for physical education and
health at the kindergarten and elementary levels. (Prereq.: PPST and admission to
dept.)
Kindergarten-ElementaryCurriculum: Social StudiesIThematic
Studies (.5 course)
Examination and preparation of materials and resources for social studies and
thematic teaching at the kindergarten and elementary levels. (Prereq.: PPST and
admission to dept.)
EDE 386
Kindergarten-ElementaryCurriculum: Children's Literature (.5 course)
Examination and preparation of materials and resources for children's literature at
the kindergarten and elementary levels. (Prereq.: PPST and admission to dept.)
EDE 387
Kindergarten-Elementary Curriculum: Language Arts (.5 course)
Examination and preparation of materials and resources for language arts at the kindergarten and elementary levels. (Prereq.: PPST, EDU 264 and admission to dept.)
Graduation Skill: Writing
EDE 388
Kindergarten-ElementaryCurriculum: Health (.25 course)
Examination and preparation of materials and resources for health instruction at the
kindergarten and elementary levels. (Prereq.: PPST and admission to dept.)
EDE 389
Kindergarten-ElementaryCurriculum: Physical Education (.5 course)
Examination and preparation of materials and resources for physical education
instruction at the kindergarten and elementary levels. (Prereq.: PPST and admission
to dept.)
EDE 481, 482,
483,484
Student Teaching K-6 and Seminar (1 .O each course)
Observing and teaching at the kindergarten and elementary levels under the supervision of college and elementary school personnel. Students must apply for Student
Teaching at least three months prior to enrolling for the courses. A full term of
student teaching is required for all students pursuing an initial license. (Prereq.: All
K-Elementary course work satisfactorily completed and admission into the
Education Department licensure program) Graduation Skill: Speaking
EDS 252
Clinical Experience (.5 course)
Students should enroll for Clinical Experience by the second trimester of their
secondary course sequence. Includes 60 hours of field experience. Seminars are
arranged by the instructor in the Education Department.
EDS 350
Reading in the Content Areas (.5 course)
The study and utilization of a variety of techniques and resources to assist students
in teaching reading through the content areas. Major: Required for Secondary
Education. Upper division. (Prereq.: PPST and admission to dept.)
EDS 353
Creating Learning Environments: Secondary
The study of strategies, methods, and evaluation of teaching and learning in the
context of educational, psychological, and sociological theories. (Prereq.: PPST and
admission to dept.))
EDS 364
English Methods
Materials and methods suitable for students in secondary schools. Emphasis on the
preparation of lesson and unit plans. Some teaching experience in a local high
school. The study of adolescent literature is included. Joint Day and WEC.
(Prereq.: EDS 354 and PPST and admission to dept.)
c o u r s e
-m
EDS 375
Social Studies Methods (.5 course)
Introduction to the teaching of social sciences and history in secondary school
classrooms. Emphasis on instructional strategies and curriculum development.
Consult with the Education Department. Joint Day and WEC. (Prereq.: EDS 354
and PPST and admission to dept.)
EDS 390
Communication Skills in the English Classroom
This course is for English-education majors who plan to teach high school English.
It is designed to improve students' skills in public speaking, oral interpretation,
listening, and small group discussions as well as explore the methodologies for
teaching and incorporating these skills in the high school English cumculum.
(Prereq.: PPST and admission to dept.) Summer school only
EDS 478
School and Society
The emphasis in this course is on the school in relation to society. Current major
issues in education will be studied. Students should enroll as closely as possible to
the same term as their student teaching. (Prereq.: PPST, EDU 264, EDS 353, and
Methods in Subject Area)
EDS 481, 482,
483,484
Student Teaching and Seminar (1.0 each)
Observe and direct learning at the secondary level under supervision of college and
secondary school personnel. Three courses required of all 7-12 Licensure majors.
Four courses required of K-12 art, music, and physical education licensure majors.
Four courses required of double majors. (Prereq.: completion of all education
course work and admission to the Department) Graduation Skill: Speaking
EDU 210
Learning and Development in an Educational Setting
A survey of educational psychology topics as applied to teaching and learning.
Special emphasis is placed on classroom applications. (PSY 105 Principles of
Psychology is strongly recommended.) Liberal Arts Perspective: Human Identity
EDU 264
Orientation to Education in an Urban Setting (.5 course)
Study and investigation of various aspects of the teaching profession as students
evaluate their interest and suitability for a career in teaching. Open to all students.
(Prereq.: ENG 111) Liberal Arts Perspective: The City
EDU 282
Introduction to Special Education
An examination of the nature, causes, and educational interventions for such exceptionalities as mental retardation, physical disability, hearing and vision impairment,
learning disabilities, behavior disorders, and giftedness.
EDU 341
Media Technology (.5 course)
Psychological and philosophical dimensions of communication through the use of
instructional technology. Selection, preparation, production, and evaluation of
effective audio-visual materials for teachingtlearning situations. Computer training
will be included in this course. (Prereq.: PPST and admission to dept.)
EDU 388
Human Relations (.5 course)
Emphasis on the study of values, of communication techniques, and of the major
minority groups in Minnesota for the development of interpersonal relations skills
applicable to teaching and other professional vocations. Open to all.
ENGLISH
ENC 101
Developmental Writing
A preparatory course for ENG 111 Effective Writing, this course is required of
students identified by a writing sample (the English Placement Test) as needing
additional preparation in composition. Students receive course credit, but this does
not fulfill the graduation requirement in writing. The minimum passing grade for
this course is 2.0.
ENC 111
Effective Writing
Emphasis is on exposition, including learning research techniques and writing critical reviews. Attention is given to increasing students' effectiveness in choosing,
organizing and developing topics, thinking critically, and revising for clarity and
style. A writing lab is provided for those needing additional help. The minimum
passing grade is 2.0.
American Indian Literature
A study of poetry and fiction by selected American Indian writers. Discussion and
analysis will focus on ways in which literature reflects and illuminates American
Indian culture and traditions.
ENC 216
ENC 223
ENC 225
Writing for Business and the Professions
A practical course designed to improve writing skills for those preparing for business and professional careers. The writing of reports, letters, and proposals is
emphasized. Students are encouraged to use material from their own areas of
specialization. (Prereq.: ENG 111) Graduation Skill: Writing
Intermediate Expository Writing
This course builds on the practices and methods of ENG 111 Effective Writing. Its
workshop format stresses style and organization, the process of revision, self and
peer evaluation, and the relationship between reading and writing. (Prereq.: ENG
111) Graduation Skill: Writing
ENC 226
lntroduction to Creative Writing
The purpose of the course is to introduce students to the process of creative writing
and to various genres, emphasizing poetry and short fiction, but including journal
keeping and creative prose. (Prereq.: ENG 111) Liberal Arts Perspective: Aesthetics
ENC 227
Journalism
An introductory news writing course with emphasis on writing for the print and
broadcast media, including practice in writing for radio and television. Students
consider how to recognize news, gather and verify facts, and write those facts into a
news story. An introduction to legal and ethical questions is included. (Prereq.:
ENG 111) Liberal Arts Perspective: The City; Graduation Skill: Writing
ENC 245
lntroduction to Literature
An initiation into the formal study of fiction, poetry, and drama, drawing on works
from several periods, different cultures and races, and male and female writers. As
the prerequisite for all upper level courses in literature, Introduction to Literature
aims in particular to develop students' critical and analytical skills in reading literature and writing about it. Liberal Arts Perspective: Aesthetics.
ENC 2361436
Women and Fiction
A study of novels and short stories by women. Emphasis on the conditions that
have affected women's writing (including race and class), the reflection of
women's unique experiences in their writing, and they ways in which women
writers have contributed to and modified the Western literary heritage. Upper division option includes reading of theoretical essays. (Prereq.: For ENG 436, consent
of instructor.)
ENC 271
European Literature: Homer to Dante
Study of major works of Greek and Roman literature, including works by such
authors as Homer, Virgil, Aeschylus, Sophocles, Euripides, Aristophanes, Ovid,
and Dante. These works are studied with reference to their mythological foundations, their cultural background, their influence on later literature, and their enduring
relevance. Liberal Arts Perspective: Western Heritage; Graduation Skill: Writing
ENC 272
European Literature: From the Renaissance to the Modern Period
Study of masterpieces of literature, chiefly European, from the medieval to the
modern period, including such authors as Moliere, Cervantes, Rabelais, Voltaire,
and Ibsen. Liberal Arts Perspective: Western Heritage; Graduation Skill: Writing
ENC 282
Topics in Literature
Individual courses designed to investigate specific themes, movements, authors, or
works. The subjects selected for study in any year are listed in the class schedule
for that year. Recent offerings have included Contemporary Poetry, Women and
Fiction, and Grow Old Along with Me.
ENC 327
Advanced Journalism:Interviewing and Editing
Emphasis is on interviewing, organizing, and writing the story, and editing the
work of others. Students conduct interviews and critique the interview skills of
others. They edit their own work and that of other writers. An brief introduction to
layout and design is included. (Prereq.: ENG 227)
ENC 331
British Literature, Medieval to Elizabethan
A study of Chaucer and the medieval milieu as well as the development of English
poetry and drama in the English Renaissance. (Prereq.: ENG 245 or consent of
instructor)
ENC 336
British Literature, 17th and 18th Centuries
Reading, analysis, and discussion of works of selected writers from the metaphysical poets to the Pre-Romantics, with attention to the historical, intellectual and
social influences and the major literary movements. (Prereq.: ENG 245 or consent
of instructor)
ENC 337
British Literature, the Romantics and the Victorians
A study of major writers of the 19th century, emphasizing Romantic and Victorian
poetry, Victorian prose, and two or three novels of the period. Relationships among
these writers are emphasized as well as their relationship to their own age and their
lasting contribution to the forms of poetry and prose. (Prereq.: ENG 245 or consent
of instructor) Graduation Skill: Critical Thinking
ENC 341
ENC 345
Advanced Creative Writing
The purpose of this course is to help the experienced student improve creative
writing in a single genre as announced in the class schedule. (Prereq.: ENG 226 or
consent of instructor on the basis of submitted work)
Introduction to the English Language
A structural and historical overview of theoretical and social issues concerning the
English language, including theories of language acquisition. Students will be introduced to the primary components of linguistics, the development of the English
language, and the social impact of language. (Prereq.: ENG 245 or consent of
instructor)
ENC 347
Quantitative journalism: Computer-Assisted Reporting and Research
This course introduces students to computer-assisted informational investigation
and the interpretation of quantitative data in the writing of expository essays and
news reports. This course is designed for persons wishing to explore the use of
computer-assisted research and those preparing to enter the communication professions. (Prereq.: ENG 225 or ENG 227 or consent of instructor, MPG 3)
C o u r s e
ENG 350
American Literature before 1920
Reading of selected writers from colonial times to the beginning of the the 20th
century. Attention given to the intellectual, social, and literary movements that
stimulated the writers. The writers' continuing influence on our modem sensibility
will be discussed.
ENG 351
American Literature Since 1920
Writers are selected to represent the literary variety and the regional, ethnic, and
racial diversity of the men and women who have responded significantly in literary
works to the changing conditions of modern American life. (Prereq.: ENG 245 or
consent of instructor)
ENG 361
Studies in Modern Fiction
Emphasis is on significant works of selected prose writers, chiefly non-Western, of
the 20th century. (Prereq.: ENG 245 or consent of instructor) Liberal Arts
Perspective: Intercultural Awareness 1; Graduation Skill: Writing
ENG 399
Internship
The department offers on-campus internships in teaching writing and English as a
Second Language and various off-campus internships in writing and editing. Interns
meet with faculty advisers or seminar groups. Interested students should consult the
department chair.
ENG 423
Studies in the British Novel
A survey of the development of the novel in England from its 18th century beginnings to the 20th century. Novels studied are selected from the works of such
authors as Defoe, Richardson, Fielding, Sterne, Austen, Dickens, Bronte, Eliot,
Joyce, and Woolf. (Prereq.: ENG 245 or consent of instructor)
ENG 438
Shakespeare
Study of major plays-comedies, histories, and tragedies. Additional plays are
assigned for reading analysis. (Prereq.: ENG 245 or consent of instructor)
ENG 445
Creative Non-Fiction: Advanced Expository Writing
Designed for the self-motivated writer, the course emphasizes the conventions of
professional writing, including appropriate styles, voice, subjects, and techniques
for gathering information. (Prereq.: ENG 225)
ENG 480
Criticism
The course focuses on a variety of recent critical theories 'and approaches with which
graduate programs in English expect some familiarity. In a seminar setting, students
read and discuss original theoretical essays and experiment with applications to a small
group of literary and cinematic texts. (Prereq.: ENG 245 or consent of instructor)
ENG 482
Topics in Language and Literature
Individual courses designed to investigate specific themes, movements, authors, or
works. The subjects selected for study in any year are listed in the class schedule
for that year.
ENG 499
Independent Study
Open to junior or senior En@h w a r s with an werall GPA d 3,O or consent of
department chair. Designed to enable advanced students to pursue a topic not
covered by course offerings. The student must define a topic and a tentative reading
list, then seek a faculty member willing and able to supervise the project.
Department chair approval required.
FRENCH
FRE 111, 112
Beginning French
Aims to develop communication skills of understanding, speaking, reading, and
writing. Through conversations, classroom practice, and readings, these courses
work toward the discovery of French culture and way of life. Additional three-hour
laboratory per class meeting is required, usually scheduled on a weekday evening.
Liberal Arts Perspective: Intercultural Awareness 2 & 3
GST 140
Introduction to the Liberal Arts
An introduction to the philosophy of the liberal arts curriculum and the student
services available at Augsburg College. The course also focuses on improving
those skills so important to academic success: reading rate and comprehension, note
taking and textbook reading, time management, vocabulary, spelling, test taking,
concentration and memorization, conflict management, assertiveness training,
career planning, and decision making.
GST 200
Quantitative Reasoning
Critical thinking about statistical claims. Primary focus is on evaluating the strength
of arguments involving predictions and explanations. Topics include reading and
evaluating tables, graphs, and statistical models as well as traditional confidence
intervals and hypothesis tests. Emphasis on interpretation, evaluation, and cornrnunication. (Prereq.: MPG 3) Graduation Skill: Quantitative Reasoning
GST 209
City Seminar: Experiential Education (no course credit)
Students engage in a minimum of 50 hours of internship/service/cooperative education and use that experience as a catalyst for learning about the Twin Cities as an
urban community system. Students do a series of five or six reflective assignments
designed to introduce them to a systematic way of thinking about how their particular organization interacts with the larger community. The seminar meets six times
and enables the student to utilize experiential education options to meet the objectives of the City Perspective. (Prereq.: consent of instructor) Liberal Arts
Perspective: The City
GER 111, 112
Beginning German
Aims at developing basic skills. Classroom practice in speaking, understanding and
reading basic German. Goals: ability to read extended narratives in simple German,
insights into German culture and participation in short conversations. Laboratory materials available. Additional three-hour laboratory per class meeting is required, usually
scheduled on a weekday evening. Liberal Arts Perspective: Intercultural Awareness 2 & 3
HEALTH
AND PHYSICAL
EDUCATION
HPE 002 I003
HPE 101
Lifetime Sports (no course credit)
Two hours per week. Two Lifetime Sports meet the General Education requirements. No course credit.
Fitness for Life
A course designed to provide the knowledge and skills to modify personal health
and fitness. Liberal Arts Perspective: Human Identity
HPE 115
Health and Chemical Dependency Education (.5 course)
An analysis of chemical abuse and what can be done for the abuser. Includes information about school health education and services.
HPE 116
Health Concepts for Educators (.5 course)
A course to prepare future teachers for their role in the school health program.
Includes common childhood health problems with an emphasis on prevention.
HISTORY
HIS 101
HIS 102
HIS 103
HIS 104
HIS 195
The Beginning of the Western Culture
An analysis of the primary civilizations in the Near East, the classical world of
Greece and Rome, and the middle ages of Europe into the 13th century. Liberal
Arts Perspective: Western Heritage
The Shaping of Western Civilization
A consideration of European institutions and values from the waning of the Middle
Ages through the remodeling of Europe by Napoleon. Liberal Arts Perspective:
Western Heritage
The Modern World
A study of the main currents in Western civilization from the time of Napoleon to
the present. Liberal Arts Perspective: Western Heritage
The Modern Non-Western World
An introduction to various centers of cultural and political power in Asia and
Africa of the last 200 years. Liberal Arts Perspective: Intercultural Awareness 1
Topics in History
An introduction to selected historical topics not regularly offered in lower division
classes. The specific topics to be offered will be announced prior to registration.
HIS 220
America to 1815
The historical evolution of America to 1815 beginning with the contact of
American, African, and European cultures, then turning to the political, religious,
and racial diversity of colonial life. After treating independence and the creation of
a new republic, the course will conclude with the examination of the expansion and
democratization of that republic. Liberal Arts Perspective: Western Heritage;
Graduation Skill: Critical Thinking
HIS 221
19th Century U.S.
A historical survey of the United States during the 19th century, emphasizing the
social changes brought about by immigration, expansion, sectionalism and the
slavery debate. After considering the Civil War and Reconstruction, the course will
conclude with an examination of political, economic, and cultural changes influenced by industrialization and urbanization. Liberal Arts Perspective: Western
Heritage; Graduation Skill: Critical Thinking
HIS 222
20th Century U.S.
A historical survey of the United States in the 20th century, focusing on the
nation's adjustment to industrialization and urbanization, the emergence of the U.S.
as a world power, the rise of a strong federal government, the implications of
increasing racial and ethnic diversity, and the impact of affluence. Liberal Arts
Perspective: Western Heritage; Graduation Skill: Critical Thinking
HIS 225
History of the Twin Cities
A local history course using the MinneapolisISt. Paul metropolitan area as a case
study for examining large themes and issues in U.S. urban history. Topics considered include frontier urbanism, industrialization, and economic change,
transportation, immigration and ethnicity, and urban politics and reform. Liberal
Arts Perspective: The City
HIS 242
History of African-American Civil Rights, 1619-1915
A survey of the development of African-American civil rights focusing on legal,
economic, and political issues influenced by race and class, emphasizing emancipation and integration of slaves and former slaves.
HIS 243
History of African-American Civil Rights, 1915-1972
A continuation of History 242 with special emphasis on the contributions of
W.E.B. DuBois, Marcus Garvey, A. Philip Randall, Charles Houston, Thurgood
Marshall, and Martin Luther King, Jr.
HIS 331
Topics in U.S. History
In-depth exploration of selected topics in U.S. history not regularly examined in
other departmental offerings. The specific topics to be offered will be announced
prior to registration.
HIS 380
The History of Women in the West to 1870
A thematic and comparative examination with primary focus on Europe and North
America, emphasizing changing conceptions of women's work, public roles, sexuality, life cycles and familial roles in the Renaissance, early American,
Enlightenment, and Victorian periods.
C o u r s e
- D e s c r i p t i o n s .
HIS 381
HIS 440
HIS 474
HIS 495
History of Women Since 1870
This class emphasizes class, racial, and ethnic differences among women, and
examines the changing legal, political, economic, social, and sexual status of
women in Europe and North America since the Victorian period.
Topics in World History
This course will investigate topics in world history that are not included in regular
course offerings. The specific topics to be offered will be announced prior to registration.
The World and the West
This course begins with Europe's discovery of the rest of the world, considers
cultural interaction and conflict, the building of European empires in Asia and the
Americas, and concludes with the breakdown of these imperial systems at the end
of the 18th century.
History Seminar
This course is required for the major, and enrollment is normally restricted to
students who have nearly finished their coursework. Selected topics will be
announced prior to registration. Permission of the instructor is required. (Offered at
least once each year, during the Fall term)
INTERDISCIPLINARY
STUDIESIWOMEN'S
STUDIES
INS 105
WST 201
INS 225
Introduction to American Indian Studies
This course is an introduction to the content areas of the American Indian Studies
cumculum, including an overview of American Indian history and literature,
federal Indian policy, land issues, reservation and urban issues, cross-cultural influences, art, music, and language. (Required for American Indian Studies minor.)
Liberal Arts Perspective: Intercultural Awareness 1
Foundation in Women's Studies
This multidisciplinary course introduces students to the contributions of women in
history, religion, literature, philosophy, sciences, and the arts, and how the questions
and methodologies of these disciplines differ when seen from women's perspectives.
Students will also study the diversity of women's experiences in terms of race, sexual
orientation and class, and other contemporary issues. Graduation Skill: Speaking
lntroduction to Islam
This course is designed by a practicing Muslim to present his perception of Islam to
non-Muslims. The course will cover the ideological foundations of Islam, its basic
concepts and tenets, Islamic law (Shari'ah), Islamic economic and political
systems, and Islamic patterns of life. There will also be a consideration of the
differences between the Islamic sects (Sunnis, Shi'its, Sufis, etc.). There will also
be some effort to deal with the similarities and differences between Islam and both
Christianity and Judaism, including a visit to one of the mosques in the Twin
Cities. Liberal Arts Perspective: Intercultural Awareness 1
INS 232
The African-American Experience in America
An overview of the major issues related to the African-American experience,
focusing on historical, sociological, economic, legal, and psychological aspects of
that experience. Liberal Arts Perspective: Intercultural Awareness 1
INS 233
Women: A Cross-Cultural Perspective
This course examines a variety of issues concerning the biological, evolutionary,
and historical origins of women's roles and status in society. Comparative roles of
women are examined in tribal contexts across various indigenous cultures. Studies
include the role of women in Native American and African tribes, peasant societies
of Eastern Europe, Mexico, the Middle East, and China. Liberal Arts Perspective:
Intercultural Awareness 1
INS 260
Contemporary American lndians
This course examines the situation of American Indians in the United States since
the Indian Reorganization Act (1934). Emphasis is on such current issues as tribal
sovereignty, treaty rights, and education. The tension of cultural change and religious, traditional persistence among selected American Indian tribes today is
highlighted. Liberal Arts Perspective: Intercultural Awareness 1
American lndians in the Cinema
The course will be an historical survey of Hollywood movies that created and
continue to foster images to 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, misrepresentation, stereotypes, and the use of Indian and non-Indian actors.
Liberal Arts Perspective: Intercultural Awareness 1
American Indian Women
The focus is on the roles played by women in the tribal cultures of North America.
It explores the continuity of women's roles over time, as well as changes in these
roles, precipitated by the influence of Western colonialism. It examines the life
histories of Indian women and assesses their contributions to Indian community life
today. (Prereq.: one course in Women's Studies or American Indian Studies or
consent of instructor.) Liberal Arts Perspective: Intercultural Awareness 1
INS 264
INS 320
WST 495
INS 499
Women's Studies Seminar
This advanced course will include student research and presentations that incorporate feminist theory. The seminar is required of all majors and minors who do not
elect to do an Independent Study (INS 499).
Independent Study
The student must present a written proposal containing rationale, objectives, and
methodology of the proposed study according to program guidelines. (Must be
approved by the Women's Studies Coordinator.)
C o u r s e
D e s c r i p t i o n s .
MATHEMATICS
MPC 1-5
Math Placement Croup (MPC)
Before enrolling in any mathematics course, students must have the required math
placement. All students are required to have their Math Placement Group (MPG)
determined. In some cases, students who have transferred in a mathematics course
taken at another college may have their Math Placement Group determined by the
Registrar's Office. Students who have passed the College Board Advanced Placement
Exam in calculus should consult with the Mathematics Department. All other students
must take the Augsburg Math Placement Exam, which is administered by the
Academic Advising Center. The exam is given during college registration sessions
and at other announced times during the year. Practice questions and other information about the Math Placement Exam are available from the Academic Advising
Center.
MAT 105
Applied Algebra
Concepts of linear, exponential, logarithmic, and other models. Emphasis on applications to the social and natural sciences, business, and everyday life. Successful
completion advances students to MPG 3. Students in MPG 3 or 4 should consult
the department, as should students preparing for MAT 114. (Prereq.: MPG 2 and
either a year of high school algebra or consent of instructor.)
MAT 121
Finite Mathematics
Concepts from areas such as combinatorics, probability, matrices, linear programming, and graph theory. Emphasis on quantitative reasoning. Students who have
completed MAT 271 may not register for credit. (Prereq.: MPG 3.)
MAT 122
Calculus for the Social and Behavioral Sciences
Concepts of differential and integral calculus with applications in the social and
behavioral sciences. Emphasis on quantitative reasoning. Students who have
completed MAT 145 may not register for credit. (Prereq.: MPG 3.)
MAT 131
Mathematics for the Liberal Arts
An examination of the interaction between the development of mathematics and
that of western civilization. Primarily for students not intending further study in
mathematics. (Prereq.: MPG 3)
MAT 132
Numeracy for Contemporary Society
An examination of mathematics in an interdisciplinary and applied setting with an
emphasis on quantitative reasoning and connections to students' life, work, and
interests. Primarily for students not intending further study in mathematics.
Students who have completed another Quantitative Reasoning Graduation Skill
course may not register for credit. (Prereq.: MPG 3).
MAT 173
Math of Interest
Concepts from elementary financial mathematics such as annuities, loan payments
and mortgages, and life insurance. Emphasis on quantitative reasoning. (Prereq.:
MPG 3).
MANAGEMENT
lNFORMATION SYSTEMS
MIS 175
Principles of CompUtlng for Business
An introduction to miorocomputer-based information systems. Introduction to business applications, operating systems, computer hardware, and languages. Strong
emphasis on spreadsheets (basic commands, functions, graphics, and database).
Lesser emphasis on database. Emphasis on concepts and relation to business. (To
waive MIS 175, pass either a comprehensive exam or MIS 370.) (Prereq.: MPG 3)
MIS 370
Advanced Computing for Business
An investigation of programmable systems using personal computers. Examine
basic algorithms and associated flow charts. Apply these concepts by programming
various applications (spreadsheets, word processing and database) and applicationoriented languages such as Visual Basic. (Prereq.: MPG 3. Also, MIS 175 or CSC
170, or, with permission of instructor, extensive experience with spreadsheets, and
personal computers.)
MIS 375
Management lnformatlon Systems in the Organization
Use of a systms approach in analyzing the role of information system in o m zations. Analyze various kinds of information systems in terms of their computer
components and their benefits to staff and management. Introduction to a CASE
tool such as Excelerator. (Prereq.: ACC 221, BUS 242 or 252, and one computer
course such as MIS 175, 370, CSC 160 or 170. Recommended: ECO 113, ACC
221, BUS 242, MIS 379, BUS 331.) Graduation Skill: Writing
MIS 376
Project Management
Dsvelops project management gkilIs n
&me,
d to
plan, Icad, modtor, and
complete projects. Combines theories, techniques, group activities, and computer
tools such as Microsoft Project. Emphasizes technical and communications skills
needed to manage inevitable changes and problems associated with project management. (Prereq.: ACC 221, BUS 242, MIS 175 or 370) Graduation Skill: Speaking
MIS 379
Quantitative Methods for Business and Economics
An introduction to quantitative reasoning to assist students in reading and interpreting data. Topics include descriptive measures, probability, sampling
distributions, estimation and hypothesis testing. Emphasis on their use in applied
problems in business and economics. Computer software may be used to analyze
survey data. (Prereq.: MIS 175 and either Math Placement Group III or a grade of
at least 2.0 in MAT 104) Graduation Skill: Quantitative Reasoning
MIS 399
Internship Program
A student may receive credit through an internship program that is applicable to
graduation but not to the major. This program will afford the student the opportunity to spend one full term working with an organization. In addition, the student
prepares a written report on the activities involved. (Prereq.: consent of instructor)
r
C o u r s e
MIS 475
Systems Analysis and Design
Identify the necessary steps of systems analysis and design. Investigate various
representations for information, processes, and relationships. Utilize analytical tools
such as data flow diagrams and CASE tools such as Excelerator. Complete a rudimentary systems design. (Prereq.: MIS 375)
MIS 476
Information Systems Projects
Using skills developed in MIS 37.5 and 475, generate a complete and extensive
project of systems analysis and design. (Prereq.: MIS 475)
Intermediate Quantitative Methods for Business and Economics
Advanced modeling using computer software. Specific topics may include PATH
analysis, Monte Carlo simulations, queuing models and ANOVE. (Prereq.: MIS
379)
MIS 479
MIS 499
Independent Study
The student may earn independent study credits through individually supervised
projects designed to analyze a topic in depth. (Prereq.: consent of instructor)
MUSIC
MUS 130
MUS 241
Introduction to Music in the Fine Arts
Relationship between music of each period and the other fine arts. For non-music
majors. Liberal Arts Perspective: Aesthetics
The History of jazz
Jazz is a national treasure that has influenced our national music identity and inspired
composers and performers throughout the world. This course will examine the
evolution of jazz from its black secular roots to the electronically influenced contemporary idiom. Performers from each period will be analyzed as well as the influence
of this art form on artists of other disciplines. Daily listening and reading assignments
will supplement lectures, demonstrations, and selected films and video tapes.
MUS 272
Human Identity Through the Creative Arts
A study of the aesthetic expression and experience as they relate to human identity,
with an emphasis on psychological, cultural, and biological aspects of musical
behavior. An understanding of the relationships of the creative therapies of art,
music, drama, and movement. Liberal Arts Perspective: Human Identity
NORWEGIAN
NOR 111, 112
Beginning Norwegian
Introduction of the four basic language skills: speaking, listening, reading and
writing. Stress on spoken rather than literary Norwegian. Additional three-hour
laboratory per class meeting is required, usually scheduled on a weekday evening.
Liberal Arts Perspective: Intercultural Awareness 2 & 3
NURSING
NUR 305
Contemporary Nursing I: Communication
A course that introduces the components of the professional role and begins the profes-
NUR 306
NUR 310
NUR 311
NUR 330
NUR 350
NUR 403
sional socialization process. The communicative process is emphasized as one means
by which the nurse-client relationship is negotiated. Interactive and group theories are
explored for their applicability to changing professional roles and practice. Graduation
Skill: Writing
Contemporary Nursing II: Paradigms in Nursing
An introduction to theories and conceptual thinking in the process of professional development. The function of theory in guiding nursing practice is emphasized. Selected
nursing conceptual models are studied and their application to practice is examined.
Community Health Nursing I
This course focuses on community health delivery systems. Health care is examined within the cultural, political and economic diversity of the city. Students
complete an assessment of an elderly person and an urban community and critically discuss the ethical issues of health care delivery. Liberal Arts Perspective:
The City
Community Health Nursing II: Practicum **
This course provides a clinical experience in the practice of public health nursing
in which students give direct care to culturally diverse clients and groups. Students
will provide care to both disease and disability and health promotion clients.
Students analyze a specific community system and the community's provision of
health-related services. (Prereq.: NUR 3 10)
Trends and Issues in Nursing
This transitional course is designed to investigate the current responsibilities of the
professional nurse. Current economic, social, political, and professional trends and
issues are explored in relation to their implications for nursing practice. Graduation
Skill: Speaking if NUR 431 is also taken
Introduction to Nursing Research**
The research process and methods appropriate to nursing are emphasized in this
course. Issues of ethics in nursing research are explored. Students critique nursing
research for its applicability to nursing practice and design a research proposal.
Graduation Skills: Critical Thinking, Quantitative Reasoning
Contemporary Nursing Ill: Families
This course provides a theoretical basis for nursing interventions with culturally
diverse families and explores theories related to family structure and functioning
throughout the life span. Consideration is given to the role of the nurse in family
health care. (Prereq.: NUR 3 11) Graduation Skill: Writing
** This course involves an additional clinical fee.
NUR 423
Practicum in Nursing I: Nursing of the Family **
A clinical practicum that offers the student an opportunity to provide complex
nursing care to families in a selected practice setting. (Prereq.: NUR 403)
NUR 431
Leadership and Management: Theory and Practice **
This course examines the professional nurse roles of leader and manager. Concepts
of change, conflict, and system dynamics are explored. Ethics, accountability, and
advocacy in the leader-manager role are studied. Application of theory occurs in
selected practice settings. (Prereq.: NUR 423) Graduation Skill: Speaking if NUR
330 is also taken
NUR 432
Topics in Nursing
A course designed to provide in-depth exploration of selected topics in nursing. The
subjects studied will vary depending upon the interests of the faculty and students.
NUR 499
Independent Study
This learning experience provides the opportunity for the student to study a
selected topic or issue in depth. Students consult with faculty and submit written
proposals, objectives, and methods of evaluation prior to registration.
OJIBWE
OJB 111, 112
Beginning Ojibwe
An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is
on vocabulary, reading, writing, and conversational skills. Classroom practice will
include linguistic patterns and oral interaction. Liberal Arts Perspective:
Intercultural Awareness 2 & 3
Introduction to Philosophy
Philosophy raises some of the most basic questions that human beings can ask
about meaning, ideas, beauty, and truth. The purpose of this course is to provide
the student with some experience in examining these concepts, thereby to sharpen
the critical and analytical skills required to evaluate and construct a system of ideas
and beliefs. Liberal Arts Perspective: Human Identity
PHI 120
Ethics
Ethics studies our moral beliefs and helps students consider the bases they use to
make moral judgments. The course explores the major philosophical approaches to
evaluating moral actions, and then applies them to contemporary personal and
social moral issues. Throughout the course Christian ethics will inform our considerations. Students taking PHI 120 may not take PHI 125. Liberal Arts Perspective:
Christian Faith 3; Graduation Skill: Critical Thinking
** This course involves an additional clinicalfee.
PHI 125
Ethics and Human Identity
This course is a philosophical study of the role of human understanding, feelings,
and action with respect to the pursuit of happiness. We begin by asking what the
end or purpose of human life is; assess the role of reason, will and passion with
respect to this end; and then decide on the moral and intellectual virtues required to
reach the end. The topic of friendship and human love is investigated next. The
course ends with an analysis of human happiness. Students taking PHI 125 may not
take PHI 120. Liberal Arts Perspective: Human Identity
PHI 175
Philosophy of Love and Sex
Study of some common conceptions and misconceptions of romantic love and look at
some philosophers' definitions of it. What it is like to be in love with someone, and
how this differs from just being friends, or desiring that person sexually. Exploration of
ethical issues concerning sex. Liberal Arts Perspective: Human Identity
Logic
Students learn to distinguish arguments from exposition. Then they learn the rules
that govern valid arguments and develop their ability to recognize and construct
sound arguments. The last part of the course focuses on inductive reasoning.
Graduation Skill: Critical Thinking
PHI 230
PHI 241
History of Philosophy I: The Classical Philosophers
The writings of Plato and Aristotle are the foundations of all philosophical thought
in Western civilization. In this course students read and analyze some of the key
works by Plato and Aristotle as well as work in Stoicism, Epicureanism and
Neoplatonism. Liberal Arts Perspective: Western Heritage
PHI 350
Philosophy of Religion
What is the relation between faith and reason? Does God exist, and if so, what can
be said about God? Can we reconcile the goodness of God with human and animal
suffering? We will conduct a systematic inquiry into these questions that form the
basis of Western religious beliefs. (Suggested: one prior course in philosophy)
Liberal Arts Perspective: Christian Faith 2 or 3
PHI 380
Ethics of Medicine and Health Care
Application of ethical principles to problems which arise in the areas of health care
and delivery, human experimentation, genetic engineering, abortion, care for the
dying, and euthanasia. Liberal Arts Perspective: Human Identity
PHYSICS
PHY 101
Astronomy
A descriptive course covering our solar system, stars and galaxies. In addition the
course traces the development of scientific thought from early civilization to the
present day. Night viewing and laboratory sessions are important components of the
course. (Prereq.: MPG 2) Extra laboratory hours are required. Lab time may be
scheduled for an evening. Liberal Arts Perspective: Natural World 2
-m
c o u r s e
D e s c r i p t i o n s .
PHY 106
Introductory Meteorology
A survey of the basic principles involved in understanding Earth's weather and
climate. Topics include winds, fronts, cyclones, clouds and precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming, and
ozone depletion. (Prereq.: MPG 2) Three hours of laboratory per class are required.
Lab time is usually scheduled for an evening. Liberal Arts Perspective: Natural
World 1 or 2; Graduation Skill: Critical Thinking
POLITICAL
SCIENCE
POL 121
American Government and Politics
The politics of American government including the forms of political ideas; the
pattern of participation; the dynamics of congressional, presidential, and bureaucratic policy making; and current issues in American society. Liberal Arts
Perspective: Social World 1 or 2
POL 122
Metropolitan Complex
Examines politics in metropolitan areas, emphasizing central cities, and focusing on
actors, structures, and other influences on urban public policy. Discussion-lecture,
case studies of Twin Cities' metro and meetings with public officials and activists.
Liberal Arts Perspectives: The City, Social World 1 or 2
POL 124
American Women and Politcs
This course investigates the roles women play in the political system as citizens,
activists, and office holders. It focuses on two questions: how women affect
government, politics, and public policy; and how government, politics, and public
policy affect women. Political, economic and social issues will be explored from
contemporary and historical perspectives.
POL 140
Social Justicein America
Development and defense of standards of social justice and examination of conditions
in the United States against these standards. Involves active exchange of ideas and
student involvement. Liberal Arts Perspective: The City
POL 158
Political Patterns and Processes
An analysis of basic patterns in the political system and decision-making process
with some comparison of major political systems and discussion of contemporary
issues. Liberal Arts Perspective: Social World 1 or 2
POL 160
World Politics
Introduction to the processes and issues of international politics, including the
dynamics of the international system, theories of international relations, and a focus
on recent problems. Liberal Arts Perspective: Social World 1 or 2
POL 170
Law in the United States
A survey of American law and legal process. Theories of law; law and society;
roles of courts, police, lawyers, and juries; the United States Constitution as
"supreme" law; law as politics; historic and contemporary legal issues. Liberal Arts
Perspective: Social World 1 or 2
POL 342
Mass Communications in Society
A study of the effects of new information technology, of new communications
networks such as the Internet, and of the traditional electronic media. Covers uses
of technology and media for newsmaking, selling, entertainment, and public affairs.
Includes issues such as ethics, censorship, and internationalism. (Prereq.: sophomore standing)
POL 495
Seminar in Communications
Selected topics. Consult department chair concerning terms and subject matter.
PSYCHOLOGY
PSY 101
Self-Identity and Values
A study of personal life and the role of the individual in the larger social context.
Topics include the development of identity and gender roles. (This course does not
substitute for PSY 105 as a prerequisite to upper division psychology courses.)
Liberal Arts Perspective: Human Identity
PSY 102
The Individual in a Social World
A scientific investigation of social issues, with analysis of both individual and
group factors. Topics include media, prejudice, conformity, legal processes, and
consumer issues. Research participation is required. (This course may substitute for
PSY 105 as a prerequisite to upper division psychology courses.)
PSY 105
Principles of Psychology
An introduction to the methods and principles of psychology. Applications of
psychological concepts to everyday situations are emphasized. Research participation is required. Liberal Arts Perspective: Human Identity
PSY 200
Psychological Science Laboratory
An introduction to the science of psychology through problem-solving. The focus is
application of psychological principles to real-world issues. Emphasis on data
collection, summary, and communication. (Prereq.: PSY 102 or 105)
PSY 201
Health Psychology
Consideration of the impact of psychological, behavioral, social, and biological
interactions on health. (Prereq.: PSY 102 or 105)
PSY 230
Research Methods: Design, Procedure and Analysis I
Part one of a two-term sequence. Scientific method as practiced in psychology.
Emphasis on skills of bibliographic research, research design and data collection,
statistical analysis and interpretation, computer-assisted data analysis, and APAstyle presentation of research findings. PSY 230 must precede PSY 330. (Prereq.:
PSY 200; MPG 3) Graduation Skill: Quantitative Reasoning
PSY 325
Social Behavior
Social factors that influence individual and group behavior in natural and laboratory settings. Topics include: social cognition, group behavior, social influence,
attitude formation, and change. (Prereq.: PSY 200 or consent of instructor)
PSY 330
Research Methods: Design, Procedure, and Analysis II
Part two of a two-term sequence (see PSY 230). PSY 330 should be taken in the
term immediately following PSY 230. PSY 230 may be taken for one course credit
without taking PSY 330. (Prereq.: PSY 230 with a grade of 2.0 or higher)
Graduation Skill: Writing
PSY 351
Child Development
Emphasis on normal child development and behavior. Practical implications of data
and theory are stressed. (Prereq.: PSY 102 or PSY 105)
PSY 352
Adolescent and Young Adult Development
Emphasis on normal development and behavior. Practical implications of data and
theory are stressed. (Prereq.: PSY 102 or 105)
PSY 353
Aging and Adulthood
Development through middle and older adulthood. Consideration of positive and
negative aspects of aging. Content is especially relevant to those who study and
work with the largest growing segment of our population-the elderly. (Prereq.:
PSY 102 or 105)
PSY 354
Cognitive Psychology
Theory, data, and practical applications relevant to the following topics: attention,
perception, pattern recognition, memory, mental imagery, problem solving, decision-making, and language. (Prereq.: PSY 230)
PSY 355
Biopsychology
Relationship between brain and behavior. Considers biological bases of learning
and cognition, emotions, abnormal psychology, personality, normal, and altered
states of consciousness. (Prereq.: PSY 230)
PSY 356
Environmental Psychology
This course uses a cultural-ecological viewpoint to study the influence of the environment, both natural and human-made, on behavior. (Prereq.: PSY 102 or 105)
Liberal Arts Perspective: The City
PSY 357
Behavior Analysis
Principles of learning behavior change and their application to self-management,
family, work, school, and clinic settings. Individualized projects. (Prereq.: PSY 102
or PSY 105) Graduation Skill: Writing
PSY 359
Assessment
Theory and scientific methods of assessing human aptitudes, achievement, personality, abnormal behavior, vocational interests, and impacts of the environment on
behavior. Examination of a variety of tests, concepts of reliability and validity, and
legal and ethical issues. (Prereq.: PSY 230)
PSY 361
Personality
Theory, research, and assessment of behavior patterns of individuals. Historical and
current views of personality with attention to cultural factors. (Prereq.: PSY 102 or
PSY 105)
PSY 362
Abnormal Psychology
An introduction to maladaptive human behaviors from social, organic, and psychological points of view. (Prereq.: PSY 102 or 105)
PSY 371
Psychology of Gender
Emphasis on the social construction of gender and its impact on the lives and
behavior of individuals. (Prereq.: PSY 102 or 105)
Industrial/Organizational Psychology
The theoretical and applied study of organizations: group processes and organizational change; member characteristics, and appraisal. (Prereq.: PSY 102 or 105)
PSY 373
PSY 381
Historical Perspectives
Consideration of psychological questions and theoretical positions as they developed historically. Changes from philosophical roots to scientific method and
postmodernism. (Prereq.: two psychology courses)
PSY 399
Internship
A work-based learning experience in which a student, faculty member, and site
supervisor design a learning asreement that links the ideas and methods of
psychology with the opportunities found in the placement. Participation in a
concurrent seminar is required. Students must consult with the department and the
Internship Office before registration. (Prereq.: PSY 330)
PSY 485
Counseling Psychology
Principles and methods involved in the counseling process. Consideration of goals
and ethical guidelines for the counseling relationship. (Prereq.: three PSY courses
and junior standing)
Current Topics in Psychology
Specific topics will be published prior to registration. (Prereq.: PSY 230 and
consent of instructor)
Advanced Research Seminar
Research team experience in a seminar format. Designed to extend students'
knowledge of statistical and methodological techniques and to explore contemporary research issues. Recommended for students headed for graduate school and
those electing an honors major. (Prereq.: PSY 330 or comparable course approved
by instructor)
Seminar: Contemporary Issues
Discussion and exploration of contemporary societal issues from a psychological
viewpoint. Faculty-supervised student research. (Prereq.: 230 and junior standing)
Graduation Skill: Critical Thinking
PSY 490
PSY 491
PSY 493
RELICION
(REL
I I 1, 221,or 33 1 is a prerequisite for all other religion courses.)
REL 111
Introduction to Theology
An introduction to the academic discipline of theology and to the dialogue between
the church and the world that concerns Christian doctrine. Liberal Arts Perspective:
Christian Faith 2 or 3
REL 221
Biblical Studies
The origin, literary character, and transmission of the biblical documents. The task
of biblical interpretation. The history of Israel a& the emergence of the church.
Liberal Arts Perspective: Christian Faith 1 or 3
REL 231
Religion in African-American History
An examination of selected topics related to the Black experience, e.g., African
backgrounds, religion under slavery, and evangelicalism. Liberal Arts Perspective:
Christian Faith 3
REL 263
REL 331
REL 339
REL 353
REL 356
World Justiceand Hunger: Developing a New World View
The course will survey and discuss the most recent reports and analysis of the current
holocaust of global hunger including the root causes, the inter-connectedness of other
issues, the biblical mandate, and the roles of justice, charity, oppression and liberation.
The purpose will be to build greater global awareness, become sensitized to ethical
choices, energize us for action and responsible living, and explore pedagogical principles for social justice. Liberal Arts Perspectives: Social World 2, Christian Faith 3
Foundations in Bible and Theology
An advanced introduction to the biblical and theological foundations of the
Christian faith that focuses on writing and advanced critical thinking skills. Open
only to junior or senior transfer students. Not accepted for credit for students who
have taken REL 111 or REL 221. Liberal Arts Perspective: Christian Faith 1, 2 or 3
Television and Religion
After considering the role of television in American life, this course considers religion's relationships with television in order to understand popular perceptions of
religion. Topics include news coverage of religion, religion in commercial
programs, television evangelists, television influences on religious practice, and
television as a religion.
Denominations and Religious Croups in America
A study of the beliefs and worship practices of the major Christian denominations
and of many contemporary American religious groups. Some controversial religious
movements will also be considered. (Prereq.: REL 111, 221 or 331) Liberal Arts
Perspective: Christian Faith 2 or 3
History of Religions
An introductory survey of some of the major living religions of the world including
Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam. Lectures plus
some discussion of primary documents from these religious communities. (Prereq.:
REL 111,221 or 33 1) Liberal Arts Perspective: Christian Faith 3
m
REL 361
REL 362
REL 363
REL 366
REL 370
REL 386
REL 420
.
,
.
.
*,
The Church in the First Four Centuries
A study of the early Christian Church, including such topics as persecution and
martyrdom, the development of the creeds, Christianity in conflict with Gnosticism
and mystery religions, monasticism and mysticism, early Christian worship, and
theology. (Prereq.: REL 111, 221 or 331) Liberal Arts Perspective: Christian Faith 2
or 3
Theology of the Reformers
An introduction to the theological thought of the Protestant reformers of the 16th
century. Special attention to the writings of Martin Luther and other representative
figures. (Prereq.: REL 111, 221 or 331) Liberal Arts Perspective: Christian Faith 2
Religion in America
A study of the history of religion in America. Special attention to the rise of religious liberty, revivalism, denominations, and the responses of religion to the
challenges of its environing culture. (Prereq.: REL 111, 221 or 331) Liberal Arts
Perspective: Christian Faith 2 or 3
The Church and Social Change in Latin America
This course focuses on the relationship of the church to poverty, political oppression, and social injustice in Latin America. Central to the course is an examination
of the emerging "Theology of Liberation" as articulated by prominent Latin
American theologians as well as by people directly involved in local parishes and
development projects in Cuernavaca. Special attention will be given to the complex
interactions between women and religious institutions. Global Education travel
seminar. (Prereq.: one course in religion or theology) Liberal Arts Perspectives:
Christian Faith 3, Intercultural Awareness 1
American Indian Spirituality and Philosophical Thought
Religious beliefs, spiritual customs, and philosophy of North American Indians are
studied. Within these broad areas, the subjects of medicine, healing, shamanism,
dreams, visions, myths, and spiritual power are also included. Tribal similarities
and differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. (Prereq.:
REL 111, 221 or 331) Liberal Arts Perspectives: Christian Faith 3, Intercultural
Awareness 1
Speaking of Genesis
An investigation of scholarship on Genesis and the role of interpretation through
study of the characters and values portrayed in Genesis and related biblical texts.
(Prereq.: REL 111, 221 or 331) Liberal Arts Perspective: Christian Faith 1 or 3;
Graduation Skill: Speaking
The Russian Orthodox Church
This course will explore the history, theology, and liturgical life of the Eastern
Orthodox Christian Church. Theology and history will be considered primarily
from the perspective of those Christians who live in Greece, Turkey, and Eastern
Europe, with special attention to the Orthodox Church in Russia. (Prereq.: REL
111, 221 or 33 1) Liberal Arts Perspective: Christian Faith 2 or 3
REL 430
REL 440
REL 441
REL 471
REL 472
REL 473
REL 481
REL 483
Christians Seeking Unity
This course will introduce students to the effort in unifying the Christian church
which began in 1910 and continues today through bilateral dialogues. The goal is
for the churches to be in full communion with each other. Students will examine
the current conversations and assess the gains that have been made. Churches
involved include Roman Catholic, Orthodox, Lutheran, Anglican, and Reformed.
(Prereq.: REL 111, 221 or 331) Liberal Arts Perspective: Christian Faith 2 or 3
Varieties of Christian Spirituality
A study of selected spiritualities from the Christian tradition and of contemporary
developments, including 12-step spirituality, feminist, ecological, and non-Western
Christian spiritualities. An introduction to the basic practices of spiritualities, especially prayer and meditation. (Prereq.: REL 111, 221 or 331) Liberal Arts
Perspective: Christian Faith 2 or 3
Feminism and Christianity
This course will consider the central ideas of Christianity and feminism and how
they might be compatible. Attention will be given to religious influences on societal roles for women and men, feminist interpretation of the Bible, and the impact
of feminism on Christian theology, especially in terms of language and metaphor.
(Prereq.: REL 111, 221 or 331) Liberal Arts Perspective: Christian Faith 1, 2 or 3
Jesusand His Interpreters
Consideration of the New Testament documents, particularly the Gospels, dealing
with their context, literary structure, and relationships. Attention to the variety of
interpretations given the person of Jesus, including the "quests for the historical
Jesus." (Prereq.: REL 111, 221 or 331) Liberal Arts Perspective: Christian Faith 1
or 3
Paul the Apostle
A study of the Apostle Paul including his historical background, his relationship to
the early church, and some of the themes found in his writings. (Prereq.: REL 111,
221 or 331) Liberal Arts Perspective: Christian Faith 1 or 3; Graduation Skill:
Critical Thinking
The Message of the Old Testament
The various types of Old Testament literature. The distinctive ideas of Hebrew
thought with emphasis on the message of the prophets. (Prereq.: REL 111, 221 or
331) Liberal Arts Perspective: Christian Faith 1 or 3
Contemporary Theology
An introduction to some representative trends in Christian theological thought
today, as seen from the systematic perspective, in the light of the continuing theological task of the Christian Church. By arrangement. (Prereq.: REL 111,221 or
331) Liberal Arts Perspective: Christian Faith 2 or 3
Christian Ethics
The bases of Christian social responsibility, in terms of theological and sociological
dynamics. Emphasis on developing a constructive perspective for critical reflection
upon moral action. (Prereq.: REL 111, 221 or 331) Liberal Arts Perspective:
Christian Faith 2 or 3
REL 486
Psychology of Religion and Theology
A study of current psychological views of religion in the context of the traditional
Christian view of human nature. Special attention will be given to the classics in
the field by Freud, Jung, and William James, and to those Christian theologians
who have been influenced by them. (Prereq.: REL 111,221 or 331)
REL 495
Seminar
Selected topics. Required of major in hisfher junior or senior year. Others by
permission of instructor. (Prereq.: REL 111, 221 and 356 or 481) Graduation Skill:
Writing
SOCIAL WORK
SWK 257
Exploring Human Services
This course is designed to help students learn about themselves in relation to a
possible major or future career in social work. Students must arrange to perform 80
hours of work in a human service agency and must attend the seminar. Liberal Arts
Perspective: The City
SWK 260
Humans Developing
This course provides the knowledge basic to an understanding of human growth
through the life cycle and of the sociocultural, biological, and psychological factors
that influence the growth of individuals and families. Growth related to diverse
populations and groups or special stresses is also a focus. Liberal Arts Perspective:
Human Identity
SWK 301
History and Analysis of Social Policy
This course describes the historical and contemporary systems of human service.
The values and social movements that form the charitable and governmental
responses to human needs will be explored. (Prereq.: junior standing or consent of
instructor) Liberal Arts Perspective: Social World 2
SWK 306
Social Work Practice I: With Individuals
This course covers the basic features of the helping process, theoretical foundations, principles, and techniques of social work with individuals and small groups,
and development of relationship building skills. Includes videotaping laboratory
sessions. (Prereq.: previous or concurrent registration with SWK 301, junior
standing)
SWK 364
Field Work I: Integrative Seminar
Beginning supervised professional practicum experience in a social work agency
that focuses on interviewing experience and relationship building. A total of 120
hours, plus small group integrative seminars. (Prereq.: SWK 301, junior standing,
concurrent with SWK 306)
C o u r s e
SWK 401
Research: Evaluation of Practice and Programs
Overview of commonly-used research methods, especially experimental designs
and applications to program and practice evaluations, plus use of data-processing
equipment for statistical analysis. (Prereq.: MPG 3) Graduation Skill: Quantitative
Reasoning
SWK 316
Social Work Practice II: With Families and Croups
Enlargement and refinement of practice skills recognizing adaptations of the
problem-solving model to diverse populations through lecture, classroom exercise,
and regular class work. Enlargement of social group and family work skills,
emphasis on development of generalist practice skills, and eclectic approaches with
a focus on diversity of professionals and client populations. (Prereq.: SWK 306,
307, concurrent with SWK 3 17) Graduation Skill: Writing
Field Work II: lntegrative Seminar
Continuation of practicum begun in Field Work I. A total of 120 hours, plus
integrative seminars. (Prereq.: candidacy status, concurrent with SWK 461)
Social Work Practice Ill: With Communities and Policies
This course focuses on social change through community organization, development and social action with emphasis on history, theories and issues relevant to
social change, understanding of communities and human service agencies, and
practice in the local community.
Social Policy: Analysis and Development
This course includes the study of theories of social policy formulation and methods
of analysis. Development and implementation will be viewed firsthand through
work with a public policy agency or official. (Prereq.: senior standing or consent of
instructor) Graduation Skill: Critical Thinking
Field Work Ill: lntegrative Seminar
Beginning of second practicum plus integrative seminars. (Prereq.: concurrent with
SWK 406)
Field Work IV: lntegrative Seminar
Continuation of SWK 407; 120 hours plus integrative seminars. (Prereq.: candidacy
status)
The Social Worker as Professional
This course reviews ethical practice, bureaucratic survival, professional job attainment, strategies for agency change, and empowering clients. (Prereq.: candidacy
status) Graduation Skill: Writing
SWK 317
SWK 406
SWK 465
SWK 407
SWK 41 7
SWK 419
Soclo~oc~
SOC 121
SOC 21 1
Introduction to Human Society
What is society and how does it make us who we are? As a unique way of understanding, sociology offers insights into discovering the world and one's place in it.
Course study focuses on an understanding of culture, social structure, institutions,
and our interactions with each other. Liberal Arts Perspective: Social World 1 or 2
Human Communities and the Modern Metropolis
The course asks a fundamental question of our times: how is community possible
in the face of multicultural, economic and ideological forces that are characteristic
of urban life? The cultural and structural dynamics of the Twin Cities are a basis
for exploring this possibility. Liberal Arts Perspective: The City
SOC 231
Family Systems: A Cross-Cultural Perspective
The human family system is explored in its variations among world cultures and
within sub-cultures in the United States. Students prepare and deliver oral reports
on three topics of their choice: a world family pattern, an American sub-cultural
pattern and a family process. Liberal Arts Perspective: Intercultural Awareness 1;
Graduation Skill: Speaking
SOC 265
Gender, Race and Ethnicity
Who gets what, when, and how? Individuals and groups from diverse backgrounds-such as race, ethnicity, class, gender, and sexuality-receive unequal
portions of wealth, power, and prestige within our society. This course focuses on
both the collective and individual processes involved in social inequality. Liberal
Arts Perspective: Intercultural Awareness 1
SOC 349
Complex Organizations
What is the nature of these modern organizations in which we spend so much of
our daily lives? Organizations as corporate actors are analyzed with respect to their
goals, culture, technology, and structure, as well as corporate deviance. (Prereq.:
SOC 121 or consent of instructor) Graduation Skill: Critical Thinking
SOC 360
Religion and Society
An examination of the interaction of religion and society in terms of sociological
analysis, with particular emphasis on contemporary sociological research on religious movements in American society. Liberal Arts Perspective: Christian Faith 2 or 3
SOC 375
Social Psychology
How does society construct the individual? How does the individual construct
society? This course analyzes the dynamic tension between the self and society, as
well as the major questions, issues, perspectives and methods of the field. (Prereq.:
SOC 121 or consent of instructor)
SPA 111, 112
Beginning Spanish (1.0 each)
Aims to develop the four basic skills: understanding, speaking, reading, and writing
of elementary Spanish. Introduction to the culture of the Spanish-speaking world.
Additional three-hour laboratory per class meeting is required, usually scheduled on
a weekday evening. Liberal Arts Perspective: Intercultural Awareness 2 & 3
SPA 21 1
Intermediate Spanish
Through the reading of selected Latin American and Spanish texts that stimulate
intellectual growth and promote cultural understanding, students review all of the
basic structures of Spanish and build conversational skills through class discussions.
Additional three-hour laboratory per class meeting is required, usually scheduled on
a weekday evening. Liberal Arts Perspective: Intercultural Awareness 3
SPEECH/COMMUNICATION
SPC 111
Public Speaking
Theory and practice of effective speaking and critical listening. Students give
several speeches and receive feedback from the class and the instructor. The course
focuses on developing self-confidence, speech preparation and organization, audience analysis and adaptation, effective delivery, style and language, and critical
thinking and listening. Graduation Skill: Speaking
SPC 329
Intercultural Communication
This course explores both the problems and potential of communication among
persons of different cultural groups. Factors such as ethnocentrism, stereotyping,
prejudice, role expectations, values, language, and non-verbal symbols are examined in this course. Liberal Arts Perspective: Intercultural Awareness 1
SPC 345
Organizational Communication
An examination of the dynamics of communication in organizational settings.
Focuses on topics such as superior-subordinate relationships, formal and informal
communication networks, management styles, power and authority, motivation of
employees, organizational culture, performance appraisal, effective use of meetings, and sources of communication problems in the workplace.
SPC 351
Argumentation
Application of standards for sound evidence and reasoning in public speaking,
discussion, and debates. Stresses skill in analyzing the quality of argumentative
claims, understanding tests for evidence and fallacies in reasoning, and learning to
apply principles of argumentation to contemporary public issues. Students enhance
their skills in debate and discussion and learn to analyze and critique arguments
they encounter in their daily lives. Graduation Skill: Critical Thinking
SPC 352
SPC 354
Persuasion
Theory of how people are influenced to change attitudes and behavior. Examines
obstacles to persuasion; cultural dimensions of persuasion; the use of logical and
psychological appeals; empirical research in persuasion; how persuasion is used in
politics, sales, advertising and interpersonal contexts; the nature of mass movements and campaigns; the impact of the mass media on persuasion; and ethical
issues related to persuasion.
Interpersonal Communication
A study of the dynamics of human interaction through verbal and non-verbal
messages; emphasis on factors that build relationships and help to overcome
communication barriers. This course combines theory and practice to help the
student understand and manage communication problems more effectively.
SPC 355
Small Croup Communication
A study of group dynamics and leadership with emphasis on factors related to decision making, styles of leadership, and conflict management. This course combines
lecture with practical experiences to help the student become a more effective and
productive member of a task-oriented small group.
SPC 399
Internship
(Consult faculty in area of emphasis.)
Public Relations/PromotionaI Communication
Public relations in the modem world of communication, marketing and business.
An overview of public relations as a career and a survey of basic promotional
communication in profit and nonprofit organizations.
SPC 480
SPC 495
Topics: Effective Business Speaking
Theory and practice of effective oral presentations in professional settings. Topics
include developing an effective oral style, organizational patterns for complex
presentations, creating and using visual aids using computer software, Q&A
sessions, speaking impromptu, and dealing with hostile audiences. Students are
encouraged to use actual presentations from work as the basis for speaking practice
sessions. (Prereq.: SPC 111 or consent of instructor)
THEATRE
THR 222
Introduction to Theatre
An introduction to dramatic art including major historical periods, plays, artists;
dramatic structure; values; basic concepts, and techniques of the play production
process. Students attend and review live productions. Crew requirement. Liberal
Arts Perspectives: Aesthetics, Western Heritage
THR 360
Interpretive Reading
Basic principles of oral interpretation of prose, poetry, and drama. Study, discuss,
practice and perform readings in prose, poetry, and drama before small and large
groups. Liberal Arts Perspective: Aesthetics; Graduation Skill: Speaking
DOWNTOWN
MINNEAPOLIS
Directions to Campus
35W from the NorthTake Washington Avenue exit
and turn left off Washington
(bends right to become Cedar
Avenue), turn left at Riverside
Avenue, right at 21st Avenue
South.
1-94 East from MinneapolisTake 25th Avenue exit, turn left at
25th Avenue, turn left at Riverside
Avenue, turn left at 21st Avenue
South.
1-94 West from St. PaulTake Riverside exit, turn right at
Riverside Avenue, turn left at 21st
Avenue South.
35W from the SouthFollow the 1-94 St. Paul signs
(move to right lane after each
of two mergers). Take 25th
Avenue exit and turn left at
Riverside Avenue, turn left at
21st Avenue South.
Weekend College Office
Location
The Weekend College Office is in
Sverdrup Hall and is located on
the comer of 21st Avenue South
and 7th Street.
Public Parking
All posted Augsburg College lots
are free and open for use from
490 p.m. Friday through
Sunday evening. Lots are
between 21st and 22nd Avenues
off Riverside and north or south
of 8th Street between 24th and
25th Avenues. Most street
parking is four-hour parking,
Seven days a week. The
Fairview-University Medical
Center ramp is free Weekend
College students on weekends
when class is in session.
College Map Information
1. Admissions Weekday Program
2. Air Structure Entrance
Mmmber chmgh M m h
3. Amarlan lndlan Student Support
P m p m and Pnn-Afrlkim Student
Serv~ces
4. Anderson-Nelson Athletic Field and
Seasonal Air Structure
5. Center for Global Education and
International Programs
6. Christensen Center, Informatlon
Desk
7. East Hall
8. Foss, Lobeck, Miles Center for
Worshi~.Drama and
~ommtkication
9. Husby-Strommen Tennis Courts
10. Ice Arena
11. Jeroy C. Carlson Alumni Center
12. Maintenance and Grounds Shop
13. Mortensen Tower
14. Murphy Place
15. Murph Square
16. Mus~c&all
17. Nord~cCenter
18. Old Main
19. Oscar Anderson Hall
20. Public Relations and
Communication
21. Quad
22. Science Hall
28. Urness Tower
29. Youth and Family Institute
30. James G. Lindell Family Library
Parkinq Lots
Ramp
Pay parking available
About Augsburg . . . . . . . . . . .7
Academic Advising . . . . . . 11. 18
Academic and Learing
Services . . . . . . . . . . . . . . .26
Academic Information . . . . . . 27
Academic Progress. Probation
and Dismissal . . . . . . . . . .33
Academic Enrichment
Program . . . . . . . . . . . . . .18
Academic Majors . . . . . . . . . .36
Accessibility . . . . . . . . . . . . . . .8
Accounting Courses . . . . . . . . 58
Accounting Major . . . . . . . . .37
Accreditation and
Memberships. . . . . . . . . . . .8
Activites . . . . . . . . . . . . . . . .25
Admissions Information . . . . . . 9
Advising . . . . . . . . . . . . .1 1. 18
American Indian Studies. . . . . 55
American lndian Student
Services . . . . . . . . . . . . . . .22
American Sign Language . . . . 59
Anishinabe Library Project
22
Application Procedures . . . . . 10
Applied Economics Major. . . . 43
Art Courses . . . . . . . . . . . . . .59
Art Major . . . . . . . . . . . . . . .38
Assessment of Previous Learning
(APL) Program . . . . . . . . . .34
Athletics . . . . . . . . . . . . . . . .25
Attendance Policy . . . . . . . . .57
Auditing Courses . . . . . . . . . . 32
...
B
Biology Courses . . . . . . . . . . . 61
Bureau of Indian Affairs . . . . . 16
Business Administration
Major . . . . . . . . . . . . . . . .39
Business Courses . . . . . . . . . . 62
Business Office. . . . . . . . . . . . 24
C
Calendar . . . . . . . . . . . . . . . . .7
Campus Location. . . . . . . . . . 98
Campus Map . . . . . . . . . . . .99
Campus Ministry . . . . . . . . . .24
Career Services . . . . . . . . . . .20
Center for Counseling and
Health Promotion . . . . . . .24
Center for Global Education . . 20
Center for Learning
and Adaptive Student
Services (CLASS) . . . . . . . .18
Center for Service. Work
and Learning . . . . . . . . . . .19
Characteristics of the
Educational Program . . . . . .5
Chemistry Courses . . . . . . . . . 64
Church Affiliation. . . . . . . . . . .8
CLASS Program . . . . . . . . . . .18
Class Schedule. . . . . . . . . . . .57
Classification (Class Year) . . . . 33
College Level Examination
Program (CLEP) . . . . . . . . . 34
Commons. The . . . . . . . . . . .25
Communication Courses . . . . 96
Communication Major . . . . . . 40
Community Service Learning 20
Company Reimbursement
Payment Plan. . . . . . . . . . .13
Company Tuition Assistance
Program
15
Computer Resources . . . . . . . 21
Computer Science
Courses . . . . . . . . . . . . . . .65
Computer Science Major . . . . 42
Computing . . . . . . . . . . . . . 21
.
..............
Continuing Education
Program . . . . . . . . . . . . . .20
Cooperative Education. . . . . . 19
Counseling and Health
Promotion . . . . . . . . . . . . . 24
Course Descriptions . . . . . . . .56
Credit for Previous Learning 35
Credits . . . . . . . . . . . . . . . . . 57
Crossover Policy. . . . . . . . . . .30
Cultural Activities . . . . . . . . . .25
..
D
Day Program . . . . . . . . . . . . .20
Dean's List. . . . . . . . . . . . . . .34
Departmental Comprehensive
Exams . . . . . . . . . . . . . . . .34
Discrimination Complaints
26
Directory . . . . . . . . . . . . . . . . .3
Disabled Student Program
18
Dismissal . . . . . . . . . . . . . . . .33
...
..
E
Economic Courses . . . . . . . . .66
Economics Major . . . . . . . . . .43
Education Courses . . . . . . . . .68
Education Major . . . . . . . . . .44
Educational Program . . . . . . . .5
Elementary Education
Courses . . . . . . . . . . . . . . .68
Elementary Education Major 44
English Courses . . . . . . . . . . .71
English Language Arts
Teaching Major . . . . . . . . .48
English Major . . . . . . . . . . . . 47
Entry Level Skills . . . . . . . . . .28
Evaluation and Grading . . . . . 31
Evangelical Lutheran Church
in America (ELCA) . . . . . . . .8
..
...
F
Faculty . . . . . . . . . . . . . . . . . .7
Fees and Payment Schedule I3
Finance Specialization
39
Financial Aid . . . . . . . . . .15. 24
Financial Policies . . . . . . . . . . 1 3
Fine Arts . . . . . . . . . . . . . . . . 25
Fitness Center
25
Food Service . . . . . . . . . . . . .25
Former Students . . . . . . . . . . 1 1
French Courses . . . . . . . . . . .75
Full-time Students . . . . . . 13. 30
..
......
............
C
General Accounting
Specialization . . . . . . . . . . . .38
General Education
Curriculum . . . . . . . . . . . .28
General Education
Development (GED) Test . . 10
General Studies Courses . . . . . 75
German Courses . . . . . . . . . . 76
Global Education Center . . . . 20
Grade Point Average . . . . . . . 33
Grading . . . . . . . . . . . . . . . . 31
Graduate Programs . . . . . . . .21
Graduation Level Skills . . . . . . 57
Graduation Requirements . . . .28
Grants . . . . . . . . . . . . . . . . . .15
Graphics Center . . . . . . . . . .25
Greeting from the President . . . 4
H
Health and Physical
Education Courses . . . . . . . 76
Health Promotion . . . . . . . . . 24
Health Service . . . . . . . . . . . .25
HispaniclLatino Student
Services . . . . . . . . . . . . . . 23
.
History Courses . . . . . . . . . . . 76
History Major . . . . . . . . . . . . 48
History of Weekend College
6
Hours . . . . . . . . . . . . . . . . . . .3
Human Relations . . . . . . . . . .41
I
Incomplete Grade . . . . . . . . .32
lnformation Technology
Resources . . . . . . . . . . . . .21
Intercollegiate Athletics . . . . . 25
Interdisciplinary Studies1
Women's Studies . . . . . . . . 78
International Business
Specialization. . . . . . . . . . .39
International Students . . . . . . 1 1
Internet . . . . . . . . . . . . . . . . .21
Intertribal Student Union . . . . 22
Internships . . . . . . . . . . . . . .19
Intramural Sports . . . . . . . . . .25
Jt
Kt L
Kindergarten-Elementary
Teaching Licensure . . . . . .44
Language Courses . . . 75. 84. 95
Latino Support Program. . . . .23
Learning Center . . . . . . . . . . .18
Learning Laboratory........ 18
Learning Disabilities Program. . 18
Licensure. . . . . . . . . . . . . . . .44
Liberal Arts Perspectives
57
Library and lnformation
Technology Services. . . . . . 21
Library Resources. . . . . . . . . .21
Lifetime Sports . . . . . . . . . . .35
Loan Assistance . . . . . . . . . . .15
Location Map . . . . . . . . . . . .98
.....
M
Management lnformation
Systems Major . . . . . . . . . .49
Management Specialization 39
Managerial Accounting
Specialization. . . . . . . . . . .38
Maps. . . . . . . . . . . . . . ..98.99
Marketing Communications . . 41
Marketing Specialization . . . . 39
Mathematics Courses. . . . . . . 80
Mathematics Placement Group
(MPG) Requirements . . . . . 80
Media . . . . . . . . . . . . . . . . . .22
Medical Refund Policy . . . . . . 15
Memberships . . . . . . . . . . . . .8
Ministry. Campus . . . . . . . . .24
Minnesota Indian Teacher
Training Partnership. . . . . . 22
Minnesota State Scholarship
and Grant Program . . . . . . 15
Minors . . . . . . . . . . . . . . 38/55
Mission Statement . . . . . . . . . . 6
Murphy's . . . . . . . . . . . . . . .25
Music Courses . . . . . . . . . . . .82
..
N
No-Credit Grades . . . . . . . . . 32
Norwegian Courses . . . . . . . - 8 2
Numbering of Courses . . . . . . 57
Numeric Grades . . . . . . . . . . 32
Nursing Courses . . . . . . . . . .83
Nursing Major . . . . . . . . . . . .50
0
Office Hours . . . . . . . . . . . . . . 3
Ojibwe Courses . . . . . . . . . . . 84
pt
3M. Augsburg Cooperative
Program . . . . . . . . . . . . . .22
Majors and Minors. . . . . . 38. 55
Management lnformation
Systems Courses
80
........
Q
Pan-Afrikan Student Services . 23
Pan Asian Student Services
23
Part-time Students . . . . . 13. 30
Pass/No Credit . . . . . . . . . . .31
Payment Schedule . . . . . . . . .13
...
Pell Grant . . . . . . . . . . . . . . .15
Perspectives. . . . . . . . . . . . . .28
Philosophy Courses . . . . . . . .85
Physical Disabilities Program. . 18
Physics Courses . . . . . . . . . . .85
Policies . . . . . . . . . . . .8. 14. 30
Political Science Courses . . . . 86
PortFolio Assessment
Program . . . . . . . . . . . . . .34
Pre-ProfessionalSkills
Test (PPST) . . . . . . . . . . . .44
Prerequisites . . . . . . . . . . . . .57
President's Greeting. . . . . . . . .4
Probation . . . . . . . . . . . . . . .33
Psychology Courses . . . . . . . .87
Psychology Major . . . . . . . . .52
Public Accounting
Specialization. . . . . . . . . . . 38
Public Relations and
Advertising . . . . . . . . . . . .41
R
Recreational Activities. . . . . . . 25
Refund Policy . . . . . . . . . . . . 14
Registrar's Office . . . . . . . . . . 24
Registration . . . . . . . . . . . . . . 30
Religion Courses . . . . . . . . . . 90
Religion Major . . . . . . . . . . . . 53
Religious Affiliation. . . . . . . . . .8
Repeating Courses . . . . . . . . . 32
Residency . . . . . . . . . . . . . . .29
Service Learning . . . . . . . . . . 20
Sign Language . . . . . . . . . . .59
Skills Requirements . . . . . . . . 57
Social. Cultural. Recreational
Activities . . . . . . . . . . . . . .25
Social Welfare Minor . . . . . . . 54
Social Work Courses . . . . . . .93
Social Work Major . . . . . . . . .54
Sociology Courses . . . . . . . . .95
Sociology Minor . . . . . . . . . .55
Spanish Courses . . . . . . . . . .96
Speech/Communication
Courses . . . . . . . . . . . . . . .96
Sports. Intramural . . . . . . . . . 25
Stafford Loan . . . . . . . . . . . . .16
Standards of Behavior . . . . . . 26
Student Affairs . . . . . . . . . . . .25
Student Financial Services . . . 16
Student Government . . . . . . . 26
Student Guide . . . . . . . . . . . .26
Student Life . . . . . . . . . . . . . .25
Student Records . . . . . . . . . .26
Student Resources . . . . . . . . .17
Student Standards of Behavior.
Complaints. Records . . . . . 26
Studio Art Major . . . . . . . . . .38
Supervisory Management
Specialization. . . . . . . . . . .41
Support Programs . . . . . . . . . .22
Syllabus . . . . . . . . . . . . . . . . .31
T
S
Schedule of Alternate
Weekends . . . . . . . . . . . . . . 7
Scholarships . . . . . . . . . . . . . 15
Second Degree or
Second Major . . . . . . . . . .11
Secondary Education . . . . . . .45
SELF Loan . . . . . . . . . . . . . . .16
Teaching Licensure (see
also Majors) . . . . . . . . . . . .44
Telephone Numbers . . . . . . . . 3
3M. Augsburg Cooperative
Program . . . . . . . . . . . . . .22
Transcripts. . . . . . . . . . . . . . .10
Transfer Credit . . . . . . . . . . . .11
Transfer Students. . . . . . . . . .11
Tribal and State Indian
Scholarships. . . . . . . . . . . .16
Tuition and Financial Aid . . . . 12
Tuition Grants . . . . . . . . . . . . 16
Tuition Refund Policy . . . . . . . 14
Tutor Center . . . . . . . . . . . . . 18
Theatre Courses. . . . . . . . . . . 97
U-z
Weekend College
Commission. . . . . . . . . . . .26
Weekend College Office . . . . . 23
Weekend College Office Hours. . 3
Withdrawal from College . . . . 31
Withdrawal from Courses. . . . 31
Women's Studies . . . . . . . . . .78
World Wide Web Access . . . . 22
NOTES
NOTES
Show less
1990 Fall
Trimester
1991 Winter
Trimester
1991 Spring
Trimester *
Application Deadline
Aug 15
Nov 26
Mar 4
Applicant Pile Completion
Deadline
Aug 27
Dec 17
Mar 18
Aug 25
Sept 6
Jan
Mar 30
Aug 17
Aug 25
S e ~ t6
Dec 14
Jan 3
Mar 22
Mar 30
Sept 7-9
Jan
4-6
Apr
5-7
Jan
6... Show more
1990 Fall
Trimester
1991 Winter
Trimester
1991 Spring
Trimester *
Application Deadline
Aug 15
Nov 26
Mar 4
Applicant Pile Completion
Deadline
Aug 27
Dec 17
Mar 18
Aug 25
Sept 6
Jan
Mar 30
Aug 17
Aug 25
S e ~ t6
Dec 14
Jan 3
Mar 22
Mar 30
Sept 7-9
Jan
4-6
Apr
5-7
Jan
6
Apr
7
New Student Orientation
Registration (Schedule
Confirmation)
Mail Deadline
New Students/Make-up
Classes Begin
Last Day t o add or drop
Sept 9
class without record notation
3
Last Day t o change grade
Oct 21
option 7June 3
)
Nov 18
Classes end
Nov 30-Dec 2 Mar 15-17
June 14-16
Final Exams
Dec 7-9
Mar 22-24
June 21-23
Final Grades Due
Dec 17
Apr
Classes Meet
Sept
Sept
Oct
Oct
Nov
Nov
Nov
Dec
Jan
Jan
Jan
Feb
Feb
Mar
Mar
Mar
7-9
21-23
5-7
19-21
2-4
16-18
30 -Dec 2
7-9
Mar 11
--
Last Day t o drop a class
1
Apr
Apr
May
May
May
June
June
June
5-7*
19-21
3-5
17-19
31 2
14-16
21-23
*Classesin Spring Trimester will be four hours in length instead of three and
one-halfhours. See page 34for exact times.
Frequently Called Telephone Numbers
Weekend College Office ..........................................
330-1782
........... ............ ..,330-1640
Director, Rick Thoni .................., ...
Operations, Laurel Orthmeyer ......... .. .... ...... .... .........330-1740
Admissions ............................................ ................... 330- 1792
Data Entry, Robin Sanderson ...................................330-1652
Secretary, Ruth Danielson ........ ..... .......................... .330-1782
....,,., 330-1777
Enrollment, Deidre Middleton .......................
Other Campus Numbers:
Bookstore, Christensen Center .................................330.1'122
Business Office, Science Hall:
Cashier: 8:30 a.m.4:OO p.m. ............................. 330-1028
Billing: 8:00 a.m.4:30 p.m. ...............................330-1790
Education Department, Library Bldg. .......................330-1130
Financial Aid Office, Science Hall ......................... ....330-1046
Counseling and Career Planning, Memorial Hall ......330-1162
Library ..................................................................... 330-1017
Nursing Department, Memorial Hall ........................330-1209
Registrar (transcripts, grades), Science Hall ...............330-1036
General Information .................................................330-1000
Weekend College Office Hours:
Monday-Friday - 8:00 a.m.-4:30 p.m. (evening hours by
appointment)
Office Hours on Class Weekends:
Friday - 5:30 p.m.-6:15 p.m., Old Main 12
Saturday - 8:00 a.m.-1:30 p.m., Old Main 12 or WEC office
Sunday - 12:30 p.m.-1:30 p.m., Old Main 12
Weekend College Office Location:
The Weekend College Office is at 2222 Murphy Place, located
on the corner of 23rd Avenue and 7 1/2 Street on the Augsburg
College Campus (see map on page 81).
This bulletin is a supplement to the Augsburg College Catalog and is
published for the convenience of Augsburg Weekend College students.
Weekend College is a program of Augsburg College and is subject to the
policies and provisions as stated in the Augsburg College Catalog.
ACADEMIC CALENDAR FOR 1990.1991
..............................................
FREQUENTLY CALLED TELEPHONE NUMBERS
1
.............................2
......................................... 4
GENERAL INFORMATION .....................
.
.
Introduction to Augsburg Weekend College ...................... .............4
I~lformationSessio~ls...........................................................................
5
Characteristics of the Educational Program .........................................-. 6
........................................... 7
Student Support Services ....................
Career Placeme~lt..............................................................................
7
Academic Skills Center (Tutoring) ................................................
7
Veterans of Military Service ..............................
....,., .........................7
Disabled Student Program ................................,.................................7
....,
.
.
.
+.
ACADEMIC INFORMATION ...........................................................
8.
Degrees and Majors .............................................................................
%.
...............
......................................... .
Busi~lessAdmi~listratio~l
,
9
Communicatio~l....................
........................................................ 12
Computer Science ............................................................................ 1 4
Economics .................... ...........................................*........*.........
15
Education ........................................................................................
+15
Teaching Licensure ....................,.... ..,.........................................
17
Coachi~lgEndorseme~lt.....................................
..,............................
17
..............18
English ......................
.
.............................................
Management Illformation Systems (MIS) .........................................19
Nursing .....................
..*...
......
20
Psychology ...........................................................
..............+........21
..............................................................
Religioll .....................
.
.
21
Social
. * . . *Work
. . . . . ....................
. . . . . . . . . . ..
..
..
22
Minors ...............................................................................................
23
..............2 3
Math Placeme~ltGroup Requirements .................................
.
,
. Dean's
. List
. .................................
.
.
.
.
24
Academic Progress, Probation and Dismissal ..........................................24
..,.,.. . . .....-..
....
Attendance Policy ..........................................
25
.....................................
Department Course Limits ......................
.....
25
............................................
Grading Procedures ............................
....
25
Withdrawal from College .............................. . .................................
27
Graduation with Distinction ................................................................
27
Assessment of Previous Learning (APL) ................,.......+......,............... 28
.
.
.
.
CLASS SCHEDULE 1990-1991 ........................................
.................................. 3
COURSE DESClUPTIONS ......................
.
.
7
...........75
ADMISSIONS/FINANCIAL INFORMATION .........*............,
...........75
Admissions Requirements and Procedures ............................. ,
.....................................................
Fi~la~lcial
Aid ............................ .
.
76
Fees and Payment Schedule ...................
,,.............................................7 8
Payment Options .........................
78
Refund Schedule .............................,..................+..................... ...........79
Tuition Refund Policy ...........................................~................~..~.....~a
79
....
ABOUT AUGSBURG COLLEGE
.........*.......................................
........................,.. .,,.............................80
CAMPUS GUIDE .......................
.
.........................*.................................
81
CAMPUS LOCATION
............................
. . . . . . . ...................................82
Introduction to Augsburg Weekend College
Purpose
Augsburg Weekend College provides an educatio~lalalternative to adults
who desire college experience but who work or have other commitments
during the week. I t is a means by which men and women may earn a
bachelor's degree, gain skills for professio~laladvancement, prepare for
career change, or pursue a personal interest in one or more areas of the
liberal arts.
The Augsburg Weekend College program is designed to meet the needs
and preferences of adult learners. The program is based on the assumption that the lnen and women who enroll in Weekend College will be
mature, self-disciplined and well-motivated adult learners who seek a
balance of classroo~nexperience and individualized study. Each course is
therefore divided into periods of concentrated on-campus study separated by time for independent study and class preparation.
AlternateWeekends
T o accommodate this format for learning, classes meet o n alternate
weekends for three and a half hours on either Friday evening, Saturday
morning, Saturday afternoon, or Sunday afternoon.* Each class selected
by the student illvolves comlnitmellt t o one of these four class periods.
Weekend College students may take from one to four different courses
by attending class every other weekend.
Community of Learners
I
I
Essential to the goals of Augsburg Weekend College is participation in a
community of adult learners. Learning can be ellhanced when the
t y provides opportunity and
student is i~lvolvedin a stable c o ~ n m u ~ l ithat
encouragement to become involved in interaction both in and out of the
classroom. This comm~ulitywill be enriched by the presence of both
Inen and wolnen with a varietv of work and life experiences.
---
~
T o facilitate this kind of comrnu~lityinteraction, Augsburg encourages
Weekend College students to make use of college facilities such as the
library and college center, t o take the opportunity of having shared
meals and coffee breaks, to participate in optional lunchtime seminars,
and t o attend other college activities such as music and dramatic presen'
tations and athletic events.
'
I
I
* Laboratory sections or additional class hours way be scheduled on
evenin~sduring the ~veelz.
J J
I
Information Sessions
Adults who are interested in Augsburg Weekend College are encouraged
to attend one of the information sessions that are scheduled throughout
the year. These information sessions are free of charge and are approximately two hours in length. Please call the Weekend College Ofice
(330-1782) to receive further details on these information sessions or to
sign up for one of the following dates:
For Fall Trimester, 1990
Tuesday, May 15
Saturday, June 2
Saturday, June 23
Tuesday, July 10
Saturday, July 28
Thursday, August 9
5:30 PM
9:OO AM
9:OO AM
5:30 PM
9:OO AM
5:30 PM
For Winter Trimester, 1991
Saturday, October 6
9:OO AM
Thursday, November 1
5:30 PM
9:OO AM
Saturday, November 17
For Spring Trimester, 1991
Saturday, January 26
9:OO AM
Thursday, February 7
5:30 PM
9:OO AM
Saturday, February 23
For more information write or call:
Augsburg Weekend College Office
Augs burg College
731 21st Avenue South
Minneapolis, M N 55454
612/330-1782
FAX: 612/330-1695
Educational Mission
For over a century Augsburg College has emphasized intellectual
freedom in the search for knowledge. Our academic program builds on
a liberal arts foundation to help students understand the past, interpret
the present, and plan for the future.
As in the weekday program, Augsburg Weekend College offers students
a unique combination of the liberal arts disciplines and professional education. Our goals are to help students develop the intellectual skills and
attitudes to be life-long learners, increase their competence jn selected
areas of professional work, and accomplish a higher level of personal
growth.
"
Accreditation and Affiliations
Augsburg College is hlly accredited by the North Central Association of
Colleges and Secondary Sc.hools and the National Council for the
Accreditation of Teacher Education (Secondary and Elementary). Our
programs are approved by the American Chemical Society, The Council
on Social Work Education and the National League for Nursing. We are
a member of the Associated Colleges of the Twin Cities (ACTC),
Lutheran Education Council in North America, Minnesota Private
College Council, and the National Association for Music Therapy, Inc.
'II
I
Augsburg College is registered with the Minnesota Higher Education
Coordinating Board. 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 aualitv of the educa-
Faculty
Augsburg College prides itself on its highly qualified faculty. Members
of the faculty serve as academic advisers to students who are in the premajor stage of planning as well as to students in declared major fields.
Library
Students and faculty use a carefully selected library of some 150,000
volumes plus audio-visual materials, with access to over 5,000,000
volumes through the Twin Cities private college consortium and
Minitex.
Internshivs
1
Student Support Services
Augsburg Weekend College provides a number of student services to
assist adults in making educational and career plans, accomplishing the
academic tasks of a college education, working 011 their own personal
development, and participating in activities beyond the classroom. Some
of these services are:
Academic Planning
All Augsburg Weekend College students will have access t o expert
academic advising services on an on-going basis t o provide for efficient,
effective planning. Students enrolling in Weekend College who have had
college experience will have their previous work evaluated early in the
ad~nissio~ls
process.
Career Planning Services
Staff from the Career Planning and Placement Office will assist adults in
assessing their career goals and personal abilities. This service, in combination with sound academic advising from faculty in a chosen major field,
can result in an appropriate and manageable educatio~laland career plan
for the individual involved.
Academic Skills Center (Tutoring)
This center exists t o help students enhance their skills in the areas of
writing, reading, math, time management, and study skills. Academic
tutors in specialized course areas are also available through the center.
Counseling/Support Groups
Individual and group activities are available to students who wish to work
o n a perso~lalgrowth interest or concern or who simply want t o have the
experience of being in a support group of people who share some similar
characteristics and/or interests.
Veterans of Military Service
Augsburg is approved by the State Approving Agency for Vetera~ls
Training. Veterans should c o ~ ~ s uwith
l t the Office of the Registrar about
completio~lof the enrollment certificate and the forwarding of other
information t o the Veterans Administration. (Please refer to the
Augsburg College Catalog for more detailed information.)
American Indian Support Program
Staff from this program are available t o assist students in the areas of
financial aid, admissions, academic and personal counseling.
Disabled Student Programs
Learning disabled st~tdentshave average or above average intelligence
but have difficulty achieving their fill1 potential. Services available t o
such students include: diagnostic evaluation, educational planning,
learning aids and remedial instruction. If students are concerned that
difficulties in school are more than just temporary problems, they can
discuss their learning style with the Coordi~latorof Disabled Students or
the learning disabilities specialists, and arrange assessment and structures
assistance t o increase their potential for academic success.
Physically challenged students also are served through this office.
Individualized attention and services are provided for and/or coordinated t o meet the mobility needs of students.
ademic Information
egrees and Majors
Augsburg Weekend College allows adults to begin a bachelor's degree
program or to continue their education after beginni~lgat another time
or institution. It also enables adults to add a second major to an already
completed college degree. The followi~lginformation outlines what is
involved in completing a degree or major in Augsburg Weekend
College. (For more detailed information regarding graduation requirements, please refer to the Augsburg College Catalog.)
Bachelor's Degree
The bachelor's degree program in Augsburg Weekend College is
essentially the same as the weekday program. A total of 35 semester
courses are required to graduate and may be fulfilled through combinations of transfer of previous college credit, assessment of previous
learning experience, and Weekend College courses. (Augsburg semester
courses are valued at 4 semester credits and 6 quarter credits.) I~lcluded
in the 35 total courses must be an approved major program, 11 upper
division courses, and courses selected from the following liberal arts
spectrum (transfer courses and courses taken in the major may also be
counted for distribution requirements):
w One approved course from each of seven areas:
1. Art/Music
2. History/Philosophy
3. Economics/PoliticaI Science
4. English/Speech, Communication and Theater Arts (devoted to
the study of literature)
5 . Psychology 105/Sociology 121 (or the equivalent transfer
course)
6. Chernistry/Biology
7. Matl~ematics/Pl~ysics
w A course in writing (English 111) or demonstrated proficiency
a Two courses or demonstrated competence in a second language
w Three courses (or one course per year of study) in religious studies
w One course in the area of urban concerns, women's studies, or
minority studies.
35 total courses, a student must demonstrate
proficiency in two lifetime sports.
w I n addition to the
Majors
Augsburg Weekend College students may select from 11 separate
majors, several with a number of career concentrations. A minor also is
available in several o f these academic areas as well as in Sociology and
Women's Studies. (See page 23 for details.)
Business Administration
This major prepares students in the areas of management, financial
accounting, finance, marketing and international business. T o provide a
combination of applied skills and theoretical background, each of these
majors is interdisciplinary in approach, including an average of 1 0
business administration courses and six courses from supporting fields
such as economics, computer programming, communications, philosophy, and mathematics. Majors in Business Administration are candidates
for the Bachelor of Arts degree.
Core Courses
All students who pursue a major in Business Administration will com
plete the following core courses:
I
I
I
I
I
I
BUS/MIS 175 Computers for Business, Economics and MIS
BUS 22 1 Principles of Accounting I
BUS 222 Principles of Accounting I1
BUS 242 Principles of Management
BUS 252 Principles of Marketing
BUS/MIS 279 Quantitative Methods for Business, Economics
and MIS
BUS 33 1 Financial Management
BUS 391 Business Law
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 31 1 Public Finance
or
ECO 3 12 Intermediate Macroeconomics
or
ECO 315 Money and Banking
ECO 3 1 3 Intermediate Microeconomics
Accounting Concentration
Students who wish to pursue a Business Administration major with a
concentration in accounting will complete the following courses in
addition to the core:
I
BUS
BUS
BUS
BUS
or
BUS
or
BUS
322
323
324
326
Accounting Theory and Practice I
Accounting Theory and Practice I1
Managerial Cost Accounting
Tax Accounting
423 Auditing
425 Advanced Accounting
Students in this major should seriously consider one or more courses
from the following list:
BUS 399 Internship
ENG 223 Writing for Business and the Professions
PHI 120 Ethics
Those planning a career in accounting are strongly encouraged to
complete the remaining courses in the 326, 423 and 425 sequence.
Finance Concentration
Students wishing to pursue a Business Administration major with a
concentration in finance will complete the following courses in addition
to the core:
BUS
BUS
BUS
ECO
or
ECO
or
MIS
322
433
438
318
Accounting Theory and Practice I
Financial Theory: Policy and Practice
Investment Theory
Management Science
41 5 Managerial Economics
479 Intermediate Quantitative Methods for Business,
Economics and MIS
Students in this major should seriously consider one or more courses
from the following list:
BUS
BUS
BUS
ENG
PHI
324
326
399
223
120
Managerial Cost Accounting
Tax Accounting
Internship
Writing for Business and the Professions
Ethics
International Business Concentration
Students wishing to pursue a Business Administration major with a
concentration in international business will complete 11 of the 12 core
courses (ECO 31 1 or 312 or 315 is not required) and the following:
BUS
BUS
BUS
BUS
or
BUS
ECO
Three
362
466
465
399
International Business
International Marketing
International Management
Internship
499 Independent Study
360 International Trade and Finance
semesters of a foreign language
Management Concentration
Students wishing to pursue a Business Administration major with a
concentration in management will complete the following courses in
addition to the core:
BUS 340 Human Resource Management
BUS 440 Operations Management
ECO 318 Management Science
PSY 373 Organizational Psychology
or
SOC 349 Complex Organizations
Students in this major should seriously consider one or more courses
from the following list:
BUS
ENG
PHI
PSY
SOC
SOC
SOC
SPC
SPC
399
223
120
371
336
375
265
111
354
Internship
Writing for Business and the Professions
Ethics
Psychology of the Individual
Introduction to Cultural Anthropology
Social Psychology
Racial and Minority Group Relations
Public Speaking
Interpersonal Communication
Marketing Concentration
Students wishing to pursue a Business Administration major with a
concentration in marketing will complete the following courses in
addition to the core:
BUS 352 Marketing Research and Analysis
BUS 450 Marketing Management
ECO 41 5 Managerial Economics
BUS 355 Marketing Communication
Students in this major should seriously consider one or more courses
from the following list:
BUS 399 Internship
ENG 223 Writing for Business and the Professions
PHI 120 Ethics
SPC 35 1 Argumentation
SPC 352 Persuasion
Business Minor
BUS 22 1 Principles of Accounting I
BUS 242 Principles of Management
BUS 252 Principles of Marketing
BUS 33 1 Financial Management
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
Other configurations of the Business Administration minor may be
permitted on consultation with the department chairperson.
Master of Arts in Leadership
Weekend College students should be aware that Augsburg College offers
a Master of Arts in Leadership degree. This unique program offers
multi-disciplinary liberal arts courses with a specific focus on leadership
issues in profit and not-for-profit organizations. Designed to meet the
needs and preferences of working adults, these graduate program classes
meet on alternate Saturdays and alternate Thursday evenings. For
information on this master's degree program, please call 330-1786.
Communication
Our quality of life, both personally and professionally, depends in large
part upon the quality of our communication. The communication major
at Augsburg is designed to enhance understanding of communication in
a variety of contexts and to improve communication skills. All communication majors must complete a core group of eight required courses,
supplemented by five electives in one of the following concentrations:
public relations and advertising, marketing communication, human
relations, or supervisory management. Prospective majors should meet
with a departmental adviser as early as possible to design an approved
major program, preferably by the end of the sophomore year. Majors in
communication are candidates for the Bachelor of Arts degree.
Required Communication Core
SPC 11 1 Public Speaking
SPC 342 Mass Communication in Society
SPC 35 1 Argumentation
SPC 352 Persuasion
SPC 354 Interpersonal Communication
SPC 355 Small Group Communication
Any two of the following: ENG 223,225,226, or 227
Communication Electives
With the help of an academic adviser, students select five elective courses
in one of the following concentrations: public relations and advertising,
marketing communication, human relations, or supervisory management. Listed below are some of the electives recommended for each
concentration:
Public Relations and Advertising
Students interested in the Public Relations emphasis are strongly urged
to take ENG 227 (Journalism) as part of the major.
BUS 242 Principles of Management
BUS 252 Principles of Marketing
BUS/MIS 279 Quantitative Methods for Business, Economics
and MIS
BUS 355 Marketing Communications
ENG 226 Creative Writing
ENG 227 Journalism
PSY 373 Organizational Psychology
SOC 349 Complex Organizations
SPC/ART 132 Photography
SPC/ART 224 Publication Design
SPC/ART 225/230 Visual Communications I, I1
SPC 345 Organizational Communication
SPC 399 Internship
SPC 480 Public Relations/Promotiona1 Communications
Marketing Communications
BUS 252 Principles of Marketing
BUS 352 Marketing Research and Analysis
BUS 355 Marketing Communications
BUS 450 Marketing Management
SPC 399 Internship
SPC 480 Public Relations/PromotionaI Communications
Human Relations
PSY
PSY
SOC
SOC
SOC
SPC
SPC
SPC
SPC
373
48 5
231
265
349
329
345
399
480
Organizational Psychology
Counseling Psychology
Sociology of the Family
Racial and Minority Group Relations
Complex Organizations
Intercultural Communication
Organizational Communication
Internship
Public Relations/Promotional Communications
Supervisory Management
BUS/MIS 175 Computers in Business, Economics and MIS
BUS 242 Principles of Management
BUS/MIS 279 Quantitative Methods for Business, Economics
and MIS
BUS 340 Human Resource Management
BUS 35 5 Marketing Communications
BUS 440 Operations Management
PSY 373 Organizational Psychology
SOC 349 Complex Organizations
SPC 345 Organizatio~lalCommunication
SPC 399 Internship
SPC 480 Public Relations/Promotiona1 Communicatio~ls
Communication Minor
SPC 111 Public Speaking
SPC 342 Mass Communication in Society
SPC 351 Argumentation
or
SPC 352 Persuasio~l
SPC 354 Interpersonal Communication
SPC 345 Organizatiollal Communication
or
SPC 355 Small Group Communication
Any one of the following: ENG 223,225,226, or 227
Prospective minors must obtain prior approval from a communication
faculty adviser.
Computer Science
At least since Socrates, scholars have appreciated the value of mathematics in developing skills of critical thinking, understanding abstract
concepts, and analyzing and solving problems. Computer Science
courses at Augsburg are intended to help develop these skills. In
addition, an increasing number of academic disciplines require a working
knowledge of the tools of mathematics and computer science. This
major serves students studying/working in a wide variety of fields.
Some courses may need to be taken in an evening schedule. Students
should meet with a faculty adviser as soon as possible to plan their course
of study.
Introductory Courses
CSC
CSC
MAT
MAT
170
210
171
124
Structured Programmiilg
Data Structures
Discrete Mathematics
Calculus I
Core Courses
CSC
CSC
CSC
CSC
320
330
345
450
Algorithms
Theory of Computation
Principles of Computer Organization
Priilciples of Programming Language
Three electives from the following, two of which must be selected from
courses with an asterisk:
*CSC 270
CSC/PHY
*CSC 340
*CSC 352
CSC 399
*CSC 445
CSC 495
CSC 499
CSC 491
Fortran
261 Electronics
Digital Communications and Computer Networks
Database Management and Design
Internship
Operating Systems and Computer Architecture
Advanced Topics in Computer Science
Independent Study
Computer Science Colloquium is required for all juniors
and seniors. This no-credit course meets weekly.
Computer Science Minor
Six courses including the four introductory courses and two of the core
courses.
Economics
This major is also available in the Weekend schedule. However, one
course (ECO 414) may need to be taken on an evening schedule.
Students are encouraged to meet with a faculty adviser as soon as
possible to carelidly plan their program of study.
BUS 22 1 Principles of Accounting I
BUS 222 Principles of Accounting I1
ECO 112 Principles of Macroeconomics
ECO 11 3 Principles of Microeconomics
ECO/MIS 279 Quantitative Methods for Business, Economics
and MIS
ECO 3 12 Intermediate Macroeconomics
ECO 3 1 3 Intermediate Microeconomics
ECO 414 Welfare Economics
MAT 114 Elementary Functions
Three additional upper division economics courses
Students in this major should seriously consider one or more courses
from the following list:
ECO/MIS
MAT 124
MAT 125
MIS 370
175 Computers for Business, Economics and MIS
Calculus I
Calculus I1
Advanced Computing for Business, Economics and MIS
Economics Minor
ECO 112, 113, 312, 313 and one additional upper division course.
Other configurations may be permitted on consultation with the department.
Education
Teaching Licensure
Teaching licensure programs are offered for Kindergarten-Elementary
and selected Secondary fields through Weekend College. Individualized
programs are worked out with an adviser in either Elementary or Secondary education. T o be admitted to the Education Department the
student will have achieved an overall 2.5 G.P.A. plus a 2.5 G.P.A. in
his/her major field. All professional courses with the exception of
Clinical Experience and Student Teaching are available on a weekend
schedule. In addition to Kindergarten-Elementary, Augsburg Weekend
College grants secondary licenses in English-Language Arts and Social
Studies. Students may also work individually on the following majors
offered in conjunctio~lwith day school: French, German, Health, Life
Science, Mathematics, Physical Science (Chemistry or Physics), Science
(grades 5-9), Spanish, Speech, Theater Arts, and in the special areas of
Art (I<-12), Band (K-12), and Classroom Music (5-12), Orchestra (K1 2 ) and Classroom Music (5-12), Vocal and Classroom Music (I<-9),
Vocal and Classroom Music (5-12), and Physical Education (I<-12).
Contact an Education Department adviser for information in your field
of study and for an application for admission to the Department of
Education. Students entering the licensure program in Fall, 1989, or
later and wanting I<-6 licensure, must take EDE 375.
All students must apply for acceptance into the Education Department and take a PPST test before beginning professional education
courses (those numbered in the 300-400 level). Any course grade
below 2.0 must be retaken.
Elementary Education
EDE 350 Creating Learning Environments (.5 course)
EDE 35 1 Techniques of Teaching Reading
EDE 363 Clinical Experiences (.5 course)*
EDE 364 I~lterdisciplinaryStudies (.25 course)
EDE 375 Discovery in the World of Itindergarten (.5 course)
EDE 376 I<-El Social Studies (.25 course)
EDE 377 K-El Science (.25 course)
EDE 379 I<-El Art (.25 course)
EDE 380 K-El Music (.25 course)
EDE 382 I<-El Math (.5 course)
EDE 386 Children's Literature (.5 course)
EDE 387 Language Arts (.5 course)
EDE 388 I<-El Health (.25 course)
EDE 389 I<-El Physical Educatio~l(.25 course)
EDE 4 8 1 Student Teaching
EDE 482 Student Teaching
EDE 483 Student Teaching
EDE 484 Student Teaching
E D U 264 Orientation to Education in an Urban Setting (.5 course)*
E D U 341 Media Technology (.5 course)
E D U 388 Human Relations (.5 course)
H P E 114 Safety Education (.5 course)
H P E 115 Chemical Dependency (.5 course)
SWI< 260 Humans Developing
College Level Math Course
Academic Minor or Second Major
*Field Experience Separate
Applications for student teaching must be completed by October
30, 1990, for Winter/Spring Student Teaching 1991 and March
30, 1991, for Fall Student Teaching 1991. Students must be
admitted to the Education Department before they can be considered for student teaching.
I
Secondary Education
EDS 350 Reading in the Content Areas (.5 course)
EDS 352 Clinical Experience (.5 course)*
EDS 353 Creating Learning Enviro~llnents
EDS 4 7 7 School and Society Seminar (.5 course)
EDS 481 Student Teaching
EDS 482 Student Teaching
EDS 483 Student Teaching
EDS 484 Student Teaching
E D U 264 Orientation to Education in an Urban Setting (.5 course)"
E D U 341 Media Technology (.5 course)
E D U 388 Human Relations ( . 5 course)
H P E 114 Safety Education (.5 course)
H P E 115 Chemical Dependency ( . 5 course)
SWIG 260 Humans Developing
Special Methods in Licensure Field
*Field Experience Separate
Applications for student teaching must be completed by October
30, 1990, for Winter/Spring Student Teaching 1991 and March
30, 1991, for Fall Student Teaching 1991. Students must be
admitted to the Education Department before they can be considered for student teaching.
Major for Secondary Teaching
Licensure in Social Studies
Students preparing to teach social studies on the high school level must
complete, in addition to the professional requirements to be met within
the Department of Education, a competency program designed to
provide a broad foundation in the social sciences. Students must
complete a major in one of five fields - Economics, History, Political
Science, Psychology or Sociology (the History major is described below)
plus seven courses (ECO 112 or 113, Human Geography, HIS 222,
POL 158, PSY 105, SOC 121 and 336). Students considering a career
in social studies education should consult, as soon as possible, the
Augsburg Department of Education and the Social Studies Coordinator.
History Major: Eight courses plus one seminar. At least four of these
courses must be upper division. A major must have at least one course
(either survey or upper level) from each of these four areas: Ancient and
Medieval; Modern Europe; U.S.; and non-Western.
Coaching Endorsement
Students interested in adding a coaching endorsement must complete
these courses in Physical Education: 353, 475, 482, and 489. Individuals must hold a valid Minnesota Teaching License to qualify for the
coaching endorsement.
Prerequisite: BIO 103: Human Anatomy and Physiology
English
Those who study English believe that an intense concern for words,
ideas and images helps us understa~idwho we are and who we can
become. Writing helps us clarify and share our thoughts. Literature
helps us conte~nplatethe pains and joys of human existence. Through
English study we see life's complexity, experience life as some others do,
and understand better the world in which we live and work.
English relates closely to other majors. With the other arts, English is
concerned with the pleasure that comes from artistic creation and with
the conte~nplationof works of art. With psychology and sociology,
English is concer~ledwith individual and group behavior. With philosophy, English is interested in ideas and the relation between meaning and
language. With science, English is interested in discovering order and
deternlining structures. With speech and comm~~nications,
English
studies the effective use of language. With history and the other social
sciences and humanities, English studies the way people have acted and
thought at different times and in different cultures.
Major: Nine courses above 111, including 225; one course in American
literature; one course in Western literary tradition (271 or 272); and
three courses in British literature, one o n literature before 1660 (for
example, 331 or 438) and one that surveys a n u ~ n b e rofwriters (336,
337, 423). Majors are encouraged t o take ENG 245 early in their
college work and to co~lsulttheir departmental adviser regularly. A
student with a double major or special program that involves considerable work in the English department should also work closely with an
adviser in the department.
Note on Prerequisites: ENG 1 11 is strongly reconl~nendedbut not a
prerequisite for a Lower Division literature course. Prerequisite for an
Upper Division course is successh~lcompletion of a Lower Division
literature course or consent of the instructor.
Note: Transfer students must take at least three of their English
courses at Augsburg.
English-Language Arts Teaching Major: Ten courses, including those
listed under the major, a course in the English language, and an internship in the teaching of writing. One course must include a component
in non-Western literature. In addition, the ACTC courses Communications Skills in the English Classroo~nand Teaching Mass Media are
required. Courses in early American literature, Shakespeare, and film are
recommended. Several of the required courses, including the internship,
are not offered o n weekends. Students in this program must work with
advisers in the English Department and the Education Department in
order t o meet the professional require~nentswithin the Education Department as well as requirements in the major.
Students in this program who are transferring fro111other colleges should
consult the English Department chair soon after enrolling.
Minor: Five courses above 111 including one course in British literature
and one writing course above the freshman level (223, 225, 226, or 227).
Management Information Systems (MIS)
This MIS major prepares students to work in the growing field of
information management. The major combines courses and skills from
both the business and computer science majors to help students learn
about the identification, organization, analysis and processing of information in a business setting. Students should meet with their adviser as
soon as possible to plan their program.
MIS Major
BUS 221 Principles of Accounting I
BUS 222 Principles of Accounting I1
BUS 242 Principles of Management
BUS 252 Principles of Marketing
BUS 33 1 Financial Management
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 3 1 3 Intermediate Microeconomics
ECO 318 Management Science
CSC 170 Structured Programming
CSC 210 Data Structures
MAT 121 Finite Mathematics
MIS 175 Computers for Business, Economics and MIS
MIS 279 Quantitative Methods for Business, Economics and MIS
MIS 370 Advanced Computing for Business, Economics and MIS
or
CSC 352 Database Management and Design
MIS 375 Management Information Systems in Organizations
MIS 475 Systems Analysis and Design
MIS 476 Information Systems Projects
Students in this major should seriously consider one or more of the
following courses:
PHI 130 Logic
MIS 479 Intermediate Quantitative Methods for Business,
Economics and MIS
MAT 114 Elementary Functions
or
MAT 122 Calculus for the Social and Behavioral Sciences
MIS Minor
BUS
BUS
or
BUS
MIS
MIS
or
CSC
MIS
MIS
or
ECO
or
MIS
221 Principles of Accounting I
242 Principles of Management
252 Principles of Marketing
175 Computers for Business, Eco~lomicsand MIS
370 Advanced Computing for Business, Economics and MIS
352 Database Management and Design
375 Management Information Systems in Organizations
475 Systems Analysis and Design
318 Management Science
479 Intermediate Quantitative Methods for Business, Economics and MIS
Nursing
Augsburg Weekend College offers registered nurses an upper division
nursing major as a second step toward the co~npletio~i
of the Bachelor of
Science degree.* Fully accredited by the National League for Nursing,
this major is a professiollal program that is accessible on weekends t o
nurses who are unable t o attend classes during the weekdays. Classes are
primarily scheduled on alternate weekends, but all courses in the major
may have additional class o r lab hours beyond the weekend schedule.
Preparation for school nurse lice~lsureis available.
Admissions Procedures
Admission to the nursing program includes first being accepted into
Augsburg Weekend College through the procedures described on page
75. As candidates for the nursing major, RNs must demonstrate
evidence of co~npletionof an associate degree or diploma program,
current llursing practice, and Minnesota licensure. While an RN may
take general education courses and prerequisite courses for the nursing
major, further progress in the major is continge~ltupon:
at a college or university of the prerequisite
1. Satisfactory cornpletio~~
courses: Anatomy and Physiology, Microbiology, Inorganic
Chemistry, Organic or Biochemistry, English Composition,
I~ltroductorySociology and I~ltroductoryPsychology.
2. A cu~nulativegrade point average of at least 2.5.
3. Successful completion of testing t o validate lower division nursing
knowledge.
* Graduates of the program are elkible t o apply to the Minnesota Department of Health for certification as a public health nurse.
Please see the Augsburg College general catalog for complete information about the nursing major (pp. 154- 157), includi~lgadditional special
fees for entrance and exit testing (p. 23).
Required Courses in the Nursing Major
NUR
NUR
NUR
NUR
NUR
NUR
NUR
NUR
NUR
NUR
305
306
310
31 1
330
350
403
404
423
427
Contemporary Nursing I: Communication*
Co~ltemporaryNursing 11: Paradigms in Nursing*
Commu~lityHealth Nursing I*
Commu~lityHealth Nursing 11: Practicum**
Trends and Issues in Nursing*
Introduction to Nursing Research*
Contemporary Nursing 111: Families*
Contemporary Nursing IV: Leadership and Management*
Practicu~nin Nursing I: Nursing of the Family**
Practicu~nin Nursing 11: Leadership and Management**
* These courses may require extra class or lab sessions.
**These courses require extra time and cost for clinical ~vorlz.
Required Supporting Courses
PHI
or
REL
PSY
380 Ethics of Medicine and Health Care
4 8 3 Christian Ethics, or an approved ethics course
353 Brain and Behavior
Psychology
Psychology, with its emphasis on behavioral observatio~land data,
provides a perspective on human activities which is an integral part of
liberal education. The goal of the Psychology program is the improved
understanding of human behavior by studying how people cope with
their environment and interact with each other.
Psychologists use a variety of methods to study behavior, i~lcluding
experimentation, observation and clinical case analysis. Faculty members
in the Department of Psychology at Augsburg have varied professional
specializations which include areas such as counseling, pl~ysiological
psychology, 11uman development, personality and computer applications.
All psycl~ologymajors MUST have an adviser in the Psychology Department. The following courses in the Psycl~ologycore will be offered
when a sufficient number of students are ready for that portion of their
program: PSY 264,265, 381,493. This may delay an individual
student's ablility to complete the major in the Weekend schedule.
Required courses will be available regularly in the Weekday schedule.
Core Courses
PSY
PSY
PSY
PSY
PSY
PSY
105
264
265
381
399
493
General Psychology
Research Methods: Design, Procedure and Analysis I
Research Methods: Design, Procedure and Analysis I1
Psychology in Historical Perspective
Internship
Seminar: Contemporary Issues
Four additional upper division courses such as PSY 351 Developmental
Psychology: Child, PSY 373 Organizational Psychology or PSY 485
Counseling Psycl~ology.Students should consult with their adviser
regarding these major electives.
Minor
Five courses including PSY 105, with a minimum of two courses at
Augsburg. Not more than one course from PSY 299, 399 and 499 may
be counted toward the minor.
Religion
Augsburg College understands itself as a college of the church and it is
persuaded that the Christian faith provides an appropriate perspective
from which to undertake its educational task. The biblical faith and
tradition of the Christian Church have influenced the Western world to a
degree much greater than is sometimes recognized.
The student encounters this influence in studying language, literature,
history, values and political structures. The study of religion and
theology is intended to make such encounters more meaningful through
a better knowledge of biblical history and that of the Christian Church,
and by a larger acquaintance with tl~eologicalthougl~t. Large segments
of the earth's population live by religious concepts and ideas which are
different from those prominent in the West. The Depart~nentof Religion also seeks to introduce students to some of these major religious
traditions.
Core Courses
REL
REL
REL
REL
REL
111
221
356
481
495
Introduction to Theology
Biblical Studies
History of Religions
Contemporary Theology
Seminar
Major Electives
Three additio~lalReligion courses approved by the department chairperSOll.
Religion Minor
Five courses approved by the department chairperson.
Note: It is important for Religion majors to consult with the department
chairperson during their first year at Augsburg College. Religion 111 or
221 is prerequisite to all other courses. Department approval is necessary before courses taken at other colleges call be accepted for Religion
Department and/or general education course credit. Completion of this
major may require enrollment in one or more courses offered in an
evening schedule.
Social Work
Accredited by the Cou~lcilon Social Work Education, the Bachelor of
Science in Social Work degree program at Augsburg College is built on a
solid liberal arts foundation, on theory-based training, and on professionally directed field experiences. As important, social work education
at Augsburg is built on an appreciatio~lfor the needs, concerns, and
values of the i~ldividualsand groups who constitute today's multicultural society. The Social Work major in Augsburg Weekend College
includes seven courses from the Departments of Psychology, Biology,
and Sociology. Conce~ltrationsare possible in the areas of aging,
chemical dependency, corrections, social ministries, and youth work.
Field work is an important cornpollent of the program.
Social Work Core Courses*
SOC
SWIC
SWIC
SWIC
SWIC
SWIC
SWIC
SWIC
SWIC
SWIC
SWIC
SWIC
SWIC
365
257
260
361
363
364
461
462
463
465
466
467
469
Quantitative Analysis and Program Evaluation
Exploring Human Services
Humans Developing
Social Kesponse to Human Needs
Methods and Skills of Social Work
Field Work I
Advanced Methods and Skills in Social Work
Field Work I1
Community Developme~ltand Orga~lizatio~l
Social Policy: Analysis and Developme~lt
Field Work I11 (.5 course)
The Social Worker as Professio~lal
Field Work IV
Required Supporting Courses *
BIO
PSY
SOC
SOC
SOC
SOC
101
105
121
231
265
375
Human Biology
General Psychology
Principles of Sociology
Sociology of the Family
Racial and Minority Group Relations
Social Psycl~ology
*Students interested in Social Work should begin their program
with the required supporting courses. The professional sequence
will be offered when a sufficient number of students are ready for
that portion of the program.
Social Welfare Minor
Six courses i~icludiilgSWIC 257 or department approved alternative
internship, SWIC 361, 463; PSY 351 or SOC 375; SOC 265; and
POL 121 or 158 or 325, or SWIC465.
Minors
In addition t o minors offered in Business, Communication, Economics,
English, MIS, Psychology, Religion and Social Welfare (listed under each
respective major), Weekend College studellts are able t o complete minors
in the followiilg areas:
Sociology Minor
Five courses including S O C 121 and two upper division courses (numbered 300 and above).
Women's Studies Minor
Five courses which must include INS 201, three electives (one of which
must be upper division) and INS 495 or 499. A student's program must
have the written approval of the Women's Studies Coordinator.
Approved electives from other academic departments:
ART 352 Women's Art History
ENG 282 Topics in Literature: Women and Fiction
Mathematics Placement Group Requirements
MIS 1 7 5 , 2 7 9 , 4 7 9 ; CSC 170,210; and all 100-level MAT courses
have Math Placement Group requirements. Since all majors in Business,
Economics or Management Information Systems must take MIS 279,
all students in these areas must have at least MPG 111. Other specific
courses such as SOC 365 and PHY 1 0 3 also have MPG requirements.
Please refer t o thc course description for ally given course t o determine
if there is an MPG requircd by the department. Some instructors
require MPGs in courses they teach. This should be noted in the
syllabi for their course(s).
The Math Placement Requirement can be met by transfer courses,
Augsburg coursework or the Math Placement Assessment. This Assessment is given at New Student Orientation each trimester, or by appointment during the academic calendar year. (The Math Department may
disregard math courses talten more than five years ago, or may choose to
lapse an MPG gi\len more than five years ago.)
Dean's List
The Dean's List is co~npiledafter each semester, listing students whose
grade point average for a semester is 3.5 or better, based on a minimum
of two full courses, or equivalent, graded on the traditional grading
system, with no i~lcompletesin courses offered for credit.
Academic Progress, Probation and Dismissal
The College requires that students maintain the following cumulative
grade point averages (GPA):
Freshman - a student who has taken fewer than 7 courses
cumulative GPA of 1.6 or higher
Sophomore - a student who has taken fewer than 16 courses
cumulative GPA of 1.7 or higher
a student who has taken fewer than 2 5 courses
Junior cumulative GPA of 1.9 or higher
a student who has taken 25 o r more courses
Senior cumulative GPA of 2.0 or higher.
It should be noted that a ~ninimumGPA of 2.0 is required for graduation with certain majors requiring a higher minimum GPA.
Students whose academic acl~ievementfalls below these guidelines will
either be placed 011 scl~olasticprobation at the end of the term, o r will
be continued on probation, or will be dismissed from the College. In
addition, a freshman who receives two zero grades or a sophomore who
receives three zero grades will be considered for probation or dismissal.
However, dismissal fro111 the College is not automatic. Each case is
reviewed by the Committee on Student Standing. Evidence of the
student's coln~nit~nent
t o academic progress is the major consideration
in deciding whether or not t o dismiss a student. Students who have a
poor academic record may be strongly advised t o withdraw before the
end of a term. Those on probation who voluntarily withdraw from the
College, as well as those who are dismissed, must have special permission
t o re-enroll.
Students may be removed from probation when the cumulative GPA
reaches the minimum levels stated above. St~tdentsplaced on probation
as freshmen for having earned two zero grades may be removed from
probation if their classification changes t o sophomore, if they have not
earned additional zero grades, and if their cumulative GPA reaches 1.7.
Students placed on probation as sophomores for having earned three
zero grades may be removed from probation if their classification
changes to junior and their cumulative GPA reaches 1.9.
The College reserves the right to dismiss any student who does not meet
the guidelines stated above. Once a student is dismissed, he or she may
appeal the decision within 10 days t o the Conlmittee on Student
Standing.
Attendance Policy
It is expected that students attend every class. If a student knows she/he
will miss more than one class meeting, she/he should not register for
the course. Some faculty/courses require 100 percent attendance for a
student to earn a passing grade.
Most Weekend College classes meet seven times during a trimester plus
Finals Class Weekend. Some courses meet for the entire period on Finals
Class Weekend. Classes marked with an asterisk ( * ) on the Class Schedule require additional class meetings, the dates and times of which are
either listed on the course syllabus or determined by the class at the first
meeting. Depending on the course, these additional meetings are either
required or optional.
Department Course Limits
Augsburg College's graduation requirements allow a maximum of 1 3
courses from each department except in certain approved majors (Social
Work, Nursing). Business Administration, Economics and Management
Information Systems are considered different departments for graduation
requirement purposes.
Grading Procedures
Evaluation and Grading
Student achievement in courses is measured primarily by final examina
tions. Shorter tests, written papers, oral reports, and other types of
evaluation are also used.
Most courses are offered with grading options - traditional grading on a
4.0 to 0.0 scale or the Pass/No Credit system, in which P means a grade
of 2.0 or better and N means no credit and a grade of less than 2.0.
Students are cautioned to use the P/N grade option with care since some
graduate and professional schools do not look favorably on a large
number of P-graded courses, or rank each as a "C". Transfer students are
cautioned that P-graded courses do not count in the requirement that 14
traditionally graded courses be earned at Augsburg in order to be considered for graduation with distinction. See P/N limitations under
Graduation Requirements in the Augsburg College general catalog.
Certain courses are offered on one grading system only. Sociology 265 is
graded only on the P/N grading system and some education courses are
graded only on the P/N system or only on the traditional system.
English 111 is graded P or N, or 2.0-4.O/N. Some other courses are
graded only P, 1.O, N. Lifetime Sports are graded P/O.O.
In courses where this is a choice, students will be graded on the traditional system unless they indicate on their registration that they wish to
use the P/N grading option. Any changes in choice of gkading system
must be made according to the dates published each term. A fee is
charged for any changes made after registration.
Explanation of Grades
Number grades are used with these definitions:
4.0 Achieves highest standards of excellence.
3.5
3.0 Achieves above basic course standards.
2.5
2.0 Meets basic standards for the course.
1.5
1.0 Performance below basic course standards.
0.5
0.0 Unacceptable performance (no credit for the course).
Grade of P (Pass) or N (No credit) are not computed in the grade point
average. A grade of P represents work at or above the 2.0 level; N
represents work at the 1.5 or below level.
An incomplete grade may be given only in the case of an extreme
emergency. To receive it, a student must file an Application for Incomplete form with the Committee on Student Standing stating the reasons
for the request, the plan and date for removing it, and comments from
the instructor. If permission is granted, the incomplete must be removed
during the following semester, or it becomes the grade submitted by the
teacher along with the incomplete.
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 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 reserves the
discretion of not giving an X where satisfactory progress is not demonstrated. Withdrawal from college, or dropping these continued courses
will terminate their registration. Under this circumstance, a registration
as 1X by the student would be necessary if done during registration
periods within one year of initial registration; if done after one year a new
registration would be necessary.
Auditing Courses
Students who wish to take courses without credit or grade may do so by
registering for Audit (V). The charge for auditing a course is listed
under Fees and Payment Schedule. 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 requirement. If
expectations have been met, the course will be listed on the transcript as
having been audited. If expectations have not been met, the course will
be listed a grade of W (Withdrawn).
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.
Classification
Students are classified in August and at the end of fall and winter terms as
follows:
Sophomores - 7 courses completed with at least 14 grade points.
Juniors - 16 courses completed with at least 32 grade points.
Seniors - 25 courses completed with at least 50 grade points.
Withdrawal from College
Students are urged not to abandon courses for which they are registered,
since this results in a failing grade on the official record. Cancellation of
courses or withdrawal from college must be done in the Registrar's
Office. Withdrawal from college cannot occur during final examination
weekend unless a petition is approved by the Student Standing Committee.
Withdrawal from college and resulting adjustments in accounts are effective
as of the date the completed Withdrawal From College form is returned to
the Registrar's Office.
Graduation with Distinction
Graduation with distinction is determined as follows:
Summa cum laude - 3.8 to 4.0 cumulative GPA
Magna cum laude - 3.6 up to but not including 3.8 cumulative GPA
Cum laude - 3.3 up to but not including 3.6 cumulative GPA
T o qualify for graduation with distinction, transfer students must have
completed two years (14 traditionally graded courses) of work at Augsburg.
Assessment of Previous Learning (APL)
Augsburg College recognizes that learning can and does take place in
many life situations. Some of this learning may be appropriate for credit
recognition within the disciplines that compose the academic programs
of a liberal arts college. The APL program (Assessment of Previous
Learning) at Augsburg provides a means by which a student's previous
learning, other than that which is transferred from another accredited
institution, may be presented for examination for possible credit toward
the completion of a bachelor's degree.
Not all learning from life experience, however, is appropriate for credit
recognition at a liberal arts college. Such learning must meet two
essential criteria: (1) it is relevant to coursework in a field of study within
the Augsburg liberal arts curriculum and (2) it can be objectively
demonstrated either by comprehensive examination or committee
evaluation. The APL program at Augsburg provides several means by
which students may have their previous learning assessed for credit
recognition:
CLEP (College Level Examination Program)
Students who achieve acceptable scores in CLEP exams may receive
academic credit in August College. CLEP exams are available in a variety
of general and specific subject areas. For more information, contact
Weekend College Admissions (330.1792) or the regional CLEP center
at the University of Minnesota (624-3323).
Departmental Assessment
Students who wish to receive credit for a specific academic course and d o
not have transcript evidence of completed work may request a departmental assessment of previous learning. This will most often include an
examination that covers the essential components of the course involved.
For more information, contact the Registrar's Ofice (330.1036).
CAI? (Credit Assessment Process)
This is a credit assessment alternative in which a faculty committee
completes a credit evaluation of a learning portfolio submitted by the
student. Informal meetings and consultation are provided for students
who wish to prepare a portfolio of previous learning for credit assessment. Students may apply for CAP after completing at least four courses
of academic work at Augsburg College with a cumulative GPA of at least
2.5. For more information, contact the Registrar's Office (330-1036).
I
1990 Fall Trimester Class Schedule
Friday Evening (6:OO-9:30)
BIO
BUS
BUS
BUS
ECO
EDE
EDE
EDE
EDE
EDS
EDU
EDU
ENG
MAT
NUR
NUR
PHY
POL
PSY
PSY
REL
SOC
SPC
SPC
SWK
185
35 5
242
391
112
350
379
382
387
350
264
388
331
131
305
350
103
342
105
325
363
265
111
345
260
Biology of Aging
Marketing Communications
Principles of Management
Business Law
Principles of Macroeconomics
Creating Learning Environments (9/7 - 11/2)(.5)
K-El Art (9/7-10/5) (.25)
K-El Math (10/19-12/7) (.5)
K-El Language Arts (10/19-12/7) (.5)
Reading in the Content Areas (9/7-11/2) (.5)
Orientation to Education (9/7-11/2) (.5)
Human Relations (9/7-11/2) (.5)
British Literature: Chaucer to the Elizabethans
Math for the Liberal Arts*
Contemporary Nursing I: Communication*
Introduction to Nursing Research
Physics for the Life Sciences*
Mass Communications in Society
General Psychology
Social Behavior
Religion in America
Racial and Minority Group Relations
Public Speaking
Organizational Communication
Humans Developing
Saturday Morning (8:30-12:OO)
BIO
BUS
BUS
BUS
BUS
BUS
CHM
ECO
ECO
ECO
EDE
EDE
EDE
EDE
EDS
ENG
ENG
MAT
MAT
103
22 1
222
242
324
362
109
112
113
31 3
363
376
377
388
352
227
245
103
124
Human Anatomy and Physiology*
Principles of Accounting I
Principles of Accounting I1
Principles of Management
Managerial Cost Accounting
International Business
General Chemistry*
Principles of Macroeconomics
Principles of Microeconomics
Intermediate Microeconomics
Clinical Experience (.5)
K-El Social Studies (10/20-11/17) (.25)
I<-El Science (9/8-10/6) (.25)
K-El Health (9/8-10/6) (.25)
Clinical Experience (.5)
Journalism*
Introduction to Literature
Basic Mathematics* (no credit)
Calculus I*
Computers for Business, Economics and MIS
Music Therapy: Clinical Overview
Introduction to Music in the Fine Arts
Contemporary Nursing 111: Families*
Introduction to Philosophy
Mass Communications in Society
General Psychology
Biblical Studies
Public Speaking
Persuasion
Community Development and Organization
MIS
MUS
MUS
NUR
PHI
POL
PSY
REL
SPC
SPC
SWK
Saturday Afternoon (1:1 5 4 4 5 )
ART
BUS
BUS
BUS
BUS
BUS
CSC
ECO
ECO
EDE
EDE
EDS
EDU
EDU
ENG
ENG
ENG
HIS
HPE
NUR
PHI
POL
PSY
REL
REL
SOC
SPA
SPC
SWK
352
221
242
252
322
391
170
11 3
3 12
380
386
353
264
341
111
225
351
222
114
423
130
160
355
111
345
121
111
354
361
Women'sArt History
Principles of Accounting I
Principles of Management
Principles of Marketing
Accounting Theory & Practice I
Business Law
Structured Programming
Principles of Microeconomics
Intermediate Macroeconomics
K-El Music (11/17-12/8) (.25)
Children's Literature (9/8-11/3) ( 5 )
Creating Learning Environments
Orientation to Education (9/8-11/3) (.5)
Media Technology (9/8-11/3) ( 5 )
Effective Writing*
Intermediate Expository Writing*
American Literature Since 1920
U.S. History Since 1877
Safety Education (E/S) (9/8-11/3)
Practicum in Nursing I: Families * * *
Logic*
World Politics
Brain and Behavior
Introduction to Theology
Lutheran Heritage
Principles of Sociology
Beginning Spanish I*
Interpersonal Communication
Social Response to Human Needs
Sunday Afternoon (1:15-4:45)
ART
BUS
BUS
BUS
BUS
EDE
EDE
EDE
EDS
EDS
132
221
252
33 1
423
35 1
364
389
364
366
Photography
Principles of Accounting I
PrinciplesofMarketing
Financial Management
Auditing
Techniques for Teaching Reading
Interdisciplinary Studies (10/21-11/18) (.25)
K-El Physical Education (9/9-10/7) (.25)
English Methods
Foreign Language Methods (9/9-11/4) (.5)
ENG
HIS
HPE
MIS
MIS
MIS
REL
SOC
SOC
SPA
Effective Writing*
The American City
Chemical Dependency (10/21-12/9) (.5)
Computers in Business, Economics and MIS
Quantitative Methods for Business, Economics and MIS
Management Information Systems in the Organization
History of Religions
Principles of Sociology
Racial and Minority Group Relations
Beginning Spanish I*
Evening Courses
CSC
HPE
340
002
Digital Communications and Computer Networks (Thurs.)
Lifetime Sports: Racket Sports (TBA)
Student Teaching* *
Student teaching courses in elementary and secondary education are
available during fall trimester. The Student Teaching Seminar (EDS 486)
is available on an arranged basis.
*Extra class or lab sessions required.
**Additional clinical fee required.
1991 Winter Trimester Class Schedule
Friday Evening (6:OO-9:30)
ART
BUS
BUS
ECO
EDE
EDE
EDE
EDS
EDU
ENG
ENG
INS
MAT
NUR
PHY
PSY
REL
SOC
SOC
SPC
SWIC
224
242
252
112
363
388
389
352
341
111
261
201
131
306
106
373
263
121
265
354
260
Publication Design
Principles of Management
Principles of Marketing
Principles of Macroeconomics
Clinical Experience (.5)
K-El Health (3/1-3/22) (.25)
K-El Physical Education Methods (3/1-3/22) (.25)
Clinical Experience (.5)
Media Technology (1/4-2/22) (.5)
Effective Writing*
Modern Fiction
Introduction to Women's Studies
Math for the Liberal Arts*
Contemporary Nursing 11: Paradigms in Nursing*
Introductory Meteorology*
Organizational Psychology
World Justice and Hunger: Developing a New World View
Principles of Sociology
Racial and Minority Group Relations
Interpersonal Communication
Humans Developing
Saturday Morning (8:30-12:OO)
BIO 101 Human Biology
BUS 221 Principles of Accounting I
BUS 222 Principles of Accounting I1
BUS 340 Human Resource Management
BUS 362 Marketing Research & Analysis
BUS 391 Business Law
BUS 433 Financial Theory: Policy and Practice
CHM 110 Organic and Biological Chemistry*
CSC 345 Principles of Computer Organization
ECO 112 Principles of Macroeconomics
EDE 351 Techniques of Teaching Reading
EDE 379 K-El Art Methods (1/4-1/25) (.25)
EDE 382 K-El Math Methods (1/4-2/22) (.5)
EDE 387 Language Arts (1/5-2/23) (.5)
EDU 264 Orientation to Education (1/5-2/23) (.5)
EDU 388 Human Relations (2/9-3/23) (.5)
ENG 111 Effective Writing*
ENG 336 British Literature: 17th & 18th Century
MAT 104 Intermediate Algebra* (no credit)
MIS 279 Quantitative Methods in Business, Economics and MIS
NUR 310 Community Health I*
NUR 404 Contemporary Nursing IV*
POL 342 Mass Communications in Society
PSY 105 General Psychology
REL 445 The Bible, Language and Interpretation
SOC 375 Social Psychology*
SPC 111 Public Speaking
SWK 465 Social Policy: Analysis and Development
Saturdav Afternoon (1:15-4:45)
Principles of Accounting I1
BUS
Principles of Marketing
BUS
Accounting Theory and Practice I1
BUS
Financial Management
BUS
International Management
BUS
Microeconomics
ECO
Managerial Economics
ECO
Creating Learning Environments (2/9-3/23) (.5)
EDE
K-El Science (1/5, 1/12, *2/2 a.m.) (.5)
EDE
Children's Literature (2/9-3/23) (.5)
EDE
Creating Learning Environments (2/9-3/23) (1.O)
EDS
School and Society (1/5-2/23) (.5)
EDS
Writing for Business & the Professions*
ENG
Topics: Women and Fiction
ENG
Beginnings of Western Culture
HIS
Chemical Dependency Education (E/S) (1/26-3/16) (.5)
HPE
Finite Mathematics*
MAT
Discrete Mathematics*
MAT
Computers for Business, Economics and MIS
MIS
Intermediate Quantitative Methods for Business,
BUS
Economics and MIS
Ethics of Medicine and Health Care
PHI
Environment and Behavior
PSY
I
I
REL 111
REL 221
SOC 121
SPA 112
SPC 352
SWK 466
Introduction to Theology
Biblical Studies
Principles of Sociology
Beginning Spanish 11*
Persuasion
Field Work I11
Sunday Afternoon (1:15-445)
I
I
I
ART
BUS
BUS
BUS
BUS
ECO
ECO
ECO
EDE
EDE
EDE
EDE
EDE
EDS
FRE
GER
HPE
HPE
HPE
INS
MIS
MIS
NOR
SPA
SPA
106/306 Calligraphy
222 Principles of Accounting I1
242 Principles of Management
326 Tax Accounting
440 Operations Management
113 Principles of Microeconomics
3 1 3 Intermediate Microeconomics
3 15 Money and Banking
282 Introduction to Special Education
364 Interdisciplinary Studies (3/3-3/24) (.25)
375 Disc. in the World of Kindergarten (2/10-3/24) (.5)
376 K-El Social Studies (1/6-1/27) (.25)
380 K-El Music (1/6-1/27) (.25)
375 Social Studies Methods (2/9-3/23) ( . 5 )
111 Beginning French I*
111 Beginning German I*
114 Safety Education (E/S) (1/6-2/24) (.5)
353 Kinesiology and Physiology of Exercise
489 Coaching Practicum (.5) (time to be arranged)
231 Religion in African American History
175 Computers for Business, Economics and MIS
475 Systems Analysis and Design
111 Beginning Norwegian*
111 Beginning Spanish I*
112 Beginning Spanish 11*
-
Student Teaching*
- *
I
Student teaching courses in elementary and secondary education are
available during winter trimester. The Student Teaching Seminar
(EDS 486) is available on an arranged basis.
Lifetime S ~ o r t s
HPE 002
I
Lifetime Sports: Beginning Aerobics (TBA)
*Extra class or lab sessions required.
**Additional clinical fee required.
1991 Spring Trimester Class Schedule
Fridav Evening (6:OO-10:OO)
BUS 242
BUS 252
BUS
ECO
EDE
EDE
EDE
EDS
EDU
EDU
ENG
ENG
HPE
INS
MAT
MUS
PHY
REL
SOC
SPC
SPC
SWK
Principles of Management
Principles of Marketing
~nteriational~ a r k e t i * ~
Principles of Macroeconomics
Creating Learning Environments (5/17-6/21) (.5)
K-El Music Methods (5/31-6/21) (.25)
K-El Math Methods (5/3-6/14) (.5)
Creating Learning Environments
Orientation to Education (4/5-5/17) (.5)
Human Relations (4/5-5/17) (.5)
Effective Writing*
European Literature: Homer to Dante
Safety Education (4/6-5/18) (.5)
Women in American Culture
Math for the Liberal Arts*
Introduction to Music in the Fine Arts
Astronomy*
History of Religions
Principles of Sociology
Public Speaking
Public Relations/Promotional Communications
Humans Developing
Saturday Morning (8:OO-12:OO)
BIO
BUS
CHM
CSC
CSC
ECO
ECO
EDE
EDE
EDS
EDU
ENG
ENG
ENG
HIS
HPE
MAT
MIS
NUR
PHI
PHI
POL
PSY
REL
REL
SOC
SPC
SWK
108
391
100
145
450
113
318
35 1
377
350
341
111
226
282
225
115
114
279
427
120
130
342
105
221
483
375
35 1
467
Microbiology*
Business Law
Chemistry for Changing Times
Computing for the Liberal Arts
Principles of Programming Languages
Principles of Microeconomics
Management Science
Techniques of Teaching Reading
I<-El Science (6/1-6/22) (.5)
Reading in the Content Areas (4/6-5/18) (.5)
Media Technology (4/6-5/18) (.5)
Effective Writing*
Introduction to Creative Writing*
Topics in Literature
Tale of Twin Cities
Chemical Dependency (4/6-5/18) ( 5 )
Elementary Functions*
Quantitative Methods for Business, Economics and MIS
Practicum in Nursing 11: Leadership & Management* * *
Ethics
Logic
Mass Communications
General Psychology
Biblical Studies
Christian Ethics
Social Psychology
Argumentation
Social Worker as Professional
I
I
I
I
1
Saturdav Afternoon (1:OO-500)
BIO 105 Biology and Society
BUS 221 Principles of Accounting I
BUS 2 i 2 Principles of Accounting I1
BUS 252 Principles of Marketing
BUS 331 Financial Management
BUS 425 Advanced Accounting
BUS 438 Investments
BUS 450 Marketing Management
CSC 210 Data Structures
ECO 112 Principles of Macroeconomics
ECO 311 Public Finance
ECO 360 International Trade and Finance
EDE 363 Clinical Experience (.5)
EDE 386 Children's Literature (4/6-6/1) ( 5 )
EDE 388 K-El Health Methods (4/6-5/4) (.25)
EDS 352 Clinical Experience (.5)
EDS 477 School & Society (4/6-6/1) (.5)
ENG 223 Writing for Business and the Professions
ENG 327 Advanced Journalism*
HPE 475 Prev./Care of Athletic Injuries (4/8-5/18) (.5)
MIS 370 Advanced Personal Computing
NUR 330 Trends and Issues in Nursing*
POL 158 Political Patterns and Processes
PSY 105 General Psychology
REL 369 Religious Imagination in Modern Literature*
SOC 349 Complex Organizations
SPC 360 Interpretive Reading
SPC 355 Small Group Communication
SWK 469 Field Work IV
Sunday Afternoon (1:OO-5:OO)
Drawing
ART
Principles of Management
BUS
Human Resource Management
BUS
Principles of Microeconomics
ECO
Intermediate Microeconomics
ECO
Interdisciplinary Studies (4/7-5/5) (.25)
EDE
I<-El Art Methods (6/2-6/23) (.25)
EDE
K-El Language Arts (4/7-5/19) (.5)
EDE
K-El Physical Education Methods (4/7-5/5) (.25)
EDE
Beginning French II*
FRE
Beginning German 11*
GER
Coaching Theory of Sport
HPE
Coaching Practicum (-5)(time to be arranged)
HPE
Computers for Business, Economics and MIS
MIS
Information Systems Projects
MIS
Beginning Norwegian 11*
NOR
Introduction to Theology
REL
Racial and Minority Group Relations
SOC
Quantitative Methods & Program Evaluation
SOC
Beginning Spanish 11*
SPA
Student Teaching**
Student teaching courses in elementary and secondary education are
available during spring trimester. The Student Teaching Seminar
(EDS 486) is available on an arranged basis.
TBA
NUR 31 1 Community Health Nursing 11* * *
*Extra class or lab sessions required.
**Additional clinical fee required.
arse Descriptions
ART 102
Environmental Aesthetics
Fine arts in the urban and world setting. Concern for the
visual content of experience in the environment leading
toward appreciation and criticism. Individual and group
projects exploring design problems in representation, symbolism and abstraction.
Distribution: Urban Concerns; Art/Music
ART 106/
306
ART 107
Calligraphy
Development of calligraphic writing and drawing skills with
emphasis o n the broad-edged pen. Attention given to the
historical development of calligraphy and the elements of
design through readings and demonstrations. Class time and
assignments center on practice in calligraphic concepts with
special attention given to foundational, italic, Gothic and
unicial styles. Three original projects are required and
evaluation is based on quality of work plus participation and
growth factors. Upper division students are required t o
complete demonstration sheets in three historical writing
styles plus an expanded project.
Distribution: Art/Music
Drawing
Drawing in graphite pencils, pens, and pastel pencils. Subjects
include still-life, figures, building interiors and exteriors and
experimental work.
Distribution: Art/Music
ART 118
Painting I
Introduction to painting media and techniques in acrylic and
oil.
Distribution: Art/Music
ART 132
Photography
The camera used as a tool for visual creativity and expression
with attention to black and white photography process. Need
access to 35mm single lens reflex camera (materials will cost
$125-$150).
Distribution: Art/Music
Major: Elective in Public Relations/Advertising major
Publication Design
An introduction to traditional design concerns and procedures related to publication design as well as design for
desktop publishing. Theory and practice of coordinating
visual images and typography with content in publications.
Study of design in magazines, newspapers, newsletters, books,
and miscellaneous publications. Students design and produce
a publication as a group project.
Major: Elective in Public Relations/Advertising
ART 225
Visual Communications I
The theory and practice of visual perception and communication using elements such as color, line, shape, type, and
pictorial images. Emphasis will be placed on the creative
thought process.
Major: Elective in Public Relations/Advertising major
ART 240
Art History Survey
A survey of art from prehistoric to modern times. Includes
reading, research, viewing of slides, and visits to museums.
Distribution: Art/Music
ART 250
Ceramics I
An introduction to the making of pottery with an emphasis
on handbuilding and glazing.
Distribution: Art/Music
ART 352
Women's Art History
A study of the place of women in the history of the visual arts
- as artists, as subjects, and as patrons.
Distribution: Art/Music, Urban Concerns/Minority Studies
Minor: Elective in Women's Studies minor (upper division)
BIO 101
Human Biology
Basic biological concepts from an anthropocentric point of
view. An attempts to answer such questions as: What makes
man just another member of the biotic fold? Does man have
a niche in the ecosystem? What influences does the environment, especially the urban environment, have on man? (A
student may not receive credit for both BIO 101 and 103.
Does not apply to the major or minor.)
Distribution: Biology
Major: Required supporting course in Social Work
BIO 103
Human Anatomy and Physiology
A professional course in the structure and hnction of the
human body. Lecture and laboratory. (A student may riot
receive credit for both BIO 101 and 103. Does not apply to
the major or minor.)
Distribution: Chemistry/Biology
Major: Required prerequisite for BSN major/Coaching
Endorsement
BIO 105
Biology and Society
What are some of the biologically-based problems with which
our society must deal? What threats are posed by pollution,
the prospect of war, and by shortages of food, water and non-
renewable resources? What are the implications of genetic
research, scientific racism, sociobiology, and inequities in the
delivery of health care? (Does not apply to the major or
minor.)
Distribution: Chemistry/Biology or Urban Concerns
BIO 108
Microbiology
Basic microbial features are considered as well as applications
of microbiology to the field of medicine and sanitation. For
student nurses, health majors or consent of the instructor.
(Prereq: CHM 110 or consent of instructor. Does not apply
t o major or minor.)
Distribution: Chemistry/Biology
Major: Prerequisite for the BSN major
BIO 185
The Biology of Aging
At some time in our lives most of us will directly experience
aging or be influenced by people undergoing age-related
changes. This course will concentrate on the biological
aspects of such changes.
Distribution: Chemistry/Biology
BIO 231
The Biology of Women
The objective of this course is to provide a basic understanding of the structure and hnctioning of the female human
organism as well as to evaluate misconceptions about women
that have arisen in the history of biology.
Distribution: Chemistry/Biology or Women & Minority
Studies
Computers for Business, Economics and MIS
(See under MIS 175)
BUS 221
Principles of Accounting I
Introduction to business activities, basic concepts, and
fundamentals of accounting, the accounting cycle and
preparation of financial statements.
Major: Required for Business Administration, Economics core
and MIS major
BUS 222
Principles of Accounting I1
Introduction to business activities, basic concepts and
fundamentals of managerial accounting. Planning and
controlling process, decision-making and behavioral considerations. (Prereq: BUS 22 1)
Major: Required for Business Administration, Economics core
and MIS major
BUS 242
Principles of Management
Development of the theory of management, organization,
staffing, planning and control. The nature of authority,
accountability and responsibility, analysis of the role of the
professional manager.
Major: Required for Business Administration core and MIS
major, elective in Public Relations/Advertising and Supervisory Management majors in Communication
BUS 252
Principles of Marketing
Pri~lciplesof basic policy and strategy issues in marketing.
Legal, ethical, competitive, behavioral, economic and technological factors as they affect product, promotion, marketing
channel and pricing decisions.
Major: Required in the Busi~lessAdministration core, elective
in Public Relations/Advertising and Marketing Cornmunications major
Quantitative Methods for Business Economics, and
MIS
(See under MIS 279)
BUS 322
Accounting Theory & Practice I
An analysis of accountillg theory pertaining to fi~la~lcial
statements, income concepts, capital stock and surplus account,
currellt and long-term assets. (Prereq: BUS 222, E C O 113)
Major: Required in the Accou~ltingand Finance majors (upper
division)
BUS 323
Accounting Theory and Practice I1
An analysis of accoullti~lgtheory pertaining to investments,
tangible and intangible fixed assets, liabilities and reserved,
actuarial topics. Additional emphasis on income determination
collsideri~lgprice level changes. (Prereq: BUS 322)
Major: lcequired in the Accounting major (upper division)
BUS 324
Managerial Cost Accounting
Accounting tools for planning and control of economic
activities. Planning, budgeting, standard cost system, as well as
other quantitative and behavioral topics. (Prereq: BUS 222,
242, 252, MIS 279 or consent of instructor)
Major: lcequired in the Accounting major (upper division)
BUS 326
Tax Accounting
The more common and important provisions of federal illcome
taxes for i~ldividualsand various forms of business enterprises.
(Prereq: BUS 221, 331, E C O 112, 113, or consent of
instructor)
Major: One of a choice of three required courses in the
Accounting major (upper division)
BUS 331
Financial Management
Theory of acquisition, allocation and management of funds
within the firm; sources and uses of long and short term funds,
cost of capital, capital budgeting, leverage, dividend policy,
and related topics. (Prereq: BUS 222, E C O 113)
Major: Required for Business Ad~nillistratio~l
core and MIS
major (upper division)
BUS 340
Human Resource Managenlent
Personnel functio~lin business, acquisition and utilization of
human resources, desirablc working relatio~~ships;
effective
integration of the worker with the goals of the firm and
society. (Prereq: BUS 242)
Major: lcequired for Business M a n a g e m e ~ major,
~t
elective in
Supervisory Management major (upper division)
BUS 352
Marketing Research and Analysis
Research process as an aid to decision making in marketing
management; research methodology; marketing research
results; evaluation of the effectiveness of research in marketing. (Prereq: BUS 252, ECO 113, MIS 279 or consent of instructor)
Major: Required in the Marketing major and an elective in the
Marketing Communications major (upper division)
BUS 355
Marketing Communications
A look at the communications aspects of marketing by integrating advertising, public relations, sales promotion, and
personal selling into a coherent promotion mix. Emphasis will
be placed on the design and evaluation of marketing communications programs, particularly advertising; selection of
media; copy-creative effort; advertiser-agency relationship;
management of the personal selling function including sales
force selection, compensation, territorial design, and performance appraisal. (Prereq: BUS 252)
Major: Required in the Marketing major, elective in Marketing Communications major, Public Relations/Advertising
major, or Supervisory Management (upper division)
BUS 362
International Business
Introduction to the problems and possibilities of doing
business in an international context. Appreciation of the
perspective required for successful planning and management
of any enterprise operating abroad is emphasized by foreseeing
both the opportunities and the difficulties inherent in international business. (Prereq: Two business and economics courses
or consent of instructor)
Major: Required in International Business major (upper
division)
BUS/MIS
370
Advanced Computing for Business, Economics, and
MIS
(See under MIS 370)
BUS 391
Business Law
Legal rules relating to contracts, agency, negotiable instruments, property and business organizations under the
Uniform Commercial Code.
Major: Required for Business Administration core (upper
division)
BUS 423
Auditing
Internal and external auditing procedures. Emphasis on
internal checks and control for accounting systems. (Prereq:
BUS 323)
Major: One of a choice of three required courses in the Accounting major (upper division)
BUS 425
Advanced Accounting
Accounting for business combinations, gover~lmentalaccounting, partnership accounting and fund accounting. (Prereq:
BUS 323)
Major: One of a choice of three required courses in the Accounting major (upper division)
BUS 433
Financial Theory: Policy and Practice
Advanced financial theory; a system approach to financial
structure and policy. Emphasis o n decision-making, presentation through literature, readings, lectures and case material.
(Prereq: BUS 331)
Major: Required in Finance major (upper division)
BUS 438
Investment Theory
Appraisal of the risk/return relationships of various types of
securities from the viewpoint of both individual and institutional investors. Extensive coverage of capital markets and
portfolio management. (Prereq: all core courses or consent of
instructor)
Major: Required in Finance major (upper division)
BUS 440
Operations Management
Concepts and principles related to the management of
operating functions. Examples from service industries, nonprofit organizations and manufacturing. Taught from a
managerial point of view. Topics include: an overview of operations, planning operation processes, productivity measurement, standards, forecasting, concepts of quality, inventory
management, principles of scheduling, and operational co~ltrol
information systems. (Prereq: BUS 242)
Major: l<equired in the Business Management major and an
elective in the Supervisory Management major (upper division)
BUS 450
Marketing Management
Integration of marketing with other business functions;
marketing rnallagemellt and decision making, planning
marketing programs, channels of distribution, pricing, product
selli~lgand promotion policies. (Prereq: BUS 352)
Major: Required in the Marketing major and an elective in the
Marketing Communications major (upper division)
BUS 465
International Management
A comparative study of management styles across cultures.
Models will be reviewed and developed which consider the
implications of culture on the effective~lessof particular styles
of leadership, human resource management, and strategic
management.
Major: Required in the Inter~latiollalBusiness major (upper
division)
BUS 466
International Marketing
This course is devoted to those issues and practices which are
unique to marketing a product and service in an inter~~atiolial
setting. Topics include international environmental scanni~lg
and analysis; comparative marketing research; strategic planning; and marketing mix issues in multinational markets.
Major: Required in the I~lternationalBusiness major
BUS/MIS
479
Intermediate Quantitative Methods for Business,
Economics and MIS
(See under MIS 479)
BUS 495
Topics: Risk Management and Insurance
A study of risk management. Emphasis on the fiulction of (1)
determination of exposure to risk; ( 2 ) analysis of risk and
losses; (3) methods of combating risks; and (4) administration
of risk insurance program. How to recognize and evaluate the
property liability and personnel risks facing a business, a nonprofit organization, a government unit, or an individual or
family. How to select and deal with an insurer. Public policy
issues such as availability of i~lsura~lce
are examined to identify
and evaluate the role of insurance in the financial framework
of the economy.
Major: Elective for Business Administration major
(upper division)
CHM 100
Chemistry for Changing Times
This is a non-laboratory chemistry coursc based o n the very
popular book by John H. Hill of the same title. It is not a
traditional chemistry course and does not assume a science
background. Most of the problems we face are molecular in
nature. What then but cl~emistrycan 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 does not apply toward the major or minor in
chemistry nor does it meet any prerequisite chemistry requirements.
Distribution: Chemistry/Biology
CHM 109
General, Organic and Biological Chemistry
Designed for students who need a survey of the fundamentals
of general, organic and biological chemistry for careers in
allied health areas such as nursing (including Augsburg's
upper division program). Open also to other students. First
term, general chemistry pri~lciplesand an introduction to
organic chemistry. Will include arranged time for laboratory
work. This course does not apply toward the major or minor
in chemistry.
Distribution: Chen~istry/Bioloby
Major: l<equired prerequisite for Nursing major
CHM 110
General, Organic and Biological Chemistry
Continuation of C H M 109. Organic and biological chemistry
with special applicatio~lsto human physiological chemistry.
Will include arranged time for laboratory work. Does not
apply toward the major or minor in chemist~y.
Distribution: Chemistry /Biology
Major: Required for Nursing major
CSC 145
Computing for the Liberal Arts
An i~ltroductio~l
to computers, programming, and computer
applications, as well as some of the social and philosophical
issues associated with computers. Primarily for stude~ltsin
non-science arcas. Does not apply toward the computer
science major or minor.
CSC 170
Structured Programming
An introduction to computers, problem-solving, algorithm
development and programming using Pascal. This course
provides a foundation for further studies in computer science.
(Prereq: MAT 114 or MAT 122 or MIS 279 or Math
Placement Group IV)
Major: Required for Computer Science and MIS majors
CSC 210
Data Structures
Data Structures and their implementation, recursion,
searching and sorting algorithms, and continued development
of programming methods using Pascal. (Prereq: CSC 170.
Coreq: MAT 121 or 171)
Major: Required for Computer Science and MIS majors
Electronics
(See under PHY 261)
CSC 270
Fortran
Study of the FORTRAN programming language. It is
assumed that the student has a knowledge of programming
methods and has done programming in some other language.
(Prereq: CSC 170 or another programming language course)
Major: Elective for Computer Science major
CSC 320
Algorithms
A systematic study of algorithms and their complexity,
including searching and sorting algorithms, mathematical
algorithms, and tree and graph traversal algorithms. The
limitations of algorithms, the classes P and NP, NP-complete
problems, and intractable problems. (Prereq: CSC 210 and
MAT 124)
Major: Elective for Computer Science major (upper division)
CSC 330
Theory of Computation
Basic theoretical principles embodied in formal languages,
automata, computability, and computational complexity.
Topics include Turins machines, Church's thesis, the halting
problem, and unsolvability. (Prereq: CSC 210 and MAT
124)
Major: Required for Computer Science major (upper
division)
CSC 340
Digital Communications and Computer Networks
Principles and methods of data communications, distributed
processing systems, network protocols and security, and
general computer interfacing. (Prereq: CSC 210)
Major: Elective for Computer Science major (upper division)
CSC 345
Principles of Computer Organization
An introduction to computer architecture, processors,
operating systems, instruction sets, and assembly language
programming. (Prereq: CSC 210)
Major: Required for Computer Science major (upper
division)
CSC 352
Database Management and Design
Structure of database management systems, query facilities, file
organization and security, including the development of an
elementary database system. (Prereq: CSC 210)
Major: Elective for Computer Science and MIS major (upper
division)
CSC 399
Internship
A combined effort of student, faculty, and employer to
complete a specific task and learn in a workplace. The
internship often is under the auspices of the Cooperative
Education Ofice as well as the computer science internship
supervisor.
Major: Elective for Computer Science major (upper division)
CSC 445
Operating Systems and Computer Architecture
Elements of operating systems, memory and process management, interactions among major components of computer
systems, and a detailed study of the effects of computer
architecture on operating systems. (Prereq: CSC 345)
Major: Elective for Computer Science major (upper division)
CSC 450
Principles of Programming Languages
Principles that govern the design and implementation of
programming languages. Topics include programming
language syntax and semantics, BNF, parsing, compilers,
interpreters, data structures, control structures, and the runtime environment. (Prereq: CSC 210)
Major: Required for Computer Science major (upper
division)
CSC 491
Mathematics/Computer Science Colloquium
This colloquium, which has no course credit, meets weekly to
keep the mathematics and computer science community
informed about contemporary developments in the field and
about interesting ideas that don't arise in courses. Junior and
senior majors must attend, and others are welcome. All
seniors give a talk. Other sessions are presented by faculty
members or outside visitors.
Major: Required for Computer Science major (no credit)
CSC 495
Advanced Topics in Computer Science
Study of advanced topics from areas of computer science not
included in other courses. This course may be repeated when
the topics vary. (Prereq: Consent of instructor)
Major: Elective for Computer Science major (upper division)
CSC 499
Independent Study
Topics defined through consultation between student and the
department.
ECO 112
Principles of Macroeconomics
An introduction to macroeconomics; national income analysis,
monetary and fiscal policy, international trade, economic
growth. Application of elementary economic theory to
current economic problems. May be taken independently of
ECO 113. ECO 112 and 113 may be taken in either order.
Distribution: Economics/Political Science
Major: Required for Business Administration, Economics
core, and MIS major
ECO 113
Principles of Microeconomics
An introduction to microeconomics, the theory of the
household, firm, market structures and income distribution.
Application of elementary economic theory to market policy.
May be taken independently of ECO 112. ECO 112 and 113
may be taken in either order. (Prereq: MPG I1 )
Distribution: Economics/Political Science
Major: Required for Business Administration, Economics
core and MIS major
Computers for Business, Economics and MIS
(see under MIS 175)
Quantitative Methods for Business, Economics
and MIS
(See under MIS 279)
ECO 311
Public Finance
Analysis of the principles of taxation and public expenditures;
the impact of fiscal policy on economic activity; debt policy
and its economic implications. (Prereq: ECO 112, 113;
strongly recommend ECO 3 13)
Major: One of a choice of three required courses in the
Business Administration core, elective for Economics major
(upper division)
ECO 312
Intermediate Macroeconomics
Determinants of national income, employment and price level
analyzed via macromodels. Attention paid to areas of
monetary-fiscal policy, growth and the business cycle.
(Prereq: ECO 112)
Major: One of a choice of three required courses in the
Business Administration core, required for Econo~nicsmajor
(upper division)
ECO 313
Intermediate Microeconomics
Theory of resource allocation, analysis of consumer behavior,
firm and industry; the pricing of factors of production and
income distribution; introduction to welfare economics.
(Prereq: ECO 113)
Major: Required for Business Administration, Economics core
and MIS major (upper division)
ECO 3 15
Money and Banking
Functioning of the monetary and banking systems, particularly
commercial banks, the Federal Reserve System and its role in
relation to aggregate economic activity. Emphasis placed on
monetary theory and policy. (Prereq: ECO 112,113)
Major: One of a choice of three required courses in the
Business Administration core, elective for Economics major
(upper division)
ECO 318
Management Science
Provides a sound conceptual understanding of the modern
techniques of management science to prepare students to
make better business and economic decisions. Emphasis is on
applications, which are taken from the areas of transportation,
marketing, portfolio selection, environmental protection, the
shortest route, inventory models, information systems, etc.
(Prereq: ECO 313)
Major: Required for Business Management major and MIS
major, one of a choice of three required courses for the
Finance major, elective in Economics and Supervisory
Management majors (upper division)
ECO 360
International Trade and Finance
A study of the underlying forces affecting the economic
relations among nations. Development of the basis of
international trade; balance of payment; exchange rate systems
and commercial policy. (Prereq: ECO 112, 113 or consent of
instructor)
Major: Required for International Business major, elective for
Economics major (upper division)
ECO 415
Managerial Economics
Integrates economic theory and corresponding practices in
business. Among the topics considered are theories and
practices in forecasting, estimation of demand and cost
functions, price and non-price competition, production and
cost considerations, and an analysis of economic problems of
relevance to management. (Prereq: ECO 313, MIS 279)
Major: Required in the Marketing major and one of a choice
of three required courses in the Finance major, elective for
Economics major (upper division)
ECO/MIS
479
Intermediate Quantitative Methods for Business,
Economics and MIS
(See MIS 479)
EDE 350
Creating Learning Environments: KindergartenElementary (. 5 course)
The study of strategies, methods, and evaluation of teaching
and learning in the contexts of educational, psychological,
sociological and neuro-scientific theories.
Major: Required for Elementary Education major (upper
division)
EDE 351
Techniques for Teaching Reading
The study and utilization of a variety of techniques and
resources in the teaching of reading and the diagnosis and
correction of reading problems. Field placement requirement
included in this class.
Major: Required for Elementary Education major
(upper division)
EDE 363
Kindergarten-Elementary Clinical Experiences
(.5 course)
Includes 160 hours in-class experience. Register for two
seminar sessions in addition to the 160 hours. A video tape
of classroom or simulated teaching will be prepared by each
student. Membership in one of the professional teacher organizations is required. Students must apply in the Education
Department for Clinical at least two months prior to date
they intend to begin Clinical. Enroll for course approximately half-way through the I<-Elementary course sequence.
Major: Required for Elementary Education major (upper
division)
EDE 364
Kindergarten-Elementary Curriculum:
Interdisciplinary Studies (.25 course)
Examination and preparation of materials and resources for
integrating specific skill developments through various
subjects at the kindergarten and elementary levels.
Major: Required for Elementary Education major (upper
division)
EDE 375
Discovery in the World of Kindergarten (.5 course)
This class prepares the student for the unique experiences and
responsibilities of a kindergarten classroom. Major: Required
for I<-6 licensure (upper division)
EDE 376
Kindergarten-ElementaryCurriculum:
Social Studies (.25 course)
Examination and preparation of materials and resources for
social studies at the kindergarten and elementary levels.
Major: Required for Elementary Education major (upper
division)
EDE 377
Kindergarten-ElementaryCurriculum:
Science (.25 course)
Examination and preparation of materials and resources for
science at the kindergarten and elementary levels.
Major: Required for Elementary Education major (upper
division)
EDE 379
Kindergarten-Elementary Curriculum:
Art (.25 course)
Examination and preparation of materials and resources for
art at the kindergarten and elementary levels.
Major: Required for Elementary Education major (upper
division)
EDE 380
Kindergarten-Elementary Curriculum:
Music (.25 course)
Examination and preparation of materials and resources for
music at the kindergarten and elementary levels.
Major: Required for Elementary Education major (upper
division)
EDE 382
Kindergarten-Elementary Curriculum:
Mathematics (.5 course)
Examination and preparation of materials and resources for
mathematics instruction at the kindergarten and elementary
levels. (Prereq: EDU 264)
Major: Required for Elementary Education major (upper
division)
EDE 386
Kindergarten-Elementary Curriculum:
Children's Literature (.5 course)
Examination and preparation of materials and resources for
children's literature at the kindergarten and elementary levels.
(Prereq: EDU 264)
Major: Required for Elementary Education major (upper
division)
EDE 387
Kindergarten-ElementaryCurriculum:
Language Art (.5 course)
Examination and preparation of materials and resources for
language arts instruction at the kindergarten and elementary
levels. (Prereq: EDU 264)
Major: Required for Elementary Education major (upper
division)
EDE 388
Kindergarten-ElementaryCurriculum:
Health (.25 course)
Examination and preparation of materials and resources for
health instruction at the kindergarten and elementary levels.
Major: Required for Elementary Education major (upper
division)
EDE 389
Kindergarten-ElementaryCurriculum:
Physical Education (.25 course)
Examination and preparation of materials and resources for
physical education instruction at the kindergarten and
elementary levels.
Major: Required for Elementary Education major (upper
division)
EDE 481,
482,483,
484
EDS 350
Student Teaching K, K-6,or 1-6
Students must apply to student teach by Oct. 30 for Winter/
Spring 1991 Student Teaching and March 30 for Fall 1991
Student Teaching. A minimum of three courses (481,482,
483) unless otherwise advised by the department. Observing
and facilitating learning at the kindergarten and elementary
levels under the supervision of college and elementary school
personnel. Admission into the Education Department is
required prior to student teaching placement. Membership in
one of the professional teacher organizatio~lsis required.
(Prereq: All K-Elementary coursework satisfactorily completed or permission of Department for exception.)
Major: Required for Elementary Education major (upper
division)
Reading in the Content Areas (.5 course)
The study and utilization of a variety of techniques and
resources to assist students in teaching reading through the
content areas.
Major: Required for Secondary Education major (upper
division)
EDS 352
Clinical Experience ( .5 course)
Students must apply in the Education Department for Clinical
Experience at least two months prior to the date they intend
to begin Clinical Experience. Students should enroll for
course approximately half-way through the Secondary course
sequence. I~lcludes70 hours in-school experiences, seminars.
Membership in a professional teacher organization is required.
Major: Kequired for Secondary Education major (upper
division)
EDS 353
Creating Learning Environments: Secondary
The study of strategies, methods, and evaluation of teaching
and learning in the context of educational, psychological,
sociological and neuro-scientific theories.
Major: lcequired for Secondary Education major (upper
division)
EDS 364
English Methods
Materials and methods suitable for students in secondary
schools. Emphasis on the preparation of lesson and unit
plans. Some teaching experience in a local high school. The
study of adolescent literature is included. (Prereq: EDU 264
and EDS 353 or consent of instructor.)
Major: Required for Secondary Education English Language
Arts major (upper division)
EDS 366
Foreign Language Methods (.5course)
Language learning theory. The theory and practice of
language teaching. (Consult with the Foreign Language
Department.)
Major: Required for Secondary Education Foreign Language
major (upper division)
EDS 375
Social Studies Methods (.5 course)
Introduction to the teaching of social studies and history in
secondary classrooms. Emphasis on instructional strategies
and curriculum development.
Major: Required for Secondary Education Social Studies
major (upper division)
EDS 477
School and Society (.5 course)
The emphasis in this course is on the school in relation to
society. Current major issues in education will be studied.
Students should enroll as closely as possible to the same term
as their student teaching. (Prerequisite: EDU 264, EDS 353
and Methods in Subject Area)
Major: Required for Secondary Education major (upper
division)
EDS 481,
482, 483,
484
EDU 264
Student Teaching
Students must apply to student teach through the Education
Department by Oct: 30 for Winter/Spring 1991 Student
Teaching and March 30 for Fall 1991 Student Teaching.
Observing and directing learning at the secondary level under
supervision of college and secondary school personnel. A
minimum of three courses, except four courses required of
Art, Music, Physical Education majors. Membership in a professional organization is required. (Prerequisite: ALL
Secondary Education and major coursework successfully
completed or permission of the Department for an exception.)
Major: Required for Secondary Education major
(upper division)
Orientation to Education in an Urban Setting
(.5 course)
Study and investigation of various aspects of the teaching
profession as students evaluate their interest and suitability for
a career in teaching. Open to all students. Suggested as first
course to be taken.
Major: Required for Elementary and Secondary Education
major
EDU 341
Media Technology (.5 course)
Psychological and philosophical dimensions of communication
through the use of instructional technology. Selection,
preparation, production, and evaluation of effective audiovisual materials for teaching/learning situations. Computer
training will be included in this course.
Major: Required for Elementary and Secondary Education
major (upper division)
EDU 388
Human Relations (.5 course)
Emphasis on the study of values, of communication techniques, and of the minority groups in Minnesota for the
development of interpersonal relations skills applicable to
teaching and other professional vocations. Open to all.
Major: Required for Elementary and Secondary Education
majors (upper division)
ENG 111
Effective WritingEmphasis is o n exposition, including learning research
techniques and writing critical reviews. At least one work of
literature is assigned. Attention is given to increasing students' effectiveness in choosing, organizing and developing
topics, thinking critically, and revising for clarity and style. A
writing lab is provided for those needing additional help. The
minimum passing grade for this course is 2.0.
Distribution: Required for graduation
ENG 209
Grow Old Along With Me
This course will focus on what poets, dramatists, and novelists
have to say about the aging process. Students will be
expected to interview older people to discover how they feel
society regards the aging.
Distribution: English/Speech
ENG 223
Writing
- for Business and the Professions
A practical course designed with emphasis on expository
writing skills for those preparing for business and professional
careers. The writing of reports, letters, and proposals will be
emphasized. Students will be encouraged to use the material
from their own areas of specialization. (Prereq: ENG 111 or
equivalent)
Major: Recommended elective for Business Administration
~najor,meets one writing requirement for Co~nmu~lication
major, an elective for English major.
ENG 225
Intermediate Expository Writing
The development of essays in a variety of rhetorical ~nodes,
which may include identification, definition, classification,
illustration, compariso~land contrast, and analysis. Particular
attention will be given to stylistic and orga~lizationalmatters
tl~roughthe course's workshop format, in which students'
papers are read and discussed. (Prereq: ENG 1 11 or equivalent)
Major: Required for English major, meets one writing
requirement for Communication major.
ENG 226
Introduction to Creative Writing
The purpose of this course is to introduce stude~ltsto the
process of creative writing and to various genres, emphasizing
poetry and short fiction but including journal keeping, drama,
and creative prose. (Prereq: ENG 1 11 or equivalent)
Major: Meets one writing requirement for Comlnunication
major, an elective for Englisl~major.
ENG 227
Journalism
This is an introductory newswriting course. Emphasis will be
placed on writing for the print media, but students will learn
to write for radio and television as well. Students will
consider: how t o recognize news, how to gather and verify
facts, and how to cover basic copy preparation and editing
practices. This includes all introduction t o legal and ethical
questions faced by journalists. (Prereq: ENG 111 or equivalent)
Major: Required for Public Relations major, meets one
writing requirement for Communication major, an elective
for English major
ENG 240/
340
ENG 245
The Short Story
The course will involve practice in ways of approaching
literature and will include study of the basic critical terminology. It is an appropriate course for students who have not yet
studied literature at the college level. Effective Writing is not
a prerequisite but students will be expected to write with
clarity.
Distribution: English/Speech
Major: An elective for English major
Introduction to Literature
An introduction to the study of fiction, drama, and poetry.
Particular attention will be devoted to developing critical and
analytical skills in reading and writing about literature.
Strongly recommended for English majors and minors.
Distribution: English/Speech
Major: Strongly recommended for English major
ENG 250
American Literature to 1920
Reading and analysis of some significant works of selected
American writers from colonial times to the emergence of
literary naturalism. Attention is also given to the writer's
contribution to the historical development of American
literature.
Distribution: English/Speech
Major: Meets American literature requirement
ENG 261
Modern Fiction
Significant works of selected prose writers, chiefly European,
of the Twentieth Century. Some non-Western writers will be
included.
Distribution: English/Speech
Major: An elective for English major
ENG 271
European Literature: Homer to Dante
A study of major works of Greek and Roman literature, for
example, the epics of Homer and Virgil, the tragedies of
Aeschylus, Sophocles, and Euripides, the comedies of Aristophanes and Ovid's Metamorphoses. Dante's Inferno will be
studied as a work in which the Christian and the classical traditions are combined. These works will be studied with
reference to their mythological foundations, their cultural
background, their influence on later literature, and their
enduring relevance.
Distribution: English/Speech
Major: Meets Western tradition requirement
ENG 272
European Literature: From the Renaissance to the
Modern Period
A study of masterpieces of literature, chiefly European, from
the medieval to the modern period, including such authors as
Moliere, Cervantes, Montaigne, Goethe, Dostoyevsky.
Distribution: English/Speech
Major: Meets Western tradition requirement
ENG 282/
482
ENG 327
Topics in Literature
Individual courses designed to investigate specific themes,
movements, authors, or works. The subjects selected for
study in any year will be listed in the class schedule for that
year. Recent offerings have included Scandinavian Literature.
Twentieth Century Poetry, Comedy, and Women and Fiction.
Distribution: English/Speech
Major: An elective for English major
Advanced Journalism: Interviewing and Editing
Emphasis is placed first on interviewing and then on organizing and writing the interview story. The second half of the
course will concentrate on editing the work of others and
learning layout and design. The course will include workshop
sessions during which students conduct interviews and critique
the interview skills of fellow students. There will also be
laboratory sessions devoted to layout and design. (Prerequisite: ENG 227)
Major: An elective for English and Communication majors
(upper division)
ENG 331
British Literature: Chaucer to the Elizabethans
Chaucer and the medieval milieu will be studied as well as the
development of English poetry and drama in the English
Renaissance.
Distribution: English/Speech
Major: Meets British literature requirement (upper division)
ENG 336
British Literature: Seventeenth and Eighteenth
Centuries
Reading, analysis and discussion of works of selected writers
from the metaphysical poets up to Blake, with attention to the
historical, intellectual, and social influences and the major
literary movements.
Distribution: English/Speech
Major: Meets British literature requirement (upper division)
ENG 337
British Literature: The Romantics and the
Victorians
A study of major writers of the nineteenth century, emphasizing Romantic poetry, Victorian poetry, Victorian prose and
two or three novels of the period. Relationships among these
writers and their influence on one another will be emphasized
as well as their relationship to their own age and their lasting
contribution to the forms of poetry and prose.
Distribution: English/Speech
Major: Meets British literature requirement (upper division)
ENG 351
American Literature Since 1920
A study of some recent and contemporary writers and literary
movements. Attention is given to the dynamics of American
society and its intricate relationship to the literature. Special
emphasis is given to the city as setting and symbol in modern
American literature.
Distribution: English/Speech, Urban Concerns
Major: Meets American literature requirement (upper
division)
ENG 399
Internship
The department offers on-campus internships in teaching
writing or English as a Second Language and various offcampus internships. Interested students should consult the
departmei~tchairperson. (Upper division)
ENG 423
Studies in the British Novel
A survey of the development of the novel in England from its
Eighteenth Century beginnings up to the Twentieth Century.
Novels studied will be selected from the works of such
authors as Defoe, Richardson, Fielding, Sterne, Austen,
Dickens, Bronte, Thackeray, Eliot, Hardy and Butler. Attention will be given to the conditions contributing to the rise of
the novel and its emergence by the Twentieth Century as the
dominant literary form.
Distribution: English/Speech
Major: Meets British literature requirements (upper division)
ENG 438
Shakespeare
Study of ten or twelve major plays - comedies, histories,
tragedies - with attention to the development of
Shakespeare's dramatic and poetic art. Additional plays
assigned for reading analysis.
Distribution: English/Speech
Major: Meets British literature requirement (upper division)
ENG 499
Independent Study
Open to junior or senior English majors with a grade of 3.0
or consent of department chairperson. Provides directed
independent study in the area of the student's choice.
FRE 111
Beginning French
Designed to introduce the student with no previous background in French to the language and to French culture. The
pronunciation system and basic sentence structures are taught
to enable understanding and expression on a rudimentary
level.
Distribution: Foreign Language
FRE 112
Beginning French
Continuation of FRE 111
Distribution: Foreign Language
GER 111
Beginning German
For students with no previous background. Aims at developing basic skills. Classroom practice in speaking, understanding and reading basic German. Goals: ability to read extended narratives in simple German, insights into German
culture and participation in short conversations. Laboratory
materials available.
Distribution: Foreign Language
GER 112
Beginning German
Continuation of GER 1 11
Distribution: Foreign Language
HIS 103
The Modern World
A study of the main currents in western civilization from the
time of Napoleon to the present.
Distribution: History/Philosophy
HIS 104
The Modern Non-Western World
An introduction to various centers of cultural and political
power in Asia and Africa of the last 200 years.
Distribution: History/Philosophy
HIS 162
20th Century South Asia
This geographic area has produced the largest working
democracy in the world today; it is a standard example for
population crisis and world hunger illustrations. This course is
designed for the student who has interest but little or no background in non-western subjects.
Distribution: History/Philosophy
HIS 222
U.S. History Since 1877
An assessment of the century which proceeds our modern day.
Distribution: History/Philosophy
HIS 331
A Tale of Twin Cities: Minneapolis/St. Paul
1883-1988
A local history course using the Minneapolis-St. Paul metropolitan area as a case study for examining large themes and
issues in U.S. urban history. Topics considered include
frontier urbanism, industrialization and economic trends,
transportation, immigration and ethnicity, urban politics and
reform. Field trips included.
Distribution: History/Philosophy (upper division)
HIS 440
Topics in World History
This course will investigate topics in world history which are
not included in regular course offerings. The specific topics to
be offered will be announced prior to registration.
Distribution: History/Philosophy (upper division)
HPE 114
Health and Safety Education (.5 course)
Principles and practices of safety education in school and
community life. Includes information about school health
programs and prevalent health needs and problems of school
age children, and American Red Cross First Aid course.
Major: Required for Elementary and Secondary majors
HPE 115
Health and Chemical Dependency Education
(.5 course)
An analysis of chemical abuse and what can be done for the
abuser. Includes information about school health programs
and prevalent health needs and problems of school age
children.
Major: Required for Elementary and Secondary majors
HPE 353
Kinesiology and Physiology of Exercise and Sport
Mechanics of movement with special emphasis upon the
muscular system and analysis of movement. The major effects
of exercise upon the systems of the body and physiological
principles applied to exercise programs and motor training.
(Prereq: BIO 103)
Certificate: Required for Coaching Certification (upper
division)
HPE 475
Prevention and Care of Athletic Injuries (.5 course)
Emphasis placed on preventing injuries. Treatment of athletic
injuries. Practical experience in taping and training-room
procedures. (Prereq: HPE 353)
Certificate: Required for Coaching Certification (upper
division)
HPE 482
Coaching Theory of Sport
The psychology of coaching, coaching theory, techniques and
administrative aspects of coaching athletics.
Certificate: Required for Coaching Certification (upper
division)
HPE 489
Coaching Practicum (.5 course)
Theory and practice of sports techniques included with
supervised field experience in coaching consisting of no fewer
than 40 clock hours. The practicum must be done in grades
7-12 over an entire sport season and in a school setting in a
state high school sponsored sport.
Certificate: Required for Coaching Certification (upper
division)
INS 201
Introduction to Women's Studies
This multidisciplinary course will introduce students to the
contributions of women in history, religion, literature,
philosophy, sciences, and the arts and how the questions and
methodologies of these disciplines differ when seen from
women's perspectives. Students will also study the history of
the women's movement, diversity of women's experiences in
terms of race, sexual orientation and class, and other contemporary issues raised by feminists.
Distribution: Urban Concerns/!Women's Studies
Minor: Required in Women's Studies minor
INS 233
Women: A Cross-Cultural Perspective
This course will examine a variety of issues concerning the
biological, evolutionary and historic origins of women's roles
and status in human society. Emphasis will be placed on the
comparative roles of women in different cultures. This
comparison will include such North American models as the
Pygmies and other tribal groups, and the peasant societies of
eastern Europe, Mexico, and the middle East and rural China.
Distribution: Urban Concerns/Women's Studies
Minor: Elective in Women's Studies minor
INS 265
Women in American Culture
Through a discussion of works by women historians and
selections from women's journals, speeches, articles, short
stories, poems, plays and other aesthetic creations, the class
will collectively assess the position of Black and white women
in American culture from the founding of the colonies to the
present. Contributions by Indian women, Chicanas and other
"invisible" women minorities will be included.
Distribution: Urban Concerns/Women's Studies
Minor: Elective in Women's Studies minor
INS 495
Seminar
Selected topics. Required of minors who do not elect to do
an Independent Study. T o be completed after the introductory course and electives.
Minor: Elective in Women's Studies minor (upper division)
INS 499
Independent Study
In consultation with a faculty member and with the approval
of the Women's Studies Coordinator, a student selects a
specific topic for study. Required of minors who do not elect
to participate in the seminar.
Minor: Elective in Women Studies minor (upper division)
MAT 103
Basic Mathematics
A self-paced course for students needing a review of arithmetic
and transition to algebra. Topics include integers, fractions,
decimal numbers, ratios, percents, metric system, exponents,
radicals, and evaluation of algebraic expressions. Counts as
one course in semester's load but does not give credit toward
graduation. Admission only by Augsburg Mathematics
Placement Test. Meets weekly. (Prereq: Placement Group I.
P/N grading only.)
MAT 104
Intermediate Algebra
A self-paced course for students needing to review basic
algebraic skills and concepts. Topics include operations with
polynomials and rational expressions; exponents and radicals;
solving linear and quadratic equations and inequalities; and
graphing of linear and quadratic functions. Counts as one
course in semester's load but does not give credit toward
graduation. Admission only by Augsburg Mathematics
Placement Exam. Meets weekly. (Prereq: Math Placement
Group 11. P/N grading only.)
MAT 114
Elementary Functions
A study of functions: algebraic, exponential, logarithmic, and
trigonometric. For students planning to take MAT 124 or
171. Students who have completed 124 or 171 may register
for credit only with consent of instructor. Meets weekly.
(Prereq: MAT 104 or Math Placement Group 111)
Distribution: Math/Physics
Major: Strongly recommended for Business Administration
major prior to taking MIS 279
MAT 121 Finite Mathematics
Topics in finite mathematics (combinatorics, probability,
matrices, linear programming and graph theory) of primary
interest to students in the social and behavioral sciences,
business and information science. Students who have completed MAT 171 may not register for credit.
(Prereq: MAT 104 or MPG 111)
Major: Required in MIS major
MAT 122
Calculus for the Social and Behavioral Sciences
Differential and integral calculus of a single variable with
applications to the social and behavioral sciences. Students
who have completed MAT 124 may not register for credit.
Meets weekly. (Prereq: MAT 104 or Placement Group 111)
Distribution: Math/Physics
MAT 124,
125
MAT 131
Calculus I, I1
Differential and integral calculus, including calculus of several
variables and series, with applications primarily from the
physical sciences, integrated with topics from plane and solid
analytic geometry. Primarily for students in mathematics or
the sciences. (Prereq: MAT 114 or Placement Group IV for
124; MAT 124 for 125.)
Math for the Liberal Arts
An examination of the interaction between the development
of mathematics and that of civilization. Primarily for students
not intending further mathematics. (Prereq: MAT 104 or
Placement Group 111)
Distribution: Math/Physics
MAT 171
Discrete Mathematics
Topics in discrete mathematics such as sets and logic, combinatorics, probability, relations and functions, vectors and
matrices, boolean algebra, and graph theory of primary
interest to students in Computer Science and Mathematics.
Students who have completed MAT 121 may register for
credit only with consent of the instructor.
(Prereq: Placement Group IV.)
Major: Required for Computer Science major
MIS 175
Computers for Business, Economics and MIS
An introduction to microcomputer-based information
systems. Study features of hardware, operating systems,
languages and current applications. Learn to use MS-DOS,
Lotus 123 (graphic, database and logical functions) and
dBASE (index, query and view). May study other applications (Microsoft Works, Word Perfect, and Minitab). T o test
out of MIS 175, pass either a comprehensive exam or MIS
370. (Prereq: Math Placement Group I1 or Pass in MAT 103)
Major: Required in Business Administratio11 and Economics
core, MIS major, elective in Supervisory Management major.
MIS 279
Quantitative Methods for Business, Economics and
MIS
An introduction to quantitative reasoning, descriptive
measures, probability, sampling distributions, inference and
estimation. Emphasis is placed on their use in applied
problems in Business and Economics. Minitab may be
required. (Prereq: MIS 175 and either Math Placement
Group I11 or Pass in MAT 104)
Major: Required in the Business Administration and Economics core, MIS major, elective in Supervisory Management and
Public Relations majors
MIS 370
Advanced Computing for Business, Economics and
MIS
An investigation of programmable systems. Examine basic
algorithms and associated flowcharts and psuedocode. Apply
these concepts by programming some of these software:
BASIC, DOS, Lotus, dBASE, Minitab, and Word Perfect.
(Prereq: Math Placement Group I11 or Pass in MAT 104; MIS
175 or CSC 170 or with extensive knowledge of Lotus and
DOS which has been verified by instructor.
Major: One of two choices in MIS major (upper division)
MIS 375
Management Information Systems in Organizations
Use of a systems approach in analyzing the role of information
systems in organizations. Review the features of computers
(hardware and software) and various types of information
systems. May involve several case studies: review the business
needs, summarize the relevant finding (hardware, software,
systems, etc.), identify the options and communicate the
recommendations. Learn to use a CASE tool such as Excelerator for systems analysis. (Prereq: BUS 221, BUS 242 or
252, and one computer course such as MIS 175 or 370.
Consult with the instructor about variances in prerequisites.
Recommended: PHI 130 and ENG 223.)
Major: Required in MIS major (upper division)
MIS 475
Systems Analysis and Design
Identify the necessary steps of systems analysis and design.
Investigate various representations for information, processes
and relationships. Utilize analytical tools such as data flow
diagrams and CASE tools such as Excelerator. Complete a
rudimentary systems design. (Prereq: MIS 375)
Major: Required in MIS major (upper division)
MIS 476
Information Systems Projects
Using skills developed in MIS 375 and 475, generate a
complete and extensive project of systems analysis and design.
(Prereq: MIS 475)
Major: Required in MIS major (upper division)
MIS 479
Intermediate Quantitative Methods for Business,
Economics and MIS
Utilize computer systems relevant to quantitative analysis:
Lotus, Minitab, SPSS or MathCad. Investigate statistical
descriptions, statistical inference and analysis of variance.
Investigate linear models, queuing models and Monte Carlo
simulations. (Prereq: MIS 175, 279 and either Math Placement Group IV or grade of 2.0 or higher in MAT 114, 121,
122, or 171. Recommended: MIS 370 and ECO 318)
Major: Recommended in MIS major and one of a choice of
three required courses in the Finance major (upper division)
MUS 130
Introduction to Music in the Pine Arts
Relationship between music of each period and the other fine
arts. For non-music majors.
Distribution: Art/Music
NOR 111
Beginning Norwegian
Introduction of the four basic language skills: speaking,
listening, reading and writing. Stress on spoken rather than
literary Norwegian. Laboratory work expected.
Distribution: Foreign Language
NOR 112
Beginning Norwegian
Continuation of NOR 111.
Distribution: Foreign Language
NUR 305
Contemporary Nursing I: Communication
A transitional course that introduces the components of the
professional role and begins the professional socialization
process. A communicative process is emphasized as one
means by which the nurse-client relationship is negotiated.
Interactive and group theories are explored for their applicability to changing professional roles and practice. (Prereq: or
concurrent enrollment: PSY 355)
Major: Required for Nursing major (upper division)
NUR 306
Contemporary Nursing 11: Paradigms in Nursing
AII introduction to theories and conceptual thinking in the
process of professional development. The function of theory
in guiding nursing practice is emphasized. Selected nursing
conceptual models are studied and their application to
practice is examined using the nursing process format.
(Prereq: NUR ?05)
Major: Required for Nursing major (upper division)
NUR 3 10
Community Health Nursing I
This course focuses on community health delivery systems
and the practice of nursing within them. Concepts of health
are examined as they apply to current community health
problems and issues. Clinical application of course content
will involve making a health related assessment and exploring
a community health issue. Ethical issues related to community health decision making with aggregate groups are
explored. (Prereq: NUR 330)
Major: Required for Nursing major (upper division)
NUR 311
Community Health Nursing 11: Practicum**
This course provides a basis for understanding community
characteristics and cultural diversity related to health care.
The nurse's role as a generalist and as a member of the health
team is explored. This course is primarily a clinical course.
The student will demonstrate knowledge of community health
concepts in providing care to a selected caseload of clients.
(Prereq: NUR 3 10)
Major: Required for Nursing major (upper division)
**This course involves an additional clinical fee.
NUR 330
Trends and Issues in Nursing
This course is designed to investigate the current responsibilities of the professional nurse. Contemporary economic,
social, political and professional trends and issues are explored
in relation to their implications for nursing practice. (Prereq:
NUR 306, REL 483 or PHI 380, or concurrent enrollment)
Major: Required for Nursing major (upper division)
NUR 350
Introduction to Nursing Research
The research process and methods appropriate to nursing are
the focus of this course. Issues of ethics in nursing research
are explored. Students critique nursing research for its
applicability to nursing practice. (Prereq: NUR 330, may be
taken concurrently with NUR 310)
Major: Required for Nursing major (upper division)
NUR 403
Contemporary Nursing 111: Families
This course provides a theoretical basis for family nursing care.
Content includes family as a primary group and family
dynamics in light of situational and developmental events.
Consideration is given to the role of the nurse in family health
care. (Prereq: NUR 311, NUR 350, may be taken prior or
concurrently with NUR 423)
Major: Required for Nursing major (upper division)
NUR 404
Contemporary Nursing IV: Leadership and
Management
This course provides a theoretical basis for leadership and
management as emerging professional nurse roles. Concepts
of change, conflict, communication, and system dynamics are
explored. Ethics, accountability and advocacy provide the
basis for role development and professionalism. (Prereq:
NUR 403)
Major: Required for Nursing major (upper division)
NUR 423
Practicum in Nursing I: Nursing of the Family**
A clinical practicum offering the student an opportunity to
apply content from NUR 403 in providing complex nursing
care to families in selected practice setting. (Prereq: NUR 403
or concurrent enrollment)
Major: Required for Nursing major (upper division)
**This course i~lvolvesan additional clinical fee
NUR 427
Practicum in Nursing 11: Leadership and
Management**
This clinical practicum utilizes knowledge and skills from
NUR 404. Opportunity is provided to apply leadership and
management theory in a selected agency setting. (Prereq:
NUR 404 or concurrent enrollment)
Major: Required for Nursing major (upper division)
**This course involves an additional clinical fee
NUR 432
Topics in Nursing
A course designed to provide in-depth exploration of selected
topics in nursing. The subjects studies will vary depending
upon the needs and interests of the faculty and students.
(Prereq: Senior standing or consent of instructor. 011
demand.)
Major: Elective for Nursing major (upper division)
NUR 499
Independent Study
This learning experience provides the opportunity for the
students to study a selected topic or issue in depth. Students
consult with faculty and submit written study proposals,
objectives, and methods of evaluation prior to registration.
Major: Elective for Nursing major (upper division)
PHI 110
Introduction to Philosophy: Ideas and Methods
Though each person has his or her own set of ideas and
beliefs, rarely are they critically analyzed or evaluated for their
consistency, adequacy or truth. One reason for this is that
individuals lack the needed skills. Another is that they may
have had little opportunity to examine critically some of the
ideas basic to western culture. The purpose of this course is
to provide the student with some experience in examining
ideas, and thereby to sharpen the critical and analytical skills
required to evaluate and construct a system of ideas and
beliefs.
Distribution: History/Philosophy
PHI 120
Ethics
Sometimes you say that a certain action is right or condem~lit
as wrong, Why do you think it is right? Because you like it?
Are there better reasons for thinking something right or
wrong? This course takes a long, hard look at possible
grounds for making moral decisions, and at the moral judgements about personal and social issues resulting from them.
Distribution: History/Philosophy
Major: Recommended elective in Business Administration
major
PHI 130
Logic
Suppose someone gives you reasons, and then says you must
accept a particular conclusion. Must you? When does a
conclusion validly follow from premises? Here we examine
the rules which govern valid arguments and work to develop
your ability to recognize and construct sound arguments.
Distribution: History/Philosophy
Major: Recommended elective in Business Administration
and MIS major
PHI 380
Ethics of Medicine and Health Care
Application of ethical principles to problems which arise in the
areas of health care and delivery, human experimentation,
human engineering, abortion, care for the dying and
euthanasia.
Distribution: History/Philosophy
Major: PHI 380 or REL 483 required for Nursing major
(upper division)
PHY 101
Astronomy
A descriptive course covering our solar system, stars and
galaxies that requires elementary algebra. The necessary
optical instruments are explained and use is made of a 12-inch
reflecting telescope, and 8-inch Celestron, and a 3-inch
Questar. Occasional night viewing. (Prereq: Math Placement
Group 11)
Distribution: Math/Physics
PHY 103
Physics for the Life Sciences
An introductory course in which the applications, problems
and experiments are selected not only to illustrate f ~ ~ n d a m e n tal principles, but also to demonstrate the relevance of physics
to the life sciences. The course is designed to serve students
in biology, psychology, physical education (therapy programs), medical technology and other health science programs. The course is also a very suitable elective or distribution requirements for the liberal arts student. (Prereq: Math
Placement Group 111)
Distribution: Math/Physics
PHY 106
Introductory Meteorology
A study of the science of meteorology which will provide a
working knowledge of the principles of atmospheric science.
Attention will bc given to four basic areas: observing the
weather (including state of the art instrumentation), understanding weather patterns, forecasting weather changes and
understanding the world's climate. (Prereq: Math Placement
Group 11)
Distribution: Math/Physics
P H Y 11 1
Physics, Computers, and Society
A study of thc historical development of selected topics in
physical science. Attention will be given to the interaction of
physics and its associated technology with philosophy,
religion, and culture. St~tdyof mechanics, electricity, and
digital electronics will lead up to discussion of the mcaning of
Twentieth Century physics and of the role of electronics and
colnputers in modern society. Microconip~itcrswill be used
extensively in the laboratory. (Prereq: Math Placement Group 11)
Distribution: Math/Physics
PHY 261
Electronics
A review of AC and D C circuits and study of analog electronics co~nprisesthe first half of the course. The second half ,
includes study of digital electronics culminating in analysis and
use of microprocessors and microcomputer systems. (Prereq:
PHY 103, 111 or 122; and MAT 122 or 125)
Major: Elective for Co~nputerScience major
POL 160
World Politics
Introduction to the processes of international politics,
including the dynamics of the international system, theories of
international relations, and a focus on recent problems.
Distribution: Economics/Political Science
POL 170
Law in the United States
A survey of American law and legal process. Theories of law;
law and society; roles of courts, police, lawyers, and juries; the
United States Constitution as "supreme" law; law as politics;
historic and contemporary legal issues.
Distribution: Economics/Political Science
Mass Communications in Society
Effects of mass communications on individual behavior; the
uses and control of mass media for political and social
purposes including a study of censorship, newsmaking,
entertainment and public affairs programming.
Distribution: Urban Concerns or Economics/Political Science
Major: Required for the Communication major (upper division)
Topics in American Politics: Uses of Mass
Communications
This course offers advanced study in mass communications.
Topics include "Comparison of World Wide Media Systems,"
"The Role of Government Regulations and Law in Shaping
American Mass Media," "The Impact of Media on American
Society, Politics, and Culture." (It is desirable to have taken
If not, talk with instructor
POL 342 Mass Commu~~icatio~~s.
before registration.)
Distribution: Economics/Political Science (upper division)
PSY 105
General Psychology
An introduction to the methods and approaches used in
psychology for the purpose of understanding behavior. The
structure of the field of psychology, including its major subareas, is emphasized.
Distribution: Psychology/Sociology
Major: Required for Psychology and Social Work major, a
prerequisite for advanced courses in Psychology
PSY 264/
265
Research Methods: Design, Procedure and Analysis
I, I1
A two-term sequence including experimentation in human
learning, problem solving, social psychology, and sensationperception. Emphasis will be placed on both statistical and
experimental design methodology. Research Methods I may
be taken for credit without continuing in Research Methods
11. Majors in psychology must take both courses in sequence
in consecutive terms.
Major: Required for Psychology major
PSY 355
Brain and Behavior
A survey of the functions of the nervous system which are
responsible for behavior in animals and human beings. Major
topics include: sleep and wakefi~lness,motivation and cmotion, learning and memory and mental disorders. (Prereq: PSY
105 and one course in biology)
Major: Kequired prerequisite course for Nursing major
(upper division)
PSY 356
Environment and Behavior
A study of the influence which the environment, both natural
and man-made, has o n behavior. Major topics include:
overcrowdi~lgand environmental stress, territoriality, defensible space and crime, and built environme~ltssuch as rooms,
buildings and cities. (Prereq: PSY 105)
Distribution: Urban Concerns
Major: Elective for Psychology major (upper division)
PSY 373
Organizational Psychology
Theoretical conceptualizations of organizational behavior.
Factors and practices such as management styles, evaluation
and mainte~la~lcc
of work effectiveness, and social influences.
(Prereq: PSY 105)
Major: Required for Busi~lessManagement major and elective
for Psychology major and three Commu~licatio~l
majors
(upper division)
PSY 38 1
Psychology in Historical Perspective
Historical developme~ltof psychological viewpoints and
theoretical positions. (Prereq: two psychology courses)
Major: Required for Psychology major (upper division)
PSY 399
Internship
Prior to the beginning of the trimester in which a student
desires an internship, interested students should consult with
the Departmental Internship Coordinator regarding requirements and permission to register for this course. Grading is
on a P/N basis.
Major: Required for Psychology major (upper division)
PSY 485
Counseling Psychology
Principles, methods, and attitudes involved in the cou~lseling
process. Consideration given to goals and ethical guidelines
for a counseling relationship. (Students with two or more
completed courses in Psychology will have priority in registration. Others rnay be accepted if space is available AND if they
receive consent of the instructor.)
Major: Elective for Psychology and Human Relations major
(upper division)
PSY 493
Seminar: Contemporary Issues
Discussion of contemporary societal issues from a psychological viewpoint. Consideration of the approaches and methods
used by psychologists in studying such issues. (Prereq: five
PSY courses)
Major: lcequired for Psychology major (upper division)
REL 11 1
Introduction to Theology
An introduction to the academic discipline of theology and to
the dialogue between the church and the world which
concerns Christian doctrine.
Distribution: Religion
Major: Required for Religion major
REL 215
Archaeology and the Bible
Discussion of archaeological method, problems in biblical
archaeology, and review of some current findings.
Distribution: Religion
Major: An elective for Religion major
REL 221
Biblical Studies
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.
Distribution: Religion
Major: Required for Religion major
REL 263
World Justice and Hunger: Developing a New
World View
The course will survey the most recent reports and analysis of
the current holocaust of global hunger including the root
causes, the i~ltercon~lected~less
of other issues, the biblical
mandate and the role of justice education. Attitudes toward
poverty and wealth, justice and charity, oppressio~iand liberation will be discussed. The purpose will be to build greater
global awareness, become sensitized to ethical choices,
energize us for action and responsible living, and explore
pedagogical principles for social justice.
Distribution: Religion
Major: Elective for Religion major
REL 353
Denominations and Religious Groups in America
A study of the beliefs and worship practices of the major
denomi~latio~ls
and religious groups. Some contemporary
cultic movements will also be considered.
Distribution: Religion
Major: Elective for Religion major (upper division)
REL 356
History of Religions
An introductory survey of some of the major living religions
of the world, including Hinduism, Buddhism, Confucianism,
Taoism, Shinto and Islam. Lectures plus some discussion of
primary docume~ltsfrom these religious communities.
Distribution: Religion
Major: Required for Religion major (upper division)
REL 360
Religion and Society
An exami~lationof the i~lteractionof religion and society in
terms of sociological analysis with particular emphasis on
contemporary sociological research on religious movements in
American society.
Distribution: Religion
Major: Required for Religion major (upper division)
REL 363
Religion in America
A study of the developmellt of religion in America. Special
attention to the rise of religious liberty, revivalism, denominations and the responses of religion to the challenges of its
environing culture.
Distribution: Religion
Major: Elective for Religion major (upper division)
REL 445
The Bible, Language and Interpretation
A study of the use and function of language in the Bible. The
importance of recognizing the varied character of language for
understandi~lgthe biblical text.
Distribution: Religion
Major: Elective for Religion major (upper division)
REL 475
Judaism
A survey of the history of Judaism from the end of the Old
Testament period to modern times, with emphasis placed
upon the religious development. A special interest in such
modern Jewish thinkers as Buber and Heschel. The Jewish
Chataqua Society annually makes a grant to Augsburg College
in partial support of this course in Judaism offered in the
religion department.
Distribution: Religion
Major: Elective in Religion major (upper division)
REL 481
Contemporary Theology
An introduction to some representative trends in Christian
tl~eologicalthought today, as seen from the systematic
perspective, in the light of the continuing theological task of
the Christian Church.
Distribution: Religion
Major: Required for Religion major (upper division)
REL 483
Christian Ethics
The basis of Christian social responsibility, in terms of
theological and sociological dynamics. Emphasis on developing a constructive perspective for critical reflection upon moral
action.
Distribution: Religion
Major: Required for Religion major, REL 4 8 3 or PHI 380
required for Nursing major (upper division)
REL 486
Psychology of Religion and Theology
A study of curre~ltpsychological views of religion in the
context of the traditional Christian view of human nature.
Special attention will be given to the classics in the field by
Freud, Jung, Vikta Frankl, Ernest Becker, and to those
Christian theologians who have been influe~lcedby them.
Distribution: Religion
Major: Elective in Religion major (upper division)
REL 495
Seminar
Selected topics. Required of majors in their junior or senior
year. Others by per~nissio~l
of instructor.
Major: Required for Religion major (upper division)
SOC 121
Principles of Sociology
Sociology as a mode of analysis or way of knowing. Its
application to an understanding of basic aspects of society;
socialization, family life, social inequalities, large-scale
institutions, etc. Sociology as an academic discipline and
profession.
Distribution: Sociology/Psychology
Major: Required supporting course for Social Work major
SOC 231
Sociology of the Family
An examination of the family as a social institution. The
relationship of the family to its institutional and cultural
context from a sociological perspective.
Major: Required supporting course in Social Work major and
an elective in the H ~ ~ m Relations
an
major
SOC 265
Racial and Minority Group
- Relations
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 Studies
Major: Required supporting course for Social Work major and
elective supporting course in the Business Ma~lageme~lt
major
SOC 336
Introduction to Cultural Anthropology
The concept of culture examined in a~lthropologyand in the
way we see and live in the world. An analysis of basic assumptions underlying the ideas of "primitive," "civilized," and
"progress." The person's relation to culture. An analysis of
selected aspects of Western culture. (Prereq: SOC 121 or
consent of instructor)
Major: Required for Social Studies major, recommended
elective in Business Management major (upper division)
SOC 349
Complex Organizations
There is little in contemporary American life that is not
somehow affected by organizations. This course
sociologically exami~les(both theoretically and empirically)
how organizations survive as entities and what life is like for
people within those organizations. Through lecture, discussion, guest speakers, and participation we will explore the
topics of organizational goals, technology, structure and
process; as well as corporate and white collar deviance, gender
issues, and organizational change. (Prereq: SOC 121 or
permission of instructor)
Major: Recommended elective in Human Relations, Public
Relations/Advertisi~lg, and Supervisory Ma~lagementmajors
(upper division)
SOC 365
Quantitative Methods and Program Evaluation
Overview of commonly-used research methods, especially
experimental designs and applications to program evaluations.
Co~lsumeroverview of methods of organizing, cornparing and
interpreting quantitative information. Use of data-processing
eq~iipmentfor statistical analysis. Designed for social work
majors. Not to be taken by sociology majors. (Prereq: Level
I11 Math Placement Test)
Major: Required in Social Work major
SOC 375
Social Psychology
An examination of the idea of "group," its relationships to
individual behavior and society. An analysis of the ideas of
"self" and "identity" and what part they play in understanding
interpersonal relations and human behavior. A sociological
view of mental health. A look at the major assumptions and
processes underlying our everyday life - a look at the trivial,
the ordinary and the taken-for-granted. "Symbolic interaction," an important orientation in social psychology, will be
used as a way of dealing with the major issues in the course.
(Prereq: SOC 121)
Major: Required supporting course for Social Work major,
elective supporting course for Business Management major
(upper division)
SPA 11 1
Beginning Spanish
Aims to develop the four basic skills: understanding, speaking,
reading and writing of elementary Spanish. Introduction to
culture of Spanish-speaking world. Laboratory work is an
integral part of the course.
Distribution: Foreign Language
SPA 1 12
Beginning Spanish
Continuation of SPA 11 1
Distribution: Foreign Language
SPC 11 1
Public Speaking
Theory and practice of effective speaking and critical listening.
Students have the opportunity to give several speeches and
receive feedback about their performance from the class and
the instructor. The course focuses on such topics as developing self-confidence, speech preparation and organization,
audience analysis and adaptation, effective delivery, style and
language, and critical thinking and listening.
Major: Required for Communication major, elective supporting course in Business Management major
SPC 222
Introduction to Theatre
A survey of dramatic art including dramatic structure,
principles, and values with a focus on major historical periods,
plays, and artists. This class will discuss the basic concepts of
the play production process.
Distribution: English/Speech
SPC 224
Publication Design
(See under AKT 224.)
SPC 329
Intercultural Communication
This course will explore both the problems and potential of
com~nunicationbetween persons of different cultural groups.
Factors such as ethnocentrism, stereotyping, prejudice, role
expectations, values, and non-verbal sy~nbolswill be examined
in this course.
Major: l<ecommended supporting course in Human Relations
major (upper division)
SPC 342
Mass Communications in Society
(See under POL 342.)
SPC 345
Organizational Communication
An examination of the dynamics of communication in
organizatio~lalsettings. Focuses on topics such as superiorsubordinate relationships, formal and i~lformalcommunication networks, management styles, power and authority, motivation of employees, organizational culture, performa~lce
appraisal, effective use of meetings, and sources of communication problems in the workplace. Designed to enhance
commu~licatio~l
skills of both managers and subordinates.
Students both investigate the literature on organizatio~lal
communication and attempt to apply it to their own experiences in organizations.
Major: Elective for three of the Commullicatio~lmajors
(upper division)
SPC 351
Argumentation
Application of standards for sound evidence and reasoning in
public speaking, discussion, and debates. Key objectives
include increasing skill in analyzing argumentative claims,
being able to distinguish between strong and weak arguments, understanding test for evidence and fallacies in
reasoning, and learni~lgto apply priilciples of argume~ltatio~l
to contemporary public issues. Students have the opportunity
to enhance their skills in debate and discussio~land also learn
to analyze and critique arguments they encounter in their
daily lives. (Prereq: SPC 111 or consent of instructor)
Major: Required for the Commu~licatio~l
major (upper
division)
SPC 352
Persuasion
Theory of how people are i~lfluencedto change attitudes and
behavior. The course deals with a broad range of topics,
includi~lgobstacles to persuasion, cultural dime~lsio~ls
of
persuasion; the use of logical and psychological appeals,
empirical research in persuasion; how persuasio~~
is used in
politics, sales, advertising, and interpersonal contexts; the
nature of mass movements and campaigns; the impact of the
mass media o n persuasion; and ethical issues related t o persuasion. Students analyze persuasive messages in contemporary society, with practical work in speech and promotio~lal
projects. (Prereq: SPC 111 or co~lsentof instructor)
Major: Required for Communication major, elective supporting course in Business Marketing major (upper division)
SPC 354
Interpersonal Communication
A study of the dynamics of human interaction through verbal
and non-verbal messages; emphasis on factors that build
relationships and help to overcome communication barriers.
This course combines theory and practice to help the student
understand and manage commu~licatio~l
problems more
effectively.
Major: Required for Commu~licationmajor, elective supporting course in Business Management major (upper division)
SPC 355
Small Group Communication
A study of group dynamics and leadership with emphasis o n
factors related to decision-making, styles of leadership and
conflict management. This course combines lecture with
practical experience to help the student become a more
effective and productive member of a small, task-oriented
group. (Prereq: SPC 354)
Major: Required for Communication major, recommended
for supporting course in the Busi~lessManagement major
(upper division)
SPC 360
Interpretive Reading
Basic principles of oral interpretation of literature. Study,
u~lderstandingand practice in reading prose, poetry and
drama before small and large groups.
Distribution: English/Speech (upper division)
SPC 421
Uses of Mass Communications: Advanced Topics
(See under POL 42 1.)
SPC 480
Public Relations/Promotional Communication
Public Relations in the modern world of communication,
marketing and business. An overview of public relations as a
career and a survey of basic promotional communication in
profit and non-profit organizations.
Major: Elective in all Commu~licationmajors (upper division)
SWK 257
Exploring Human Services
With faculty approval, student selects a placement for 80
hours per term as a volunteer in a social agency or institution.
Opportunity to know human service professionals, minority
professionals, social service delivery systems, and career aspects
of the helping vocations. Indepe~ldentstudy with a term
paper report and weekly review conferences. Career exploration: open t o all students.
Major: Required in the Social Work major
SWK 260
Humans Developing
This course provides the knowledge basic t o an understanding
of human growth through the life cycle, and of the interplay
of sociocultural, biological, and psychological factors which
influence the growth of individuals and families in contemporary American society. Emphasized is the role of the "nurturing environment" in relation to human growth, the impact of
the "sustaining environment" factors, and other special
stresses relevant to growth. Growth related to populatio~ls
and groups which represent ethnic and/or life-style diversity is
also a focus. Students will gain self-understanding through
use of their own experiences. Open to all students.
Major: Required in the Social Work major and Elementary/
Secondary Education ~najor
SWK 361
Social Responses to Human Needs
This course describes the historical and contemporary systems
of human service and diversity of professio~laland client
groups. The major assumptio~lsand social movements whicl~
have contributed to the charitable and governmental re-
sponses t o human needs will be emphasized. Guest speakers
and agency visits highlight the course. (Prereq: Junior or
consent of instructor)
Major: Required in the Social Work major (upper division)
SWK 363
Methods and Skills of Social Work
Basic features of the helping process; theoretical foundations,
principles and techniques of social work interventive methods,
and practical experience necessary for social work practice
with individuals and small groups with a diversity of professio~lalsand client groups; development of the student's repertoire of relationship building skills. (Prereq: SWK 361,
Junior)
Major: Required in the Social Work major (upper division)
SWK 364
Field Work I
Beginning supervised professio~lalexperience in a social work
agency focusing on interviewing experience and relationship
building. Ten hours per week, plus one small group supportive/discussion seminar per week. (Prereq: SWIC 361, Junior,
concurrent with SWIC 363)
Major: Kequired in the Social Work major (upper division)
I
SWK 46 1
Advanced Methods and Skills
E~llargeme~lt
and refinement of practice skills recognizing
adaptations of the problem-solving model to diverse populations through lecture, classroom exercise and regular class
work. Enlargement of social group work skills, emphasis o n
development of gelleralist practice skills and eclectic approaches with focus on diversity of professio~lalsand client
populatio~ls.Lectures and/or laboratory exercises each week.
(Prereq: 2.0 in SWK 363 and 364, candidacy status, concurrent with SWIC 462)
Major: Required in the Social Work major (upper division)
SWK 462
Field Work I1
Progressively responsible supervised professio~~al
and social
work experience including work with individuals, families,
groups and/or commu~litiesin a social service agency. Ten
hours per week, plus one supportive/discussion seminar per
week. (Prereq: concurrent with SWIC 461, candidacy status)
Major: Required in the Social Work major (upper division)
SWK 463
Community Development and Organization
Locality developme~ltand social change through c o ~ n m u ~ l i t y
organization, social planning, and social action. Emphasis on:
1)survey of historical forms of commu~lityorganization and
social change; 2 ) understanding the theories, basic issues and
strategies relevant t o social protest and change; 3 ) examination of the role of staff, and of the functions and interrelationships of commu~lityorganizations; and 4 ) knowledge of and
actual practice in the essential principles and techniques of
organizing. Open t o all students. (Prereq: Senior or consent
of instructor)
Distribution: Urban Co~lcer~ls
Major: Required in the Social Work major (upper division)
SWK 465
Social Policy: Analysis and Development
Includes the study of theories of Social Policy formulation and
methods of analysis associated with needs and services, and
analysis of the impact of policy on social work practice. Development and implementation will be viewed first hand through
work with an elected public policy maker. Readings and
analytical paper integrate class concepts with practical experience. (Prereq: SWK 361,463 and Senior or consent of
instructor)
Major: Required in the Social Work major (upper division)
SWK 466
Field Work I11
Continuation of SWK 462. (Prereq: candidacy status, 2.0 in
SWK 461,462,463)
Major: Required in the Social Work major (upper division)
SWK 467
The Social Worker as a Professional
Ethical practice, bureaucratic survival, professional job
attainment, affirmative action and sexual harassment issues,
personnel policies and practices, organizational theory, and
resource development will be studied in the course. The field
work practice becomes the laboratory for class exercises.
(Prereq: candidacy status, 2.0 in SWK461,462,463)
Major: Required in the Social Work major (upper division)
SWK 469
Field Work IV
Continuation of SWK 466. (Prereq: candidacy status, 2.0 in
SWK 466, concurrent with SWK 467)
Major: Required in the Social Work major (upper division)
Financial Information
Admissions Requirements and Procedures
Who May Apply
I
Men or women who have:
1. Graduated from high school or have earned a G.E.D. Certificate.
2 . Demonstrated academic ability with satisfactory performance in
high school or previous college work.
1
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Admissions Process
1. Complete the application form and return it along with the $15
application fee to the Augsburg Weekend College Office.
2 . Have official transcripts from all previously attended post-secondary institutions sent directly to the Augsburg Weekend College
Office. Applicants with less than one year of previous college
work should include their high school transcripts or G.E.D.
Certificates.
I
3. The Augsburg Weekend College Admissions Committee will
review the application materials and notify students regarding
acceptance and registration procedures. The Admissions Committee may request that the student submit a personal statement
or have a personal interview with a Weekend College faculty/staff
member or submit letters of recommendation to the Committee.
4. Students who are transferring previous college work to the
Weekend College program will be informed with their acceptance
notification as to the number of courses and degree requirements
that remain to be completed for the bachelor's degree.
5. Students who wish to apply for financial aid should refer to that
section of this bulletin.
Application Deadlines
Fall Trimester 1990 -August 15, 1990
Winter Trimester 1991 - November 26, 1990
Spring Trimester 1991 - March 4, 1991
Financial Aid
Company Tuition Assistance Program
Many companies, agencies, and corporations offer full or partial
tuition assistance to employees who participate in work-related or
degree-oriented college programs. Augsburg provides a payment
plan by which employees may handle tuition reimbursement.
Grants and Scholarships
Pel1 Grant
This is a federal aid program, based on need, that is available to
students who take at least one course in Weekend College. Awards
range from $250-2,300 per year.
Minnesota Part-time Student Grant Program
The State of Minnesota provides an aid program, based on need, for
state residents who take one course at Augsburg.
Minnesota State Scholarship and Grant Program
The Minnesota State Scholarship and Grant Program is available to
Minnesota residents, attending at least half-time per term, based on
financial needs. Awards ranged from $100 to $3,546 for 1989-1990.
Bureau of Indian Affairs, Tribal and State Indian Scholarships
American Indian students who meet federal and state 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.
Augsburg Tuition Grant
Augsburg College may provide grants and scholarships to Weekend
College students who show academic potential and have financial
need.
Loan Assistance
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 you are enrolled at least halftime. 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
undergraduate study is $9,000, and $18,000 if graduate study is
included.
Stafford Student Loan (formerly the Guaranteed Student
Loan) - Loan hnds are obtained directly from a local lender or state
agency in states which provide such programs. 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 you leave 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 with the
cumulative undergraduate maximum of $17,250 and $54,750 for
graduate students. Applications are available at the College and some
banks.
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. 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 an undergraduate with a $25,000 maximum for
graduate students. ($1,000 minimum.) Interest rate is variable, paid
by the borrower quarterly while in school. Principal and interest
begin 12 months after leaving school. Students must apply for
financial aid and be enrolled at least half-time.
To Apply for Financial Aid
1) Complete the Application for Admission and indicate your desire
to also apply for financial aid.
2) The Financial A d Ofice will send you the necessary application
and financial statement form (or you may pick them up at the
Financial Aid Office, 152 Science Hall, or the Weekend College
Ofice).
3) All students transferring from any post secondary institution must
have a Financial Aid Transcript on file with Augsburg from each
previously attended institution even if you did not receive aid.
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.
I
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Refund Schedule
A per course tuition refund will be made on the following basis:
(Students are responsible for cancelling courses with the Registrar's
Office in order to be eligible for the tuition refund.)
Prior to the first scheduled class meeting - 100%
(less a $75 Administrative Fee if withdrawing from current term
entirely)
Prior to the second scheduled class meeting - 80%
Prior to the third scheduled class meeting - 60%
No rehnd after the third scheduled class meeting.
I
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The refund schedule is effective whether or not a student has attended
classes. All rehnds of charges will be applied to the account of the
student and all adjustments for aid, loans, fines, and deposits, etc. will
be made before eligibility for a cash refund of any resulting credit
balance is determined. Please allow two weeks for a refund.
Tuition Refund Policy
I
I
I
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If a student is forced to withdraw because of accident or illness,
whether a physical or mental health problem, the refund may include
the normal percentage plus one-half of the percentage adjustment.
Requests for this additional refund must be made to the Petitions
Committee and must be accompanied by a written report from the
attending health professional stating the inability for, or inadvisability
of, continued study. Students charged on a single-course fee basis
who have completed payment of assessed tuition may choose between
this partial tuition rehnd and a tuition-free course retake credit. A
retake credit may be used only to repeat the same course from which
the student withdrew. This choice between rehnd and tuition-free
retake credit must be made at the time of the request to the Petitions
Committee, and the choice of monetary refund or retake credit may
not be changed subsequently. Students should be aware that their
choice of refund or retake credit may adversely affect their financial aid
eligibility and that they bear h l l responsibility for the effects of their
choices. Retake credits must be used within one academic year or the
next time the course is offered if that is longer than one year.
History
I
I
I
Augsburg College was founded in 1869 in Marshall, Wisconsin, and
moved to Minneapolis in 1872. The name Augsburg College and
Seminary changed in 1963 when the Lutheran Free Church merged
with The American Lutheran Church.
Location
Augsburg's 23-acre campus is in the heart of the Twin Cities metropolitan area, only blocks from downtown Minneapolis and the
intersection of Interstate Highways 9 4 and 35W. Adjacent to the
campus are the Riverside Medical Center, the West Bank campus of
the University of Minnesota and the Mississippi River parkways.
Campus
Skyways, tunnels and elevators provide accessible connection between
1 0 of the 1 5 major buildings - student housing towers, College
Center, main academic and administrative halls, the Library, Music
Hall and Foss Center for Worship, Drama and Communication.
Accessibility
We have made a major effort to become one of the most accessible
campuses in the region. Our skyway-tunnel system lets you reach any
of 10 major buildings without going outside. In addition to building
changes, we have a program to increase awareness and
provide extra help for students with disabilities.
Church Affiliation
Augsburg is a college of The Evangelical Lutheran Church in America. About 51 percent of the students are Lutheran, 1 5 percent other
Protestant and 1 5 percent Roman Catholic. Several other affiliations
are represented among students and faculty.
Non-Discrimination Policy
A ~ ~ g s b u College
rg
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 or Section
504 of the Rehabilitation Act of 1973 as amended in its admission
policies, educational programs, activities, and employment practices.
Ausburg College
1.
2.
3.
4.
Admissions House
George Sverdrup Library
Science Hall
Old Main
5. West Hall
6. Mortensen Tower
Urness Tower
Christensen Center
Sverdrup-Oftedal Memorial Hall
Music Hall
2222 Murphy Place
Melby Hall
Ice Arena
Stage I1 Theatre
Center for Global Education
Scandinavian Center
Foss. Lobeck. Miles Center for
worship, ~ r a h and
a
Communication
18. 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/St. Mary's Parking Ramp
I. Husby-Strommen Tennis Courts
J. Resident Parking Only
Accessible Entrance
Find A a ~ s b a r ~
I
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From Minneapolis
Interstate 9 4 east to 25th Avenue exit, left to Riverside Avenue, left
to 21st Avenue South, left at Augsburg sign.
I
From St. Paul
Interstate 9 4 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 o n 7th Street between 21st and 2211d Avenues and north of
8th Street on 21st Avenue. 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 parlung lots on the north side of
Riverside Avenue.
DOWNTOWN
MINNEAPOLIS
Show less
AUGSBURG
WEEKEND COLLEGE
TUITIONAND FEES
.................................................................
I.t..III.13
Program Calendar ..,,,,.,..,....,,,....-.........
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4
Academic Calendar................................................ Show more
AUGSBURG
WEEKEND COLLEGE
TUITIONAND FEES
.................................................................
I.t..III.13
Program Calendar ..,,,,.,..,....,,,....-.........
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ii.i.i..ii.i~~
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4
Academic Calendar..............................................................................................................
~..........I........
......5
Information Sessions
...........,....,.,.............,......,,..
A
~......I.I..III.i'i'i'..,.......mm.....,~
1997-1998 Tuition and Fees ....................................................................................................................6
Class Schedule, Fall 1997-1998 .............................................................................................................. 7
Class Schedule, Winter 1997-1998
12
.....................,......,,,....,.,.......................................................
Class Schedule, Spring 1997-1998 ........................................................................................................ 17
Schedule of Courses by Department
.............,..........
2 2 . .;, . .....
Schedule of Courses by PerspectiveISkill
..,.......,............
.
.........
,
.
n
-...
............ 32
Note: Class schedule changes may occur afer this schedule is published. Students should
consult the course list each term for the most current schedule of classes.
AUGSBURG
WEEKEND COLLEGE
Weekend College Office Hours
Monday-Friday: 8:00 a.m.-4:30 p.m.
Office Hours on Class Weekends
Friday: 8:00 a.m.-6:00 p.m.
Saturday: 8:00 a.m.-1:30 p.m.
Academic Advising Center Oftice Hours
Monday, Tuesday, Wednesday and Friday: 8:00 a.m.-4:30 p.m.
Thursdays: 8:00 a.m.-6 p.m.
Office Hours on Class Weekends
Friday: 8:00 a.m.-6:00 p.m.
Saturday: 8:00 a.m.-1:30 p.m.
The Weekend College Office and Academic Advising Center are located on campus
in the Murphy Place building on the corner of 23rd Avenue and 7 112 Street.
Weekend College phone: (612) 330-1782
Academic Advising Center phone: (612) 330- 1025
FAX: (612) 330-1784
Augsburg College does not discriminate on the basis of race, creed, national or ethnic origin,
age, gender, sexual preference, marital status, or handicap as required by Title lX
of the 1972 Education Amendments or Section 504 of the Rehabilitation Act of 1973,
as amended, in its admission policies, educational programs, activities and employment practices.
Adults who are interested in
Augsburg Weekend College are
encouraged to attend one of the
Information Sessions that are
scheduled throughout the year.
Information Sessions are free of
charge and are approximately
one hour in length. Please call
the Weekend College
Admissions Office at 330-1743
for details or to sign up for one
of the following dates:
For Fall Trimester 1997-1998
Saturday, May 17 ....................................................................................................................
9 0 0 a.m.
9 : a.m.
Saturday, June 7 ....................................................................................................................
6 3 0 p.m.
Tuesday, June 17 ......................................................................................................................
Saturday, July 12 ........................................................................................................................9 0 0 a.m.
Thursday, July 24 ...................................................................................................................
6 3 0 p.m.
Saturday, August 16 .................................................................................................................
9:OO a.m.
For Winter Trimester 1997-1998
..................................................................................................................6 3 0 p.m.
Saturday, November 15 ............................................................................................................
9:OO a.m.
Tuesday, October 21
For Spring Trimester 1997-1998
..................................................................................................................6 3 0 p.m.
Saturday, February 21 ..............................................................................................................9:OO a.m.
Tuesday, January 27
For more information write or call:
Augsburg Weekend College Admissions
Campus Box 65
221 1 Riverside Avenue
Minneapolis, MN 55454
Phone: (612) 330-1743
FAX: (612) 330-1784
wecinfo@augsburg.edu
www.augsburg.edu
New Students (enrolling for the first time or in the readmission process)
Fall Trimester
Winter Trimester
Spring Trimester
Application Deadline
Aug 22
Dec 15
Mar 27
Applicant File
Completion Deadline
Aug 29
Dec 22
Apr 3
Registration Begins
June 13
Nov 7
Feb 13
Registration Ends
Sept 6
Jan 3
Apr 14
Syllabi Available
Aug 11
Dec 5
Mar 27
New Student Orientation
Sept 6
Jan 3
Apr 14
Payment Information Sent
Aug 11
Dec 8
Mar 16
-
Confirmation Due
Sept 6
Jan 3
Apr 14
New students are encouraged to register as early as possible. New degree-seeking students will
receive registration materials when they meet with an adviser from the Academic Advising Center,
(612)330-1025. Students in a non-degree program will receive registration materials by mail.
Current Students
Fall Trimester
Winter Trimester
Spring Trimester
Mail Registration Begins
June 13
Nov 7
Feb 13
Mail Registration Ends
Aug 8
Dec 5
Mar 13
Syllabi Available
Aug 11
Dec 5
Mar 27
Payment Information Sent
Aug 11
Dec 8
Mar 16
Confirmation Due
Aug 25
Dec 26
Mar 30
All Students
Fall Trimester
Winter Trimester
Sprinq Trimester
Classes Meet
Sept 12-14
Sept 26-28
Oct 10-12
Oct 24-26
Nov 7-9
Nov 21-23
Dec 5-7*
Dec 12-14
Jan 9-ll*
Jan 16-18
Jan 30-Feb 1
Feb 13-15
Feb 27-Mar 1
Mar 13-15
Mar 27-29"
Apr 3-5
Apr 17-19
May 1-3
May 15-17
May 29-3 1*
June 5-7
June 19-21*
June 26-28
Finals
Dec 12-14
Apr 3-5
June 26-28
Last Day to Add or Drop
Class Without Record Notation*" Sept 15
Jan 12
Apr 20
Last Day to Change
Grade Option
Oct 13
Feb 2
May 18
Last Day to Withdraw
from Class
Oct 27
Feb 16
June 1
Final Grades Due
Dec 22
Apr 13
July 3
--
*One week between classes
**Courses may not be added after the first scheduled class meeting.
The College reserves the right to change the above dates should it be necessary. In such cases,
suflcient advance notice will be given.
........
1997-1998 TUITION
AND FEES
Application Fee (payable once, non-refundable)
Tuition (per course)
Tuition (per summer course 1997)
Activity Fee (per trimester)
Audit a Course
Lifetime Sports: Fee for Course
Lifetime Sports: Fee for Assessment of Previous Learning
Nursing Clinical Fee
Supplementary Student Teaching Fee (per course credit)
Late Fee (per day)
Registration change after first class meeting (cancelladd)
Transcript Fee (first is free)
Finance Charge: A finance charge is applied at a simple rate of one percent per month on any account
with an open balance of 30 days or more.
Augsburg College reserves the right to adjust charges should economic conditions necessitate.
F a l l
Friday Evening
6:OO-9: 30
ART 240
BUS 242
BUS 301
BUS 355
BUS 440
CSC 330
ECO 112
EDE 379
EDE 387
EDS 350
EDU 210
EDU 264
EDU 341
ENG 27 1
ENG 351
HIS 102
HPE 116
NUR 350
PHI 241
PHY 106
REL 356
SOC 121
SOC 231
SPC 345
SWK 260
Saturday Morning
8:30-12:OO
ACC 221
ACC 322
ACC 324
BIO 102
BIO 185
Art History Survey
Principles of Management
Business Law
Marketing Communications
Operations Management
Theory of Computation
Principles of Macroeconomics
K-El Curriculum: Art (0.25 credit)
K-El Curriculum: Language Arts (0.5 credit)
Reading in the Content Areas (0.5 credit)
Learning and Development in an Educational Setting
Orientation to Education in an Urban Setting (0.5 credit)
Media Technology (0.5 credit)
European Literature: Home1 to Dante
American Literature Since 1920
The Shaping of Western Civilization
Health Concepts for Educators (0.5 credit)
Introduction to Nursing Research
History of Philosophy I: The Classical Philosophers
Introductory Meteorology*
History of Religions
Introduction to Human Society
Family Systems: A Cross-Cultural Perspective
Organizational Communication
Humans Developing
Principles of Accounting I
Accounting Theory and Practice I
Managerial Cost Accounting
The Biological World*
The Biology of Aging
*Extra class or lab sessions required.
F a l l
T r i m e s t e r
.
BUS 33 1
BUS 340
CHM 100
CSC 340
ECO 113
ECO 360
EDE 377
EDE 382
EDE 384
EDE 386
EDS 353
ENG 227
ENG 245
MAT 122
MIS 175
MUS 2721472
PHI 120
POL 295
POL 342
PSY 105
PSY 362
REL 362
REL 441
SPC 111
SPC 352
SWK 257
SWK 463
Saturday Afternoon
1 :15-4:45
ACC 222
BUS 252
BUS 295
Financial Management
Human Resource Management
Chemistry for Changing Times I*
Introduction to Networking and Communications
Principles of Microeconomics
International Economics
K-El Curriculum: Science Methods (0.25 credit)
K-El Curriculum: Mathematics (0.5 credit)
K-El Curriculum: Social Studiesrnematic Studies (0.5 credit)
K-El Curriculum: Children's Literature (0.5 credit)
Creative Learning Environments: Secondary
Journalism
Introduction to Literature
Calculus for the Social and Behavioral Sciences*
Principles of Computing for Business
Human Identity Through the Creative Arts
Ethics
Women and Politics
Mass Communications in Society
Principles of Psychology
Behavior Disorders
Theology of the Reformers
Feminism and Christianity
Public Speaking
Persuasion
Exploring Human Services
Community Development and Organization
Principles of Accounting I1
Principles of Marketing
Entrepreneurship
Sunday Afternoon
1:15-4:45
BUS 362
International Business
CSC 170
Structured Programming
ECO 112
Principles of Macroeconomics
ECO 312
Intermediate Macroeconomics
EDE 350
Creating Learning Environments: K-El (0.5 credit)
EDS 375
Social Studies Methods (0.5 credit)
EDU 264
Orientation to Education in an Urban Setting (0.5 credit)
EDU 388
Human Relations (0.5 credit)
ENG 225
Intermediate Expository Writing
ENG 361
Studies in Modern Fiction
MIS 379
Quantitative Methods for Business and Economics*
POL 160
World Politics
POL 342
Mass Communications in Society
PSY 351
REL 331
Developmental Psychology: Child
Foundations in Bible and Theology
REL 363
Religion in America
soc 21 1
SPA 111
Human Communities and the Modern Metropolis
Beginning Spanish I*
SPC 355
Small Group Communication
SWK 361
Social Responses to Human Needs
ACC 221
Principles of Accounting I
ART 132
Photography
BUS 252
EDE 351
Principles of Marketing
Techniques of Teaching Reading
EDE 380
K-El Curriculum: Music (0.25 credit)
EDE 388
K-El Curriculum: Health (0.25 credit)
EDE 389
K-El Curriculum: Physical Education (0.5 credit)
ENG 111
Effective Writing
British Literature: Medieval to Elizabethan
ENG 331
FRE 111
Beginning French I*
*Extra class or lab sessions required.
T r i m e s t e r
Weekend Schedule
Evening and Other
Evening Classes
(Day school schedule,
meet weekly Sept. 3
through Dec. 12.)
.
GST 140
Introduction to the Liberal Arts
HPE 115
Health and Chemical Dependency Education (0.5 credit)
INS 233
MAT 131
Women: A Cross-Cultural Perspective
MIS 175
Principles of Computing for Business
MIS 375
PSY 361
MIS in the Organization
Personality
REL 221
Biblical Studies
REL 370
American Indian Spirituality and Philosophical Thought
SOC 265
Culture: Ethnicity, Gender and Race
SPA 111
Beginning Spanish I*
SWK 466
Field Work n I
EDE 263
EDS 252
K-El Clinical Experience (0.5 credit) (Sat. noon)
Clinical Experience (0.5 credit) (Sat. noon)
HPE 002
Lifetime Spoas: Fitness Walking
(8 weeks, Thurs., 530-7:30 p.m.)
NUR 330
Trends and Issues in Nursing (Thurs., 6-9:30 p.m.)
NUR 403
Contemporary Nursing 111: Families (Thurs., 6-9:30 p.m.)
CSC 210
Data Structures (Thurs., 6-9 p.m.)
CSC 495
EDE 375
Advanced Topics in Computer Science (Wed., 6-9 p.m.)
Mathematics for the Liberal Arts*
Discovery Learning in World of Kindergarten (0.5 credit) (TBA)
EDS 364
ENG 223
English Methods (Thurs., 6-9 p.m.)
ENG 345
Introduction to the English Language (Tues., 6-9 p.m.)
ENG 399
ENG 445
Internship in Developmental Writing (Arranged)
Advanced Expository Writing: Creative Non-Fiction
(Mon., 6-9 p.m.)
GST 209
City Seminar: Experiential Education (0.0 credit) (TBA)
HIS 495
History Seminar (Tues., 6-9 p.m.)
Writing for Business and the Professions (Wed., 6-9 p.m.)
INS 105
Introduction to American Indian Studies (Tues., 6-9 p.m.)
INS 260
Contemporary American Indians (Thurs., 6-9 p.m.)
INS 320
MIS 479
American Indian Women (Thurs., 6-9 p.m.)
MUS 241
OJB 111
The History of Jazz (TBA)
PHY 116
Introduction to Physics (Mon. and Thurs., 6-9 p.m.)
Research Methods: Design, Procedure and Analyisis I
(Mon. and Thurs., 6-7:30 p.m.)
PSY 230
PSY 399
REL 111
Student Teaching
(Prereq.: Approval
and Placement by
Education Dept.)**
Intermediate Quantitative Methods for Business and Economics
(Tues., 6-9 p.m.)
Beginning Ojibwe I (Wed., 6-9 p.m.)
Internship (Mon., 6-9 p.m.)
REL 111
Introduction to Theology (Tues., 6-9 p.m.)
Introduction to Theology (Thurs., 6-9 p.m.)
REL 495
Seminar (Wed., 6-9 p.m.)
EDE 481A
Student Teaching K & Seminar
EDE 48 1B
Student Teaching El & Seminar
EDE 481C
Student Teaching K-El& Seminar
Student Teaching K & Seminar
EDE 482A
EDE 482B
Student Teaching El & Seminar
EDE 482C
Student Teaching K-El& Seminar
EDE 483A
Student Teaching K & Seminar
EDE 483B
Student Teaching El & Seminar
EDE 483C
Student Teaching K-El Seminar
EDE 484A
Student Teaching K & Seminar
Student Teaching El & Seminar
EDE 484B
EDE 484C
Student Teaching K-El& Seminar
EDS 481
Student Teaching & Seminar
EDS 482
Student Teaching & Seminar
EDS 483
Student Teaching & Seminar
EDS 484
Student Teaching & Seminar
*Extra class or lab sessions required.
**Additional clinical fee required.
Friday Evening
6:OO-9:30
ART 224
BUS 252
BUS 340
BUS 433
CSC 160
CSC 495
ECO 113
EDE 350
EDE 383
EDS 478
EDU 282
HPE 115
MIS 376
NUR 310
PHI 110
PHY 106
REL 111
REL 481
SPC 354
SPC 495
SWK 363
Saturday Morning
8:30-12:OO
ACC 221
ACC 222
BIO 101
BUS 301
BUS 352
BUS 465
CHM 101
CSC 345
ECO 112
ECO 313
Publication Design I
Principles of Marketing
Human Resource Management
Financial Theory: Policy and Practice
Introduction to Computing and Communications
Advanced Topics in Computer Science
Principles of Microeconomics
Creating Learning Environments: K-El (0.5 credit)
K-El Curriculum: Health, Physical Education, First Aid
School and Society
Introduction to Special Education
Health and Chemical Dependency Education (0.5 credit)
Project Management
Community Health Nursing I
Introduction to Philosophy
Introductory Meteorology*
Introduction to Theology
Contemporary Theology
Interpersonal Communication
Topics: Effective Business Speaking
Methods and Skills of Social Work
Principles of Accounting I
Principles of Accounting I1
Human Biology
Business Law
Marketing Research and Analysis
International Management
Chemistry for Changing Times 11*
Principles of Computer Organization
Principles of Macroeconomics
Intermediate Microeconomics
ECO 318
Management Science
EDE 351
Techniques of Teaching Reading
EDE 379
K-El Curriculum: Art (0.25 credit)
EDU 341
Media Technology (0.5 credit)
ENG 438
Shakespeare
HIS 243
African American Civil Rights
HPE 116
Health Concepts for Educators (0.5 credit)
INS 225
Introduction to Islam
Applied Algebra
MAT 105
MAT 121
MIS 175
MIS 375
Principles of Computing for Business
PHI 380
Ethics of Medicine and Health Care
Social Justice in America
POL 140
MIS in the Organization
SPC 352
Developmental Psychology: Child
Persuasion
THR 222
Introduction to Theatre
ACC 222
Principles of Accounting I1
ACC 323
Accounting Theory and Practice I1
ACC 425
Advanced Accounting
ART 107
BUS 242
Drawing
Principles of Management
BUS 252
Principles of Marketing
BUS 440
Operations Management
CSC 210
Data Structures
ECO 110
ECO 113
Economics of Urban Issues
EDE 382
K-El Curriculum: Mathematics (0.5 credit)
EDE 495
Topics: Language ArtsIChildren's Literature
EDU 210
Learning and Development in an Educational Setting
PSY 35 1
Saturday Afternoon
1 :15-4:45
Finite Mathematics
Principles of Microeconomics
*Extra class or lab sessions required.
EDU 264
Orientation to Education in an Urban Setting (0.5 credit)
ENG 337
British Literature: the Romantics and the Victorians
HPE 116
Health Concepts for Educators (0.5 credit)
INS 260
Contemporary American Indians
PSY 373
IndustriaVOrganizational Psychology
World Justice and Hunger: Developing a New World View
Denominations and Religious Groups in America
REL 263
REL 353
SPA 111
Complex Organizations
Beginning Spanish I*
SPA 112
Beginning Spanish 11*
SPC 329
Intercultural Communication
SWK 364
Field Work I
SWK 465
Social Policy: Analysis and Development
ACC 322
Accounting Theory and Practice I
ACC 326
BUS 242
Tax Accounting
Principles of Management
BUS 331
Financial Management
ECO 315
Money and Banking
Discovery Learning in the World of Kindergarten
SOC 349
Sunday Afternoon
1 :15-4:45
EDE 375
EDE 377
EDE 380
K-El Curriculum: Science (0.25 credit)
ENG 225
Intermediate Expository Writing
FRE 112
GER 111
GST 140
Beginning French 11*
Introduction to the Liberal Arts
GST 209
City Seminar: Experiential Education (0.0 credit)
INS 105
MIS 379
Introduction to American Indian Studies
Quantitative Methods for Business and Economics*
MIS 475
Systems Analysis and Design
PSY 105
Principles of Psychology
PSY 359
Psychological Assessment
K-El Curriculum: Music (0.25 credit)
Beginning German I*
REL 22 1
Biblical Studies
SOC 265
Culture: Ethnicity, Gender and Race
SPA 111
Beginning Spanish I*
SPA 112
Beginning Spanish 11*
SPC 351
Argumentation
EDE 263
K-El Clinical Experience (0.5 credit) (Sat, noon)
EDS 252
Clinical Experience (0.5 credit) (Sat. noon)
HPE 002
Lifetime Sports: Step Aerobics (0.0 credit)
(8 weeks, Thurs., 5:30-7:30 p.m.)
NUR 305
Contemporary Nursing I: Communication
(Thurs., 6-9:30 p.m.)
NUR 423
Practicum in Nursing: Family** (Thurs., 6-9:30 p.m.)
Evening Classes
CSC 440
Advanced Networking and Communications (Thus., 6-9 p.m.)
(Day school schedule,
ECO 414
Welfare Economics (Tues., 6-9 p.m.)
meet weekly, Feb. 2
ENG 101
Developmental Writing (Tues. and Thurs., 6-7:30 p.m.)
through May 15.)
ENG 216
American Indian Literature (Thurs., 6-9 p.m.)
ENG 341
Advanced Creative Writing: Fiction (Wed., 6-9 p.m.)
ENG 399
Internship in Developmental Writing
(Tues. and Thurs., 6-7:30 p.m.)
ENG 480
Criticism (Wed., 6-9 p.m.)
HIS 326
American Indian History (Wed., 6-9 p.m.)
HIS 380
History of Women to 1870 (Tues., 6-9 p.m.)
HIS 495
History Seminar (Wed., 6-9 p.m.)
INS 233
Women: A Cross-Cultural Perspective (Tues., 6-9 p.m.)
MIS 370
Advanced Computing for Business (Thurs., 6-9 p.m.)
OJB 112
Beginning Ojibwe I1 (Wed., 6-9 p.m.)
REL 366
The Church and Social Change in Latin America
(Mexico travel course - arranged)
REL 370
American Indian Spirituality and Philosophical Thought
(Tues., 6-9 p.m.)
SWK 469
Field Work IV (TBA)
Weekend Schedule
Evening and Other
*Extra class or lab sessions required.
**Additional clinical fee required.
Student Teaching
(Prereq.: Approval
and Placement by
Education Dept.)**
EDE 481A
EDE 481B
EDE 48 1C
EDE 482A
EDE 482B
EDE 482C
EDE 483A
EDE 483B
EDE 483C
EDE 484A
EDE 484B
EDE 484C
EDS 481
EDS 482
EDS 483
EDS 484
Student Teaching K & Seminar
Student Teaching El & Seminar
Student Teaching K-El& Seminar
Student Teaching K & Seminar
Student Teaching El & Seminar
Student Teaching K-El& Seminar
Student Teaching K & Seminar
Student Teaching El & Seminar
Student Teaching K-El& Seminar
Student Teaching K & Seminar
Student Teaching El & Seminar
Student Teaching K-El& Seminar
Student Teaching & Seminar
Student Teaching & Seminar
Student Teaching & Seminar
Student Teaching & Seminar
Friday Evening
BUS 242
Principles of Management
6:OO-1O:OO
BUS 466
International Marketing
CSC 320
Algorithms
K-El Curriculum: Mathematics (0.5 credit)
Orientation to Education in an Urban Setting (0.5 credit)
EDE 382
EDU 264
ENG 272
Human Relations (0.5 credit)
European Literature: Renaissance to the Modern Period
HPE 114
Health and Safety Education (0.5 credit)
INS 264
NUR 306
American Indians in the Cinema
Contemporary Nursing 11: Paradigms in Nursing
PHI 175
Philosophy of Love and Sex
PHY 101
POL 158
Astronomy*
Political Patterns and Processes
PSY 105
Principles of Psychology
PSY 357
Behavior Analysis
SOC 121
SPC 351
Introduction to Human Society
Argumentation
SPC 480
SWK 461
Advanced Methods and Skills in Social Work
SWK 467
The Social Worker as Professional
Saturday Morning
BIO 231
The Biology of Women
8:OO-12:OO
BUS 301
Business Law
BUS 357
ECO 113
Advertising
Principles of Microeconomics
ECO 3 18
EDE 350
Management Science
Creative Learning Environments: K-El(0.5 credit)
EDE 386
K-El Curriculum: Children's Literature (0.5 credit)
EDU 388
Public Relations/Promotiona1 Communication
*Extra class or lab sessions required.
**Additional clinical fee required.
e
Spring
T r i m e s t e r
EDS 353
EDU 210
ENG 111
ENG 226
HIS 222
MIS 175
MIS 379
MUS 130
POL 495
PSY 485
REL 360
REL 430
SOC 231
SPC 354
Saturday Afternoon
1 :OO-5:OO
ACC 221
ACC 222
ACC 323
BUS 252
BUS 331
BUS 368
BUS 438
BUS 450
CSC 170
CSC 445
ECO 112
ECO 311
Creative Learning Environments: Secondary
Learning and Development in an Educational Setting
Effective Writing
Introduction to Creative Writing
20th Century U.S.
Principles of Computing for Business
Quantitative Methods for Business and Economics
Introduction to Music in the Fine A r t s
Seminar in Communications
Counseling Psychology
Religion and Society
Christians Seeking Unity
Family Systems: A Cross-Cultural Perspective
Interpersonal Communication
Principles of Accounting I
Principles of Accounting I1
Accounting Theory and Practice I1
Principles of Marketing
Financial Management
Responding to the Challenge of Japan
Investment Theory
Marketing Management
Structured Programming
Operating Systems
Principles of Macroeconomics
Public Finance
EDE 351
Techniques of Teaching Reading
EDE 377
K-El Curriculum: Science (0.25 credit)
EDE 379
K-El Curriculum: Art (0.25 credit)
EDE 380
K-El Curriculum: Music (0.25 credit)
EDE 388
K-El Curriculum: Health (0.25 credit)
EDE 389
K-El Curriculum: Physical Education (0.5 credit)
ENG 25 1
Readings in American Literature
ENG 423
Studies in the British Novel
HPE 116
Health Concepts for Educators
MIS 370
Advanced Computing for Business
MIS 376
Project Management
PSY 381
Psychology in Historical Perspective
REL 111
Introduction to Theology
REL 339
Television and Religion
SPA 112
Beginning Spanish 11*
SPC 355
Small Group Communication
SWK 462
Field Work I1
Sunday Afternoon
ACC 423
Auditing
1:OO-5:OO
ART 221
Sculpture I
ART 478
Sculpture I1
EDE 384
K-El Curriculum: Social Studies/'Thematic Studies (0.5 credit)
EDU 341
Media Technology (0.5 credit)
ENG 223
Writing for Business and the Professions
ENG 245
Introduction to Literature
GER 112
Beginning German 11*
HPE 101
Fitness for Life
*Extra class or lab sessions required.
o
HPE 115
MAT 132
MIS 476
PSY 355
REL 221
SOC 265
SPA 112
SPC 111
SWK 365
Weekend Schedule
Evening and Other
m
Health and Chemical Dependency Education (0.5 credit)
Numeracy for Contemporary Society
Information Systems Projects
Brain and Behavior
Biblical Studies
Culture: Ethnicity, Gender and Race
Beginning Spanish 11*
Public Speaking
Quantitative Analysis and Program Evaluation
SOC 336
Painting I (TBA)
Painting I1 (TBA)
K-El Clinical Experience (0.5 credit) (Sat. noon)
Clinical Experience (0.5 credit) (Sat, noon)
Lifetime Sports: Racquet Sports (0.0 credit)
(8 weeks, Mon., 530-7:30 p.m.)
Community Health Nursing 11: Practicum*"
(Thurs., 6-10 p.m.)
Leadership and Management: Theory and Practice
(Thurs., 6-10 p.m.)
Introduction to Cultural Anthropology (TBA)
EDE 481A
EDE 481B
EDE 481C
EDE 482A
EDE 482B
EDE 482C
Student Teaching K & Seminar
Student Teaching El & Seminar
Student Teaching K-El& Seminar
Student Teaching K & Seminar
Student Teaching El & Seminar
Student Teaching K-El& Seminar
ART 118
ART 355
EDE 263
EDS 252
HPE 003
NUR 311
NUR 431
Student Teaching
(Prereq.: Approval
and Placement by
Education Dept.)**
o
EDE 483A
EDE 483B
EDE 483C
EDE 484A
EDE 484B
EDE 484C
EDS 481
EDS 482
EDS 483
EDS 484
Student Teaching K & Seminar
Student Teaching El & Seminar
Student Teaching K-El& Seminar
Student Teaching K & Seminar
Student Teaching El & Seminar
Student Teaching El & Seminar
Student Teaching & Seminar
Student Teaching & Seminar
Student Teaching & Seminar
Student Teaching & Seminar
*Extra class or lab sessions required.
**Additional clinical fee required.
Courses by
Perspectives
Skills
A
C
CFI
CF2
CF3
HI
IA1
IA2
IA3
NW1
NW2
SW1
SW2
WH
CT
Aesthetics
City
Christian Faith Area 1
Christian Faith Area 2
Christian Faith Area 3
Human Identity
Intercultural Awareness Area 1
Intercultural Awareness Area 2 (Language Level 1)
Intercultural Awareness Area 3 (Language Level 2)
Natural World Area 1
Natural World Area 2
Social World Area 1
Social World Area 2
Western Heritage
Term
ACC 221
ACC 222
ACC 322
ACC 323
ACC 324
ACC 326
ACC 423
ACC 425
ART 107
ART 118
Fall
Fall
Winter
Spring
Fall
Winter
Winter
Spring
Fall
Winter
Winter
Spring
Fall
Winter
Spring
Winter
Winter
Spring
Time
- -
GWR
QR
S
Critical Thinking
Graduation Level Writing
Quantitative Reasoning
Speaking
Times
EVE
M
T
W
TH
F
S
N
Dm
-
Evening
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Daymeekend joint class
Perspectives
-
Skills
- -
GWR, S
---.
Term
Time
Fall
Spring
Winter
Fall
Spring
Spring
Winter
Fall
Fall
Spring
Fall
Winter
Winter
Spring
Fall
Fall
Winter
Winter
Spring
Fall
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Winter
Fall
Spring
Fall
Spring
Winter
Spring
Fall
Winter
N
N
F
F
TBA
N
S a.m.
S a.m.
S a.m.
S a.m.
F
S p.m.
N
F
S p.m.
N
F
S p.m.
S p.m.
S p.m.
F
S a.m.
S a.m.
S a.m.
N
S p.m.
S a.m.
F
S a.m.
F
S a.m.
S p.m.
S p.m.
F
S p.m.
F
S p.m.
-- -
ART 132
ART 22 1
ART 224
ART 240
ART 355
ART 478
BIO 101
BIO 102
BIO 185
BIO 231
BUS 242
BUS 252
BUS 295
BUS 301
BUS 331
BUS 340
BUS 352
BUS 355
BUS 357
BUS 362
BUS 368
BUS 433
BUS 438
BUS 440
-
Perspectives
Skills
GWR
Term
BUS 450
BUS 465
BUS 466
CHM 100
CHM 101
CSC 160
CSC 170
CSC 210
CSC 320
CSC 330
CSC 340
CSC 345
CSC 440
CSC 495
ECO 110
ECO 112
ECO 113
ECO 311
ECO 312
ECO 313
ECO 315
ECO 318
ECO 360
ECO 414
EDE 263
Spring
Winter
Spring
Fall
Winter
Winter
Fall
Spring
Fall
Winter
Spring
Fall
Fall
Winter
Spring
Winter
Fall
Winter
Winter
Fall
Fall
Winter
Spring
Fall
Winter
Winter
Spring
Spring
Fall
Winter
Winter
Winter
Spring
Fall
Winter
Fall
Winter
Spring
Time
S p.m.
S a.m.
F
S a.m.
S a.m.
F
S p.m.
S p.m.
D m , TH EVE
S p.m.
F
F
S a.m.
S a.m.
S p.m.
D m , TH EVE
D m , W EVE
F
S p.m.
F
S p.m.
S a.m.
S p.m.
S a.m.
F
S p.m.
S a.m.
S p.m.
S p.m.
S a.m.
N
S a.m.
S a.m.
S a.m.
D m , T EVE
S noon
S noon
S noon
Perspectives
Skills
GWR
GWR
GWR
GWR, QR
EDE 350
EDE 35 1
EDE 375
EDE 377
EDE 379
EDE 380
EDE 382
EDE 383
EDE 384
EDE 386
EDE 387
EDE 388
EDE 389
EDE 481
EDE 482
EDE 483
EDE 484
EDE 495
EDS 252
Term
Time
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Winter
Fall
Spring
Fall
Spring
Fall
Fall
Spring
Fall
Spring
arranged
arranged
arranged
arranged
Winter
Fall
Winter
Spring
S p.m.
F
S a.m.
N
S a.m.
S p.m.
TBA
N
S a.m.
N
S p.m.
F
S a.m.
S p.m.
N
N
S p.m.
S a.m.
S p.m.
F
F
S a.m.
N
S a.m.
S a.m.
F
N
S p.m.
N
S p.m.
S p.m.
S noon
S noon
TBA
Pers~ectives Skills
Courses by
Term
EDS 350
EDS 353
EDS 364
EDS 375
EDS 478
EDS 481
EDS 482
EDS 483
EDS 484
EDU 210
EDU 264
EDU 282
EDU 341
EDU 388
ENG 101
ENG 111
ENG 216
ENG 223
ENG 225
ENG 226
ENG 227
ENG 245
ENG 25 1
ENG 27 1
Fall
Fall
Spring
Fall
Fall
Winter
arranged
arranged
arranged
arranged
Fall
Winter
Spring
Fall
Fall
Winter
Spring
Winter
Fall
Winter
Spring
Fall
Spring
Winter
Fall
Spring
Winter
Fall
Spring
Fall
Winter
Spring
Fall
Fall
Spring
Spring
Fall
Time
Perspectives
Skills
F
S a.m.
S a.m.
D m , TH EVE
S p.m.
F
F
S p.m.
S a.m.
F
S p.m.
S p.m.
F
F
F
S a.m.
N
S p.m.
F
D m , T & TH EVE
N
S a.m.
D m , TH EVE
D m , W EVE
N
S p.m.
N
S a.m.
S a.m.
S a.m.
N
S p.m.
F
GWR
GWR
GWR
GWR
GWR
Time
Term ENG 272
ENG 331
ENG 337
ENG 341
ENG 345
ENG 351
ENG 361
ENG 399
ENG 423
ENG 438
ENG 445
ENG 480
FRE 111
FRE 112
GER 111
GER 112
GST 140
GST 209
HIS 102
HIS 222
HIS 243
HIS 326
HIS 380
HIS 495
HPE 002
HPE 003
HPE 101
HPE 114
HPE 115
Spring
Fall
Winter
Winter
Fall
Fall
Fall
Fall
Winter
Spring
Winter
Fall
Winter
Fall
Winter
Winter
Spring
Fall
Winter
Fall
Winter
Fall
Spring
Winter
Winter
Winter
Fall
Winter
Fall
Winter
Spring
Spring
Spring
Fall
Winter
Spring
Perspectives
F
WH
N
S p.m.
Dm, W EVE
Dm, T EVE
F
S p.m.
Dm, TBA
Dm, T & TH EVE
S p.m.
S a.m.
Dm, M EVE
Dm, W EVE
N
N
N
N
N
N
Dm, TBA
N
F
S a.m.
S a.m.
Dm, W EVE
Dm, T EVE
Dm, T EVE
Dm, W EVE
TH EVE
TH EVE
M EVE
N
F
N
F
N
Skills
GWR
CT
GWR
S
GWR, S
*Also requires Clinical Experience to satisfy City perspective.
Courses by
HPE 116
INS 105
INS 225
INS 233
INS 260
INS 264
INS 320
MAT 105
MAT 121
MAT 122
MAT 131
MAT 132
MIS 175
MIS 370
MIS 375
MIS 376
MIS 379
MIS 475
MIS 476
MIS 479
MUS 130
MUS 241
MUS 2721472
Term
Time
Fall
Winter
Winter
Spring
Winter
Fall
Winter
Fall
Winter
Fall
Winter
Spring
Fall
Winter
Winter
Fall
Fall
Spiing
Fall
Fall
Winter
Spring
Winter
Spring
Fall
Winter
Winter
Spring
Fall
Winter
Spring
Winter
Spring
Fall
Spring
Fall
Fall
F
S a.m.
S p.m.
S p.m.
N
D m , T EVE
S a.m.
N
D m , T EVE
D M , TH EVE
S p.m.
F
D m , TH EVE
S a.m.
S a.m.
S a.m.
N
N
S a.m.
N
S a.m.
S a.m.
D/W, TH EVE
S p.m.
N
S a.m.
F
S p.m.
S p.m.
N
S a.m.
N
N
D m , T EVE
S a.m.
D M , TBA
S a.m.
Perspectives
Skills
IA 1
IAl
GWR
S
QR
NUR 305
NUR 306
NUR 310
NUR 311
NUR 330
NUR 350
NUR 403
NUR 423
NUR 43 1
OJB 111
OJB 112
PHI 110
PHI 120
PHI 175
PHI 241
PHI 380
PHY 101
PHY 106
PHY 116
POL 140
POL 158
POL 160
POL 295
POL 342
POL 495
PSY 105
PSY 230
PSY 351
PSY 355
PSY 357
PSY 359
PSY 361
PSY 362
PSY 373
Term
Time
Winter
Spring
Winter
Spring
Fall
Fall
Fall
Winter
Spring
Fall
Winter
Winter
Fall
Spring
Fall
Winter
Spring
Fall
Winter
Fall
Winter
Spring
Fall
Fall
Fall
Fall
Spring
Fall
Winter
Spring
Fall
Fall
Winter
Spring
Spring
Winter
Fall
Fall
Winter
TH EVE
F
F
TH EVE
TH EVE
F
TH EVE
TH EVE
TH EVE
Dm, W EVE
Dm, W EVE
F
S a.m.
F
F
S a.m.
F
F
F
Dm, M & TH EVE
S a.m.
F
S p.m.
S a.m.
S a.m.
S p.m.
S a.m.
S a.m.
N
F
Dm, M & TH EVE
S p.m.
S a.m.
N
F
N
N
S a.m.
S p.m.
Perspectives
Skills
GWR
S*
CT, QR
GWR
IA2
IA3
HI
CF3
HI
WH
HI
NW2
NW1 or 2
NW1
C
SWl or 2
SWl or 2
GWR
*Both NUR 330 and 431 are required to satisfy Speaking skill.
-
PSY 381
PSY 399
PSY 485
REL 111
REL 221
REL 263
REL 331
REL 339
REL 353
REL 356
REL 360
REL 362
REL 363
REL 366
REL 370
REL 430
REL 441
REL 481
REL 495
SOC 121
SOC 211
SOC 231
SOC 265
SOC 336
SOC 349
SPA 111
Term
Spring
Fall
Spring
Fall
Fall
Winter
Spring
Fall
Winter
Spring
Winter
Fall
Spring
Winter
Fall
Spring
Fall
Fall
Winter
Fall
Winter
Spring
Fall
Winter
Fall
Fall
Spring
Fall
Fall
Spring
Fall
Winter
Spring
Spring
Winter
Fall
Fall
Winter
Time
S p.m.
D/W, M EVE
S a.m.
D/W, T EVE
D m , TH EVE
F
S p.m.
N
N
N
S p.m.
S p.m.
S p.m.
S p.m.
F
S a.m.
S a.m.
S p.m.
TBA
N
D m , T EVE
S a.m.
S a.m.
F
D m , W EVE
F
F
S p.m.
F
S a.m.
N
N
N
TBA
S p.m.
S p.m.
N
S p.m.
Perspectives
Skills
CT
proposed for CF
CF1,2 or 3
CF2 or 3
GWR
C
IAl
S
SPA 112
SPC 111
SPC 329
SPC 345
SPC 351
SPC 352
SPC 354
SPC 355
SPC 480
SPC 495
SWK 257
SWK 260
SWK 361
SWK 363
SWK 364
SWK 365
SWK 461
SWK 462
SWK 463
SWK 465
SWK 466
SWK 467
SWK 469
THR 222
Term
Time
Winter
Winter
Winter
Spring
Spring
Fall
Spring
Winter
Fall
Winter
Spring
Fall
Winter
Winter
Spring
Fall
Spring
Spring
Winter
Fall
Fall
Fall
Winter
Winter
Spring
Spring
Spring
Fall
Winter
Fall
Spring
Winter
Winter
N
S p.m.
N
S p.m.
N
S a.m.
N
S p.m.
F
N
F
S a.m.
S a.m.
F
S a.m.
S p.m.
S p.m.
F
F
S a.m.
F
S p.m.
F
S p.m.
N
F
S p.m.
S a.m.
S p.m.
N
F
TBA
S a.m.
Perspectives
Skills
IA3
QR
GWR
CT
GWR
Human Identity
Fall
EDU210
MUS 2721
472
PSY 105
SWK 260
Winter
EDU210
PHI 110
PHI 380
p s y 105
Aesthetics
Spring
EDU210
HPE 101
PHI 175
PSY 105
Social World Area 1
Fall
ECO113
POL160
SOC 121
SWK 463
Winter
ECO113
ECO110
Winter
CHM101
PHY 106
Spring
ECO113
POL158
SOC 121
Winter
ECO 112
THR 222
Spring
ART118
ART 221
ENG 226
ENG 245
MUS 130
Fall
ECO113
POL160
POL 342
SOC 121
SWK 361
SWK 463
Winter
ECO110
ECO113
REL 263
Spring
ECO113
POL158
S o C 121
Natural World Area 2
Spring
Western Heritage
Fall
ART 240
ECO 112
ENG 27 1
HIS 102
MAT 131
PHI 241
Winter
ART107
ART 224
THR 222
Social World Area 2
Natural World Area 1
Fall
BIO102
PHY 106
PHY 116
Fall
ART132
ART 240
ENG 245
Fall
BIO 102
BIO185
CHM 100
PHY 106
Winter
BIO 101
PHY106
Spring
BIO 231
PHY101
Winter
ECO 110
EDU 264
GST 209"
NUR310
POL 140
Spring
EDU 264
The City
Spring
ECO 112
ENG 25 1
ENG 272
HIS 222
Fall
EDU 264
ENG 227
GST 209*
SOC211
SWK 257
SWK 463
Intercultural Awareness Area 1
Fall
Winter
Spring
Intercultural Awareness Area 2
and 3 (Language)
ENG 361
INS 105
INS 233
INS 260
INS 320
MUS 241
SOC 231
SOC 265
REL 370
Fall
Winter
Spring
FRE111
OJB 111
SPA 111
FRE112
GER 111
OJB 112
SPA 111
SPA 112
GER112
SPA 112
HIS 243
INS 105
INS 225
INS 233
INS 260
REL 366
REL 370
SOC 265
SPC 329
BUS 368
INS 264
SOC 23 1
SOC 265
Christian Faith Area 1
Christian Faith Area 2
Fall
Winter
Spring
Fall
Winter
Spring
REL221
REL 331
REL 441
REL221
REL221
REL 111
REL331
REL 362
REL 363
REL 441
REL 111
REL353
REL 481
REL 111
REL360
Christian Faith Area 3
Fall
Winter
Spring
PHI 120
REL 111
REL 221
REL 331
REL 356
REL 363
REL 370
REL 441
REL111
REL221
REL 263
REL 353
REL 366
REL 370
RE1 481
REL111
REL221
REL 339
REL 360
REL 430""
*Non-credit course.
**Approvalpending.
Graduation Skills/Critical Thinking
Fall
ART 240
BIO 102
CSC170
CSC 210
MAT 131
NUR 350
PHI 120
PHY 106
Winter
CSC 210
ENG 337
PHY106
SOC 349
SPC 351
SWK465
Spring
CSC 170
CSC 320
HIS222
p s y 381
SPC 351
Writing
Fall
BUS 362
CSC 495
ENG 223
ENG 225
ENG 227
ENG 27 1
ENG 361
HIS 495
MIS 375
NUR 403
REL 495
Quantitative Reasoning
Fall
Winter
Spring
Speaking
Fall
MAT122
MIS 379
NUR 350
PHY 116
PSY 230
ENG 399
HIS 495
NUR 330*
SOC 231
SPC 111
ECO318
MAT 121
MIS 379
CHM101
CSC 320
ECO 318
MAT 132
MIS 379
SWK 365
Winter
BUS 465
CSC 495
ECO 318
ENG 225
HIS 495
MIS 375
NUR 305
Spring
ACC 423
BUS 450
ECO 318
ENG 223
ENG 226
ENG 272
PSY 357
SWK 461
SWK 467
Winter
ENG 399
HIS 495
MIS 376
p s y 373
Spring
ACC 423
MIS 376
NUR 431*
SOC 23 1
SPC 111
*Both NUR 330 and 431 are required to satisfy Speaking skill.
C.O~L.L.E~G.E
221 1 Riverside Avenue
Minneapolis, MN 55454
Show less
AUGSBURG
-
-
-
-
WEEKEND COLLEGE
TUITION
AND FEES
CLASSSCHEDULES
................................,,..,,......... ................................~.................
....,..............,,......... 3
Program Calendar .......................................................................... Show more
AUGSBURG
-
-
-
-
WEEKEND COLLEGE
TUITION
AND FEES
CLASSSCHEDULES
................................,,..,,......... ................................~.................
....,..............,,......... 3
Program Calendar .................................................................................................................................... 4
Academic Calendar.............................. ...................................................................................................5
1998-99 Tuition and Fees ........................................................................................................................ 6
Class Schedule, Fall 1998-99 ..........................,.,.,. .................................................
.............,,,,....... .,....7
Class Schedule, Winter 1998-99 ...................
.
.
.. +............................d........... ................,.,.......,,,..., 12
.
.
.......... ......... ......... ...............~....,.,,,..,,,.,,,,.,.,,.~,,,....,..,,,.,.,,
17
Class Schedule, Spring 1998-99.............
Schedule of Courses by Department .....,......,........,............ .......,
.,,,..~......,.~,,,.,.,...,.,.,.,...,,,.,.,...,.....,..~,.
22
........................................
.................. ............ 32
Schedule of Courses by Perspective/Skills ....................
Information Sessions
Note: Class schedule changes may occur after this schedule is published. Students should consult
the course list each term for the most current schedule of classes.
WEEKEND COLLEGE
Weekend College Office Hours
Monday-Friday: 8:00 a.m.-4:30 p.m.
Office Hours on Class Weekends
Friday: 8:00 a.m.-6:00 p.m.
Saturday: 8:00 a.m.-1:30 p.m.
Academic Advising Center Office Hours
Monday-Wednesday, Friday, 8:00 a.m.-4:30 p.m.
Thursdays, 8:00 a.m.-6:00 p.m.
Office Hours on Class Weekends
Friday: 8:00 a.m.-6:00 p.m.
Saturday: 8:00 a.m.-1:30 p.m.
The Weekend College Office and the Academic Advising Office are both located in Sverdrup Hall.
707 21st Ave. S.
Weekend College phone: (612) 330-1782
Academic Advising Center phone: (612) 330-1025
FAX: (612) 330-1784
Augsburg College does not discriminate on the basis of race, creed, national or ethnic origin,
age, gender, sexual preference, marital status, or handicap as required by Title IX
of the 1972 Education Amendments or Section 504 of the Rehabilitation Act of 1973,
as amended, in its admission policies, educational programs, activities, and employment practices.
Adults who are interested in
Augsburg Weekend College are
encouraged to attend one of the
Information Sessions that are
scheduled throughout the year.
Information Sessions are free of
charge and are approximately
one hour in length. Please call
the Weekend College
Admissions Office at 330-1743
for details or to sign up for one
of the following dates:
For Fall Trimester 1998-1999
Saturday, May 16 .....................................................................................................................
9 0 0 a.m.
9 0 0 a.m.
Saturday, June 6 ..........................................................................................................................
Tuesday, June 16 ...................................................................................................................6 : 3 0 p.m.
Saturday, July 11 ......................................................................................................................9 0 0 a.m.
6 3 0 p.m.
Thursday, July 23 ........................................................................................................................
Saturday, August 15 ................................................................................................................9 0 0 a.m.
For Winter Trimester 1998-1999
Tuesday, October 20
...........................................................................................................6 3 0 p.m.
Saturday, November 14 ......................
.
...................................................................................
9 0 0 a.m.
For Spring Trimester 1998-1999
Tuesday, January 26, 1999
..................................................................................................
6 : 3 0 p.m.
Saturday, March 6, 1999 ........................................................................................................9 : O O a.m.
For more information write or call:
Augsburg Weekend College Admissions
Campus Box 65
22 11 Riverside Avenue
Minneapolis, MN 55454
Phone: (612) 330-1743
FAX: (612) 330-1784
wecinfo@augsburg.edu
www.augsburg.edu
New Students (enrolling for the first time or in the readmission process)
Fall Trimester
Winter Trimester
Spring Trimester
Application Deadline
August 21
December 14
March 26
Applicant File
Completion Deadline
August 28
December 21
April 5
Registration Begins
June 19
November 6
February 12
Registration Ends
September 1
January 5
April 13
Syllabi Available
August 10
December 4
March 12
.
New Student Orientation
September 1
January 5
April 13
Payment Information Sent
August 10
December 7
March 15
Confirmation Due
September 1
January 5
April 13
-
New students are encouraged to register as early as possible. New degree-seeking students will
receive registration materials when they meet with an adviser from the Academic Advising Center,
(612) 330-1025. Students in a non-degree program will receive registration materials by mail.
Current Students
Fall Trimester
Winter Trimester
Sprinq Trimester
Mail Registration Begins
June 19
November 6
February 12
Mail Registration Ends
August 7
December 4
March 12
Syllabi Available
August 10
December 4
March 12
-
--
Payment Information Sent
August 10
December 7
March 15
Confirmation Due
August 28
December 28
March 29
All Students
Fall Trimester
Winter Trimester
S ~ r i n aTrimester
Sept 11-13
Sept 25-27
Oct 9-11
Oct 23-25
NOV6-8
NOV20-22
Dec 4-6*
Dec 11-13
Jan 8-lo*
Jan 15-17
Jan 29-31
Feb 12-14
Feb 26-28
Mar 12-14
Mar 26-28
Apr 9-ll*
Apr 16-18
Apr 30-May 2
May 14-16*
May 21-23
June 4-6
June 18-20*
June 25-27
Dec 11-13
Apr 9-11
June 25-27
Last Day to Add or Drop
Class Without Record Notation** Sept 14
Jan 11
Apr 19
Last Day to Change
Grade Option
Oct 12
Feb 1
May 17
Last Day to Withdraw
from Class
Oct 26
Feb 15
May 24
Final Grades Due
Dec 21
Apr 19
July 6
Classes Meet
Finals
* One week between classes
**Courses may not be added after the first scheduled class meeting.
The College reserves the right to change the above dates should it be necessary. In such cases
suficient advance notice will be given.
. .......
1998-99 TUITION
AND FEES
Application Fee (payable once, non-refundable)
Tuition (per course)
Tuition (per summer course 1998)
Activity Fee (per trimester)
Audit a Course
Lifetime Sports: Fee for Course
Lifetime Sports: Fee for Assessment of Previous Learning
Nursing Clinical Fee
Supplementary Student Teaching Fee (per course credit)
Late Fee (per day)
Registration Change after first class meeting (canceuadd)
Transcript Fee (first is free)
A finance charge is applied at a simple rate of one percent per month on any account with an open
balance of 30 days of more.
Augsburg College reserves the right to adjust charges should economic conditions necessitate.
T r i m e s t e r
Friday Evening
ART 352
Women and Art
6:008:30
BUS 242
Principles of Management
BUS 254
Entrepreneurship
BUS 301
Business Law
BUS 355
Marketing Communications
CSC 340
Introduction to Networking and Communications
EDE 379
K-EL CWiculum:
EDE 495
Topics: Children's Literature and Language Arts
EDS 350
EDU 210
Reading in the Content Areas (0.5 credit)
EDU 264
Orientation to Education in an Urban Setting (0.5 credit)
Art Methods (0.25 credit)
Learning and Development in an Educational Setting
EDU 341 Media Technology (0.5 credit)
EDU 388
Human Relations (0.5 credit)
ENG 245
Introduction to Literature
ENG 350 American Literature Before 1920
HPE 116 Health Concepts for Educators (0.5 credit)
MIS 370 Advanced Computing for Business
NUR 350 Introduction to Nursing Research*"
PHI 175
Philosophy of Love and Sex
PHI 350 Philosophy of Religion
PHY 106 Introductory Meteorology*
PSY 105
REL 331
Principles of Psychology
REL 356
SOC 121
History of Religions
SOC 231
Family Systems: A Cross-Cultural Perspective
Foundations in Bible and Theology
Introduction to Human Society
SPC 345 Organizational Communication
SWK 260 Humans Developing
*Extra class or lab sessions required.
**Additional clinical fee required.
Saturday Morning
ACC 221
Principles of Accounting I
8:3O-12:OO
ACC 322
BIO 102
Accounting Theory and Practice I
The Biological World*
BUS 331
Financial Management
BUS 340
Human Resource Management
CSC 352
Database Management and Design
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 318
Management Science
ECO 360
International Economics
EDE 377
K-EL Curriculum: Science Methods (0.25 credit)
EDE 382
K-EL Curriculum: Mathematics (0.5 credit)
EDE 384
K-EL Curriculum: Social and Thematic Studies (0.5 credit)
EDS 353
Creative Learning Environments: Secondary
ENG 227
Journalism
ENG 27 1 European Literature: Homer to Dante
ENG 361
Studies in Modern Fiction
HIS 495
Seminar
MAT 122 Calculus for Social and Behavioral Sciences*
MIS 175
Principles of Computing for Business
MIS 370
Advanced Computing for Business
PHI 125
Ethics and Human Identity
POL 342
Mass Communications in Society
PSY 362
Abnormal Psychology
REL 362
Theology of the Reformers
SPC 111
Public Speaking
SPC 352
Persuasion
SWK 257 Exploring Human Services
SWK 463 Community Development and Organization
Saturday Afternoon
1 :15-4:45
ACC 222
Principles of Accounting I1
BUS 252
Principles of Marketing
BUS 362
International Business
BUS 440
Operations Management
CSC 160
Introduction to Computing and Communications
ECO 112
Principles of Macroeconomics
ECO 3 12
Intermediate Macroeconomics
EDE 350
Creating Learning Environments: K-EL (0.5 credit)
EDS 375
Social Studies Methods (0.5 credit)
EDU 264
Orientation to Education in an Urban Setting (0.5 credit)
ENG 225
Intermediate Expository Writing
ENG 2361436
Women and Fiction
MIS 375
MIS in the Organization
MIS 379
Quantitative Methods for Business and Economics*
POL 160
World Politics
POL 342
Mass Communications in Society
PSY 373
IndustriaYOrganizationalPsychology
REL 363
Religion in America
SOC 21 1
Human Community and Modern Metropolis
SPA 111
Beginning Spanish I*
SPC 355
Small Group Communication
SWK 361 Social Responses to Human Needs
Sunday Afternoon
1 :15-4:45
ACC 221
Principles of Accounting
ACC 324 Managerial Cost Accounting
ART 132 Photography
BUS 252
Principles of Marketing
EDE 35 1
Techniques of Teaching Reading
EDE 380
K-EL Curriculum: Music Methods (0.25 credit)
EDE 388
K-EL Curriculum: Health Methods (0.25 credit)
*Extra class or lab sessions required.
F a l l
I
T r i m e s t e r
EDE 389
K-EL Curriculum: Physical Education (0.5 credit)
ENG I l l
Effective Writing
FRE 111
Beginning French I*
GST 140
Introduction to the Liberal Arts
HIS 242
History of African American Civil Rights 1619-1915
HPE 115
Chemical Dependency Education (0.5 credit)
MAT 131 Mathematics for the Liberal Arts
MIS 175
Principles of Computing for Business
MIS 375
MIS in the Organization
PSY 200
Psychological Science Lab
REL 221
Biblical Studies
REL 370
American Indian Spirituality and Philosophical Thought
SOC 265
Gender, Race, and Ethnicity
SPA 111
Beginning Spanish I*
SWK 466 Field Work I11
Weekend Schedule
Evening and Other
Fall Trimester
CSC 210
Data Structures (Thurs., 6-9 p.m.)
EDE 263
Clinical Experience (Sat. noon) (0.5 credit)
EDS 252
Clinical Experience (Sat. noon) (0.5 credit)
HPE 002
Lifetime Sports: Fitness Walking (Thurs., 5:30-9:30 p.m.)
NUR 330 Trends and Issues in Nursing (Thurs., 6-9:30 p.m.)
NUR 403
Contemporary Nursing 111: Families (Thurs., 6-9:30 p.m.)
Evening Classes
ASL 101
American Sign Language I (Mon. and Wed., 6-8 p.m.)
(Day school schedule)
BUS 465
EDE 375
International Management (Wed., 6-9 p.m.)
Discovery Learning in the World of Kindergarten (0.5 credit)
(Thurs., 5:30-9 p.m.)
EDS 364
English Methods (Thurs., 450-8 p.m.)
ENG 223
Writing for Business and the Professions (Wed., 6-9 p.m.)
ENG 331
British Literature, Medieval to Elizabethan (Wed., 6-9 p.m.)
ENG 345
Introduction to the English Language (Tues., 6-9 p.m.)
GST 209
City Seminar: Experiential Education (0.0 credit) (Thurs., 5-6:30 p.m.)
HIS 440
Topics in World History (Wed., 6:30-9:30 p.m.)
INS 105
Introduction to American Indian Studies (Wed., 6:30-9:30 p.m.)
INS 233
Women: A Cross-Cultural Perspective (Thurs., 6:30-9:30 p.m.)
INS 260
Contemporary American Indians (Thurs., 6:30-9:30 p.m.)
INS 320
American Indian Women (Thurs., 6:30-9:30 p.m.)
MIS 479
Intermediate Quantitative Methods (Mon., 6-9 p.m.)
MUS 2201320
Student Teaching
Worlds of Music (Wed., 6-9 p.m.)
OJB 111
Beginning Ojibwe I (Wed., 6:30-9:30 p.m.)
POL 124
American Women and Politics (Wed., 6:30-9:30 p.m.)
PSY 230
Research Methods (Mon. and Thurs., 6:30-8 p.m.)
REL 1 11
Introduction to Theology (Tues., 6-9 p.m.)
REL 111
Introduction to Theology (Thurs., 6-9 p.m.)
REL 495
Seminar (Wed., 6-9:30 p.m.)
SPA 105
Living Spanish I (Mon, and Wed., 7-9 p.m.)
WST 201
Foundations in Women's Studies (Tues., 6:30-9:30 p.m.)
EDE 481 A
Student Teaching K & Seminar
EDE 481 B
Student Teaching EL & Seminar
EDE 481 C
Student Teaching K-EL & Seminar
EDE 482 A
Student Teaching K & Seminar
EDE 482 B
Student Teaching EL & Seminar
EDE 482 C
Student Teaching K-EL & Seminar
EDE 483 A
Student Teaching K & Seminar
EDE 483 B
Student Teaching EL & Seminar
EDE 483 C
Student Teaching K-EL & Seminar
EDE 484 A
Student Teaching K & Seminar
EDE 484 B
Student Teaching EL & Seminar
EDE 484 C
Student Teaching K-EL & Seminar
EDS 481
Student Teaching & Seminar
EDS 482
Student Teaching & Seminar
EDS 483
Student Teaching & Seminar
EDS 484
Student Teaching & Seminar
*Extra class or lab sessions required.
Friday Evening
ART 224
Publication Design
6:OO-9:
30
BUS 252
Principles of Marketing
BUS 340
Human Resource Management
BUS 433
Financial Theory: Policy and Practice
CSC 345
Principles of Computer Organization
ECO 113
Principles of Microeconomics
EDE 350
Creating Learning Environments: K-EL (0.5 credit)
EDE 383
K-EL Curriculum: Health and Physical Education
EDS 478
School and Society
EDU 282
Introduction to Special Education
ENG 245
Introduction to Literature
HPE 101
Fitness for Life
HPE 115
Chemical Dependency Education (0.5 credit)
MAT 173 Math of Interest
MIS 376 Project Management
NUR 310 Community Health Nursing I
PHI 120 Ethics
PHY 106 Introductory Meteorology*
PSY 105
Principles of Psychology
REL 111
Introduction to Theology
REL 441
Feminism and Christianity
REL 486
Psychology of Religion and Theology
Interpersonal Communication
SPC 354
SWK 363 Methods and Skills of Social Work
Saturday Morning
ACC 221
Principles of Accounting I
8:30-12:OO
ACC 222
Principles of Accounting I1
ACC 322
Accounting Theory and Practice I
BIO 185
The Biology of Aging
BUS 301
Business Law
BUS 352
Marketing Research and Analysis
BUS 465
International Management
CSC 170
Structured Programming
CSC 450
Programming Language and Compilers I
ECO 112
Principles of Macroeconomics
ECO 313
Intermediate Microeconomics
ECO 315
Money and Banking
EDE 351
Techniques of Teaching Reading
EDE 379
K-EL Curriculum: Art Methods (0.25 credit)
EDU 341
Media Technology (0.5 credit)
ENG 438
Shakespeare
HPE 116
Health Concepts for Educators (0.5 credit)
INS 225
Introduction to Islam
MAT 105 Applied Algebra
MIS 175 Principles of Computing for Business
Saturday Afternoon
1 :15-4:45
PHI 110
Introduction to Philosophy
PHI 380
Ethics of Medicine and Health Care
POL 140
Social Justice in America
PSY 351
Child Development
REL 430
Christians Uniting
SOC 231
Family Systems: A Cross-Cultural Perspective
SPC 352
Persuasion
ACC 222
Principles of Accounting I1
ACC 425
Advanced Accounting
ART 118
Painting I
ART 355
Painting I1
BUS 242
Principles of Management
BUS 252
Principles of Marketing
*Extra class or lab sessions required.
T r i m e s t e r
BUS 440
Operations Management
ECO 110 Economics of Urban Issues
ECO 113 Principles of Microeconomics
EDE 382 K-EL Curriculum: Mathematics (0.5 credit)
EDE 495
Topics: Children's Literature and Language Arts (0.5 credit)
EDU 210
Learning and Development in an Educational Setting
EDU 264
Orientation to Education in an Urban Setting (0.5 credit)
ENG 337
British Literature: Romantics to the Victorians (two extra
classes, arranged)
HPE 116
Health Concepts for Educators (0.5 credit)
INS 260
Contemporary American Indians
MIS 375
MIS in the Organization
MIS 376
Project Management
Behavior Analysis
PSY 357
REL 263
REL 353
World Justice and Hunger
Denominations and Religious Groups
SOC 349
Complex Organizations
SPA 111
Beginning Spanish I*
SPA 112
Beginning Spanish 11*
SPC 329
Intercultural Communication
SWK 364 Field Work I
SWK 465 Social Policy: Analysis and Development
Sunday Afternoon
1:15-4:45
ACC 323
Accounting Theory and Practice I1
ACC 326
Tax Accounting
Principles of Management
Financial Management
Discovery Learning in the World of Kindergarten (0.5 credit)
K-EL Curriculum: Science Methods (0.25 credit)
K-EL Curriculum: Music Methods (0.25 credit)
BUS 242
BUS 331
EDE 375
EDE 377
EDE 380
ENG 225
Intermediate Expository Writing
FRE 112 Beginning French 11*
GER 111 Beginning German I*
GST 140
Introduction to the Liberal Arts (0.5 credit)
INS 105
Introduction to American Indian Studies
INS 232
The African American Experience in America
MIS 379
Quantitative Methods for Business and Economics*
MIS 475
Systems Analysis and Design
PSY 359
Psychological Assessment
REL 221
Biblical Studies
REL 48 1
Contemporary Theology
SOC 265
Gender, Race, and Ethnicity
SPA 111
Beginning Spanish I*
SPA 112
Beginning Spanish 11*
SPC 35 1
Argumentation
SWK 469 Field Work IV
Weekend Schedule
Evening and Other
CSC 320
Algorithms (Thurs., 6-8 p.m.)
ECO 413
Labor Economics (Thurs., 6-8 p.m.)
EDE 263
Clinical Experience (Sat, noon)
EDS 252
Clinical Experience (Sat. noon)
ENG 399
Internship (Tues. and Thurs., 6-9 p.m.)
HPE 002
Lifetime Sports: Aerobics (Thurs., 6-8 p.m.)
MIS 370
Advanced Computing for Business (Thurs., 6-8:30 p.m.)
NUR 305 Contemporary Nursing I: Communication (Thurs., 6-8:30 p.m.)
NUR 423 Practicum in Nursing: Family** (Thurs., 6-8:30 p.m.)
Evening Classes
(Day school schedule)
REL 366
The Church and Social Change in Latin America (TBA)
ASL 102
American Sign Language I1 (Mon. and Wed., 6-8 p.m.)
ENG 101 Developmental Writing (Tues. and Thurs., 6-8 p.m.)
ENG 216
American Indian Literature (Thurs., 6-8 p.m.)
ENG 327
Advanced Journalism (Wed., 6-8 p.m.)
ENG 341
Advanced Creative Writing: Poetry (Tues., 6-8 p.m.)
*Extra class or lab sessions required.
**Additional clinical fee reauired.
T r i m e s t e r
ENG 347
Quantitative Journalism (Tues. and Thurs., 6-8 p.m.)
GST 209
City Seminar: Experiential Education (0.0 credit)
(Thurs., 5-6:30 p.m.)
HIS 326
American Indian History (Tues., 6:30-8:30 p.m.)
HIS 381
The History of Women Since 1870 (Wed., 6:30-8:30 p.m.)
INS 233
Women: A Cross-Cultural Perspective (Tues., 6:30-8:30 p.m.)
INS 264
American Indians in the Cinema (Tues., 6:30-8:30 p.m.)
MUS 241 The History of Jazz (Tues., 6-8 p.m.)
Student Teaching
OJB 112
Beginning Ojibwe I1 (Wed., 6:30-8:30 p.m.)
PSY 330
Research Methods I1 (Mon. and Thurs., 6:30-8 p.m.)
REL 357
Giants of the Christian Faith (Mon., 6-8 p.m.)
EDE 481 A Student Teaching K & Seminar
EDE 481 B Student Teaching EL & Seminar
EDE 481 C Student Teaching K-EL & Seminar
EDE 482 A Student Teaching K & Seminar
EDE 482 B Student Teaching EL & Seminar
EDE 482 C Student Teaching K-EL & Seminar
EDE 483 A Student Teaching K & Seminar
EDE 483 B Student Teaching EL & Seminar
EDE 483 C Student Teaching K-EL & Seminar
EDE 484 A Student Teaching K & Seminar
EDE 484 B Student Teaching EL & Seminar
EDE 484 C Student Teaching K-EL & Seminar
EDS 481
Student Teaching & Seminar
EDS 482
Student Teaching & Seminar
EDS 483
Student Teaching & Seminar
EDS 484
Student Teaching & Seminar
Friday Evening
BUS 242
Principles of Management
6:OO-1O:OO
BUS 466
International Marketing
CSC 440
Advanced Networking and Communication
EDE 382
K-EL Curriculum: Mathematics (0.5 credit)
EDU 264
Orientation to Education in an Urban Setting (0.5 credit)
EDU 388
Human Relations (0.5 credit)
ENG 272
European Literature: Renaissance to Modern
MIS 376
Project Management
NUR 306 Contemporary Nursing 11: Paradigms in Nursing
PHY 101 Astronomy*
POL 121
American Government and Politics
PSY 105
Principles of Psychology
PSY 354
Cognitive Psychology
REL 385
Process Theology and Christian Faith
SOC 121
Introduction to Human Society
SPC 351
Argumentation
SPC 480
Public Relations and Promotional Communication
SWK 461 Advanced Methods and Skills in Social Work
SWK 467 The Social Worker as Professional
Saturday Morning
ART 107 Drawing
8:OO-12:OO
BIO 101
Human Biology
BUS 301
Business Law
BUS 357
Advertising
*Extra class or lab sessions required.
CSC 160
Introduction to Computing and Communications
CSC 340
Introduction to Networking and Communications
CSC 451
Programming Language and Compilers I1
ECO 113 Principles of Microeconomics
EDE 350
Creating Learning Environments: K-EL (0.5 credit)
EDE 377
K-EL Curriculum: Science Methods (0.25 credit)
EDE 386
K-EL Curriculum: Children's Literature (0.5 credit)
EDS 353
Creating Learning Environments: Secondary
EDU 210
Learning and Development in an Educational Setting
ENG 111 Effective Writing
ENG 226 Introduction to Creative Writing
HIS 225
History of the Twin Cities
MIS 175
Principles of Computing for Business
MIS 379
Quantitative Methods for Business and Economics*
MUS 130 Introduction to Music in the Fine Arts
Saturday Afternoon
1 :OO-5:OO
PHI 120
Ethics
POL 342
Mass Communications in Society
PSY 356
Environmental Psychology
PSY 361
Personality
SPC 354
Interpersonal Communication
ACC 221
Principles of Accounting I
ACC 222
Principles of Accounting I1
ACC 323
Accounting Theory & Practice I1
ACC 424
Internal and Operational Auditing
BUS 252
Principles of Marketing
BUS 331
Financial Management
BUS 438
Investment Theory
BUS 450
Marketing Management
CSC 210
Data Structures
ECO 112 Principles of Macroeconomics
ECO 311
Public Finance
EDE 351
Techniques of Teaching Reading
EDE 379
K-EL Curriculum: Art Methods (0.25 credit)
EDE 380
K-EL Curriculum: Music Methods (0.25 credit)
EDE 388
K-EL Curriculum: Health Methods (0.25 credit)
EDE 389
K-EL Curriculum: Physical Education (0.5 credit)
ENG 25 1 Readings in American Literature
HPE 116
Health Concepts for Educators (0.5 credit)
MIS 370
Advanced Computing for Business
MIS 495
Topics
REL 111
Introduction to Theology
REL 483
Christian Ethics
SPA 112
Beginning Spanish 11*
SPC 355
Small Group Communication
SWK 462 Field Work I1
Sunday Afternoon
1:oo-5:OO
ACC 423
Auditing
ART 250
Ceramics I
ART 35 1
Ceramics II
*Extra class or lab sessions required.
T r i m e s t e r
.
EDE 384
K-EL Curriculum: Social and Thematic Studies (0.5 credit)
EDU 341
Media Technology (0.5 credit)
ENG 223
Writing for Business and the Professions
ENG 245
Introduction to Literature
GER 112 Beginning German 11*
GST 200
Quantitative Reasoning
HPE 115
Chemical Dependency Education (0.5 credit)
INS 232
African American Experience in America
MAT 132 Numeracy for Contemporary Society
MIS 476
Information Systems Projects
PSY 493
Seminar: Relationships
REL 22 1
Biblical Studies
SPA 112
Beginning Spanish 11*
SOC 265
Gender, Race, and Ethnicity
SPC 111
Public Speaking
SWK 365 Quantitative Analysis and Program Evaluation
Weekend Schedule
Eveningandother
EDE 263
Clinical Experience (Sat. noon) (0.5 credit)
EDS252
ClinicalExperience(Sat.noon)(0.5credit)
HPE 003
Lifetime Sports: Racquet Sports (Mon., 5:30-7:30 p.m.)
NUR 3 11 Community Health Nursing 11: Practicum** (Thurs., 6-9 p.m.)
NUR 431 Leadership and Management: Theory and Practice**
(Thurs., 6-9 p.m.)
....
Student Teaching
EDE 48 1 A Student Teaching K & Seminar
EDE 481 B Student Teaching EL & Seminar
EDE 481 C Student Teaching K-EL & Seminar
EDE 482 A Student Teaching K & Seminar
EDE 482 B Student Teaching EL & Seminar
EDE 482 C Student Teaching K-EL & Seminar
EDE 483 A Student Teaching K & Seminar
EDE 483 B Student Teaching EL & Seminar
EDE 483 C Student Teaching K-EL Seminar
EDE 484 A Student Teaching K & Seminar
EDE 484 B Student Teaching EL & Seminar
EDE 484 C Student Teaching K-EL & Seminar
EDS 481 Student Teaching & Seminar
EDS 483
Student Teaching & Seminar
Student Teaching & Seminar
EDS 484
Student Teaching & Seminar
EDS 482
*Extra class or lab sessions required.
**Additional clinical fee required.
--
Perspectives
Skills
A
C
CF1
CT
GWR
CF2
CF3
HI
IA1
IA2
IA3
NWl
NW2
cW1
W2
rH
Aesthetics
City
Christian Faith Area 1
Christian Faith Area 2
Christian Faith Area 3
Human Identity
Intercultural Awareness Area 1
Intercultural Awareness Area 2 (Language Level 1)
Intercultural Awareness Area 3 (Language Level 2)
Natural World Area 1
Natural World Area 2
Social World Area 1
Social World Area 2
Western Heritage
ACC 221
ACC 222
ACC 322
ACC 323
ACC 324
ACC 326
ACC 423
ACC 424
ACC 425
ART 107
ART 118
ART 132
ART 224
Term
Time
Fall
Fall
Winter
Spring
Fall
Winter
Winter
Spring
Fall
Winter
Winter
Spring
Fall
Winter
Spring
Spring
Winter
Spring
Winter
Fall
Winter
S a.m.
N
S a.m.
S p.m.
S p.m.
S a.m.
S p.m.
S p.m.
S a.m.
S a.m.
N
S p.m.
N
N
N
S p.m.
S p.m.
S a.m.
S p.m.
N
F
QR
S
Critical Thinking
Graduation Level Writing
Quantitative Reasoning
speaking
Times
EVE
M
T
W
Evening
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
DayIWeekendjoint class
TH
F
S
N
DIW
Perspectives
-
Skills
GWR, S
GWR, S
ART 250
ART 351
ART 352
ART 355
ART 499
ASL 101
ASL 102
BIO 101
BIO 102
BIO 185
BUS 242
BUS 252
BUS 254
BUS 301
BUS 331
BUS 340
BUS 352
BUS 355
BUS 357
BUS 362
BUS 433
BUS 438
BUS 440
BUS 450
BUS 465
BUS 466
Term
Time
Perspectives
Spring
Spring
Fall
Winter
Fall
Fall
Winter
Spring
Fall
Winter
Fall
Winter
Winter
Spring
Fall
Fall
Winter
Winter
Spring
Fall
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Winter
Fall
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
N
N
F
S p.m.
TBA
Dm, M & W EVE
Dm, M & W EVE
S a.m.
S a.m.
S a.m.
F
S p.m.
N
F
S p.m.
N
F
S p.m.
S p.m.
F
F
S a.m.
S a.m.
S a.m.
N
S p.m.
S a.m.
F
S a.m.
F
S a.m.
S p.m.
F
S p.m.
S p.m.
S p.m.
S p.m.
Dm, W EVE
S a.m.
F
A
A
Skills
GWR
IA2 or 3
IA2 or 3
NW2
NWl or 2
NW2
GWR
GWR
GWR
GWR
I
Courses by
Term
CSC 160
CSC 170
CSC 210
CSC 320
CSC 340
CSC 345
CSC 352
CSC 440
CSC 450
CSC 451
ECO 110
ECO 112
ECO 113
ECO 311
ECO 312
ECO 313
ECO 315
ECO 318
ECO 360
ECO 413
EDE 263
EDE 350
EDE 351
EDE 375
L
Department.
Fall
Spring
Winter
Fall
Spring
Winter
Fall
Spring
Winter
Fall
Spring
Winter
Spring
Winter
Fall
Fall
Winter
Spring
Fall
Winter
Winter
Spring
Spring
Fall
Winter
Winter
Fall
Fall
Winter
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Time
S p.m.
S a.m.
S a.m.
TH EVE
S p.m.
TH EVE
F
S a.m.
F
S a.m.
F
S a.m.
S a.m.
S p.m.
S a.m.
S p.m.
S a.m.
S p.m.
S a.m.
F
S p.m.
S a.m.
S p.m.
S p.m.
S a.m.
S a.m.
S a.m.
S a.m.
TH EVE
S noon
S noon
S noon
S p.m.
F
S a.m.
N
S a.m.
S p.m.
DIW, TH EVE
N
Perspectives
Skills
GWR
SW1 or 2, C
WH
WH
WH
WH
SW1 or 2
SWl or 2
SW1 or 2
SW1 or 2
GWR, QR
EDE 377
EDE 379
EDE 380
EDE 382
EDE 383
EDE 384
EDE 386
EDE 388
EDE 389
EDE 48 1
EDE 482
EDE 483
EDE 484
EDE 495
EDS 252
EDS 350
EDS 353
EDS 364
EDS 375
EDS 478
EDS 481
EDS 482
EDS 483
EDS 484
Term
Time
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Winter
Fall
Spring
Spring
Fall
Spring
Fall
Spring
TBA
TBA
TBA
TBA
Fall
Winter
Fall
Winter
Spring
Fall
Fall
Spring
Fall
Fall
Winter
TBA
TBA
TBA
TBA
S a.m.
N
S a.m.
F
S a.m.
S p.m.
N
N
S p.m.
S a.m.
S p.m.
F
F
S a.m.
N
S a.m.
N
S p.m.
N
S p.m.
F
S p.m.
S noon
S noon
S noon
F
S a.m.
S a.m.
D/W, TH EVE
S p.m.
F
Perspectives
Skills
- -
Courses by
EDU 210
EDU 264
EDU 282
EDU 341
EDU 388
EDU 499
ENG 101
ENG 111
ENG 216
ENG 223
ENG 225
ENG 226
ENG 227
ENG 236
ENG 245
ENG 251
ENG 27 1
ENG 272
ENG 327
ENG 331
ENG 337
ENG 341
ENG 345
ENG 347
ENG 350
ENG 361
-
Term
Time
Fall
Winter
Spring
Fall
Fall
Winter
Spring
Winter
Fall
Winter
Spring
Fall
Spring
Fall
Winter
Fall
Spring
Winter
Fall
Spring
Fall
Winter
Spring
Fall
Fall
Fall
Winter
Spring
Spring
Fall
Spring
Winter
Fall
Winter
Winter
Fall
Winter
Fall
Fall
F
HI
S p.m.
HI
S a.m.
HI
F
C
S p.m.
C*
S p.m.
C
F
C
F
F
S a.m.
N
F
F
TBA
D m , T & TH EVE
N
S a.m.
D/W, TH EVE
D m , W EVE
N
S p.m.
N
S a.m.
S a.m.
S p.m.
F
F
N
S p.m.
S a.m.
F
D m , W EVE
D m , W EVE
S p.m.
D/W, T EVE
D m , T EVE
D m , T & TH EVE
F
S a.m.
-
Perspectives
Skills
GWR
GWR
GWR
GWR
GWR
GWR
GWR
GWR
QR
GWR
-
ENG 399
ENG 436
ENG 438
ENG 499
FRE 111
FRE 112
GER 499
GER 111
GER 112
GST 140
GST 200
GST 209
HIS 225
HIS 242
HIS 326
HIS 381
HIS 440
HIS 495
HPE 002
HPE 003
HPE 101
HPE 115
HPE 116
INS 105
INS 225
INS 232
INS 233
INS 260
Term
Time
Winter
Fall
Winter
Fall
Fall
Winter
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Winter
Fall
Fall
Fall
Winter
Spring
Winter
Fall
Winter
Spring
Fall
Winter
Winter
Spring
Fall
Winter
Winter
Winter
Spring
Fall
Winter
Fall
Winter
T & TH EVE
S p.m.
S a.m.
TBA
N
N
TBA
N
N
N
N
N
T & TH EVE
Dm, TH EVE
S a.m.
N
Dm, T EVE
Dm, W EVE
Dm, W EVE
S a.m.
TH EVE
TH EVE
M EVE
F
N
F
N
F
S a.m.
S p.m.
S p.m.
Dm, W EVE
N
S a.m.
N
N
Dm, TH EVE
Dm, T EVE
Dm, TH EVE
S p.m.
Perspectives
Skills
S
WH
GWR, S
IA 1
IA 1
IA 1
IA 1
IAl
IA 1
IAl
IA1
IAl
*Also requires Clinical Experience to satisfy City perspective.
INS 264
INS 320
MAT 105
MAT 122
MAT 131
MAT 132
MAT 173
MIS 175
MIS 370
MIS 375
MIS 376
MIS 379
MIS 475
MIS 476
MIS 479
MIS 495
,
MUS130
MUS 2201320
MUS 241
NUR 305
NUR 306
NUR 310
NUR 311
NUR 330
NUR 350
Term
Time
Perspectives Skills
Winter
Fall
Winter
Fall
Fall
Spring
Winter
Fall
Fall
Winter
Spring
Fall
Fall
Winter
Spring
Fall
Fall
Dm, T EVE
Dm, TH EVE
S a.m.
S a.m.
N
N
F
S a.m.
N
S a.m.
S a.m.
F
S a.m.
Dm, TH EVE
S p.m.
S p.m.
N
IA 1
IA 1
Winter
Winter
Winter
Spring
Fall
Winter
Spring
Winter
Spring
Fall
Spring
Spring
Fall
Fall
Spring
Winter
Spring
Winter
Spring
Fall
Fall
S p.m.
F
S p.m.
F
S p.m.
N
S a.m.
N
N
Dm, M EVE
S p.m.
S a.m.
DIW, W EVE
Dm, T EVE
Dm, T EVE
Dm, TH EVE
F
F
Dm, TH EVE
Dm, TH EVE
F
GWR
GWR
GWR
S
S
S
QR
QR
QR
GWR
- -
-
Term
Time
NUR 403
NUR 423
NUR 43 1
Fall
Winter
Spring
D N , TH EVE
D N , TH EVE
D N , TH EVE
OJB 111
OJB 112
PHI 110
PHI 120
Fall
Winter
Winter
Winter
Spring
Fall
Fall
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Fall
Fall
Fall
Spring
Fall
Winter
Spring
Fall
Fall
Winter
Winter
Spring
Spring
Winter
Winter
Spring
Fall
Fall
Spring
D N , W EVE
D N , W EVE
S a.m.
F
S a.m.
S a.m.
F
F
S a.m.
F
F
F
F
T EVE
S a.m.
S p.m.
S a.m.
S p.m.
S a.m.
F
F
F
N
D/W, M & TH EVE
D N , M & TH EVE
S a.m.
F
S a.m.
S p.m.
N
S a.m.
S a.m.
S p.m.
N
PHI 125
PHI 175
PHI 350
PHI 380
PHY 101
PHY 106
POL 121
POL 124
POL 140
POL 160
POL 342
PSY 105
PSY 200
PSY 230
PSY 330
PSY 351
PSY 354
PSY 356
PSY 357
PSY 359
PSY 361
PSY 362
PSY 373
PSY 493
-
Perspectives
Skills
GWR
S*
IA2 or 3
IA2 or 3
HI
CF3
CF3
HI
HI
CF2 or 3
HI
NW2
NW lor 2
NW1 or 2
SW1 or 2
SW1 or 2
C
SW1 or 2
SW2
SW2
SW2
HI
HI
HI
GWR
QR
GWR
GWR
*Both NUR 330 and 431 are required to
satisfy Speaking skill.
Courses by
Term
REL 111
REL 221
REL 263
REL 331
REL 353
REL 356
REL 357
REL 362
REL 363
REL 366
REL 370
REL 385
REL 430
REL 44 1
REL 481
REL 483
REL 486
REL 495
SOC 121
SOC 21 1
SOC 231
SOC 265
SOC 336
SOC 349
SOC 499
SPA 105
SPA 111
Fall
Fall
Winter
Spring
Fall
Winter
Spring
Winter
Fall
Winter
Fall
Winter
Fall
Fall
Winter
Fall
Spring
Winter
Winter
Winter
Spring
Winter
Fall
Fall
Spring
Fall
Fall
Winter
Fall
Winter
Spring
Spring
Winter
Fall
D m , T EVE
D/W, TH EVE
F
S p.m.
N
N
N
S p.m.
F
S p.m.
F
D/W, M EVE
S a.m.
S p.m.
TBA
N
F
S a.m.
F
N
S p.m.
F
D m , W EVE
F
F
S p.m.
F
S a.m.
N
N
N
TBA
S p.m.
TBA
Fall
Fall
Fall
Winter
Winter
D N , M, W EVE
S p.m.
N
S p.m.
N
CF2 or 3
CF2 or 3
CF2 or 3
CF2 or 3
CF1 or 3
CF1 or 3
CFl or 3
GWR
IA2 or 3
IA2 or 3
IA2 or 3
IA2 or 3
Term- Time
SPA 112
SPC 111
,,
SPC 329
SPC 345
SPC 351
SPC 352
SPC 354
SPC 355
SPC 399
SPC 480
SPC 499
SWK 257
SWK 260
SWK 361
SWK 363
SWK 364
SWK 365
SWK 461
SWK 462
SWK 463
SWK 465
SWK 466
SWK 467
SWK 469
Winter
Winter
Spring
Spring
Fall
Spring
Winter
Fall
Winter
Spring
Fall
Winter
Winter
Spring
Fall
Spring
Fall
Spring
Fall
Fall
Fall
Fall
Winter
Winter
Spring
Spring
Spring
Fall
Winter
Fall
Spring
Winter
S p.m.
N
S p.m.
N
S a.m.
N
S p.m.
F
N
F
S a.m.
S a.m.
F
S a.m.
S p.m.
S p.m.
TBA
F
TBA
S a.m.
F
S p.m.
F
S p.m.
N
F
S p.m.
S a.m.
S p.m.
N
F
N
- -
Perspectives
Skills
IA2 or 3
1.42 or 3
IA2 or 3
IA2 or 3
QR
GWR
CT
GWR
Perspective
/ S k i l l
Human Identity
Fall
EDU 210
PHI125
PHI175
PSY 105
SWK 260
Winter
EDU 210
HPE101
PHI110
PHI 380
PSY 105
Aesthetics
Spring
EDU 210
PSY105
Social World Area 1
Fall
ECO113
POL124
POL 160
SOC 121
SWK 463
Winter
EC0110
ECO113
Winter
PHY 106
Spring
ECO113
POL121
SOC 121
Winter
ECO112
Spring
ART107
ART 250
ENG 226
ENG 245
MUS 130
Fall
ECO113
POL124
POL 160
POL 342
SOC 121
SWK 361
SWK 463
Winter
EC0110
ECO113
Spring
ECO113
POL121
POL 342
SOC 121
Natural World Area 2
Spring
Western Heritage
Fall
ECO112
ENG 236
ENG 27 1
ENG 436
MAT 131
Winter
ART118
ART 224
ENG 245
Social World Area 2
Natural World Area 1
Fall
BIO 102
PHY106
Fall
ART132
ART 352
ENG 245
MUS 2201
320
Fall
BIO 102
PHY 102
Winter
BIO 185
PHY 106
Spring
BIO 101
PHY 101
Winter
ECO 110
EDU 264
GST 209*
NUR310
POL 140
Spring
EDU 264
HIS 225
PSY 356
The City
Spring
ECO112
ENG 25 1
ENG 272
Fall
EDU 264
ENG 227
GST 209*
SOC211
SWK 257
SWK 463
Intercultural Awareness Area 1
Fall
Winter
Spring
ENG 361
INS 105
INS 232
HIS 242
INS 225
INS 264
INS 105
INS 232
SOC 265
INS233
INS233
INS 260
INS 260
INS 320
SOC 231
MUS 241
SOC 265
SOC 231
SPC 329
SOC 265
REL 366
Fall
ASL 101
FRE111
OJB 111
SPA 111
Winter
Spring
ASL 102
FRE112
GER 111
OJB 112
SPA 111
SPA 112
GER 112
SPA112
Christian Faith Area 2
Christian Faith Area 1
Fall
REL221
REL331
Intercultural Awareness
Areas 2 and 3
Winter
Spring
REL221
REL441
REL 221
Fall
PHI350
REL 111
REL 331
REL 362
REL 363
Winter
Spring
REL 111
REL353
REL 357
REL 430
REL441
REL 481
REL 486
REL 111
REL 385
REL483
Christian Faith Area 3
Fall
PHI 350
REL111
REL221
REL 331
REL 356
REL 363
Winter
Spring
PHI 120
REL 111
REL221
REL 353
REL 357
REL 366
REL 441
REL 481
PHI 102
REL 111
REL221
REL 385
REL483
*Non-credit course.
TlZ'q
Perspective
Graduation Skills
Quantitative Reasoning
Critical Thinking
Fall
BIO 102
CSC 210
MAT 131
NUR 350
PHY 106
Winter
CSC 170
CSC 320
ENG 337
PHI 120
PHY 106
SOC 349
SPC 351
SWK 465
Spring
CSC 210
PHI 120
PSY 493
SPC 35 1
Writing
Fall
ART 352
BUS 362
BUS 465
ECO 318
ENG 223
ENG 225
ENG 227
ENG 27 1
ENG 361
HIS 495
MIS 375
NUR 403
POL 124
REL 495
Fall
ECO 318
MAT 122
NUR 350
PSY 230
Winter
Spring
CSC 320
ENG 347
MAT 173
MIS 379
MAT 132
MIS 379
SWK 365
Speaking
Winter
Spring
BUS 465
CSC 450
ENG 225
MIS 375
NUR 305
PSY 330
PSY 357
ACC 423
ACC 424
BUS 450
ENG 223
ENG 226
ENG 272
SWK 461
SWK 467
Fall
EDE 481
EDE 482
EDE 483
EDE 484
EDS 48 1
EDS 482
EDS 483
EDS 484
HIS 495
NUR 330*
PSY 373
SOC 23 1
SPC 111
Winter
Spring
EDE 481
EDE 482
EDE 483
EDE 484
EDS 481
EDS 482
EDS 483
EDS 484
ENG 399
MIS 376
ACC 423
ACC 424
EDE 481
EDE 482
EDE 483
EDE 484
EDS 48 1
EDS 482
EDS 483
EDS 484
MIS 376
NUR 431"
SOC 231
SPC 111
*Both NUR 330 and 431 are required to satisfy Speaking skill.
AUGSBURG
22 1 1 Riverside A v e n ~ ~ e
Minneapolis, MN 55454
Show less
2016-2017
GRADUATE CATALOG
at
Introduction
Graduate Catalog
2016-2017
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 an... Show more
2016-2017
GRADUATE CATALOG
at
Introduction
Graduate Catalog
2016-2017
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 2016 - Summer Semester 2017. 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 2016
Phone: 612-330-1000
www.augsburg.edu
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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
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Welcome from the Provost and Chief Academic Officer
Welcome to graduate study at Augsburg College! Augsburg has a long history of preparing students for leadership in
their communities and places of work. Across our array of graduate programs, our students acquire specialized
knowledge in a discipline or field, engage in applied and collaborative learning, develop advanced intellectual skills;
encounter diverse perspectives and ideas; test theory through real-world experiences, and equip themselves for the
next stage in their vocational journeys.
In joining the Augsburg community, you become part of the Augsburg story—a story of academic excellence,
experiential education, intentional diversity, commitment to service in a spirit of mutuality, and dedication of faculty
and staff to student learning. The College offers learning opportunities for traditional and adult students in state-of-theart physical and online classrooms. Our locations--in the Twin Cities, Rochester, and several international sites—offer
opportunities to apply what you learn in 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
welcome a diversity of cultures and faiths. Indeed, the diversity of our campus community helps ensure that our
graduates are uniquely prepared to meet the challenges and opportunities ahead. We actively encourage interdisciplinary study and opportunities for students to collaborate with others across disciplines. We ground professional
study in the best of the liberal arts tradition; we work to ensure that graduates from liberal arts disciplines are “career
ready.” We embrace the best in both traditions as we equip our students for future success.
While connected through these common commitments, each graduate program has its own distinctive identity and
curriculum. Your program offers a disciplinary home where 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. You will have access to Augsburg alumni mentors; you will have opportunities to develop new global
connections through such public events as our annual Nobel Peace Prize Forum.
We’re delighted that you’ll be joining us.
Sincerely,
Karen Kaivola
Provost and Chief Academic Officer
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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)
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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 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.
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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 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 campus
Augsburg’s branch campus in Rochester, Minnesota, was established in 1998 as a natural extension of the College’s
mission and its expertise in teaching working adults. Graduate degrees and undergraduate majors including business,
education, and nursing, are offered on the Rochester campus. 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 campus 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 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 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.
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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.
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, 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 Master of Science in Physician Assistant Studies; Center for Global Education; and the Office of Marketing
and Communication.
Center for Wellness and Counseling—The Center for Wellness and Counseling 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.
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 faculty.
Old Main (1900)—Home for the Department of Art and the Department of Languages and Cross-Cultural Studies, with
classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with
architectural details from the past. It is included on the National Register of Historic Places.
Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP
program, Institutional Advancement offices, the Alumni and Parent and Family Relations Offices, Bernhard Christensen
Center for Vocation, the Master of Business Administration Program, the Master of Arts in Leadership program, the
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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.
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Accreditation, Approvals, and Memberships
Augsburg College is accredited by:
The Higher Learning Commission (HLC)
National Council for the Accreditation of Teacher Education (NCATE) (Bachelor, and Master level degrees)
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)
American Music Therapy Association (AMTA)
Minnesota Board of Teaching
Minnesota Board of Nursing
Minnesota Office of Higher Education (MOHE)
National Association of Schools of Music (NASM)
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. (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 College 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.
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Policies
Non-Discrimination Policy
Augsburg College, as affirmed in its mission, prohibits discrimination on the basis of race, color, religious belief, national
or ethnic origin, age, disability, gender, sexual orientation, gender identity or expression, marital status, familial status,
genetic information, status with regard to public assistance, or citizenship 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 with disabilities. (Approved by
Board of Regents on October, 2014)
For further information, please contact the College’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 College 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 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.
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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
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.
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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 College 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 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.
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
inside.augsburg.edu/studentaffairs/studentguide.
Official Notices
A College-provided e-mail account shall be an official means of communication with students, faculty, and staff of
Augsburg College. Students, faculty, and staff are responsible for all information sent to them via the College-provided email 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 AMail.
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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 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).
Non-degree Students
Individuals may take coursework at Augsburg College as a non-degree-seeking student. Non-degree students 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 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 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 College 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 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).
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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 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)
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 College 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 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).
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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.
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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 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)
$921 per 1.0 credit
$703 per 1.0 credit
$485 per 1.0 credit
UMD Rate
$799 per 1.0 credit
$642 per 1.0 credit
$668 per 1.0 credit
$799 per 1.0 credit
$822 per 1.0 credit
$761 per 1.0 credit*
*2015 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 College offers payment plan options for all students. Information about payment plans is available online at
www.augsburg.edu/studentfinancial/payment-plans-and-discounts.
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Payment Policy
Students at Augsburg College 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 College 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 college. 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 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.
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.
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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
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 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),” “0.0/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.
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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).
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 College 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 College Tuition Refund Policy. Statements and account history are available online through AugNet Records
and Registration.
Augsburg College 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
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transcripts or diplomas, remove the student from on-campus housing, turn the student’s account over to a collection
agency or take legal action to collect any past due balance. Each student authorizes Augsburg to release financial
information about her or his account and other pertinent information such as address and phone number to third
parties who are dealing with the collection of the account balance. By providing us with a telephone number for a
cellular phone or other wireless device, you are expressly consenting to receive communications – including but not
limited to prerecorded or artificial voice message calls, text messages, and calls made by an automatic telephone dialing
system – from us and our affiliates and agents at that number. This express consent applies to each such telephone
number that you provide to us now or in the future and permits such calls regardless of their purpose. Calls and
messages may incur access fees from your cellular provider. Each student also agrees to reimburse Augsburg College, 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 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
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 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.
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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
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.
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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.
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.
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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.
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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
College’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 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 45 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.
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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
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 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 college 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 College’s F-1 student visa
program and as Responsible Officer (RO) and Alternate Responsible Officer (ARO) for the College’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.
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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).
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 cumulative 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, student stopped attending
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.
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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.
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 0.0 will be assigned.
Repeated Courses
A course in which a grade of FN, 0.0, 0.5, 1.0, 1.5, 2.0, 2.5 or N has been received may be repeated for credit. Courses in
which higher grades have been earned may not be repeated for credit and a grade, but may be audited. All courses
taken each term and grades earned, including W and N, will be recorded on the academic record. Only the credits and
grades earned the second time, for legitimately repeated courses, are counted toward graduation and in the grade point
average. 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.
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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
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 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
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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
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.
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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)
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.
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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.
*By the end of Spring 2015 our licensure programs will have been fully transitioned 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.
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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
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.
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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
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. 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
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 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 teaching license as
part of their program plan.
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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 almost entirely through the evening and summer schedule: elementary
education, 5-12 social studies, 5-12 communication arts, K-12 art, 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, 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 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 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
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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
EED 481, 483, 485 - Student Teaching: Elementary K-6
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.
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
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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*
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 489 - Teacher Performance Assessment 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
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 (temporarily suspended for 2016)—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 for more
information. The ABS licensure program is offered through weeknight and summer schedules. The Naadamaadiwin
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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
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
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 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
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.
(Temporarily suspended, 2015)
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
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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
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*
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 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
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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.
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 12 semesters at no further
charge.
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 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 12 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:
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.
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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 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
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
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$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 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 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.
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
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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 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
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.
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Jeanine Gregoire, Associate Professor of Education. BS, MA, PhD, University of Minnesota.
Audrey Lensmire, Assistant Professor of Education. BA Indiana University; MAT National Louis University; PhD University
of Minnesota.
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.
Donna Patterson, Assistant Professor of Education. BA, MEd, University of Minnesota.
Christopher Smith, Assistant 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.
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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
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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 Cohort
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
Four core courses:
ML 505 - Foundations of Leadership
ML 514 - Evaluating Empirical Research
ML 580 - Colloquium on Contemporary Theories of Leadership
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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.
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 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.
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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 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 – 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
4 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 580 – Colloquium on Contemporary Theories of Leadership
ML 585 -- Integrating the Theory and Practice of Responsible Leadership
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 Behavior
ML 535 – Organization Theory and Leadership
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Director approved course with organizational development focus
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
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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.
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
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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 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
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
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 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.
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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.
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.
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. 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 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.
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.
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 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 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
(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. However, 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.
Joyce P. Miller, DNP, RN
Lisa M. VanGetson, DNP, RN, FNP-C, APHN-BC
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
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Master of Arts in Nursing
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.
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 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.
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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.
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, and the East Africa Health Project.
54
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
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.
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 (fee waived if completed online)
A 2-3 page typed statement describing the applicant’s professional and educational goals
Three letters of recommendation 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.
(www.augsburg.edu/grad/international)
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
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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.
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. Fall and spring classes meet 6 times per semester for 5 hour periods. Summer classes meet weekly for 78 hours for 7 weeks. 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 semester and
students from Minneapolis will travel to Rochester one time per semester. 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.
Faculty
Katherine Baumgartner, Assistant Professor of Nursing. BSN, Minnesota State University; MAN, Augsburg College; DNP,
Augsburg College.
Kathleen Clark, Instructor and Director of the Augsburg Central Health Commons and Health Commons at CedarRiverside, BSN University of Wisconsin-Eau Claire; MAN, Augsburg College; DNP, Augsburg College.
Kaija Freborg, Assistant Professor of Nursing. BSN, University of Wisconsin- Eau Claire; MAN, Augsburg College; DNP,
Augsburg College.
Cheryl Leuning, Professor of Nursing, BA, Augustana College; MS-PHN, University of Minnesota; PhD, University of Utah.
56
Joyce Miller, Assistant 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 College; MAN, Augsburg College; DNP,
Augsburg College.
Deborah Schuhmacher, Assistant Professor of Nursing. BSN, University of North Dakota, MAN, Augsburg College; DNP,
Augsburg College.
Lisa Van Getson, Assistant Professor, Director, DNP-FNP Program, BSN, College of St. Teresa, Winona, MN; MA, St.
Catherine University, St. Paul, MN; MAN, FNP, Winona State University; DNP, Augsburg College.
Gail Van Kanegan, Lecturer & Clinical Director, DNP-FNP Program, Diploma of Nursing, Blessing Hospital School of
Nursing; ADN, John Wood Community College; MA, FNP, GNP, University of Missouri-Columbia; 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 (TCN) Leadership Track
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.
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).
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 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.
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 each day, followed by a half-day morning seminar. Other courses are offered in an immersion
format of 3-4 days of class per semester with 3 half-day seminars.
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 or Zoom 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, video conferencing or Zoom 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
58
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.
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 semester, depending on whether they are studying full-time or part-time. The final
seminar (NUR 841) culminates in the DNP project presentation and completion of the requirements for the DNP degree.
Final DNP Project
Final DNP 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 projects in the early stages of the DNP program and continue throughout
the program. The student’s 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-TCN
Applicants to the Doctor of Nursing Practice TCN 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:
Three page typed double spaced essay responding to the following excerpt from Wendell Berry’s essay, “Health in
Membership.” “I believe that the community—in the fullest sense: a place and all its creatures—is the smallest unit
of health and that to speak of the health of an isolated individual is a contradiction in terms.”
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
A non-refundable deposit will be used to hold a place in the DNP/FNP program. The deposit will be applied to the
orientation practicum.
A successful, personal interview with Augsburg Nursing faculty
59
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) or the National Association of Credential Evaluators (NACES) and have the reports sent
directly to Augsburg College. Additionally, internationally-educated 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 score evidence from TOEFL (Test of English as a Foreign
Language) score report of 80 on the Internet Based TOEFL (iBT) with a subscore of 20 on the written and 20 on the
speaking sections. See Graduate Admissions for more information. (www.augsburg.edu/grad/international)
Accreditation
The Doctor of Nursing Practice program is 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.
Faculty
Katherine Baumgartner, Assistant Professor of Nursing. BSN, Minnesota State University; MAN, Augsburg College; DNP,
Augsburg College.
Kathleen Clark, Instructor and Director of the Augsburg Central Health Commons and Health Commons at CedarRiverside, BSN University of Wisconsin-Eau Claire; MAN, Augsburg College; DNP, Augsburg College.
Kaija Freborg, Assistant Professor of Nursing. BSN, University of Wisconsin- Eau Claire; MAN, Augsburg College; DNP,
Augsburg College.
Cheryl Leuning, Professor of Nursing, BA, Augustana College; MS-PHN, University of Minnesota; PhD, University of Utah.
Joyce Miller, Assistant 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 College; MAN, Augsburg College; DNP,
Augsburg College.
Deborah Schuhmacher, Assistant Professor of Nursing. BSN, University of North Dakota, MAN, Augsburg College; DNP,
Augsburg College.
Lisa Van Getson, Assistant Professor, Director, DNP-FNP Program, BSN, College of St. Teresa, Winona, MN; MA, St.
Catherine University, St. Paul, MN; MAN, FNP, Winona State University; DNP, Augsburg College.
Gail Van Kanegan, Lecturer & Clinical Director, DNP-FNP Program, Diploma of Nursing, Blessing Hospital School of
Nursing; ADN, John Wood Community College; MA, FNP, GNP, University of Missouri-Columbia; DNP, Augsburg
College.
Staff
Sharon Wade, Nursing Programs Coordinator, BA, Augsburg College.
Linden Gawboy, Nursing Programs Administrative Assistant.
60
Doctor of Nursing Practice – Family Nurse Practitioner (FNP) Track
Mission
Within the framework of liberal arts education and guided by the values of the Lutheran Church, 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. 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 as a primary
care Nurse Practitioner, frames 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.
Integrate scientific evidence based guidelines into clinical practice.
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 500 level courses and the pre-FNP 800 level 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 clinical 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. 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 a variety of immersion
models: one format is two days a month - eight hours of class time for the first day and four hours the subsequent
morning, followed by an afternoon seminar. Other courses are offered in an immersion format of 3-4 days of class per
semester with 3 half-day seminars. 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.
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 learning site or at Hermitage Farm Center for
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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.
Practica (for DNP courses) / Clinicals (for FNP courses)
Practica are organized to give flexibility and individual choice to students to support their increasing independence and
depth of practice experience at the doctoral level. Students select practicum experiences that are either structured
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 = 45 clock hours of practicum time per semester
2 semester credit hours = 90 clock hours of practicum time per semester
3 semester credit hours = 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 clinical
hours (530 hours of primary care of the adult and 100 hours of primary care of children and women’s health and 35
clinical for integrative 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 Project
Final DNP/FNP 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 projects in the early stages of the program and continue throughout.
The student’s 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
Applicants to the Doctor of Nursing Practice FNP program must have:
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 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 masters in nursing program or
DNP program.
Three professional letters of recommendation.
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A 2-3 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.
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.
Successful personal interview with Augsburg Nursing Faculty.
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 (NUR520P).
Evidence of up to date immunizations per Department/College requirements
A valid passport or proof of application is encouraged.
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.
A non-refundable deposit will be used to hold a place in the DNP/FNP program. The deposit will be applied to the
orientation practicum.
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 2015 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) or the National Association of Credential Evaluators (NACES) and have the reports sent
directly to Augsburg College. Additionally, internationally-educated 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 score evidence from TOEFL (Test of English as a Foreign
Language) score report of 80 on the Internet Based TOEFL (iBT) with a subscore of 20 on the written and 20 on the
speaking sections. See Graduate Admissions for more information. (www.augsburg.edu/grad/international)
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.
For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation,
Approvals, and Memberships section.
Faculty
Katherine Baumgartner, Assistant Professor of Nursing. BSN, Minnesota State University; MAN, Augsburg College; DNP,
Augsburg College.
Kathleen Clark, Instructor and Director of the Augsburg Central Health Commons and Health Commons at CedarRiverside, BSN University of Wisconsin-Eau Claire; MAN, Augsburg College; DNP, Augsburg College.
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Kaija Freborg, Assistant Professor of Nursing. BSN, University of Wisconsin- Eau Claire; MAN, Augsburg College; DNP,
Augsburg College.
Cheryl Leuning, Professor of Nursing, BA, Augustana College; MS-PHN, University of Minnesota; PhD, University of Utah.
Joyce Miller, Assistant 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 College; MAN, Augsburg College; DNP,
Augsburg College.
Deborah Schuhmacher, Assistant Professor of Nursing. BSN, University of North Dakota, MAN, Augsburg College; DNP,
Augsburg College.
Lisa Van Getson, Assistant Professor, Director, DNP-FNP Program, BSN, College of St. Teresa, Winona, MN; MA, St.
Catherine University, St. Paul, MN; MAN, FNP, Winona State University; DNP, Augsburg College.
Gail Van Kanegan, Lecturer & Clinical Director, DNP-FNP Program, Diploma of Nursing, Blessing Hospital School of
Nursing; ADN, John Wood Community College; MA, FNP, GNP, University of Missouri-Columbia; DNP, Augsburg
College.
Staff
Sharon Wade, Nursing Programs Coordinator. BA, Augsburg College.
Linden Gawboy, Nursing Programs Administrative Assistant.
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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. Augsburg MBA students all work on a consulting
project with a local business where they apply what they’ve learned in the classroom to a real-world business
problem. The Augsburg MBA also 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 cohort-based program focused on three learning modules; Personal and
Professional Development, Quantitative Decision Making and Value Creation, all built on a foundation of ethical
decision-making. We encourage our students to challenge themselves, their classmates and professors to bring a new
and expanded focus of the world 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. Our MBA graduates make a difference. 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 - “Prepare Students for Meaningful Work”
Our mission is to prepare students for meaningful work 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.
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
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community where students learn from each another, mentor each other, and peer coach. You’ll share diverse
professional expertise and experience as you work in teams on projects, case studies, presentations, and simulations,
both inside and outside of class. Working both individually and in small 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 42 semester credits for degree completion. Augsburg MBA courses are either one and a
half or three semester credits. Each three semester credit 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.
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.
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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), lodging, and travel in-country, as well as some meals.
The Augsburg MBA
The 16 required courses of the Augsburg MBA are as follows:
MBA 592 - Leadership: Ethics, Vision and Transformation
MBA 540 - Business and Professional Ethics
MBA 560 - Communication Issues in Management
MBA 545 - Organizational Behavior
MBA 585 - Student Learning Experience 1: Personal and Professional Development
MBA 570 - Quantitative Decision-Making for Managers
MBA 520 - Accounting for Business Managers
MBA 530 - Managerial Finance
MBA 510 - Applied Managerial Economics
MBA 586 - Student Learning Experience 2: Simulation/Decision Making
MBA 550 - Marketing Management
MBA 565 - Managing in a Global Environment
MBA 515 - Operations Management
MBA 594 - Innovation and Entrepreneurship
MBA 595 - Strategic Management
MBA 580 - Management Consulting Project
For a complete list of courses and descriptions, see the Course Description Search.
Locations and Schedules
MBA classes are offered at two locations: Augsburg’s Minneapolis campus 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.
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:
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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
MBA Math (needs to be completed before by the end of the second semester)
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 Management Consulting project (MBA 580) to
graduate. Eligible coursework must be approved by the MBA program director before transfer credit will be granted.
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.
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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, excused or unexcused, 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
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
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.
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.
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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 for those who wish to deepen
and broaden their artistic sensibilities, discover a close-knit community 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 panels 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.
Owing to a revision in the curriculum, those students beginning the program in Summer of 2016 will take a combined
mentorship and reading course during each fall and spring semester. During their final year of long-distance study, they
will also take two two-unit courses: in one they will write a paper on some element of the craft of writing; in the other
they will work on and complete their thesis.
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
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MFA studies. Candidates enrolled in the publishing concentration will be the staff of the publishing house Howling Bird
Press and 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 plan. Students choose one genre as the designated field of study but areis encouraged to work
outside the designated field of study for one term.
Extended Study. Designed for students who wish to prolong their studies in a single genre, this option has students
completing at least five mentored and reading terms instead of the standard four. At least four of these terms
should be used to study the student’s declared genre.
Mixed Genre. Designed for students who want to more deeply immerse themselves in a secondary genre, this
option has students completing at least five mentored and reading terms, including three in the student’s primary
declared genre and two in a different genre.
Post-MFA. Designed for students who already have an MFA, this option allows students to drop into the program for
a single residency or semester of study — or longer. Students seeking this option should contact the program
director, as his approval is required.
Career Concentration. Designed for students who wish to better prepare themselves for the job market, this option
allows students to enroll in electives in teaching, translation and/or publishing. This work is completed alongside a
traditional or extended/mixed genre course of study, or pursued immediately after completing the MFA.
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). Those students beginning summer of 2016 can complete the
program in nine courses (three summer residencies, four long-distance mentorship and reading courses, a craft paper
course, and a thesis course.) 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, a combined Mentorship studio and Creative and Critical Reading course.
Spring Semester I, a combined Mentorship studio and Creative and Critical Reading course (generally the “out-ofgenre” 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, a combined Mentorship studio and Creative and Critical Reading course and a craft paper course.
Students complete a craft paper at this point.
Spring Semester II, a combined Mentorship studio and Creative and Critical Reading course and a thesis units course.
This is the semester during which students complete a thesis and prepare a lecture/presentation for their final
residency.
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.
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Coursework:
ENL 531 Residency in Creative Writing: Fiction
ENL 532 Residency in Creative Writing: Nonfiction
ENL 533 Residency in Creative Writing: Poetry
ENL 534 Residency in Creative Writing: Screenwriting
ENL 535 Residency in Creative Writing: Playwriting
ENL 536 Residency in Creative Writing: Multi-Genre
ENL 541 Mentorship and Critical and Creative Reading: Fiction
ENL 542 Mentorship and Critical and Creative Reading: Nonfiction
ENL 543 Mentorship and Critical and Creative Reading: Poetry
ENL 544 Mentorship and Critical and Creative Reading: Screenwriting
ENL 545 Mentorship and Critical and Creative Reading: Playwriting
ENL 546 Mentorship and Critical and Creative Reading: Multi-Genre
ENL 547 Craft Paper: Fiction
ENL 548 Craft Paper: Nonfiction
ENL 549 Craft Paper: Poetry
ENL 550 Craft Paper: Screenwriting
ENL 551 Craft Paper: Playwriting
ENL 552 Craft Paper: Multi-Genre
ENL 553 Thesis: Fiction
ENL 554 Thesis: Nonfiction
ENL 555 Thesis: Poetry
ENL 556 Thesis: Screenwriting
ENL 557 Thesis: Playwriting
ENL 558 Thesis: Multi-Genre
ENL 561 Mentorship and Critical and Creative Reading - Half-time: Fiction
ENL 562 Mentorship and Critical and Creative Reading - Half-time: Nonfiction
ENL 563 Mentorship and Critical and Creative Reading - Half-time: Poetry
ENL 564 Mentorship and Critical and Creative Reading - Half-time: Screenwriting
ENL 565 Mentorship and Critical and Creative Reading - Half-time: Playwriting
ENL 566 Mentorship and Critical and Creative Reading - Half-time: Multi-Genre
Concentrations:
ENL 525 - Teaching Writing: Practice and Theory
ENL 526 - Literary Translation Practicum
ENL 527 - Publishing I
ENL 528 - Publishing II
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
One letter of recommendation
A personal essay
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A writing sample:
Fiction or Creative Non-Fiction, 20 pages, double-spaced
Poetry, 15-20 pages, single-spaced
Screenwriting or Playwriting, up to 30 pages in script/playwriting 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
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).
The residencies and the combined mentorship and critical and creative reading courses carry six semester credits. Craft
paper and thesis courses carry two semester credits. To earn the MFA, candidates must complete 46 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.
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.
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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
inside.augsburg.edu/studentaffairs/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
James Cihlar, Publishing Mentor. BA, University of Iowa; MA, University of Nebraska, Lincoln; PhD, University of
Nebraska, Lincoln.
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. BA, Spanish Language and Literature, 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.
Neal Karlen, MFA Mentor. BA, Brown University; MA, University of Minnesota.
Carson Kreitzer, MFA Mentor. BA, Yale University; MFA, University of Texas, Austin.
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,
Austin.
Lindsay Starck, Assistant Professor of English, MFA Mentor. BA, Yale University; MFA, University of Notre Dame; PhD,
University of North Carolina, Chapel Hill (anticipated).
Cary Waterman, Assistant Professor of English, MFA Mentor. BA, the University of Denver; MA, Poetry Thesis,
Minnesota State University-Mankato.
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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. BS, St. John’s University; MA, University of
New Orleans; PhD, The University of Texas.
Frankie Shackelford, Professor Emerita, 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
Carson Kreitzer, Playwriting
Kenneth Rance, Screenwriting
Helene Wecker, Fiction
Staff
Kathleen Matthews, Administrative Assistant
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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 or Final Project (2 credits)
Music Therapy Electives– 12 credits
MUS 550 - Music Psychotherapy (2 credits)
MUS 555 - Music Therapy, Spirituality and Well-being (2 credits)
MUS 560 - Music and Imagery (2 credits)
MUS 565 - Advanced Music Therapy with Infants, Children and Family Centered Care (2 credits)
MUS 570 - Music, Neurology and Physiology (2 credits)
MUS 575 - Music Therapy in Palliative Care (2 credits)
MUS 576 - Music Therapy in Trauma Informed Care (2 credits)
MUS 580 - Transcultural Music Therapy I (4 credits) (global educational experience)
MUS 582 – Transcultural Music Therapy II (4 credits) (global educational experience)
MUS 585 - Advanced Music Therapy Group Work (3 credits)
MUS 590 - Interdisciplinary Practice & Research Methods in Music Therapy (3 credits)
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.
Final Project: A supervised clinical project that is comprehensive and designed to develop and advance an area of
one’s clinical practice.
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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 64 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 274 - Music Therapy Practicum (0 credits)
MUS 340 - Music Therapy Methods I (2 credits)
MUS 345 - Music Therapy Methods II (2 credits)
MUS 374 - Music Therapy Practicum (0 credits)
MUS 372 - Psychological Foundations of Music I (4 credits)
BIO 103 - Human Anatomy & Physiology (3 credits)
PSY 105 - Principles of Psychology (4 credits)
PSY 262 - Abnormal Psychology (4 credits)
EDC 410 - Learners with Special Needs (4 credits)
The Equivalency Plus+ Master of Music Therapy will complete the courses outlined previous two sections (MMT and
Equivalency Plus), as well as the course listed below.
MUS 101 Materials of Music I (2 credits)
MUS 111 Aural Skills I (2 credits)
MUP xxx Primary Lessons (minimum 4 semesters needed)
MUE xxx Chamber or Large Ensemble (minimum of 4 semesters needed)
MUS 102 Materials of Music II (2 credits)
MUS 112 Aural Skills II (2 credits)
MUS 201 Materials of Music III (2 credits)
MUS 211 Aural Skills III (2 credits)
MUS 231 History and Lit of Music I (4 credits)
MUS 232 History and Lit of Music II (4 credits)
Plan of Study
There are three 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. The third is for individuals
that hold a bachelor’s degree that is not in music, but have a strong music background. 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 to fifteen minutes of your best instrument(s).
Essay-(can be submitted as part of the online application) no longer than three pages addressing the following
questions.
Describe your goals as a music therapist and how an MMT degree will help you reach those goals.
Tell about a moment that helped encourage you to begin a career in music therapy.
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?
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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.
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-MT, Wartburg College; MS, Iowa
State University; PhD, University of Minnesota.
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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 Spring 2019.
About PA
As defined by the American Academy of Physician Assistants:
“PAs are health professionals licensed or, in the case of those employed by the federal government, credentialed to
practice medicine in association with designated collaborating physicians. PAs are qualified by graduation from an
accredited PA educational program and/or certification by the National Commission on Certification of Physician
Assistants ... Within the physician-PA relationship, PAs provide patient-centered medical care services as a member of a
healthcare team. PAs practice with defined levels of autonomy and exercise independent medical decision making within
their scope of practice.”
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
delegation agreement with a licensed physician.
Curriculum
The Physician Assistant program at Augsburg is 28 months long with studies beginning each year in the summer
semester (late May or 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.
Approximately the first 16 months of the program 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 academic phase of the program also includes development of practical skills through the use of
case studies, simulated patients, and technical skills workshops (ie. suturing, casting/splinting, etc.)
The clinical phase is completed in approximately 12 months. The clinical phase of the program is designed to effectively
train students for practice by providing them with rotation experiences in different specialties and a variety of 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, behavioral health,
emergency medicine, internal medicine, surgery, and one elective rotation by choosing from various specialties. The
clinical phase will culminate with a preceptorship that is designed to solidify the student’s skills and potentially place
them in a setting that might be interested in recruiting a graduate PA. Clinical instructors include Physicians, Physician
Assistants and other health care providers.
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A student will be required to complete the clinical phase at site(s) determined by the Program to provide the student
with the best educational experience. Clinical rotation sites will be located throughout the state of MN and other cities
in the 5 state area.
The Augsburg PA program includes time away from the program at varying times which may or may not differ from the
traditional breaks at Augsburg University; these breaks contribute to the overall 28 month length of the program.
PA Program Sample Calendar
YEAR 1
Summer
PA 501 - Human Anatomy and Neuroanatomy
PA 503 - Human Pathophysiology
Fall
PA 511 - History and Physical Exam Skills I
PA 521 - Pharmacotherapy I
PA 531 - Clinical Medicine I
PA 542 - Professional Issues
PA 546 - Clinical Practice Seminar I
Spring
PA 512 - History and Physical Exam Skills II
PA 522 - Pharmacotherapy II
PA 532 - Clinical Medicine II
PA 547 - Clinical Practice Seminar II
PA 555 - Research Tools for the Physician Assistant
YEAR 2
Summer
PA 533 - Clinical Medicine III
PA 545 - Clinical Phase Transition
Master’s Project course, one of the following*:
PA 599 - Directed Study
ML 577 - International Experience
Fall
PA 6XX - Clinical Rotations 1, 2, 3
Spring
PA 6XX - Clinical Rotations 4, 5, 6
YEAR 3
Summer
PA 6XX - Clinical Rotations 7, 8
PA 62X - Preceptorship
PA 690 - Capstone
*Other program-approved options may be available
For a complete list of courses and descriptions, see the Course Description Search.
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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.
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
Minimum science GPA of 3.0 as calculated by CASPA at the time of application
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 psychology
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.
The following are strongly recommended but not required:
Direct patient care is the best type of experience to obtain in order to strengthen an application. We recommend at
least 2000 hours to be competitive in this category.
Additional science courses such as anatomy, genetics, immunology, other biology courses, and organic chemistry
Demonstration of motivation for the PA profession by formally shadowing a PA or other health care provider.
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.
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.
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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. We strongly
recommend that one be from an employer/colleague (a professional reference), one letter be from a professor or
adviser (an academic reference), and the third 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 submitted electronically on or before August 1 in order to be considered.
We use the CASPA “Complete Date” to determine if you have met the application deadline of August 1. The “Complete
Date” on your application must be August 1 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.”
Your GPA (cumulative and science) is set at the time of your CASPA submission. The Augsburg PA Program will not
recalculate GPAs as additional coursework is completed post CASPA submission. We will request grade reports for your
prerequisite courses and add them to your file as they are completed, but your official GPA, as calculated by CASPA, will
be the GPA of record for your application
Selection Process
All complete files (CASPA and Supplemental Applications that meet requirements) will be reviewed by the admissions
committee.
The selection committee looks for a balanced application by reviewing key criteria such as cumulative GPA, science GPA,
and direct patient care experience followed by overall academic record, service to underserved (meaning
disadvantaged, minority, or underrepresented populations), essay responses, knowledge of the profession, fit with the
program goals and mission, and recommendation letters.
As the committee completes file review, candidates are selected for an interview. The interviews are generally
conducted during the months of October, November, and January. Candidates come to campus to meet program
faculty, staff and current students, and to view the facilities.
As interviews are completed, seats in the incoming class are offered. The cohort class will be filled between the months
of October and May. 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 candidates must complete and pass a background check prior to matriculation and annually through the
program. Failure of the background check may 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 physician assistant must have the knowledge and skills to function in a broad variety of clinical situations and to
render a wide spectrum of patient care. They must be able to integrate all information received by whatever sense(s)
employed, consistently, quickly, and accurately, and they must have the intellectual ability to learn, integrate, analyze,
and synthesize data.
Candidates for physician assistant certification offered by the Physician Assistant Studies Department at Augsburg
College must have, with or without reasonable accommodation, multiple abilities and skills including:
perception/observation, communication, motor/tactile function, cognition and professionalism.
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Candidates for admission and progression must be able to perform these abilities and skills in a reasonably independent
manner.
Perception/observation
Students must be able to perceive, by the use of senses and mental abilities, the presentation of information through:
Small group discussions and presentations
Large-group lectures
One-on-one interactions,
Demonstrations (physical exam maneuvers)
Laboratory experiments (cadaver dissection)
Patient encounters (at a distance and close at hand)
Diagnostic findings (EKGs, laboratory results, x-rays and ultrasound)
Procedures (suturing, casting/splinting, IV access))
Written material (powerpoints, textbooks, and readings)
Audiovisual material (slides, medical videos)
Communication
Students must be able to skillfully communicate (in English) verbally and in written form with faculty members, other
members of the healthcare team, patients, families, and other students, in order to:
Elicit information
Convey information
Clarify information
Create rapport
Develop therapeutic relationships
Demonstrate competencies
Motor/tactile function
Students must have sufficient motor function and tactile ability to meet the competencies required for graduation and
to:
Attend (and participate in) classes, groups, and activities which are part of the curriculum
Communicate in a written format
Examine patients (including observation, auscultation, palpation, percussion, and other diagnostic maneuvers)
Do basic laboratory procedures and tests
Perform diagnostic procedures
Provide general and emergency patient care (airway management, placement of intravenous catheters,
cardiopulmonary resuscitation, and application of pressure to control bleeding)
Function in outpatient, inpatient, and surgical venues (standing and actively assisting the surgical team)
Perform in a reasonably independent and competent way in sometimes stressful clinical environments
Cognition
Students must be able to demonstrate higher-level cognitive abilities, which include:
Rational thought
Measurement
Calculation
Visual-spatial comprehension
Conceptualization
Analysis
Synthesis
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Organization
Representation (oral, written, diagrammatic, three dimensional)
Memory
Application
Clinical reasoning
Ethical reasoning
Sound judgment
Professionalism
Students 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. In summary, PA
students must be able to:
Consistently display integrity, honesty, empathy, caring, fairness, respect for self and others, diligence, and
dedication
Promptly complete all assignments and responsibilities attendant to the diagnosis and care of patients
Develop mature, sensitive, and effective relationships, not only with patients but with all members of the
Augsburg community and healthcare teams
Tolerate physically, emotionally, and mentally demanding workloads
Function effectively under stress, and proactively make use of available resources to help maintain both physical
and mental health
Take responsibility for themselves and their behaviors
Documentation of a Disability
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.
Regarding disabled individuals, the Physician Assistant Studies department will not discriminate against such individuals
who are otherwise qualified but will expect all applicants and students to meet certain minimal technical standards.
All Augsburg students have been accepted by the college based on their ability to succeed academically and are required
to meet the same academic and technical standards. Disability Resources (CLASS Office) provides academic support and
accommodations to students with disabilities or temporary conditions. Accessing accommodations is an ongoing and
interactive process where information can be gathered from the student and from other relevant sources. We ask that
students interview with a Disability Specialist to discuss their requests. We prefer students to present any
documentation that describes their disability and the impact on educational experiences and in the educational
environment early in the process. Each student’s requests will be evaluated on an individual basis.
The purpose of documentation is to assist in providing information and understanding about how the courses or
facilities might present barriers and to what degree the disability affects the student, and to plan for accommodations to
facilitate access.
Some Examples of Disabilities
Attention-Deficit/Hyperactivity Disorder (ADHD/ADD)
Learning Disabilities
Psychiatric Disabilities
Autism Spectrum Disorders
Head Injury/Traumatic Brain Injury
Physical Disabilities and Systemic Illnesses
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Deafness/Hearing Impairment
Blindness/Low Vision
Disabilities that are sporadic or degenerative in nature
Temporary conditions
The first step in accessing services is to call CLASS to schedule an appointment with a Disability Specialist, (612) 3301053.
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 phase.
Employment while in the Program
Program faculty discourage outside employment while in the Physician Assistant Program. Faculty do recognize that
employment may be an issue that some students will face. Given this recognition, realize that program obligations will
not be altered due to a student’s work obligations. It is further expected that work obligations will not interfere with the
physician assistant students’ learning progress or responsibilities while in the program.
Withdrawal and Readmission Policies
Voluntary withdrawal from the Physician Assistant Program may be initiated by a student after submission of a letter to
the Program Director requesting withdrawal. In the letter, the student should outline the circumstances and reasons for
withdrawal. Students will be requested to conduct an exit interview with the Program Director prior to leaving the
program. 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
Beth Alexander, Associate Professor and Academic Coordinator; PharmD, University of Minnesota
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Eric Barth, Assistant Professor; BS and PA Certificate, Trevecca Nazarene University; MPAS, University of Nebraska
Stephanie Elko, Director of Clinical Education; MPAS, PA-C University of New England
Jenny Kluznik, Assistant Professor; MPH, George Washington University; MPAS, Augsburg College
Holly Levine, Assistant Professor; MD, Loyola University Chicago Stritch School of Medicine
Skye Peltier, Instructor; MPH, University of Minnesota; MPAS, Augsburg College
Alicia Quella, Program Director, Clinical Associate Professor; PhD, PA-C, University of Iowa
Meredith Wold, Instructor; MPAS PA-C, Augsburg College
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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 Accreditation, Approvals,
and Memberships section of this catalog.
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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 area, 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 4 hour blocks on Friday evenings, 6 to 10:00 pm; Saturday mornings, 8:00 am to 12 pm; and Saturday
afternoons, 1:00 to 5:00 pm. Each class meets on campus for 8 sessions in a given semester and for 4 sessions on
campus 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.
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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
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 your application to the program. 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 clientcentered approaches to practice, gain a broader understanding of human diversity, develop competencies in practicebased 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.
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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)
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)
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.
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 Association of Social Work Boards (ASWB) master’s level national social work licensure examination 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, depending on the desired licensure. Upon completion of the supervision requirement, one may take the
LISW or LICSW’s Association of Social Work Boards (ASWB) national social work licensure examination. For the LICSW,
there are additional requirements for 360 clinical clock hours in 6 specific categories. For more information, go to the
Minnesota Board of Social Work web page, www.socialwork.state.mn.us.
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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 506 - Practice Methods and Skills 2: Groups and Families*
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 510 - Advanced Practice Methods (advanced standing students only)
SWK 509 - Human Behavior: Mental Health Assessment and Diagnosis (advanced standing students only)
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: Multicultural Clinical Practice (MCCP) (taken concurrent with second practicum)
SWK 615 - Diversity and Inequality 1: Multicultural Clinical Practice (MCCP)
SWK 628 - Multicultural Clinical Practice (MCCP) with Individuals
SWK 629 - Multicultural Clinical Practice (MCCP) with Families
SPRING
SWK 611 - Integrative Field Seminar 4: Multicultural Clinical Practice (MCCP) (taken concurrent with second practicum)
SWK 616 - Diversity and Inequality 2: Multicultural Clinical Practice (MCCP)
SWK 630 - Multicultural Clinical Practice (MCCP) Policy Practice
SWK 631 - Multicultural Clinical Practice (MCCP) with Groups
SUMMER 1
SWK 634 - Multicultural Clinical Practice (MCCP) Supervision
SWK 639 - Multicultural Clinical Practice (MCCP) Elective
SWK 640 - Multicultural Clinical Practice (MCCP) Capstone
SWK 699 - General Elective
Multicultural Macro Practice (MCMP) Concentration:
FALL
SWK 651 - Integrative Field Seminar 3: Multicultural Macro Practice (MCMP) (taken concurrent with second practicum)
SWK 657 - Diversity and Inequality 1: Multicultural Macro Practice (MCMP)
SWK 660 – Multicultural Macro Practice (MCMP) Research Methods
SWK 667 - Organizations/Social Administrative Practice 1
SPRING
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SWK 652 - Integrative Field Seminar 4: Multicultural Macro Practice (MCMP) (taken concurrent with second practicum)
SWK 658 - Diversity and Inequality 2: Multicultural Macro Practice (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 (MCMP) Planning
Portfolio or Summative Evaluation Project
Completed and submitted in final year of study.
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:
Trauma, Theory, and Treatment in Multicultural Clinical Practice
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 (MCCP) or Multicultural Macro Practice (MCMP)
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
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
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foundation level. Students spend an average of 15 hours per week during the fall and spring semesters in this
practicum.
Concentration Practicum
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 three of the MSW programs in the Twin Cities.
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
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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. The MSW degree must be completed before 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.
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.
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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)
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 30 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.
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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 located on the MSW
program Moodle page. The MSW Field Manual may be requested from the MSW Field Coordinator or MSW program
staff.
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.
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 Student 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 study abroad electives.
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
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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
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
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
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
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
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
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).
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. Suemnig 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 the MSW program. Contact the Enrollment Center for
more information.
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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.
Ankita Deka, Associate Professor of Social Work. BA, Delhi University; MSW, Tata Institute of Social Sciences; PhD,
Indiana University.
Christina Erickson, Associate Professor of Social Work, BSW Field Coordinator. BS, University of Minnesota; MSW,
University of Minnesota-Duluth; PhD, University of Illinois-Chicago.
Melissa Hensley, Associate Professor of Social Work, Field Education Coordinator. BA, MSW, PhD, Washington
University in St. Louis; MHA, University of Missouri–Columbia.
Bibiana Koh, Assistant Professor of Social Work, BSW Program Director. 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. BA, Knox College; MSW, Tulane University; PhD, Case Western
Reserve University.
Nancy Rodenborg, Professor of Social Work. BA, Indiana University; MSW, University of Minnesota; MIA, School of
International Training; PhD, University of Arizona.
98
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
Emily Glynn, MSW Program Coordinator
99
Augsburg College Board of Regents
For more details, go to www.augsburg.edu/about/leadership/regents.
Andra Adolfson
Ann B. Ashton-Piper
Karen A. Durant ’81
Matthew K. Entenza, J.D.
Mark A. Eustis
Alexander J. Gonzalez ‘90
Norman R. Hagfors
Jodi L. Harpstead
Bishop Richard N. Hoyme, ex-officio
Diane L. Jacobson, Ph.D.
Rev. Rolf A. Jacobson, Ph.D.
Wayne D. Jorgenson ‘71
Toby Piper LaBelle ‘96
The Honorable LaJune Thomas Lange ’75, J.D.
Steven E. Larson ’71, M.D.
André J. Lewis ’73, Ph.D.
Dennis J. Meyer ‘78
Pamela Hanson Moksnes ‘79
Paul S. Mueller ’84, M.D.
Jeffrey M. Nodland ’77
Lisa M. Novotny ’80
Paul C. Pribbenow, Ph.D.
Curtis A. Sampson
Earl W. Sethre ‘68
Dean A. Sundquist ‘81
Bishop Ann M. Svennungsen, ex-officio
Gary A. Tangwall ’80
Rev. David L. Tiede, Ph.D.
Vicki L. Turnquist
Rev. Norman W. Wahl ’76, D.Min.
Steven J. Wehrenberg ‘78
Rev. Mark N. Wilhelm, Ph.D., ELCA advisory member
ELCA Congregational and Synodical Mission
Executive Director
The Rev. Dr. Stephen Bouman
Program Director for Schools
The Rev. Dr. Mark Wilhelm
100
Show less
"The good we secure for ourselves
Table of Contents
is precarious and uncertain ... until
it is secured for all of us and
Overview ................... .... . ....................... ... 1
incoryorated into our common life."
MSW Program Mission and Goals ............................... ... Show more
"The good we secure for ourselves
Table of Contents
is precarious and uncertain ... until
it is secured for all of us and
Overview ................... .... . ....................... ... 1
incoryorated into our common life."
MSW Program Mission and Goals ............................... 2
-Jane Addams
MSW Program Format ....... .............................. ...3
MSW Curriculum Components .......................... .. .. .. .5
MSW Courses and Upcoming Changes ..... .................... .. 7
Field Work Education and Field Practicum ........................ 10
Admission to the MSW Program ....... ............... ....... .. 12
International Applicants ............... .................... .. 16
Summary of MSW Fees and Charges ..... .. ... ...... .. ........ .. 17
Financial Aid ........................ ........ . ...... .. ..... 18
Academic Policies ................... .. ...... .. ............ .20
MSW Program Management ........... ...................... .23
Department of Social Work Faculty ......... ... ..... ............ 24
Lindell Library and Information Technology .. .. . .. ... ............ 26
Accreditation .............................................. 27
About Augsburg College ..................................... 28
Campus Location and Map ... .................... .inside back cover
•
I
overview
The Augsburg Master of Social Work
concentrations: Family Practice or
of other countries, including England,
is a small program of distinction and
Program Development, Policy and
Mexico, Norway, Portugal, Slovenia,
quality. Our purpose is to prepare
Administration. The academic
and Taiwan.
social work students for agency-based
coursework consists of 18 full courses
practice in public and non-profit
for regularly admitted students or 13
are internationally known for their
settings. We offer a challenging
full courses for those admitted with
teaching and research. Our adjunct
curriculum, combining social work
advanced standing (see explanation of
faculty are innovative practitioners
theory, policy, practice methods, skills
advanced standing on page 13).
training, research, and evaluation
techniques.
Our philosophy is to emphasize
In addition to the academic
We have outstanding faculty who
and administrators from agency-based
settings. Our faculty provide expertise
coursework, students complete 900
in a broad range of areas within social
hours of field practica in two settings
work. All our faculty are available for
client strengths and empowerment;
and a summative evaluation project.
mentoring relationships. They
problem solving within a holistic,
The Twin Cities offer many unique
schedule office hours convenient to
systems framework; and practice
opportunities for field practicum sites
weekend students.
informed by solid research and
such as non-profit advocacy
evaluation. Throughout our
organizations, counseling centers,
the liberal arts base of the College and
The Augsburg MSW builds on
curriculum, we stress social work
neighborhood centers, state and
supports the College's mission: "To
values and ethics. We also emphasize
county agencies, schools, hospitals,
nurture future leaders in service to the
responsibility to the local and global
correctional facilities, and non-
world by providing high-quality
community, promotion of social and
governmental organizations. We have
educational opportunities, which are
economic justice, understanding of
field sites in both urban and rural
based in the liberal arts and shaped by
and appreciation for diverse peoples
settings.
the faith and values of the Christian
and cultures, and commitment to
oppose oppression of all forms.
Our classes are offered on a
weekend intensive format. Field
Church, by the context of a vital
metropolitan setting, and by an
placements are available weekdays, as
intentionally diverse campus
complete a year of generalist
well as some evenings and non-class
community."
professional preparation (the
weekends. We maintain small class
foundation) and a year of advanced
sizes of 10 to 25 students. We offer
preparation in one of two
trips abroad to compare social services
Augsburg MSW students
MSW Program Mission and Goals
The mission of the
sound, scholarly
on combined strengths
Department of Social Work
research; and
of the client, group, or
is: "To develop social work
professionals for practice
that promotes social justice
and empowerment towards
the well-being of people in
community rather than
• how to evaluate the
effectiveness of your
As you progress through
our MSW curriculum, you
will learn:
• how an individual lives
of social work programs.
Student learning is guided
education, graduate or
by the following MSW
post-graduate, in social
program goals:
work or related fields;
1. prepare students to be
competent, creative,
and ethical social work
professional
or her environment;
practitioners who
programs affect
individuals, families,
communities, and
society;
• to use a range of client-
maintain a perspective
4. prepare students to
work for peace, social
justice, and human
well-being at a variety
of levels with a global
perspective;
that is multi-cultural
and holistic (that is,
5. prepare students to
one which encompasses
apply critical thinking
the integrated needs of
skills within
individual, family, and
professional contexts
community), with
and to demonstrate the
centered approaches to
attention to the special
professional use of self;
practice with client
needs of our migrant,
groups of all types and
immigrant, and Native
sizes;
American local
populations;
• to apply theories and
methods of practice
excel in problem-
placement experience;
solving within systems
practice informed by
perspective that creates
a holistic approach to
practice; and
through the field
• the importance of
6. integrate a liberal arts
2. prepare students to
of many sizes, to
•
3. prepare students for
continuing advanced
in and is affected by his
• how social policies and
pathology;
social work practice and
a diverse and global
society."
focusing on individual
7. provide students with
increased access to
social work education.
become advanced
practitioners who build
I
3
MSW Program Format
The Augsburg MSW degree
offered at the mid-point of
expectation of substantial
Fall Trimester 2000
is designed to meet the
class. Each class meets for
independent study outside
Class Weekends
needs of a wide range of
eight sessions in a given
of class.
Sept. 15-16
students with differing
trimester.
responsibilities and time
commitments. Scheduling
classes in a weekend
intensive format allows
students some flexibility in
coordinating school
obligations with weekday
work and family
commitments. Our weekend
format also provides access
to an MSW education to
those living outside of the
Twin Cities metropolitan
area, who must travel some
distance.
Sept. 29-30
Cohons and Course
Sequence
Oct. 13-14
MSW students are admitted
Nov. 3-4
Foundation students
with a particular "cohort."
Nov. 17-18
complete 18 full courses.
Cohorts are distinguished
Dec. 1-2
Full-time students enroll in
by: level of admission
Dec. 15-16
three courses per trimester
(foundation or advanced
for six trimesters, totaling
standing), rate of attendance
Winter Trimester 2001
two years. Part-time students
(full-time or part-time), and
Class. Weekends
enroll in one or two courses
preferred concentration
Jan. 5-6
per trimester for 12
(Family Practice or Program
Jan. 19-20
trimesters, totaling four
Development, Policy, and
Jan 26-27
years. Advanced standing
Administration-"PDPA").
Feb. 9-10
students attend full time,
Augsburg offers six cohorts.
Feb. 16-17
Course Load and Program
Duration
enrolling in three courses
per trimester for five
Academic Calendar
trimesters, totalling 13 full
We follow a trimester
courses over one year and
academic calendar, offering
two trimesters. The part-
classes September through
time option is not offered for
June, exclusively on
those with advanced
weekends. Classes typically
standing. All students must
meet every other weekend
complete the MSW degree
with some back-to-back
in no more than four years
weekends.
following matriculation.
Oct. 27-28
Mar. 2-3
Field Practicum
Mar. 16-17
MSW students spend 900
Mar. 23-24
hours in two field practica.
The foundation field
Spring Trimester 2001
practicum requires 420
Class Weekends
hours. The concentration
Apr 6-7
field practicum requires 480
Apr 20-21
hours. Each practicum
May 4-5
experience is spread out over
May 18-19
two trimesters (fall and
Jun 1-2
winter) and is completed
Jun 8-9
concurrent with enrollment
Jun 22-23
Classes meet in four-hour
Course Credh and contact
Hours
in integrative field work
Jun 29-30
blocks on Friday evenings,
A full credit MSW course
seminars (SWK 502-503 and
6 to 10 p.m., Saturday
( 1.0) is equal to 4 semester
SWK 523-524) as well as
mornings, 8 a.m. to noon,
credits or 6 quarter credits.
other MSW coursework.
and Saturday afternoons,
Each full course meets for 32
1 to 5 p.m. A short break is
contact hours, with the
Class Periods
Summatlve Evaluation
Proiect
spend 15 to 20 hours per
Paul) have developed a dual
All students apply
week in the field practicum
degree: Master of Social
knowledge and skills from
during the fall and winter
Work and Master of Arts in
the foundation and
trimesters (a span of six or
Leadership for Mission
concentration curriculum in
seven months for each
(MSW/MA). The dual
completing a project
practicum).
degree focuses on meeting
designed to evaluate their
projects. A student also may
In the final year of
Luther Seminary (in St.
the educational interests of
social work practice.
study, students complete a
people planning to serve the
Students conduct and
summative project, which
spiritual and social needs of
present this evaluation/
requires substantial
families, individuals, and
research project during their
independent research,
communities.
final year of study. They
analysis, and writing.
may also select the thesis
Some MSW students
A pilot project has
been approved by both
option as an elective (see
work full time while
schools. Augsburg is
page 6).
enrolled in the MSW
currently seeking approval
program. Most, however,
from the Council on Social
arrange to reduce their work
Work Education. For more
Time Commitment
Although classes meet on
weekends, students spend
time on their studies during
non-class weekends and
weekdays. The typical
student will spend 12 hours
in classes within a 23-hour
period. For every hour spent
in class, a student may
hours or request time away
information, contact the
during their graduate
Augsburg social work office,
studies. Each student's
(612) 330-1233, or Luther
situation is unique and must
Seminary, (651) 641-3521,
be decided individually. All
for their catalog. Applicants
students must develop
apply to each program
strategies for balancing
separately; admission to one
family, work, and academic
does not guarantee
responsibilities.
admission to the other. This
spend 3 to 4 hours outside
of class, working on
Dual Degree
assignments or group
Augsburg College and
joint program is ecumenical
in its admissions policies
and academic outlook .
•
I
MSW Curriculum Components
The MSW curriculum, which
knowledge of theories and practice
Administration. In either
includes both academic coursework
methods in the foundation field
concentration, you will deepen your
and field education, has two
practicum. The field practicum is
knowledge of the primary issues
components: foundation and
completed concurrently with your
affecting families and communities,
concentration.
enrollment in two integrative field
develop a range of client-centered
work seminar courses (SWK 502 and
approaches to practice, gain a broader
Foundation Curriculum
The foundation curriculum is made
up of nine courses and a generalist
field practicum. In the foundation
courses, you are introduced to social
work as a profession. You will learn
both historical and contemporary
theories, issues, and practice methods,
relating to both the individual and
503). The full foundation curriculum
understanding of human diversity,
is required of all students, with the
develop competencies in practice
exception of those admitted with
based-research, and learn practice or
advanced standing (see explanation
program evaluation techniques.
of advanced standing on page 13 ).
you will apply this advanced
curriculum, all foundation
knowledge of theories and practice
coursework and field hours must be
methods in the concentration field
successfully completed.
the environment. During the
foundation year, you will study
Concentration Curriculum
human behavior and the social
The concentration curriculum is
environment; history of social welfare
made up of nine courses and an
policy; and services, research
advanced field practicum. After
methods, practice methods,
completing the foundation
assessment frameworks, family and
requirements, you will enroll in the
community diversity, and social work
concentration curriculum of your
values and ethics.
choice. Augsburg offers two
In the foundation curriculum,
you will apply this generalist
[n the concentration curriculum,
Before beginning the concentration
concentrations: Family Practice and
Program Development, Policy, and
practicum experience. The field
practicum is relevant to your chosen
concentration and is completed
concurrently with your enrollment in
two field seminar courses (SWK 523
and 524). As a capstone to your
MSW program, you will complete a
summative evaluation project in
practice or program evaluation.
'
Family Practice
concentration was
building upon but separate
Concentration:
developed in response to
from the summative
Family, in its diverse forms,
the growing demand for
evaluation project. Course
is central to society.
leadership and
credit is given for this
"Family," in this context, is
administration. Effective
option as an elective.
interpreted broadly as the
services require competent
Students work with a thesis
nurturing system
practitioners to provide
adviser to develop more in-
surrounding people. It is
strong leadership and
depth research skills
inclusive of many areas of
effective administration. In
contributing to social work
need. As a growing number
this concentration you will
knowledge.
of family-related challenges
learn the knowledge and
face society, there is an
skills necessary to promote
ever-increasing need for
and achieve needed change,
professionals who base their
and to develop, lead, guide,
practice on in-depth study
and administer programs
of the broad spectrum of
that serve diverse people in
issues that confront the
a variety of settings.
family. In the Family
Practice concentration, you
will concentrate on
promoting empowerment of
the family-nurturing systems
from a developmental and
holistic perspective.
Program Development,
Degree Requirements
To be conferred with the
MSW degree, students must
achieve the following:
• successful completion of
18 MSW courses (13 for
advanced standing), with
Summatlve Evaluation
Proiect
with a grade of 2.0 or 2.5,
All students will apply
and with a cumulative
knowledge and skills from
GPA of 3.0 or higher;
the foundation and
no more than two courses
• successful completion of
concentration curricula in
900 hours of approved
completing a final project
field practica ( 480 hours
designed to study social
for advanced standing);
Policy, and
work efficacy. Students will
Administration:
conduct and present this
submission of the
Social change is necessary
advanced research project
summative evaluation
to foster policies and
during their final year of
project; and
services that respond to
study.
human need. The Program
Development, Policy, and
Administration
Master's Thesis
Students have the option of
• successful completion and
• successful completion of
all degree requirements
within four years of
matriculation.
completing a thesis,
•
I
MSW Courses and Upcoming Changes
Below are two curricula: existing
intend for the new curriculum to
date. We will offer this new course in
and revised. The revisions are in
begin in 2001-02. This means
winter 2001-02. Because of the
response to feedback requested from
students who begin in 2000-01 will
earlier start for advanced standing
several constituencies, including
complete the first year under our
students, we will move the advanced
students, alumni, faculty, field
existing curriculum, but will complete
standing application deadline for
agencies, and CSWE. The revised
subsequent years under the revised
2001-02 admission to January
curriculum is approved by the social
curriculum.
work department and awaiting
15, 2001. (Advanced standing
For advanced standing students,
approval from the College Academic
the revised curriculum adds a new
Affairs Committee in 2000-01. We
course and requires a winter start
applicants previously applied in
October.)
EXISTING Curriculum
Foundation Courses:
Human Behavior and the Social Environment
Integrative Field Work Seminar II
Integrative Field Work Seminar I
Methods and Skills II
Methods and Skills I
Introduction to Family Practice
History of Social Welfare Policy
Introduction to Program Development, Policy & Admin.
Research I
Family Practice Concentration Courses:
Integrative Field Work Seminar III
Thesis Seminar
Family Practice I
Creative Problem Solving in Supervision
Research II
Family Diversity/Family Social Policy
Integrative Field Work Seminar IV
Elective
Family Practice II
Program Development, Policy, & Administration Concentration Courses:
Integrative Field Work Seminar lII
Thesis Seminar
Processes of Program Planning & Development
lnterorganizational, Community, Political Relations
Research II
Advanced Social Policy
Integrative Field Work Seminar IV
Elective
Organizational Development & Administration
7
REVISED Curriculum
Foundation Courses:
0
)
Human Behavior and the Social Environment
Methods and Skills II: Families & Groups
Field Work I: Integrative Seminar and Skills Lab
Community Development for Social Change
Methods and Skills I: Individuals
Theories of Family: Intro. to Family Practice
History of Social Welfare Policy
Research I
Field Work II: Integrative Seminar and Skills Lab
Advanced Practice Methods (advanced standing only)
Family Practice Concentration Courses:
Field Work III: Integrative Seminar (.5)
Family Practice II
Diversity in an Urban Environment I (.5)
Family Social Policy
Family Practice I
Creative Problem Solving in Supervision
Research II: Practice Evaluation
Family Practice Elective
Field Work IV: Integrative Seminar (.5)
General Elective
Diversity in an Urban Environment Il (.5)
Program Development, Policy, and Administration Concentration Courses:
Field Work III: Integrative Seminar (.5)
Planning and Policy Practice I
Diversity in an Urban Environment I ( .5)
Organizations/Social Admin Practice II
Organizations/Social Admin. Practice I
Planning and Policy Practice II
Research II: Program Evaluation
Organizations/Social Admin. Practice III
Field Work IV: Integrative Seminar (.5)
General Elective
Diversity in an Urban Environment II (.5)
ENROUMENT Options
Foundation • Full-time
YEAR 1
Fall
Human Behavior & the Social
Environment
Field Work I: Integrative Seminar &
Skills Lab
Methods & Skills I: Individuals
(foundation practicum begins)
YEAR2
Fall
Field Work III: Integrative Seminar &
Diversity (.5 each)
Research II: Evaluation (practice
or program)
Concentration Course #l
(concentration practicum begins)
Winter History of Social Welfare Policy
Field Work II: Integrative Seminar &
Winter Field Work IV: Integrative Seminar &
Diversity (.5 each)
Skills Lab
Concentration Course #2
Methods & Skills II: Families & Groups
Concentration Course#}
(foundation practicum continues and finishes)
(concentration practicum continues
Spring Research I
and finishes)
Theories of Family: Intro. to Family Practice
Community Development for Social Change
Spring
General Elective
Concentration Course #4
Concentration Course #5
I
Advanced Standing • Full-time
YEAR 1
No Courses
Fall
YEAR2
Fall
Field Work Ill: Integrative Seminar &
Diversity ( .5 each)
Winter Advanced Practice Methods
Research II: Evaluation (practice
Spring
Research I
or program)
Theories of Family: Intro. to Family Practice
Concentration Course # 1
Community Development for
(concentration practicum begins)
Social Change
Winter Field Work IV: Integrative Seminar &
Diversity ( .5 each)
Concentration Course #2
Concentration Course #3
(concentration practicum continues
and finishes)
Spring
General Elective
Concentration Course #4
Concentration Course #5
Foundation • Part-time
YEAR 1
YEAR2
Fall
Fall
Human Behavior & the Social
Field Work I: Integrative Seminar/Skills Lab
Methods & Skills I: Individuals
Environment
(foundation practicum begins)
Winter History of Social Welfare Policy
Winter Field Work II: Integrative Seminar/Skills Lab
Spring
Research I
Methods & Skills II: Families & Groups
(foundation practicum continues and finishes)
Spring
Theories of Family: Intro. to Family Practice
Community Development for
Social Change
YEAR4
YEAR3
Fall
Field Work Ill: Integrative Seminar &
Fall
Diversity (.5 each)
Research II: Evaluation (practice
or program)
Concentration Course # 1
(concentration practicum begins)
Winter Field Work IV: Integrative Seminar &
Diversity ( .5 each)
Concentration Course #2
(concentration practicum continues
and finishes)
Spring
Concentration Course #3
General Elective
Winter Concentration Course #4
Spring
Concentration Course #5
9
Field Work Education and Field Practicum
Field Work Education and
Field Placement
work integrative seminars, is
education of the MSW
Social work education is
the arena for the
program is divided into two
not merely classroom based.
application of this
components: foundation
Through the field
philosophy. It is our belief
and concentration. The
experience, we expect that
that the collaborative efforts
foundation field practicum
you are able to demonstrate
between the student, the
requires 420 hours and is
your aptitude in bridging
field agency, and the MSW
completed by those students
theory and practice. The
program are essential.
admitted at the foundation
foundation of your practice
includes:
• ethical, competent
professional practice
• problem solving within a
systems framework and
strengths perspective
• an understanding of, and
respect for, diverse
peoples and cultures
• responsibility and service
to the broader community
in the interest of social
justice
• a commitment to oppose
oppression.
We recognize that the
field experience, called
"practica," with the field
Field Education Format
Under the instruction and
supervision of
professionally-trained,
MSW-level, and programapproved field instructors,
you will spend 900 hours in
two field practica. Each
practicum is spread out over
two trimesters (fall and
winter) and is completed
concurrently with
enrollment in field work
integrative seminars (SWK
502-503 and SWK 523524) as well as other MSW
The field work
level. The foundation
practicum puts emphasis on
developing competence as a
professional generalist social
worker. The concentration
field practicum requires 480
hours and is completed by
all students, including those
admitted at the foundation
level and those admitted
with advanced standing.
The concentration
practicum places emphasis
on advanced practice skills
and leadership qualities
related to the chosen
concentration.
coursework.
•
I
11
Process for Field Praclicum Selecuon
at an agency that is not on the
• senior resources
Field practicum selection for the fall
approved site list or is at your place of
• family social policy
of any academic year is done in the
employment. In either case, you can
previous spring during specified dates
work with the MSW field coordinator
determined by the MSW field
to determine if the site in which you
• corrections and probation
coordinator. You are required to
are interested is acceptable. All field
• public and
attend the student field orientation
practica must be supervised by
before beginning your field practicum
professionals who are approved as
search.
Augsburg field instructors.
At the student field orientation,
the MSW field coordinator will
provide a list of field sites approved by
Augsburg's MSW program and
classified according to type of field
setting. Based on your area of interest
and your career goals, you will choose
two or more field sites and will
arrange interviews at each. Once
interviews are finished, you will rank
your choices of field sites, and the
field sites will rank their choices of
interns. The MSW field coordinator
• youth services
• developmental disabilities
Field practica are not only the basis
for a sound social work curriculum,
• American Indian family services
but are long-remembered. The
• chronically and persistently
primary goal of the field faculty at
mentally ill
Augsburg is the success of each
student in a stimulating and
•chemical dependency
challenging field practicum. Our
• court services
current list of approved field sites
• immigrant, migrant, refugee services
includes agencies in the following
areas of practice:
• family and children services
• child welfare
with field site preferences.
• mental health
In rare instances, you may
independent schools
• hospitals
Field Practicum Settings
strives to match student preferences
petition to complete a field practicum
• health and human services
• crisis intervention
• victims of torture
• Catholic and Lutheran social
services
• neighborhood services
Admission to the MSW Program
Entering a Master of Social
must be disciplined and
Work program requires a
hard working. Most
commitment to a
importantly, they must
and a commitment to
professional career of
exhibit a commitment to
social justice
serious responsibility. Social
the values of the social
workers serve children and
work profession.
adults who are arguably the
• awareness of social issues
• clear appreciation of the
value base of the social
work profession
most vulnerable people in
program promotes the
our society and need the
widest possible diversity
strongest support that can
within its student
the ability to work with
be provided on their behalf.
populations. Therefore, the
diverse peoples and
Therefore, social work is by
admission policies ensure
cultures
necessity a rigorous course
that educational
of study requiring
opportunities are provided
Augsburg MSW
knowledge and skills in
to persons with a range of
philosophy and focus on
complex procedures which
abilities, backgrounds,
agency practice
must be applied
beliefs, and cultures.
appropriately and
sensitively with diverse
individuals and
communities.
To excel in the
Augsburg MSW program,
students must manage a
demanding academic
curriculum. They must
employ well-developed
APPiicant Qualities
A strong candidate for the
MSW program will
demonstrate the following:
• outstanding academic
abilities
• a solid foundation in the
liberal arts
• the ability to think
analytical skills and critical
clearly and communicate
thinking abilities. They
effectively
must be open to examining
their own values and
worldview. They must be
collaborative, flexible, and
be able to accept
•
The Augsburg MSW
being of others
constructive criticism. They
• strong writing skills and
• leadership qualities and
• knowledge of the
APPiication Requirements
To apply for the MSW
program you must meet the
following minimum
standards:
• bachelor's degree from an
accredited, liberal arts
college or university;
• cumulative
undergraduate GPA of
3.0 or higher;
• liberal arts course work in
the social sciences,
command of the English
humanities, human
language
biological systems, and
• healthy sense of self and
statistics.
concern for the well-
I
13
Conditions for low GPA
Human service experience
minimum score of 85 is required. To
If your undergraduate cumulative
Although it is not a requirement,
inquire about times the test is offered,
GPA (not including proprietary
we give strong preference to those
cost, study tools, testing facilities near
schools) is 2.99 - 2.50, you may file
applicants with work or volunteer
you, or to inquire about results of a
an application provided you show
experience in human services,
past test, please contact either testing
completion of at least one graduate
particularly experience that
service via their Web sites:
level course, from an accredited,
demonstrates responsibility and
<www.toefl.org> or
academic institution, with a grade of
leadership. We consider human
<www.lsa.umich.edu/eli/>.
B (3.0) or higher. If your cumulative
service experience to be direct or
GPA is 2.49 - 2.0, you may file an
indirect practice in a health and
application provided you show
human service organization. This
completion of at least two graduate
includes assessment; treatment
level courses, from an accredited,
planning and evaluation; case
academic institution, each with a
management; information and
grade ofB (3.0) or higher. All
referral; counseling; advocacy;
graduate courses must be completed
teaching; research; supervision;
and documented on an official
consultation; community
transcript at the time of application.
organization; and the development,
than seven years prior to the
implementation, and administration
desired MSW matriculation date;
Liberal arts coursework
All applicants to the MSW program
must show completion of the
following liberal arts courses, each
with a grade of C (2.0) or higher:
• four social science courses
• three humanities courses
Applicants also must show
completion of, or declare an
intention to complete, the following
courses, each with a grade of C (2.0)
or higher:
• one basic statistics course
• one human biology, physiology, or
anatomy course
of policies, programs, and activities.
Applicants are advised that MSW
field placement options may be
limited for those who lack prior
human service experience. Also, 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 the
following qualifications:
• bachelor's degree in social work,
accredited by the Council on
Social Work Education (CSWE);
• BSW degree received no more
• cumulative undergraduate GPA of
3.0 or higher;
• liberal arts course work in the
social sciences, humanities,
mathematics, human biological
systems, and statistics.
If your undergraduate cumulative
Test of English as a Foreign
GPA is 2.99 or lower, you may not
Language
apply for advanced standing and must
If English is not your native language,
apply at the foundation level,
you must take the Test of English as a
following the low GPA requirements
Foreign Language (TOEFL) or the
outlined above.
Michigan English Language
Assessment Battery (MELAB). For
the TOEFL, a minimum score of 600
These courses must be completed
(paper test) or 250 (computer test) is
prior to enrollment.
required. For the MELAB, a
request to apply to Augsburg
receive a grade of B (3.0) or
Advanced standing
as a transfer student. Transfer
higher. Transfer students may
applicants are asked to
students follow the same
receive credit for up to eight
identify courses from their
application timeline as
courses. All transfer students
BSW programs that are
foundation applicants, unless
must complete no fewer than
10 courses at Augsburg.
BSW parallel courses
parallel to the MSW courses
the foundation year has been
from which they seek
completed. In the latter case,
exemption. These courses
the transfer student should
include Human Behavior
follow the timeline for
and the Social Environment
advanced standing applicants.
501), Practice Methods I and
II (SWK 505/506), and
Integrative Field Work
Seminar I and II (SWK
502/503 ), which includes
420 field practicum hours.
Only BSW courses with
a grade of B (3.0) or higher
are eligible for consideration
as a parallel course. If an
advanced standing applicant
is admitted, but does not
have an eligible BSW course
for one (or more) of these
courses, he or she will
complete that MSW course
at Augsburg, prior to
enrolling in the advanced
standing curriculum.
Additional documents
Social Work,
Transfer students follow the
(612) 330-1233 or
same procedures as a new
<swkinfo@augsburg.edu>.
applicant; however, the
The application packet
following additional
includes an application form,
documents are required:
a liberal arts checklist, a
• copy of the syllabus for
parallel course checklist,
each MSW course for
three recommendation
which transfer of credit is
forms, transcript request
sought;
• a letter of recommendation from the MSW
forms, and an application
status card.
To complete an MSW
program from which the
application, you will need to
student is transferring-
submit the following:
either from an instructor,
1.) completed and signed
an adviser, or the MSW
director; and
application form;
2.) $25 application fee;
• official transcript showing
MSW grades.
Each completed MSW
course is considered
•
materials may be requested
from the Department of
(SWK 500), History of
Social Welfare Policy (SWK
Application materials
A packet of application
3.) completed liberal arts
course checklist;
4.) completed BSW parallel
Admission as aTransfer
Student
individually and is not
course checklist (for
guaranteed to be
advanced standing
Students admitted to
transferable. Eligible courses
applicants);
another MSW program
must be from a CSWE-
accredited by CSWE may
accredited program and must
I
15
5.) three completed and signed
APPiication Deadlines
recommendation forms, with letters
The application deadline refers to actual receipt of the application packet
attached;
in our office, and does not refer to a postmark date. In the event a
6.) official transcript(s) from all postsecondary institutions attended;
7.) results of Test of English as a Foreign
deadline falls on a weekend, materials will be due the following Monday.
Foundation applicants
Received packets are processed beginning
November 15
Language (for non-native English
Priority filing date
4:30 p.m., December 15
speakers);
Final deadline
4:30 p.m., January 15
Notification date
March 15
Matriculation term
Fall trimester (September)
8.) typed personal statement, with responses
to these questions:
• What is your perspective on social
welfare and society?
• What is your understanding of the social
work profession?
• Describe your employment and/or
volunteer experiences and explain how
they have prepared you for pursuing the
MSW degree.
• Give examples of your demonstrated
Advanced standing applicants
Received packets are processed beginning
November 15
Priority filing date
4:30 p.m., December 15
Final deadline
4:30 p.m., January 15
Notification date
March 15
Matriculation term
Winter trimester (January)
"Late" applications
We may consider late applications on a space available basis. We review
all applications that are completed by the final deadline, which takes
ability to work with a diversity of
about two months. After our review and decision process we may
people.
determine we have space for additional students and will accept a select
• How would you rate your written and
oral communication skills?
• What are your personal qualities that
make you well suited for the social work
profession?
• What are your limitations and how
would you address them in your
professional education?
• What are your career and life goals?
• How do you anticipate the MSW
degree will facilitate your career
development?
number of late applications by a designated date. To file a late application,
you must request advance permission from our office. Applications that
arrive after the final deadline are not automatically considered as late
applications.
International Applicants
The Department of Social
for any transcript(s) from an
coordinate and pay for this
Work encourages qualified
institution outside of the
evaluation and to begin the
applicants from other
United States. This
process early enough so that
countries to apply to the
evaluation should include
results are received in our
MSW program. An
the following:
office by our deadline. We
international applicant is
1.) analysis of credentials-to
suggest:
someone who is not a
determine if your degree is
permanent, legal resident of
equivalent to an accredited
the United States.
U.S. bachelor's degree
International applicants
Evaluators, Inc.
Phone: ( 414) 289-3400
2.) course by course
Fax: (414) 289-3411
follow the same timelines
evaluation-to show your
and application procedures
complete course listing
as U.S. residents; however
with credit values and
they must follow these
grades received for each
World Education Services,
additional instructions:
course
Inc.
• All application materials
must be submitted in
English;
3.) calculation of grade point
average-to show your
cumulative grade point
• If English is not your
average using the standard
native language, you
U.S. grading system, i.e.,
must submit official
A=4.0, B=3.0, C=2.0,
scores from the TOEFL
D= 1.0, F=O.O
or MELAB (see
minimum required score
on page 13 );
• If your bachelor's degree
was received from an
institution outside of the
United States, you must
request an evaluation of
credentials (see below).
•
Educational Credential
4.) translation to English
(if applicable)
You should request that
OR
Phone: (800) 937-3895 ext. 2
Fax: (212) 966-6395
Declaration of Finances and
Student Visa
Before being admitted,
international applicants will
be asked to provide proof of
funds to finance the MSW
education, including tuition,
books, and living expenses.
the evaluation report be sent
A Declaration of Finances is
directly to the Department
completed by you or your
of Social Work. Typically,
financial sponsor with
the evaluating service will
appropriate documentation
send a second copy to you at
such as bank statements or
no extra charge. Usual tum-
other financial records. The
Guidelines for lnternatio11a1
TranscrlPt Submission
around time for a credential
Declaration of Finances is
evaluation is approximately
required for Augsburg to
MSW admission requires an
30 days from the time they
issue an I-20 for the student
"evaluation of credentials"
receive all your documents.
visa (F-1).
It is your responsibility to
I
summarv of MSW Fees and Charges
Application Fee
$25
Admission Deposit
$100
Campus Access Fee
$10 per trimester
Information Technology Fee
$25 per full course
Late Registration Fee
$35
per day, up to a max of $125
Registration Change Fee
$5
(if making a change after the first class session)
Transcript Fee
Continuation Fee
$3 per copy
$350 per trimester
(if work on the degree continues beyond scheduled coursework)
Tuition for 2000-2001:
per course $1,284
Tuition is set on an annual basis and is payable at the beginning of
each trimester.
Enrollment Pavment OPlions
Payment in full: due prior to first day
of classes
Payment plan:
A 3-pay plan is available each trimester
with 1/3 tuition due every 30 days,
beginning prior to the first day of classes.
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.
Registration is permitted only if the
student's account for a previous term is paid
in full as agreed. Augsburg College will not
Finance Charge: A finance charge is applied at a simple rate of
release diplomas or academic transcripts
one percent per month on any account with an open balance of 30
until all student accounts are paid in full.
days or more.
This policy applies to student loan funds
Tuition Refund Schedule
In order to be eligible for a refund of tuition charges, 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: 100% of tuition
(minus a $75 administrative fee if withdrawing completely)
Prior to the second class meeting: 80% of tuition
Prior to the third scheduled class meeting: 60% of tuition
No refund after the third scheduled class meeting.
administered by the College (e.g., Perkins
Student Loan); payments must be current
according to the established repayment
schedules.
17
Financial Aid
Companv Tuition Assistance
Programs
Federal and State Aid
Programs
students enrolled in the
Many companies, agencies,
The Enrollment Center uses
MSW program. Non-degree
and corporations offer full or
standard, nationally accepted
seeking students are not
partial tuition assistance to
methodology to determine
eligible for any type of
employees who participate in
eligibility for federal and
financial aid through
work-related or degree-
state financial aid programs.
Financial assistance is
available to degree-seeking
Augsburg College. Students
related college programs.
enrolled in two or three full-
Augsburg College offers a
credit courses per trimester
payment plan by which
are eligible to apply for full-
employees may handle
time aid. Students enrolled
tuition reimbursement.
in one course are eligible to
Students should contact the
apply for half-time aid. The
Enrollment Center to make
Enrollment Center assists
payment arrangements using
students in assessing
the company reimbursement
financial aid eligibility and
payment plan.
offers financial aid from
Federal Stafford Loan
Program
Common loan provisions:
Borrowing limits: Graduate
students may borrow up to
$18,500 per year with an
aggregate of $128,500
(undergraduate and
graduate). Based on an
eligibility calculation, a
Bureau of Indian Attairs.
Tribal and State Indian
Scholarships
student may borrow from
Sponsored Scholarships
American Indian students
combination of both, but
Augsburg actively pursues
who meet federal, state, or
cannot exceed the annual
non-Augsburg funding for
tribal requirements may
loan limits.
special scholarships. The
apply for these scholarships.
available alternatives, some
of which are listed below:
either the unsubsidized or
subsidized program or a
Interest rates: The
availability of such
Indian grants generally
annually variable interest
scholarships may enable the
supplement other sources of
rate is determined by the 91-
participation of individuals
financial aid. For assistance
day T-bills + 3.1 %, capped at
of limited financial means as
in application, please contact
8.25% and changes each
well as individuals working
Augsburg's American Indian
July 1 for all borrowers. The
for volunteer agencies and
Student Services director at
interest rate for enrollment
other organizations not likely
(612) 330-1144 or your
periods beginning between
to provide tuition
tribal agency.
July 1, 2000 and June 30,
reimbursement.
2001 is 7.59% .
•
I
Federal Perkins Loan Program
to the Enrollment Center for further
begins six months after you cease to
A joint Augsburg College-federally
procesing. Loan proceeds are released
be enrolled at least half time in an
funded program administered through
through electronic funds transfer .
eligible program leading to a degree or
the College for students who
certificate. Repayment may extend up
demonstrate financial eligibility. The
students may borrow up to $9,000 per
to 10 years.
student is required to sign a
year minus any other student loan
Repayment terms: Repayment
Deferments: In most cases,
Borrowing limits: Graduate
promissory note at least once per
indebtedness. Maximum graduate
deferments are granted for continued
term, after which funds are put on the
borrowing cannot exceed $40,000
education, disability, and
student account.
including undergraduate. The
unemployment. Contact your lender
Borrowing limits: You may
if you think you are eligible for a
borrow up to $4,000 per year as a
deferment.
graduate student, with a $30,000
Program specific provisions
maximum.
Federal Stafford Loan
Interest and repayment: Simple
minimum loan amount per year is
$500.
Interest and repayment: The
interest rate is variable. Interest
payments begin 90 days after the loan
(subsidized): The Enrollment Center
interest of 5% and repayment of
is disbursed and continue quarterly
has determined that, based on the
principal (at a minimum of $50 per
thereafter while the student is
financial information submitted,
month) begin nine months after you
enrolled. Principal payments begin in
students qualify for up to the amount
graduate or leave school. Partial or
the 13th month after you leave
listed on their Award Notice.
total loan cancellation privileges exist
school.
for certain types of teaching, disability
Deferments: There are no
during the time the student is
Interest: No interest accrues
and, in certain circumstances, military
deferments. Contact the Minnesota
enrolled at least halftime.
service.
Higher Education Services Office
Fees: An origination fee of up to
Deferments: No interest accrues
3% and a guarantee fee of up to 1%
nor do payments need to be made at
may be deducted from the loan check
any time you are enrolled at least
before you receive it.
halftime or for serving three years in
the military, Peace Corps, or VISTA.
Federal Stafford Loans
(unsubsidized):
You may borrow up to the amount
Contact the student loan coordinator
in the Enrollment Center if you think
you are eligible for a deferment.
listed on your Award Notice.
regarding special circumstances and
repayment.
To APPIV for Financial Aid
Financial aid application
materials are available from the
Enrollment Center at (612) 330-1046
or <efscvctr@augsburg.edu>.
Applicants must be admitted to
SELF (Student Educational Loan
Augsburg as regular students or be
the period of enrollment and may be
Fund)
returning students in good academic
capitalized.
The SELF is administered through
standing before an award notice will
the Minnesota Higher Education
be processed.
Interest: Interest accrues during
Fees: An origination fee of up to
3% and a guarantee fee of up to 1%
Services Office. Applications are
may be deducted from the loan check
available from the Enrollment Center
before you receive it.
and should be completed by the
borrower and co-signer and returned
Academic Policies
The financial aid application
Academic Honestv
Attendance
will be processed when the
A college is a community of
Students must notify the
following documents are
learners whose relationship
professor in advance of any
received:
relies on trust. Honesty is
expected absence. In cases of
• the Free Application for
necessary to preserve the
extreme emergency, when
Federal Student Aid
integrity and credibility of
prior notification is not
(FAFSA) or the Renewal
scholarship by the Augsburg
possible, students must notify
FAFSA
College community.
the professor in a reasonable
Academic dishonesty is,
amount of time about an
therefore, not tolerated. As a
absence. Consistent
program requirement, all
attendance is expected, and
• Augsburg Financial Aid
Application
• Federal income tax
return(s) and W-Z(s).
student course projects,
missing more than one class
We recommend new
papers, and examinations
session may result in a
students complete and submit
include a statement by the
reduced grade. Missing more
all financial aid application
student pledging to abide by
than two class sessions may
materials at the same time as
the College academic
require withdrawal and a
leave of absence.
they submit MSW admission
honesty policies and to
application materials.
uphold the highest standards
Financial aid applications
of academic integrity.
Evaluation of Student Field
Performance
Advisement
The criteria for evaluating
Academic and professional
field performance include
should be submitted to the
Enrollment Center. If
applying for aid after being
admitted, apply as soon as
possible, but no fewer than
eight weeks prior to the start
of the first term. Those who
apply fewer than eight weeks
prior to classes should be
prepared to pay for the first
term of classes with personal
funds.
•
advising is essential to
attendance, field seminar
supporting and promoting
faculty feedback on field
professional growth and
journal or other assignments,
development of goals.
and a field evaluation
Therefore, the Department of
instrument, which is
Social Work provides both
completed by the field
academic and professional
instructor and then discussed
advisement. After admission,
with the student and the field
students are assigned a faculty
seminar faculty. It is the
adviser. As adult learners, the
responsibility of the field
advising relationship requires
seminar faculty to submit the
the student to take
field grade. Field courses are
responsibility for initiating
graded with a P/N. Students
contact with the adviser if
must achieve a minimum of
academic problems arise.
3.0 to receive credit.
I
21
Grade Definitions
No more than two courses
Evaluation of academic pe1formance for the Master of Social Work degree is based
with a grade of 2.0 or 2.5 will
on number grades using a 4.0 point scale with these definitions:
count toward the degree. Courses
with a grade below 2.0 must be
4.0
Achieves highest standards of excellence
3.5
Achieves above basic course standards
3.0
Achieves basic course standards
2.5
Pe1formance less than basic course standards
second time are counted in the
2.0
Pe1formance below basic course standards
grade point average. If a student
repeated. No more than two
courses can be repeated. Only the
1.5-0.0 Unacceptable performance (no credit-course must be repeated)
P
N
w
credits and grades earned the
receives a grade of N in a course,
the student must successfully
Achieves at or above the 3.0 level (not computed in grade point
petition the department before
average)
being permitted to repeat the
Does not meet minimum passing standard (no credit-not computed in
course and to continue in the
grade point average)
program. A plan for the student to
Grade given when course is dropped
follow would be outlined at that
time.
Incomplete grade given in case where student is unable to complete
course requirements on time for reasons beyond the student's control
x
A grade of X is given by the instructor to indicate that the study (field
placement or independent study) 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 from the term in which the X
was given).
Academic Probation
A student placed on academic
probation is required to meet with
his or her adviser to review the
situation and to plan the steps the
student has to take to be removed
from probation. During the
Academic Achievement
probation trimester, the adviser
Students must maintain at least a 3.0 cumulative grade point average. If a student
and student will:
falls below a 3.0 average, the student will be placed on academic probation for the
• meet, to review the situation
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. 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;
• complete the program within four years; and
• abide by the Social Work Code of Ethics.
and make a plan;
• meet during the probation term
and monitor progress; and
• meet following the probation
term to determine if the GPA is
restored.
Grounds for Dismissal
request a leave of absence in
which is prerequisite to
A student may be dismissed
order to maintain their
Organizations/Social
from the MSW program for
admitted status. The request
Administration Practice III.
behavior detrimental to the
must be made in writing. A
program, such as a gross
leave of absence typically
violation of College policy
requires a full year away from
(see Student Guide) or
the program in order to
conduct unbecoming to
return to classes in sequence.
social work practice or in
violation of professional
ethics. Students may also be
dismissed for insufficient
academic performance.
Dismissal would occur only
after established procedures
Typically, full-time students
complete degree requirements
in two years. Occasionally,
some students may request to
Prerequishe courses
extend completion of the
All foundation courses are
degree if a requirement is not
prerequisite to the
yet finished. In this event,
concentration courses.
the student is charged a $350
Students may not enroll in
continuation fee, beginning
the concentration courses
in the following fall term, if
until successfully completing
the degree is still not finished
all foundation courses. Under
at that time. This charge is
Independent StudV
the new curriculum, the
again levied for each
Students may request to
following courses are
consecutive trimester that
were followed.
complete an independent
sequenced as follows:
occurs with the degree still
study course as an addition to
Research I is prerequisite to
unfinished. Part-time students
the required coursework. A
Research II, Field Work I is
do not have the option to
faculty sponsor is required for
prerequisite to Field Work II,
extend the degree as their
an independent study project.
Field Work III is prerequisite
course sequence extends over
A proposal of the project
to Field Work IV, Family
the full four years.
must be approved by the
Practice I is prerequisite to
MSW program in order to
Family Practice II, Planning
receive credit. No course
and Policy Practice I is
offered in the current
prerequisite to Planning and
curriculum may be taken as
Policy Practice II,
an independent study.
Organizations/Social
Leave of Absence
Students who interrupt their
program enrollment must
•
Conunuation Fee
Four Year limit
CSWE requires that all
students finish the degree
within four years of
matriculation.
Administration Practice I is
prerequisite to
Organizations/Social
Administration Practice II,
I
23
MSW Program Management
The Master of Social Work program
OHice Location
Social work Administration
is, in large part, managed from within
Memorial Hall,
Dr. Anthony Bibus
the Department of Social Work.
Corner of 22nd Ave
Chair, Department of Social Work
Students may contact the MSW
and 7th street;
(612) 330-1746
program with questions about any of
Room 12, ground floor
bibus@augsburg.edu
OHiceHours
Dr. Nancy Rodenborg
the services listed below.
MSW OHice Services
MSW admissions
New student orientation
Academic calendar
Classroom scheduling
MSW weekend office coverage
Academic advising
Academic standing review
Course registration
Transfer of credit review
Field practicum
coordination
Enrollment projections
Student database
management
Production of SWK
NEW SN OTES
Monday-Friday, 8 a.m. to 4:30 p.m.
Class Fridays, 8 a.m. to 6 p.m.
Class Saturdays, 8 a.m. to 1 p.m.
Contact Information
General social work info:
(612) 330-1189
BSW Program Director
(612) 330-1430
rodenbor@augsburg.edu
Dr. Lois A. Bosch
MSW Program Director
(612) 330-1633
bosch@augsburg.edu
General MSW info:
(612) 330-1233
BSW questions:
(612) 330-1307
MSW questions:
Dr. Michael Schock
BSW Field Coordinator
(612) 330-1725
schock@augsburg.edu
(612) 330-1763
Dr. Laura Boisen
swkinfo@augsburg.edu
MSW Field Coordinator
www.augsburg.edu/msw
(612) 330-1439
boisen@augsburg.edu
Doran Edwards
Graduation clearance
BSW Program Assistant
Alumni network (S.W.A.N.)
(612) 330-1307
edwardsd@augsburg.edu
Janna Caywood
MSW Program Assistant
(612) 330-1763
caywood@augsburg.edu
Kelly Anders
Social Work Department Secretary
(612) 330-1769
anders@augsburg.edu
Kerri Barrett
MSW Secretary
(612) 330-1233
barrettk@augsburg.edu
Department ol Social Work Facultv
Anthony Bibus Ill
M.S.S.W., University of
Interests: family issues,
Chair
Wisconsin;
African American and
biracial issues, multi-cultural
(612) 330-1746
M.P.A., Iowa State
bibus@augsburg.edu
University;
education, public schools, race
Memorial Hall, Room lOA
Ph.D., University of
relations, diversity training in
B.A., College of St. Thomas;
Minnesota
the workplace, leadership,
M.A., University of Virginia;
Ph.D., University of
cross-cultural adoption issues.
at risk families, kinship foster
Maria Dinis
care, delivery of child welfare
(612) 330-1704
Interests: child welfare,
services, family policy,
dinis@augsburg.edu
family-based services, work
management and supervision
Memorial Hall, Room 14
with involuntary clients,
in human service
B.A., M.S.W., California
Minnesota
supervision, social policy,
organizations.
State University;
social work ethics,
Lois A. Bosch
Ph.D., University of
international models of
MSW Director
practice, peace and justice,
(612) 330-1633
Interests: community
social work education.
bosch@augsburg.edu
organization, planning and
Vernon Bloom
Memorial Hall, Room 15
administration, substance
(612) 330-1133
B.A., Northwestern College;
abuse, addiction and
Memorial Hall, Room 24
M.S.W., University of Iowa;
prevention, social welfare.
B.A., University of
Ph.D., University of Illinois
Sumin Hsieh
Minnesota
California-Berkeley
Interests: children and
(612) 330-1376
families, developmental
hsieh@augsburg.edu
disabilities, social work in
Memorial Hall, Room 8
Interests: criminology;
schools, social policy reform,
B.A., Tunghai
mental health policy; race,
empowerment/strengths
University, Taiwan;
gender and disability issues;
perspective, mteragency
M.S.W, Tunghai University,
community organization and
collaboration, parent
Taiwan;
development.
participation.
Ph.D., University of
Laura Boisen
Francine Chakolis
Minnesota
MSW Field Coordinator
(612) 330-1156
Interests: adolescent
(612) 330-1439
Memorial Hall 115A
substance use behavior,
boisen@augsburg.edu
B.S., Augsburg College;
substance use treatment and
Memorial Hall, Room 12B
M.S.W., University of
outcome evaluation, school
B.S., Wartburg College;
Minnesota
social work, international
M.S.W., University of
Minnesota
•
Interests: child protection,
social work.
I
Rosemary Link
Phu Phan
schock@augsburg.edu
(612) 330-11 47
(612) 330-1375
Memorial Hall, Room 116B
link@augsburg.edu
phan@augsburg.edu
B.A., University of Washington;
Memorial Hall, Room 1178
Memorial Hall, Room 6
M.S.W., University of Minnesota;
B.A., Southhampton University;
B.A., M.S.W., University of
Ph.D., University of Washington
C.Q.S.W., London University;
Minnesota
Ph.D., University of Minnesota
Interests: woman battering,
Interests: social work in Vietnam,
adolescent sexua l behavior,
Interests: child and family well-
social work practice in a variety of
adolescence and social policy,
being, international social policy and
settings, activism on behalf of the
community organ ization, behavioral
comparative social work, social work
Vietnamese population in the Twin
research and program development,
in schools and prisons.
Cities.
group work.
Sharon Patten
Nancy Rodenborg
Clarice Staff
(612) 330- 1723
BSW Director
(612) 330-1374
patten@augsburg. edu
(612) 330-1430
staffc@augsburg.edu
Memorial Hall, Room 17
rodenbor@augsburg.edu
Memorial Hall, Room l 16A
B.A., St. O laf College;
Memorial Hall, Room 11
B.A., Augsburg College;
M.S.W., MA, Ph.D., University of
B.S., Indiana University;
M.S.S.W., D.S.W., Columbia
Minnesota
M.S.W., University of Minnesota;
University
Interests: social policy/health care,
long-term care, aging, income support
and soc ial services, policy research
and program evaluation, welfare
M.l.A., School for International
Training (Vt.);
Ph.D., Arizona State University
Interests: social policy and planning,
community organization and
development, role of social worker in
Glenda Dewberry Rooney
policy developmen t, program
reform .
(on leave 2000-01)
development and evaluation,
Curt Paulsen
B.S., University of North Texas;
education of future social workers.
(612) 330-1621
M.S.W., University of Illinois-
Maryann Syers
paulsen@augsburg.edu
Chicago;
(612) 330-1771
Memorial Hall, Room 7
Ph.D., University of Minnesota
syers@augsburg.edu
B.A. St. Olaf College
M.S.W., University of Minnesota
Ph.D., The Fielding Institute
Interests: ethics, occupational social
work practice, employee assistance
programs, organizational
Memorial Hall, Room 16
B.A., Arizona State University;
M.S.W., Ph.D., University of
Minnesota
Interests: The relationship of family
development, trust and justice in
systems with individua l freedom,
social relations, practice research,
Interests: domestic violence,
responsibility, loneliness, identity, and
social work licensure.
women's issues, social work practice
spirituality.
Michael Schock
with trauma survivors , men tal health,
BSW Field Coordinator
gay and lesbian issues.
(612) 330-1725
lindell librarv and Information
Technolouv center
The Lindell Library, named
service among these and
electronic resources to
for donor James G. Lindell
other local libraries
students in support of their
and family, is a state-of-the-
(including the University of
academic endeavors. The IT
art facility that houses the
Minnesota and Minneapolis
department provides two
library collection,
and St. Paul public libraries)
student computing labs on
information technology and
facilitates easy and quick
campus and offers a variety
service center, and audio-
sharing of resources.
of computer-related
visual media services. The
Additional collections
equipment to check out for
library has a vast periodical
nationwide are also
use in the library, including
collection, other circulating
accessible through
both IBM Thinkpad and
collections, a multi-media
interlibrary loan
Macintosh laptops.
classroom, a copy center, and
arrangements. Remote, off-
a library instruction room.
campus computer access to
department launched
In fall 2000, the IT
There are a variety of study
these services is provided via
"AugNet," Augsburg's
spaces, ranging from carrels
a telecommunications link.
intranet. This collection of
computer network resources
and casual seating to group
The library staff is
study rooms equipped with
experienced in guiding
includes private and shared
network access.
graduate students to
folders and a secure Web site
research materials for
for students, faculty, and
collection of 175,000
coursework as well as other
staff. By entering passwords,
volumes is complete with the
research projects. Librarians
students have access to
latest electronic catalogs,
will help students acquire
secure information from
indexes, and CD-ROM
research skills through
Web-connected computers-
stations for various academic
individual appointments and
Webmail; the campus
disciplines, e.g., Social Work
group instructional sessions.
directory; grades, schedule,
The Lindell Library's
Abstracts, Psychlit, ERIC
Located in Augsburg's
and financial aid
(education) and CINAHL
Lindell Library is the
information; and a daily
(nursing and health). An
Information Technology (IT)
summary of College
online catalog, CLICnet,
department. The IT
announcements and events.
reflects holdings of Augsburg
department has worked hard
and its seven partner Twin
to keep pace with the latest
Cities private college
advances in the technology
libraries. Twice-daily courier
industry and to provide
•
I
27
Accreditation
Accreditations and 1m11a11ons
MSW Student Forum where issues
forum. Other faculty may be invited
The Augsburg Master of Social Work
affecting them are discussed.
as permanent members or as guests.
program is accredited by the Council
The College operates in
on Social Work Education (CSWE).
compliance with the Family
these guidelines:
Augsburg College is accredited by the
Educational Rights and Privacy Act
• provide an avenue for students to
Past forum members established
North Central Association of
(FERPA) of 1974 as amended and
share and discuss ideas and/or
Colleges and Schools*. Augsburg
Title IX. Students have the right to
concerns related to the MSW
College is a member of the
inspect certain official records, files,
educational experience with the
Associated Colleges of the Twin
and data which pertain to them
social work department
Cities (ACTC), the Lutheran
(except where a waiver of access has
Education Council in North
been signed) and to challenge
among students, faculty, and
America, and the Minnesota Private
inaccurate or misleading information.
department and College
Colleges Council. Augsburg is
Students have a right to experience
administrators
registered with the Minnesota Higher
education free from discrimination.
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.
MSW Forum
All MSW students are invited to
participate in the student-run
organization, "MSW Forum." The
purpose of the forum is to facilitate
communication between social work
students and the social work
• encourage constructive dialog
• 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.
department, as well as to provide the
s1uden1 Rights
opportunity for student participation
The College has adopted a statement
in department governance,
of student rights and responsibilities
curriculum development, and
and has provided for due process in
program improvements.
the matters of disciplinary action,
The forum historically has been
grievances, and grade appeal. These
volunteer based. Any student may
rights, responsibilities, and processes
serve on the forum, provided he or
are outlined in the Student Guide of
she can make a commitment to
Augsburg College. Students are
attend the meetings and share in the
encouraged to participate in the
efforts. The MSW director and MSW
program assistant also serve on the
*North Central Association of Colleges and Schools, Commission on Institutions of Higher Education, (312) 263-04 56; <www.nca-cihr.org>.
28
About Augsburg College
Historv
Accessibilhv
and thought, Buddhist, and
Augsburg College was the
Augsburg College has made
Islamic faiths.
first seminary founded by
a major effort to become one
Norwegian Lutherans in
of the most accessible
America. Named after the
campuses in the region.
confession of faith presented
Skyways, tunnels, and
by Lutherans in Augsburg,
elevators provide accessible
Germany, in 1530, Augsburg
connections between the
College opened September
major buildings-student
1869 in Marshall, Wisconsin,
housing towers, the
and moved to Minneapolis
Christensen Center, main
in 1872. Augsburg College
academic and administrative
and Seminary changed its
halls, Music Hall, Foss
name to Augsburg College in
Center, and Lindell Library.
1963 when the Lutheran
In addition, there are
Free Church merged with
services for students with
the American Lutheran
learning disabilities. The
Church.
CLASS Office phone
campus Location
number is (612) 330-1648.
Non-Discrimination Policv
Augsburg College, as
affirmed in its mission, does
not discriminate on the basis
of race, color, creed, religion,
national or ethnic origin,
age, gender, sexual
orientation, marital status,
status with regard to public
assistance, or disability in its
education policies,
admissions policies,
scholarship and loan
programs, athletic and/or
school-administered
programs, except in those
instances where religion is a
Augsburg's 23-acre campus is
Church AHiliation
bona fide occupational
located in the heart of
Augsburg is a college of the
qualification. Augsburg
Minneapolis, Minnesota, and
Evangelical Lutheran
College is committed to
surrounds Murphy Square.
Church in America. The
providing reasonable
Adjacent to the campus are
College is a diverse
accommodations to its
the Fairview-University
community with many
employees and its students.
Medical Center complex,
strong religious traditions
the West Bank campus of
represented among the
the University of Minnesota,
students, faculty, and staff,
and Mississippi River
including but not limited to
parkways.
Lutheran, Roman Catholic,
American Indian spirituality
•
I
campus Man
Campus location
~\
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::c 6th Slreet S
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71h Street S
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II
Directions to Campus
35W from the North Take Washington Avenue exit
and turn left on Washington
(curves right onto Cedar
Avenue), turn left at Riverside
Avenue, right at 21st Avenue
South.
1-94 East from Minneapolis Take 25th Avenue exit, turn
left at 25th Avenue, turn left
at Riverside Avenue, turn left
at 21st Avenue South.
l-94 West from St. Paul Take Riverside exit, turn right
at Riverside Avenue, turn left
at 21st Avenue South.
35W from the South Follow the 1-94 St. Paul signs
(move to right lane after each
of two mergers). Take 25th
Avenue exit, turn left at 25th
Avenue, tum left at Riverside
Avenue, turn left at 21st
Avenue South.
3
-
~
f .
Master of Social Work
program office location
Please call (612) 330-1233 for
directions to the Master of
Social Work program office.
Public Parking
Augsburg College commuter
lots are free and open for use
after 4:30 p.m. Monday
through Friday, and on
weekends, unless otherwise
posted. Lots are located on 7th
Street, between 21st and 22nd
Avenues and north or south of
8th Street between 24th and
25th Avenues. Additional
parking is available in the
Fairview-University Medical
Center ramp, or University of
Minnesota parking lots on
the north side of Riverside
Avenue.
n
Blh Streel S
O'
(f>
Buller Place
~~~~~~~~~~~~----11--~~~~~~~~~---, ~~
--.,......,.._Interstate 94 West
lnlerslate 94 East
College Map Information
1. Admissions Weekday
Program
2. Admissions Annex
3. Air Structure Entrance
(November through
March)
4. Anderson-Nelson
Athletic Field and
Seasonal
Air Structure
5. Christensen Center
6. East Hall
7. Faculty Guest House
8. Foss, Lobeck, Miles,
Center for Worship,
Drama and
Communication
9. George Sverdrup Hall
10. Husby-Strommen Tennis
Courts
11. lee Arena
12. Institutional
Advancement and
Alumni/Parent Relations
13. Lindell Library
14. Maintenance and
Grounds Shop
15. Mortensen Hall
16. Murphy Place
17. Murphy Square
18. Music Hall
19. New Residence Hall
20 Old Main
21. Oscar Anderson Hall
22. Public Relations House
23.Quad
24. Science Hall
25. Security Dispatch Center
26. Shipping and Receiving
27. Melby Hall
28. Sverdrup-Oftedal
Memorial Hall
(Social Work office)
29. Urness Hall
Parking Information
A. Admissions/Faculty/Staff
Parking
B. Commuter/Resident
Parking
C. Faculty/Staff Parking
D. Faculty/Staff/Commuter
Parking
E. Commuter Parking
F. Resident Parking
G. Visitor Parking
H. Fairview-University
Parking Ramp
1/01/2M
~
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MASTER'S DEGREE FOR
TODAY'S SCHOOLS
''Teacher leadership means that a teacher is able to have
the power to influence policy, curriculum and procedures
within the individual school and the school district. It means
teachers having responsibility for instruction of children,
... evaluation of their peers and of administrators [in order to]
influence what happens in schools.''
...
' ' ... a leader [is] someone who has the ability to encourage
·,:
colleagues to change, to do things they wouldn't ordinarily
.-~.
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•
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consider without the influence of the leader. .. [T]eacher
leadership [is] the ability of the teacher leader to engage
...
colleagues in experimentation and then examination of more
powerful instructional practices in the service of more
..
engaged student learning. ' '
• II
Teachers Who Lead: The Rhetoric of Reform and the Realities of Practice
by Patricia A. Wasley. Teachers College Press, 1991.
,.
~.
•
..'
''There is no question that as a leader you have responsibil-
..
ities to teach ... 'Teachership and leadership go hand-in-glove.
The leader must be willing to teach skills, to share insights
and experiences, and to work very closely with people to help
:
..
;
them mature and be creative' ... ' '
..
The Art of the Leader by William A. Cohen. Prentice-Hall, 1990
It
.
·.
~
,.
MASTER OF ARTS IN EDUCATION-LEADERSHIP
AUGSBURG
C•O•L•L•E•G•E
Graduate Programs Office
2211 Riverside Avenue
Minneapolis, MN 55454
6121330-1786
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DUCATION DEPARTMENT
MISSION STATEMENT
.
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. . ' •'
to developing educational leaders who foster student learning
.
'.
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by being knowledgeable in their fields, being capable in peda-
....
'··
The Augsburg College Education Department commits itself
gogy, valuing learning, thinking critically, nurturing self-esteem,
.· ' ..
embracing diversity, and being ethical in their practice .
An educational leader believes in the worth of self and others.
-..' •
An educational leader believes him/herself to be a life-long
I
..
.
,
...... . ..
learner.
An educational leader views students as individuals with
varying needs who all possess the potential to learn .
An educational leader believes learning is a constructive
:..
.
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..
process in which students actively participate and find
personal reward. This learning process is affected by
students' learning styles, motivations, abilities and self
.....
concepts .
,.
An educational leader believes that the act of teaching needs
,
to be informed by research, practice and personal reflection.
....·...
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•,
•
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.
•
An educational leader believes in the value of knowledge as
an essential tool for thinking critically and participating
effectively as a world citizen.
An educational leader believes that teaching is a multifaceted
., 1
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· .'
. ...
. . ..
..
personal involvement in the areas of classroom, school,
profession and community.
An educational leader believes that sf he contributes signifi-
·-
:
endeavor, governed by a code of ethics, which requires
cantly to the culture and environment of the institutions in
which children learn .
..
.,
···.
· ·. .·
..
'
I
..
.., .···
.•..
X BLE OF CONTENTS
..
... .
'& . •
Introduction to the Master of Arts in Education Leadership ....... .4
Leadership Development Model .................................................. 5
Curriculum Design .................................... ................................... 6
Thesis/Leadership Application Project Requirement ................... 7
Course Descriptions ...................................................................... 8
Admission Requirements & Procedures ..................................... 10
International Applicants ...................................................... ........ 11
Evaluation Standards ....................................................... ........... 12
', ·~
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.
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Student Rights ................................... .............. ............................ 12
. •
. "
..
Attendance Policy ..................... .................................................. 13
Academic Policies ...................................................................... 13
. .
·~
Student Support Services ............................................................ 14
Library ........................................................................................ 14
··'
Accreditation and Affiliations .................................................... 14
..
Fee and Payment Information ..................................................... 15
Financial Aid .............................................................................. 16
About Augsburg .......................................................................... 18
Campus Location and Map ......................................................... 19
I
Faculty and Administration ........................................................ 20
...
. . ,·
'.. .·..
.
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•.
...
. %TRODUCTION
,.. ,
•
• Convenient course schedule
for working adults.
• Campus services (computer
labs, library, financial aid,
bookstore, etc.) accommodate
the schedule of working
adults.
• Small college, personalized
atmosphere.
• Accessible campus in the heart
of the Twin Cities with free
parking.
....
,
;,
...
• :,
.·
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'
. ·.
. ..
. ..",.
Features of the Master of
Arts in Education Leadership Program:
'
..
• A Masters Degree with a dual
focus on classroom practice
and educational leadership.
..
• A welcoming academic environment respectful of your
knowledge and experience.
•
.. .•.l.
. •.
•.. '
...
• High quality courses taught by
Augsburg professors and qualified adjunct faculty.
.
• Individualized pacing; two
courses each trimester makes
it possible to complete the
degree in as little as 24 months
or students have up to five
years to complete the degree
program.
·~
. <·• ..
... ·:
.·
.
. .·.
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• Students from various locations
and backgrounds learning
together in a supportive
campus community.
'· .
• Class sizes typically no more
than 15 students.
,,
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'
As practitioners, teachers are
concerned with enhancing their
teaching skills and their
students' learning. As
professionals, teachers are
increasingly responsible for and
concerned about educ;ational
decision-making. Augsburg
College offers a program that
addresses this dual focus of
classroom practitioner and
teacher leader. The Master of
Arts in Education-Leadership
(MEL) program offers opportunities to increase knowledge and
skills (1) for teaching today and
(2) for leading education into
the future. This program values
the role that good teachers play
in the lives of students and operates from the belief that teachers
can exercise leadership, inside
and outside the classroom,
without relinquishing the role of
teacher .
The Minnesota Board of
Teaching, in its requirements for
teacher licensure programs,
acknowledges the importance of
developing teachers who have
the knowledge and skill to act as
leaders, or change agents.
Beginning teachers, however,
often feel overwhelmed with
issues of classroom practice;
thus, it is logical to offer a
program which includes a
"change agent" focus at the
degree level sought by veteran
teachers. The MEL program
incorporates an educational
leadership focus alongside the
more traditional classroom practice focus to address the
expanded role teachers play in
today's schools .
As a part of this program you
will:
• Study issues of classroom
practice, including teaching
and learning, creativity, and
multi-cultural ism;
• Gain specific know ledge of
educational institutions and
processes;
• Examine who and what leadership is about and explore
ways to exercise leadership
within your workplace;
• Develop expertise in an area
of personal interest through an
individualized, capstone
research project.
.. ·.
' '
'
. ...
• '•
·..
~ADERSHIP DEVELOPMENT MODEL
..
.,
The MEL program promotes
leadership as a process which
I) inspires cooperation among
people, 2) promotes productivity
within and beyond the educational organization, and
3) works toward growth and
change within the educational
organization. Individuals in
leadership roles identify three
key attributes of leadership: a
sense of vision, the ability to
persuade, and the ability to
direct action. These attributes
form the framework for the
Leadership Developm~nt Model
incorporated into the MEL
.
. .:
:.. . ·. ·.
._.
program philosophy.
.
;
. ..
~
·•·:..
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Leadership
.:..' .
•
Sense of Vision
/
Ethical
• Social awareness
• Environmental
awareness
• Tolerance of
religious and
philosophical
differences
• Appreciation of
situational
complexity
""
Facility for
Persuasion
Orientation
Toward Action
/
Creative
Communicative
•Long-term
perspective
• Flexibility
• Adaptability
• Innovativeness
•
•
•
•
•
Effective listener
Effective speaker
Effective writer
Diplomatic ability
Effective team
member
• Interpersonal
sensitivity
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Culturally
Aware
• Appreciation for
cultural differences
• World-view
perspective
• Tolerance of
individual
difference
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Decisive
Risk Assumptive
• Curiosity
• Achievement motivation
• Self-esteem
•
•
•
•
Self-confidence
Analytical ability
Ability to think critically
Understanding of
research
• Ability to manage
conflict
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The MEL program is
composed of a minimum
of9 course credits
conslsting of2.5 to 4.5
Classroom Issues and
Practice courses (Focus I)
and 4.5 to 6.5 Education
Leadership courses
(Focus II). Elective
courses in both
components allow
students to build
...
individual programs
Focus I: Classroom
Issues and Practice
Courses
(2.5-4.5 course credits)
These courses are offered to
degree and non-degree seeking
students. A maximum of 4.5
courses may be selected from
the list below. One of these
must be EDU 513 or ML 560.
EDU 512 Models of Teaching
and Learning (1 .0)
EDU 513 Diversity and
Education (or ML 560
Developing a Multi-Cultural
Perspective) ( 1.0)
EDU 515 Creativity and
of study that address
specific needs and
..
interests.
Problem Framing (or ML 511
Creativity and the Problem
Solving Process) (1.0)
EDU 516 Models of
Educational Process (I .0)
...
•
EDU 518 Teaching and
Learning: Service Leaming in
Your Classroom (.5)
EDU 519 Teaching and
..
.
Learning: Teaching with the
NCTM Math Standards (.5-1.0)
Paideia Institutes (.25-1.0)
New courses related to topics
and issues of current interest in
education are added to this list
periodically.
Focus II: Education
Leadership Courses
(4.5-6.5 course credits)
These courses are required of
students pursuing the MEL
degree and are not available to
students who are not enrolled in
the degree program. Educational
leadership courses provide
students with a supportive framework within which to investigate
leadership and the institution of
education, to consider themselves as leaders, and to develop
expertise in a topic of choice.
Both thesis and applied project
options are available as capstone
research experiences .
At least one of these three courses
is required for the MEL degree:
EDU 511 Legacy of Education
(1.0)
EDU 51 7 Politics and Public
Policy in Education (1.0)
EDU 599 Topics in Educational
Leadership (.5-1.0)
All of the following courses are
required for the MEL degree:
EDU 510 Ethics and Leadership
in Education (or an approved
MAL alternative) (1.0)
EDU 514 Evaluation and
Documentation (or ML 514
Research Methods) (1.0)
.' ..
EDU 592 Research Consultation
.•.
•
EDU 593, 594 Research Seminar
1. _.
(.5 credit course taken in
conjunction with EDU 594)
I, II (.5 credit each) (or ML 593,
594 Research Seminars I, II)
b~mltershlip
JEllecfrves
(0°2 course c1redlits)
on the interests and orientation
of the student.
These courses are available to
degree seeking students but are
not available to non-degree
seeking students. For students
wanting to explore issues of
leadership and organizational
change within a broader context,
the MEL program will allow up
to two electives from the Master
of Arts in Leadership program.
These courses become part of
the Focus II component of the
MEL program. See the Master
of Arts in Leadership program
bulletin for courses.
Some students express a theoretical and/or empirical interest in
the study of education and/or
leadership and identify topics
which lend themselves to a
more traditional thesis project.
An example of a thesis project
would be a comparison of the
effects of two instructional
strategies on student learning.
The connection to leadership
comes as the thesis writer
considers how to share his/her
expertise with others.
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P rnjed:
At, or near, the completion of
the course work for the MEL
program, students are required
to develop and carry out a study
or project related to education
and leadership. The focus can be
on an issue in education with
opportunities for personal
leadership, or it can focus on
leadership itself within the
context of education. This
research-based capstone
experience affords students the
opportunity to become an expert
in an area of personal interest as
well as to "tie together" what
has been learned throughout the
MEL program. Students have
the option to select either a
Thesis or a Leadership
Application Project. The decision as to which of these
alternatives is selected depends
Other students express interest
in an applied project which
includes the development and
implementation of an idea
related to education. These
students find the Leadership
Application Project to be the
appropriate culminating
experience. An example of a
leadership application project is
one which includes the development and implementation of a
peer mediation training program
at the middle school level.
Leadership issues emerge as
part of the training of students
and staff in the use of the
program.
In both capstone experiences,
research forms the foundation
for decision-making and
direction.
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WouRSE DESCRIPTIONS
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EDU 510 Ethics and
Leadership (1.0 course)
EDU 513 Diversity and
Education (1.0 course)
Study of leadership within the
context of personal and professional ethics and values.
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.
The field of education is
impacted significantly by diversity in and out of the classroom.
This course broadens the definition of diversity to include
gender, religion, ethnicity, abili-
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EDU 511 Legacy of
Education (1.0 course)
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from knowing the past.
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EDU 512 Models of
Teaching and Learning
(1.0 course)
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Comparative study of education
through political, historical,
economic and sociological
perspectives. This course will
provide a knowledge base for
students to discharge their
educational leadership responsibilities with wisdom gained
.
A focused study of the teaching
and learning process. A variety
of strategies for teaching and
learning will be examined,
discussed, and modeled.
Technological applications to
the field of teaching and
learning will be included.
ties, lifestyle, and economic
class. Examines issues related to
diversity in the workplace,
EDU 515 Creativity and
Problem Framing
(1.0 course)
The study and application of the
thinking processes as they
influence problem solving and
decision making will be
explored. Theories and myths of
creativity will be investigated. A
variety of perspectives will be
used to frame problems and
including classroom issues and
teaching strategies. PIN grading
optional. This course meets the
Minnesota Human Relations
requirement.
examine challenges.
EDU 514 Evaluation and
Documentation
(1.0 course)
Exploration of supervisory and
consultative models, both within
and outside the field of education. Major topics include
mentoring, peer collaboration,
community collaboration and
partnerships, varieties of
administrative processes and
procedures and observational
techniques. An underlying focus
of this course is that of change:
identifying where it's needed,
initiating the process, and
directing and/or adapting to the
outcomes.
An introduction to basic
concepts of research methodology. Serves as an introduction
to the capstone research project
and builds skills in formulating
research questions, reviewing
literature, selecting appropriate
research methodology,
conducting and interpreting
basic data analysis, and
developing research project
proposals. Students generally
take this course near the end of
the program and just prior to
EDU 593 Thesis/Leadership
Project Seminar I.
EDU 516 Models of
Educational Process
(1.0 course)
EDU 517 Politics and
Public Policy of
Education (1.0 course)
Study of the politics of education and its impact on school
curriculum. Examine society's
impact on school offerings, the
politics of school change, and
the processes through which
decisions and changes are made.
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EDU 518
Service-Learning in Your
Classroom (.5 course)
President Clinton talks about
service-learning as an important
means for providing community
service and deepening academic
learning. What is ServiceLeaming? How does it differ
from community service and
volunteerism and how can it be
implemented in the classroom?
By exploring these questions
you will develop an understanding of the theory and
process of service-learning and
how to use it with your students.
EDU 538 Educational
Processes: Supervision of
Student Teachers
( .25 course)
Offered in workshop format,
this course will provide training
for licensed teachers who want
to increase their effectiveness as
supervisors of student teachers.
Many of the skills learned in the
course will also be useful in
peer coaching.
EDU 592
Thesis/Leadership
Application Project
Consultation (.5 course)
A series of meetings with a
faculty thesis advisor simultaneous with EDU 594 and during
the term in which the thesis is
being prepared for final statement.
Graded on a P/N basis. (Students
not completing their thesis project
during the term for which they
same term in which they are
enrolled in EDU 594 are required
to pay a thesis continuation fee
during each subsequent term
until the thesis is completed.)
~.·
EDU 599 Special Topics
(.5-1.0 course)
Study of selected topics in
educational leadership that are
not treated extensively through
current course offerings.
register for EDU 592 must pay a
thesis continuation fee of $125 .00
for each additional term.)
EDU 539
Paideia Institutes
(.25-1.0 course)
EDU 593
Thesis/Leadership Project
Seminar I (.5 course)
Titles such as Seeing with a
Native Eye and Six Great Ideas
for Teaching: Truth, Goodness,
Beauty, Liberty, Equality,
Justice have been offered.
Paideia Institutes are opportunities for education professionals
to learn specific strategies related
to Paideia program methodology
(i.e., seminar leadership and
coaching) to enlarge understanding of ideas, values and
contemporary issues. Specific
topics will be published prior to
registration.
This course provides each
individual with the capstone
opportunity to conduct research
in an area of interest related to
education, using either a thesis
or leadership application project
framework. Support and guidance are provided by fellow
students, course instructor, and
faculty advisor. Graded on a
PIN basis.
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EDU 594
Thesis/Leadership
Project Seminar II
(.5 course)
This seminar focuses on the
results of individual projects
developed in Research Seminar
I. Students will develop, write
and discuss thesis/project work
during the class. Graded on a
PIN basis. (Students not
completing the thesis during the
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A
DMISSION REQUIREMENTS
& PROCEDURES
in an educational setting.
Admissions are handled on a
'rolling' basis, with students
admitted at the beginning of the
fall, winter, 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
• Miller Analogies Test score
• written statement
• possible interview
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Admission to the
MEL Degree Program
Applicants must hold a
baccalaureate degree from an
accredited college or university
and have a minimum cumulative
undergraduate grade point
average of 3.0 (on a 4.0 scale)
OR a minimum cumulative
grade point average of 3.0 for
graduate courses completed at
an accredited college or university. Applicants holding other
advanced degrees from accredited colleges or universities are
academically admissible.
Should an applicant not meet
the minimum GPA requirements, a probationary term may
be possible as decided on a case
by case basis. Applicants to the
program must have two years of
full-time work experience (or
equivalent part-time experience)
To apply, the following materials must be submitted to the
Graduate Programs Office:
• Completed application form;
• $25.00 application fee (nonrefundable);
• A brief (1-3 page) statement
relating the applicant's career
and life goals to his or her
leadership aspirations;
• Letter of recommendation
from an immediate supervisor,
assessing leadership potential;
• Letter of recommendation
from a co-worker (at the same
level) describing the applicant's
work style and potential as a
leader;
• 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;
• Official set of results on the
Miller Analogies Test;
• Applicant may be asked to
participate in an interview
with graduate program
faculty and/or a staff member.
Admission to the
Non-Degree Program
Applicants wanting to take any
MEL course must hold a
baccalaureate degree from an
accredited college or university
and be in good academic and
financial standing with all
previous academic institutions.
To apply, submit the following
materials to the Graduate
Programs Office:
• Completed course application/registration form
• $50.00 non-refundable deposit
per course, each term, to be
applied towards course tuition.
For additional information on
application requirements, please
call the Graduate Programs
Office at (612) 330-1786.
...
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~TERNATIONAL APPLICANTS
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Augsburg College Graduate
Programs Office encourages
qualified applicants from other
countries and feels that these
students contribute significantly
to the program. Students typically take only two classes per
trimester for a yearly total of six
classes. With this schedule
students can complete the
required course work in two
years. See the section under
Admission Requirements for a
general description of the
admission process, selection
criteria and work experience
requirements.
Application materials required
for international applicants are:
• Completed application form;
• $25.00 application fee (nonrefundable) payable in U.S.
dollars;
• Official marksheets with
certified translations from all
undergraduate institutions
attended listing all courses
taken, marks earned, dates
attended, and degree(s) or
diploma(s) conferred, if any;
• Official marksheets with
certified translations from all
graduate institutions attended
listing all courses taken, marks
earned, dates attended and
degree(s) or diploma(s)
conferred, if any;
• Official results on the Test of
English as a Foreign Language
(TOEFL) with a minimum
score of 550; and
NOTE: Additional information
may be required, as requested by
Augsburg College, to more accurately evaluate educational
credentials. Furthermore,
supplemental information may be
needed to issue an 1-20 or J-1 for
students admitted to the Master
ofArts in Education-Leadership
program. Information requested
for the 1-20 or J-1 will not be
used to make an admission
decision.
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• Applicant may be asked to
participate in an interview
with graduate program faculty
and/or a staff member, if applicant is in the United States.
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•A brief(l-3 page) statement
relating the applicant's career
and life goals to his or her
leadership aspirations;
• Completed Declaration of
Finances (see below for
additional information);
• Letter of recommendation in
English from an immediate
supervisor, assessing
leadership potential;
• Letter of recommendation in
English from a co-worker (at
the same level) describing the
applicant's work style and
potential as a leader;
Because limited financial aid
from Augsburg College may or
may not be available students and
their sponsor must complete a
Declaration of Finances as part of
the application for admission, along
with appropriate certifications.
Students will need to provide
proof of availability of funds for
tuition, books and living costs.
For the 1994-1995 academic year,
we require students to provide
proof of a minimum of $10,000 in
U.S. funds for living expenses
plus the cost of tuition must be
added to this amount. Students
wishing to have spouses and/or
children accompany them, must
plan on having additional funds
available for their support.
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~ALUATION STANDARDS
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Evaluation of academic perfonnance in 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
Achieves above basic course standards.
1.5
1.0
0.5
Perfonnance below basic course standards.
o.o
Unacceptable perfonnance (no credit for the course).
p
Achieves at or above the 2.0 level (not computed in
grade point average).
v
Course was audited; student met expectations as agreed
upon with the instructor.
N
Does not meet minimum course standards (no credit and
non-punitive - not computed in grade point average) .
w
Grade given when a student withdraws from a course.
I
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 Programs Office stating reasons
for the request, the plan and date for removing the
incomplete grade, the signature of the instructor and any
other necessary documentation.)
Achieves highest standards of excellence.
Achieves the minimum passing standard.
Courses not offered on the
numbered grading system are
noted in the course descriptions
in this bulletin as being graded on
a PIN basis. In order to receive a
grade of P, a student must
achieve at least a grade of 2.0.
No more than two courses with
a grade below 3.0 will count
toward the degree. Students who
receive an N or 0.0 in a course
must work with the MEL
Director to devise a plan for
academic improvement. This
plan will be shared with the
MEL Advisory Committee and
placed in the student's file. If a
second grade of N or 0.0 is
received, the student may be
dismissed from the program.
No more than two courses with
a grade of 2.5 or below can be
repeated. Only the credits and
grades earned the second time
are counted in the grade point
average.
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~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.
Students who wish to identify
appropriate procedures for
complaints should contact the
Vice President for Student
Affairs (330-1160).
The College operates in compliance with the Family Rights and
Privacy Act and Title IX.
Students have the right to
inspect all official records which
pertain to them and which are
maintained in the Registrar's
Office and the Placement Office
(except where a waiver of
access has been signed) and to
challenge inaccurate or
misleading infonnation.
Students have a right to experience education free from
discrimination.
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A'ITENDANCE POLICY
Regular attendance is highly
one's self, but to one's class-
discretion of the instructor,
important and should be consid-
mates and course instructor.
adversely affect one's grade.
ered a responsibility, not only to
Irregular attendance may, at the
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Academic Probation and
Dismissal Policies
Students must maintain a 3.0
cumulative grade point average.
If a student falls below a 3.0
Credit and Contact Hours
Each full credit graduate course
in the MEL program is the equiv-
cADEMIC POLICIES
Last Day to Withdraw
from Class
alent of four semester credits or
The last date on which students
may withdraw from a class and
six quarter credits. Students meet
receive a "W" on their record is
average, the student will be placed
in class a minimum of 31.5 hours
published annually in the MEL
on probation for the following
and are responsible for a
Program Supplement.
term. A 3.0 cumulative grade
significant amount of individual
study and preparation.
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 work
with the MEL Director to develop
an academic improvement plan.
This plan will be shared with the
MEL Advisory Committee and
placed in the student's file.
Enrollment
Policy/Leaves of Absence
College should register for an
audit of each course.
nents of the program within five
• MEL degree-seeking or non-
a second grade of N or 0.0 is
received or for behavior detrimental to the program, such as a
years. Extensions beyond five
years will be considered on the
basis of petition to the MEL
degree seeking students can
audit Focus I, MEL courses.
gross violation of college policy
(as published in the Student
Advisory Committee.
Guide). Dismissal would occur
Students who leave the program
only after established procedures
were followed.
for more than one trimester must
than two courses will be accepted
for transfer credit.
• Students wanting CEU's for
courses successfully completed
will be granted a Certificate Of
Attendance by the Graduate
Programs Office and issued an
of the MEL program. A leave of
absence may be granted for one
Audited courses that are not
calendar year. Time spent on an
successfully completed will be
indicated by a grade of 'W'.
count toward the five year deadline for degree completion.
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in the future .
official transcript showing the
audit by the Registrar's Office.
official leave of absence will not
.. .•·
be converted to graduate credit
the MEL Advisory Committee if
on an individual basis. No more
.•
• Courses taken as audit cannot
Students may be dismissed by
Transfer credits will be evaluated
•
Education Units (CEU's) rather
in two years. All students are
required to complete all compo-
Credit for Prior Education
4
,.
• Students wanting Continuing
credits per trimester. Enrolling
in two credits per trimester
request a leave of absence request
in writing to the Faculty Director
..
Auditing Courses
than credit for Focus I graduate
level courses at Augsburg
the course work in the program
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Students may take up to two
enables a student to complete
.
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~DENT SUPPORT SERVICES
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• Academic advising from the
MEL Director, for program
planning is available. As
students approach the capstone
experience, they select thesis
or project advisors to guide
them throughout the completion of their programs.
also available to help students
with non-academic advising
issues.
• Professional assessment experiences and opportunities
through the Graduate
Programs Office.
Graduate program staff are
• Self/career assessment,
counseling and resume development through the Career
Services Office (330-1162)
• Work experience related to a
student's field of specialization
through the Cooperative
Education Office (330-1148)
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$ I BRARY
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holdings of Augsburg and six
other private liberal arts college
libraries in the metropolitan
area. Daily courier services
among these libraries facilitates
the sharing of these resources.
Additional library resources are
accessible through MINITEX, a
regional library network, and
through OCLC, an international
library network. Remote,
off-campus computer access to
all these services is provided via
a telecommunications link.
,.
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The Augsburg library collection
includes over 175,000 books,
periodicals, films, audio and
video cassette tapes, and microfonns. Access to the collecti0n
is provided via a computerized
library catalog that includes the
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A ccREDITATION AND AFFILIATIONS
Students who successfully
complete Augsburg ' s Education
Leadership program will receive
a Master of Arts degree.
Augsburg is accredited by the
North Central Association of
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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 (neces-
sarily) 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.
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~E AND PAYMENT INFORMATION
.
....
A schedule of fees is published
separately in the MEL Program
Supplement. Tuition is determined annually.
Various Payment Plans
are Available: *
1) Payment in Full: Due day of
registration.
2) Payment Plan: Upon application and after college
approval, a three-pay plan is
available each trimester.
Payment plans will be
offered only if the student
has adhered to previous
plans.
3) Company reimbursement:
Full courses or equivalent
which are company reimbursed require a deposit of
$100 per course reimbursed,
with full payment due within
50 days after the end of the
final exam date. A letter from
the employer, stating the
company's reimbursement
policy, must be filed annually
with the Business Office.
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 to student loan
funds administered by the
College (Federal 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
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:
Focus I: Classroom Issues and
Practice
Courses have varying refund
schedules. Call the Graduate
Program Office for the refund
policy of a specific course.
Focus II: Education
Leadership Courses
.:·......".,...
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•
Prior to the first scheduled class
meeting - l 00%
Prior to the second scheduled
class meeting - 90%
Prior to the third scheduled class
meeting - 80%
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Prior to the fourth scheduled
class meeting - 70%
Prior to the fifth scheduled class
meeting - 60%
..
. ...
Prior to the sixth scheduled
class meeting - 50%
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YiNANCIAL AID
such scholarships may enable
the participation of individuals
of limited financial means as
well as individuals working for
volunteer agencies and other
organizations not likely to
provide tuition reimbursement.
Company Tuition
Assistance Programs
..
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Financial assistance is available
to degree seeking students
enrolled in the MEL program.
Non-degree seeking students are
not eligible for any type of
financial aid through Augsburg
College. Two full-credit courses
per trimester is considered fulltime. 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.
.... .
Sponsored Scholarships
Augsburg actively pursues nonAugsburg funding for special
scholarships. The availability of
.
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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
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 is
based on standard, nationally
accepted methodology.
• Federal Stafford Loan
Program
Common Loan Provisions:
BORROWING LIMITS:
Effective with enrollment
periods beginning after October
1, 1993, graduate student may
borrow up to $18,500 per year
with an aggregate of $128,500
(undergraduate and graduate). A
student may borrow from either
the unsubsidized or subsidized
programs or a combination of
both, but cannot exceed the
annual loan limits.
INTEREST RATES: The
annually variable interest rate is
determined by the 91-day TBills +3.1 %, capped at 8.25%,
and changes each July 1st for all
borrowers. The interest rate for
enrollment periods beginning
between July 1, 1994 and June
30, 1995 is 7.43%.
REPAYMENT TERMS:
Repayment begins six months
after you ceased to be enrolled
at least half-time in an eligible
program leading to a degree or
certificate. Repayment may
extend up to ten years.
DEFERMENTS : In most cases,
deferments are granted for
continued education, disability
and unemployment. Contact
your lender if you think you are
eligible for a deferment.
Program Specific Provisions:
FEDERAL STAFFORD LOAN
(SUBSIDIZED): The Office of
Student Financial Services has
determined that based on the
financial information you
submitted, you qualify for up to
•
. . ..· .
·. . ;.
...•
the amount listed on your
Award Notice.
INTEREST: No interest accrues
during the time the student is
enrolled at least half-time.
FEES: An origination fee of 3%
and a guarantee fee of up to 1%
will be deducted from the loan
check before you receive it.
FEDERAL STAFFORD
LOANS (UNSUBSIDIZED):
You may borrow up to the
amount listed on your Award
Notice.
INTEREST: Interest accrues
during the period of enrollment
and may be capitalized.
FEES: An origination fee of 3%
and a guarantee fee of 1% will be
deducted from the loan check
before your receive it.
• Federal Perkins Loan
ProgramJoint Augsburg College-federally
funded program administered
through the College for students
who demonstrate financial eligibility. No checks are issued, but
the student is required to sign a
promissory note at least once per
term. Funds are put on the
student account after the note is
signed.
BORROWING LIMITS: You
may borrow up to $3,000 per
year as a graduate student with a
$30,000 maximum.
INTEREST AND REPAYMENT:
Simple interest of 5% and
repayment of principal (at a
minimum of $40 per month)
begins nine months after you
graduate or leave school. Partial
or total loan cancellation privileges exist for certain types of
teaching, disability and, in
certain circumstances, military
service.
while the student is enrolled.
Principal payments begin in the
13th month after you leave
school.
DEFERMENTS: There are no
DEFERMENTS: No interest
accrues nor do payments need to
be made at any time you are
enrolled at least half-time or for
serving three years in the military, Peace Corps or VISTA.
Contact our student loan coordinator if you think you are
eligible for a deferment.
deferments. Contact the
Minnesota Higher Education
Coordinating Board regarding
special circumstances and
repayment.
• SELF (Student Educational
LoanFund)The SELF is administered
through the Minnesota Higher
Education Coordinating Board.
Applications are available from
the Office of Student Financial
Services and should be
completed by the borrower and
co-signer and returned to
Student Financial Services for
further processing. Loan checks
arrive once per term and are
made co-payable to the student
and Augsburg College.
BORROWING LIMITS:
Graduate students may borrow
up to $9,000 per year minus any
other student loan indebtedness.
Maximum graduate borrowing
cannot exceed $40,000
including undergraduate. The
minimum loan amount per year
is $500.
INTEREST AND REPAYMENT:
The interest rate is variable.
Interest payments begin 90 days
after the loan is disbursed and
continue quarterly thereafter
..
. .
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To Apply for Financial
Aid
•..,
I) Complete the Application for
Admission and indicate your
desire to also apply for
financial aid.
.
.• .' ·
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(
.
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2) The Office of Student
Financial Services will send
you the necessary application
and financial statement form
(or you may pick them up at
the Office of Student
Financial Services, 152
Science Hall, or at the
Graduate Programs Office,
2222 Murphy Place).
..
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.
3) All students must have a
Financial Aid Transcript on
file with Augsburg from each
previously attended institution even if they did not
receive financial 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,
by the deadline stated.
.
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BOUT AUGSBURG
housing towers, the Christensen
Center, main academic and
administrative halls, the library
and the music building. In
addition, there are programs for
students with learning and
physical disabilities.
Church Affiliation
Augsburg is a college of the
Evangelical Lutheran Church in
America. We are a diverse
community, with many strong
religious traditions represented
among the students, faculty and
staff, including but not limited
to Lutheran, Roman Catholic,
American Indian Spirituality
and Thought, Buddhist and
Islamic faiths.
Non~ Discrimination
Policy
It is the policy of 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
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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-Riverside
Medical Center, 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 14
major buildings -student
College not to discriminate on
the basis of race, color, creed,
religion, sexual or affectional
preference, national or ethnic
origin, age, marital status, sex or
status with regard to public
assistance or disability as
required by Title IX of the 1972
Educational Amendments of
Section 504 of the Rehabilitation
Act of 1973 as amended in its
admissions policies, educational
programs, activities and
employment practices.
..
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~MPUS LOCATION MAP
Directions to Campus
35W from the North-Take
Washington Avenue exit and tum
left off Washington (turns right onto
Cedar Avenue), tum left at
Riverside Avenue, right at 21st
A venue South.
1-94 East from
Minneapolis-Take 25th
Avenue exit, tum left at
25th A venue, tum left at
Riverside A venue, tum
left at 21st Avenue South.
Graduate Programs Location
1-94 West from St.
Paul-Take Riverside
exit, tum right at
Riverside Avenue, tum
left at 21st Avenue South.
Public Parking
35W from the SouthFollow the I-94 St. Paul signs
(move to right lane after each of
two mergers). Take 25th Avenue
exit and tum left at Riverside
A venue, tum left at 21st A venue
South.
.. '
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The Graduate Programs Office·is in
Murphy Place and is located on the
comer of 23rd A venue South and
71/2 Street.
.· .. .~~
,.
All posted Augsburg College staff,
faculty and commuter lots are free
and open for use from 4:30 p.m.
Monday through Sunday evening.
Lots are located on 7th Street between
21st and 22nd Avenues and north or
south of 8th Street between 24th and
25th Avenues. Additional parking is
available in the Fairview-Riverside
Medical Center ramp, or U of M
parking lots on the north side of
Riverside Avenue.
~MPUSMAP
I.
2.
3.
4.
5.
6.
7.
8.
9.
Admissions House
George Sverdrup Library
Science Hall
OldMain
Quad
Mortensen Tower
Urness Tower
Christensen Center
Sverdrup-Oftedal Memorial
Hall
JO. Music Hall
11. 2222 Murphy Place
12. Si Melby Hall
13. Ice Arena
14. Stage II Theatre
15. College Relations
16. Nordic Center
17. Foss, Lobeck, Miles Center
for Worship, Drama and
Communication
18. Center for Global
Education
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Alumni Center
20. Youth and Family Institute
21. American Indian Support
and Black Student Affairs
22. Oscar Anderson Hall
23. East Hall
24. Murphy Square
25. Anderson-Nelson Athletic
Field
26. Husby-Strommen Tennis Courts
•'
Parking Lots
A. Admissions Parking
B. Faculty/Staff/Commuter/
Residence Parking
C. Faculty/Staff Parking
D. Faculty/Staff/Commuter Parking
E. Commuter - Street Parking
F. Resident Parking
G. Visitor Parking
H. Fairview/St. Mary's Parking
Ramp
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. ~CULTY AND ADMINISTRATION
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· •,
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Virginia Allery
Vivian Johnson
Associate Professor of
Education/Director of American
Indian Studies Minor. B.S.,
Viterbo College; M.S., Eastern
Montana College; Ph. D.,
University of Minnesota.
Instructor. B.A., University of
Colorado; M.A.T., Monmouth
College; M.S., University of
Oregon; Ph.D., University of
Oregon .
Mary G. Endorf
Instructor. B.A., Hamline
University; M.S.A., SUNYCortland; Ph.D., University of
Minnesota.
Interim Vice-President for
Academic Affairs and Dean of
the College and Professor· of
Education. B.S., M.Ed., Ed.D.,
University of Nebraska.
Joseph A. Erickson
Mildred Mueller
Assistant Professor of
Education. B.A., M.A., College
of St. Thomas; M.A., Luther
Northwestern Theological
Seminary; Ph.D., University of
Minnesota .
Assistant Professor of
Education. B.A., M.A., Central
Michigan University; Ed.D.,
University of Minnesota.
.
Marie 0. McNeff
Vicki B. Olson
Assistant Professor of
Education. B.S., M.A., Ph.D.,
University of Minnesota.
Director, Master of Arts in
Education-Leadership and
Associate Professor of
Education. B.S., M.A., Ph.D.,
University of Minnesota .
Ethelind K. Garetz
Barry Sullivan
Assistant Professor of
Education, part-time. B.A.,
University of Minnesota; M.S.,
University of Nebraska; Ph.D.,
University of Minnesota.
Instructor. B.A., St. Cloud State
University; M.A., University of
North Dakota; Ph.D., University
of Minnesota.
Ann Fleener
Richard Germundsen
. .-:
':
The majority of faculty who
teach in the Master of
Education-Leadership program
are full-time Augsburg faculty
members with doctorates or
appropriate professional
degrees. Adjunct faculty with
specific expertise teach courses
in their related fields. All faculty
have experience teaching adult
learners and value the opportunity to work with educators in a
classroom setting.
Assistant Professor of
Education. B.S., Mankato State
University; M.A., School of
International Service, American
University; Cand. Mag.
Universitet i Bergen, Norway;
Ph.D., University of Minnesota.
Nancy Hall
Coordinator of Graduate
Programs in Leadership. B.A.,
University of Kansas; MS.Ed.,
Southern Illinois University at
Carbondale .
Show less
MASTER OF ARTS
IN LEADERSHIP
TABLE OF CONTENTS
lntroduction-2
Leadership Development Model-3
Curriculum Design-4
Course Design-7
Admission Requirements-11
International Appl icants-12
Academic Policies-13
Fee and Payment lnformation-16
Financial Aid-1 7
About Augsburg-19
Leadership Studie... Show more
MASTER OF ARTS
IN LEADERSHIP
TABLE OF CONTENTS
lntroduction-2
Leadership Development Model-3
Curriculum Design-4
Course Design-7
Admission Requirements-11
International Appl icants-12
Academic Policies-13
Fee and Payment lnformation-16
Financial Aid-1 7
About Augsburg-19
Leadership Studies Faculty-20
WELCOME TO THE AUGSBURG COLLEGE
MASTER OF ARTS IN
LEADERSHIP PROGRAM
Dear Friend:
Welcome to the Master of Arts in Leadership (MAL) program's catalog. Launched
in 1987, the program has been a vital part of the Augsburg College curriculum
ever since.
The MAL program offers students an excellent opportunity to explore leadership
within the context of the liberal arts. The program design broadens the skills and
mindset you need to improve your leadership capabilities in your current and
future positions, as well as in your life.
The MAL program is taught by senior Augsburg faculty from a variety of
disciplines. The faculty are committed to an interdisciplinary approach to leadership studies. Our students
represent a wide array of occupations including business, health care, and the non-profit sector. This diverse
learning community provides a rich environment for you to explore leadership beyond your own realm of
expertise.
Our program will help you develop skills you need to be an effective leader in an ever-changing world. I am
frequently told by students that the program has changed their lives, has sharpened their understanding of
themselves and others, and has opened doors that would otherwise have remained closed. To learn even more
about the program, please visit our Web site at <www.augsburg.edu/mal>.
I would be happy to help you determine how Augsburg's Master of Arts in Leadership program may benefit
you. You may contact me via e-mail at <noonan@augsburg.edu> or by telephone at 612-330-1198. I look
forward to seeing you on campus soon!
Cordially,
Norma C. Noonan, Ph.D.
Director, M.A. in Leadership Program
-
The Master of Arts in Leadership (MAL) is the core program of Augsburg's Center for Leadership Studies (CLS).
The MAL program, which was launched in 1987, responds Lo the leadership development needs of both for-profit
and not-for-profit organizations. While different in structure and purpose, most organizations seek leaders with the
following qualities: a vision that is ethically and morally responsible, extending beyond immediate concerns; an
understanding of how change occurs and affects the immediate environment; a sensitivity to the complex problems
organizations face and an ability to achieve solutions consistent with an organization's mission; the ability to
motivate and inspire individuals and groups to work toward a common goal; and the ability to effectively represent
the organization both internally and externally. The MAL program provides a means by which individuals may
discover and refine these and other abilities fundamental to effective leadership.
Leadership studies is a growing field in American higher education, and the MAL program has significantly
developed and modified its curriculum in response to new trends in the field . The program has a deep theoretical
base in leadership studies yet attempts also to offer its students practical approaches to leadership that can be
applied in the workplace and society.
ACCOMMODATING THE FULL-TIME WORK SCHEDULE
Designed to meet the needs and preferences of working adults, the MAL program is based on the assumption that
the students who enroll are career-oriented, self-disciplined, and well-motivated individuals seeking a balance of
classroom experience, group interaction, and individual study. Most courses are organized as seminars with the
opportunity for discussion and dialogue. During the academic year, classes meet on alternate Saturdays for four
hours. A few courses are taught by the immersion model, which has fewer sessions but longer meeting times. Most
courses incorporate some online work into their agenda. MAL students may take up to seven courses during the
calendar year; with that schedule it is possible to complete the degree within two years.
COMMUNITY OF LEARNERS
Essential to the goals of the MAL program is participation in a community of learners gathered on the Augsburg
campus. This community is enriched by the students, who have a variety of work and life experiences. To facilitate
community interaction, students are encouraged to make use of the Augsburg library, computer labs, and
Christensen Center. The Center for Leadership Studies also offers special colloquia and seminars each year to
supplement and complement the course work of the master's program.
A SAMPLE CLASS SCHEDULE IN THE MAL PROGRAM
PERIOD I
Saturday
8:00 a.m. to 12:00 noon
PERIOD II
Saturday
1:00 p.m. to 5:00 p.m.
Note: Each class taken commits a student to either Period I or Period II, an average of two meetings a month. A
Jew courses are taught on an immersion model which features fewer but longer sessions.
Augsburg College has two summer sessions. The MAL program usually offers at least two classes during the
summer; the courses are five weeks in duration, meeting normally two nights a week, except for special immersion
courses.
LEADERSHIP DEVELOPMENT MODEL-AUGSBURG COLLEGE
The MAL program promotes leadership as a process that
1) inspires cooperation among people who must compete for limited resources , 2) promotes productivity within and
beyond the organization, and 3) works toward progress for the individual and the organization. To accomplish this ,
individuals aspiring to positions of leadership must possess three key attributes: a sense of vision, the ability to
persuade, and the ability to direct action. Underlying these attributes are abilities and awareness, outlined in the
Leadership Development Model, that serve as specific outcomes for the MAL program. Augsburg's model of
leadership development is designed to assess, promote, enhance, and refine these capabilities within the individual.
Leadership
Orientation
Toward Action
Sense of Vision
Ethical
• Social awareness
• Environmental awareness
• Tolerance of religious and
philosophical differences
• Appreciation of situational
complexity
Creative
•
•
•
•
Long-term perspective
Flexibility
Adaptability
Innovativeness
Facility for
Persuasion
Communicative
•
•
•
•
•
•
Risk Assumptive
• Curiosity
• Achievement motivation
• Self-esteem
Effective listener
Effective speaker
Effective writer
Diplomatic ability
Effective team member
Interpersonal sensitivity
Culturally Aware
• Appreciation for
cultural differences
• World-view perspective
• Tolerance of individual
differences
Decisive
•
•
•
•
•
Self-confidence
Analytical ability
Ability to think critically
Understanding of research
Ability to manage conflict
-
Augsburg uses a course system rather than a credit system in its curriculum. An Augsburg course is equivalent to
four semester credits or six quarter credits. Each course normally includes two or more liberal arts disciplines,
encourages pursuit of the designated outcomes, and uses a variety of learning techniques appropriate to adult
learners. Instructional techniques include case studies, debate, written and oral presentations, and group activity.
These techniques develop targeted leadership abilities and understanding. Students are encouraged to see abilities and
understandings as cross-disciplinary and to view content areas as integrated. The program reflects the view that the
world in which we operate is complex and that dealing with it successfully requires well-developed integrative
abilities.
FINAL PROJECT OPTIONS
There are three ways to complete the MAL degree. In the Thesis/Leadership Application Project (Thesis/LAP) Option
(Plan A), students complete a thesis or a major leadership application project and 10.5 credits. In the Non-Thesis
Option (Plan B), students must complete 11 credits, two papers, but no thesis. For the third option, the
Comprehensive Exam Seminar (Plan C), students complete 11 credits, including the comprehensive exam seminar.
PLAN A: THESIS/LAP OPTION
Students who select the Thesis/LAP Option are required to develop and carry out an in-depth study of some aspect of
leadership or of a leadership-related topic. This research-based study gives the student the opportunity to "tie
together" what has been learned from the study of leadership and course-related activities.
The principal distinction between the thesis and the leadership application project lies in their underlying
orientation. A thesis has a more theoretical orientation, while a leadership application project is based on practical
application. Both require similar rigor and preparation. For either alternative, the student must register for ML 592
and 593 .
For more information regarding the Thesis/LAP Option, refer to the Thesis/LAP and Non-Thesis Project Guidelines
booklet. Students who do not complete their thesis or leadership application project within two years are required to
pay a continuation fee each trimester.
PLAN B: NON-THESIS OPTION
One alternative to the thesis is the successful completion of two major papers. The first of these papers will be written
in conjunction with ML 580. The second paper will be written while enrolled in ML 597 Non-Thesis Independent
Project. The independent research projects approved each year will be presented in an annual colloquium.
For more information regarding the Non-Thesis Option, refer to the Thesis/LAP Project&: Non-Thesis Project
Guidelines booklet. Students who do not complete their independent project within a year of registering for ML 597 are
required to pay a continuation fee each trimester.
PLAN C: COMPREHENSIVE EXAM SEMINAR
The third completion option involves one paper written in conjunction with ML 580 (as in Plan B) and a
Comprehensive Exam Seminar (ML 589). This course must be taken as the last course in the program or in
conjunction with another course during the last term. This course is taken on a pass/fail basis, and when the course
and the oral, written, and take-home examinations are successfully completed, the program requirements will be
satisfied.
CORE COURSES FOR THESIS/LAP OPTION (PLAN A):
(3.5 course credits)
The following core courses are required for all Thesis/LAP
students in the MAL program:
ML 510
Visions of Leadership
ML 514
Research Methods
ML 592
Thesis/LAP Consultation I
ML 593
Thesis/LAP Consultation II (0.5 course)
CORE COURSES FOR NON-THESIS OPTION (PLAN B):
(4.0 course credits)
ML 510
Visions of Leadership
ML 514
Research Methods
ML 580
Contemporary Theories of Leadership
ML 597
Non-Thesis Independent Project
CORE COURSES FOR THE COMPREHENSIVE EXAM
SEMINAR OPTION (PLAN C):
(4.0 course credits)
ML 510 Visions of Leadership
ML 514
Research Methods
ML 580
Contemporary Theories of Leadership
ML 589
Comprehensive Exam Seminar
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ELECTIVE COURSES FOR ALL OPTIONS: (at least 7.0 course credits)
The MAL program requires that seven elective courses be selected from the following course list:
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ML 511
Creativity and the Problem-Solving Process
ML 520
Self-Identity, Values, and Personal Growth
ML 521
Methods of Critical Thought
ML 525
Personality and Systems Theory: Perspectives on Leadership
ML 527
Spirituality and Leadership in the Workplace
ML 530
Ethics in Communication
ML 531
The Dynamics of Change
ML 535
Organizational Theory and Leadership
ML 539
Communicating a Self in the Modern Organization
ML 540
Political Leadership: Theory and Practice
ML 545
Decision Making and Leadership
ML 548
Coaching and Consulting
ML 550
Communication, Decision Making, and Technology
ML 557
Language of Leadership
ML 560
Developing a Multicultural Perspective
ML 565
Women and Leadership
ML 568
The Global Business Environment
ML 580
Colloquium on Contemporary Theories of
Leadership
ML 598
Independent Study (special permission required)
ML 599
Topics: special courses offered only once or twice
ML 500
Leadership Practicum
The MAL program sponsors professional development workshops
and seminars. These workshops are offered to students and
alumni who desire more applied case studies or wish to address
topics not included in the courses. (Offered occasionally)
ML 510
Visions of Leadership: A Historical and Literary Journey
(1.0 course)
Introduction to selected concepts of leadership, providing a
historical and philosophical framework for the program. This
course views the nature and purpose of leadership from a variety
of disciplines and perspectives.
ML 511
Creativity and the Problem-Solving Process (1.0 course)
Exploration of creativity from the perspective of traditional
aesthetics as well as contemporary organizational thinking. This
course uses creativity as a method , and it examines techniques for
solving problems in organizations, for enhancing innovation, and for seeking an integrative world view.
ML 514
Research Methods (1.0 course)
Evaluation and documentation of programs, projects and ideas as they relate to leadership theories and practice.
Qualitative and quantitative tools will be discussed.
ML 520
Self-Identity, Values, and Personal Growth (1.0 course)
Study of the concepts of self-identity, value formation, and personal growth as they relate to professional life; factors
that influence the development of self-identity and personal values; and the effect of personal values on learning and
leadership strategies.
ML 521
Methods of Critical Thought (1.0 course)
Investigation of the processes of critical thinking, drawing from philosophy as well as natural and social science. The
course will survey a variety of contemporary approaches to critical thinking, including the use of logic and analytical
reasoning, the relationship of evidence to the confirmation of theories and the value of appeals to scholarly studies. A
special focus of the course will be an assessment of the ways in which natural and social sciences can (and cannot)
assist leaders in addressing problems and seeking solutions. (not offered currently)
ML 525
Personality and Systems Theory: Perspectives on Leadership (1.0 course)
Study of leadership in the dual context of personality theory and systems theory. Contributions of Jung, Fromm,
Maslow, May, and others to personality theory are considered as are the systems theories of von Bertalanffy and Bateson.
The theories are applied to the concrete realities of leadership in a variety of settings.
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ML 527 Spirituality and Leadership in the Workplace (1.0 course)
The wide-ranging spirituality movement in the workplace is a notable feature of contemporary life. This course
explores the dimensions of this trend and its implications for leadership through a variety of sources and perspectives.
ML 530
Ethics in Communication (1.0 course)
Interdisciplinary study of ethics and communication through the investigation of a variety of ethical perspectives within
human communication. This course places particular attention on the use and abuse of communication in politics,
advertising, and interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social and
organizational settings.
ML 531
The Dynamics of Change (1.0 course)
This course offers an exploration of the context of social change and varying responses to diverse human needs. Ways
of achieving well-being may be viewed differently by leaders in public and private domains and across cultures. The
course explores these various perspectives, including areas of conflict and opportunities for leadership in social and
organizational change. Sociological, human development, and economic theories are applied to contemporary public
and private sector issues for social change.
ML 535
Organizational Theory and Leadership (1.0 course)
In-depth exploration of organizational theory plus related concepts, issues, and concerns. The course is designed to
enable the student to acquire knowledge and develop skills in order to function as a responsible, ethical participant
within various types of organizational structures and cultures.
ML 539
Communicating a Self in the Modern Organization (1.0 course)
Understanding through reading, reflecting, and dialogue of the
functions of communication in organizational settings with particular
emphasis on the self-defining aspects of the social contract between the
individual and the organization in a changing world. Supplementary
reading packet, open dialogue, and individual projects.
ML 540
Political Leadership: Theory and Practice
(1.0 course)
Analysis of leadership perspectives in selected political systems and
other organizations. Special focus on significant leadership theories
and leaders, past and present. Most theories studied are
interdisciplinary and relevant to business and non-profit organizations
as well as to politics.
ML 545
Decision Making and Leadership (1.0 course)
Review of the decision-making process-the setting, goals, and
contingencies-as it affects leaders and leadership. Analysis of
arguments and explanations; analysis of basic statistical concepts and
their relationship to decision making. Assessment of major social
decisions, past and present-their intentions, consequences,
arguments, explanations, and justification.
ML 548
Coaching and Consulting (1.0 course)
The purpose of this course is to develop influence skills through the
exploration and application of consulting and coaching practices. To fulfill that purpose participants will read the work
of master consultants and coaches, develop a toolkit, practice consulting as both a consultant and a client, and reflect
on these experiences to develop their own purpose, principles, and practices for influencing others.
ML 550
Communication, Decision Making, and Technology (1.0 course)
Analysis of the role various forms of digitally-mediated communication play in our society and how communication,
decision making, and leadership have been altered by these technologies. Students examine how they can engage and
manage these processes in their organizations.
ML 557
Language of Leadership (1.0 course)
Students analyze language from a variety of rhetorical and sociolinguistic perspectives and learn to make judgments
about rhetorical and stylistic strategies. Topics include the use of language as an organizing principle for social
interaction; speech act theory; strategies for giving effective directives; the creation and manipulation of style; the
development of persuasive appeals; the protection of "face;" and strategies for maintaining personal relationships across
hierarchical levels in organizations.
ML 560
Developing a Multicultural Perspective (1.0 course)
This course focuses on the ability to function and lead in
culturally diverse contexts within the U.S. Goals include
improved communication skills and interpersonal sensitivity,
appreciation for the complexity of the racial and ethnic
groupings, and awareness of key issues facing those groups.
ML 565
Women and Leadership (1.0 course)
A seminar exploring the theory and practice of women and
leadership: entrepreneurial, political, and social. An
interdisciplinary approach to issues of women and
leadership. Topics include analysis of alternative approaches
to leadership, women and careers, and women in society past
and present. The course is intended to enhance the analytical
and leadership skills of the participants.
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ML 568
The Global Business Environment (1.0 course)
Knowledge of the global business environment in the context of leadership studies is essential for modern, successful
leaders and other professionals. The course complements other offerings in the international cultural understanding of
leadership.
ML 580
Colloquium on Contemporary Theories of Leadership (1.0 course)
Selected contemporary theories of leadership presented by instructors who participate in the seminar. Emphasis on
critical thinking, discussion, written analysis. Prerequisite: One-year coursework in MAL program and ML 510.
ML 589
Comprehensive Exam Seminar (1.0 course)
This course is a completion option for the Master of Arts in Leadership. Students prepare for the examination seriesoral, written, and take-home-through discussion, readings, and critical analysis in the seminar. It must be the final
course taken in the program.
ML 592
Thesis/LAP Consultation I (1.0 course)
Independent research project supervised by an academic adviser.
ML 593
Thesis/LAP Consultation II (0.5 course)
Completion of the thesis/LAP under the guidance of an academic adviser.
ML 597
Non-Thesis Independent Project* (1.0 course)
Major written project in an area of the student's choice, to be completed in consultation with an adviser and a reader.
The research is presented in a colloquium in partial fulfillment of requirements for the non-thesis option.
ML 598
Independent Study* (1.0 course)
Provides directed independent study in an area of the
student's choice. Open to students who have completed at
least three courses with a grade of at least 3.0. Students
must complete a Proposal for Independent Study and
have it signed by the supervising professor. Proposals
must be approved by the MAL program director prior to
registration for the course.
ML 599
Special Topics (1.0 course)
Study of selected topics in leadership that are not treated
extensively through current course offerings. Specific
topics will be published prior to registration.
*A student may count only one of the following for credit
toward the MAL degree: ML 597 or ML 598, except with
permission of the MAL program director.
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Applicants to the program must hold a baccalaureate degree from an accredited four-year college or university and must
have a minimum cumulative undergraduate grade point average of 3.0 (on a scale of A= 4.0) and a minimum
cumulative grade point average of 3.0 for graduate courses completed at an accredited college or university Applicants
holding a master's or other advanced degrees from accredited colleges or universities are admissible. Should an
applicant not meet the minimum admission requirements, a conditional admission may be possible as decided on a
case-by-case basis. Applicants to the program must have three years of experience (or equivalent) with one or more
organizations in a position of leadership or position demonstrating leadership potential.
Decisions about admission to the program will be made on an individual basis by the MAL Admissions Committee.
Admission to each entering graduate class will be given to the most highly qualified individuals. Admissions are
handled on a "rolling" basis, with students admitted at the beginning of the fall, winter, and spring terms. Selection of
candidates will be made on the basis of an evaluation of each applicant's:
• Previous college record
• Letters of recommendation
• Experience and organizational background
• Written statement
• Interview, if requested
To apply, the following materials must be submitted to the Graduate Admissions Office:
• Completed application form
• $35.00 non-refundable application fee
• A 1-3 page statement relating the applicant's career and life goals to leadership aspirations
• Recommendation letter and checklist from an immediate supervisor, assessing leadership potential
• Recommendation letter and checklist from a work colleague (at the same level) describing the applicant's work style
and leadership potential
• Official transcripts from all undergraduate institutions attended, listing all courses taken and any degree(s) conferred
• Official transcripts from all graduate institutions attended, listing courses taken and degree(s) conferred, if any
Applicants may be asked to participate in an interview with graduate program faculty and/or staff members.
FOR FURTHER INFORMATION, CONTACT
Graduate Admissions Office, 612-330-1101, 1-800-458-1721, <gradinfo@augsburg.edu>, or <www.augsburg.edu>.
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The Augsburg College MAL Program Office encourages qualified applicants from other countries. The term
"international student" as used here refers exclusively to those students seeking to study at Augsburg in F-1
nonimmigrant status. Questions pertaining to program eligibility for other immigration categories will be directed to
the appropriate college personnel for a response.
International applicants should keep in mind that classes meet on alternate Saturdays and that students may take only
two classes per trimester plus one in the summer for a yearly total of seven classes. With this schedule, students can
complete the required course work in less than two years.
See Admission Requirements for a description of the admission process and selection criteria. Application materials
required for international students are:
• Completed application form
• $35.00 application fee (non-refundable) payable in U.S. dollars
• A 1-3 page statement relating the applicant's career and life goals to leadership aspirations
• Completed Certification of Finances and supporting documentation which reliably demonstrate that the student has
financial resources adequate to meet expenses while studying at Augsburg
• Letter of recommendation in English from an immediate supervisor assessing leadership potential
• Letter of recommendation in English from a work colleague (at the same level) describing the applicant's work style
and potential as a leader
• Official mark-sheets with certified translations from all undergraduate and graduate institutions attended listing all
courses taken, marks earned, dates attended, and degree(s) or diploma(s) conferred, if any
• Official results on the Test of English as a Foreign Language (TOEFL) with a minimum score of 600 (paper) or 250
(computer). TOEFL iBT (Internet-based test) minimum scores were not yet available at the time of this catalog's
publication. Please contact the MAL admissions counselor for updated information.
Participants may be asked to participate in a phone or
in-person interview with graduate faculty or staff.
Note: All F-1 international students and their
dependents are required to have adequate health
insurance coverage for the duration of their program.
Students will be enrolled in the College-recommended
plan unless they fill out a waiver verifying proof of
coverage through an alternative provider for the same
period.
EVALUATION STANDARDS
Evaluation of academic performance in the MAL program will be
based on number grades using a 4.0 point scale and as defined below.
Courses not offered on the numbered grading system are noted in
the course descriptions in this catalog as being graded on PIN basis.
In order to receive a grade of P, a student must achieve at least a
grade of 2.0. No more than two courses with a grade below 3.0 will
count toward the degree. No more than two courses with a grade of
or below 2.5 can be repeated. Only the credits and grades earned the
second time are counted in the grade point average.
4.0
Achieves highest standards of excellence
3.5
3.0
Achieves above basic course standards
2.5
2.0
Achieves the minimum passing standard
1.5
1.0
0.5
0.0
Unacceptable performance (no credit for the course)
P
Achieves at or above the 2.0 level (not computed in grade point average)
N
Does not meet minimum course standards (no credit and not computed in grade point average)
W
Grade given when a student withdraws from a course after the deadline without notation on the record
Performance below basic course standards
Incomplete grade given when student is unable to complete course requirements for reasons beyond the
student's control. (To receive an incomplete, a student must file a petition with the Office of the Registrar
stating reasons for the request and the plan and date for removing the incomplete grade. The signature of the
instructor and any other necessary
documentation must be included.)
ATTENDANCE POLICY
Because leadership issues are presented, discussed,
and analyzed in the classroom, regular attendance is
highly important and should be considered a
responsibility, not only to one's self, but to one's
classmates and course instructor.
ACADEMIC PROBATION AND
DISMISSAL POLICIES
Students must maintain a 3.0 cumulative grade point
average. If a student falls below a 3.0 average, the
student will be placed on probation for the following
term. A 3.0 cumulative grade point average must be
restored in order for a student to be removed from
probation. If a student receives a grade of N or 0.0 in a
course, the student must petition successfully with the
MAL Advisory Committee before being allowed to
continue in the program. A plan for the student to
follow would be outlined at that time. If a second
grade of N or 0.0 is received, the student may be
dismissed from the program by the MAL Advisory
Committee. Students may also be dismissed by the
MAL Advisory Committee for behavior detrimental to
the program, such as a gross violation of College policy
(as published in the Student Guide). Dismissal would
occur only after established procedures were followed.
CREDIT FOR PRIOR EDUCATION
Due to the interdisciplinary nature of the courses in the
MAL program, it is unlikely that courses taken
elsewhere may be substituted for a particular course in
the curriculum. Students may petition the MAL program
director for approval of any variation in the curriculum
including the transfer of credit. Transfer credits will be
evaluated on an individual basis. Approved transfer
courses will appear on the student's Augsburg transcript
but will not be counted in the cumulative grade point
average. Semester and quarter credits will be
appropriately converted to Augsburg course credits.
The only courses that will be considered for transfer
credit are those earned from accredited colleges and
universities, whose course content is comparable to
those in the MAL program. No more than two courses
will be accepted for transfer credit.
CREDIT AND CONTACT HOURS
Augsburg operates on a course credit system rather
than semester or quarter hours. Each full-credit
graduate course in the MAL program is the equivalent
of four semester credits or six quarter credits. Students
meet a total of 28 hours per course and are responsible
for a significant amount of individual study and
preparation.
MAL PROGRAM ENROLLMENT POLICY
Students may take either one or two courses per
trimester. Enrolling in two courses per trimester
enables a student to complete the coursework in the
program within two years. All students are required to
complete all components of the program within five
years. Extensions beyond five years will be considered
on the basis of petition to the MAL Advisory
Committee. Students who leave the program for more
than one trimester must request a leave of absence in
writing from the MAL program. A leave of absence may
be granted for one calendar year. Students who return
to the program after a leave of one year or more must
fill out an Application for Readmission form and turn
it into the Office of the Registrar. Time spent on an
official MAL-approved leave of absence will not count
toward the five-year deadline for degree completion.
LAST DAY TO WITHDRAW FROM CLASS
MAL follows the Weekend College schedule for the last
date each term on which students may withdraw from
a class and receive a "W" on their records. Please refer
to <www.augsburg.edu/enroll/calendars/weekend!> for
up-to-date information.
STUDENT RIGHTS
The College has adopted a statement of student rights
and responsibilities and has provided for due process
in the matter of disciplinary action , grievances, and
grade appeal, as outlined in the Augsburg College
Catalog and the Student Guide. Students have a right to experience
education without discrimination.
The Family Educational Rights and Privacy Act (FERPA) of 1974, as
amended, provides certain rights to students regarding their education
records . Augsburg's policy is published in the Augsburg College Catalog
and in the Student Guide.
Augsburg College understands that no information other than
"directory information" can be released without the written
permission of the student. Students must give permission in writing
for educational information to be released to anyone outside of the
official personnel (faculty and administration) at Augsburg. This
means that faculty or others cannot write letters of
support/recommendation or nominate students for awards unless
explicit written permission is given by the student to release non"directory information." It is not sufficient to ask for letters of
recommendation.
ACCREDITATION AND AFFILIATIONS
Students who successfully complete Augsburg's leadership program will receive a Master of Arts degree. Augsburg is
accredited by The Higher Leaming Commission, North Central Association* and is a member of the Associated Colleges of
the Twin Cities (ACTC), Lutheran Education Council in North America, and the Minnesota Private College Council.
Augsburg College is registered with the Minnesota Higher Education Services Office. Registration is not an endorsement of
the institution. Registration does not mean that credits earned at the institution can be transfened to other institutions or
that the quality of the educational programs would meet the standards of every student, educational institution, or
employer.
*The Higher Learning Commission, North Central Association, <www.ncahigherlearningcommi.ssion.org>.
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A schedule of fees is published separately in the MAL
Catalog Supplement. Tuition is determined annually.
ML 593 is a half-credit course for which half of the
current full credit tuition is charged.
PAYMENT OPTIONS
Various payment plans are available:
1) Payment in Full:
Payment is due after registration and before the
beginning of the trimester. No finance or
administrative fee is charged for payments made
during this period. The late payment fee is $25. A
finance charge of 8% APR will apply toward any
unpaid balance after the start of the term.
2) Payment Plan:
A three-payment plan is available each trimester
upon application and after College approval.
Payment plans will be approved only if previous
plans have been satisfactorily completed. Payments
for each trimester are due in three equal
installments. There is an administrative fee of $50
per trimester. There is no finance charge if
payment is made in full by end of the payment
plan. The late payment fee is $25. A finance charge
of 8% APR will apply if not paid in full by the end
of the payment plan period.
3)
Company Reimbursement:
Full courses, or equivalent, that are company
reimbursed require a deposit of $100 per course
reimbursed, with full payment due within 50 days
after the end of the term. An application for the
Employer Reimbursement Payment Plan must be
filed once each academic year. The student is
responsible for payment if the employer does not
pay for any reason. A finance charge of 8% APR
will accrue on the deferred balance once the term
has begun.
Registration is permitted only if the student's
account for a previous term is paid in full as
agreed. Augsburg College will not release diplomas
1r academic transcripts until a student's account is
,>aid in full. This also applies to student loans
administered by the College (e.g., Perkins Student
; Jan). They must be current according to
established repayment schedules.
REFUND SCHEDULE
Students who withdraw from Augsburg College may be
eligible for a refund of a portion of their charges based
on the appropriate refund schedule (except for the
minimum charge of $100 to cover administrative
costs). Financial aid may also be adjusted for those
students who withdraw from the College or drop one
or more courses and receive financial assistance.
[NOTE: Tuition refunds and financial aid
adjustments are not necessarily made on a one-to-one
basis. For example, you could receive a 60% tuition
refund but have 80% of your financial aid returned.
Be sure you understand the financial consequences of
making adjustments to your registration.]
Students are responsible for canceling courses through
the Enrollment Center in order to be eligible for any
refund. Students who unofficially withdraw (stop
attending) but do not complete the drop/add form are
responsible for all charges. Financial aid may be
adjusted based on the student's last recorded date of
attendance. Refund calculations are based on the date
that the drop/add form is processed.
The refund schedule is effective whether or not a
student has attended classes. All refunds of charges will
be applied to the student account and all adjustments
for aid, loans, fines, deposits, etc. will be made before
eligibility for a cash refund of any resulting credit
balance is determined. Please allow two weeks for a
refund.
The refund is a percentage of the full tuition charged,
not a percentage of any deposit paid toward tuition,
e.g. deposits made under the employer reimbursement
payment plan.
For information about refunds and the refund
schedule, visit <www.augsburg.edu/enrolb.
Financial assistance is available to degree-seeking
students enrolled in the MAL program. Non-degreeseeking students are not eligible for any type of
financial aid through Augsburg College. Two full-credit
courses per trimester are considered full time. One
course is considered half-time enrollment. The
Enrollment Center (612-330-1046, or 1-800-458-1721,
or <www.augsburg.edu/enrolb) assists students in
assessing financial aid eligibility and offers financial aid
from available alternatives, including the following:
SPONSORED SCHOLARSHIPS
Augsburg actively pursues non-Augsburg funding for
special scholarships. The availability of such
scholarships may enable the participation of
individuals of limited financial means as well as
individuals working for volunteer agencies and other
organizations not likely to provide tuition
reimbursement
COMPANY TUITION ASSISTANCE PROGRAMS
Many companies, agencies, and corporations offer full
or partial tuition assistance to employees who
participate in work-related or degree-related college
programs. Augsburg College offers a payment plan by
which employees may handle tuition reimbursement.
Students should contact the Enrollment Center to
make payment arrangements using the company
reimbursement payment plan.
TRIBAL AND STATE INDIAN SCHOLARSHIPS
American Indian students who meet federal, state, or
tribal requirements may apply for these scholarships.
Indian grants generally supplement other sources of
financial aid. For assistance in application, contact
Augsburg's American Indian Student Services Program
director at 612-330-1144 or your tribal agency.
STAFFORD LOAN PROGRAM
Common Loan Provisions
Borrowing Limits: Graduate students may borrow up
to $18,500 per year with an aggregate of $138,500
(undergraduate and graduate).
A student may borrow from either the unsubsidized or
subsidized programs or a combination of both but
cannot exceed the annual loan limits.
Interest Rates: The annually variable interest rate is
determined by the 91-day T-Bills +2.3%, capped at
8.25% and changes each July l. For example, the
interest rate from July 1, 2002 to June 30, 2003 is
4.06% for repayment.
Repayment Terms: Repayment begins six months after
you cease to be enrolled at least half time in an eligible
program leading to a degree or certificate. Repayment
may extend up to 10 years.
Deferments: In most cases, deferments are granted for
continued education, disability, and unemployment.
Contact your lender if you think you are eligible for a
deferment.
FEDERAL AND STATE AID PROGRAMS
The Enrollment Center uses standard, nationally
accepted methodology to determine eligibility for
federal and state financial aid programs.
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TO APPLY FOR FINANCIAL AID
FEDERAL PERKINS LOAN PROGRAM
A joint Augsburg College-federally funded program
administered through the College for students who
demonstrate financial eligibility. No checks are issued,
but the student is required to sign a promissory note at
least once per term. Funds are put on the student
account after the note is signed.
Borrowing Limits: You may borrow up to $6,000 per
year as a graduate student with a $40,000 maximum.
Interest and Repayment: Simple interest of 5% and
repayment of principal begin nine months after you
graduate or leave school. Partial or total loan
cancellation privileges exist for certain types of
teaching, disability, and, in certain circumstances,
military service.
Deferments: No interest accrues nor do payments need
to be made at any time you are enrolled at least half
time or for serving three years in the military, Peace
Corps, or VISTA. Contact the Enrollment Center if you
think you are eligible for a deferment.
SUPPLEMENTAL LOANS:
If additional financing is needed, the Enrollment Center
can offer guidance in selecting the appropriate loan.
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Financial aid application materials are available at
<www.augsburg.edu/enrolb. Applicants must be
admitted to Augsburg as regular students or be
returning students in good academic standing.
The financial aid application will be processed when
the following documents are received:
1)
The Free Application for Federal Student Aid
(FAFSA) or the renewal FAFSA. Apply online at
<www.fafsa.ed.gov>.
2)
Verification Form.
3)
Federal income tax return(s).
FOR FURTHER INFORMATION, CONTACT
Enrollment Center, 612-330-1046, 1-800-458-1721,
<enroll@augsburg.edu>, or <www.augsburg.edu/enrolb.
ABOUT AUGSBURG
Augsburg College is a diverse, faith-based learning community in the heart
of the city that transforms individual interests, gifts, and talents into
opportunities to work, lead, and serve in the world.
Through a rigorous blending of classroom learning, one-on-one mentoring,
and real-world experience, Augsburg's liberal arts and sciences curricula
challenge students from diverse religious, cultural, ethnic, and experiential
backgrounds through research, study, and service opportunities.
Affiliated with the Evangelical Lutheran Church in America (ELCA) ,
Augsburg serves the wide-ranging needs of more than 3,000 students in
day, weekend, and graduate programs.
HISTORY
Augsburg College was founded in 1869 in Marshall, Wis. , by Norwegian
immigrants as a training school for Lutheran ministers and was named for
the Augsburg Confession from 1530. Augsburg relocated to Minneapolis in
1872.
CAMPUS LOCATION
Augsburg's campus is located in the heart of the Twin Cities, surrounding
Murphy Square, the oldest park in the "City of Lakes." The University of
Minnesota-West Bank campus and one of the city's largest medical
complexes-Fairview-University Medical Center-are adjacent to
Augsburg, with vast cultural, recreational, and corporate resources within a
short distance from campus.
ACCESSIBILITY
Augsburg College has made a major effort to become one of the most
accessible campuses in the region. Skyways, tunnels, and elevators provide
accessible connections among major buildings-student housing towers ,
the Christensen Center, main academic and administrative halls, the
library, and the music building. In addition, there are programs for
students with learning, psychiatric, and physical disabilities.
NON-DISCRIMINATION POLICY
Augsburg College, as affirmed in its mission, does not discriminate on the
basis of race, color, creed, religion, national or ethnic origin, age, gender,
sexual orientation, marital status, status with regard to public assistance,
or disability in its education policies, admissions policies, scholarship and
loan programs, athletic and/or school-administered programs, except in
those instances where religion is a bona fide occupational qualification.
Augsburg College is committed to providing reasonable accommodations
to its employees and students.
Any questions concerning Augsburg's compliance with federal or state
regulations implementing equal access and opportunity can be directed to
the Office of Human Resources, CB 79, Augsburg College, 2211 Riverside
Avenue, Minneapolis, MN 55454, or 612-330-1058.
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LEADERSHIP STUDIES FACULTY
The professors who teach in the MAL program are predominantly full-time senior faculty with doctorates or
appropriate professional degrees. Some courses are team taught by faculty from different disciplines or occasionally by
combining a faculty member with professionals from relevant fields . The program's faculty members have extensive
experience teaching adult learners.
ANDREW AOKI, Associate Professor of Political
Science B.A., University of Oregon; M.A., Ph.D.,
University of Wisconsin.
ROSEMARY LINK, Professor of Social Work B.A.,
University of Southampton, Post graduate diploma &
C.Q.S.W, University of London; Ph.D., University of
Minnesota.
ALEXANDRE ARDICHVILI, lnstuctor M.B.A. and
Ph.D., University of Minnesota; Ph.D., Moscow State
University: Associate Professor of Organization Leaming
and Development at the University of St. Thomas.
THOMAS MORGAN, Professor of Business
Administration and Vice President for Planning and
Market Development B.S. , Juniata College; M.B.A.,
JOHN BENSON, Professor Emeritus of Religion B.A.,
University of Denver; M.S., University of Oregon; Ph.D.,
University of Minnesota.
Augsburg College; B.D. , Luther Theological Seminary;
M.A., Ph.D., Columbia University:
LARRY CROCKETT, Professor of Computer Science
NORMA NOONAN, Professor of Political Science
and Director of the Center for Leadership Studies
and the MAL Program B.A., University of Pennsylvania;
B.A., M.A., Pacific Lutheran University; M.Div., Luther
Theological Seminary; Ph.D., University of Minnesota;
Priest, Episcopal Diocese of Minnesota.
M.A., Ph.D., Indiana University:
CASS DALGLISH, Associate Professor of English B.A.,
Economics, Warsaw; Ph.D., Academy of Economics,
Krakow, Poland.
College of St. Catherine; M.EA. , Vermont College; Ph.D.,
The Union Institute.
MAGDALENA PALECZNY-ZAPP, Associate Professor
of Business Administration B.A. , M.S., Academy of
CATHERINE PAULSEN, Instructor B.A., St. Olaf
JOSEPH A. ERICKSON, Professor of Education B.A.,
M.A., College of St. Thomas; M.A., Luther Northwestern
Theological Seminary; Ph.D., University of Minnesota.
ROBERT C. GROVEN, Associate Professor of
Communication Studies, Director of Forensics, and
Director of the Honors Program B.A., Concordia
College-Moorhead; M.A., ].D., University of Minnesota.
College; M.A., Lone Mountain College.
CURTIS PAULSEN, Associate Professor of Social
Work B.A. , St. Olaf College; M.S.W , University of
Minnesota; Ph.D., Fielding Institute.
DIANE PIKE, Professor of Sociology and Director of
the Center for Teaching and Learning A.B.,
Connecticut College; Ph.D., Yale University:
DANIEL S. HANSON, Assistant Professor of
Communication Studies B.A. , Augsburg College; M.A. ,
University of Minnesota.
GARRY HESSER, Professor of Sociology and Director
of Metro-Urban Studies B.A., Phillips University;
M.Div., Union Theological Seminary; M.A., Ph.D.,
University of Notre Dame.
JOHN S. SCHMIT, Associate Professor of English and
Associate Dean for Adult Programs B.S. , St. John's
University; M.A., University of New Orleans; Ph.D., The
University of Texas-Austin.
KATHRYN SWANSON, Professor and Chair,
Department of English B.A., St. Olaf College; M.A.,
Ph.D., University of Minnesota.
DAVID LAPAKKO, Associate Professor of
Communication Studies B. A., Macalester College,
M.A. , and Ph.D., University of Minnesota.
VELMA J. LASHBROOK, Instructor B.S., Iowa State
University; M.S. , Illinois State University; Ed.D., West
Virginia University: President, Strategy Implementation
Associates.
JOSEPH VOLKER, Instructor B.A., University of
California-Irvine; M.A., Ph.D., University of Minnesota.
Vice President and Practice Area Leader, MDA
Leadership Consulting Inc.
AUGSBURG
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AUGSBURG CAMPUS MAP
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