MASTER OF ARTS
IN LEADERSHIP
TABLE OF CONTENTS
lntroduction-2
Leadership Development Model-3
Curriculum Design-4
Course Design-7
Admission Requirements-11
International Appl icants-12
Academic Policies-13
Fee and Payment lnformation-16
Financial Aid-1 7
About Augsburg-19
Leadership Studie... Show more
MASTER OF ARTS
IN LEADERSHIP
TABLE OF CONTENTS
lntroduction-2
Leadership Development Model-3
Curriculum Design-4
Course Design-7
Admission Requirements-11
International Appl icants-12
Academic Policies-13
Fee and Payment lnformation-16
Financial Aid-1 7
About Augsburg-19
Leadership Studies Faculty-20
WELCOME TO THE AUGSBURG COLLEGE
MASTER OF ARTS IN
LEADERSHIP PROGRAM
Dear Friend:
Welcome to the Master of Arts in Leadership (MAL) program's catalog. Launched
in 1987, the program has been a vital part of the Augsburg College curriculum
ever since.
The MAL program offers students an excellent opportunity to explore leadership
within the context of the liberal arts. The program design broadens the skills and
mindset you need to improve your leadership capabilities in your current and
future positions, as well as in your life.
The MAL program is taught by senior Augsburg faculty from a variety of
disciplines. The faculty are committed to an interdisciplinary approach to leadership studies. Our students
represent a wide array of occupations including business, health care, and the non-profit sector. This diverse
learning community provides a rich environment for you to explore leadership beyond your own realm of
expertise.
Our program will help you develop skills you need to be an effective leader in an ever-changing world. I am
frequently told by students that the program has changed their lives, has sharpened their understanding of
themselves and others, and has opened doors that would otherwise have remained closed. To learn even more
about the program, please visit our Web site at <www.augsburg.edu/mal>.
I would be happy to help you determine how Augsburg's Master of Arts in Leadership program may benefit
you. You may contact me via e-mail at <noonan@augsburg.edu> or by telephone at 612-330-1198. I look
forward to seeing you on campus soon!
Cordially,
Norma C. Noonan, Ph.D.
Director, M.A. in Leadership Program
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The Master of Arts in Leadership (MAL) is the core program of Augsburg's Center for Leadership Studies (CLS).
The MAL program, which was launched in 1987, responds Lo the leadership development needs of both for-profit
and not-for-profit organizations. While different in structure and purpose, most organizations seek leaders with the
following qualities: a vision that is ethically and morally responsible, extending beyond immediate concerns; an
understanding of how change occurs and affects the immediate environment; a sensitivity to the complex problems
organizations face and an ability to achieve solutions consistent with an organization's mission; the ability to
motivate and inspire individuals and groups to work toward a common goal; and the ability to effectively represent
the organization both internally and externally. The MAL program provides a means by which individuals may
discover and refine these and other abilities fundamental to effective leadership.
Leadership studies is a growing field in American higher education, and the MAL program has significantly
developed and modified its curriculum in response to new trends in the field . The program has a deep theoretical
base in leadership studies yet attempts also to offer its students practical approaches to leadership that can be
applied in the workplace and society.
ACCOMMODATING THE FULL-TIME WORK SCHEDULE
Designed to meet the needs and preferences of working adults, the MAL program is based on the assumption that
the students who enroll are career-oriented, self-disciplined, and well-motivated individuals seeking a balance of
classroom experience, group interaction, and individual study. Most courses are organized as seminars with the
opportunity for discussion and dialogue. During the academic year, classes meet on alternate Saturdays for four
hours. A few courses are taught by the immersion model, which has fewer sessions but longer meeting times. Most
courses incorporate some online work into their agenda. MAL students may take up to seven courses during the
calendar year; with that schedule it is possible to complete the degree within two years.
COMMUNITY OF LEARNERS
Essential to the goals of the MAL program is participation in a community of learners gathered on the Augsburg
campus. This community is enriched by the students, who have a variety of work and life experiences. To facilitate
community interaction, students are encouraged to make use of the Augsburg library, computer labs, and
Christensen Center. The Center for Leadership Studies also offers special colloquia and seminars each year to
supplement and complement the course work of the master's program.
A SAMPLE CLASS SCHEDULE IN THE MAL PROGRAM
PERIOD I
Saturday
8:00 a.m. to 12:00 noon
PERIOD II
Saturday
1:00 p.m. to 5:00 p.m.
Note: Each class taken commits a student to either Period I or Period II, an average of two meetings a month. A
Jew courses are taught on an immersion model which features fewer but longer sessions.
Augsburg College has two summer sessions. The MAL program usually offers at least two classes during the
summer; the courses are five weeks in duration, meeting normally two nights a week, except for special immersion
courses.
LEADERSHIP DEVELOPMENT MODEL-AUGSBURG COLLEGE
The MAL program promotes leadership as a process that
1) inspires cooperation among people who must compete for limited resources , 2) promotes productivity within and
beyond the organization, and 3) works toward progress for the individual and the organization. To accomplish this ,
individuals aspiring to positions of leadership must possess three key attributes: a sense of vision, the ability to
persuade, and the ability to direct action. Underlying these attributes are abilities and awareness, outlined in the
Leadership Development Model, that serve as specific outcomes for the MAL program. Augsburg's model of
leadership development is designed to assess, promote, enhance, and refine these capabilities within the individual.
Leadership
Orientation
Toward Action
Sense of Vision
Ethical
• Social awareness
• Environmental awareness
• Tolerance of religious and
philosophical differences
• Appreciation of situational
complexity
Creative
•
•
•
•
Long-term perspective
Flexibility
Adaptability
Innovativeness
Facility for
Persuasion
Communicative
•
•
•
•
•
•
Risk Assumptive
• Curiosity
• Achievement motivation
• Self-esteem
Effective listener
Effective speaker
Effective writer
Diplomatic ability
Effective team member
Interpersonal sensitivity
Culturally Aware
• Appreciation for
cultural differences
• World-view perspective
• Tolerance of individual
differences
Decisive
•
•
•
•
•
Self-confidence
Analytical ability
Ability to think critically
Understanding of research
Ability to manage conflict
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Augsburg uses a course system rather than a credit system in its curriculum. An Augsburg course is equivalent to
four semester credits or six quarter credits. Each course normally includes two or more liberal arts disciplines,
encourages pursuit of the designated outcomes, and uses a variety of learning techniques appropriate to adult
learners. Instructional techniques include case studies, debate, written and oral presentations, and group activity.
These techniques develop targeted leadership abilities and understanding. Students are encouraged to see abilities and
understandings as cross-disciplinary and to view content areas as integrated. The program reflects the view that the
world in which we operate is complex and that dealing with it successfully requires well-developed integrative
abilities.
FINAL PROJECT OPTIONS
There are three ways to complete the MAL degree. In the Thesis/Leadership Application Project (Thesis/LAP) Option
(Plan A), students complete a thesis or a major leadership application project and 10.5 credits. In the Non-Thesis
Option (Plan B), students must complete 11 credits, two papers, but no thesis. For the third option, the
Comprehensive Exam Seminar (Plan C), students complete 11 credits, including the comprehensive exam seminar.
PLAN A: THESIS/LAP OPTION
Students who select the Thesis/LAP Option are required to develop and carry out an in-depth study of some aspect of
leadership or of a leadership-related topic. This research-based study gives the student the opportunity to "tie
together" what has been learned from the study of leadership and course-related activities.
The principal distinction between the thesis and the leadership application project lies in their underlying
orientation. A thesis has a more theoretical orientation, while a leadership application project is based on practical
application. Both require similar rigor and preparation. For either alternative, the student must register for ML 592
and 593 .
For more information regarding the Thesis/LAP Option, refer to the Thesis/LAP and Non-Thesis Project Guidelines
booklet. Students who do not complete their thesis or leadership application project within two years are required to
pay a continuation fee each trimester.
PLAN B: NON-THESIS OPTION
One alternative to the thesis is the successful completion of two major papers. The first of these papers will be written
in conjunction with ML 580. The second paper will be written while enrolled in ML 597 Non-Thesis Independent
Project. The independent research projects approved each year will be presented in an annual colloquium.
For more information regarding the Non-Thesis Option, refer to the Thesis/LAP Project&: Non-Thesis Project
Guidelines booklet. Students who do not complete their independent project within a year of registering for ML 597 are
required to pay a continuation fee each trimester.
PLAN C: COMPREHENSIVE EXAM SEMINAR
The third completion option involves one paper written in conjunction with ML 580 (as in Plan B) and a
Comprehensive Exam Seminar (ML 589). This course must be taken as the last course in the program or in
conjunction with another course during the last term. This course is taken on a pass/fail basis, and when the course
and the oral, written, and take-home examinations are successfully completed, the program requirements will be
satisfied.
CORE COURSES FOR THESIS/LAP OPTION (PLAN A):
(3.5 course credits)
The following core courses are required for all Thesis/LAP
students in the MAL program:
ML 510
Visions of Leadership
ML 514
Research Methods
ML 592
Thesis/LAP Consultation I
ML 593
Thesis/LAP Consultation II (0.5 course)
CORE COURSES FOR NON-THESIS OPTION (PLAN B):
(4.0 course credits)
ML 510
Visions of Leadership
ML 514
Research Methods
ML 580
Contemporary Theories of Leadership
ML 597
Non-Thesis Independent Project
CORE COURSES FOR THE COMPREHENSIVE EXAM
SEMINAR OPTION (PLAN C):
(4.0 course credits)
ML 510 Visions of Leadership
ML 514
Research Methods
ML 580
Contemporary Theories of Leadership
ML 589
Comprehensive Exam Seminar
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ELECTIVE COURSES FOR ALL OPTIONS: (at least 7.0 course credits)
The MAL program requires that seven elective courses be selected from the following course list:
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ML 511
Creativity and the Problem-Solving Process
ML 520
Self-Identity, Values, and Personal Growth
ML 521
Methods of Critical Thought
ML 525
Personality and Systems Theory: Perspectives on Leadership
ML 527
Spirituality and Leadership in the Workplace
ML 530
Ethics in Communication
ML 531
The Dynamics of Change
ML 535
Organizational Theory and Leadership
ML 539
Communicating a Self in the Modern Organization
ML 540
Political Leadership: Theory and Practice
ML 545
Decision Making and Leadership
ML 548
Coaching and Consulting
ML 550
Communication, Decision Making, and Technology
ML 557
Language of Leadership
ML 560
Developing a Multicultural Perspective
ML 565
Women and Leadership
ML 568
The Global Business Environment
ML 580
Colloquium on Contemporary Theories of
Leadership
ML 598
Independent Study (special permission required)
ML 599
Topics: special courses offered only once or twice
ML 500
Leadership Practicum
The MAL program sponsors professional development workshops
and seminars. These workshops are offered to students and
alumni who desire more applied case studies or wish to address
topics not included in the courses. (Offered occasionally)
ML 510
Visions of Leadership: A Historical and Literary Journey
(1.0 course)
Introduction to selected concepts of leadership, providing a
historical and philosophical framework for the program. This
course views the nature and purpose of leadership from a variety
of disciplines and perspectives.
ML 511
Creativity and the Problem-Solving Process (1.0 course)
Exploration of creativity from the perspective of traditional
aesthetics as well as contemporary organizational thinking. This
course uses creativity as a method , and it examines techniques for
solving problems in organizations, for enhancing innovation, and for seeking an integrative world view.
ML 514
Research Methods (1.0 course)
Evaluation and documentation of programs, projects and ideas as they relate to leadership theories and practice.
Qualitative and quantitative tools will be discussed.
ML 520
Self-Identity, Values, and Personal Growth (1.0 course)
Study of the concepts of self-identity, value formation, and personal growth as they relate to professional life; factors
that influence the development of self-identity and personal values; and the effect of personal values on learning and
leadership strategies.
ML 521
Methods of Critical Thought (1.0 course)
Investigation of the processes of critical thinking, drawing from philosophy as well as natural and social science. The
course will survey a variety of contemporary approaches to critical thinking, including the use of logic and analytical
reasoning, the relationship of evidence to the confirmation of theories and the value of appeals to scholarly studies. A
special focus of the course will be an assessment of the ways in which natural and social sciences can (and cannot)
assist leaders in addressing problems and seeking solutions. (not offered currently)
ML 525
Personality and Systems Theory: Perspectives on Leadership (1.0 course)
Study of leadership in the dual context of personality theory and systems theory. Contributions of Jung, Fromm,
Maslow, May, and others to personality theory are considered as are the systems theories of von Bertalanffy and Bateson.
The theories are applied to the concrete realities of leadership in a variety of settings.
-
-
ML 527 Spirituality and Leadership in the Workplace (1.0 course)
The wide-ranging spirituality movement in the workplace is a notable feature of contemporary life. This course
explores the dimensions of this trend and its implications for leadership through a variety of sources and perspectives.
ML 530
Ethics in Communication (1.0 course)
Interdisciplinary study of ethics and communication through the investigation of a variety of ethical perspectives within
human communication. This course places particular attention on the use and abuse of communication in politics,
advertising, and interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social and
organizational settings.
ML 531
The Dynamics of Change (1.0 course)
This course offers an exploration of the context of social change and varying responses to diverse human needs. Ways
of achieving well-being may be viewed differently by leaders in public and private domains and across cultures. The
course explores these various perspectives, including areas of conflict and opportunities for leadership in social and
organizational change. Sociological, human development, and economic theories are applied to contemporary public
and private sector issues for social change.
ML 535
Organizational Theory and Leadership (1.0 course)
In-depth exploration of organizational theory plus related concepts, issues, and concerns. The course is designed to
enable the student to acquire knowledge and develop skills in order to function as a responsible, ethical participant
within various types of organizational structures and cultures.
ML 539
Communicating a Self in the Modern Organization (1.0 course)
Understanding through reading, reflecting, and dialogue of the
functions of communication in organizational settings with particular
emphasis on the self-defining aspects of the social contract between the
individual and the organization in a changing world. Supplementary
reading packet, open dialogue, and individual projects.
ML 540
Political Leadership: Theory and Practice
(1.0 course)
Analysis of leadership perspectives in selected political systems and
other organizations. Special focus on significant leadership theories
and leaders, past and present. Most theories studied are
interdisciplinary and relevant to business and non-profit organizations
as well as to politics.
ML 545
Decision Making and Leadership (1.0 course)
Review of the decision-making process-the setting, goals, and
contingencies-as it affects leaders and leadership. Analysis of
arguments and explanations; analysis of basic statistical concepts and
their relationship to decision making. Assessment of major social
decisions, past and present-their intentions, consequences,
arguments, explanations, and justification.
ML 548
Coaching and Consulting (1.0 course)
The purpose of this course is to develop influence skills through the
exploration and application of consulting and coaching practices. To fulfill that purpose participants will read the work
of master consultants and coaches, develop a toolkit, practice consulting as both a consultant and a client, and reflect
on these experiences to develop their own purpose, principles, and practices for influencing others.
ML 550
Communication, Decision Making, and Technology (1.0 course)
Analysis of the role various forms of digitally-mediated communication play in our society and how communication,
decision making, and leadership have been altered by these technologies. Students examine how they can engage and
manage these processes in their organizations.
ML 557
Language of Leadership (1.0 course)
Students analyze language from a variety of rhetorical and sociolinguistic perspectives and learn to make judgments
about rhetorical and stylistic strategies. Topics include the use of language as an organizing principle for social
interaction; speech act theory; strategies for giving effective directives; the creation and manipulation of style; the
development of persuasive appeals; the protection of "face;" and strategies for maintaining personal relationships across
hierarchical levels in organizations.
ML 560
Developing a Multicultural Perspective (1.0 course)
This course focuses on the ability to function and lead in
culturally diverse contexts within the U.S. Goals include
improved communication skills and interpersonal sensitivity,
appreciation for the complexity of the racial and ethnic
groupings, and awareness of key issues facing those groups.
ML 565
Women and Leadership (1.0 course)
A seminar exploring the theory and practice of women and
leadership: entrepreneurial, political, and social. An
interdisciplinary approach to issues of women and
leadership. Topics include analysis of alternative approaches
to leadership, women and careers, and women in society past
and present. The course is intended to enhance the analytical
and leadership skills of the participants.
-
ML 568
The Global Business Environment (1.0 course)
Knowledge of the global business environment in the context of leadership studies is essential for modern, successful
leaders and other professionals. The course complements other offerings in the international cultural understanding of
leadership.
ML 580
Colloquium on Contemporary Theories of Leadership (1.0 course)
Selected contemporary theories of leadership presented by instructors who participate in the seminar. Emphasis on
critical thinking, discussion, written analysis. Prerequisite: One-year coursework in MAL program and ML 510.
ML 589
Comprehensive Exam Seminar (1.0 course)
This course is a completion option for the Master of Arts in Leadership. Students prepare for the examination seriesoral, written, and take-home-through discussion, readings, and critical analysis in the seminar. It must be the final
course taken in the program.
ML 592
Thesis/LAP Consultation I (1.0 course)
Independent research project supervised by an academic adviser.
ML 593
Thesis/LAP Consultation II (0.5 course)
Completion of the thesis/LAP under the guidance of an academic adviser.
ML 597
Non-Thesis Independent Project* (1.0 course)
Major written project in an area of the student's choice, to be completed in consultation with an adviser and a reader.
The research is presented in a colloquium in partial fulfillment of requirements for the non-thesis option.
ML 598
Independent Study* (1.0 course)
Provides directed independent study in an area of the
student's choice. Open to students who have completed at
least three courses with a grade of at least 3.0. Students
must complete a Proposal for Independent Study and
have it signed by the supervising professor. Proposals
must be approved by the MAL program director prior to
registration for the course.
ML 599
Special Topics (1.0 course)
Study of selected topics in leadership that are not treated
extensively through current course offerings. Specific
topics will be published prior to registration.
*A student may count only one of the following for credit
toward the MAL degree: ML 597 or ML 598, except with
permission of the MAL program director.
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Applicants to the program must hold a baccalaureate degree from an accredited four-year college or university and must
have a minimum cumulative undergraduate grade point average of 3.0 (on a scale of A= 4.0) and a minimum
cumulative grade point average of 3.0 for graduate courses completed at an accredited college or university Applicants
holding a master's or other advanced degrees from accredited colleges or universities are admissible. Should an
applicant not meet the minimum admission requirements, a conditional admission may be possible as decided on a
case-by-case basis. Applicants to the program must have three years of experience (or equivalent) with one or more
organizations in a position of leadership or position demonstrating leadership potential.
Decisions about admission to the program will be made on an individual basis by the MAL Admissions Committee.
Admission to each entering graduate class will be given to the most highly qualified individuals. Admissions are
handled on a "rolling" basis, with students admitted at the beginning of the fall, winter, and spring terms. Selection of
candidates will be made on the basis of an evaluation of each applicant's:
• Previous college record
• Letters of recommendation
• Experience and organizational background
• Written statement
• Interview, if requested
To apply, the following materials must be submitted to the Graduate Admissions Office:
• Completed application form
• $35.00 non-refundable application fee
• A 1-3 page statement relating the applicant's career and life goals to leadership aspirations
• Recommendation letter and checklist from an immediate supervisor, assessing leadership potential
• Recommendation letter and checklist from a work colleague (at the same level) describing the applicant's work style
and leadership potential
• Official transcripts from all undergraduate institutions attended, listing all courses taken and any degree(s) conferred
• Official transcripts from all graduate institutions attended, listing courses taken and degree(s) conferred, if any
Applicants may be asked to participate in an interview with graduate program faculty and/or staff members.
FOR FURTHER INFORMATION, CONTACT
Graduate Admissions Office, 612-330-1101, 1-800-458-1721, <gradinfo@augsburg.edu>, or <www.augsburg.edu>.
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The Augsburg College MAL Program Office encourages qualified applicants from other countries. The term
"international student" as used here refers exclusively to those students seeking to study at Augsburg in F-1
nonimmigrant status. Questions pertaining to program eligibility for other immigration categories will be directed to
the appropriate college personnel for a response.
International applicants should keep in mind that classes meet on alternate Saturdays and that students may take only
two classes per trimester plus one in the summer for a yearly total of seven classes. With this schedule, students can
complete the required course work in less than two years.
See Admission Requirements for a description of the admission process and selection criteria. Application materials
required for international students are:
• Completed application form
• $35.00 application fee (non-refundable) payable in U.S. dollars
• A 1-3 page statement relating the applicant's career and life goals to leadership aspirations
• Completed Certification of Finances and supporting documentation which reliably demonstrate that the student has
financial resources adequate to meet expenses while studying at Augsburg
• Letter of recommendation in English from an immediate supervisor assessing leadership potential
• Letter of recommendation in English from a work colleague (at the same level) describing the applicant's work style
and potential as a leader
• Official mark-sheets with certified translations from all undergraduate and graduate institutions attended listing all
courses taken, marks earned, dates attended, and degree(s) or diploma(s) conferred, if any
• Official results on the Test of English as a Foreign Language (TOEFL) with a minimum score of 600 (paper) or 250
(computer). TOEFL iBT (Internet-based test) minimum scores were not yet available at the time of this catalog's
publication. Please contact the MAL admissions counselor for updated information.
Participants may be asked to participate in a phone or
in-person interview with graduate faculty or staff.
Note: All F-1 international students and their
dependents are required to have adequate health
insurance coverage for the duration of their program.
Students will be enrolled in the College-recommended
plan unless they fill out a waiver verifying proof of
coverage through an alternative provider for the same
period.
EVALUATION STANDARDS
Evaluation of academic performance in the MAL program will be
based on number grades using a 4.0 point scale and as defined below.
Courses not offered on the numbered grading system are noted in
the course descriptions in this catalog as being graded on PIN basis.
In order to receive a grade of P, a student must achieve at least a
grade of 2.0. No more than two courses with a grade below 3.0 will
count toward the degree. No more than two courses with a grade of
or below 2.5 can be repeated. Only the credits and grades earned the
second time are counted in the grade point average.
4.0
Achieves highest standards of excellence
3.5
3.0
Achieves above basic course standards
2.5
2.0
Achieves the minimum passing standard
1.5
1.0
0.5
0.0
Unacceptable performance (no credit for the course)
P
Achieves at or above the 2.0 level (not computed in grade point average)
N
Does not meet minimum course standards (no credit and not computed in grade point average)
W
Grade given when a student withdraws from a course after the deadline without notation on the record
Performance below basic course standards
Incomplete grade given when student is unable to complete course requirements for reasons beyond the
student's control. (To receive an incomplete, a student must file a petition with the Office of the Registrar
stating reasons for the request and the plan and date for removing the incomplete grade. The signature of the
instructor and any other necessary
documentation must be included.)
ATTENDANCE POLICY
Because leadership issues are presented, discussed,
and analyzed in the classroom, regular attendance is
highly important and should be considered a
responsibility, not only to one's self, but to one's
classmates and course instructor.
ACADEMIC PROBATION AND
DISMISSAL POLICIES
Students must maintain a 3.0 cumulative grade point
average. If a student falls below a 3.0 average, the
student will be placed on probation for the following
term. A 3.0 cumulative grade point average must be
restored in order for a student to be removed from
probation. If a student receives a grade of N or 0.0 in a
course, the student must petition successfully with the
MAL Advisory Committee before being allowed to
continue in the program. A plan for the student to
follow would be outlined at that time. If a second
grade of N or 0.0 is received, the student may be
dismissed from the program by the MAL Advisory
Committee. Students may also be dismissed by the
MAL Advisory Committee for behavior detrimental to
the program, such as a gross violation of College policy
(as published in the Student Guide). Dismissal would
occur only after established procedures were followed.
CREDIT FOR PRIOR EDUCATION
Due to the interdisciplinary nature of the courses in the
MAL program, it is unlikely that courses taken
elsewhere may be substituted for a particular course in
the curriculum. Students may petition the MAL program
director for approval of any variation in the curriculum
including the transfer of credit. Transfer credits will be
evaluated on an individual basis. Approved transfer
courses will appear on the student's Augsburg transcript
but will not be counted in the cumulative grade point
average. Semester and quarter credits will be
appropriately converted to Augsburg course credits.
The only courses that will be considered for transfer
credit are those earned from accredited colleges and
universities, whose course content is comparable to
those in the MAL program. No more than two courses
will be accepted for transfer credit.
CREDIT AND CONTACT HOURS
Augsburg operates on a course credit system rather
than semester or quarter hours. Each full-credit
graduate course in the MAL program is the equivalent
of four semester credits or six quarter credits. Students
meet a total of 28 hours per course and are responsible
for a significant amount of individual study and
preparation.
MAL PROGRAM ENROLLMENT POLICY
Students may take either one or two courses per
trimester. Enrolling in two courses per trimester
enables a student to complete the coursework in the
program within two years. All students are required to
complete all components of the program within five
years. Extensions beyond five years will be considered
on the basis of petition to the MAL Advisory
Committee. Students who leave the program for more
than one trimester must request a leave of absence in
writing from the MAL program. A leave of absence may
be granted for one calendar year. Students who return
to the program after a leave of one year or more must
fill out an Application for Readmission form and turn
it into the Office of the Registrar. Time spent on an
official MAL-approved leave of absence will not count
toward the five-year deadline for degree completion.
LAST DAY TO WITHDRAW FROM CLASS
MAL follows the Weekend College schedule for the last
date each term on which students may withdraw from
a class and receive a "W" on their records. Please refer
to <www.augsburg.edu/enroll/calendars/weekend!> for
up-to-date information.
STUDENT RIGHTS
The College has adopted a statement of student rights
and responsibilities and has provided for due process
in the matter of disciplinary action , grievances, and
grade appeal, as outlined in the Augsburg College
Catalog and the Student Guide. Students have a right to experience
education without discrimination.
The Family Educational Rights and Privacy Act (FERPA) of 1974, as
amended, provides certain rights to students regarding their education
records . Augsburg's policy is published in the Augsburg College Catalog
and in the Student Guide.
Augsburg College understands that no information other than
"directory information" can be released without the written
permission of the student. Students must give permission in writing
for educational information to be released to anyone outside of the
official personnel (faculty and administration) at Augsburg. This
means that faculty or others cannot write letters of
support/recommendation or nominate students for awards unless
explicit written permission is given by the student to release non"directory information." It is not sufficient to ask for letters of
recommendation.
ACCREDITATION AND AFFILIATIONS
Students who successfully complete Augsburg's leadership program will receive a Master of Arts degree. Augsburg is
accredited by The Higher Leaming Commission, North Central Association* and is a member of the Associated Colleges of
the Twin Cities (ACTC), Lutheran Education Council in North America, and the Minnesota Private College Council.
Augsburg College is registered with the Minnesota Higher Education Services Office. Registration is not an endorsement of
the institution. Registration does not mean that credits earned at the institution can be transfened to other institutions or
that the quality of the educational programs would meet the standards of every student, educational institution, or
employer.
*The Higher Learning Commission, North Central Association, <www.ncahigherlearningcommi.ssion.org>.
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A schedule of fees is published separately in the MAL
Catalog Supplement. Tuition is determined annually.
ML 593 is a half-credit course for which half of the
current full credit tuition is charged.
PAYMENT OPTIONS
Various payment plans are available:
1) Payment in Full:
Payment is due after registration and before the
beginning of the trimester. No finance or
administrative fee is charged for payments made
during this period. The late payment fee is $25. A
finance charge of 8% APR will apply toward any
unpaid balance after the start of the term.
2) Payment Plan:
A three-payment plan is available each trimester
upon application and after College approval.
Payment plans will be approved only if previous
plans have been satisfactorily completed. Payments
for each trimester are due in three equal
installments. There is an administrative fee of $50
per trimester. There is no finance charge if
payment is made in full by end of the payment
plan. The late payment fee is $25. A finance charge
of 8% APR will apply if not paid in full by the end
of the payment plan period.
3)
Company Reimbursement:
Full courses, or equivalent, that are company
reimbursed require a deposit of $100 per course
reimbursed, with full payment due within 50 days
after the end of the term. An application for the
Employer Reimbursement Payment Plan must be
filed once each academic year. The student is
responsible for payment if the employer does not
pay for any reason. A finance charge of 8% APR
will accrue on the deferred balance once the term
has begun.
Registration is permitted only if the student's
account for a previous term is paid in full as
agreed. Augsburg College will not release diplomas
1r academic transcripts until a student's account is
,>aid in full. This also applies to student loans
administered by the College (e.g., Perkins Student
; Jan). They must be current according to
established repayment schedules.
REFUND SCHEDULE
Students who withdraw from Augsburg College may be
eligible for a refund of a portion of their charges based
on the appropriate refund schedule (except for the
minimum charge of $100 to cover administrative
costs). Financial aid may also be adjusted for those
students who withdraw from the College or drop one
or more courses and receive financial assistance.
[NOTE: Tuition refunds and financial aid
adjustments are not necessarily made on a one-to-one
basis. For example, you could receive a 60% tuition
refund but have 80% of your financial aid returned.
Be sure you understand the financial consequences of
making adjustments to your registration.]
Students are responsible for canceling courses through
the Enrollment Center in order to be eligible for any
refund. Students who unofficially withdraw (stop
attending) but do not complete the drop/add form are
responsible for all charges. Financial aid may be
adjusted based on the student's last recorded date of
attendance. Refund calculations are based on the date
that the drop/add form is processed.
The refund schedule is effective whether or not a
student has attended classes. All refunds of charges will
be applied to the student account and all adjustments
for aid, loans, fines, deposits, etc. will be made before
eligibility for a cash refund of any resulting credit
balance is determined. Please allow two weeks for a
refund.
The refund is a percentage of the full tuition charged,
not a percentage of any deposit paid toward tuition,
e.g. deposits made under the employer reimbursement
payment plan.
For information about refunds and the refund
schedule, visit <www.augsburg.edu/enrolb.
Financial assistance is available to degree-seeking
students enrolled in the MAL program. Non-degreeseeking students are not eligible for any type of
financial aid through Augsburg College. Two full-credit
courses per trimester are considered full time. One
course is considered half-time enrollment. The
Enrollment Center (612-330-1046, or 1-800-458-1721,
or <www.augsburg.edu/enrolb) assists students in
assessing financial aid eligibility and offers financial aid
from available alternatives, including the following:
SPONSORED SCHOLARSHIPS
Augsburg actively pursues non-Augsburg funding for
special scholarships. The availability of such
scholarships may enable the participation of
individuals of limited financial means as well as
individuals working for volunteer agencies and other
organizations not likely to provide tuition
reimbursement
COMPANY TUITION ASSISTANCE PROGRAMS
Many companies, agencies, and corporations offer full
or partial tuition assistance to employees who
participate in work-related or degree-related college
programs. Augsburg College offers a payment plan by
which employees may handle tuition reimbursement.
Students should contact the Enrollment Center to
make payment arrangements using the company
reimbursement payment plan.
TRIBAL AND STATE INDIAN SCHOLARSHIPS
American Indian students who meet federal, state, or
tribal requirements may apply for these scholarships.
Indian grants generally supplement other sources of
financial aid. For assistance in application, contact
Augsburg's American Indian Student Services Program
director at 612-330-1144 or your tribal agency.
STAFFORD LOAN PROGRAM
Common Loan Provisions
Borrowing Limits: Graduate students may borrow up
to $18,500 per year with an aggregate of $138,500
(undergraduate and graduate).
A student may borrow from either the unsubsidized or
subsidized programs or a combination of both but
cannot exceed the annual loan limits.
Interest Rates: The annually variable interest rate is
determined by the 91-day T-Bills +2.3%, capped at
8.25% and changes each July l. For example, the
interest rate from July 1, 2002 to June 30, 2003 is
4.06% for repayment.
Repayment Terms: Repayment begins six months after
you cease to be enrolled at least half time in an eligible
program leading to a degree or certificate. Repayment
may extend up to 10 years.
Deferments: In most cases, deferments are granted for
continued education, disability, and unemployment.
Contact your lender if you think you are eligible for a
deferment.
FEDERAL AND STATE AID PROGRAMS
The Enrollment Center uses standard, nationally
accepted methodology to determine eligibility for
federal and state financial aid programs.
-
TO APPLY FOR FINANCIAL AID
FEDERAL PERKINS LOAN PROGRAM
A joint Augsburg College-federally funded program
administered through the College for students who
demonstrate financial eligibility. No checks are issued,
but the student is required to sign a promissory note at
least once per term. Funds are put on the student
account after the note is signed.
Borrowing Limits: You may borrow up to $6,000 per
year as a graduate student with a $40,000 maximum.
Interest and Repayment: Simple interest of 5% and
repayment of principal begin nine months after you
graduate or leave school. Partial or total loan
cancellation privileges exist for certain types of
teaching, disability, and, in certain circumstances,
military service.
Deferments: No interest accrues nor do payments need
to be made at any time you are enrolled at least half
time or for serving three years in the military, Peace
Corps, or VISTA. Contact the Enrollment Center if you
think you are eligible for a deferment.
SUPPLEMENTAL LOANS:
If additional financing is needed, the Enrollment Center
can offer guidance in selecting the appropriate loan.
-
Financial aid application materials are available at
<www.augsburg.edu/enrolb. Applicants must be
admitted to Augsburg as regular students or be
returning students in good academic standing.
The financial aid application will be processed when
the following documents are received:
1)
The Free Application for Federal Student Aid
(FAFSA) or the renewal FAFSA. Apply online at
<www.fafsa.ed.gov>.
2)
Verification Form.
3)
Federal income tax return(s).
FOR FURTHER INFORMATION, CONTACT
Enrollment Center, 612-330-1046, 1-800-458-1721,
<enroll@augsburg.edu>, or <www.augsburg.edu/enrolb.
ABOUT AUGSBURG
Augsburg College is a diverse, faith-based learning community in the heart
of the city that transforms individual interests, gifts, and talents into
opportunities to work, lead, and serve in the world.
Through a rigorous blending of classroom learning, one-on-one mentoring,
and real-world experience, Augsburg's liberal arts and sciences curricula
challenge students from diverse religious, cultural, ethnic, and experiential
backgrounds through research, study, and service opportunities.
Affiliated with the Evangelical Lutheran Church in America (ELCA) ,
Augsburg serves the wide-ranging needs of more than 3,000 students in
day, weekend, and graduate programs.
HISTORY
Augsburg College was founded in 1869 in Marshall, Wis. , by Norwegian
immigrants as a training school for Lutheran ministers and was named for
the Augsburg Confession from 1530. Augsburg relocated to Minneapolis in
1872.
CAMPUS LOCATION
Augsburg's campus is located in the heart of the Twin Cities, surrounding
Murphy Square, the oldest park in the "City of Lakes." The University of
Minnesota-West Bank campus and one of the city's largest medical
complexes-Fairview-University Medical Center-are adjacent to
Augsburg, with vast cultural, recreational, and corporate resources within a
short distance from campus.
ACCESSIBILITY
Augsburg College has made a major effort to become one of the most
accessible campuses in the region. Skyways, tunnels, and elevators provide
accessible connections among major buildings-student housing towers ,
the Christensen Center, main academic and administrative halls, the
library, and the music building. In addition, there are programs for
students with learning, psychiatric, and physical disabilities.
NON-DISCRIMINATION POLICY
Augsburg College, as affirmed in its mission, does not discriminate on the
basis of race, color, creed, religion, national or ethnic origin, age, gender,
sexual orientation, marital status, status with regard to public assistance,
or disability in its education policies, admissions policies, scholarship and
loan programs, athletic and/or school-administered programs, except in
those instances where religion is a bona fide occupational qualification.
Augsburg College is committed to providing reasonable accommodations
to its employees and students.
Any questions concerning Augsburg's compliance with federal or state
regulations implementing equal access and opportunity can be directed to
the Office of Human Resources, CB 79, Augsburg College, 2211 Riverside
Avenue, Minneapolis, MN 55454, or 612-330-1058.
-
LEADERSHIP STUDIES FACULTY
The professors who teach in the MAL program are predominantly full-time senior faculty with doctorates or
appropriate professional degrees. Some courses are team taught by faculty from different disciplines or occasionally by
combining a faculty member with professionals from relevant fields . The program's faculty members have extensive
experience teaching adult learners.
ANDREW AOKI, Associate Professor of Political
Science B.A., University of Oregon; M.A., Ph.D.,
University of Wisconsin.
ROSEMARY LINK, Professor of Social Work B.A.,
University of Southampton, Post graduate diploma &
C.Q.S.W, University of London; Ph.D., University of
Minnesota.
ALEXANDRE ARDICHVILI, lnstuctor M.B.A. and
Ph.D., University of Minnesota; Ph.D., Moscow State
University: Associate Professor of Organization Leaming
and Development at the University of St. Thomas.
THOMAS MORGAN, Professor of Business
Administration and Vice President for Planning and
Market Development B.S. , Juniata College; M.B.A.,
JOHN BENSON, Professor Emeritus of Religion B.A.,
University of Denver; M.S., University of Oregon; Ph.D.,
University of Minnesota.
Augsburg College; B.D. , Luther Theological Seminary;
M.A., Ph.D., Columbia University:
LARRY CROCKETT, Professor of Computer Science
NORMA NOONAN, Professor of Political Science
and Director of the Center for Leadership Studies
and the MAL Program B.A., University of Pennsylvania;
B.A., M.A., Pacific Lutheran University; M.Div., Luther
Theological Seminary; Ph.D., University of Minnesota;
Priest, Episcopal Diocese of Minnesota.
M.A., Ph.D., Indiana University:
CASS DALGLISH, Associate Professor of English B.A.,
Economics, Warsaw; Ph.D., Academy of Economics,
Krakow, Poland.
College of St. Catherine; M.EA. , Vermont College; Ph.D.,
The Union Institute.
MAGDALENA PALECZNY-ZAPP, Associate Professor
of Business Administration B.A. , M.S., Academy of
CATHERINE PAULSEN, Instructor B.A., St. Olaf
JOSEPH A. ERICKSON, Professor of Education B.A.,
M.A., College of St. Thomas; M.A., Luther Northwestern
Theological Seminary; Ph.D., University of Minnesota.
ROBERT C. GROVEN, Associate Professor of
Communication Studies, Director of Forensics, and
Director of the Honors Program B.A., Concordia
College-Moorhead; M.A., ].D., University of Minnesota.
College; M.A., Lone Mountain College.
CURTIS PAULSEN, Associate Professor of Social
Work B.A. , St. Olaf College; M.S.W , University of
Minnesota; Ph.D., Fielding Institute.
DIANE PIKE, Professor of Sociology and Director of
the Center for Teaching and Learning A.B.,
Connecticut College; Ph.D., Yale University:
DANIEL S. HANSON, Assistant Professor of
Communication Studies B.A. , Augsburg College; M.A. ,
University of Minnesota.
GARRY HESSER, Professor of Sociology and Director
of Metro-Urban Studies B.A., Phillips University;
M.Div., Union Theological Seminary; M.A., Ph.D.,
University of Notre Dame.
JOHN S. SCHMIT, Associate Professor of English and
Associate Dean for Adult Programs B.S. , St. John's
University; M.A., University of New Orleans; Ph.D., The
University of Texas-Austin.
KATHRYN SWANSON, Professor and Chair,
Department of English B.A., St. Olaf College; M.A.,
Ph.D., University of Minnesota.
DAVID LAPAKKO, Associate Professor of
Communication Studies B. A., Macalester College,
M.A. , and Ph.D., University of Minnesota.
VELMA J. LASHBROOK, Instructor B.S., Iowa State
University; M.S. , Illinois State University; Ed.D., West
Virginia University: President, Strategy Implementation
Associates.
JOSEPH VOLKER, Instructor B.A., University of
California-Irvine; M.A., Ph.D., University of Minnesota.
Vice President and Practice Area Leader, MDA
Leadership Consulting Inc.
AUGSBURG
LOCATION MAP
+
Forest Lake
AUGSBURG CAMPUS MAP
6th Street S.
Master of Arts in Leadership offices
Visitor parking
Augsburg campus buildings
Student /Staff parking
Butler Place
~Interstate 94 West
Interstate 94 East ~
Show less
AuGSBURG
COLLEGE
GRADUATE STUDIES CATALOG
2009-2010
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 th... Show more
AuGSBURG
COLLEGE
GRADUATE STUDIES CATALOG
2009-2010
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 Adult and Graduate Admissions Office, the
graduate program directors, or the registrar. Key offices are listed on page iv for
correspondence or telephone inquiries.
Published December 2008
www.augsburg.edu
:1
/
A Greeting from the President
I am pleased to know of your interest in Augsburg College's exciting and innovative graduate programs. You are
part of a select and discerning group of professionals who seek to find a graduate program that combines an
excellent curriculum, a values-based approach to work, a talented and experienced faculty, and program formats
that meet the needs of busy and successful people. Augsburg College's several graduate-level programs-the
Master of Arts in Education (MAE), Master of Arts in Leadership (MAL), Master of Arts in Nursing (MAN),
Master of Business Administration (MBA), Master of Science in Physician Assistant Studies (PA), and Master of
Social Work (MSW, and MSW/MA or MDiv, together with Luther Seminary)-are distinguished by the
opportunities they provide students to expand decision-making and strategic skills. The programs do so in an
environment that encourages students to transform theory into action and classroom experience into personal
and professional achievement.
Augsburg College is characterized by a strong mission: 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.
For our graduate programs, this mission helps to shape an innovative educational experience that features
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
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 economicallysustainable 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,
~C.~
Barbara A. Farley
Vice President of Academic Affairs
and Dean of the College
ii
Rosemary]. Link
Associate Vice President of Academic
Affairs and Dean of Graduate Studies
Table of Contents
Directory of Offices and Programs . . . ... . ... . , .iv
Introducing Augsburg College ........ ... .. . . .
History ........................... .. ... .. l
Minneapolis and Rochester Locations .. ... ... . .2
Accreditation, Approvals, and Memberships . . . . .3
Facts and Figures .... . ................ . ... .4
Academic Programs and Policies
Academic Calendars ........... . . _. ..... . .. . .5
Academic Policies . ... ....... . .. .. . . . . ..... .5
Evaluation of Transfer Credit ..... . , ... .... . . .6
Student Rights ................. . . . . ... . .. . .6
Graduate Admissions
Admission to Augsburg College .... ... . .... . .. 9
Readmission to the College ....... . ........ . . .9
Admission of International Students .... . ..... .9
Financing Your Education . . .. . . . .. ... ...... .
Costs of Study .......... . . .... ..... ... . .. . 11
Payment Options . . .. . .. . .. ... .... ... .. .. . 11
Sources of Financial Aid .. , . . ... , .... . . . ... . 11
Applying for Financial Aid ... . . . ...... .... .. 11
Refund Schedule ... ..... .. . . . . . . . . . . . .. . . . 12
Graduate Programs
Master of Arts in Education ................. 14
Master of Arts in Leadership ...... ...... ..... 26
Post-Master's Certificate in Leadership Studies
] oint degree in Accounting and Leadership
Master of Arts in Nursing .................. .36
Master of Business Administration ........... .44
Master of Science in Physician Assistant Studies .52
Master of Social Work .. .... . ......... .. .... 60
Dual Degree with Luther Seminary
College Information
Maps (Minneapolis and Rochester campuses) . , .74
Augsburg Board of Regents ............ . . ... .75
iii
Directory of Offices and Programs
Academic Affairs: 612-330-1024
Adult and Graduate Admissions Office:
612-330-1101 or gradinfo@augsburg.edu
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 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
manursing@augsburg.edu
www.augsburg.edu/ma_nursing
Bool<store: 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
Lindell Library: 612-330-1604 or
www.augsburg.edu/library
Public Safety: 612-330-1717 or
security@augsburg.edu
Master of Business Administration (MBA)
Steven Zitnick, Director: 612-330-1304
Katherine Fagen, Coordinator: 612-330-1774
mbainfo@augsburg.edu
wwww.augsburg.edu/mba
Registrar's Office: 612-330-1036 or
registrar@augsburg.edu
Rochester Campus Program Office:
507-288-2886 or rochinfo@augsburg.edu
Master of Science in
Physician Assistant Studies (PA)
Dawn Ludwig, Director: 612-330-1399
Carrie Benton, Coordinator: 612-330-1518
paprog@augsburg.edu
www.augsburg.edu/pa
Master of Social Worl< (MSW)
Lois Bosch, Director: 612-330-1633
Holley Locher, Coordinator: 612-330-1763
mswinfo@augsburg.edu
www.augsburg.edu.msw
Master of Social Work, and Master of Arts
in Theology or Master of Divinity
Luther Seminary: 651-641-3521
iv
Welcome/Information Desk: 612-330-1000
Introducing 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.
MISSION STATEMENT
The mission of Augsburg College is 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.
HISTORY
A College of the Church
Augsburg was the first seminary
founded by Norwegian Lutherans in
America, named after the confession of
faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg
opened in September 1869 , in Marshall, Wisconsin, and moved to Minneapolis in 1872. The first seminarians
were enrolled in 1874, and the first
graduation was in 1879.
Early Leaders Establish a Direction
August Weenaas was Augsburg's first
president (1869-1876). Professor
Weenaas recruited two teachers from
Norway-Sven Oftedal and Georg
Sverdrup. These three men clearly
articulated the direction of Augsburg:
to educate Norwegian Lutherans to
minister to immigrants and to provide
such "college" studies that would prepare students for theological study.
In 1874 they proposed a three-part
plan: first, train ministerial candidates;
second, prepare future theological students; and third, educate the farmer,
worker, and businessman. The statement stressed that a good education is
also practical.
and city life. This early interest in professional life as well education is a celebrated theme in our history and has led
to the fusion of the liberal and professional arts as a hallmark of the Augsburg College graduate.
Augsburg's next two presidents also
emphatically rejected ivory tower concepts of education. This commitment to
church and community has been Augsburg's theme for over 130 years.
After World War II, Augsburg leaders
made vigorous efforts to expand and
improve academic offerings. Now the
College was a larger part of the institution than the seminary and received
the most attention.
Education for Service
Keeping the vision of the democratic
college, Georg Sverdrup, Augsburg's
second president (1876-1907), required
students to get pre-ministerial experience in city congregations. Student
involvement in the community gave
early expression to the concept of Augsburg's motto, "Education for Service."
In the 1890s, Augsburg leaders formed
the Friends of Augsburg, later called the
Lutheran Free Church. The church was
a group of independent congregations
committed to congregational autonomy
and personal Christianity. This change
made Augsburg the only higher educational institution of the small Lutheran
body. The college division, however, was
still important primarily as an attachment to the seminary.
The Focus Changed
This attitude began to change after
World War I. In 1911 , George Sverdrup
Jr, became president. He worked to
develop college departments with an
appeal to a broader range of students
than just those intending to be ministers. Augsburg admitted women in
1922 under the leadership of Gerda
Mortensen, dean of women. She spent
the next 42 years at the College as a
teacher and administrator.
The College's mission assumed a double character-ministerial preparation
together with a more general education
for life in society. In 1937, Augsburg
elected Bernhard Christensen, an erudite and scholarly teacher, to be president (1938-1962). His involvement in
ecumenical and civic circles made
Augsburg a more visible part of church
Accreditation for the College
Augsburg added departments essential
to a liberal arts college, offering a modern college program based on general
education requirements and elective
majors. With curriculum change came a
concerted effort to become accredited.
Full accreditation was achieved in 1954.
A study in 1962 defined the College's
mission as serving the good of society
first and the interests of the Lutheran
Free Church second. The seminary
moved to Luther Theological Seminary
(now Luther Seminary) in St. Paul in
1963 when the Lutheran Free Church
merged with the American Lutheran
Church. Subsequently, the American
Lutheran Church merged with two
other Lutheran bodies in 1988 to form
the Evangelical Lutheran Church in
America. Students at Augsburg College
benefit from the Lutheran tradition of
service to your neighbor and faith in
the city.
A College in the City
Paul C. Pribbenow became the 10th
president of Augsburg College in July
2006. Under his leadership, the College
aims to educate students of all ages-in
the midst of a great city-to be faithful
citizens, in service to the world.
AUGSBURG TODAY
Augsburg continues to reflect the commitment and dedication of the
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;
1
• 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.
Augsburg is a college of the liberal and
professional arts and sciences, with its
main campus set in the heart of a great
metropolitan center. There are now
over 20,000 Augsburg alumni. In a
world that has changed much since
those first days of the College, Augsburg still sends out graduates who
make a difference where they live and
work. In addition to undergraduate liberal arts and sciences, Augsburg offers
master's degree programs in education,
leadership, nursing, business, physician assistant studies, and social work,
plus a dual degree MSW/MA or
MSW/MDiv with Luther Seminary
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.
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
2
teaching. Faculty are actively involved
in a dynamic faculty development program that introduces them to best
practices in teaching and learning techniques and theories.
www.augsburg.edu/rochester or by calling the Adult and Graduate Admissions
Office at 612-330-1101, or the
Rochester program office at
507-288-2886.
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.
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.
MINNEAPOLIS AND ROCHESTER
LOCATIONS
Augsburg's Minneapolis campus surrounds Murphy Square, the first of 170
parks in Minneapolis, the "City of
Lakes." The University of Minnesota
West Bank campus and one of the city's
largest medical complexes-the University of Minnesota Medical Center,
Fairview-are adjacent to Augsburg,
with the Mississippi River and the
Seven Corners theatre district just a
few blocks away Downtown Minneapolis and St. Paul, home to a myriad of arts, sports, entertainment, and
recreational opportunities, are just
minutes west and east via Interstate 94,
which forms the southern border of
the campus.
Convenient bus routes run by the campus and connect with the suburbs.
Augsburg is located just blocks away
from two Hiawatha Line light rail
stations.
Augsburg established its branch campus in Rochester, Minnesota, 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. Further
information may be obtained at
ON THE MINNEAPOLIS CAMPUS
Admissions Offices
The Adult and Graduate Admissions
Office (for Weekend College,
Rochester, and Graduate Studies) is
located at 624 21st Avenue South. The
Physician Assistant Studies Program
admissions office is located in Anderson Hall.
Augsburg for Adults Office
Augsburg for Adults focuses on adultcentered 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.
Augsburg Abroad
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.
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 first-floor 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 . The Office of Undergraduate
Admissions for Day College is located
on the first floor.
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.
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
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.
Old Main
Home for the Languages and CrossCultural 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 Step UP program. The
center also includes student residence
apartments, the Gage Family Art
Gallery, Augsburg Bookstore, Nabo
Cafe, classrooms , and thejohnson
Conference Center.
Science Hall
Kennedy Center
This three-story addition to Melby
Hall features a wrestling training facility, classroom space, locker-room and
fitness facilities, as well as hospitality
and meeting rooms, classrooms, and
office space.
Melby Hall
This complex provides facilities for the
health and physical education program, intercollegiate and intramural
athletics, the Hoyt Messerer Fitness
Center, and serves as the College's general auditorium.
Augsburg is accredited by:
• The Higher Learning Commission of
the North Central Association of
Colleges and Schools
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.
Food Services
A variety of food options are available
both in the Christensen Center and in
Oren Gateway Center.
ACCREDITATION, APPROVALS,
AND MEMBERSHIPS
• 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)
• 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)
Classrooms, science laboratories, a
medium-sized auditorium, faculty
offices, and Finance and Administration offices are found in Science Hall.
• American Association of Higher
Education (AAHE)
Sverdrup Hall
• Campus Compact
The Enrollment Center, classrooms,
and faculty offices are located in Sverdrup Hall.
• Council of Independent Colleges
Sverdrup-Oftedal Memorial Hall
Originally built as a dormitory, Memorial Hall contains the president's office,
Human Resources, and other administrative and faculty offices.
• Physician Assistant Education Association (PAEA)
(CIC)
• Lutheran Education Council in
North America (LECNA)
• National American Music Therapy
Association, Inc.
• National Association of Schools of
Music (NASM)
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• National Society for Experiential
Education (NSEE)
• 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.61to136A.71. Credits
earned at the institution may not transfer to all other institutions.
• 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.
• 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 Ill.
CLERY ACT INFORMATION
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 strong plurality
of students are Lutheran, 15 percent
are Roman Catholic, and 1 7 percent
represent other denominations and
religions.
• Enrollment (fall 2008)-3,948 students from 40 countries. Graduate
student enrollment is 842.
• Alumni-Appox. 25,000 alumni
from 1870 through August 2008,
including over 1,200 graduate program alumni.
• Student/Faculty ratio-14 to 1
• Campus-17 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.
• Degrees granted-BA, BS, BM, MA,
MBA, MS, MSW
• Library-Over 180,000 items, direct
access to over 2.5 million through
CUC, the Twin Cities private college
library consortium.
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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 612-330-1717.
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, 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.
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 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.
Withdrawn Status
W-Grade given when a student withdraws from a course after the deadline
without notation on the record
Incomplete (I) Grades
An incomplete grade (I) may be
awarded when the instructor gran ts
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
Class attendance is expected and
should be considered a responsibility,
not only to one's self, but to one's classmates and course instructor. 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
Students enrolled in a thesis or final
project are subject to a continuation fee
schedule after the term in which tuition
was paid for the project. These continuation fees maintain a student's library,
AugNet, and parking privileges while
work on the final project is ongoing.
During this time of research and writing, students pay either a $10 campus
access fee or a $200 continuation fee
each term until the project is completed,
or until the time limit for project completion is reached. The schedule for
when each fee is applied varies among
programs.
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.
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.
Dismissal for Academic Performance
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.
5
Dismissal for Non-Professional
Behavior
Students may be dismissed for violation of standards of behavior defined
by their profession, their program, or
the College.
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.
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
6
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.
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)
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.
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
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.
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.
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.
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 Ill 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.
• 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.)
• 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
In accordance with FERPA, you are
notified of the following:
Right to inspect and review education
records
You have the right to review and
inspect substantially all of your education records maintained by or at Augsburg College. Your request should be
submitted in writing at least one week
prior to the date you wish to review
your records.
Right to request amendment of
education records
You have the right to seek to have corrected any parts of an education record
that you believe to be inaccurate, misleading, or otherwise in violation of
your right to privacy This includes the
right to a hearing to present evidence
that the record should be changed if
Augsburg decides not to alter your
education records as you requested.
For a complete copy of the procedures,
contact the dean's office, Academic
Affairs.
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.
FER PA
The Family Educational Rights and Privacy Act (FERPA) of 1974 as amended,
provides certain rights to students
regarding their education records. 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. 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. (See
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 stafD; 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
• 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.
Physician Assistant Studies for details of
its program policy)
7
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;
• 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
8
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.
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. 24
www.augsburg.edu/mae
MA, Leadership-p. 33
www.augsburg.edu/mal
MA, Nursing,-p. 42
www.augsburg.edu/ma_nursing
MBA-p. 49
www.augsburg.edu/mba
MS , PA Studies-p. 57
www.augsburg.edu/pa
MSW-p. 69
www.augsburg.edu/msw
READMISSION TO THE COLLEGE
tion 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 1-20, issued by a DBS-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
(although citizens of some countries
are exempt from the visa requirement);
or 2) if the student is already in the
United States and not currently in F-1
status, by sending the 1-20 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 DHSapproved school to Augsburg by following the transfer procedures set forth in
the F-1 regulations. Simply transferring
academically from another school to
Augsburg does not transfer a student's
F-1 status unless the student and a Designated School Official (DSO) from
Augsburg follow these procedures.
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).
In addition to fulfilling all general
admission requirements for a particular
graduate program, prospective F-1
students must also comply with the
following:
ADMISSION OF INTERNATIONAL
STUDENTS
To fulfill this requirement Augsburg
graduate programs require international applicants to submit an official
score report from the Test of English as
a Foreign Language (TOEFL) with a
minimum score of 100 (iBT), 250
(CBT) or 600 (PBT).
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 institu-
U.S. institution with a minimum of two
years of successful academic work
completed in the U.S. (seven or more
courses) .
B. 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 averageto demonstrate your cumulative
grade point average using the standard U.S. grading system, i.e., A=4.0,
B=3.0, C=2.0, D=l.0, F=O.O.
• Translation to English (if applicable)
The evaluation report must be sent
directly to Augsburg's Adult and Graduate Admissions Office.
Augsburg accepts foreign credential
evaluations only from the following
organization:
World Education Services, Inc.
www.wes.org
A. Proof of English Competency
C. Proof of Financial Support
In order to receive an F-1 visa, the U.S.
Department of State (DOS) regulations
require international applicants to be
sufficiently proficient in English to pursue a full course of study.
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).
The TOEFL is waived for applicants
who have a four-year degree from a
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
9
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.
For further information, contact the
Enrollment Center, 612-330-1046,
1-800-458-1721, enroll@augsburg.edu,
or 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.
FINANCIAL 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.
12
CONTAICTTMiE
ENROLLMENT C:ENTE'R
For info·rm:atlon on
eost~
pa~tne11\ts1 flnamli'al
aid, tuition
disc·ounts, and rr-e~f.uad:s :
13
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 theme-Teacher as developing professional: from
classroom decision-maker to educational leader-suggests 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 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.
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, PhD
Director, Master of Arts in Education
PROGRAMS
ELEMENTARY EDUCATION
The Education Department offers initial licenses as well as
endorsements for already-licensed teachers that also lead to
a master's degree. The range of licenses available is
described below.
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. As an alternative to the middle school specialty,
MAE elementary licensure students can pursue a prekindergarten specialty. Licensure requirements are offered at
both the undergraduate and graduate level. That means
classes will include both undergraduate and graduate students, with graduate students having additional course
responsibilities. Graduate courses are taken at the 500 level.
Elementary education specialty areas in math, communication arts, and social studies are available through weekend
and weekday evening courses. The science specialty area is
available through a combination of weekday, weekday
evening, and weekend courses.
Secondary education licensure is available through weekend
and weekday evening courses in social studies, communication arts/literature, and K-12 visual arts. Licenses in other
majors, including biology, chemistry, health education,
mathematics, music education, physical education, and
physics can be completed through a combination of weekend, weekday evening, and weekday courses.
All of the following courses must be taken for licensure, and
four to six of them may be taken at the graduate (500) 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)*
Teachers who are already licensed can work towards the
MAE degree through the following four licensure options:
EDC 410/544 Learners with Special Needs (1.0)*
Pre-K specialty area endorsement
EED 320/520 K-6 Methods: Reading (1.0)*
EDC 490/580 School and Society (1.0)
K-12 special education: emotional and behavioral disabilities
K-12 special education: learning disabilities
K-12 reading endorsement
Education Department Mission
To complete the license, you will also need to complete the
following requirements at the undergraduate level:
HPE 115 Chemical Dependency (.5)
EDC 220 Educational Technology (.5)
The Augsburg College Education Department commits itself
to developing future educational leaders who foster student
learning and well-being by becoming knowledgeable in content, competent in pedagogy, and ethical in practice, and by
building relationships, embracing diversity, reflecting critically, and collaborating effectively.
EED 311 K-6 Methods: Health (.25)
Master of Arts in Education Conceptual Framework
EED 350 K-6 Methods: Math (1.0) *
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.
EED 360 K-6 Methods: Science (l.O)*
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 at least two graduate-level courses from
our Master of Arts in Leadership (MAL) program. This provides students the chance to study aspects of leadership as
part of their degree program. Third, the final project-be it an
action research or a leadership application project-gives students the opportunity to define an issue of concern and, supported by research, take on a leadership role in addressing it.
EED 312 K-6 Methods: Physical Education (.25)
EED 330 K-6 Methods: Children's Lit/Language Arts (1.0)
EED 341 K-6 Methods: Visual Arts (.25)
EED 342 K-6 Methods: Music (.25)
EED 370 K-6 Methods: Social Studies (.5)
EED 380 Kindergarten Methods (.5)*
EED 481,483 Student Teaching (2.0)
*Field experience hours are required in these courses. A
minimum of 100 hours in the classroom and educationrelated settings is required prior to student teaching. Students spend approximately 20 hours per term in field
experiences. These experiences occur in K-8 classrooms
during the weekday.
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 in a specialty area for middle
school: subject area specialties are offered in communication arts/literature, social studies, math, and science. The
pre-K specialty is also available. Specific requirements are
on file in the Education Department.
Previous coursework can be accepted into the licensure program if i.t 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 seven years are judged on a case-by-case basis.
Graduate coursework accepted into the licensure program is
not automatically accepted into the MAE degree.
EOC 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.: PPST and admission to department)
EED 311 K-6 Methods: Health (.25 course)
Examination and preparation of materials and resources for
health at the kindergarten and elementary levels. (Prereq.:
PPST and admission to department)
EEO 312 K~6 Methods: Physical Education (.25 course)
Examination and preparation of materials and resources for
physical education at the kindergarten and elementary levels. (Prereq.: PPST and admission to department)
Elementary Licensure Course Descriptions
HPF 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.
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.: ENL 111, sophomore standing)
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 Minnesota-based 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.
EOC 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)
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.:
PPST and admission to department or special permission of
instructor)
EED 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)
EED 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)
EED 341 K-6 Methods: Visual Arts (.25 course)
Examination and preparation of materials and resources for
visual arts at the kindergarten and elementary levels. (Prereq.: PPST and admission to department)
EED 34 2 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)
EED 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)
EED 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)
EED 370 K-6 Methods: Social Studies/Thematic Studies
(.5 course)
Examination and preparation of materials and resources for
social studies and thematic teaching at the kindergarten and
elementary levels. (Prereq.: PPST and admission to
department)
EED 380 Kindergarten Methods (.5 course)
Study and use of a variety of techniques and resources for
teaching kindergarten. Fieldwork experience. (Prereq.:
PPST and admission to department)
EED 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 Specialty for Elementary Licensure
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)
SECONDARY EDUCATION
K-12 and 5-12 licensures in several content areas are offered
weekends and weekday evenings through a combination of
graduate and undergraduate coursework. Additional content
areas are available through the weekday program. K-12
licenses allow you to teach your content area across elementary, middle school, and high school. Licenses for grades 512 allow you to teach at the middle and high school levels.
Graduate-level licensure coursework (500 and above) is
available to people who already hold a bachelor's degree and
meet MAE admissions criteria.
Licensure Requirements
The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for
licensure; four 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 (1.0)*
EDC 206/566 Diversity I 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)
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)
ECE 347154 7 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-evaluation 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
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.)
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, 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 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 a content area is required for K12 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 content area coursework tied to licensure standards is
generally required, even with a completed academic major.
The following 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.
The following majors are offered primarily or entirely through
the weekday program: biology, chemistry; physics, health,
physical education, music, and mathematics. Students seek-
ing 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.
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 seven years is judged on a case-by-case basis. Education
Department policy requires that a minimum of two content
area courses be taken at Augsburg. 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.
Secondary Licensure Course Descriptions
HPF 115 Chemical Dependency Education (.5 course)
See course description on page 17.
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.: ENL 111, sophomore standing)
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 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.
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)
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.:
PPST and admission to department or special permission of
instructor)
EDC 480/580 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. Fieldwork experience. (Prereq.: PPST and admission to department)
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. (Prereq.: PPST and admission to
department. Note: Students seeking 5-12 Communication
Arts/Literature licensure do not take this course).
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. 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. 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 330 K-12 Methods: Mathematics
Introduction to the teaching of mathematics in middle and
high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for
elementary concentration in mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics (.5
course). Fieldwork experience. (Prereq.: PPST and admission to department)
ESE 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. 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)
ESE 350 K-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.)
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. Required for communication arts/literature license. (Prereq.: PPST and admission to
department)
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 Orientation to Education (LO)*
ESE 352 K-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)
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)*
EED 320/520 K-6 Methods: Reading (1.0)*
SPE 315 Special Education Critical Issues Seminar (.5)
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
Introduction to the teaching of music in the schools.
Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: PPST and admission to department)
ESE 481, 483, 485 Student Teaching
Two to three courses of full-time, supervised student teaching required for licensure. Secondary licenses require two
courses. K-12 licenses require two to three courses. Student
teaching occurs upon satisfactory completion of licensure
program and program portfolio.
SPECIAL EDUCATION
The MAE program with licensure in special education is
based on an innovative 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.
There are two licensure options in the K-12 Special Education program: emotional/behavioral disabilities (EBD), and
learning disabilities (LD). Both programs qualify you to
teach in special education programs and positions; many
students get licensure in both.
SPE 400/500 Teaching Students with Emotional/Behavioral
Disabilities (LO)**
SPE 410/510 Implementing Assessment Strategies (1.0)**
SPE 420/520 Planning, Design, and Delivery (1.0) **
SPE 430/530 Instructional and Behavioral Practices (1.0)**
SPE 490/540 Parent and Professional Planning (l.O) **
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 330 Children's Lit./Language Arts
and
Also available is the Naadamaadiwin Tribal Special Education Cohort-This graduate hcensure program in Special
Education: EBD/LD is designed and taught from an American Indian perspective. It is being offered in collaboration
with the University of Minnesota-Duluth as a hybrid (partly
face-to-face; 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.
EED 350 K-6 Methods: Math*
EED 360 K-6 Methods: Science* (see course descriptions
under Elementary Education).
*Ten to 20 hours of field experience 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. (Minimum 10 hours/week).
EED 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 admission to department)
Eligibility: To be eligible to apply to the special education
program at the graduate level, students must have a degree
and be currently employed in a K-12 setting as a paraprofessional or licensed teacher, and/or have experience working
with students who are labeled with emotional, behavioral,
or learning disabilities, as well as considerable time available for volunteer field placements.
EED 330 K-6 Methods: Language Arts/Children's
Literature
See course description on page 17.
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.
Special Education Licensure Course Descriptions
HPF 115 Chemical Dependency Education (.5 course)
See course description on page 17.
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.: ENL 111, sophomore standing)
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
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.
EDC 220 Educational Technology (.5 course)
See course description on page 17.
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)
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.:
PPST and admission to department or special permission of
instructor)
EED 350 K-6 Methods: Mathematics
See course description on page 17.
EED 360 K-6 Methods: Science
See course description on page 17.
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.
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 epartment)
SPE 420/520 Planning, Desigu, and Delivery
This course provides students with skills to write and
implement individual program plans and to create effective
learning environments for students labeled EBD. Particular
attention is paid to inclusion models, diversity of student
need, and forming partnerships with key school personnel.
(Prereq: PPST and admission to the department)
SPE 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: PPST and admission to the department).
SPE 4 30/530 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: PPST and admission to the department)
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. Should be taken at the graduate
level for the reading endorsement. Field experience required
for K-12 reading endorsement. (Prereq.: PPST and admission to the department)
SPE 4 34/534 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: PPST
and admission to the department).
EDC 505 Literature in the Classroom (.5 course)
The study and use of literature in the K-12 classroom.
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: ENG 111, PPST and
admission to department).
EDC 510 Clinical and Reading Program Leadership
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. Field experience required. (Taken concurrently with
EDC 508)
EDC 508 K-12 Reading Assessment and Evaluation
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. Field experience required.
(Taken concurrently with EDC 510)
SPE 481, 483, 485, 487 Student Teaching (1.0-2.0)
READING ENDORSEMENT PROGRAM
Augsburg College 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 (1.0)*
ESE 500 Reading/Writing in the Content Areas (1.0)*
*The courses 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; ESE 300/500 is part of the secondary initial licensure program. The rigor of the courses is increased at the
graduate level.
Reading license candidates who have already received their
initial teaching license and who are graduates of Augsburg
College within the past seven years will not be required to
retake the entire version of EED 320/520 or ESE 300/500.
However, they will be expected to complete the requirements for the graduate portion of the course they have
already taken within the context of a half-credit independent study. If the graduate course was taken as a part of initial
licensure (EED 520 or ESE 500) students do not need to
repeat the course; however, if ESE 500 was taken without a
field experience, 20 hours in a high school or middle school
reading setting must be completed.
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)*
Reading license candidates who already have received their
initial K-8 teaching licensure and who are graduates of Augsburg College, but not within the past seven years, will be
required to take EED 520 or ESE 500 at the graduate level.
*Field experience required
Reading Endorsement Course Descriptions
EED 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. Should be taken at the graduate level
for the reading endorsement. (Prereq.: PPST and admission
to the department)
Reading license candidates who have already received their
initial teaching licensure and who are not graduates of Augsburg College will be expected to take EED 520 and ESE 500.
STUDENT TEACHING
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.
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
and meet at Augsburg College for a student teaching seminar 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 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. Additional information is available through the
Education Department.
Student teaching for special education is completed as part
of the internship year if students are working in a licensure
appropriate setting. If not, student teaching is carried out
after completing the special education coursework.
A supervised practicum for the reading endorsement is
completed as part of EDC 510 Clinical and Reading Program Leadership. No further student teaching is required
for this endorsement.
GRADUATE DEGREE COMPLETION
Students take graduate coursework as part of the licensure
program. This coursework forms the Master of Arts in Education core, with between four to six Augsburg graduatelevel licensure courses fulfilling master's requirements.
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:
• a research methods course, typically ML 514
• an elective course chosen from leadership-focused courses
in the Master of Arts in Leadership (MAL) program
The goal for the graduate degree completion component is
to foster the development of teachers as leaders within the
institution and community as in line with our program
theme and department mission statement.
Graduate Degree Completion Course Descriptions
Research Methods Course
All students seeking the Master of Arts in Education degree
must complete a graduate-level research requirement.
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.
MAE Final Project Options
Students have two options for fulfilling their Master of Arts
in Education final project: a leadership application project
(LAP) or action research. This project serves as the capstone
of the master's program.
EDC 585 Leadership Application Project
The leadership application project (LAP) 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 LAP is the demonstration of
leadership ability through a 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.
• 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. A minimum of four graduate-level
licensure courses are required for the MAE degree.
The research methods course will help prepare students to
evaluate and document research for use in their final project
or paper. This course examines both qualitative and quantitative research methods. The leadership elective courses
allow students to examine issues of leadership at a personal
or ins ti tu tional level.
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 (LAP)
or action research course sequence and project.
EDC 587 Action Research (.5 course)
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.
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.
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
Credit Evaluation: An official transfer credit evaluation of
your previous academic work will be completed as part of
the admissions process.
ML 550 Communication, Decision Making, and Technology
ML 560 Developing a Multicultural Perspective
Advising and Registration: You are able to participate in
ML 565 Women and Leadership
academic advising and the registration process after you
have been accepted.
ML 599 Special Topics (as appropriate)
ADMISSION REQUIREMENTS
Students admitted into the MAE program must have
completed:
• a bachelor's degree from a regionally-accredited four-year
institution, and can obtain licensure at the graduate level
• 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 can apply to the MAE
full licensure and degree program after achieving 3.0 or
better in two (2.0) Augsburg courses.
Minimum Grade Policy and Academic Probation
Students who fail to maintain a cumulative 3.0 GPA in a
given term in graduate course work are notified that they
are on academic probation and have one term to raise their
GPA to the required level. Failure to do so could mean dismissal from the program. Students who receive below a 2.0
in any course required for licensure-undergraduate or
graduate-are notified that they are on academic probation
and must repeat that course as soon as possible and raise it
to the appropriate level. Failure to do so could mean dismissal from the program. Students who receive a 2.0 in a
graduate course may use that course for licensure purposes,
but it will not be counted towards degree completion.
Application Checklist
The following items must be sent to the Augsburg Adult and
Graduate Admissions Office:
• Completed application form-www.augsburg.edu/mae
• $35 non-refundable application fee
• Personal summary outlining your tentative educational
objectives and reasons for wanting to attend Augsburg
• Official academic transcripts from all previously attended
post-secondary institutions (including colleges, universities, and vocational/technical schools) sent directly to the
admissions office.
Applying to the Education Department: Once accepted to
the College, 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 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.
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.
*Some licensure and content classes will be held in Minneapolis for students taking the Elementary Education
licensure.
Elementary education: The K-8 elementary with a middle
school specialty license allows you to teach in grades K-8
and in your specialty area of math, science, social studies, or
language arts in middle school. Augsburg College offers this
license to people who already hold a bachelor's degree and
meet admissions requirements.
Special education: Emotional Behavioral Disorder/Learning Disability: This program is designed for those currently
working with or 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.
MAE degree completion courses are currently held in
Minneapolis.
ACCREDITATIONS AND APPROVALS
Augsburg is accredited by:
Admission as an international student
• The Higher Learning Commission of the North Central
Association of Colleges and Schools
International applicants must submit the required application
materials listed above. Refer to the additional requirements
outlined in Admission of International Students on page 9.
• National Council for the Accreditation of Teacher Education
Augsburg is approved by: Minnesota Board of Teaching
Acceptance: You will be notified of the Admission Committee's decision usually within one to two weeks after your
application file is complete and has been evaluated by the
committee.
For additional accreditations, approvals, and membership,
seep. 3
MAE FACULTY
Elizabeth M. Ankeny , Associate Professor of Education.
BA, Augustana College; MAT, Morningside College; PhD,
Colorado State University.
Jeannie Uhlenkamp , Instructor of Education, BA, University of Minnesota; MSE, University of Wisconsin-River Falls.
Diane C. Vodicka, Assistant Professor of Education. BEd,
North Park College; MEd, Georgia Southwestern College.
Jacquylynn Brickman , Instructor of Education. BA, Augsburg College; MEd, St. Mary's 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.
Cheryl Gresczyk, Instructor of Education. BA, University of
Minnesota; MA, College of St. Thomas.
Gretchen Irvine, Assistant Professor of Education. BS, College of St. Teresa; MS, University of Wisconsin-River Falls;
PhD, University of Minnesota.
Deborah Katz, Instructor of Education. AB, Stanford University; EdM, Harvard Graduate School of Education; EdD,
National-Louis University.
Anne Kaufman , Associate Professor of Education. BS, MA,
PhD, University of Minnesota.
Mary Beth Kelley , Instructor of Education. BS, University
of Wisconsin-Eau Claire; MEd , Bethel College.
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.
Christina Peper, Instructor of Education. BA, University of
Minnesota; MEd, Southeastern Louisiana University.
Ronald Petrich , Assistant Professor of Education. BA,
Augsburg College; MS, University of Minnesota.
Alyssa Snyder, Instructor of Education. BA, Augsburg College; MA, University of St. Thomas.
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
Master of Arts in Leadership
Master of-Arts in 'Leadership
Welcome to the Master of Arts in Leadership (MAL), a program that has been a vital part of Augsburg College
since being founded in 1987.
The MAL program offers students an excellent opportunity to explore leadership within the context of the
liberal arts. The program design broadens the skills and mindset you need to improve your leadership
capabilities in your current and future positions, as well as in your life.
The MAL program is taught by senior Augsburg faculty from a variety of disciplines. The faculty are committed
to an interdisciplinary approach to leadership studies. Our students represent a wide array of occupations
including business, health care, and the nonprofit sector. This diverse learning community provides a rich
environment for you to explore leadership beyond your own realm of expertise.
Our program will help you develop skills you need to be an effective leader in an ever-changing world. 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 more about
the program, go to www.augsburg.edu/mal.
I would be happy to help you determine how Augsburg's Master of Arts in Leadership program may benefit
you. Contact me via e-mail at noonan@augsburg.edu or by telephone at 612-330-1198. I look forward to seeing
you on campus soon!
Norma C. Noonan, PhD
Director, Master of Arts in Leadership
Mission Statement
The primary purpose of the Master of Arts in Leadership 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.
Introduction
The Master of Arts in Leadership is based on a liberal arts
approach to leadership studies. This cross-disciplinary program directs its academic content and pedagogical
approaches to situations, issues, and problems relevant to
organizational leaders. Augsburg's program recognizes that
today's leaders need a broad spectrum of abilities to provide
them with a more comprehensive understanding of their
world. Designed for working adults, the program offers
courses primarily on alternate Saturdays.
The Master of Arts in Leadership (MAL) is the core program
of Augsburg's Center for Leadership Studies (CLS). The
MAL program, 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 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.
incorporate some online work into their agenda. MAL students may take up to seven courses during the calendar
year. It is possible to complete the degree within two years if
a student takes two courses each trimester.
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 coursework of the master's program.
A sample class schedule in the MAL program
Period I
Period II
Saturday
Saturday
8 a.m. to noon
1 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. An occasional course is taught on an immersion model which features fewer but longer sessions. A few courses are held on
Sunday afternoons, from 1 to 5 p.m.
Augsburg College has a summer session. 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
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, 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.
CURRICULUM DESIGN
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
Each MAL 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, discussion, 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.
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
• Innovativeness
Facility for
Persuasion
Communicative
•
•
•
•
•
•
Risk Assumptive
• Curiosity
• Achievement motivation
• Self-esteem
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 11 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 researchbased 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 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 who do not complete their thesis or leadership application project within two years are required to
pay a continuation fee each trimester.*
Effective listener
Effective speaker
rnective 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 connict
Plan 8: 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 and 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.*
*Both Plans A and Bare governed by Augsburg College's
policy on continuation. A student taking Plan A has a maximum of seven trimesters (including the one in which registration initially occurred) to complete a thesis or LAP. After
that the student may continue with permission but will pay
a fee each trimester. A student taking Plan B has a maximum of four trimesters (including the one in which registration initially occurred to complete the Plan B final
project. After that the student may continue with permission but will pay a fee each trimester. The fee is a continuation fee and is separate from any parking permits or other
incidental fees.
Plan C: Comprehensive Exam Seminar
The third completion option involves one paper written in
conjunction with ML 580 (as in Plan B) and a Comprehen-
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:
A Nicaraguan Experience
The exploration of universal responsibility, conceptually and
experientially. Course consists of a seminar in Minneapolis
and approximately two weeks in Nicaragua. The Nicaraguan
portion includes a home stay, meetings with leaders in various venues, 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.
ML 580 Colloquium on Contemporary Theories of
Leadership
Selected contemporary theories of leadership presented by
instructors who participate in the seminar. Emphasis on
critical thinking, discussion, written analysis. Prereq.: oneyear coursework in MAL program and ML 510)
ML 589 Comprehensive Exam Seminar (PIN}
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. No other course may be taken
at the same time.
ML 592 Thesis/LAP Consultation I (PIN)
Independent final research project supervised by an academic adviser.
*A student may count only ML 597 or ML 598 for credit
toward the MAL degree, except with permission of the MAL
program director.
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, or leadership
development. 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 postmaster'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. Please refer to the MAL program catalog for a complete list of course offerings and 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.
General requirements for the accounting/MAL program
ML 593 Thesis/LAP Consultation II (PIN)
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.
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
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.
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.
• 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: Stu Stoller
ADMISSION REQUIREMENTS
Admission as an International Student
Applicants to the program must have:
International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students on
page 9.
• Bachelor's degree from a regionally-accredited four-year
college or university
• Minimum cumulative undergraduate grade point average
(GPA) of 3.0 (on a scale of A=4.0) and a minimum cumulative GPA of 3.0 for graduate courses completed at an
accredited college or university:
• 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.
Should an applicant not meet the minimum admission
requirements, a conditional admission may be possible as
decided on a case-by-case basis.
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 the
following items for each applicant:
• Previous college record
• Letters of recommendation
• Experience and organizational background
• Written statement
• Interview, if requested
Application Checklist
The following items must be submitted to the Adult and
Graduate Admissions Office:
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 PIN 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. In order
to graduate a student must have a GPA of 3.0 or above. All
required courses and the final projects must be successfully
completed. A student registered for final projects (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.
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 submit to 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.
ACCREDITATION AND AFFILIATIONS
• Completed application form-www.augsburg.edu/mal
• $35 nonrefundable 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
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 3.
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
• Official transcripts from all undergraduate institutions
attended, listing all courses taken and any degree(s) conferred.
College; BD, Luther Theological Seminary; MA, PhD,
Columbia University.
• Official transcripts from all graduate institutions attended,
listing courses taken and degree(s) conferred, if any
Thomas Berl<as, Instructor of Leadership Studies. BCE,
PhD, University of Minnesota. Graduate Faculty in Organizational Management, Concordia University, St. Paul.
Applicants may be asked to participate in an interview with
graduate program faculty and/or staff members.
Larry Crockett, Professor of Computer Science. BA, MA,
Pacific Lutheran University; MDiv, Luther Theological Seminary; PhD, University of Minnesota; Priest, Episcopal Diocese of Minnesota.
Cass Dalglish , Associate Professor of English. BA, College
of St. Catherine; MFA, Vermont College; PhD, The Union
Institute.
Curtis Paulsen , Associate Professor of Social Work. BA, St.
Olaf College; MSW, University of Minnesota; PhD, The
Fielding Institute.
Diane Pike , Professor of Sociology and Director of the Center for Teaching and Learning. BA, Connecticut College;
PhD, Yale University.
John Schmit, Associate Professor of English. BS, St. John's
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.
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.
BA, Rhode Island College; MPA, University of Rhode Island.
Joseph Volker, Instructor of Leadership Studies. BA, UniverDaniel S. Hanson , Assistant Professor of Communication
sity of California-Irvine; MA, PhD, University of Minnesota.
Studies. BA, Augsburg College; MA, University of Minnesota.
Garry Hesser, Professor of Sociology, Director of MetroUrban Studies, and Sabo Professor of Citizenship and Learning. BA, Phillips University; MDiv, Union Theological
Seminary; MA, PhD, University of Notre Dame.
David Lapakko, Associate Professor of Communication
Studies. BA, Macalester College; MA, PhD, University of
Minnesota.
Velma Lashbrook, Assistant Professor of Leadership Studies. BS, Iowa State University; MS, Illinois State University;
EdD, West Virginia University:
Rosemary J. Link, Professor of Social Work and Associate
Vice President for Academic Affairs and Dean of Graduate
Studies. BA, University of Southampton; Postgraduate
diploma and CQSW, University of London; PhD, University
of Minnesota.
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, 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, PhD, Academy of Economics,
Krakow, Poland.
Catherine Paulsen , Instructor. BA, St. Olaf College; MA,
Lone Mountain College.
STAFF
Patty Park, Program Coordinator
Master of Arts in Nursing
Master of Arts in Nursing
We are excited about the educational opportunities, engaging practicum experiences and wealth of transcultural
nursing knowledge offered in the Master of Arts in Nursing program at Augsburg College. We are also proud of
our students who come from a wide range of diverse cultural, educational, and experiential backgrounds. 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 systems, population groups,
cultures, and settings, 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, education, nursing
administration, and emerging care settings that are responsive to the needs of culturally diverse and underserved
populations. Many of our graduates are creating innovative practice models that demonstrate interdisciplinary
leadership and economically feasible solutions to health inequities within communities.
Students can choose between two tracks of study in the master's curriculum: Transcultural Nursing in
Community or Transformational Nursing Leadership and Management. Classes are offered at the Augsburg
campus in Minneapolis and at Bethel Lutheran Church in downtown Rochester, Minnesota. Video conferencing
is used for most classes and allows for "real time" connections between students in the two sites. Program
faculty and staff are available at both sites and eager to assist students in expanding their nursing practice and
advancing their career options while exploring together how we transform our unique gifts and interests into
personal and professional service in the world.
Sincerely,
Cheryl Leuning, PhD
Chair, Department of Nursing
Director, 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.
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
in Advanced Community Health Nursing.
A total of 10 courses plus a thesis or graduate project are
required. Three courses in the Advanced Nursing Core,
which all Master of Arts in Nursing 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
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, and
NUR 515
Managing Nursing Effectiveness within Care
Systems
OR
The Politics of Health Care
NUR 541
Plus, two of the following courses: *
NUR 510
Advanced Community Health Nursing I
NUR 511
Advanced Community Health Nursing II
NUR 530
The Power of Ritual and Ceremony for
Transformation
NUR 532
Transcultural Healing Practices
ELECTIVES-two graduate elective courses, which may
include the following:
ECO 520
Economics of Health Care in a Global
Community
Visions of Leadership
ML510
ML511
ML530
ML531
ML560
NUR 530
NUR532
NUR562
Creativity and the Problem-Solving Process
Ethics in Communication
The Dynamics of Change
Developing a Multicultural Perspective
The Power of Ritual and Ceremony for
Transformation
Transcultural Healing Practices
Walking the Truth: Culture, Gender, and
HIV/AIDS in sub-Saharan Africa
Note: Academic advisers can inform students about other
possible electives.
*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 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.
Thesis or Graduate Project-students are required to
complete either a thesis or a graduate project, which is
equivalent to one course.
NUR 525
Graduate Field Project
NUR 535
Integrative Master's Thesis
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 thesis or graduate
project. Three courses in the Advanced Nursing Core,
which all Master of Arts in Nursing students must take, five
courses in the Transformational Leadership and Management Track, and two elective courses make up the course
work for the program.
Advanced Nursing Core (three courses)
NUR 505
Theoretical Foundations for Advanced Nurs
ing Practice
Research Methods in Nursing
NUR 520
NUR 523
Theory, Research, and Practice Seminar
Transformational Nursing Leadership Track (five courses)*
NUR 500
Transcultural Health Care
NUR 521
Transformational Nursing Leadership
BUS 520
Management of the Healthcare Organization
Two of the following courses:
ML 511
Creativity and the Problem-Solving Process
ML 527
Spirituality and Leadership in the Workplace
ML 535
Organizational Theory and Leadership
ML 565
Women and Leadership
Electives-two graduate elective courses, which may
include:
ECO 520
Economics of Health Care in a Global
Community
ML510
Visions of Leadership
Creativity and the Problem-Solving Process
ML511
Ethics in Communication
ML530
ML531
The Dynamics of Change
ML560
Developing a Multicultural Perspective
NUR530
The Power of Ritual and Ceremony for
Transformation
NUR532
Transcultural Healing Practices
NUR562
Walking the Truth: Culture, Gender, and
HIV/AIDS in sub-Saharan Africa
Note: Academic advisers can inform students about other
possible electives.
*Upon graduation from the program and completion of the
Transformational Leadership and Management track, students are eligible to apply for certification in Advanced
Nursing Administration from the American Nurses Credentialing Center (ANCC).
Thesis or Graduate Project
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 nursing in community or transformational 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 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 two
years after registration. After two years, students must pay a
continuation fee of $200 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.
Practica
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 health care 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 are four
examples of existing practicum experiences.
Students may travel to Namibia in southwest Africa to
spend two weeks exploring health and healthcare 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 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.
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.
Students may apply all these study abroad options to
requirements in the Master of Arts in Nursing program.
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 selforganization, 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
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
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
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. 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. Prerequisite: a college-level statistics course.
(36 hours of practice experience)
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. (72 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. 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 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:
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)
NUR 562 Walking the Truth: Culture, Gender, and
HIV/AIDS in sub-Saharan Africa
This broad-based interdisciplinary course explores the influence of culture and gender on the HIV/AIDS pandemic in
sub-Saharan Africa. The natural history, biology, and epidemiology of AIDS in Africa, as well as socio-cultural, ethical, theological, and political responses to the disease are
examined. Women's collective and individual efforts to preserve the health of their families and communities are highlighted as hopeful and positive responses to the HIV/AIDS
crisis in sub-Saharan Africa.
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 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.
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 52 7 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.
ADMISSIONS REQUIREMENTS
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.
• Cumulative GPA of 3.0 (on a scale of A= 4.0) in all previous college coursework
• Experience as a registered nurse
• Professional liability insurance
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
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.
• Current nursing license
• All required immunizations
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 Uanuary), 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
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 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 565 Women and Leadership
A seminar exploring the theory and practice of women and
leadership: entrepreneurial, political, and social. It offers 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.
• Written statement describing professional and
educational goals
Application Checklist
The following items must be sent to the Adult and Graduate
Admissions Office:
• Completed application formwww.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 9.
ACCREDITATION AND AFFILIATIONS
Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools.
The Master of Arts in Nursing program is fully accredited by
the Commission on Collegiate Nursing Education (CCNE).
For a complete list of Augsburg's accreditations, approvals,
and memberships, see page 3.
DEPARTMENT OF NURSING FACULTY
Magdeline Aagard , Associate Professor of Nursing. BA,
Augustana College; MBA, PhD, University of St. Thomas.
Marty Alemc\n, 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.
I
Linda Holt, Instructor of Nursing, Co-Coordinator of the
Augsburg Central Nursing Center (ACNC) . BSN, University
of Minnesota; MSN, University of Washington-Seattle.
Cheryl Leuning , Professor of Nursing, Chair of the Department of Nursing, and Director of the MAN program. BA,
Augustana College; MS, University of Minnesota; PhD, University of Utah.
Joyce Miiier, Assistant Professor of Nursing. ADN,
Rochester State junior College; BSN , 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.
Pauline Utesch , Assistant Professor of Nursing. BSN,
Winona State University; MA, Augsburg College.
Master of Business Administration
Master of Business Administration
We are certain that you will make an excellent decision by choosing Augsburg to develop your skills,
knowledge, and capabilities. We believe our program will give you an opportunity to challenge yourself by
engaging in classes, projects, and studies that will help form and refine your ability to think critically, analyze
problems, and align your decisions with ethical values and beliefs-while gaining valuable, relevant, and
contemporary business acumen and skills.
Today's business world offers great opportunities to not only realize traditional business goals of increasing
shareholder or owner value but also offers individuals a unique opportunity to serve their communities,
stakeholders, and associates by exercising good decision-making in the areas of corporate social responsibility,
sustainability, and diversity. Our increasingly global and virtual economies call for new knowledge, new
perspectives, and new competencies. Graduates of our MBA program are qualified to take their place as
leaders in their organizations, their communities, and the global economy.
Our unique summative course, the Management Consulting Project, gives students the challenging
opportunity to work on real business issues with actual businesses and organizations in the Twin Cities and
Rochester. Guided and coached by expert faculty with significant business experience, students work in small
consulting teams and bring together the business disciplines they have studied in the program to perform an
accurate analysis and recommendation to the client organization.
Students in the Augsburg MBA program can choose among a growing number of alternatives that include
completion of a core curriculum general MBA, a healthcare management-focused MBA, or additional
concentrations in finance, marketing, human resources, international business, or project management. We
believe we have the structure and design to promote learning and retain rigor, integrity, and quality in an
accelerated degree program. The Augsburg MBA is organized into cohorts, taught by experienced and highly
qualified faculty, and aided by excellent facilities, multiple locations, and the latest in technology, From the
first day of orientation to the day you walk across the stage at Commencement, we promise to offer you an
exciting, challenging, reflective educational experience that will increase your confidence, reinforce your
concepts of vocation, and enable you to seek greater roles of responsibility and impact in your career.
Sincerely,
4-- ~~
Steven M. Zitnick
Director, MBA Program
The Master of Business Administration MissionTo 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.
Master of Business Administration Program Overview
Todays business leader must be able to quickly analyze situations and information and then critically think through the
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 the students'
experience and learning in the program. Our faculty is
uniquely qualified to bridge theory and real world application, giving the MBA student the opportunity to acquire skills
and knowledge in a variety of disciplines.
The Augsburg MBA can be completed in fewer than 24
months.
Cohorts
Augsburg's MBA program is organized around small groups,
or cohorts. 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 not only learn
from one another, but 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 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 will 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.
Locations and Schedules
Classes are offered at four locations: Augsburg's Minneapolis
campus, Thrivent Financial in downtown Minneapolis,
Augsbsurg's Rochester campus, and at St. Stephen Lutheran
Church in Bloomington. Cohorts begin three times per academic year: fall term (September), winter term Qanuary),
and spring term (April) . 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 Adult and
Graduate Admissions Office at 612-330-1390.
MBA Advisory Board
The MBA Advisory Board is composed of both active and
retired 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.
COURSE DESCRIPTIONS
MBA 592 Leadership: Ethics, Service, and Transformation
This course will provide 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.
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 545 Organizational Development
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.
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 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 plodding along the
beaten path of others.
MBA 550 Marketing Management
Applying marketing theory and practice to real-li.fe 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 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 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
This course provides students with 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 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 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.
THE AUGSBURG MBA WITH A HEALTHCARE MANAGEMENT CONCENTRATION
This program includes the following courses from the MBA
core program, followed by the Healthcare Management
Concentration.
MBA 592
MBA 520
MBA 510
MBA 570
MBA 530
MBA 560
MBA 545
MBA 575
MBA 550
MBA 595
Leadership: Ethics, Service, and Transformation
Accounting for Business Managers
Managerial Economics
Quantitative Decision-Making for Managers
Managerial Finance
Communication Issues in Management
Organizational Development in Healthcare
Management
Strategic Technology in Healthcare Management
Marketing in Healthcare Management
Strategic Management for Healthcare
Management
MBH 597 Integrated Health Delivery Systems (Required)
This course is focused on the health-related industries that
comprise the healthcare system in the United States. Critical
success factors for the medical care, hospital care, long-term
care, mental health care, medical equipment, pharmaceutical, health insurance, and managed care industries are
examined. The course also considers the influences of
demographics, consumer expectations, and government
policies on healthcare system performance.
MBH 542 Legal and Ethical Considerations in Health
Care (Required)
This course covers the laws affecting administration of hospitals and other healthcare organizations: administrative law,
corporate and business law, labor law, civil liability, and taxrelated issues. The course also considers the ethical issues
underlying financing, organization, and delivery of healthcare services as well as addresses the numerous ethical issues
raised by advances in technology, changing societal values,
decreased resources, and increasing professional liability.
MBH 53 7 Healthcare Financing (Required)
This course focuses on a variety of public and private third
party mechanisms for financing healthcare services. A
review is made of the various trends and constraints associated with each mechanism. Particular attention is paid to
the role of private health insurance and government reimbursement mechanisms for health services. Prerequisite:
MBA 530 Managerial Finance
MBH 546 Human Resource Issues in Health Care
(Elective or required, depending on location)
This course provides complete coverage of relevant human
resource issues in healthcare management, as well as a solid
foundation in both HR and healthcare administrative practices. It offers 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 services. Written for practitioners and students in all
disciplines related to health, this course covers important
topics such as recruitment, training, termination, legal
issues, labor unions, design and analysis safety, employee
relations, healthcare compensation practices, and the challenges facing healthcare management today.
MBH 593 Healthcare Operations Management (Elective)
This course analyzes the operations of healthcare organizations to improve quality and productivity. Quality improvement models including Six Sigma are reviewed for
usefulness and effectiveness within healthcare delivery or
manufacturing environments related to health care. Management information systems (MIS) are evaluated as aids to the
quality process. A course project is a key element in applying strategic concepts and processes.
MBH 562 Global Healthcare Issues (Required)
Governments bear significant responsibilities for assuring
the health of their people. As our understanding of the
social determinants of health has improved, exercising this
responsibility calls for national policies that include planning for the personal healthcare system, addressing broader
issues of population health services and links to policies
that affect education, economic development, the environment, among other areas. All nations, especially developing
countries and those in transition, face challenges to their
national health strategies from the effects of globalization
and global decision-making on issues that affect health.
MBH 572 Information Technology in Health Care
(Elective)
The course focuses on managing information as a strategic
resource within healthcare organizations; designing information systems to capture, combine, and transform information
to measure processes and outcomes of care, support collaborative clinical decision-making, support management decisions, empower patients, and improve healthcare operations.
CONCENTRATIONS
Master of Business Administration students may choose a
concentration in one of several disciplines following com-
pletion of the core curriculum. A concentration allows students to become competitive in a specific career field or, in
some cases, assists the student in achieving a professional
certification or accreditation.
Graduate Certificates
The following concentrations are also available as graduate
certificate programs. 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, may enroll in any concentration as a certificate student. These courses are transcribed and "for
credit." In most cases, (depending on employer policies)
they will be accepted for tuition reimbursement. Contact
the MBA Office at 612-330-1778 or the Adult and Graduate
Admissions Office at 612-330-1390 for more information.
Finance Concentration
Students prepare for careers in international banking,
finance, and investments by learning finance and investment theory and applications , and the operations of financial markets.
• Financial theory and applications
• Investment theory and portfolio management
• Financial markets
• Options and derivatives
• International finance
• Financial statement analysis
Marketing Concentration
Students receive solid exposure to major topic areas beyond
the core, learn to evaluate research data for marketing decisions, and gain integrative, practical experience in marketing.
• Marketing research
• Marketing communications
• Sales management
• Consumer behavior
• Technology and e-commerce
• International marketing
Human Resource Management Concentration
Students can prepare for careers in the field of human
resource management. Major topics cover a wide range of
HR functions including training and selection, compensation and benefits, and global issues in human resources. Students completing the certificate will be preparing for
certification as a human resource professional (PHR).
• Training, selection, and performance
• Industrial/Labor relations
• Compensation and benefits management
• Organizational effectiveness
• Global human resources
• Strategic human resources
Healthcare Management Concentration
The Master of Business Administration with a 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 that can be seen in today's healthcare environment.
• Legal and ethical considerations in healthcare
management
• 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 oflnternational Students on
page 9.
Admission as a transfer student
Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants.
• Integrated health delivery systems
• Healthcare financing
• Cross-cultural issues in health care
• Global healthcare issues
• Healthcare operations management (elective)
Transfer students may receive up to six (6.0) transfer credits. (See Evaluation of Transfer Credit on p. 6.) Students
must complete no fewer than seven (7.0) courses at Augsburg in order to receive their MBA degree from Augsburg
College.
GMAT Waiver Policy
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.
• Business English
• International marketing
• International managerial finance
• International business negotiations
• International logistics
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 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.
• Legal aspects of international business
ELIGIBILITY
Project Management Concentration-coming in 2009
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 checl<list
The following materials must be submitted to the Adult and
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 Adult and Graduate Admissions Office
• Current resume of work history
• Two confidential letters of recommendation
GMAT waivers may be offered to:
Those 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.
• Those 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)
• Law degree QD)-depending on undergraduate major
• 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. will be evaluated
by the Admissions Committee. (See grade requirement
above)
• Those who have completed a graduate program at
Augsburg College in the MAL, MAN, MSW, MAE, or PA
programs.
• Current and active CPA designation. If the CPA designation has been inactive and not current for a period greater
than five years, the waiver will not be granted.
GMAT WAIVER CHECKLIST
Please 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)
• Current resume (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, please contact either the Adult and Graduate Admissions Office 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. 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.
Last Day to Withdraw from Class
For information regarding the last date on which students
may withdraw from a class and receive a "W" on their
records, please contact the MBA office.
Academic Evaluation
Evaluation of academic performance in the MBA program
will be based on number grades using a 4.0-scale as defined
below:
4.0
Achieves highest standards of excellence
3.5
3.0
Meets acceptable standards
2.5
2.0
Meets minimum standards
Unacceptable performance (no credit - course must
be repeated)
1.5-0.0 Unacceptable performance (no credit - course must
be repeated)
W
Grade assigned when a student withdraws from a
course after the deadline, "Without notation on the
record." Students can only withdraw from the same
class two times. If a student withdraws from the
same course a third time, he or she must meet with
the director of the MBA program to discuss continued participation in the MBA program.
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.
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
• 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.
ACCREDITATION AND AFFILIATIONS
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 3.
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.
Lori Peterson, Assistant Professor of Business Administration. BSB, Carlson School, University of Minnesota; PhD, University of Minnesota.
Larry Sallee , Instructor, Business Administration. BS, University of Wisconsin-Superior; MBA, University of WisconsinLaCrosse; DBA, U.S. International University; Certified Public
Accountant (CPA), Certified Management Accountant.
Nora Braun , Associate Professor of Business Administration.
BSBA, University of Missouri-Columbia; MBA, PhD, University of Minnesota.
John Schmit, Associate Professor of English. BS, St. john's
Thomas Burns, Instructor, Business Administration. BA, Iona
David Schwain , Assistant Professor of Business Administration. BBA, University of Cincinnati; MBA, Harvard University.
College; MBA, University of St. Thomas.
C. Lee Clarke , Assistant Professor of Business Administration.
BA, Capital University; MDiv, Trinity Lutheran Seminary;
MBA, University of St. Thomas.
University; MA, University of New Orleans; PhD, University
of Texas.
Joanne Smith , Instructor, Business Administration. BA, Smith
College; MA, University of Minnesota.
David Conrad , Assistant Professor of Business Administration.
Peter Stark, Assistant Professor of Business Administration.
BS, Northwestern University; MBA, EdD, Pepperdine University:
BA, Winona State University; MA, EdD, St. Mary's University
of Minnesota.
John Stein, Instructor, of Economics. BS, University of
Detroit; MA, University of Illinois.
Stella Hofrenning , Assistant Professor of Economics. BS,
University of Maryland; PhD, University of Illinois.
Stuart Stoller, Professor of Business Administration. BS, MS,
Long Island University; Certified Public Accountant (CPA).
Mark Isaacson , Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic Institute.
Steven Zitnick, Assistant Professor of Business Administra-
Ashok Kapoor , Associate Professor of Business Administra-
tion and Director of the MBA program. BA, Shimer College;
MS, University of Utah.
tion. BA, MA, University of Delhi; MA, MBA, University of
Minnesota; PhD, Temple University.
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.
Steven Lukas, Instructor, Business Administration. BS, MA,
University of Nebraska; EdD, University of St. Thomas.
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:
Michael Mcllhon, Instructor, Business Administration. BBA,
MA, University of Iowa.
John Molloy, Assistant Professor ofBusiness Administration.
BBA, MS, University of Wisconsin, Madison.
Magdalena Paleczny-Zapp, Associate Professor of Business
Administration. BA, MA, Central School for Planning and Statistics, Warsaw; PhD, Akademia Ekonomiczna, Krakow.
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
student 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 physician preceptor for the designated rotation. Nine times during the
clinical phase students will return to Augsburg for testing as
well as didactic and clinical skill workshops.
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 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. 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 callee-
tion 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 evidencebased 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 evidencebased 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
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
• Demonstration of a commitment to, and involvement
with, underserved communities.
ADMISSION REQUIREMENTS
Complete and current-year admission guidelines can be
found on our website at www.augsburg.edu/pa.
Note: The Graduate Record Exam (GRE) is not required.
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.
The Augsburg Physician Assistant Studies program has a
two-step application process-applying through CASPA and
to Augsburg's PA Studies Program.
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
PA Studies Application Process
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.
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.
If you have already completed your undergraduate degree,
prerequisites must be completed by the end of fall semester
(no later than December 30) of the year you are applying. If
you are completing your first undergraduate degree, you
may complete prerequisite course work in the spring semester of the year you are applying; however, that coursework
must be completed prior to the start date of the program.
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.
You will be considered an eligible applicant if you have a
minimum cumulative GPA of 3.0 (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 $25 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.
• 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:
• 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.
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 lateJanuary. 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 midFebruary.
PA PROGRAM POLICIES
Technical Standards
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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.
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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 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, cardiopul-
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monary 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.
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.
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
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 ou tline 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 5 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.
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
selected 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.
Payment Options
For complete and current payment options go to the Enrollment Center website at www.augsburg.edu/enroll.
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.
Heather Bidinger, Assistant Professor and Clinical Coordinator, Physician Assistant Studies. BA, University of St.
Thomas; MMS, PA Certification, St. Louis University.
Donna De Gracia, Assistant Professor of Physician Assistant
Studies. BA, Ohio State University; MPAS, University of
Nebraska; PA Certification, Bowman Gray 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 of Physician Assistant
Studies. BS, University of Minnesota; MPAS, University of
Nebraska; PA Certification, Augsburg College.
Master of Social Work
Master of Social Worl<
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 but 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. If you are
interested in learning more about our program, I invite you to come to campus for an information session. In
that session, we will show you our tightly integrated curriculum, explain our cohort model, and introduce you
to some of our faculty and staff. We also invite you to meet individually with our faculty and staff, who are
available for appointments.
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
SWK 620 Research 2: Practice Evaluation
Building on the basic research skills developed in Research I,
this course offers a practice-oriented exploration of the range
of research methods used in social work practice evaluation.
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
practice evaluation. Students completing the thesis will have
additional assignments fitting the thesis.
SWK 625 Family Practice I
The family practice methods sequence builds upon the theoretical framework of systems theory, the problem-solving
model, and the strengths perspective from the foundation
year. This first course in the sequence introduces students
to the family level of need conceptual framework (Kilpatrick & Holland, 1999) as the foundation for choice of
models for assessment and intervention with diverse families in a variety of practice settings. Family level of need is
conceptualized as a hierarchy of needs ranging from basic
survival to issues of intimacy or self-actualization of family
members. Levels I (assessment and intervention models and
strategies directed at basic survival needs) and II (structure
and organization of families) will be taught. Presentation of
the models will be integrated with current research, family
policy; values, ethics, and global perspectives.
SWK 626 Family Practice 2
This second course in the family practice methods sequence
proceeds to Levels Ill and IV of the family level of need
framework (see above). These levels focus on boundaries,
conflict, and intimacy. Students will gain a working knowledge of strategies derived from these models. Presentation of
the models will be integrated with current research, family
policy, values, ethics, and global perspectives. Prerequisite:
SWK 625
SWK 627 Family Practice 3
This third course in the family practice methods sequence
offers students a selection of one course from two or more
special topics, such as Advanced Family Therapy or Mental
Health Practice. This will be an opportunity to tailor the
skills learned in Family Practice 1 and 2 to an area of specialization within practice with families. Prerequisite: SWK 626
SWK 630 Family Social Policy
This course explores the impact of social policies on diverse
families, including policies that relate to housing, income
maintenance, health, long-term care, education, and discrimination. This course has a dual purpose: to teach substantive
knowledge of child and family policy and to teach policy
practice skills. The diversity in families as well as ethnic ,
racial, cultural, and social class differences will be immersed
in all content areas. National and international political,
social, and economic systems will be a reference point.
SWK 634 Creative Problem Solving in Supervision
(.5 credit)
This course examines knowledge and skill building in the
administrative, educational, and supportive functions of
social work supervision. The interactional model, creative
problem solving, and strengths perspective are the frameworks for understanding and influencing the dynamics of
supervision in a variety of settings.
SWK 639 Topics in Family Practice: Ethics (.5 credit)
Social workers and other human service professionals are
often faced with ethical dilemmas and choices requiring ethical decision-making in all fields of practice. The purpose of
this course is to help students acquire the knowledge base
for ethical practice and to develop skills in identifying and
resolving ethical dilemmas. Also, the course will provide
students with tools required to make ethical decisions when
confronted with conflicting choices occurring within the
context of a profession with a specific values base and a
code of ethics addressing ethical principles and standards
related to clients, colleagues, employers, the profession of
social work, and society.
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 with both taking on new
dimension and meaning for students. 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 65 7 AND 658 Diversity and Inequality I 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 strucLure,
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 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.
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 policy-making 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. lt 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 credit 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
• Social Work with Involuntary Clients
• Spirituality in Social Work and Human Services
We also offer electives abroad:
Exploring Human Services in International Settings (Examples include England, Mexico , Norway, Portugal, Slovenia,
and Taiwan.)
SWK 698 Independent Study
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
that is of interest to him or her. 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.
FIELD WORK AND FIELD PLACEMENT
Social work education goes beyond the classroom. Through
the field experience, we expect that sLUdents 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 Family Practice or Program Development, Policy, and Administration settings
• evaluation of the effecLiveness of program or practice
activities
• an understanding of, and respecL 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 professionallytrained, MSW-level, and program-approved field instructors,
students will spend a minimum of 920 hours in two field
practica. Each practicum is spread over at least two
trimesters (fall and winter) and is concurrent with enrollment in field work 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
advanced standing. Students spend an average of 18 hours
per week during the fall and winter 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.
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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
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) or Master of Divinity (MSW/MDiv). 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
Field Practicum Settings
Three primary objectives have been established:
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:
• 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.
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
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
• 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
(full-time). In the dual degree, Luther Seminary offers nine
courses which can be completed in one year if pursued fulltime. 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 Dual Degree Requirements
Luther Seminary full courses: 9
Augsburg College full credits: 12-advanced standing,
17-foundation (elective is met at Luther)
MSW field practicum course credit hours: see guidelines
under field practicum
MSW 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.
ADMISSION TO THE MSW PROGRAM
The Augsburg College MSW program promotes the widest
possible diversity within its student populatiop.. 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 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 following materials must be submitted to Augsburg's
Adult and 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 applica-
tions 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, and vocational/technical institutions.
• Liberal arts prerequisite coursework including four social
sciences, three humanities, one biology, and one statistics
course. These courses must be completed prior to
enrolhnent.
• 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 (for non-native
English speakers)
• 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 on
page 9.
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. 6.) Eligible
courses must be from a CSWE-accredited program and must
receive 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
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.
Admissions Q&A
What do I do if my cumulative GPA is below 3.0?
Our faculty are willing to review the application files of
applicants with a cumulative GPA below 3.0; however, the
comparative standard remains 3.0 or higher. A small percentage of applicants not meeting the GPA prerequisite may
be admitted, if otherwise qualified. If your GPA is below 3.0,
you must include a brief "Explanation of GPA" with your
application documents. You should address the following
questions:
• Were there limitations that affected your GPA? If so, what
is your plan to address these limitations?
• Were there extenuating circumstances contributing to the
GPA? If so , have those circumstances been resolved?
Is human service experience required?
Although it is not a requirement, strong preference is given
to those applicants with paid or volunteer experience in
human services, particularly experience that demonstrates
responsibility and leadership. Applicants are advised that
MSW field placement options may be limited for those who
lack prior human service experience.
What if my prerequisite coursework is not done?
We require nine prerequisite courses for admission to our
MSW program. These include four social science courses,
three humanities courses, one biology course, and one statistics course. We are willing to review an application if at
least seven of the nine prerequisites are finished at the time
of application. This means a maximum of two prerequisites
can be pending or unfinished at the time of application and
the file will still be reviewed. In the event an offer of admission is extended, it will be conditioned on completion of
any outstanding prerequisite courses before enrollment in
MSW courses.
What if my bachelor's degree is not yet finished when I
apply?
We are willing to review the application file of an applicant
who is lacking one semester or two trimesters of coursework (including practicum) at the time of application. This
means that when you apply to our program in January; if
you have just finished your final fall semester but still have
a final spring term to complete, you must ensure that your
fall grades have been posted to the official transcript before
having it sent to our office for your application. In the event
an offer of admission is extended, it will be conditional on
the completion of the bachelor's degree before enrollment in
MSW courses.
Is academic credit granted for life or work experience?
Although experience will make for a strong application file,
we are unable to waive any degree requirements for work or
life experience. This is the policy in all CSWE-accredited
programs.
May I seek course waivers for the MSW courses listed on
the BSSW Equivalency Checklist if I have taken these
equivalent courses at the undergraduate level, but did
not major in social work?
Unfortunately; no. We offer course waivers for certain MSW
courses only when the entire BSSW major (CSWE-accred-
ited) has been completed by an applicant and we can therefore assume the applicant has been adequately prepared as a
generalist social worker. For the particular MSW courses
open for waiver to these advanced standing applicants, we
expect a grade of B or higher in the BSSW equivalent course.
But it also is expected that the remaining BSSW courses
from the social work major were completed satisfactorily
and the applicant graduated with an accredited bachelor's
degree. If an equivalent course has been taken from another
MSW program, please ask us about our transfer of credit
procedure.
Who makes the admission decision on my
application file?
Each application file is reviewed by three full-time social
work faculty who each make a recommendation on the file.
These recommendations are taken to the Social Work
Admissions Committee which then renders a final admission decision.
How long should my personal statement be?
On average, MSW applicants submit a personal statement
between three and five pages (double spaced). Approximately one page per question is considered adequate. Fewer
than three pages is probably too brief, but more than eight is
probably too much.
May I visit to speak with someone for advice on putting
together the strongest possible MSW application?
Absolutely! You may contact our graduate admissions counselor at 612-330-1520 or e-mail to mswinfo@augsburg.edu
to schedule an advising appointment.
ACADEMIC POLICIES
Academic Achievement
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;
• 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 2.0 or 2.5 will
count toward the degree. Courses with a grade below 2.0
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 of N 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 newlyadmitted students at our field orientation prior to seeking
the field placement.
www.aauw.org
www.gradview.com
www.finaid.org
www.petersons.com
www.students.gov
www.srnexpress.com
Four-Year Limit
All students are required to finish the degree within four
years of matriculation. See page 5 for policy on Continutation 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.
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) .
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 and can be found at
www.augsburg.edu/socialwork/msw/policies.html.
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 on to the fee-based ser vices. 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
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
the human service field so they may enhance their professional and/or technical skill development. Applications due
injune (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 students
only. 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.
Military Discount (see page 11.)
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.
The Augsburg Master of Social Work program is accredited
by the Council on Social Work Education ( CSWE).
For a complete list of Augsburg's accreditations, approvals,
and memberships, see page 3.
MSW FORUM
All MSW students are invited to participate in the studentrun organization, 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 he or she 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.
• receive and give feedback on expectations of faculty, students, and the College
• plan and coordinate MSW student events, lectures, discussions
• organize social action projects
FACULTY
Anthony Bibus, III, Professor of Social Work, Department
Chair. 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.
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 , Assistant Professor of Social Work. BS,
University of Minnesota; MSW, University of MinnesotaDuluth; PhD, University of Illinois-Chicago.
Annette Gerten, Assistant Professor of Social Work BA,
College of St. Catherine; MSW, University of Michigan;
PhD, University of Minnesota.
Barbara Lehmann, Associate Professor of Social Work. BA ,
Knox College; MSW, Tulane University; PhD, Case Western
Reserve Universit.
Rosemary J. Link, Professor of Social Work and Associate
Vice President of Academic Affairs and Dean of Graduate
Studies. BA, Southampton University; CQSW, London University; PhD , University of Minnesota.
Curt Paulsen, Associate Professor of Social Work. BA, St.
Olaf College; MSW, University of Minnesota; PhD, The
Field Institute.
Past forum members established these guidelines:
Nancy Rodenborg , Associate Professor of Social Work. BA,
Indiana University; MSW, University of Minnesota; MIA,
School oflnternational Training; PhD, University of Arizona.
• provide an avenue for students to share and discuss ideas
and/or concerns related to the MSW educational experience with the Social Work Department
Glenda Dewberry Rooney , Professor of Social Work. BS,
University of North Texas; MSW, University of Illinois; PhD ,
University of Minnesota .
• encourage constructive dialogue among students, faculty,
and department and College administrators
• make recommendations to the department regarding program improvements
Michael Schock, Assistant 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, Professor of Social Work. BA, University
of Singapore; MSW, University of Pennsylvania; PhD, University of Minnesota.
STAFF
Emily Cronk, Administrative Assistant
Doran Edwards, BSSW Assistant Director
Holley Locher, MSW Program Coordinator
Stacy Myhre, Field Assistant
Augsburg College Map
Forest Lake
1. Center for Counseling and
Health Promotion
2. Weekend and Graduate Admissions
3. Air Structure Entrance
(November through March)
4. Edor-Nelson Athletic Field
and Seasonal Air Structure
5. Christensen Center and
Day Admissions
6. MBA Program
7. Foss, Lo beck, Miles, Center for
Worship, Drama and
Communication
8. Sverdrup Hall
9. Husby-Strommen Tennis Courts
10. Ice Arena
11. Marketing and Communications
12. Lindell Library
13. Maintenance and Grounds Shop
14. Mortensen Hall
15. Murphy Place
16. Murphy Park
17. Music Hall
18. New Residence Hall
19. Old Main
20. Anderson Hall
21. Quad
22. Science Hall
23. Public Safety
Communications Center
24. Shipping and Receiving
25. Si Melby Hall
26. Sverdrup-Oftedal Memorial Hall
27. Urness Hall
28. Kennedy Center
29. Oren Gateway Center
74
Rochester
~
0
lJ
-I
:i:
6th Street S.
I\)
"'
:f
~Interstate 94 West
Interstate 94 East
===?-
Augsburg College Board of Regents 2008-2009
Andra Adolfson
Dan W. Anderson '65
Jackie Cherryhomes '76
Mark A. Eustis
Anthony Genia, MD '85
Alexander J. Gonzalez '90
Michael R.Good '71
Norman R. Hagfors
Jodi Harpstead
Richard C. Hartnack
Rolf Jacobson
Rev. Craig E. Johnson, ex officio
Ruth E.Johnson, MD '74
Eric J. Jolly
Dean Kennedy
Dean C. Kopperud
Andre J. Lewis '73
Gloria Lewis
Jennifer H. Martin
Marie 0. McNeff
Paul S. Mueller, MD '84
Rev. Duane C. Pederson, ex officio
Stephen Sheppard
Marshall S. Stanton, MD
Philip Styrlund '79
Emily Anne Tuttle
Joan Volz '68
Rev. Norman W. Wahl '76
Bonnie Wallace
75
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Show less
2012-2013
Graduate Studies 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... Show more
2012-2013
Graduate Studies 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
Graduate Studies Catalog
2012-13
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 Office of
Admissions, the graduate program directors, or the registrar. See the Directory page for e-mail
and telephone contacts to key offices for correspondence or telephone inquiries.
Published 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.
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, Augsburg College
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
Lori A. Peterson
Assistant Vice President of Academic Affairs and Dean of Graduate and Professional Studies
Table of Contents
Greeting from the President
Greeting from the Academic Affairs Office
Directory of Offices and Programs
About Augsburg College
Academic Programs and Policies
Graduate Admissions
Financing Your Education
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
College Information
Maps (Minneapolis and Rochester campuses)
Augsburg Board of Regents
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 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
mbainfo@augsburg.edu
www.augsburg.edu/mba
Doctor of Nursing Practice (DNP)
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
Office of Admissions:
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
Master of Business Administration (MBA)
Steven Zitnick, Director: 612-330-1304
Katherine Fagen, Coordinator: 612-330-1774
mbainfo@augsburg.edu
wwww.augsburg.edu/mba
Enrollment Center:
612-330-1046, 1-800-458-1721, or
enroll@augsburg.edu
Questions about registration, financial aid,
transcripts, payments, accounts
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
International Student Advising (ISA): 612-3301686 or
http://www.augsburg.edu/isa/
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
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
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: 612-3300-1000
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.
Mission Statement
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 non-traditional weekend and evening schedule. Augsburg offers the
following graduate programs:
Master of Arts in Education (MAE)
Master of Arts in Leadership (MAL)
Master of Arts in Nursing (MAN)
Master of Business Administration (MBA)
Master of Science in Physician Assistant Studies
Master of Social Work
Doctor of Nursing Practice
Dual degrees:
BA in accounting/MA in leadership
Master of Social Work/Master of Business Administration
Master of Social Work/MA in theology, with Luther Seminary
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.
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 Mississippi
River and the Seven Corners theater 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 Office of Admissions at 612-330-1101 or the Rochester
program office at 507-288-2886.
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
Admissions Offices
The Office of Admissions is located on the main level of Christensen Center. The Physician Assistant
Studies Program admissions office is located in Anderson Hall.
Augsburg for Adults Office
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.
Augsburg Abroad
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.
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, with admission offices, 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, is the College center and
the hub of campus life.
Food Services
A variety of food options are available both in the Christensen Center and in Oren Gateway Center.
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
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.
Kennedy Center
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.
Melby Hall
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.
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, the Master of Business Administration program, the Master of Arts in Leadership
program, the Center for Faith and Learning, 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.
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 during 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 offcampus.
Computing
Students have access to more than 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 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 off-campus 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
• 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)
• 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),
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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
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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—4,109 students from 26 countries. Graduate student enrollment is 871.
Alumni—Appox. 24,000 alumni since 1870, including more than 1,200 graduate program alumni.
Student/Faculty ratio—13 to 1
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.
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 612-330-1717.
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.)
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.
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 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.
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;
• 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.
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
N
V
W
I
X
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
Withdrawn Status
W—Grade given when a student withdraws from a course after the deadline without notation on
the record
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 Assistant 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, including library, AugNet, and parking
privileges. This registration will result in a Campus Access Fee of $35 (subject to change as costs
increase) per trimester.
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.
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.
Doctor of Nursing Practice—For information about course credits and contact hours for the Doctor of
Nursing program, see p. 49.
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.
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). 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.
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.
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.
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.)
•
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.
Graduate Admissions
Admission to Augsburg College
All graduate programs require students to have a bachelor’s degree from a regionally-accredited fouryear 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
www.augsburg.edu/mae
MA, Leadership
www.augsburg.edu/mal
MA, Nursing
www.augsburg.edu/ma_nursing
DNP
www.augsburg/edu/dnp
MBA
www.augsburg.edu/mba
MS, PA Studies
www.augsburg.edu/pa
MSW
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.
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•
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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, 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).
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 US bachelor’s
degree.
• Course-by-course evaluation—to show your complete course listing with credit values and grades
received for each course.
• Calculation of grade point average—to demonstrate your cumulative grade point average using
the standard 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 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.
Financing Your Education
Costs for Graduate Studies
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.
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 nonrefundable 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.
Sponsored Scholarships
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.
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:
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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 Weekend and Evening College
undergraduate program and graduate programs. Contact the Office of Admissions 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.
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.
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 in good 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.
Financial 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.
For further information, contact the Enrollment Center, 612-330-1046, 1-800-458-1721,
enroll@augsburg.edu, or www.augsburg.edu/enroll.
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 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
other 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 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: 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:
* K-12 English as a Second Language
• K-12 Special Education: Emotional and Behavioral Disabilities
• K-12 Special Education: Learning Disabilities
• 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 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.
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 pre-primary specialty 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
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 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)
EED 342
K-6 Methods: Music (.25)
EED 350
K-6 Methods: Math (1.0)*
EED 360
K-6 Methods: Science (1.0)*
EED 370
K-6 Methods: Social Studies (.5)
EED 380
Kindergarten Methods (.5)*
EED 386
Children’s Literature (.5)
EED 481,483 Student Teaching (2.0-3.0)
485, 487
EED 495
TPA and Student Teaching Seminar (.5)
*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-bycase 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.
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.
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.
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 Minnesota-based 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.
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.
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 development in K-6 classrooms. In this course, students will
investigate theories, research, and practices involved in K-6 literacy development and instruction.
Students will also strengthen their own understanding of English grammar and linguistics.
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)
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)
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. (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)
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. (Pre-req.: passing scores for MTLE
Basic Skills tests)
EED 495 Topics: Teaching Performance Assessment (TPA) and Student Teaching Seminar (.5)
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 selfevaluation 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
One course of full-time, supervised classroom experience. Required for licensure. (Pre-req.: passing
scores for MTLE Basic Skills tests.
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 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 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
ESE 495
TPA and Student Teaching Seminar (.5)
*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)
An analysis of chemical use and abuse and what can be done for the abuser. Includes information
about school health education and services.
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.
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 Minnesota-based 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.
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.
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)
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).
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. K–12 licenses require three courses. Student teaching occurs upon
satisfactory completion of licensure coursework. (Pre-req.: passing scores for MTLE Basic Skills tests)
ESE 495 Topics: Teaching Performance Assessment (TPA) and Student Teaching Seminar (.5)
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.
Special Education Licensure Requirements (These requirements are changing during
2012-13. The new requirements will be in place by Winter 2013, pending approvals. See
the Education Department for updates.)
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 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)*
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)**
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 315
Special Education Critical Issues Seminar (.5)
SPE 481,483 Student Teaching (2.0)
485, 487
SPE 495
TPA and Student Teaching Seminar (.5)
*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
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 (.5 course credit)
SPE 509
Literacy Instruction for American Indian Learners with Exceptionalities
SPE 481, 483, Student Teaching (1.0–2.0)
485, 487
SPE 495
TPA and Student Teaching Seminar (.5)
Special Education 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.
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.
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 Minnesota-based 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.
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.
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)
EED 225 Foundations of Literacy
Instruction in and discussion of literacy development in K-6 classrooms. In this course, students will
investigate theories, research, and practices involved in K-6 literacy development and instruction.
Students will also strengthen their own understanding of English grammar and linguistics.
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. (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)
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 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: 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 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 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)
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)
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 (2.0)
Two courses of full-time, supervised classroom experience. Required for licensure. (Pre-req.: passing
scores for MTLE Basic Skills tests)
SPE 495 Topics: Teaching Performance Assessment (TPA) and Student Teaching Seminar (.5)
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 trimester
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 (1.0)*
EDC 206/566
Diversity/MN American Indians (1.0)
EDC 310/533
Learning and Development (1.0)*
EDC 410/544
Learners with Special Needs (1.0)*
EED 325/525
K-6 Literacy Methods and non-credit Field Experience (EED 326) (1.0)*
ESL 330/510
History and Structure of English (1.0)
ESL 340/520
ESL Literacy (1.0)*
ESL 490/530
Language, Culture, and Schools (1.0)
ESL 420/540
ESL Methods (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)*
ESL 310
Second Language Acquisition (.5)
ESL 320
Introduction to Linguistics (.5)
ESL 410
ESL Testing and Evaluation (.5)
ESL 481, 483, 485 Student Teaching (3.0)
ESL 495
TPA and Student Teaching Seminar (.5)
*This course has a 20 hour field experience attached to it.
English as a Second Language Licensure Course Descriptions
HPE 115 Chemical Dependency
An analysis of chemical use and abuse and what can be done for the abuser. Includes information
about school health education and services.
EDC 200/522 Orientation to Education
Career exploration and overview of the teaching profession. Emphasis on historical and philosophical
foundations of the American school system. Urban fieldwork experience.
EDC 206/566 Diversity/MN 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 Minnesota-based American Indian tribal government, history, language, and culture.
EDC 220 Education Technology
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.
EDC 310/533 Learning and Development
A survey of educational psychology topics as applied to teaching and learning. Special emphasis is
placed on classroom applications. Fieldwork experience.
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)
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. (Prereq.: 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: Admission to department.
ESL 310 Second Language Acquisition
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. (Pre-req:
Admission to the Education Department)
ESL 320 Introduction to Linguistics
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. (Pre-req: Admission to the Education Department)
ESL 330/510 History and Structure of English
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. (Pre-req: Admission to the Education Department)
ESL 340/520 ESL Literacy
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 literacy, biliteracy, and literacy assessment will all be
explored. This course includes a 20 hour field experience. (Pre-req: Admission to the Education
Department)
ESL 410 ESL Testing and Evaluation
This course provides an overview of procedures and instruments used in identifying and
assessing English language 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 class also examines classroom and authentic assessment
practices and seeks to build teacher skill in these areas. (Pre-req: Admission to the Education
Department)
ESL 420/540 ESL Methods
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, current ESL trends, and techniques for teaching
students at different levels will be examined. This course includes a 20 hour field experience. (Prereq: Admission to the Education Department)
ESL 490/530 Language, Culture, and Schools
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. (Pre-req: Admission to the
Education Department)
ESL 481, 483, 485 Student Teaching
Three courses of full-time, supervised classroom experience. Required for licensure. (Pre-req.:
passing scores for MTLE Basic Skills tests)
ESL 495 Topics: Teaching Performance Assessment (TPA) and Student Teaching Seminar (.5)
K-12 Reading Teacher Endorsement
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 and potentially provide
leadership within schools and districts in 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.
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 semester framework (face-to-face classes on Saturdays) 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 (.5)
EDC 506 Reading Leadership, Literature, and New Literacies (1.0)
EDC 515 Reading Theory and Research (1.0)*
EDC 535 Assessment and Instruction with Elementary Readers (1.0)*
EDC 545 Assessment and Instruction with Middle and High School Readers (1.0)*
*Field experience required
K-12 Reading Teacher Endorsement Course Descriptions
EDC 500 Reading Leadership in the K-12 Schools (.5)
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.
EDC 506 Reading Leadership, Literature, and New Literacie
Throughout this course, students explore children’s and young adult literature as well as new forms of
digital literacies. (Pre-req.: EDC 500 and department admissions)
EDC 515 Reading Theory and Research
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.
Field experience required. (Pre-req.: EDC 500 and department admissions)
EDC 535 Assessment and Instruction with Elementary Readers
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. (Pre-req.: EDC 500 and department admission)
EDC 545 Assessment and Instruction with Middle and High School Readers
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. (Pre-req.: EDC 500 and department admission)
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 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 and a .5 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 an EBD or LD setting, 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. 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 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 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. 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 adviser 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.
Performance Assessment/Teacher Leadership Degree Completion Option
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 570
Teacher Leadership
EDC/ML 514 Research Methods–Education focus. (ML 514 can be substituted if
necessary)
• EDC 594
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 Master of Arts in
Education program is also 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. Beginning Summer 2012, the Performance Assessment degree completion option is
offered at the Rochester campus.
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 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.
Graduate Degree Completion Course Descriptions
EDC 570 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 594 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. Qualitative 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
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
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
ML 599
Special Topics (as appropriate)
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, these 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— 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.
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 by the 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
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
Conditionally-admitted MAE students are expected to achieve a 3.0 or better GPA in a minimum of
2.0 courses. 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.
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 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.
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 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 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.
MAE/Full-time 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.
Joseph A. Erickson, Professor of Education. BA, MA, College of St. Thomas; MA, LutherNorthwestern 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.
Audrey Lensmeier, Assistant Professor of Education. BA Indiana University; MAT National Louis
University; PhD University of Minnesota.
Gregory Krueger, Instructor of Education. BA, Southwest Minnesota State University; MA, Hamline
University.
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.
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.
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.
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 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.”
MAL is the core program of Augsburg’s Center for Leadership Studies (CLS). Developed and
launched in 1987, MAL is celebrating its 25th year in 2012-2013. 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.
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 a choice of 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.
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.
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.
Two Convenient Formats: Classic Classroom and Integrated Hybrid
Cohort
Classic Classroom Format
An emphasis on face-to-face learning
Overview
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. Seven Saturday sessions are included in one trimester. Some select classes meet on Monday
evenings. Students can take a combination of Saturday and Monday courses. Following this model,
students can complete six courses during the academic year and a seventh during a summer session.
A sample class schedule in the classic classroom format:
Period I
Saturday
8 a.m. to noon
Period II
Saturday
1 p.m. to 5 p.m.
Period III
Monday
6 p.m. to 10 p.m.
Note: Each class taken commits a student to either 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.
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.
Curriculum
Four core courses:
Visions of Leadership
Research Methods
Two courses related to the final project
Seven electives, selected from more than 20 offerings
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 Pass 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, 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 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 in the Academic Programs and Policies section.
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 in the Academic Programs and Policies section.
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 take-home
examinations are successfully completed, the program requirements are satisfied.
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
ML 580
ML 597
Research Methods
Colloquium on Contemporary Theories of Leadership
Non-Thesis Independent Project
Core courses for the comprehensive exam seminar (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
Elective courses for ALL Classic Classroom options
(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 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 558
Leadership and Science
ML 560
Developing a Multicultural Perspective
ML 562
Global Multiculturalism, World Religions, and Leadership
ML 563
Leadership in a Global Society
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
Colloquium on Contemporary Theories of Leadership (elective for Plan A)
ML 598
Independent Study (special permission required)
ML 599
Topics: special courses offered only once or twice
Integrated Hybrid Cohort Format
A combination of online, classroom, and experiential learning
Overview
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 trimester schedule September
through mid-June (fall, winter, and spring trimesters). Coursework will be online and supported by
three on-campus class sessions per term.
Curriculum
ML 510
ML 512
ML 514
ML 520
ML 523
ML 553
ML 563
ML 574
ML 580
ML 588
ML 599
Visions of Leadership
Responsible Leadership for the 21st Century (Intensive)
Research Methods
Self-Identity, Values, and Personal Growth
Leading Authentically
Design and Leadership
Leadership in a Global Society
Strategic Leadership
Colloquium of Contemporary Theories of Leadership
Final Action Research Project
Mid-point Augsburg Signature Experience (Intensive)
Core courses for the Integrated Hybrid Cohort format
(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. 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 trimester (Plan D). For Classic Classroom students
there are three ways to complete the final project option in the MAL degree: Plan A, B, or C ( See
section above, Final Project Options for the Classic Classroom Format.) 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 Pass basis.
Course Descriptions for Both MAL Formats
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.
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 512 Responsible Leadership for the 21st Century
The Augsburg mission statement sets forth the goal 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. This course also seeks to build a learning
community and orient students to ideas and theories that will allow them to function effectively as a
cohort throughout the MAL program. The course is structured as a five-day intensive experience.
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 523 Leading Authentically
What does it mean to lead authentically? How can you best align your strengths with the organization
in which you lead? This course will build on the work done in ML 520 to help students identify their
strengths, develop self-awareness, and articulate their life purpose. By looking at different theories of
leadership and various perspectives on organizational development, students will be able to
purposefully create a leadership style and plan that honors their authentic selves.
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
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.
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 536 Facilitating Organizational Change
This course will explore the impact of change on organizations, teams, and individuals. It 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. This course will further differentiate change and transition and further highlight strategies
to help leaders coach individuals through difficult change events. Furthermore, this course will discuss
organizational changes related to structure, strategy, technology, teams, and individuals.
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, 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 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.
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 US. (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 563 Leadership in a Global Society
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.
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 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: A Nicaraguan Experience
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 US 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 one 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.
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.
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-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:
• Previous college record
• Letters of recommendation
• Experience and organizational background
• Written statement
•
Interview, if requested
Application Checklist
The following materials must be submitted to the Office of Admissions:
• Completed application form
• $35 nonrefundable 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
Equivalencies
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.
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 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, in the About Augsburg
College 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.
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, 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, Mpls.
John A. Furia, Assistant Professor of Business Administration. BA, Rhode Island College; MPA,
University of Rhode Island.
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 University-Carbondale; 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.
William Lashbrook, Instructor of Leadership Studies. BA, MA, University of Kansas; PhD, Michigan
State University. Senior Research Associate, Strategy Implementation Associates.
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 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 Emerita of Political Science and Leadership Studies, former Director of
the Center for Leadership Studies and the MAL Program (1993-2011). BA, University of
Pennsylvania; MA, PhD, Indiana University.
Diane Pike, Professor of Sociology. AB, Connecticut College; PhD, Yale University.
John S. Schmit, Professor of English. BS, St. John’s University; MA, University of New Orleans;
PhD, The University of Texas-Austin.
Kathryn Swanson, Professor of English. BA, St. Olaf College; MA, PhD, University of Minnesota.
Alan Tuchtenhagen, 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, MA, Program Coordinator
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
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)
or
NUR 530
The Power of Ritual and Ceremony for Transformation**
NUR 532
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 health care 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 Nursing 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)
NUR 521
Transformational Nursing Leadership (72 practice hours)
BUS 520
Management of the Health Care Organization
ML 541
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).
Graduate Project
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.
In the three core courses students will develop a plan for their final field project, which will be
completed in NUR 525.
Practica
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
health care 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 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 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.
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.
Students may apply all these study abroad options to requirements in the Master of Arts in Nursing
program.
These practice experiences include fees for travel and education costs on-site in addition to course
tuition. Fees vary by practice site.
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 health care 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 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, health
care 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 communityfocused health care 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 health care 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)
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 health care 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.
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 health care 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 health care 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 Health Care Organization
This course provides an overview of the key organizational and behavioral concepts that underlie
effective management practices in health care 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 health care system, e.g., issues of access and cost.
Admission to MAN
Admission Requirements
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.
• 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 Office of Admissions:
• 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 in the Graduate Admissions
section.
Academic Policies
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. See detailed information in the Academic Programs and
Policies section.
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
available on the Grad/Weekend and Evening 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 the
listing in the About Augsburg College section.
Department of Nursing Faculty
Magdeline Aagard, Associate Professor of Nursing. BA, Augustana College; MBA, EdD, University of
St. Thomas.
Pauline Abraham, Assistant Professor of Nursing. BSN, Winona State University; MA, Augsburg
College.
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.
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
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.
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.
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
Didactic Courses
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 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 diverse 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.
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
bio-scientific models of curing.
Practica
Practica in the DNP include structured immersion experiences led and facilitated by faculty, and
student initiated, self-directed 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.
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–US 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 US–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 SubSaharan 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 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.
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 health care 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 experience 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 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, 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.
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.
Accreditation
Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges
and Schools.
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 the listing in the
About Augsburg College section.
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.
Program Staff
Sharon Wade, Administrative Coordinator, BA, Augsburg College.
Linden Gawboy, Administrative Assistant
Patricia Park, Program Coordinator, MA, Augsburg College.
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 “handson,” 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.
Steven M. Zitnick
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.
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 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.
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 About Augsburg College section.
Plan of Study
The Augsburg MBA is an accelerated, part-time 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, 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.
Course Credit
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 semester schedule meets for approximately 28
contact hours with the expectation of substantial independent and group study offered through our
web-based electronic course management system. Learning is supplemented by the use of our class
management software; allowing students and faculty to share ideas, information and learning.
Specialized Plan of Study
The Augsburg MBA offers students the flexibility of completing a general MBA or a specialized MBA
with a specialization that matches their interests and career goals. The general Augsburg MBA
consists of 13 courses that can be completed in approximately 24 months. An Augsburg MBA with a
concentration consists of nine core MBA courses and 3 additional courses that focus on their chosen
area of interest. An MBA with a concentration can be completed in 28 months.
Full-credit MBA courses consist of seven four-hour sessions. Classes are scheduled to meet one
night each week. It is sometimes necessary to include an occasional Saturday session due to national
holidays.
Academic Calendar
Currently, the Augsburg MBA uses the semester schedule 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 full-credit 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 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 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 Behavior
MBA 550
Marketing Management
MBA 560
Communication Issues in Management
MBA 565
Managing in a Global Environment
MBA 570
Quantitative Decision Making for Managers
MBA 575
Strategic Technology
MBA 592
Leadership: Ethics, Service, and Transformation
MBA 595
Strategic Management
MBA 581&2 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, break-even 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 Behavior
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.
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.(This course may be taken in conjunction with the
faculty-led international experience.)
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 581-582 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. (The Management Consulting Project course is
divided into two required .5 credit courses.)
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.
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 decisionmaking. This course is integrative of all subject matter in the MBA program, and adopts the
perspective of senior management. (This course may be taken in conjunction with the faculty-led
international experience.)
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
MBA 570
MBA 580
MBA 592
Marketing Management
Quantitative Decision Making for Managers
Management Consulting Project (Capstone)
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.
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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
Health Care Management Concentration
The concentration in health care 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 health
care organizations. The MBA/HCM emphasizes the identification, analysis, and solution of complex
management problems with a foundation of health care concepts and decision models that will
support the variety of management roles in today’s health care environment.
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Legal and ethical considerations in health care management
Integrated health delivery systems
Health care financing
Cross cultural issues in health care
Global health care issues
Health care 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 612-330-1778 or the Office of Admissions at 612-330-1390
for more information.
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 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
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 (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 612-330-1390.
MBA Advisory Board
The MBA Advisory Board is comprised of both active and retired 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 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 Admissons:
• 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 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 six (6.0) transfer credits. (See Evaluation of Transfer Credit in
Academic Programs and policies.) Students must complete no fewer than seven (7.0) courses 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.
• 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:
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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 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 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 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.
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.
Ashok Kapoor, Associate Professor of Business Administration. BA, MA, University of Delhi; MA,
MBA, University of Minnesota; PhD, Temple University.
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.
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.
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.
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 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.
Curriculum
The Physician Assistant program at Augsburg is 36 months long with studies beginning each year in
the summer semester (late May). The program accepts 30 students for each new class. 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 three academic year length of the program.
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
Fall
• Clinical Medicine I
• Pharmacotherapy I
• History and Physical Exam Skills I
Spring
• 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 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 health care 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 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 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 several rotations outside the metropolitan area.
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 the student
has been in for the required rotations, or may be elsewhere in the state.
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.
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 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 evidencebased 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 evidencebased 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 evidencebased 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 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
Admission Requirements
Complete and current-year admission guidelines can be found on our website at
www.augsburg.edu/pa.
Admission to any physician assistant program is a highly competitive process. Augsburg College’s
graduate program in physician assistant studies receives approximately 350 complete, competitive
applications for each entering class of 30 students.
Qualified applicants will have:
• Bachelor’s degree (in any major) from a regionally-accredited four-year institution
• Minimum cumulative GPA of 3.0 as calculated by CASPA at the time of application (3.2 or
higher strongly recommended)
• Minimum science GPA of 3.0 as calculated by CASPA at the time of application (3.2 or higher
strongly recommended)
• Completed the prerequisite courses listed below
Prerequisite Courses
To be an eligible applicant for the physician assistant studies program, you must have completed the
prerequisite courses listed below. These courses must have been completed within 10 years of the
year you are applying for admission.
Applicants completing their first undergraduate degree in the spring term may complete prerequisite
coursework in the summer, fall, and spring term of the academic year they apply as long as the
degree and prerequisite coursework will be completed by the start date for the program. Applicants
who already have an undergraduate degree, or who will complete their degree in a term other than
spring, have the summer and fall semesters of the year they apply by which to complete prerequisites.
All course prerequisites must have been passed with a grade of C (2.0) or higher. Meeting minimum
prerequisites does not guarantee admission into the program.
• one full course of 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:
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Cumulative GPA of 3.2 or higher
Science GPA of 3.2 or higher
Additional science courses such as anatomy, genetics, immunology, other biology courses, and
organic chemistry
Clinical health care experience. Direct patient care is the best type of experience to obtain in order
to strengthen an application. Health care experience may be full-time or part-time, paid or
volunteer. We recommend 750-1000 hours to be competitive in this category.
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 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 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.
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. After telephone interviews are
conducted, the class of 30 students, as well as a list of alternates will be selected. All applicants are
notified of their status no later than 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 admission and progression must be able to perform
these abilities and skills in a reasonably independent manner.
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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.
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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
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.
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.
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.
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 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 Programs and 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. 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.
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 selected 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.
Payment Options
For complete and current payment options go to the Enrollment Center website at
www.augsburg.edu/enroll.
PA Program Faculty
William Patricio Alemán, Assistant 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.
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
MSW Mission
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.
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 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 the 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 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 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 generally available for students with advanced standing.
All students must complete the MSW degree in no more than four years following matriculation.
Academic Calendar
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. 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/enroll/registrar.
Class Periods
Classes meet in four-hour blocks on Friday evenings, 6 to 10 p.m.; Saturday mornings, 8 a.m. to 12
p.m.; 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 3 to 4 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, winter, and spring trimesters (a span of 7 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.
Course Credit and Contact Hours
A full credit MSW course (1.0) is equal to 4 semester credits or 6 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 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 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.
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 selfevaluation. 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’s Thesis
Students in both concentrations have the option of completing a thesis in addition to either the
portfolio or summative evaluation project. 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 should 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
Foundation Courses
FALL
SWK 500*
SWK 505*
SWK 530*
SWK 531*
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)
WINTER
SWK 501*
SWK 506*
SWK 510
SWK 535*
SWK 536*
History of Social Welfare Policy
Practice Methods and Skills 2: Groups
Advanced Practice Methods (advanced standing students only)
Integrative Field Seminar 2 (.5) (taken concurrent with first practicum)
Human Behavior and the Macro Social Environment (.5)
SPRING
SWK 504
SWK 509
SWK 516
Research Methods 1
Assessment and Diagnosis in Mental Health Practice
Community Development for Social Change
Concentration Courses
Multicultural Clinical Practice Concentration
FALL
SWK 610
Integrative Field Seminar 3: MCCP (.5) (taken concurrent with second practicum)
SWK 615
Diversity/Inequality 1: MCCP (.5)
SWK 628
MCCP with Individuals
SWK 629
MCCP with Families
WINTER
SWK 611
SWK 616
SWK 630
SWK 631
SWK 635
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)
SPRING
SWK 612
SWK 634
SWK 636
SWK 639
SWK 699
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
Integrative Field Seminar 3: PDPA (.5) (taken concurrent with second practicum)
SWK 657
Diversity/Inequality 1: PDPA (.5)
SWK 660
Research 2: Program Evaluation
SWK 667
Organizations/Social Admin. Practice 1
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
*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 also 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.
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 Integrative Field Seminar 1 and 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, 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 seminars are the courses where
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.
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, cofacilitated, 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, 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
multicultural 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 group work within a clinical practice. It 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 group work. 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 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.
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 evaluating clinical practice
requires the integration of evidence-based practice knowledge, multicultural clinical skills and multiepistemological 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 Ethics, Substance Abuse and Social Work, and
Trauma Therapy and Treatment.
Program Development, Policy, and Administration Concentration Courses
SWK 651 AND 652 Integrative 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, 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.
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 policy-making 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
• 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 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 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.
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 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. 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
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 foundation level. Students spend an average of 15 hours per week during the
fall and winter trimesters 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, winter, and spring trimesters 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. Students also have the opportunity 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 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 field sites includes agencies in the following
areas of practice:
• family and children
• child welfare
• mental health
• crisis intervention
• senior resources
• family social policy
• health and human services
• corrections and probation
• public and independent schools
• youth services
• hospitals
•
•
•
•
•
•
•
•
•
•
•
•
•
•
developmental disabilities
American Indian family services
chronic and persistent mental illness
chemical dependency
court services
immigrant, migrant, refugee services
victims of torture
faith-based social services
neighborhood services
legislation advocacy
housing services-employment services
community organizing
research centers
Dual Degree in Social Work and Theology (MSW/MA, Theology)
Augsburg College’s Department of Social Work (Minneapolis) and Luther Seminary (St. Paul) offer a
dual degree: Master of Social Work and Master of Arts in theology (MSW/MA). The dual degree has
been approved by both institutions and by the Council on Social Work Education. If you are interested
in combining a Master of Social Work with a Master of Arts in theology, we recommend you begin with
the Luther Seminary program first and identify yourself as seeking the dual degree. For application
information visit the Luther Seminary website at http://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.
• 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 (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
• 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 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.
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
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
For more information regarding the MBA coursework required for the MSW/MBA dual degree, see the
Master of Business Administration 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.
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 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 following materials must be submitted to Augsburg’s Office of Admissions:
Completed and signed application form—www.augsburg.edu/msw or call 612-330-1101.
The application 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 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 4 social sciences, 3 humanities, 1 biology, and 1
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, if applicable (refer to p. 16 for college policy)
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 eight (8.0) transfer credits. (See Evaluation of Transfer Credit in
the Academic Programs and Policies section of this catalog.) Eligible courses must be from a CSWEaccredited 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
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 the following eligible MSW courses: Human Behavior and the Social Environment,
History of Social Welfare Policy, Practice Methods 1 and 2, and Integrative Field Seminars 1 and 2
(which include 420 field practicum hours). Advanced standing applicants must offer an equivalent
BSW course for each with a grade of B (3.0) or higher in order to receive a waiver.
Academic Policies
Academic Achievement
Students must maintain at least a 3.0 cumulative grade point average in the MSW program. If a
student falls below a 3.0 average, the student will be placed on academic probation. A 3.0 cumulative
grade point average must be restored in order for a student to be removed from probation. If the
cumulative grade point average again falls below 3.0, the student may be dismissed from the
program. Students are retained in the program who can:
• maintain expected grade point average (3.0 or higher);
• complete course requirements of the program and field placement in a timely manner;
• complete the program within four years; and
• 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 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. 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 facilities fee, and
student liability insurance when in a field placement. There may also be additional fees associated
with short-term electives abroad.
Graduate Scholarship Search Tips
As you may know, graduate students do not have access to many of the financial aid opportunities
open to undergraduates. Because of this, we strongly encourage you to spend time doing your own
independent research into graduate funding available locally, nationally, and internationally.
The simplest way to begin a search for graduate funding is to look online. There are many scholarship
search engines online. The following websites may provide a good starting point for your search:
www.naswfoundation.org
www.gradloans.com
www.cswe.org
www.gradschools.com
www.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 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 $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
See description in the Financing Your Education section of the catalog.
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 the About Augsburg College section of this catalog.
The Augsburg Master of Social Work program is accredited by the Council on Social Work Education
(CSWE).
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 department 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.
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.
K. Abel Knochel, Assistant Professor of Social Work. BA, Albright College; MSW, Spalding
University; 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, Department Chair. BA, Indiana University;
MSW, University of Minnesota; MIA, School of International Training; PhD, University of Arizona.
Michael Schock, Associate Professor of Social Work. BA, University of Washington; MSW, University
of Minnesota; PhD, University of Washington.
Staff
Erika McCreedy, Administrative Assistant
Doran Edwards, BSW Assistant Director
Courtney Zaato, Field Assistant
Holley Locher, MSW Program Coordinator
Augsburg College Board of Regents
For more details, go to www.augsburg.edu/regents.
Andra Adolfson
Dan W. Anderson ’65
Ann B. Ashton-Piper
Karen Durant ’81
Matt Entenza, JD
Mark A. Eustis
Anthony L. Genia, Jr, ’85, MD
Alexander J. Gonzalez ’90
Michael R. Good ’71
Norman R. Hagfors
Jodi Harpstead
Rev. Rolf Jacobson, PhD
Eric J. Jolly, PhD
Cynthia G. Jones ’81, PhD
Dean Kennedy ’75
Toby Piper LaBelle ’96
The Honorable LaJune Thomas Lange ’68, JD
Andre J. Lewis ’73, PhD
Jennifer H. Martin, EdD
Marie O. McNeff, EdD
Paul S. Mueller ’84, MD
Jeff Nodland ’77
Lisa Novotny ’80
Paul C. Pribbenow, PhD
Bishop Peter Rogness, ex-officio
Gary Tangwall ’80
Rev. David Tiede, PhD
Bishop Harold Usgaard, ex-officio
Rev. Norman W. Wahl ’76, DMin
Bonnie Wallace
Rev. Mark Wilhelm, PhD, ex-‐officio
Show less
•
COLLEGE
•
LEADERSHIP
,
••
<
•
"Those who hoye to lead had better
Table of Contents
understand both rationally and
Introduction
intuitively the yeoyle who mtght be
Leadership Development Model
2
their followers, and the society in
Curriculum Design
3
which they are embedde... Show more
•
COLLEGE
•
LEADERSHIP
,
••
<
•
"Those who hoye to lead had better
Table of Contents
understand both rationally and
Introduction
intuitively the yeoyle who mtght be
Leadership Development Model
2
their followers, and the society in
Curriculum Design
3
which they are embedded. They had
Thesis/Leadership Application Project Option
3
better comyrehend the values of our
Non-Thesis Option
3
Course Descriptions
4
Library
5
Admission Requirements and Procedures
6
systems work, and understand how
International Applicants
6
and why science has changed the
Student Support Services
7
world ... Leaders need syecialists as
Evaluation Standards
8
Student Rights
8
Attendance Policy
8
leaders themselves are generalists ...
Academic Policies
9
At higher leveh of leadershty they
Accred itation and Affiliations
9
cannot achieve their fall yotential
Fee and Payment Information
10
Financial Aid
11
About Augsburg
14
knowledge. only this way can they
Campus Location
15
shaye the contexts for decisions where
Campus Map
15
exyert knowledge is used."
MAL Faculty
16
common culture, yast and yresent,
know how our yolitical and economic
advisers and staff members. But
without considerable breadth of
- John Gardner
•
This catalog was current at the time of publication .
It is subject to change without notice.
I
Introduction
Accommodating the Full-Time
Work Schedule
Communitv of Learners
Designed to meet the needs and
MAL program is participation
The Master of Arts in
preferences of working adults,
in a community of learners
Leadership (MAL) program
the MAL program is based on
gathered together on the
responds to the leadership
the assumption that the students
Augsburg campus. This
development needs of both
who enroll arc career-oriented,
community is enriched by the
profit and not-for-profit
self-disciplined and well-
students with a variety of work
Developing Leaders for
Organizations and the
Communitv
Essential to the goals of the
organizations. While different in
motivated individuals, seeking a
and life experiences. To facilitate
structure and purpose, most
balance of classroom experience,
community interaction, students
organizations seek leaders with
group interaction and individual
are encouraged to make use of
the following qualities: a vision
study. Most courses are organized
the Lindell library, computer
that is ethically and morally
as seminars with the opportunity
for disrnssion and dialogue.
labs, and Christensen Center.
responsible, extending beyond
immediate concerns; an
Classes meet on alternate
understanding of how change
Saturdays for three-and-one-
occurs and affects the immediate
half hours* and alternate
environment; a sensitivity to the
Thursday evenings for one-
complex problems organizations
and-one-half hours.
face and an ability to achieve
* In spring trimester, Saturday
solutions consistent with an
organization's mission; the ability
sessions meet for four hours.
to motivate and inspire
individuals and groups to work
toward a common goal; and the
Asample class schedule for a month in the MAL program
S11nrlay
VH111rJ~v
l11eso~y
I
'Nea11e,oa1
ability to effectively represent
Friday
Satur ay
Period II
and externally. The MAL
which individuals may discover
Thursday
Period I
the organization both internally
program provides a means by
r
Period I
oak t o
Period II
and refine these and other
Period I
abilities fundamental to effective
Period II
leadership.
Period I
ok lour
Period II
Period I
Period II
Period I
Period II
Thursday 6:00 p.m. to 7:30 p.m
Saturday 8:30 a.m. to 12:00 noon
Thursday 8:00 p.m . to 9:30 p.m.
Saturday 1:00 p.m. to 4:30 p.m.
Note: Each class taken commits a student to either Period I or Period 11.
Leadership Development ModelAuosburu College
The MAL program promotes
To accomplish this, individuals
Leadership Development Model ,
leadership as a process that
aspiring to positions of
that serve as specific outcomes
1) inspires cooperation among
leadership must possess three key
for the MAL program.
people who must compete for
attributes: a sense of vision, the
Augsburg's model of leadership
limited resources, 2) promotes
ability to persuade, and the
development is designed to
productivity within and beyond
ability to direct action.
assess, promote, enhance, and
the organizat ion, and 3) works
Underlying these attributes are
refine these capabilities within
toward progress for the
a broad range of abilities and
the individual.
individual and the organization.
awareness , outlined in the
Leadership
Sense of Vision
Ethical
• Social awareness
• Environmental awareness
• Tolerance of religious and
philosophical differences
• Appreciation of situational
complexity
Orientation
Toward Action
Creative
•
•
•
•
Long-term perspective
Flexibility
Adaptability
Innovativeness
Facility for
Persuasion
Communicative
•
•
•
•
•
•
Risk Assumptive
(This model was
develofJed l;ry the
Augsburg Faculty
Graduate Advisoiy
Commiuee, 1985-87.)
• 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
•
I
3
Curriculum Design
There are two ways to complete
related topic. This research- based
Non-Thesis Independent Project.
the MAL degree. In the
study gives the student the
The independent research
Thesis/Leadership Application
opportunity to "tie together" what
projects approved each year will
Project (Thesis/ LAP) Option,
has been learned from the study of
be presented in an annual
students complete a thesis or a
leadership and course-related
colloquium. Students who do
major leadership application
activities.
not complete their independent
project and 10.5 credits. In the
The principal distinction
project while enrolled in
Non-Thesis Option, students must
between the Thesis and the
ML 597 are required to pay a
complete 11 credits, two papers,
Leadership Application Project
continuation fee.
but no thesis.
lies in their underlying
For more information
Augsburg uses a course
orientation. A Thesis has a more
regarding the Non-Thesis option,
system rather than a credit system
theoretical orientation, while the
refer to the Information and
in its curriculum. An Augsburg
Leadership Application Project is
Guidelines for the Non-Thesis
course is equivalent to four
based on practical application.
Project booklet.
semester credits or six quarter
Both require similar rigor and
credits. Each course includes two
preparation. For either alternative,
or more liberal arts disciplines,
the student must register for ML
encourages pursuit of the
592, 593, and 594. Differences
designated outcomes and uses a
between these two options will be
variety of learning techniques
explored in ML 514 Research
appropriate to adult leamers.
Methods and in ML 593
Instructional techniques include
Leadership Research Seminar I.
case studies, debate, written and
For more information
oral presentations, and group
regarding the Thesis/LAP option,
activity. These techniques develop
refer
targeted leadership abilities and
Guidelines for the Thesis and
to
the Information and
understanding. Students are
Leadership Application Project
encouraged to see abilities and
booklet.
understandings as cross-
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.
disciplinaty 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.
Non-lhesis Option
Core Courses for Thesis/LAP
Option: (3.5 course credits)
Elective Courses for Both Options:
(at least 7.0 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.)
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
Theories
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 Decision Making and
Computer Technology
ML 560 Developing a Multi-cultural
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
Core Courses for Non·Thesis
Option: (4.0 course credits)
ML 510
ML 514
ML 580
An alternative to the thesis is the
lhesis/LAP Opdon
successful completion of two
Students who select the
major papers, as described below.
Thesis/LAP Option are required
The first of these papers will be
to develop and carry out an in-
written in conjunction with ML
depth study of some aspect of
580. The second paper will be
leadership or of a leadership-
written while enrolled in ML 597
(Note: If students wish to
change from the Thesis
Option to the Non-Thesis
Option after completing the
Research Seminars, they
may petition the MAL
committee.)
ML 597
Visions of Leadership
Research Methods
Contemporary Theories
of Leadership
Non-Thesis Independent
Project
All courses are valued at 1.0 credit unless otherwise designated.
Course Descriptions
ML 500
Leadership Practicum
ML 521
Methods of Critical Thought
(1.0 course)
ML 531
The Dynamics of Change
(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.
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.
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 511
Creativity and the Problem-Solving
Process (1.0 course)
ML 525
Personality and Systems Theories
(1.0 course)
ML 535
Organizational Theory and
Leadership (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.
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.
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.
The MAL program occasionally
sponsors professional development
workshops and seminars for
students, alumni and interested
community members .
ML 510
Visions of Leadership: A Historical
and Literary Journey (1.0 course)
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.
ML520
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.
ML530
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 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.
I
I
ML 545
Decision Making and Leadership
(1.0 course)
ML 580
Colloquium on Contemporary
Theories of Leadership (1.0 course)
Review of the decision-making
process - the setting , goals, and
contingencies - as it affects leaders
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.
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 (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 560
Developing a Multicultural
Perspective (1.0 course)
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 (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 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.
5
By the completion of the seminar,
students should have made
significant progress on their thesis or
Leadership Application Project.
Graded on a PI N 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.
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.
•A student may count only one of the following for credit toward the MAL degree: ML 597 or ML 598.
Please refer to the Thesis/LAP and Non-Thesis Project booklets for additional information.
LINDELL LIBRARY
The James G. Lindell Fam
library, which opened in
1997, houses over 175,001
items and provides access
the holdings of the seven
private liberal arts college
in the Twin Cities.
Admission Requirements and Procedures
Applicants to the program must
beginning of the fall, winter,
hold a baccalaureate degree
and spring terms. Selection of
graduate institutions attended,
from an accredited four-year
candidates will be made on the
listing courses taken and
college or university and must
bas is of an evaluation of each
degree (s) conferred, if any.
have a minimum cumulative
applicant's:
undergraduate grade point
• Previous college record
to participate in an interview
average of 3.0 (on a scale of
• Letters of recommendation
with graduate program faculty
A = 4.0) and a minimum
• Experience and organizational
and/or staff members.
cumulative grade point average
Applicants may be asked
background
of 3.0 fo r graduate courses
• Written statement
completed at an accredited
• Interview, if requested
college or university. Applicants
International Applicants
The Augsburg College MAL
holding a master's or other
To apply, the following
Program Office encourages
advanced degree from accredited
materials must be submitted to
qualified applicants from other
colleges or universities are
the MAL Program Office:
countries. International
admissible. Should an applicant
• Completed application form
applicants should keep in mind
not meet the minimum
• $35.00 non-refundable
admission requirements, a
probationary term may be
possible as decided on a case-bycase bas is. Applicants to the
application fee
experience (or equivalent) with
one or more organizations in a
position of leadership or position
demonstrating leadership
potential.
Decisions about admission
Saturdays and that students can
the applicant's career and life
take only two classes for a yearly
goals to leadership aspirations
• Recommendation letter and
checklist from an immediate
supervisor, assessing leadership
potential
• Recommendation letter and
checklist from a work
to the progra m will be made on
colleague (at the same level)
an individual basis by the MAL
describing the applicant's
Admissions Committee.
work-style leadership potential
Admission to each entering
that classes meet on alternating
Thursday evenings and
• A 1-3 page statement relating
program must have five years of
•
• O fficial transcripts from all
• Official transcripts from all
graduate class will be given to
undergraduate institutions
the most highly qualified
attended, listing all courses
individuals. Admissions are
taken and any degree(s)
handled on a "rolling" basis,
conferred
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:
• Completed application form
• $35.00 application fee (nonrefundable) payable in U.S.
dollars
with students admitted at the
I
7
• A 1-3 page statement relating
the applicant's career and life
goals to leadership aspirations
• Completed Declaration of
Finances (see below for further
information)
• 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
Applicants may be asked
to participate in an interview
STUDENT SUPPORT SERVICES
with graduate program faculty
Academic advising for
program planning is available.
certified translations from all
and/or staff members, if the
undergraduate institutions
applicant is in the United States.
attended listing all courses
Students and their
taken, marks earned, dates
financial sponsor must complete
attendee\, and clegree(s) or
a Declaration of Finances as part
cliploma(s) conferred, if any
of the application for admission,
• Official mark-sheets with
certified translations from all
graduate institutions attended
along with appropriate
certifications.
Students will need to
listing all courses taken, marks
provide proof of availability of
earned, dates attended, and
funds for tuition, books, and
degree(s) or diploma(s)
living costs for the academic year
conferred, if any
in which they want to attend.
• Official results on the Test of
The College requires students to
As students approach the
capstone experience, they
select thesis or project
advisers to guide them
throughout the completion of
their program. Graduate
program staff is also available
to help students with nonacademic advising issues.
Self/career assessment
counseling, resume
development and a career-
English as a Foreign Language
provide proof of a minimum of
(TOEFL) with a minimum
$10,000 in U.S. funds for living
search plan are available
through the Center for
Service, Work, and Learning,
score of 590
expenses for themselves plus the
(612) 330-1148.
cost of tuition.
NOTE: Additional information may be required, as requested by Augsburg College, to accurately evaluate
educational credentials. Furthermore, supplemental information may be needed to issue an 1-20 or J-1
for students admitted to the MAL program. Information requested for the 1-20 or J-1 will not be used to
make an admission decision.
Fee and Pavment Information
A schedule of fees is published
letter from the employer,
A per-course tuition refund will
separately in the MAL Program
stating the company's
be made on the following basis:
Supplement. Tuition is
reimbursement policy, must
• T hrough the first scheduled
determined annually. ML 592,
be filed annually with the
class meeting - 100% of tuition
ML 593, and ML 594 are half-
Business Office.
(less a $75 administration fee
credit courses and are charged
Registration is permitted
half of the current full credit
only if the student's account for
tuition. A continuation fee is
a previous term is paid in full as
charged to students who do not
agreed. Augsburg College will
complete their capstone project
not release diplomas or academic
during the terms they are
transcripts until a student's
enrolled.
account is paid in full. This also
applies to student loans
Augsburg otters the following
pavment options:
administered by the College
Various payment plans are
They must be current according
available:
to established repayment
1) Payment in Full:
schedules.
if withdrawing from current
term entirely).
• 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.
(e.g., Perkins Student Loan).
Due day of registration.
2) Payment Plan:
Refund Schedule
A three-pay plan is available
Students are responsible for
each trimester upon
canceling courses with the
application and after College
registrar's office in order to be
approval. Payment plans will
eligible for a refund. Students
be approved only if previous
who unofficially withdraw (stop
plans have been satisfactorily
attending) and do not complete
completed.
the drop/add form are
3) Company Reimbursement:
responsible for all charges.
Full courses, or equivalent,
Financial aid may be adjusted
that are company reimbursed,
based on the student's last
require a deposit of $100 per
recorded date of attendance.
course reimbursed, with full
payment due within 50 days
after the end of the term. A
•
I
Financial Aid
Financial assistance is available
to degree-seeking students
enrolled in the MAL program.
~on-degree-seeking
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
Federal and State Aid
Programs
Enrollment and Financial
or degree-related college
Services Center (EFSC),
programs. Augsburg College
(612) 330-1046, assists students
offers several payment plans by
The Enrollment and Financial
in assessing financial aid
which employees may handle
Services Center (EFSC) uses
eligibility and offers financial aid
tuition reimbursement. Students
standard, nationally accepted
from available alternatives,
should contact the EFSC to make
methodology to de termine
including the following:
payment arrangements using
eligibility for federal and state
the company reimbursement
financial aid programs.
Sponsored Scholarships
Augsburg actively pursues nonAugsburg funding for special
scholarships. The availability of
payment plan.
• Federal Stafford Loan Program
Bureau of Indian Affairs. Tribal
and State Indian Scholarships
Common Loan Provisions:
Borrowing Limits: Graduate
American Indian students who
students may borrow up to
participation of individuals of
meet federa l, state, or tribal
$18,500 per year with an
limited financial means as well as
requirements may apply for these
aggregate of $128,500
individuals wocking for volunteer
scholarships. Indian grants
(undergraduate and graduate).
agencies and other organizations
generally supplement other
such scholarships may enable the
not likely to provide tuition
reimbursement.
Companv Tuition Assistance
Programs
from either the unsubsidized or
assistance in application, please
subsidized programs or a
contact Augsburg's American
combination of both but cannot
Indian Student Services Program
exceed the annual loan limits.
director at (612) 330-1144 or
your tribal agency.
Many companies, agencies, and
corporations offer full or partial
tuition assistance to employees
who participate in work-related
A student may borrow
sources of financial aid. For
Interest Rates: The annually
variable interest rate is
determined by the 91-day
T-Bills +3.1 %, capped at 8.25%
and changes each July 1st for all
12
Financial Aid, continued
borrowers. The interest rate for
Fees: An origination fee of 3%
Borrowing Limits: You may
enrollment periods beginning
and a guarantee fee of up to 1%
borrow up to $3 ,000 per year
between July 1, 2000 and
will be deducted from the loan
as a graduate student with a
June 30, 2001 is 7.59%.
check before you receive it.
$30,000 maximum.
Repayment Terms: Repayment
Federal Stafford Loans
Interest and Repayment:
begins six months after you cease
(Unsubsidized): You may
Simple interest of 5% and
to be enrolled at least half time
borrow up to the amount listed
repayment of principal (at a
in an eligible program leading
on your award notice.
minimum of $40 per month)
begin nine months after you
to a degree or certificate.
Repayment may extend up
Interest: Interest accrues
to 10 years.
during the period of enrollment
graduate or leave school.
Partial or total loan
and may be capitalized.
cancellation privileges exist
deferments are granred for
Fees: An origination fee of
disability and, in certain
continued education, disability,
3 % and a guarantee fee of
circumstances, military service.
and unemployment. Contact
1% will be deducted from
Deferments: In most cases,
for certain types of teaching,
your lender if you think you are
the loan check before you
Deferments: No interest accrues
eligible for a deferment.
receive it.
nor do payments need to be
made at any time you are
enrolled at least half time or for
Progrnm Specific Provisions :
•Federal Perkins Loan Program
serving three years in the
Federal Stafford Loan
A joint Augsburg College-
military, Peace Corps, or VISTA.
(Subsidized): The Enrollment
federally funded program
Contact the EFSC if you think
and Financial Services Center
administered through the
you are eligible for a deferment.
has determined that, based on
College for students who
the financial information
demonstrate financial eligibility.
submitted, students qualify for
No checks are issued, but the
up to the amount listed on
student is required to sign a
•SELF (Student Educational
Loan Fund)
their Award Notice.
promissory note at least once
The SELF is administered
per term. Funds are put on the
through the Minnesota Higher
Interest: No interest accrues
student account after the
Education Coordinating Board.
during the time the student is
note is signed.
Applications are available from
enrolled at least halftime.
the EFSC and should be
completed by the borrower and
•
I
13
co-signer and returned to the
To APPIV tor Financial Aid
EFSC for further processing.
Financial Aid application
Loan checks arrive once per
materials are available from the
term and are made co-payable
MAL Program or EFSC.
to the student and Augsburg
Applicants must be admitted to
College.
Augsburg as regular students or
be returning students in good
Borrowing Limits: Graduate
academic standing.
students may borrow up to
The financial aid
$9,000 per year minus any
application will be processed
other student loan indebtedness.
when the following documents
Maximum graduate borrowing
are received:
cannot exceed $40,000
1) The Free Application for
including undergraduate.
Federal Student Aid
The minimum loan amount
(FAFSA) or the Renewal
per year is $500.
FAFSA
Interest and Repayment:
The interest rate is variable.
Interest payments begin 90 days
after the loan is disbursed and
2) Augsburg Financial Aid
Application
3) Federal income tax return(s)
and W-2(s)
continue quarterly thereafter
while the student is enrolled.
Principal payments begin in
For further information,
contact:
the 13th month after you
leave school.
Enrollment and Financial
Services Center
Deferments: There are no
deferments. Contact the
Minnesota Higher Education
Coordinating Board regarding
special circumstances and
repayment.
(612) 330-1046
efsvcctr@augsburg.edu
14
About Augsburg
Historv
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
main academic and
orientation, marital status, status
administrative halls, the library,
with regard to public assistance,
and the music building. In
or disability in its education
addition, there are programs for
policies, admissions policies,
students with learning, physical,
scholarship and loan programs,
and psychiatric disabilities.
athletic and/or school
administered programs, except in
first of 155 parks in the "City of
Lakes." The University of
Church AHiliation
Minnesota West Bank campus
Augsburg is a college of the
and one of the city's largest
Evangelical Lutheran Church
medical complexes-Fairview
in America. It has a diverse
University Medical Center-are
community with many strong
adjacent to Augsburg, with the
religious traditions represented
Mississippi River and the Seven
among the students, faculty,
Corners theatre district just a
and staff, including Lutheran,
few blocks away.
Protestant, Roman Catholic,
Jewish, American Indian
Accessibilitv
Augsburg College has made a
Spirituality and Thought,
Buddhist, and Islamic faiths.
major effort to become one of
•
the most accessible campuses in
Hon-Discrimination Policv
the region. Skyways, tunnels,
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
Lora Steil, affirmative action
coordinator, Office of Human
Resources, CB 79, Augsburg
College, 2211 Riverside Avenue,
Augsburg College, as affirmed in
Minneapolis, MN 55454. She
and elevators provide accessible
its mission, does not discriminate
can be reached by telephone
connections among major
on the basis of race, color, creed,
at (612) 330-1023; or by e-mail,
buildings-student housing
religion, national or ethnic
steil@augsburg.edu.
towers, the Christensen Center,
origin, age, gender, sexual
I
·15
Campus Location
Campus Map
~\
0
~
:c
6lh Street S
Directions to Campus
35W from the North Take Washington Avenue exit
and turn left on Washington
(cu1ves right onto Cedar Avenue),
turn left at Riverside Avenue,
right at 21st Avenue South.
I-94 East from Minneapolis Take 25th Avenue exit, turn left
at 25th Avenue, turn left at
Riverside Avenue, turn left at
21st Avenue South.
I-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, turn left at Riverside
Avenue, turn left at 21st
Avenue South.
~ lnlerslala 94 West
Master of Arts in Leadership
Program office location
Please call (612) 330-1786 for
directions to the Master of Arts
in Leadership Program office.
College Map Information
1.
2.
Public Parking
3.
All Augsburg College staff,
faculty and 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 FairviewUniversity Medical Center
ramp, or University of
Minnesota parking lots on
the north side of Riverside
Avenue.
4.
5.
6.
7.
8.
9.
10.
11 .
12.
13.
14.
15.
16.
17.
18.
19.
20
21.
Admissions Weekday Program
Air Structure Entrance
(November through March)
Anderson-Nelson Athletic Field
and Seasonal Air Structure
Christensen Center
(Information Desk)
East Hall
Faculty Guest House
Foss, Lobeck, Miles Center
for Worship, Drama and
Comunication (TjornhomNelson Theatre, Hoversten
Chapel)
George Sverdrup Hall
Husby-Strommen Tennis Courts
Ice Arena
Jeroy C. Carlson Alumni Center
Lindell Library
Maintenance and Grounds Shop
Mortensen Hall
Murphy Place
Murphy Square
Music Hall
New Residence Hall
Old Main
Oscar Anderson Hall
Public Relations &
Communications
22.
23.
24.
25.
26.
27.
28.
Quad
Science Hall
Security Dispatch Center
Shipping and Receiving
Si Melby Hall
Sverdrup-Oftedal Memorial Hall
Urness Hall
Parking Lots
A. Admissions/Faculty/Staff
Parking
B. Faculty/Staff/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 (pay parking available)*
MALFacultv
John E. Benson, Professor of
Religion . B.A. , Augsburg College;
B.S., Luther Theological Seminary;
M.A., Ph .D., Columbia University.
Larry J. Crockett, Professor of
Computer Science. B.A., M.A., Pacific
Lutheran University; M.Div., Luther
Theological Seminary; Ph.D.,
University of Minnesota.
Rosemary J. Link, Professor of
Social Work, BNHons. University of
Southampton, Post graduate diploma
& C.Q.S.W. University of London,
U.K., Ph.D., University of Minnesota.
Marie 0. McNeff, Professor of
Education. B.A., M.A., Ed.D.,
University of Nebraska.
Diane L. Pike, Professor and Chair,
Department of Sociology. A.B .,
Connecticut College; Ph.D., Yale
University.
Milo A. Schield, Associate Professor
of Business Administration/MIS. B.S.,
Iowa State University; M.S.,
University of Illinois; Ph.D., Rice
University.
Thomas F. Morgan, Professor of
Cass Dalglish, Associate Professor
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
of English . B.A. , College of St.
Catherine; M.F.A. , Vermont College;
Ph.D., The Union Institute.
Business Administration/MIS. B.S.,
Juniata College; M.B.A., University of
Denver; M.S., University of Oregon;
Ph.D., University of Minnesota.
Joseph A. Erickson, Associate
William D. Morris, Assistant
Professor of Education. B.A., M.A.,
College of St. Thomas; M.A., Luther
Northwestern Theological Seminary;
Ph .D., University of Minnesota.
Professor of Political Science. B.A.,
Oakland University; Ph.D., CarnegieMellon University. President, Decision
Resources, Ltd.
Garry W. Hesser, Professor of
Sociology, Director of Cooperative
Education Program, Director of
Metro-Urban Studies. B.A., Phillips
University; M .Div., Union Theological
Seminary; M.A., Ph.D ., University of
Notre Dame.
Beverly J. Nilsson, Professor of
Nursing. B.S.N ., M.S., Ph.D.,
University of Minnesota.
David V. Lapakko, Associate
Professor of Speech, Communication
and Theatre. B.A. Macalester
College, M.A. and Ph.D., University
of Minnesota.
member with professionals
from relevant fields. All of
the program 's faculty have
extensive experience
teaching adult learners.
Velma Lashbrook, Instructor. B.S .•
Speech Communication, Iowa State
University, M.S., Speech
Communication, Illinois State
University, Ed.D., Communication
and Educational Psychology, West
VirginiaUniversity. President,
Strategy Implementation Associates .
John S. Schmit, Associate Professor,
English ; B.S., St. John's University
(MN); M.A. , University of New
Orleans; Ph.D. , The University of
Texas at Austin.
Joseph M. Vo lker, Instructor of
Psychology. B.A., University of
California-Irvine; M.A., Ph.D. ,
University of Minnesota. Licensed
psychologist at MDA Associates.
Norma Noonan, Professor of Political
Science, Director of MAL program,
and Director of the International
Relations Program. B.A., University of
Pennsylvania; M.A., Ph.D., Indiana
University.
Catherine L. Paulsen, Instructor in
Psychology, B.A. , St. Olaf College,
M.A. , Lone Mountain College, San
Francisco.
Curt Paulsen, Associate Professor of
Social Work. B.A., St. Olaf College;
M.S.W., University of Minnesota;
Ph.D., Clinical Psychology, Fielding
Institute.
•
I
•
Master of Arts in
Master of Arts in
LEADERSHIP _____P_rogram
office hours, location, & phone
Hours
Location
Phone
Monday-Friday, 8 a.m.-4:30 p.m.
Class Saturdays, appointments only
Anderson Hall
2016 South 8th St.
(612) 330-1786
FAX: (612) 330-·ffl55-
r1Si..\
Master of Arts in
LEADERSHIP
Information Sessions
Adults who are interested in the Master of Arts in Leadership Program are encouraged to attend one of the information
sessions scheduled throughout the year. Information sessions are free of charge and approximately two hours in length.
Call the Master of Arts in Leadership Office at (612) 330-1786 for details or to sign up for one of the following dates:
Fall Trimester 2000-200 I
Spring Trimester 2000-200 I
Thursday, July 6, 6 p.m.
Wednesday, August 2, 6 p.m.
Wednesday, February 7, 5:30 p.m.
Saturday, March 10, 9 a.m.
Winter Trimester 2000-2001
Fall Trimester 2001-2002
Tuesday, October 17, 5:30 p.m.
Thursday, November 16, 5:30 p.m.
Tuesday, May 8, 5:30 p.m.
Tuesday, June 26, 5:30 p.m .
For more information, write or call :
The Master of Arts in Leadership Program
Campus Box 144
2211 Riverside Avenue
Minneapolis MN 55454
Master of Arts in
LEADERSHIP
--
Phone: (612) 330-1786
Fax: (612) 330-1355
malinfo@augsburg.edu
www.augsburg.edu
2000-2001 Program Calendar
New Students
Fall
Winter
Spring
Application Deadline
New Student Orientation
August 7
August 29
December 15
January 4
March 5
March 29
Current Students
Fall
Winter
Spring
Mail Registration Begins
Mail Registration Ends
Syllabi Available
Payment Information Sent
Confirmation Due
June 19
July 7
August 7
August 7
August 31
October 9
October 23
December 11
December 11
January 6
February 5
February 19
March 12
March 12
March 31
Master of Arts in
LEADERSHIP
2000-2001 Academic Calendar
Fall Trimester 2000
Classes meet
Winter Trimester 2001
Thursday, August 31
Saturday, September 9
Saturday, September 16
Thursday, September 21
Saturday, September 30
Thursday, October 5
Saturday, October 14
Thursday, October 19
Thursday, October 26
Saturday, November 4
Thursday, November 9
Saturday, November 18
Saturday, January 6
Thursday, January 11
Saturday, January 20
Thursday, January 25
Saturday, February 3
Thursday, February 8
Saturday, February 17
Thursday, February 22
Saturday, March 3
Thursday, March 8
Saturday, March 17
Thursday, March 22
Spring Trimester 200 I
Saturday, March 31
Saturday, April 7
Thursday, April 12
Saturday, April 21
Thursday, April 26
Saturday, May 5
Thursday, May 10
Saturday, May 19
Thursday, May 24
Saturday, June 2
Last day to add/drop* :
Wednesday, April 11, 2001
Last day to add/drop*:
Last day to add/drop* :
Wednesday, September 6, 2000
Wednesday, January 10, 2001
Last day to withdraw:
Thursday, May 10, 2001
Last day to withdraw:
Last day to withdraw:
Thursday, October 12, 2000
Thursday, February 15, 2001
Final grades due:
Monday, July 2, 2001
Final grades due:
Final grades due:
Friday, December 15, 2000
Friday, April 20, 2001
Note:
Saturday Classes during Spring 2001
are four hours.
1st period: 8 a.m.-noon
2nd period: 1-5 p.m.
*Refer to MAL Catalog for refund schedule.
The College reserves the right to change the above dates should it be necessary. In such cases sufficient advance notice will be given.
In case of severe weather listen to WCCO 830 AM or call (612) 330-1786 for cancellation information.
2000-2001 Tuition & Fees
Application Fee (payable once, non-refundable)
Tuition (per course)
Technology Fee (per course)
Thesis/Project Continuation Fee (per trimester)
Campus Access Fee (per trimester)
Audit a Course
Late Fee (per day)
Registration change after first class meeting (cancel/add)
Transcript Fee (first is free)
$35
~ IS' l'd.'64
$25
$175
$10
$626
$35
$10
$5
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.
Commencement 2001
In order to participate in Commencement 2001, application forms must be submitted by March 1, 2001 :
• Thesis/Application Project students: Must have defended their thesis/application project by May 16.
• Non-thesis (Plan B) students: Must have successfully completed ML580 and ML597 including the presentation (May 16).
When all the degree requirements are completed , your diploma will be mailed.
Class Schedule & Course Offering s
Fall Trimester
Time period I:
Time period II:
Thursday 6-7:30 p.m . and Saturday 8:30 a.m.-noon
Thursday 8-9:30 p.m. and Saturday 1-4:30 p.m .
Time period I:
ML510 Visions of Leadership
ML599 Topics: Spirituality and Leadership in the Workplace
Time period II :
ML514 Research Methods
ML550 Communication, Decision-Making & Technology
Winter Trimester
Time period I:
Time period II:
Thursday 6-7:30 p.m. and Saturday 8:30 a.m.-noon
Thursday 8-9:30 p.m. and Saturday 1-4:30 p.m.
Time period I:
ML525 Personality and Systems Theories
ML580 Colloquium of Contemporary Theories in Leadership
Time period II:
ML535 Organizational Theory and Leadership
ML593 Leadership Seminar I
ML599 Topics
Spring Trimester
Time period I:
Time period II:
Thursday 6-7:30 p.m. and Saturday 8 a.m -noon
Thursday 8-9:30 p.m. and Saturday 1-5 p.m.
Note: Classes on Saturday are 4 hours instead of 3.5 hours long
Time period I:
ML521 Methods of Critical Thought
ML540 Political Leadership
ML594 Leadership Seminar II
Time period II :
ML510 Visions of Leadership
ML530 Ethics in Communication
Summer Trimester
Time : to be determined
ML560 Developing a Multi-cultural Perspective
These course offerings may change.
A-UGSBURG
C•O•L•L•E•G•E
MASTER OF ARTS IN LEADERSHIP
PO Box 144
2211 Riverside Avenue
Minneapolis. MN 55454
www.augsburg.edu
Show less
SUMMER
SCHOOL
AUGSBURG SUMMER SCHOOL p e r m i t s s t u d e n t s t o e a r n up t o
t e n Term C r e d i t s d u r i n g a six-weeks s e s s i o n b e g i n n i n g
Monday, June 24.
( F i r s t - and second-year German courses
b e g i n one week e a r l i e r , June 17, and conclude l a ... Show more
SUMMER
SCHOOL
AUGSBURG SUMMER SCHOOL p e r m i t s s t u d e n t s t o e a r n up t o
t e n Term C r e d i t s d u r i n g a six-weeks s e s s i o n b e g i n n i n g
Monday, June 24.
( F i r s t - and second-year German courses
b e g i n one week e a r l i e r , June 17, and conclude l a t e r . )
PERSONS PLANNING t o a t t e n d Summer School a r e a d v i s e d t o
a p p l y w e l l i n advance, i f p o s s i b l e , e s p e c i a l l y i f t h e y w i s h
t o r e g i s t e r f o r "demand" courses (see page 7 ) .
ADDRESS SPECIFIC INQUIRIES t o Dr. M. C . Stenshoel, D i r e c t o r
o f Summer School, Augsburg C o l l e g e , M i n n e a p o l i s , MN 55404.
AUGSBURG
COLLEGE
AUCSBURG is a four-year liberal arts college in an
urban setting.
With a 12-block campus in the heart of
Minneapolis, it is oriented both physically a nd philosophically toward the pulse and excitement, the problems
and opportunities, of contemporary metropolis.
INTO THIS URBAN environment Augsburg College brings a
century of concern for scholarship, a reputation for
great teaching, and a student body committed t o the
values of education in a Christian community.
FULLY ACCREDITED by the North Central Association and
other agencies, Augsburg College offers the Bachelor of
The college
Arts degree in 29 major fields of study.
is associated with The American Lutheran Church.
IN
MINNEAPOLIS
THE METROPOLITAN area of Minneapolis-St. Paul provides
Augsburg students the stimulation and challenge that is
urban America today. The City provides a laboratory for
social and political inquiry. It is focal point for
the cultural explosion in art, drama, and music.
It
provides innumerable opportunities in sports and recreation. In short, the City adds a unique and significant
dimension to the Augsburg educational experience.
THE WORLD-FAMED TYRONE GUTHRIE Theater, the pennantchasing Minnesota Twins, the Summer Symphony, the
Minneapolis Institute and the Walker Art Center these are but the beginning of opportunities for the
student attending Augsburg Summer School.
CLASSES:
STUDENTS INTENDING t o t a k e c o u r s e s o n b o t h campuses
should plan t h e i r schedules t o allow about 20 minutes'
commuting t i m e b e t w e e n campuses. W h i l e s t u d e n t s a r e
r e s p o n s i b l e f o r t h e i r own t r a n s p o r t a t i o n , t h e Summer
S c h o o l w i l l a s s i s t i n t h e making o f commuting a r r a n g e m e n t s when n e c e s s a r y .
MORNING
MOST COURSES a r e s c h e d u l e d f o r t h e m o r n i n g h o u r s
Monday t h r o u g h F r i d a y ,
Four-credit c o u r s e s meet f o r
p e r i o d s o f 65 m i n u t e s , f i v e - c r e d i t c o u r s e s f o r 8 0 minu t e s . S e m i n a r s and I n d e p e n d e n t S t u d y c o u r s e s w i l l m e e t
a t t i m e s m u t u a l l y a g r e e d upon by s t u d e n t s and i n s t r u c tors.
EVENING
TO ACCOMMODATE s t u d e n t s whose summer employment p r e c l u d e s morning c l a s s e s , and t o i n c r e a s e f l e x i b i l i t y o f
scheduling, s e v e r a l courses w i l l be taught during the
evening hours.
M e e t i n g t w i c e a week (Monday and Wedn e s d a y , o r T u e s d a y and T h u r s d a y ) , e v e n i n g c l a s s e s w i l l
r u n from s e v e n t o t e n o ' c l o c k , w i t h a 1 5 - m i n u t e b r e a k .
For s p e c i f i c l i s t i n g s , c o n s u l t t h e schedule.
Eligibility
PERSONS I N good s t a n d i n g a t r e g i o n a l l y a c c r e d i t e d
c o l l e g e s and u n i v e r s i t i e s , a s w e l l a s g r a d u a t e s o f s u c h
i n s t i t u t i o n s , a r e e l i g i b l e t o a t t e n d Augsburg Summer
School.
"Good s t a n d i n g " i m p l i e s t h a t t h e s t u d e n t h a s
b e e n a d m i t t e d t o a c o l l e g e and h a s n o t s u b s e q u e n t l y b e e n
d r o p p e d by t h a t i n s t i t u t i o n .
I N ST. PAUL
ACCEPTANCE a s a summer s t u d e n t d o e s n o t i m p l y a d m i s s i o n
a s a r e g u l a r s t u d e n t o f Augsburg C o l l e g e ; p e r s o n s w i s h i n g t o c o m p l e t e a d e g r e e program a t t h e c o l l e g e s h o u l d
apply f o r admission through t h e O f f i c e of Admissions.
TO INCREASE c o u r s e o f f e r i n g s a v a i l a b l e t o s t u d e n t s ,
Augsburg C o l l e g e i s c o o p e r a t i n g w i t h C o n c o r d i a C o l l e g e ,
S t u d e n t s may
S t . P a u l , i n i t s Summer S c h o o l program.
r e g i s t e r f o r c o u r s e s t a u g h t o n t h e C o n c o r d i a campus, a s
w e l l a s f o r t h o s e o f f e r e d a t Augsburg, u s i n g 3 s i n g l e
form.
For s t u d e n t s t a k i n g advantage of t h i s opportun i t y , t u i t i o n and f e e s a r e p a y a b l e t o Augsburg, and a l l
g r a d e s and c r e d i t s w i l l b e e n t e r e d d i r e c t l y upon t h e i r
Augsburg t r a n s c r i p t s .
4
COURSES TAUGHT o n t h e C o n c o r d i a campus a r e d e s i g n a t e d
i n t h e accompanying s c h e d u l e by t h e u s e o f i t a l i c s .
W h i l e most o f t h e C o n c o r d i a o f f e r i n g s c a r r y a v a l u e o f
t h r e e c r e d i t s , some ( i d e n t i f i e d b y a c r e d i t v a l u e o f
1@3-411) may b e t a k e n f o r e i t h e r t h r e e o r f o u r c r e d i t s ;
s t u d e n t s e l e c t i n g t o take such courses f o r f o u r c r e d i t s
w i l l be r e q u i r e d t o c o m p l e t e a s s o c i a t e d work i n i n d e pendent study under t h e d i r e c t i o n o f t h e i n s t r u c t o r of
the course.
STUDENTS ADMITTED t o Augsburg C o l l e g e f o r t h e F a l l Term
o f 1968 a r e e l i g i b l e t o a t t e n d Summer S c h o o l , a s a r e
p e r s o n s a d m i t t e d by o t h e r c o l l e g e s f o r t h e F a l l t e r m .
STUDENTS OF OTHER i n s t i t u t i o n s a r e r e q u i r e d t o p r o v i d e
t h e D i r e c t o r o f Summer S c h o o l w i t h a s t a t e m e n t from a n
a p p r o p r i a t e o f f i c i a l ( e . g . , R e g i s t r a r o r Dean) o f h i s
c o l l e g e t h a t h e i s i n good s t a n d i n g and e l i g i b l e t o
e a r n c r e d i t s i n t h e summer s e s s i o n .
C r e d i t s earned a t
Augsburg w i l l b e t r a n s f e r r e d o n l y i f t h i s r e q u i r e m e n t
h a s been f u l f i l l e d .
5
OTHER PERSONS w i s h i n g t o t a k e summer s c h o o l work s h o u l d
c o n t a c t t h e D i r e c t o r o f Summer S c h o o l t o a s c e r t a i n
e l i g i b i l i t y under s p e c i a l circumstances.
I
I
I
I
I
Tuition
FULL SUMMER TUITION for not more than 1 0 credits
is $220.
For a single four-credit course, tuition is
$115; for a five-credit course, $140.
For fewer than
four credits, the charge is $30 per credit.
In some cases, such as private lessons i n applied
music, special additional fees are charged. A Registration Fee o f $5 is added for registrations completed
later than June 15.
A TUITION DEPOSIT of $25 is required at t h e time of
registration f o r students taking six or more credits.
For five credits or less the required deposit is $15.
Checks should be made out to "Augsburg College".
The tuition deposit i s refundable only if the courses
selected, including alternate choices, should be withdrawn because of inadequate demand.
Housing
DORMITORY HOUSING for unmarried students is available
at a charge of $40 for the six-week session. Cottage
housing, with cooking privileges, is available for the
same period for $50.
Occupancy is from June 2 3 to
August3. Those rlesiring housing for an additional
period will be charged at the rate of $1.00 per day for
dormitory housing,or $1.35 per day for cottage housing.
STUDENTS WILL PROVIDE their own pillows, blankets, and
bed linens.
Course
Information
COURSE VALUES at Augsburg College are measured in Term
Credits.
The number of credits assigned normally corresponds to the number of 50-minute periods the course
meets each week during a ten-week term o f the regular
academic year.
Term Credits are directly interchangeable with Quarter Credits.
AUGSBURG COURSES numbered 50 and above are considered
upper-division offerings and are intended primarily for
juniors and seniors. (Concordia offerings numbered 300
and above may be considered upper division.)
INDEPENDENT STUDY courses are available in a number of
departments and carry upper division credit, thus
permitting qualified students to earn such credit when
regular upper-division classes are not available. Work
in Independent Study is to be done under the direction
of a specific faculty member who will serve as guide
and evaluator.
Before registering for Independent Study a student
should obtain the approvalof the responsible department
and faculty member; approval forms are available from
the Summer School Office.
COURSES MARKED with a n asterisk (*) are offered subject to adequate demand. When registering f o r such a
course, a student should, if possible, list other
courses as alternate choices. Courses without the
asterisk are definitely scheduled a n d are, therefore,
particularly appropriate as alternates.
A ROOM DEPOSIT OF $10 should accompany the applications
of students intending to live in college housing.
FAMILY ACCOMMODATIONS may be available. Persons interested should communicate directly with Mr. Richard
Berg, Business Manager, Augsburg College.
Board
6
CAMPUS FACILITIES for meals include a coffee shopsand
automated services.
A regular board plan will n o t be
in operation during the summer session.
Resident students wishing to prepare their own meals should arrange
for cottage housing.
ART
ART 1 . INTRODUCTION TO THE FINE ARTS.
4 Cr.
Historical and topical studies.
Participation in the cultural life of the
community, leading toward appreciation and
criticism. 7-10 p.m., Mondays and Wednesdays. M r . Thompson.
&
ART: STUDIO COURSES.* 4 C r . Select not
Art 7,
more than one of the following:
Drawing; 18, P a i n t i n g I ; 21, S c u l p t u r e I;
78, S c u l p t u r e 11; 50, Ceramics I; 51,
Ceramics 11.
7:30-10:05 a.m. M r . H o l e n .
BIOLOGY
BIOLOGY 1 .* EINCIP_LES OF BIOLOGY. 5 C r .
b a s i c c o l l e g e course i n biology, not
i n t e n d e d f o r majors i n b i o l o g y . $ 5 - l a b o r 8:45-10:05 a.m. M r . U r d a h l .
atory fee.
COMPUTER
SCI ENCE
COMPUTER SCIENCE 45.*
INTRODUCTION TO
COMPUTER SCIENCE. 4 C r . T h e o r y m o d e r n
A p a r t i c u l a r computer
d i g i t a l computers.
language i s i n t r o d u c e d .
Includes a survey
o f computer a p p l i c a t i o n s , p r o b l e m s .
7-10
p.m., Tuesdays, T h u r s d a y s . M r . S t e r n .
ECONOMICS
ECONOMICS 22.* PPINCIPLES OF ECONOMICS I.
4 Cr.
An i n t r o d u c t o r y c o l l e g e c o u r s e i n
economics.
7-10 p.m., Mondays, Wednesd a y s . Mr. S a b e l l a .
EDUCATION
G ER MAN
II
GREEK,
I
PSYCHOLOGY OF LEARNING.
EDUCATION C-416.
3 Ch.
An e d u c a t i o n a l psychology c o u r s e :
motivation; r a t e s of learning, f o r g e t t i n g ;
communicati.ng a t t i t u d e s , s k i l l s , unders t a n d i n g ; r e a s o n i n g and problem s o l v i n g .
ST. PAUL: 10:55-11:50 a.m. M r . Heideman.
EDUCATION 8 9 . THE TEACHING OF FOREIGN
LANGUAGE TO ELEMENTARY SCHOOL PUPILS.
5ParC r e d i t Workshop, June 2 4 - J u l v 26.
t i c i p a n t s w i l l t e a c h German oE French t o
area children.
For more i n f o r m a t i o n , s e e
V i s i t i n g P r o f e s s o r : M r . Edener.
p. 12.
ENGLISH
ENGLISH 91.
SEMINAR on a m a j o r American
T h i s summer's
o r B r i t i s h w r i t e r . 3 Cr.
seminar w i l l consider M e l v i l l e . Evenings,
as a r r a n g e d . Mr. N i c h o l l .
A
L AT I N
HISTOR
ENGLISH 1 1 . COMPOSITION AND LITERATURE.
4 C r . An i n t r o d u c t o r y Freshman c o u r s e .
Two s e c t i o n s : 7:30-8:35 o r 8:45-9:55 a.m.
Mr. B e r g s t r o m , Mr. N i c h o l l ,
I
I
ENGLISH 99.
C r . See p.
INDEPENDENT
-
STUDY.
Variable
7. Mr. B e r q s t r o m , &. N i c h o l l .
GERMAN B-131-132.
BEGINNING GERMAN I , 11.
9
:
m i s compliii f i r s f - y e a r
c o l l e g e German c o u r s e i s n i n e weeks i n
l e n g t h , from J u n e 17 t h r o u g h August 1 6 . ,*
ST. PAUL: 9:30-10:25 and 10:55-11:25 a.m.
Mr. Engel h a r d t .
a.
GERMAN 3 - 4 . SECOND YEAR COLLEGE GERMAN.
Note: T h i s complete s e c o n d - y e a r
8 Cr. c o u r s e meets 8 weeks, J u n e 17 t o August 9 .
8:45-10:05
10:45-11:55.
Mrs. B a l t i n a .
CLASSICAL LANGUAGES 99. INDEPENDENT STUDY.
V a r i a b l e C r See p 7. M r . C o l a t c i .
HISTORY A-331.
U. S. H I S T O R Y .
3-4 Ch.
The p e r i o d from t h e American R e v o l u t i o n
t h r o u g h p o s t - C i v i l War R e c o n s t r u c t i o n i s
s t u d i e d . I f taken f o r f o u r c r e d i t s , an
a d d i t i o n a l p r o j e c t i s r e q u i r e d . ST. PAUL:
9:30-10:25 a.m. Mr. B a r t l i n g .
19th C_EflURY EUROPE. 3-4
HISTORY A-353.
P o l i t i c a l , .$decs$ogical, economic, and
7:30s o c i a l developments. - ST.. PAUL:
8:25 a.m. Mr. B a r t l i n g .
Ch.
ENGLISH 45.* MAJOR AMERICAN WRITERS. 5
Works o f s e l e c t e d w r i t e r s from ColoCr.
n i a l times t o t h e p r e s e n t ; t h e i r contribut i o n s t o t h e development o f American l i t erature.
8:45-10:05 a.m. Mr. B e r g s t r o m .
ENGLISH 8-364.
MASTERS OE E N G L I S H L Z T ERATURE. 3 C h . Major a u t h o r s , i n c l u d i n g ,
among o t h e r s , Chaucer, S h a k e s p e a r e , S w i f t .
M i l t o n , C a r l y l e , Shaw, ~ e a t s ; and ~ l i o t ;
ST. PAUL:
8:30-9:25 a.m.
Mr. Lange.
.m.
HISTORY 99. INDEPENDENT STUDY.
C r . See p . 7 . Mr. C h r i s l o c k .
9
MUSI
Variable
*-
MUSIC 1.* THEORY I. 4 C r . P r i n c i p l e s of
n o t a t i o n , major and minor s c a l e s ;
interv a l s , t r i a d s , ' rhythms -- t h e i r a p p l i c a t i o n
i n w r i t t e n e x e r c i s e s . Aural s k i l l s , s i g h t
reading, dictation, part-singing.
A fundamental c o u r s e f o r music s t u d e n t s .
Prer e q u i s i t e : Passing a theory entrance t e s t .
10:45-12:05.
Mr. Johnson.
RELIGION
I
RELIGION A-202.
HZ$TOR,Y AND LITERATURE OF
T - ~ - N & W . T E ~ T ~ A ~EU-~ ~ ~ J
+ the
kQy T e s t a m e n t , i n c l u d i n g t h e l i f e and
t e a c h i n g s o f J e s u s , t h e e s t a b l i s h m e n t and
growth o f t h e c h u r c h .
ST. PAUL:
11:5512:45. Mr. Sohn.
APPLIED MUSIC. P r i v a t e i n s t r u c t i o n may b e
a v a i l a b l e i n v o i c e ; s t r i n g , keyboard, and
wind i n s t r u m e n t s . 1 C r . f o r 10 l e s s o n s .
Note: An a d d i t i o n a l c h a r g e o f $40 i s made
f o r e a c h 10-lesson s e r i e s .
For informat i o n c o n t a c t t h e Department o f Music.
RELIGION A-404.
LUTHERAN CONFESSIONAL
WRITINGS.
3 Ch. A n a T y s i s - o f p o r t i o n s o f
t h e Book o f Concord i n h i s t o r i c a l p e r s p e c tive.
ST. PAUL: 11:55 a.m.-12:45
p.m.
Mr. R u d n i c k .
PHILOSOPHY 21.
PROBLEMS OF PHILOSOPHY.
Introduction t o t h e nature, n i ~ r ~ s .
4 Cr.
c e n t r a l problems, and t e r m i n o l o g y o f p h i losophy.
7:30-8:35
a.m.
Mr. S a n d i n .
RELIGION 8 2 . CONTEMPORARY ROMAN CATHOLIC
THEOLOGY. 4 C r . Trends o f Roman C a t h o l i c
t h e o l o g y and r e l a t i o n o f t h e o l o g i c a l and
b i b l i c a l i n s i g h t s t o t h e dogmatic d e f i n i t i o n s o f t h e c h u r c h . 7-10 p.m., Tuesdays,
Thursdays. Mr. C o l a c c i .
.
\
PHILOSOPHY
PHILOSOPHY 9 9 . INDEPENDENT STUDY.
b l e C r . See p . 7. M r . S a n d i n .
VariaI
PHYSICS
POLITICAL
SCIENCE
4 Cr.
The s o l a r
PHYSICS 1. ASTRONOMY.
system, s t a r s , g a l a x i e s .
The u s e o f
o p t i c a l i n s t r u m e n t s ; v i e w i n g w i t h a 12"
7-10 p.m.,
Tuesr e f l e c t i n g telescope.
days, T h u r s d a y s . Mr. Hanwick.
SOCIOLOGY
I
SOCIOLOGY 57.
SUMMER WORK I N CORRECTIONS
Note: T h i s i s
AND.-SOCIAL SERVICE. 5 Cr. a s p e c i a l summer program n o t i n t e g r a t e d
w i t h o t h e r Summer School o f f e r i n g s . F o r
information w r i t e Dr. Joel Torstenson,
Auqsburg C o l l e g e
POLITICAL SCIENCE 92. POWER AND COMMUNITY
InterdisciI N MODERN METROPOLIS. 5 C r .
p l i n a r y s t u d y , p o l i t i c a l and s o c i o l o g i c a l ,
b f t h e changing- i n s t i t u t i o n s and p r o c e s s e s
o f community and government i n t h e contemporary u r b a n s e t t i n g . C l a s s e s meet o f f
campus.
8:45-10:05 a.m. Mr. T o r s t e n s o n .
I
'
POLITICAL SCIENCE 99. INDEPENDENT STUDY.
V a r i a b l e Cr.
See p . 7 .
Mr. Stenshoel.
PSYCHOLOGY
PSYCHOLOGY 5.* W R A L PSYCHOLOGY. 5 C r .
The b a s i c p r o c e s s e s u n d e r l y i n g b e h a v i o r .
~ x a m i n a t i o n o f t h e p r i n c i p l e s , methods,
and a r e a s o f s p e c i a l i z a t i o n i n p s y c h o l o g y .
10:45-12:05.
M r s . Andereqq,
PSYCHOLOGY 99.
b l e Cr.
See
INDEPENDELIT STUDY. V a r i a M r s . Anderegg.
p. 7.
SOCIOLOGY A-221.
PRINCIPLES OF SOCIOLOGY.
3-4 Ch.
An i n t r o d u c t o r y c o u r s e emphasizi n g human group l i f e and man's s o c i a l
environment.
ST.PAUL:
8:30-9:25
a.m.
Mr. Dannehl.
SOCIOLOGY 61 .*
INTRODUCTION TO SOCIAL
STATISTIC_S. 5 C r . M e t l i o X s - i T c o l l e c t i n g ,
comparing, and i n t e r p r e t i n g d a t a i n t h e
s o c i a l s c i e n c e s . Graphs, t a b l e s , measures
of c e n t r a l t e n d e n c y ; t h e t e s t i n g o f hypot h e s e s . 10:45-12:05.
Mr. F!ordl i e .
SOCIOLOGY 92.
POWER AND COMMUNITY I N
MODERN METROPOLIS;
5 Cr. (See P o l i t i c a l
S c i e n c e 92 . ) 8:45-10:05.
Mr. ~ o r s t e ' s o n .
11
SPEECH
11.
BEGINNING SPEECH.
4
Cr.
B a s i c problems o f k f f e c t i v e s p e a k i n g and
c r i t i c a l l i s t e n i n g . 8:45-10:05. M i s s C o l e .
'G
*..
Associated
Programs
THIS FIVE-WEEK WORKSHOP ( E d u c a t i o n 89) i s o f f e r e d through
t h e c o o p e r a t i o n of f i v e Twin C i t y c o l l e g e s : Augsburg, Haml i n e , M a c a l e s t e r , S t . C a t h e r i n e and S t . Thomas.
Dates a r e
June 24 t h r o u g h J u l y 26.
Guided by D r . W i l f r i e d Edener, a
s p e c i a l i s t from Germany now s e r v i n g a s F o r e i g n Language
C o n s u l t a n t t o t h e f i v e i n s t i t u t i o n s , p a r t i c i p a n t s w i l l work
w i t h f i f t h - and s i x t h - g r a d e r s , i n t r o d u c i n g them t o e i t h e r
German o r French over a four-week p e r i o d .
CARRYING a f i v e - c r e d i t c o u r s e v a l u e , t h e Workshop i s open
t o t e a c h e r s now i n s e r v i c e , a s w e l l a s t o u n d e r g r a d u a t e s
competent i n e i t h e r language.
T u i t i o n i s $100. Because
t h e number of p a r t i c i p a n t s i s l i m i t e d , p e r s o n s p l a n n i n g t o
a t t e n d should submit a p p l i c a t i o n s t o Augsburg Summer School
a s soon a s p o s s i b l e , s p e c i f y i n g t h e p r e f e r r e d language.
SUMMER SCHOOL APPLICATION
PLEASE PRINT LEGIBLY OR TYPEWRITE. M a i l completed form,
t o g e t h e r w i t h r e q u i r e d d e p o s i t s ( s e e page 6 ) , t o Summer
S c h o o l , Augsburg C o l l e g e , M i n n e a p o l i s , Minnesota 55404.
L a s t , F i r s t , Middle
BORN:
19
.,
ADDRESS :
PRESENT
C ig
-
-
-
.
--
-
_
--
EDUCATIONAL STATUS:
STIPENDS c o v e r i n g b o a r d , room and c o l l e g e t u i t i o n a r e
a v a i l a b l e f o r s t u d e n t s who a r e a c c e p t e d .
Majors i n A r t ,
E d u c a t i o n , Music, N u r s i n g , P o l i t i c a l ( o r S o c i a l ) S c i e n c e
a r e e s p e c i a l l y encouraged t o a p p l y ; p r e f e r e n c e i s g i v e n
upper-classmen.
R e q u e s t s f o r a p p l i c a t i o n forms should be
d i r e c t e d t o : Youth D i v i s i o n , The American L u t h e r a n Church,
422 South F i f t h S t r e e t , M i n n e a p o l i s , MN 55414. I n c l u d e
your name, a d d r e s s , and z i p code.
2.
-
-
-.
\
Female
.State
.
-
MARRIED?
-
- -
- ..
--
.
---
Zip
-
.-
S t a t e -_
-
..
- -.
Zip
-
-
--
-
- -
H i g h e s t l e v e l o f e d u c a t i o n completed a s o f J u n e , 1968:
- High School g r a d u a t e
- Freshman y e a r of c o l l e g e
- Sophomore y e a r o f c o l l e g e
- Junior
- Senior
- Other:
year of c o l l e g e
y e a r of c o l l e g e
Are you now working toward a c o l l e g e o r u n i v e r s i t y d e g r e e ?
- Yes
- No
THIS PROGRAM combines i n d e p e n d e n t s t u d y and a p a i d work
experience i n s o c i a l s e r v i c e f o r undergraduate s t u d e n t s .
A p p l i c a n t s need n o t be s t u d e n t s a t Augsburg C o l l e g e .
Since
t h e number of o p e n i n g s i s l i m i t e d , e a r l y a p p l i c a t i o n s a r e
suggested.
For i n f o r m a t i o n w r i t e Chairman, Department of
S o c i o l o g y , Augsburg C o l l e g e , M i n n e a p o l i s , Minnesota 55404.
Male
Street
TWENTY STUDENTS from a l l p a r t s of t h e U n i t e d S t a t e s w i l l
p a r t i c i p a t e i n a u n i q u e e d u c a t i o n a l e x p e r i e n c e a s members
of a " l i v e - i n " g r o u p , spending e i g h t wesks ( J u n e 17 t h r o u g h
August 9) i n t h e North S i d e c r i s i s a r e a of M i n n e a p o l i s .
Earning academic c r e d i t s a t Augsburg C o l l e g e , p a r t i c i p a n t s
w i l l pursue i n d e p e n d e n t s t u d i e s , a s w e l l a s t h e f i v e - c r e d i t
c o u r s e , S o c i o l o g y ( o r P o l i t i c a l S c i e n c e ) 92: See page 10.
1.
-
Street
PERMANENT ADDRESS:
CiRjr
12
SEX:
( I f "yes",
p l e a s e complete i t e m s a , b , and c , below.)
a.
At what c o l l e g e ?
b.
What d e g r e e do you e x p e c t t o e a r n ?
c,.
W i l l you want c r e d i t s e a r n e d a t Augsburg C o l l e g e
No
t r a n s f e r r e d t o t h i s c o l l e g e ? - Yes
( I f "no", p l e a s e u s e t h e s p a c e below t o
b r i e f l y your e d u c a t i o n a l p l a n s and g o a l s . )
-
indicate
.
ES.
From t h e l i s t e d c o u r s e s on pages 7-11, p l e a s e e n t e r
t h o s e which c o n s t i t u t e f i r s t
c h o i c e f o r y o u r Summer
School program. T o t a l c r e d i t s may n o t exceed t e n .
I
T o t a l Number o f C r e d i t s :
ALTERNATES.
HOUSING.
P l e a s e l i s t below o t h e r c o u r s e s you a r e w i l l i n g
t o s u b s t i t u t e , s h o u l d l a c k o f demand r e q u i r e c a n c e l l a t i o n o f a c o u r s e l i s t e d above.
Do you wish t o r e s e r v e c o l l e g e h o u s i n g ?
Yes
( I f "yes",
specify:
(See
- Dormitory
page
6.)
- Cottage)
- No
DEPOSIT.
I e n c l o s e a check o r money
o r d e r , payable
C o l l e g e , i n t h e amount o f $
a s follows:
-
,
to
to
Augsburg
be c r e d i t e d
Tuition Deposit, $
Housing D e p o s i t , $
I submit t h i s A p p l i c a t i o n s u b j e c t t o t h e c o n d i t i o n s o f t h e 1968
Augsburg Summer School b u l l e t i n , which I have r e a d and u n d e r s t a n d .
e
-.
Date
s.igna-eurt
Show less
augsburg in the summer
summer session info
Augsburg College offers a varied sulnlner curriculunl
that includes courses in more than 13 academic
disciplines as well as internships and illdependent studies.
Summer Session I runs from
May 28, 2002, to June 28, 2002.
S u ~ l l ~ nSession
er
I... Show more
augsburg in the summer
summer session info
Augsburg College offers a varied sulnlner curriculunl
that includes courses in more than 13 academic
disciplines as well as internships and illdependent studies.
Summer Session I runs from
May 28, 2002, to June 28, 2002.
S u ~ l l ~ nSession
er
I1 runs from
July 8, 2002, to August 8, 2002.
A detailed listing of courses begins
on page 8.
Course loads i n Summer Session:
Students may take up to two courses in
each session. However, WEC students
taking two or more classes in the spring
trimester are not eligible to take classes
in Summer Session I. Note: WEC
registration for Summer Session I will
not be available via the Web. Unless
otherwise indicated, all courses carry a
value of one course credit. O n e
Augsburg course credit is the
equivalent of four semester credits and
six quarter credits.
Employer reimbursement: Students
who qualify for reimbursement by their
employers may use their reimbursement
to pay for Summer Session courses.
Augsburg general education:
Courses fulfilli~lgAugsburg's Liberal
Arts Perspectives and Graduation Skills
requirements are so noted along with
the description of the course.
Augsburg College
Campus Box 136
221 1 Riverside Avenue
Summer Se
w
May 28 to June 28
Summer Session I
July 8 to August 8
about
augsburg
Augsburg College is a four-year, liberal arts college located in the heart of
Minneapolis, and affiliated with the Evallgelical Lutheran Church in America.
Augsburg is accredited by the North Central Association of Colleges and Schools.*
T h e small college environment, about 3,000 students during the academic year, is
enriched by the many opportunities found in this vibrant metropolitan area.
Augsburg's setting allows students to participate in a host of cultural and
recreational activities.
* North Cer~t~ul
Associatio~lof Collc~esand Scl~ools,G~ilanissi~~it
011 l~~stitutior~s
of Hi,ql~erEdiict~ti~l~,
312-263-0456 Weh site <wcuw.l~cocihearc>
Course levels: T h e first digit of the
three-digit course number indicates the
course level. Course numbers beginning
with a "1" or "2" are lower division
courses and are intended vrimarilv for
freshmen and sophonlores; course
numbers beginning with a "3" or "4"
are upper division and are primarily for
juniors and seniors.
Independent study: Independent
studies may be arranged in consultation
with individual facultv members.
Internships: In addition to those listed,
internship opportunities may be
arranged individually during the
summer. Academic internships are
carefully planned work-based learning
experiences, supervised and evaluated
by a faculty member. Consult the
Center for Service, Work, and Learning
at 612-330-1 148 for more information.
Housing: Students who need housing
may contact the Residence Life Office
at 612-330-1488.
information
Additional information may be
obtained at:
www.augsburg,edu/sum~ner
Minneapolis, MN 55454
For registration or financial questions:
612-330-1046 (Enrollment Center)
For questions related to courses:
612- 330-1025 (Academic Advising)
eligibility
Persons i n good standing at regionally
accredited colleges and universities,
graduates of such institutions, and
students admitted for the next fall term
are eligible to attend Augsburg Summer
Session. Good standing implies that the
student has been admitted and not
subsequently dropped by that
institution.
Students accepted for Su~nmerSession
are not automatically granted
admission as regular students of
Augsburg College. Those wishing to
begin a degree program at Augsburg
should apply to the Office of
Undergraduate Admissions, 612-3301001, or the Weekend College
Admissions Office, 612-330-1 743.
to register for
Web registration will remain open
until May 3 (Session I) and June 14
(Session 11). Web registration hours
will be 6 a.m. to 10 p.m. daily, with the
exception of April 8, which will be
.
C
person at the Enrollnlent Center
hetween 9 a.111.-4 p.m. M-F ~xtencied
hours to 6 p.m. on the first a&&econd
day of classes for each se:
Thursdays 12-4 p.m.).
Students registering for
Summer Session I must complete
their registration by May 28.
Students registering for
Summer Session I1 must complete
their registration by July 8.
Augsburg students will be hilled
through Student Accounts. NonAugsburg students nus st pay 50 percent
of tuition at the time of registration. All
s t ~ ~ d c nmust
t s be paid in f~11lby May 10
.
be dropped fr
course (s)
Augsburg stu, 3 who have unvaid
balances from
pay these ball
lmmer Session.
n Registration: Many courses
11 early and eourses with low
Students who decide to cancel their
registration prior to the first day of the
sessi~nnus st c ~ m p l e t ea dropladd for111
at the Ellroll~nentCenter (this must be
done in person). There is a charge of
$100. For refund information please see
schedule of refunds on next page.
A late fce of $75 will be assessed for
students who register after the first Jay
of the term. No S e s s i o ~I ~registrations
will be accepted after May 3 1. No
Sessioll I1 registratioils will be accepted
after July 12.
Registration begins
Web registration closes
Balance of tuition due
Classes begin
April 8
May 3
May 10
April 8
June 14
June 21
May 28
July 8
Last day to:
Register (without late fee)
May 28
*Register (added late fee of $75)
May 31
(no registrations will be accepted after this date)
Change grading option
June 7
Last day to withdraw from class
Classes end
Grades due in Registrar's Office
July 8
July 12
July 19
June 14
June 28
July 26
August 8
July 8
August 16
schedule of refunds
100% of the refundable portion of tuition (less $100 administrative fee):
If cancellation at the Enrollment Center is no later than
May 28 (Session I) and July 8 (Session 11)
75% of the refundable portion of tuition:
If cancellation at the Enrollment Center is no later than
May 3 1 (Session I) and July 12 (Session 11)
50% of the refundable portion of tuition:
-
If cancellatio~lat the Enrollment Center is no later than
I
map of aug~hurg
-
A
casts
T h e tuitioil clla!
.-.--
-
-
-
$625 for 1-
t courses
R
Audits al
listed ah01
c it courses
t the tuition rates
course load is
the two scssic
1.5 credits over
1
financi-
1
Eligibility for I
Session attend
Fi11$7Kal aid is available to students
er~rollsdin day or weekcnd progra#
from most federal and state ijpancial aid
programs. Institutional sc
lips and
grants are available only
regular academic year. St
maintain half- time status
the program in which they are enrolled)
are eligible to apply for financial aid.
WEC v:
No a
i
. r S ~ n cm ~nI as
..-..rrently with the WEC
m e s ter.
W E C stuc
enrolled in Summer
Session I1 ma
eligible for financial
J
aid it' their course load is at least 1.0
credit.
To apply
You must notify the E n r o l l m e ~ Center
~t
if you wish to apply for financial aid for
Suminer Session. To do so, visit
< www.augsh~~rg.edu/enroIl>.
The financial aid dcadline for
Summer Session is April 15, 2002.
COLLEGE M A P I N F O R M A T I O N
Adnli,\inns \Vcakd;ty Pn,g~%n~
13- Li~iclclll,ib~%~ry
2. Ad~~li,\iorirAnnc* and Wcckcnd
14.,Ma11ilc11a11cc
;111clCjmond.; Shop
Ad~~lisi~o~ls
l s . l M ~ ~ r l ~ Rtlll
~l~c~l
3. A i r Slruclorc Elllr;l~lcc
(No\,cmbcr I l i n , ~ ~ gM;lrcll)
ll
4* Eddt-Ncl\on Alhlclic
Picld imd Sc;~ul~idl
AirSIr~~~lurc
C l ~ ~ i u l c ~ l sC*.lltiv
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6, EA$I Hall
F,!cully Cioecl Ho11,c
8. Prrss, Lohcck. Milt,, Ccnlcrtr,C
Wonllil), Dril~liil& C < I I I I I I I ~ I I I ~ U ~ I ~ I , , I I
% Svcrylrup H;III
10. H u s b y - S ~ ~ ~ I I ~Tc111iib
I ~ I I COIII 15
Hi111
I I. Ice Alcnn
17. Dc\clopmcnl. PR/Cor~inlul~~c;~lio~n,
;aid Alumnifi';!rcnl I l e l n l ~ o ~ r
!.
>.
7.
A.VliiIoeP.~rkillg
B;Rc\~clc~ll P.I&III~
C. C o ~ n n l ~ ~P,ld~n;
ler
D. F;~cuIly/St;~IY/Com~nt~tc~/Rc<irlcnI
Parking
[S,Rc&~~le~lt
Pdkillg
F,, Rec~cle~~r
Pil~kilig
Ci. Adtni~rio~~c/F,su~lI)~/SInfl
P.r~li~lg
t i - , F ; ~ u l l ~ / S ~ Pn&i~ig
;~If
1. Vih'itoPP.!~hing
S, P,~cuIlylSrotf P i ~ l k i ~ l g
K.F;~cull):/Sl;~frPi~rhi~l:.
L.:Y~\ilo~.P,~kt~lg
M. F,tcully/Sl;~h/C,>~l~n~ololl
PIII%III~
N.,~;suI~y/St;~tI;iConln~~~lcrP,~k~~~g
0. Fi~ifiicw-LlnivchilyI';uking Rnnlp
Visit the Enrollment Center Web site to
downloa~lapplication materials.
1-94 East fro111 Minneapolis%kc 2 5 t h A\,~IIIIC exit, l u n l 1ck.a~2.5111 Avenllc, turn
Icft ;lr RrvcMclc AVCIILI~,[ u r n l c f l at 2 1 i t A\,cnr~c
Sil\~th.,
1-94 West fro111 St. Pault c ~ i l c l cA v c u ~ l c ,
31kc R ~ v e r s i ~csil,
l c t11in l i ~ h ,t ~ RI\
SOLILII.
l l l r n I c f ~; ~ 2r lct ALVIILIC
35W from thc SoutliFollrne thc 1-94 St. P.1111 SI~IL~T
(III\*S
t o ~'idht Innc :tftcr.
~ n c r ~ c n )'liikc
.
25th AVL.IIUC ex11 2nd r u l n
cncli id~\r.il
lefi a r ~ i w r : ~ i c lAc w n ~ l c l, u t n l c l l a r 2 l a r A v c n 1 1 c
S,lll~l.
,
T h e ca111era w
creativity and
photographic
1
-~
35m1u,single-lens rt
film, etc.: $200-$22
Pel spectivelsk
6-9:30 p.n~.
~
r visual
and white
llts need access to a
:all~era.Estimated cost of
L,,OL<
o l d M~~~~
4
ACC 22
Principles of Accountinl
Intyduction to business :
and fundamentals of accounting, the accounting
cycle, and preparation of finanr:-' -.aternents.
T B Th
Mttsic 24
8 3 0 ~.III.-II~OII
BUS 2 4 2 3
Principles of Management
Cerrito
Development of the theory of I ....c...,- ~ u e n t ,
organiznticin, staffing, planning, and control. T h e
nature of authority, accountability, ~es~onsihility,
and analysis of the pnifessional manager.
6-9:30 p.171,
TBTh
Mlisic 24
B U S 331-S
Financial Management
Kapoor
Topicurrlated t(1 theory acquisition, fund
allocation and nlanagcmcnt, sources and uses of
Ic~ng.and short-term fi~nds,capital
costs/budgctiny, levcragc, and dividend policy.
(Prereq.: ACC 221, ECO 112 or 113, and MPG 3)
6-9:30 p.111.
M,W F
Olrl Moil1 29
EDC 2 2 0 3
Educational Technology (0.5 Credit)
Erickson
You will be expoaed to basic thcorics of
communicatio11, selection, evaluati<in and
research. Become skilled in some of thc digital
tc~<ilsused in today's schools. Learn how to clioose
apprc~priateapplicatin~isof thcorics and techn~ques
for educational settings.
9-1 1:30 ir.111.
M, W F
S v e r d ~ ~204
rl~
Introaucar
A n initiation i u t
formal study of fictjon,
poetry, and drama, urawing on works from several
periods, difierent cultures and races, and male and
fe~nalewriters. This course aims in
to
develop students' critical and analytical skills as
the prerequisite for all upper level courses In
literature. PerspectiveiSkill: Aesthetics
4-7:30 0 ni.
Old Moil1 26
G S T 200,S
Quantitative Reasonmg
Schield
Critical thinking about statistics as evidence in
:
lents involving predictions and explanations.
i include reading and evaluating tahles,
:raphs, and statistical models. E~nphasison
nterpretation, evaluation, and communication.
PerspectiveISkill: Quantitative Reasoning
(Prereq.: MPC 3)
6-9:30 p.111
T €4 Th
Old Muin 18
ASL 101-S
Beginning Sign Language I
Mikkelson
A n introduction to deaf culture and the signs and
syntax of ASL. S t ~ ~ d c nobserve
ts
the
denlonstration 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.
PerspectiveISkill: Intercultural Awareness 2
SPA 111-5
Beginning Spanish I
Reinhardt
Aims to de\,elop four basic skills: understanding,
speaking, reading, and writing of elementary
Spanish. I n t r o d u c t i o ~to~ the culture of the
Spanish-speaking \vorld.
Perspective/Skill: I n t e r c ~ ~ l t i ~Awareness
ral
2
8:30-1 I a.m.
T 1R TI1
Old Moin 26
1- '..: -. .
I N S 105-S
Intro, to American Indian Studies
Weston
This coLlrse is intended to introduce students to
Anlcrican Indian S t ~ ~ d i eConcepts
s.
and topics to
be covered include, among others, history,
language, culture, literature, policy, iinages,
contemporary issues, and the arts. Minnesota
Indians will be eluphasized wherc appropriate.
PerspectiveISkill: Intercultural Awareness 1
6-9:30 p . n ~
TBTh
Old M r ~ i t25
~
I N S 199-S1399-S
Internship
Olson
A work or service experiencc in which the
s t ~ ~ d e nfaculty
t,
aponsor, and aite supervisor design
a learning agreement plan that links classroo~ll
theor): the liberal arts perspcctivcs, and graduation
skills with the opportunities inherent in the
internship. T h e student 111i1stc o ~ i ~ p l eat elearni~ig
~portfciliobased o n the internship. Student should
consult with the faculty sponsor reganling
requirements and get permission to registel: PIN
grading only.
3,
.....
PSY 352-S
Adolescent and Young
Adult Development
Hanson
Consideration of research and theory related to
development during adolescent and young adult
years.
(Prereq.: PSY 102 or 105)
6:00-9:30 P.m.
M BW
Old Mail1 2 5
REL 3 7 0 3
America11 Indian Spirituality
& Philosophical Thought
Jacobson
Religious beliefs, spiritual customs, and philsophy
of North Alnericau Ind~ansare 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.
PerspectivelSkill: Christian Faith 3 , \Writing
(Prereq.: ENG 1 11, Jr. Standing and REL 11 1 ,
221, or 331)
6-9:30 11.11
M€4W
Old Main 18
POL 2 4 1 3
Environmental
Upper Mississippi River watershed. Issues covered
include controversies about river pollution, the
lock and dam system, rcgiunal water supply, floc~d
control, economic clevelop~uentin the rive1
corridor, farming practicca, and enerby production.
In regard to each of these, the class will examine
thc challenge c~fbolancung econoniic dcvclopmcnt,
social har~non):and environmental sustainahility
Thcrc will be weekly excursions to explore the
river in the Twin Cities and meet with local policymakers and stakeholders. Students will repclrt to
the class o n a research project o n a topic of their
cho(ising.
PerspectiveISkill: Critical Thinking, Social \Vorld 1
6-9:30 11,tn
M&
? \v
0111 Moir~2 7
S P C 351-S
Argumentation
Lapakko
Develops critical thinking bkills by study of the
theory and practice of argument, evidence,
fallacies, and refi~tation.Includes how to build and
analyze public argulnents that c o n f r ~ n stt~dents
t
in
their everyday lives.
PerspectivelSkill: Critical Thinking
(Prereq.: SPC 111 or 112 or consent of instructor)
6-930 ~ , I I I ,
T 8 TI1
Old Main 2 9
session I 1 july 8 to august 8
ART 1 0 7 3
Drawing
This is a first level drawing course. Studelits work
with a varlety of traditional and non-traditional
drawing media and explore important colicepts of
drawing. Slide lectures, dernonstrations, and
critiques coniplete the learning expel ience.
PerspectiveISkill: Aesthetics
6-9:30 p,nl,
TBTh
Old Maill 17
ACC 2 2 2 3
Principles of Accounting I1
Kader
A continuation of A C C 221. I~ltroductionto
business activities and accounting for corporations.
Basic concepts and fundan~e~ltals
of nlanagerial
accounting, p l a ~ l ~ l i and
~ l g controlling processes,
decision-making, and behavioral considerations.
(Prereq.: A C C 221)
8 3I I
T GI Th
Music 22
A R T 118-S
Painting I
Bollmao
In this first level painting course, students learn
important concepts of painting. Most class time is
spent painting. Slide lectures, demonstrations, and
critiques complete the learning experience.
PerspectiveISkill: Acsthetics
6-9:30 p.111.
T B TI1
Old M ~ I 17
I
BUS 2 4 0 3
Personal Finance
Kapoor
Introduction to personal financial planning and
budgeting, credit management, income taxes,
insurance, real estate, investments, retirement,
and estate planning.
Old Main 10
6-9:30 I J , I ~
M&W
ART 2 2 5 3
Staff
Graphic Design I
A n intrc~d~lctioll
to the principles and t e c h n i q ~ ~ c s
of graphic design using page layout software.
Emphasis o n designing with text and ilnagc
PerspectiveISkill: Aesthetics, Speaki~lg
6-9:30 p.111
T B TI1
Fuss 22B
A R T 2491349-S (with H I S 24913493)
Designed Environment
Anderson
This course addresses die designed environment,
the i~ltentio~ially
designed places in which wr live.
We will investigate architecture, landscape
architecture, and u r h a ~ design,
l
b o t l ~in cl;~ssand
in site visits and walking tours to proluinent
cxa~nples~f desiyn excellence.
PerspectiveISkill: Aesthetics or City; Writing
(upper division only)
(Prereq.: For upper divisiu~~-an art, history, or
urban sti~diescourse, and ENG 11 1)
1 4 : 3 0 [LIII,
M B W
Scie~~ce
123
ART 3 3 0 3
Graphic Design I1
Staff
A n advanced study of the graphic design of
typography and visual imagery fnr print production
using the computer. Includes idcntihcatic~liof
design problen~sand presentation to client.
PcrspectivclSkill: Aesthetics
(Prereq.: ART 225)
6-9:30 p.ln.
TBTh
Filss 22B
BUS 3 4 0 3
H u m a n Resource Management
Cerrito
Personnel filnction in business, accl~~isitic)n,
and
utilizatio~iof human resources; desirable working
relationships; effective intcgrotion of the worker
with the goals uf the firm and society.
(Prcreq.: BUS 242)
6-9:30 p . ~ n ,
M B W
BUS 4 4 0 3
Strategic Management
Cerrito
Concepts and principles related to the
management (if operating fi~~ictions
caught from a
~lla~lagerial
viewpoint with examples from various
industries and sectors.
(Prereq.: BUS 242 or consent of instructor)
6-9:30 p.ln
TBTh
Mtrsic 24
MKT 2 5 2 3
Principles of Marketing
Meziou
Principles of hasic policy and stratcw issues in
marketing. Legal, ethical, competitive, economic
; ~ u dtechnological factors as they affcct pro~luct,
prona~tion,and distribution decisions
6-9:30 11.111
M B W
S v e n b ~ ~202
p
This course examines t h o k
unique to ~llarketingin a<in
Emphasis is placed o n a d a z
mix according to the i r b - - ellvLroLinlent.
(Prereq.: MKT 252)
Clayton
120th centurv
ErnC
r
C H M 100-S
Chemistry for Changing Times
This course int~oducesb a s ~ cche~uistrycon-.
the context of numerous science-based i s s ~
our everyday lives with the goal of student I
:
a basic understanding of thc science behin%ssucs
present and in the future.
PerspectiveISkill: Natural World 2
(l'laereq.: MPG 2)
8:30 ~ . I ~ . - I I O I I I I
T B TI1
Science 3 15
E D C 495-S
Topics: DiversityNinnesota
American Indians
Gresczyk
This course cxaluines human divcrsity and Ii~lluan
relations. It fulfills the Education Department
huluan relations and Minnesota An~cricanlnclian
req~~il,ernents
and is a n option within the liceusure
progr:ilil.
6-9:30 p.m.
M B W
St'ertlrtlp 1
This coursc is designed for clclucntary educntic~n
~uajorsand includes earth science "hands-on"
inquiry based activities that modcl the tcacl~ing
and learning process ~f sc~entificinquiry. Meets
hasic earth science st~hjectmatter standards for
initial licensurc.
6-9:30 j1.111.
T El Th
sCiL'IICL'
10
SlS
-
ction.
Awarcncss I ,
Isen1 of instructor)
TI1
Old Mail1 23
TB
HPE 1 1 5 3
Chemical Dependency (0.5 credit)
Broek
A n analysis of chemical ahuse and what can be
clone for the abuser. Inclu~lesinfc~rmationabout
school health education and services.
6-9:30 11.111.
M
Old M r i i ~23
~
This course addresses the designed envil-o~uucnt,the
intention;~llydesigncd pl:lccs in which we livc. \Ve
will in\,estigate architecture, landscape architecture,
and urhan deaib~~,
bhr~tliin class and in site visits tn
pro~ninentexao~plesof design excelle~~ce.
PerspcctiveiSkill: Aesthetics or City; \Vriting- (upper
..
division only)
(Prereq.: for upper divisin~l-an art, histor): or urban
ati~diescoursc, ancl ENG 111)
1 4 : 3 0 11.1il.
M B W
Scie~~ce
123
I N S 199139923
Inter~iship
Olson
A work or service experience in which the s t ~ ~ d e n t ,
faculty sponabr, and site supcrvia)~design a learning
agreemen1 plan that links c l a ~ , r ~ i o~l~cory,
n~
the liberal
arts perspectives and gracluation skills with the
0ppc1rti11iitiesi~lllcrc~it
ihi the internship. Thc stu~lcnt
hnsed on the
must complete a lea~ning~x~rtfnlio
internship. St~lclcntshoulcl cc~nsultwith the faculty
sponsor rqi~rdingrequirements ancl gel per~~dsslnn
to
rceiater. PIN eraclinu onlv.
INS 3 4 2 3
agical foundations of
e course cc
Islam, its basic concepts and tenets, Islaniic law
(Shari'ah), Islamic economic and political systems,
and Islamic patterns of life.
PerspectiveiSkill: Intercultural Awareness 1
6-9:30 0 nl.
Mt~sic22
INS 2 5 5 3
Kaufman
Paideia Seminars
ninar
Students will .uarticiwte
.
discussions following the Paideia seminar form
developed by Mortimer Adler. Seminar topics
emphasize selections that help students to think
critically, understand timeless ideas ':----carefully, and question thoughtfully
PerspectiveISkill: Critical Thinking
]lily 22-26
INS 260-S
Contemporary American Indians
Weston
This course examines the situation of American
lndians in the United States since the Indian
Reorganization Act of 1934. Emphasis is on
current issues such as tribal sovereignty, treaty
rights, reservation economics ,and Indian
education. PerspectiveISkill: Intercultural
Awareness I
6-9:30 p.111.
TBTh
Old Muin 13
INS 29523
Doine Business in the
Czech Republic
StollerIStaff
This course will concentrate on developing a
capitalist enterprise in the ex-comrn~~nist
world,
looking at how models are succeeding, and how
different sectors of Czech society are responding to
the changes in social norms and values which
underlie these new econonlic initiatives.
6-9:30 p m
M B \V
Old Mirirl 18
ditics of the
This course explores I
conununities and ecosystems of the Upper
Mississippi River watershed, including
controversies about river pollution, the lock and
danl system, regional water supply, flood control,
and farrnir,, There wil
reekly
kers and
e~rn~rsions .. ..... I local polic,
, trying to achieve sustainability in
holde
'or additional schedule information
---
w.,,u,sburg.edulppagesl-cady/
,
,
'E: Additional $500 fec
(Prereq.: POL
equivalent, and passing
water safety tt
Old Main 25
'?li
MAT 1 7 3 3
Math of Interest
Kaminsky
Learn how to deter~uinethe monthly payments on
a house or car. Find out how much you need to be
socking away now to have a million when you
retire. Learn how annuities, perpetuities and life
insurance work, and more. Evaluation will be
based on classroon~participation, quizzes, and a
final examination.
PerspectiveISkill: Quantitative Reasoning
6-9:30 p.m.
MBW
Scierice 108
ASL 102-S
Beginning Sign Language I1
Mikkelson
An intrciduction to deaf culture and the signs and
syntax of ASL. S t ~ ~ d e nobserve
ts
the
demonstration of signs, practice their own signing,
and learn thc facial expressions and body language
needed to communicate clearly with deaf and
hard-of-hearing people.
Perspective/Skill: Intercultural Awareness 3
6 4 3 0 p.111,
T W( TI1
Old Mui~i26
POL 421-S/ML 560-S
Developing a Multicultural Perspective:
Race and Ethnicity
Aoki
This course fc~cuseson the ability to function and
lead in culturally diverse and ever-changing
contexts within the U.S. Improved culti~ral
awareness, com~nunicationskills, and
interpersonal sensitivity and appreciation for the
complexity of the racial and ethnic groupi~lgsare
among the goals of the course. Extensive
discussion and several short written assignments
with emphasis on applying course material to
leadership situations.
(Prereq.: Graduate, or Jr. or Sr. Standing, or
consent of instructor
6-9:30 P.m.
MBW
Lir~dell16
SWK 395
Topics: Social Policy, Society and Restorative
Justice
Link
This course describes contenlporary systems of
human service with a focus on poverty, community
relationships and restorative justice. There will be
a combination of class and urban field visits.
PerspectivelSkill: City (pending approval)
6-9:30 P.m.
M B TI1
Note: Rochester Campus
PSY 361-S
Personality/Cultural Context
Hanson
Current scientificallv-based amroaches to
description, dynamics, aud development of
uersonalitv. Includes studv of eender, social
position, and cross-cultural behavior.
(Prereq.: PSY 102 or 105)
6-9:30 p.m.
MBW
Old Muin 25
6-9:30 p.m.
SWK 6 9 9 3
Assessment and Diagnosis in Mental Health
Practice
BoisenlSyers
This course exan~inesassessment and diagnosis of
mental health in individuals. Emphasis is placed
on understanding mental health disorders from a
MBW
..
REL 221-S
Biblical Studies
Quanbeck 11
This course covers the origin, literary character,
and transnlisaio~lof the biblical documents.
Explores the task of biblical interpretation.
Discusses the history of Israel and the enlergence
of the clu~rch.There will be two exams and two
interpretive papers.
Perspective/Skill: Christian Faith 3
8:30 a.m.-no011
T €4 TI1
0111 Maill 29
SOC 3 5 6 3
Crime and Community
Blooni
Analysis of correctio~lalproerams
and community
. ..
responses. Lecture, discussion, and site visits to
(Prereq.: SOC 121)
1 4 : 3 0 I~nt
4
.
4
.
.
T B Th
,, ,, ,
.
Old Moin 18
.
L
SPC 3 2 9 3
Intercultural Communication
Lapakko
This course explores cultural differences and their
inlplications for conu~~~unication,
including
differences in values, norms, social interaction,
and code systems.
PerspectiveISkill: Intercult~~ral
Awareness 1
6-9:30 p.ni.
M B W
Old Main 29
center for
global education
upcoming programs:
Language, Culture, and Social Change in Mexico
May 18-June 23, 2002
The Church, Civil Society, and Social Change in El Salvador
May 20-30, 2002
Human Rights and Social Change in Guatemala
May 20-30,2002
All Our Futures: Education for Global Citizenship
June 11-18, 2002
Social Services and Social Change: A Culture in Transition
June 26-July 3, 2002
Nicaragua: Past, Present, and Future
July 17-26, 2002
Mexico in Transition
August 1-9, 2002
For information and other possible educational
Global Education at 612-330-1 159 or e-mail
-
Show less
augsburg in the summer
Augsburg College offers a varied summer curriculum
that includes courses in 18 academic disciplines
as well as internships and independent studies.
A detailed listing of courses begins
o n page 8.
summer sessi-
Course loads i n Summer Session:
Students may take up t... Show more
augsburg in the summer
Augsburg College offers a varied summer curriculum
that includes courses in 18 academic disciplines
as well as internships and independent studies.
A detailed listing of courses begins
o n page 8.
summer sessi-
Course loads i n Summer Session:
Students may take up to two credits in
each session. However, W E C students
taking two or more course credits in the
spring trimester are not eligible to take
classes in Summer Session I. Unless
otherwise indicated, all courses carry a
value of one course credit. O n e
Augsburg course credit is the equivalent
of four semester credits and six quarter
credits.
I
June 1 to July 2
summer session II
July 12 to August 12
\
about
augsburg
Augsburg College is a four-year, liberal arts college located in the heart of
Minneapolis, and affiliated with the Evangelical Lutheran Church in America.
Augsburg is accredited by The Higher Learning Comn~issionof the North Central
Association of Colleges and Schools.* The small college environment, ahout 3,000
students during the academic year, is enriched hy the many opportunities found in
this vibrant metropolitan area. Augsburg's setting allows students to participate in a
host of cultural and recreational activities.
*The I-11gherLe~in~illg
Coilunissioi~of tl~eh ' o ~th Ceiltrol Associ~~tiol~
of Colleges (111dSchools, C D I ~ I I ~ ~O~I LS S ~ O ~ I
l~~>titutioi~s
of Higher Edncotiorl, 3 12-263-0456. Web site <u'ww.~~urcihe.org>
summer session info
Augsburg general education:
Courses fulfilling Augsburg's Liberal
Arts Perspectives, Core Curriculum,
and Graduation Skills requirements are
so noted along with the description of
the course.
Course levels: The first digit of the
three-digit course number indicates the
course level. Course numbers beginning
with a "1" or "2" are Lower division
courses and are intended primarily for
freshmen and sophomores; course
numbers beginning with a "3" or "4"
are upper division and are primarily for
juniors and seniors.
Independent study: Independent
studies may be arranged in consultation
with individual faculty members.
Internships: In addition to those listed,
internship opportunities may be
arranged individually during the
summer. Academic internships are
carefully planned work-based learning
experiences, supervised and evaluated
by a faculty member. Consult the
Center for Service, Work, and Learning
at 612-330-1148 for more information.
Employer reimbursement: Students
who qualify for reimbursement by their
employers may use their reimbursement
to PaY for Summer Session courses.
Housing: Students who need housing
may contact the Residence Life Office
at 612-330-1488.
information
Additional information may be
obtained at:
www.augsb~~rg.edu/summer
A~~gsburg
College
Campus Box 143
2211 Riverside Avenue
~ i ~ ~MN ~ 55454
~ ~ ~ l
For registration or financial questions:
612-330-1046 (Enrollment Center)
For questions related to courses:
612-330-1025 (Academic Advising)
eligibility
Persons i n good standing at regionally
accredited colleges and universities,
graduates of such institutions, and
students admitted for the next fall term
are eligible to attend Augsburg's
Summer Session. Good standing
implies that the student has been
admitted and not subsequently
dislnissed by that institution.
Students accepted for Summer Session
are not automatically granted admission
as regular students of Augsburg College.
Those wishing to begin a degree
program at Augsburg should apply to
the Office of Undergraduate
Admissions, 612-330-1001, or the
Weekend College Admissions Office,
612-330-1101.
i
~
,
to
. ..
calendar
L -
m dents may hegin to register for
,,~~,,,ncrSession courses on April
5.
Web registration will remain open
until April 29
ssion I) and June 11
I-'
(Session
registration huurs
'-
will he 8 : 3 .c.LLt.
~
L1,
1159 k7.m daily.
Augsburg students are encouragecl to use
Web r
ratio
Ion-A~~rahurg
uder
1st regis1
hnrollment Center between 8:30a.n
4:30 p.m. M - W (8:30 a.m.-7 p.1Thursdays). T h e Enrollmeiit
Located in Sverdrup Hall. V
recommencl that you sche
courses as early as possil
'
at
time
(
lnust he lmic
tion. All students
Full hv, Mav, 7 for
I and J u n e 18 for
S ~ ~ m mSeers b r u ~11.
~ Tuition must be
paid in full (see calendar), or you will
hopped from your course(s); a
cellation fee of $100 per course
will apply. Augsburg students who
have unpaid balances from previous
terms must pay these balances before
they may register for Summer
Session.
Summer Scs
Change in Registration: M a ~ i ycourses
If a discrepancy is found between this
catalog and course i~lformationfound
through AugNet, AugNet should he
c o ~ ~ s i d e r ethe
d most current, a u ~ thus,
l
correct.
Students registering for Summer
Session I must complete their
registration by June 1.
April 5
Web registration closes
April 29
June 11
Balance of tuition due
May 7
June 1
June 18
July 12
Classes begin
April 5
.ast day to:
I
Register (without late fee)
June 1
July 12
I
Register (added late fee of $75)
June 4
July 15
(no registrations will be accepted after this date)
'Drop class without notation
June 4
July 15
1
Change grading option
June 18
July 29
1
Withdraw from class
June 18
July 29
July 2
July 12
August 12
August 20
fill early and courses with low
enroll~neiitswill be ca~iceledone week
hefore the first day of the session.
Students who cancel their registration
prior to the first day of the session must
lasses end
3rades due in Registrar's Office
complete a clrop/adci form at the
chedule of refunds
Enrollmeilt Center (this milst he done
.00% of the refundable portion of tuition (less $100 administrative fee):
in person). There is a charge of $100 for
each course cancelled.
Students registering for Summer
Session I1 must complete their
registration by July 12.
Registration begins
For refund information please see
schedule of refunds o n next page.
If cancellation at the Enrollment Center is no later than
June 4 (Session I) and July 15 (Session 11)
'5% of the refundable portion of tuition:
If cancellation at the Enrollment Center is no later than
June 8 (Session I) and July 20 (Session 11)
A late fee of $75 will he assesseci for
students who register after the first day of
tlie term. N o Session I registmtious will
he accepted after June 4. N o Session 11
registrations will be accepte~lafter July 15.
iO% of the refundable portion of tuition:
If cancellation at the Enrollment Center is no later than
June 11 (Session I) and July 23 (Session 11)
map of augsburg
- .
L-
costs
y
The tuition char
- - . --.nmer
m i o n courses
4 0 0 for
nurses
$700 for half-credit courses
Audits are charged at the tuition rates
listed above.
h
W E C stude
nrolled in Summer
Session I1 may be eligible for financial
aid if their course load is at least 1.0
credit.
To apply
The only fo
financial a-id
a
Eligib~htyfor Summer
fl
Session attendees
4
Students who maintain half-time status
(as defined
the program
,.L-are enrolled) are eligiblc *- '
financial aid.
Day program
7
Students enrolled in either Session I or
11, or both sessions combined may be
eligible to apply for financial aid if their
course load is at least 1.5 credits over the
two sessions.
WEC program
- of financial aid available
for Summel
sion attendees are the
Federal Pel1 Grant, the Minnesota State
Grant (for students who meet eligibility
requirements), and student loans. Visit
the Enrollment Center Web site to
download an application form at
<www.augsburg.edu/enroll~. The
financial aid priority deadline for
Summer Session is May 15, 2004.
Augsburg Employee Tuition Benefit
Faculty, staff, and dependants of the
College who are eligible for the
maximum tuition benefit will receive a
60% discount o n Summer Session
tuition,
For W E C students enrolled in spring
trimester, n o aid is given for Summer
Session I as it runs concurrently with the
W E C spring trimester.
#
&
II
e l k *
COLLEGE M A P INFORMATION
1. Center for Counseling and Health
Promolion
2. Weekend Admissions
3. Air Slructure Entrance
(November through March)
4. Edor-Nelson Athletic
Field and Seasonal Air Structure
5. Christensen Center
6. Easl Hall
7. Faculty Guest House
8. Foss. Lobeck, Miles, Center For
Worship. Drama and
Communication
9. Sverdrup Hall
10. Husby-Strommen Tennis Courts
I I.Ice Arena
12, institutional Advancement
13. Lindell Library
94 west
11
14, Maintenance and G~oundsShop
15. Mortensen Hall
16. Murphy Place
17. Murphy Park
18. Music Hall
19. New Residence Hall
20. Old Main
21. Oscar Anderson Hall
22. Quad
23. Science Hall
24. Security Diapatch Center
25, Shipping and Receiving
26. Si Melby Hall
27, Sverdrup-Oftedal Memorial Hall
28. Urnebs Hi111
campus location
PARKING INFORMATION
A. Visitor Parking
B . Resident Parking
C, Commuter Parking
D. FacuIty/Staff/Commuter/Resident
Parking
E. Resident Parking
F. Resident Parking
G. FacultylStaff Parking
H. F;lcultylStaff Parking
I.Visitor/Admissions Visitor Parking
J. FacultyISlaff Parking
K. Commuter Parking
L V i s i t o r Parking
M. FacultylStafflCommuter Parking
N . FacullylStafflCommuter Parking
0. Fairview-Universily Parking Ramp
35W f r o m the NorthTake Wnshington Avenue exit 2nd turn left o n
Washington (turns right onto Cedar Avenue), turn left
;it
Riverside Avenue, right at 21st Avenuc South.
1.94 East f r o m MinneapolisTakc 25th Avenue exit, turn left at 25th Avelulc, turn
left at Riverside Avenue, turn left at 21st Avenue
South.
1-94 West f r o m St. PaulTakr Ri\evsirle exit, turn right at Riverside Avenue,
Atcgsburg College, as afirmed in its mission, does not discriminate on the basis of race, color, creed, religion,
nutional or ethnic origin, age, gender, sexual orientatiml, marital stattrs, stutus with regard to public arsistance, or
disability in irs ed~icationpolicies, admissions policies, scholarship and loan program, athletic and/or school
administered programs, except in tl~oseinstances where .religion is a bonu fide occupatiollal qualification. Atcgsburg
College is committed to providing ~earonublcaccommodations to its employees and its students.
turn left at 2lst Avenuc South.
35W f r o m the SouthFollow the 1-94 St. Paul signs (move to right lane after
each o f two mergers). Take 25rh Avenue exit and turn
left at Riverside Avelu~c,turn lcft at 21st Avenue
South.
most current classroom information.
A R T 102-S
ACC 221.S
1-
Tom
A
i
of desig
the visual arts
lng foundation for
e-dimensional projects
basic design elements
'
I... ,,.... ...,
de~nonstrati~i~
and principles.
Perspect
in Fine
1
Principles of Microeconomics
Principles of A c c o u n t ~ n gI
Introduction to business activities, bar
Introduction t o Public Speaking
Groven
Develop critical thinking skills by study of the
Kader
col~cepts
4
The camera will be used as a tool for visual
creativity and expression i~singblack and white
photographic processes. Students nc
35 mm, sinfile-lens ~eflexcamera '
cess to a
ed cost of
film, ctc.: $200-225.
Perspccti,,c/Skill/LAF: Acstllcticr
6-9:30 p.111.
7:
:in Fine Arts
Old M[1i114
ART 2 4 7 3
theory to market policy. May be taken
and reilltation. Course content will include how to
independently of E C O 110 or 112. E C O 112 and
8:30 a in -~IOOII
build and analyze public arguments that confront
113 may be taken in either order.
students in their everyday lives
Perspecti\,e/Skill/IAF: Speaking; I A F in Fine Arts
(Prereq : MPG2)
Perspecti\,e/Skill/LAF: Social World I or 2; I A F in
Old Main 10
1 4 3 0 p.m.
Principles
Argumentation
Groven
The course focuses o n speech preparation,
1 4 : 3 0 \J.I+
I
organization, audience analysis, style, listening
E D C 220-S
ability, and the o\,ercoming of speech fright.
Educational Technology (.5 credit)
Old Main 16
(Prereq.: SPC 111 or 112, or Jr. or Sr. standing)
BUS 4 6 5 3
International Management
This tl~ougl~t,p~ovoking
course examines those
issues and activities unique to marketing in an
international setting. Emphasis is placed o n
adaptation of a mnlkcting mix according to the
international market in^ environment.
M,
W
6-9:30 p IIL
I
spatial envimnment. Topics cotmered will inclucle:
This course includcs Financial Stntcmcnt Analysis,
Risk and Reti~rn,Security Valuation. Capital
Old Mr~in17
M, W F
I
Okl Mail1 2 9
Meziou
01 consent
M,
W
Suerdn~p204
(Mac classroom)
EED 495-S
Gregoire
international t ~ a d e Application
.
of elenientary
eco~iomictheory to currelit economic problems.
Assessment is based on written msign~nents,a
(Prereq.: MPG 2)
Pe~specti\~e/Skill/LAF:Western Heritage; LAF in
Social and Behavioral Sciences
M, W
1 4 : 3 0 11 In.
of instructor)
Soerd~trb202
-
explore properties of and changes in matter; position,
motion and force; light, heat, electricity a n ~ magnetism;
l
and kincls of and \vays to mnsfer energy. Taking the
~'liysicalconcepts learned, students will de\elop
E C O 112 and 113 luny be taken in either order.
An int~oductionto print, broadcast and web-based
advertising and pron~otionas important elements
in moclern marketing and communications. This
course combines classroom and web-based learnilig
tools.
6-9:30 p , m
M,
i ~ i c o ~ nanalysis,
e
monetary and fiscal policy,
May be taken independently of E C O 113 or 110.
Advertising
a'tlL'-llooll
Topics: Elementary Education
Physical Science
Gilsdorf
Principles of Macroeconomics
An introduction to macroeconomics: national
MKT 357-S
(Prereil.: MKT 252
teacl~indlearningsituations. Computer training
will he included in this course.
ECO 1 1 2 3
Perspective/Skill/LAF: Acsthctics
M, W
evaluation of effective audio-visual materials for
Snldents will participate in llan~lx>n
experiments t<>
Capital
(Prcrcq.: ACC 221, ECO 112 or 113, onrl MPG 3)
communication through the use of instructional
technology. Selection, preparation, prc~duction,and
S P C 354-S
Kapoor
B'"igeting, Capita1Structule
Management.
Erickson
Psychological and philosophical dimensions of
Interpersonal Communication
Lapakko
A study of the dynamics of liu~iianinteraction
'
Financial Management
6-9:30 p m.
SverdrL4p
through verbal and non-\erbal messages; emphasis
on factors that huild relationships and help to
overcome comniunication barriers.
Sverdntl~1
6-9:30 p . 1 ~
M, W
Old Maill 13
FIN 3 3 1 3
'
Perspccti\~e/Skill/LAF: Critical Thinking
Paleczny-Zapp
he placed o n development of perceptual clrawing
skills to accurately render the l u ~ m a nform in a
6-9:30 p.ln
Old Main 10
I
6-9:30 1,111
payable on tlie first day of class for the cost of
models.
Social and Behavioral Sciences
?; Th
1 4 : 3 0 p.1~1,
1
metliods and teclu~iquesof clrawing the liu~iian
composition. NOTE: There will be a $50 fcc
Old Main 16
SPC 3 5 1 4
form through the use of live moclels. Emplusis will
gestllle, proportion, foresl~ortcning,skeletal and
musculature anatomy, shading and rendering, and
T; Th
Development of the theory of management,
organization, staffing, planning, and control. The
nature of autlio~ity,accountability, responsibility,
and analysis of the professional manager.
This coursc will introduce thc stl~dentto tlic
McCaffrey
distribution. Application of elementary econo~nic
theory and practice of argument, evidence, fallacies,
(Prcreq.: BUS 242)
Perspective/Skill/IAF: Writing
Life Drawing
Gilsdorf
An introduction to microeconomics: the theory of
the Iiousehold, firm, market structures, and income
and fi~ndamcntalsof accounting, the accounting
cycle, alld
BUS 2 4 2 3
Old Mrlill 4
E C O 113-S
SPC 1 1 1 3
AF: Aesthetics; Speaking; LAF
1 4 3 0 p.111.
A R T 1:
ffm
Olrl Mail1 13
denionstntions and lessons for K-5 classrooms.
tech1101ogy pr~ject,lessons/de~i~~nstratims,
classroom
participation and an exam.
(Prcrcil.: Students niust be Elementary Ecli~cation
Majors-this course does N O T meet the Science
Lzh graduation recll~irement)
6-9:30 ~ . m
7; Th
Science 19
A:
I 1
888
On
dl
june I to july 2
7
GS; LUU-a
I N S 255-S
Quantitative Reaso
NG 282/482-S
Statistical Literacy
Critical thinking abc
:entury B r ~ t l s nf'
gating the victc
Paideia Seminars
Schield
ttistics as evidence in
el:
~ h , , i l l ~ ~ ~ ~ d d l argi~~nents
~
in\rolving predictions and explanations.
Topics will include reading and evaluating tables,
This course studies the novel of suspense, mystery
graphs, and statistical models as well as
and terror in 19thcentury Britain, from
generalizations, traditional confidence intervals,
Frankensteill early i n the centllry to Dracula a t its
and lhypothesis tests. Empha-'c on interpretation,
end. Often challenging and sometimes sub\,ersive,
evaluation and cornmunicat
these novels drew intense public scrutiny by raising
3,
(Prereq':
issues that politer domestic fiction hardly lhinted at.
Perspecti\
II/LAF: Quan
Reaso
We will read several of the best of these thrillers,
6-9
M,
W
Old Mail1 10
investigate the culture that produced them, and
I
h
-
work to determine why they have continued to
...J
(Prereq.: ENC 111)
Perspective/Skill: Western Heritagr
122-"
Shariff
S. History
Twentieth C e n t
A survey focusing o n the nation's adjustment to
Humanities
1 4 3 0 p.m.
industrialization and urbanization, the emergence
of the U.S. as a world power, the rise of a strong
federal goverlhrnent, tlie implications of increasing
racial ant1 ethnic di\fersity, and the inipact of
E N G 361.S
Clayton
The course focuscs o n contemporary 20th century
prose works. It includes Native American and
European writers, with an emphasis on non-
Perspective/Skill/LAF: Westcrn Heritage; Critical
Thinking; LAF in Humanities
Western (Asian and African) fiction.
6-9:30 p.m,
M, W
Old Main 18
(Prereq.: ENG 245 or consent of instructor)
Perspective/Skill: Intercultural Awareness 1; Writinfi
6-9:30 p.m.
?; Th
Old Main 16
lil
.
G S T 009-S
Cooperative Education
Olson
I N S 105-S
Introduction t o American
Indian Studies
Weston
Designed to introduce students to the content areas
of the American Indian Studies curriculum, this
Cooperative Education is a work experience related
to a student's nhajor/minor or career interests, but
course includes a n o\,erview of American Indian
history, federal Indian policy, land issues,
not dolie for academic credit. The goal is for
st~ldelltsto apply theory to pmctice in an approvecl
reservation and urban issues, cross-cultural
i~~fluences,
and Anierican Indian literature, art,
work setting. Students set learning goals and
music, and language.
e\faluate their learning with the director of the
Center for Service, Work, and Learning.
Perspective/Skill/LAF: Intercultural Awareness 1
6-9:30 m
M, W
Suerdn~p2 0
Satisfactory completion fi~lfill,thc Augsburg
Experience (AE)
developed by Mortimer Adler. Seminar topics
emphasize selections that help students to think
critically, understa~idti~nelessideas, listen carefully,
and question thouglhtfully.
Perspective/Skill/LAF: Critical Thinking
June 2 1-25
sUerdnrp 17
:- 1 - - i
-.
MAL 5 9 9 3
Topics: Comprehensive
Examination Seminar
Pike
The purpose of this semiliar is to prepare students
for a co"prehensi\.e
as the capstone
for completion of the Master of Arts in Leadership.
As one of four completion options in the MAL
program, students will experience a n intense,
collaborative, and directed integration of their
I N S 295-S
understanding of kadership expressed through
Topics: Doing Business i n the
Czech Republic
successfi~lcompletion of the examinations. There is
Stoller
Focus of this course will be o n doing business with
a four-hour written seated examination, a take-
and in the Czech Republic. Developing capitalist
enterprise in this ex-communist world offers
scheduled meetings are adapted as required
significant challenges. This course will examine the
(Prereq.: Conselit of instructor or MAL program
director is recluired.)
7-
appeal to successi\~egenerations of readers.
Studies i n Modern Fiction
Kaufman
Students will participate in a series of seminar
discussions following the Paideia se~uinarformat as
obstacles as well as the models that are ssucceeding
as the Czech Republic makes the transition to a
free market econonhy. History and culture will be
home exam, and a n oral exam. Cale~ldarand
(contact professor or MAL office for specific dates.)
6-9:30 p.m
M,W
Old Main 11
discussed fully as a basis for the countrv's economic
model. Tlie course will be team.taug11t with a
visiting Czech professor.
6-9:30 p.m.
M, W
Old Main 25
MAT 1 7 3 3
M a t h of Interest
Kaminsky
Learn how to determine tlie monthly payments on
I N S 325-S
a housc, boat, or car Find out how much you need
Building Working Relationships
This coursc explores working relationships in a
to he socking away now to have a ~iiillionwhen you
retire. Learn how annuities, perpetuities, and life
changing world. Sclf-assessment tools and applied
insurance work, and more. Evaluation will he based
papers help participants gain a better
understanding of the role the individual plays
within the context of \vorkplace relationships.
on classroom participation, quizzes, and a filial
examination.
(Prereq.: MPG 3)
Enipliasis is placed o n interpersonal, group, and
Perspective/Skill/LAF: Quantitative Reasoning;
organizational relationships.
(Prereq.: Jr. or Sr. standing, and at least one of the
following courses: S O C 121, SWK 260, BUS 242,
BUS 252, PSY 102, PSY 105)
LAF in Natural Science and Mathematics (lion-lab)
6-9:30p,m,
M, W
Sciet~ce108
Perspective/Skill/LAF: Human Identity; Speaking
?; Th
Suerdnrl~2 0
6-9:30 p.711,
1 -
REL435-S
Vocation and the Christian Faith
iL 101,s
POL 1 6 0 3
ginning Sign Langual
3di1cti<
Mikkelson
: and tlie signs and
deaf c
~
demonstration
by~llitxof ASL. ~ ~ u u e nOt Us S C ~ ,the
of signs, practice their o n signing, and learn the
facial expressions and body language needed to
co~nniunicaterlrarlv with deaf and hard-of-hearing
people.
Perspecti\re/Skill/mb:
Lnrerrultural Awareness 2;
Modern Lnnguage Core !
64:301
dailr 23
PSY 2 6 1 3
World Politics
Personality
This course is an int
history and majc
~ o nto the clyna~nics,
dynamics, and de\,elopment of personaliry.
relations. It expl
economic develc
efforts to comba
F g l o b a l citizenship and
sace and ineouality around
14:30 p m
cast
-
'
the 'lobe'
environme
Ises
and conflic
studie
estions explored
1
3
r wat~
111
the class
we define peace! What are the
achieving a luore just and equitable
Deglnnlng Spanish I
Kinr
Aims to develop four basic skills: understanding,
oppression!
speaking, reading, and writing of elt
Perspective/Skill/LAF: Social Worlcl 1 or 2; LAF in
Spanish. Introduction to the c1llrllr+
Spanish-speaking world.
Perspective/Skill/LAF: Intercu
.-
8:30-11 a.ln.
VC: TI1
auses of conflict and
M,
W
bvareness 2;
Old Muin 2 6
SPA I l l - T
Kingsley
Beginning Spanish I
Aims to develop four basic skills: understanding,
speaking, rmding, and writing of elementary
Spanish. Introduction to the culture of the
Spanish-speaking world.
perspectivdSki[l/LAF:Interculturn[Awarelless 2;
Old Maill 26
Old Main 18
PSY 2 6 2 3
~~~k
Abnormal Psychology
treatment.
Underhill.Cady
This course critically examines the political
dyna~uicsrelating to the communities and
ecosystems of the Upper Mississippi Watershed
Issues explorctl inclucle water pollution, tlie lock
and dam system, in\,asive species and biodiversity,
water
economics development, urban sprawl, far111 policy,
and energy production. The class will look at the
challenge of balancing economic de\,elopment,
social justice, and environmental stewarclsliip in the
7; Th
Old Main 13
1 - 1
OM Main 18
Rooney
the growth of individuals and faniilics. Growth
~ 11
~
~related to~diverse populations
b
~ and groups
~ or special
k
The origin, literary character, and transmission of
StrcSScS
the biblical documents; tlie task of biblical
interpretation, and the history of Israel and tlie
(Prereq.: So., Jr., or Sr. standing or consent of
instructor)
emergence of the church. Not accepted for credit
for students who have taken REL 301 or 302.
6-9:30 p.m.
Rrspective/Skill/LAF: Christian Faith 1 or 3
1 4 : 3 0 p,m.
7; TIL
Lirtdell 16
a
f'lcuS'
PerSpecti"e/Skill/LAF: Hun'an ldentiw
7; TI1
Suerdnrp 202
6
W S T 2811481-S
REL 3 7 0 3
Topics I n Women's Studies:
Native American Women and Film
American Indian Spirituality
and Philosophical Thought
Religious beliefs, spiritllal customs, and philosophy
relationships with nature, religious oversigl~tof life
cycles, sacred ritual ceremonies, and beliefs in a n
afterlife.
(Prereq.: ENG l l 1 , J r . standing, and REL 100, REL
111, REL 221, or REL 331)
Perspective/Skill/LAF: Christian Faith 3 or
[ntercultural Awareness 1; Writing
6-9:30
7; TI1
Marubbio
This course explores Native American \rZomenin
similarities and differences are explored as arc tribal
7; TI1
S W K 260-S
H u m a n s Developing
biological a ~ i dpsychological factors that influence
along the river, some exploration of tlie river by
boat, and opportunily to Ineet with stakeholders
6-9:30 p ~n
Sverdnip 1
,..
.
growth through life and of the socio-cultural,
of North American Imlians are studied. Tribal
Perspective/Skill/LAF: Social World 1 or 2; Critical
Thinking; LAF in Social and Behaviural Science
..
Tliis course provides an understanding of h u ~ n a n
region. There will bc weekly excursions to sites
working o n \vrious river-related issues.
,
.. .
(Prereq.: PSY 102 or PSY 105)
?; TI1
2-530 p.m.
.
An introduction to psychological disorders and
Biblical Studies
POL 2 4 1 4
Environmental and
REL 331)
Perspective/SkilVlAF: Christian Faith 1, 2, 3; senior
keynote
REL 221-S
River Politics
Modern Language Core Skill 1
6 4 3 0 11 m
7; Th
Li~~dcll
16
7; TI1
Biblc and key f i ~ ~ r from
e s the Christian tradition to
help students answer these important questions.
(Prereq.: REL 100, REL 111, REL 221, REL 300, or
(Prereq.: PSY 102 or PSY 105)
8:30 a.m -noon
Social and Bcliaviora[ Scicnccs
6-9:30 p.111,
Modern Langi~ageCore Skill I
to description,
of international
J D U F ~ of peace, sustainable
include: H
y
Tix
current
scientific.based approaci,es
Tranvik
What does it mean to haven vocation! Is there a
purpose for your life! Tliis course will use film, the
Old Main 13
American fillu history as
representatiolls
in
Holly\vood cinema, as political and social forces in
indigenous fill,, mo,,en,ents, and as role lllodels
involved i n
and proliLlcingdoculnentary
films.
Perspectivc/Skill/LAF: Intercultural Awareness 1
6-9:30p.m.
'L
TI1
Liltdell 16
.-
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-
- -
I
-
- -
-
- -
-
4
4'
--
session I 1 july
-
-
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-
I
I
I
I2 ,to-august I2
I
L
I
Please refer to ht@://a~gnet.augsburg.edufor the most current classroom information.
-
A R T 107-S
Drawing
C
A R T 250-S
r
A R T 118-S
Painting I
Bollman
In this first level painting course, students learn
important concepts of painting. Most class time is
spent painting. Slide lectures, denionstmtions, and
critiques complete the learning experience.
Perspecti\,e/Skill/LAF: Aesthetics; LAF in Fine Arts
I
0 in
7; Th
Old Main
17
ART 2 2 5 3
I
Graphic Design I
Allen
This course is an introduction to the principles and
techniques of graphic design i~singpage layout
software. Eniphasis will be
with text and image.
II
laced o n designing
Rrspective/Skill/L4F: Aesthetics; Speaking; LAF
in Fine Arts
6-9:30 p.m.
Foss 226
This course addresses the designed e~~vironrnent,
che intentionally designed places in which nre live
We will investigate architecture, landscape
architecture, and ~ ~ r b design;
an
class sessions
consist almost exclusively of walking tours and site
visits to prominent examples of design excellence.
I
h
M, W
A R T 2491349-S (with H I S 2 4 9 1 3 4 9 3 )
Designed Environment
Anderson
I
Strategic Management
An introduction to
Concepts and principles related to the management
Prereq.: none for 249; for 349: ENG I11 and an
art, history, or urban studies course
Pe~s~ective/Skill/LAF:Aesthetics or City; Writing
(ART 349 only)
of operating functions taught from a managerial
viewpoint with examples from various industries
and sectors.
Perspective/Skill/l
6-9:30 0 . m
4ibk
Graphi
'
._
6-9:30 p.m,
"!lc
lgn
I'
Allen
(Prereq.: ART
Gyberg
This course introduces basic chemistry concepts in
the context of numerous science-based issues in our
basic understanding of the science behind issues
present and in the future.
(Prereq.: MPG 2)
Kapoor
Introduction to personal financial planning and
budgeting, credit management, income taxes,
Perspecti\,e/Skill/LAF: Natural World 2; LAF in
Natural Science and Mathematics (non-lab)
8:30 a.m.-noon
?; Th
Scie~~ce
3 15
I
insurance, real estate, investments, retirement and
I
estate planning.
6-9:30 p,m.
Foss 220
Kader
Principles of Accounting 11
A continuation of ACC 221. Introduction to cost
accounting for manufacturing. Basic concepts and
ft~ndamentalsof managerial accounting, planning
and controlling processes, decision-making, and
behavioral considerations.
(Prereq.: ACC 221)
T; Th
Suer(lncp I
DiversityIMinnesota American Indians
Isaacson
At1 introductory course to develop understanding
This course examines human diversity and human
of basic c o m p ~ ~ t i nconcepts
g
and specific skills in
human relations and Minnesota American Indian
using ~nicroconipi~ter
software (Windows, Word,
requirenients and is an option within the licensure
program.
6-9:30 01..
using sofnvare.
(Prereq.: MPG 3)
E D C 4801580-S
Suer(1rrrp 206
I
Sverdnrp 202
suerdnLp205
Meziou
.. .
,111
'I
W
I
I
School a n d Society
Erickson
Eniphasis o n points of view about the role of
I
school in modern society, relationsliips with
I
parents and community, collaborative models,
I
leadership and professional development. Serves as
marketing. Legal, ethical, competitive, economic
final theoretical preparation for student teaching.
(Prereq.: PPST and ad~nissionto the Education
Department)
price, promotion and distribution decisions.
6-9:30 p.m.
T TI1
Sverdncp 1
I
I
Sverdnrp 1
M,
Principles of basic policy and strategy issues in
and technological factors as they affect product,
I
I
Perspective/Skill/LAF: Social World 1 or 2; Writing
8:30 a.in.-~lool~
M, W
Sverdncp 1
I
I
I
MKT 4 6 6 3
International Marketing
I
H u m a n Resource Management
J.Cerrito
Personnel function in business, acquisition, and
utilization of human resources; desirable working
relationships; rffccti\t integration of the workcr
with the goals of the fir111 and society.
(Prercq.: BUS 242 or consent of instructor)
7; Th
I
Gresczyk
relations. It fillfills the Education Department
Excel, Access, PowerPoint, e-mail, and internet).
Emphasis o n solving business.related problems
Principles of Marketing
Meziou
This course exarnines those issues and activities
i~niq~
to~~iiarketing
e
in an international setting.
BUS 3 4 0 3
M, W
MIS 175-S
MKT 2 5 2 3
BUS 2 4 2 3
Principles of Management
I? Cerrito
Development of the theory of management,
T; Th
I
Sverdnrp 206
Principles of Computing for Business
6-9:30 p.n~,
organization, staffing, planning and control. We
will examine the nature of authority, accountability,
and responsibility: analysis of the role of the
professional manager.
M, W
E D C 2061566-S
ACC 222-S
6-9:30 p.m.
sverdncp 202
Personal Finance
LLJ,
6-9:30pnrn,
8:30 a.m.-11oon
7; Th
FIN 2 4 0 3
This co r e I an advanced study of thr. gritphic
' d ~ t y p o g r a p h yand visual imagery for print
p d u c t i o n using the computer. Studies include
identification c?f,design problems and presentation
to client.
CHM 1003
Chemistry for Changing Times
everyday lives with the goal of students having a
(Prereq.: BUS 242)
ART 330
123
1 4 : 3 0 p.nl.
M, W
This coum fulfills the Enbnging Minneapolis m l u i ~ ~ n ~ e n t . 6-930
14
:I 1.
I
J. Cerrito
Ceramics I
~ ~ l l m a n emphasis on hand1
This is a first
drawing course. Students \vork
anal and non-traditional
with a variety
,lore iinportant concepts of
drawing med
drawing Slid
lemoustrations, and
critiques complete tne learning experience.
Perspec,
'-kill/LAF: AesthfC:-- '-AF in Fine Arts
6-9:30
B U S 440.S
1:
Emphasis is placed on adaptation of a marketing
mix according to the international marketing
I
environment.
(Prereq.: MKT 252)
6-9:30 p , m
M,
W
Old Main 13
II
l5
I
i
ED
:-
488-S (.5 credit)
..
r
dent Behavior
Crea
i n the Eleme
n
Bartlett
h
This course wil exam~nethe impact of student
behavior on stu en earning and then move on to
**
explore met11
establish posi
,chniques to be used to
-t behavior in the elementary
GST 0 0 9 3
INS 2 2 5 3
Olson
work experience related
Cooperative Educa"
Cooperative Educati
or career interests, but
not done for scad
'Il address: physical space,
01 communication with
ase studies. roleparents and ridging ga . .
classroom. TI
tual
(Prereq.: Student must be an Education niaj~
Center for Service, Work, and Learning.
*factory
completion fulfills the Augsburg
Experience (AE)
A
1
.
urse must
Graduate students wanting to take th'
ucation office.
M,TVG:Th ~ v e r d n t 1p
H P E 115.5
Chemical Dependency (.5 credit)
Broek
A n analysis of chemical abuse and what can be done
for the abuser. Includes information about school
EED 2 0 0 3
Elementary Education Earth Science
Stangl
This course is designed for elementary education
majors and includes earth science "hands-on"
health education and services.
6-9:30 P,II,
M mtly
Sverdnrp 2 0
American Indians in the Cinema
(Prereq.: O n e previous course in political dcience or
ad'"ission to the MAL program.)
Perspective/Skill/IAF: Intercultural Awareness I
ASL 102.S
Beginning Sign Language 11
6-9:30 p.m.
M, W
HIS 2 4 9 1 3 4 9 3 (with A R T 2491349-S)
Designed Environment
trilogy and The Hobbit, but also his shorter stories,
essays, poems, translations, letters, and other work.
(Prereq.: ENG 111)
Perspective/Skill/IAF: I A F in Humanities
1 4 : 3 0 p.m,
7; TI1
Kimball
This coursc addresses the designed environment, the
intentionally designed places in which we live. We
will investigate architecture, landscape architecture,
and urban design; class sessions consist almost
exclusively of walking tours and site visits to
prominent examples of design excellence.
This course will focus on J.R.R. Tolkien as an
author, scholar, and teacher. We read not only his
Suerdr~ip206
Liitdell 16
M, W
6-9F.30 P.m.
Old Main 16
Mikkelson
An i~itroductionto deaf culture and the signs and
licensure.
Harkness
Weston
Indians created by Hollywood and television.
Focusing o n fil~nsfrom the 1910s to the present, the
course provides an unclerstanding of how American
Indians were portrayed in fil~nhistorically, how this
image has evolved over the past century, and how it is
reflective of Western cultural and racial ideologies.
INS 3 4 2 3
E N G 282-S
Topics: Tolkien's Works,
Life, and Times
sensitiviv and appreciation for the complexity of the
racial and ethnic groupings are among the goals of
the course. Extensive discussion, several short
River politics ~ i ~ seminar
l d
in
b,to.week intellsive field
OM Main 4
awareness, communication skills and interpersonal
10
written assignments; emphasis on applying course
~naterialto leadership situations.
inquiry based activities that model the teaching and
M, W
This course focuses on the ability to function and
lead in culturally diverse and ever-changing contexts
I N S 264-S
learning process of scientific inquiry. Meets basic
earth science subject matter standards for initial
5:30-9 p.m.
OM Main
M, W
M A L 5 6 0 (with P O L 4 2 1 4 )
Developing a Multicultural Perspective: Race
and Ethnicity in the United States
Aoki
within the United States. Impro\red intercultural
This course surveys various images of American
D
1
see Terry Cook in the Continuing
(This class will nrn front July 12-2
This course covers the ideological foundations of
Islam, its basic concepts and tenets, Islamic law
(Sliariah), Islamic economic and ~oliticalsystems,
6-9:30 p , m
classrooni teacher.)
1-3:30 p.m.
Kader
and Islamic patterns of life,
Perspective/Skill/LAF: Interculti~ralAwareness 1
the importance of horn -s
playing, o e ing and st
clasa oom visits will be used.
Introduction to Islam
(Prereq.: none for 249; for 349: ENG 111 and an
art, history, or urban studies course)
Pers~ective/Skill/MF: Ciry or Aestlietics; Writing
349
' 4 : 3 0 P,m,
M, W
Sciolce 123
This course fulfilb the Engaging Minnwpl'is requirement
underhill.cady
studellts
syntax of ASL. Students observe the demonstration
of sig~is,practice their own signing, a n ~ learn
l
the
f ~ i aexpressions
l
and body langllage needed to
clearly with deaf and hard-of.hearing
~ com~nunicate
~ i
people.
elements of the politics, ecology, history, and
Perspective/Skill/LAF: Intercultural Awareness 3;
policies relating to tlie river. S t u d e ~ ~will
t s meet with
Modern La~lgi~age
Core Skill 2
people involved wit11 issues such as farm policy,
travel by boat down tile ~
i
~
~riveri exploring
~ ~ i
conservation, reducing water pollution, the lock and
dam system, flood control, and endangered species.
Students engage in individualized research projects
gathering data over the course of the trip and
presenting results in a public forum at the end of
the trip. Students must be comfortable with
camping, exercise, and outdoor travel. A final
paper is due a t
end of tl,e
tern,.
Note: In addition to regular summer tuition, there is
a $400 fee to cover tlie expenses of the trip down
the river, which includes campilia equipment, food,
and boat rental.
Class begins on 7/12, with the field portion ntnning
front Wed., 7114-Fri., 7/30.
Suerdrup 202
6-8:30p,in.
TWTh
Suerdntp 2 0
SPA 112.S
Beginning Spanish I1
Kingsley
Aims to develop four basic skills: understanding,
speaking, reading, and writing of elementary
Sp.lnisll, Introduction to the culture of the Spanishspeaking world.
Perspective/Skill/LAF:
[ntercultural Awareness 3;
Modern Language Core Skill 2
830-1 1:00 a.m.
7; VI! Th
Old Main 18
-
summer session
application form
@
Kingsley
Christian Vocat
speaking wor
Perspective/S
Modern L a n ~
-e
Brandt H a l e
This introductory course will explore some of the
ntercultural
2
A~~~~~~~~3 ;
old ~ ~ 26
i , ,
6 4 3 0 p.m.
biblical and theological resources that the Christian
- .
tradition, s e e n h r o u g h the lens ~ f ~ v o c a t ~brings
on,
to the seerci ~ r ~ r n e a n i n Not
g . nc=.for
credit
!
Summer Session applications are available online at:
<www.augsburg.edu/enroll/registrar~ then click on
"Download Registrar Forms."
for students,wh5 have taken REL 300.
8:30 a.m.-noon.
M, W
Old Main 16
P O L 421 (with M A L 560-S)
Developing a Multicultural Perspective: Race
a n d Ethnicity i n the United StateAoki
[
SWK699.S
This course focuses o n the ability t<
:tion and
Assessment a n d Vla6
lend in culturally diverse and ever-c%ing
the united states. ~
~
contexts
~
awareness, comnlunication &ills c d interpersonal
sensitivie and appreciation for the complexity of the
racial and ethnic groupings are among the goals of
the course. Extensive discussion, several short
, in
Mental
Boisen
and $diagnosis ~of
~ This course
~ examines
~ assessment
~
mental health in individuals. Emphasis is placed on
understanding mental health disorders from a
Systems and ecological perspective as well as
written assignments; emphasis o n applying course
understanding bio/psycho/social
incidence and course.
material to leadership situations.
6-9:30 0,m.
(Prereq.: O n e previous course in Political Science or
admission to the MAL program.)
6-9:30 p.m.
M, W
Old Mait1 16
M, W
influences o n
Science 123
~
~
~
~
~
l
~
~
~
~
l
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Afford; lble
Free park in
Central IOC'
Convenient
I
I
I
AUGSBURG
COLLEGE
AUGSBURG I N THE SUMMER
SUMMER SESSION INFORMATION
Augsburg College offers a varied summer curriculum that includes courses in
13 academic disciplines as well as internships and independent studies.
Co... Show more
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Afford; lble
Free park in
Central IOC'
Convenient
I
I
I
AUGSBURG
COLLEGE
AUGSBURG I N THE SUMMER
SUMMER SESSION INFORMATION
Augsburg College offers a varied summer curriculum that includes courses in
13 academic disciplines as well as internships and independent studies.
Course loads in Summer Session:
Students may take up to 2.0 credits in each
summer session (3.0 credits if the Cum.
GPA is 3.00 or better). However, the total
credit load for Day/W!3URochester/United
students between Spring WEC and
Summer Session I cannot exceed 2.0
credits (3.0 credits if the Cum. GPA is 3.00
or better). Additionally, total credit load
between Summer Sessions I and I1 and
Summer Online cannot exceed 2.0 credits
at any one time (3.0 credits if the Cum.
GPA is 3.00 or better). Students desiring to
exceed these limits must petition the
Student S~andingCommittee prior to
registration. Unless otherwise indicated, all
courses carry a value of 1.0 course credit.
One Augsburg course credit is the
equivalent of four semester credits or six
quarter credits.
A detailed listing of courses begins on page 8.
Summer Session I
May 27 to June 27
Summer Session I1
lllly 8 to August 8
Summer Online
June 23 to August 29
ABOUT AUGSBURG
Augsburg College is a four-year, liberal arts college located in the heart of Minneapolis,
and affiliated with the Evangelical Lutheran Church in America. The small college
environment, about 3,000 students during the academic year, is enriched by the many
opportunities found in this vibrant metropolitan area. Augsburg's setting allows
studenls to participate in a host of cultural and recreational activities.
.be
",L,,",
the H l g b r kesmlnlgemb&on
MEMBER
Hilgher Leanllng
l h C 4 North Cenbrdl
AssochatIan
Augsblirg College, as affirmed ill its mission, does not discrin~inateon the basis ojrace, colol; clred,
I-eligion,national or ethnic 01-igi11,age, gendel: sexual orientation, marital status, status with I-egard to
public assistai~ce,or disability in its eclucatiol~policies, adlt~issiol~s
policies, scholarship and loan
programs, athletic altdloi- school admil~istel.edprograms, except in those il~stanceswhelr I-eligioi~
is a
boi~ajideoccupatiol~al
qualiJicatio11. Augsburg College is committed to providing reasoi~able
accom~nodationsto its employees and its studel~ts.
Augsburg general education:
Courses fulfilling Augsburg's Liberal Arts
Perspectives, Core Curriculum, and
Graduation Skills requirements are so
noted along with the description of the
course.
Course levels:
The first digit of the three-digit course
number indicates the course level. Course
numbers beginning with a "1" or "2" are
lower division courses and are intended
primarily for freshmen and sophomores;
course numbers beginning with a "3" or
"4" are upper division and are primarily for
juniors and seniors.
Independent study:
Independent studies may be arranged in
consultation with individual faculty
members.
Internships:
In addition LO those listed, internship
opportunities may be arranged individually
during the summer. Academic internships
are carefully planned, work-based learning
experiences, supervised and evaluated by a
faculty member. Consult the Center for
Service, Work, and Learning,
612-330-1148, for more information.
Employer reimbursement:
Students who qualify for reimbursement
from their employers may use their
reimbursement to pay for Summer Session
courses.
Housing:
Students who need housing may contact
the Residence Life Office, 612-330-1488.
I NF0 R MAT I0 N
Additional in€ormatioumay be
obtained at: www.augsburg.edu/summer
AugSburg
Campus Box 143
221 ~iversideAvenue
Minneapolis, MN 55454
1^
For registration or financial questions:
612-330-1046 (Enrollment Center)
lzOr questions relaled to courses:
612-330-1025 (Academic Advising)
Eligibility:
Persons in good standing at regionally
accredited colleges and universities,
graduates of such institutions, and
sludenls admilled for the next fall term,
are eligible to attend Augsburg's Summer
Session. Good standing implies that the
student has been admitted and not
subsequently dismissed by that
institution.
Students accepted for Summer Session are
not automalically granted admission as
regular students of Augsburg College.
Those wishing to begin a degree program
at Augsburg should apply to the Office of
Undergraduate Admissions,
612-330-1001, or the Augsburg for
Adults Admissions Office, 612-330-1743.
i
TO REGISTER
f
1
1I
I
I
'L
All students may begin to register for
Summer Session courses on April 17. Web
registration will remain open until
May 2 (Session I) and June 6 (Session
11). Web registration hours will be 8:30
a.m.-ll:59 p.m. daily Augsbul-gstudents
are encouraged to use web registration.
Non-Augsburg students most register in
person at the Enrollment Center between
8:30 a.m.4:30 p.m. M/W/F (8:30 a.m.-6
p m. TlTh). The Enrollment Center is
located in Sverdrup Hall. We recommend
that you schedule your courses as early as
possible.
C H A N G E I N
R E G I S T R A T I O N
Many courses fill early and courses with
low enrollments will be cancelled one
week before the hrsl day of the session.
Studen~swho decide to cancel their
registration prior to the first day of the
session must complete a drop/add form at
the Enrollment Center (this must be done
in person). There is a charge of $100 for
each course cancelled.
If a discrepancy is found between his
catalog and course information found
through AugNet, AugNet should be
considered the most current and, thus,
A late fee of $100 will be assessed for
students who register after the first day of
the term. No Session I registrations will be
accepted after June 1. No Session I1
registrations will be accepted af~erJuly 12.
No Summer Online registrations will be
accepted after June 29.
i
L !
'
cOrrect~
Students registering for Summer
Session I must complete their
registration by May 23. Signature of the
instructor is necded to add a class af~er
the first day of class.
L
Students registering for Summer
Session I1 must complete their
registration by July 7. Signature of the
instructor is needcd to add a class after
the firs1 day of class.
For refund information, see the Schedule
of Refunds on the next page.
SUMMER 2008
session I
session II
summer online
Registralion bcgins
April 7
April 7
April 7
Web registration closes
May 2
June 6
June 6
Balance of tuition due
May 27
July 8
July 8
Classes begin
May 27
July 8
June 23
Last day to:
Register (Without late fee)
May 23
July 7
June 20
May 30
July 11
June 27
Drop class without notation
May 30
July 11
June 27
Change grading option
June 13
July 25
August 1
Withdraw from class
June 13
July 25
August 1
Classes end
June 27
August 8
August 29
Grades due in registrar's office
July 7
August 15
September 8
Register
(Added latefec of $100.
Signature of i~zstructorneeded;
no i-egistrations will be
accepted after this dale)
Schedule of Refunds:
The rollowing refund schedule is based on the percentage of class time remaining on the
dale of the students official withdrawal from class. This applies to all students who drop
one or more courses during each Lerm.
I
Students registering for Summer
Online must complete their
registration by June 20.
Augsburg students will be billed through
Student Accounts. Non-Augsburg students
must pay 50% of tuition at the time of
registration. All students must be paid
in full by May 2 7 for Summer Session I
and July 8 for Summer Session I1 and
Summer Online. Augsburg students
who have unpaid balances from
previous terms must pay these
balances before they may register for
Summer Session.
Percentage of class time remaining after official drop or wilhdrawal
and amount of refund:
100% to 90% remaining: full refund (minus 5100 administralive fee)
89% to 50% remaining: refuncl equals the percentage of term remaining
49% or lcss remaining: no refund
This refund schcdule is eifeclive whether or not a studenl has attended classes. Please
allow two weeks [or tuition and possible financial aid adjuslments LO be finalized. If a
crcdil balance remains on the sludenl's account, a credil refund check will be issued at
~ h a Lime.
l
I
COSTS
Tuilion rates for 2008 Summer Session
courses:
$1570 for full-credit courses
MAP OF AUGSBURG
WEC sludenls enrolled in Summer Session
11 or Suinmer Online may be eligible for
financial aid if their course load is at least
1.0 credit.
$785 for half-credit courses
Audits are charged at [he Luilion rates
lisled above.
F I N A N C I A L A I D
Eligibility for Summer Session
attendees
Studenls who maintain half-time status (as
defined by the prograin in which they are
enrolled) arc cligible to apply for financial
aid.
Day program
Students enrolled in either Session I or 11,
or both Sessions combined may be eligible
LO apply for financial aid if their course
load is at least 1.5 credits over the two
sessions.
To apply
The only forms of financial aid available
for Summer Session attendees arc the
Federal Pell Grant, the Minnesota State
Grant (for students who meet eligibility
requirements) and student loans. Visit the
enroll men^ Center website to download an
application form:
www.augsburg.edu/enroll. The financial
aid priority deadline for Suminer Session is
May 15,2008.
?
7th Street S.
Augsburg Employee Tuition Benefit
Faculty and slaff of the College and heir
dependents who are eligible for the
maximum Luition benefit will receive a 60
percenl discount on Suinmer Session
tuition.
program
For W C students enrolled in spring
trimester, no aid is given for Suinmcr
Session I as it runs concurrently with the
WEC spring triinestei-.
-Interstate
WLL
Buller Place
rn
94 West
II
I
C O L L E G E M A P INFORMATION
1. Ccntcr for Counseling nod Iledlth
Promotion
2. Aughbnrg for Adults Admissions
3. Air Strncturc Entrancc
(November through March)
4. Edor-Nelson Atllletic
Field and Seasonal Air Structure
5. Christcnsen Center and
Day Admissions
6. Barnes &Noble at Augsburg Collcgc
7. Foss, Lobeck, Miles, Centcr for
Worship, Drama and Co~nrnunicntion
8. Sverdrup Hall
9. Husby-Strommcn Tcnnis Courts
10. Icc Arcna
11. Marketing and Communication
12. Lindcll 1,ibrary
13. Maintcnancc a i d Grounds Shop
14. Mortcnscn Hall
15. Murphy Place
16. Murphy Square
17. Music Hall
18. Luther I-Iall
For detailed driving directions visit:
www.augsburg.edu/about/directions. htinl
lnlerstate 94 East i
-
nrry\
~l>iyblllly
19. Old Main
20. Anderson Hall
21. Q ~ a d
22. Scicncc Hall
23. Public Safcty Com~nunicationsCcntcr
24. Shipping and Receiving
25. Mclby I-1x11
26. Svcrdrup-Oftcdal Mcmorial Hall
27. Ur~icssHall
28. Kcnncdy Ccntcr
29. Orcn Gatcway Centcr
PARKING INFORMATION
A. Visitor Parking
B. Rcsidcnt Parking
C . Commatcr Parlung
D. Faculty/Staff/Commuter/liesident l'nrking
E. Rcsidcnt Parking
F. Rcsidcnt Parking
G . FacultylStaff Parking
J. Fnculty/Steff Parking
K. Co~lunuterParking
L. l?aculty/S taff/Com~nuterP'lrking
M. U of M , l~nirvicwParking Ramp
I
MAY 27-JUNE 27,2008
Please refer to Inside Augsburg Records and Registration for the latest information
on the room assignments for classes.
pen, and camera. Emphasis will be placed on
visual communication and expression.
Prereq.: Any ART, MIS or CSC course
I N D I A N
Web Design I
AIS 105-S
Introduction to
American Indian Studies
ART 215-S
Weston
This course is intended to introduce studenls LO
American Indian Studies. Concepts and topics
to be covered include, among others, history,
language, culture, literature, policy, images,
contemporary issues, and the arts. Minnesota
, ' Indians will be emphasized where appropriate,
Bowden
This course explores the theory and practice of
multimedia and digital design. Emphasis will be
placed on the development of effectively
designed, valid, and accessible websites.
PerspectivehkilVlAF: LAF in Fine Arts
8:30 a.m.-noon T, Th
A R T
This course addresses the designed
environment, the intentionally designed places
in which we live. We will investigate
architecture, landscape architecture, urban
design and urban history; class sessions consist
almost exclusively of walking tours and site
visits to prominent examples of design
excellence and historical significance.
ART 102-S
Design
Holmgren
A study of design is the unifying foundation for
he visual arls. Two- and three-dimensional
projecls demonstrate theory and application of
basic design elements and principles.
Perspec~ivdSkilVLAF:Aesthetics Perspective;
Speaking Skill; LAF in Fine Arts
Anderson
Prereq.: none for 249; ENL 111 for ART 349
PerspectivdSkilVLAF:Aesthe~icsor Cily
Perspective; Writing Skill (ART 349 and HIS 349
only); LAF in Fine Arts (ART 249; HUM for
HIS 249)
1 4 : 3 0 p.m. M, W
ART 315-S
ART 132-S
Photography
Boecher
The camera will be used as a 1001 for visual
creativity and expression using black-and-white
photographic processes. Students need access LO
a 35 mm, single-lens reflex camera. Estimated
cost of film, etc.: $200-225.
Perspec tivdSkilVLAF: Aesthetics Perspective;
LAF in Fine Arls
6-9:30 p.m. M, W
ACC 2 2 1 4
Principles of Accounting 1
Stoller
Introduction to business activities. basic
concepts and fundamentals of accounting, the
accounting cvcle, and ureuaration of financial
statements.
-
2
L
Web Design 11
Bowden
BUS 200-S
Exploring Business as a Vocation
Furia
This course is intended to introduce students to
the possibility of pursuing a career in business
as a vocational calling. In this course students
will be exposed to key areas of business
operations including management, marketing,
management information systems/technology,
-.
finance, accounting, and international business.
6-9:30 p.m. M, W
Principles of Management
I? Cerrito
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 340-S
Prereq.: ART 215 or consent of instructor
Human Resource Management
8:30 a.m.-noon T, Th
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
soclety.
Digital Imaging
Bowden
Exploration of the creation of visual images
using the compuler as a paint brush, pencil,
CHM 1001102-S
Chemistry for Changing Times
Gyberg
This course in~roducesbasic chemistry concepts
in the context of numerous science-based issues
in our lives, with the goal of students acquiring a
basic understanding of the science behind issues
present and in the future. NOTE: CHM 100 is
lecture only and CHM 102 includes a two-hour
laboratory following lecture each class day
Prereq.: MPG 2
PerspectivdSkilVLAF: Natural World 1
Perspective (CHM 102); Natural World 2
Perspective (CHM 100); LAF in Natural Science
and Mathematics (LAB for CHM 102)
8:30 a m.-noon (lecture); 12:30-2:30 p.m. (lab)
T, Th
C O M M U N I C A T I O N
S T U D I E S
BUS 242-S
Exploration of the latest technologies used in
the theories and practice of animalion,
interactive programming, and advanced digital
design.
ART 340-S
C H E M I S T R Y
A
1 4 3 0 p.m. M, W
Designed Environment
Kapoor
Prereq.: ECO 112 or 113, ACC 221, and MPG 3
B U S I N E S S
A D M I N I S T R A T I O N
ART 2491349-S (with HIS 2491349-S)
Perspective/Skill/LAF: Intercultural Awareness 1
Perspective, LAF in Humanities
Financial Management
The course includes financial statement analysis,
risk and return, securily valuation, capital
management.
8:30 a.m.-noon M, W
A M E R I C A N
S T U D I E S
FIN 331-S
COM I l l - S
Public Speaking
Lapakko
The course focuses on speech preparation,
organization, audience analysis, style, listening
and overcoming speech fright.
PerspectiveLSkilVLAF: Speaking Skill; LAF in
Humanities
6-9:30 p.m. T, Th
J. Cerrito
Prereq.: BUS 200 or BUS 242 or consent of
instructor
COM 354-S
Interpersonal
Communication
Lapakko
A study of the dynamics of human interaction
~hroughverbal and non-verbal messages;
emphasis on factors that build relationships and
help to overcome communication barriers.
I
COM 495-S
Topics: Environmental
Communication
Chamberlain
A special topics course thal introduces the field
of environmental communication. Students will
explore different environmental messages and
the various ways to analyze these messages.
6-9:30 p.m. M, W
for teachinglleaming situations. Computer
training will be included in this course.
G E N E R A L
9-11:30 a.m. M, W
Co-op Work Experience
EED 203-S
Physical Science for
Elementary Teachers
Gregoire
This course focuses on MSEP physical science
outcomes for K-5 licensure: properties
of and
.
changes in matter; posilion, motion and force;
light, heat, electricity and magnetism; and kinds
of and ways to transfer energy Students conduct
hands-on physical science explorations, review
student misconceptions, create demonstrations,
a K-5 lesson plan, and a science fair project. This
course does not meet Augsburg's undergraduate
science lab requirements for graduation.
-
E C O N O M I C S
ECO 112-S
Principles of Macroeconomics
Gilsdorf
An introdnction to macroeconomics: national
income analysis, monetary and fiscal policy,
international trade. Application of elementary
economic theory to current economic problems.
May be taken independently of ECO 113 or 110.
ECO 112 and 113 may be taken in either order.
Prereq.: Must be Elem. Ed. major or licensureseeking
Prereq.: MPG 2
E N G L I S H
ENL 223-S
1 4 : 3 0 p.m. M, W
Writing for Business
and the Professions
ECO 113-S
Gilsdorf
An introdnction lo microeconomics: he ~heory
of the household, firm, market structures, and
income distribution. Application of elementary
economic theory to market policy. May be laken
independently of ECO 110 or 112. ECO 112
and 113 may be taken in eilher order.
Prereq.: MPG 2
This practical course is designed to improve
writing skills for those entering business and
professional careers.
Prereq : ENL 111 or 112, or HON 111
Perspective/SkilVLAF: Writing Skill
E D U C A T I O N
EDC 220-S
Erickson
Psychological and philosophical dimensions of
communication through the use of instructional
technology. Selection, preparation, production,
and evaluation of effective audio-visual materials
Outdoor Education (.5 credit)
Olson
The GST 009 Co-op Work Experience is a noncredit option for the Augsburg Experience. This
option utilizes students' employment related to
their major, and through reflection links oncampus learning to the constituency goals,
mission, needs, or ideas of off-campus people,
organizations, andlor communities. The
required Co-op reflection assignments focus on
application of course knowledge, understanding
of the organization/workplace, and an awareness
of societal issues that may affect the workplace.
Studenls musl consult with Lois Olson in the
Center for Service, Work, and Learning
regarding requirements and get permission to
register.
Enke
A course designed to provide knowledge and
develop skills in a variety of ouldoor
education activities. Students will be aflorded
the opportunity to study the natural
environment in which these activities occur.
The course will include a required three-day
campinglhiking trip. This course is required
for the physical education major.
Prereq : Permission of instruclor required
Course meets on the following dates: May 5,6,
7 , 8 , 9 , 12, 13, 14, 15,16, 17, 19, and 20
H I S T O R Y
HIS 24913494 (with ART 2491349-S)
Designed Environment
GST 200-S
Schield
Crilical lhinking about statistics as evidence.
Focus on association, causation, observational
studies, experiments, risk, confounding, bias,
and chance. Review common techniques
involving statistical opportunism. Study
conditional reasoning using English to describe
and compose rates and percentages presented in
tables and graphs. Use standardization to take
into account the influence of confounders.
Analysis of statistically-based arguments.
Emphasis on interpretation, evaluation, and
communication.
Anderson
This course addresses the designed
environment, the intentionally designed places
in which we live. We will investigate
architecture, landscape architecture, urban
design and urban history; class sessions
consist almost exclusively of walking tours
and sile visils to prominent examples of design
excellence and hislorical significance.
Prereq.: none for 249; for HIS 349: ENL 111
Perspective/Skill/LAF:Aestheiics or Cily
Perspective; Writing Skill (HIS 349 only); LAF
in Humanities (HIS 249 only)
1-430 p.m. M, W
Prereq.: MPG 3
PerspectivdSkill/LAF: Quantitative Reasoning
Skill
ENL 260-S
PerspectivdSkilVLAF: Social World Perspective;
LAF in Social and Behavioral Science
Educational Technology
(.5 credit)
Reimringer
HPE 335-S
GST 009-S
Quantitative Reasoning
Perspeclive/SkilVLAF: Western Heritage
Perspective; LAF in Social and Behavioral
Science
Principles of Microeconomics
S T U D I E S
The Author in Depth:
Hemingway
I N T E R D I S C I P L I N A R Y
S T U D I E S
INS 255-S
Reimringer
A chance to invesligate closely an author of
significant influence in various cultural
contexls. This course will examine Hemingway's
earliest (and besl) work: In Our Time, The Sun
Also Rises, and A Fai-ewellto Anns, as well as
Hemingway's early experiences in Michigan,
W,and Paris, from which he produced these
works.
Prereq.: ENL 111 or 112 or HON 111
PerspectivdSkill/LAF: LAF in Hnmanilies
H E A L T H l P H Y S l C A L
E D U C A T I O N
HPE 115-S
Health and Chemical Dependency
Education (.5 credit)
Uzarek
An analysis of chemical use, misuse, and abuse;
recognition of a problem, and treatment options.
6-9:30 p.m M only
Paideia Seminars
Kaufman
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 This course may also
be taken for graduate credit. For registration
M O D E R N
contact Anne Kaufman (612-330-1188 or
kaufman@augsburg.edu)
Beginning American
Sign Language I
INS 399-S
Olson
A work or service-based experience in which the
student, faculty sponsor, and work site
supervisor design a learning agreement plan that
links course theories and concepts across
disciplines, general education, and graduation
skills with the learning opportunities inherent in
the internship. The student must complete an
academic learning portfolio based on lhe
internship Students must consult with the
facul~ysponsor and Lois Olson in the Center lor
Service, Work, and Learning regarding
requirements and get permission to register. P/N
grading only. Satisfactory completion will fulfill
the Augsburg Experience graduation
requirement.
M A L ( M A S T E R O F
I N L E A D E R S H I P )
Topics: Comprehensive
Examination Course
A R T S
Trainer
Prereq.: All MAL courses must be completed.
Permission of program director needed.
M U S I C
An inlroduction to deaf culture and the signs
and syntax of ASL. Students observe he
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.
MUS 160-S
PerspectivdSkilVLAF: Intercultural Awareness 2
Perspective; Modern Language 1
Perspective/SkilVLAF: LAF in Fine Arts
6-8:30 p.m. M, T, W
Holroyd
This course covers basics of music theory. No
prior experience in music necessary. Sludents
will attend one outside concert as a group.
8:30 a.m. - 12 noon T, Th
6-9:30 p.m. T, Th
American Indian Spirituality
and Philosophical Thought
MUS 241-S
ASL 101-T
Beginning American
Sign Language I
Fundamentals of Music Theory
This course explores the relationship between
religion and science through issues that emerge
in public discussion in the 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. Evaluation will be by
four response papers, four "What I Believe
Matters" papers, and a final exam.
REL 3 7 0 4
History of Jazz
McDonagh
An introduclion to deaf cullure and (he signs
and syntax of ASL. Students observe the
demonslralion 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.
Milenkovic
This course is a sludy of the musical elements,
cultural perspectives, and the historical
developments of jazz. Many jazz styles are
examined in detail ranging from New Orleans
jazz to contemporary and avant-garde jazz.
PerspectiveISkilVLAF: Intercultural Awareness 1
Perspective; LAF in Fine Arts
Prereq.: ENL 111 or 112 or HON I l l , junior
standing, and REL 100 or 300
8:30 a.m.-noon T, Th
6-8:30 p.m. T, W, Th
P S Y C H O L O G Y
T H E A T R E
PSY 252-S
THR 116-S
SPA I l l - S
Beginning Spanish 1
Steinmetz
Aims to develop four basic skills: unders~anding,
speaking, reading, and writing of elementary
Spanish. Introduction to the culture of the
Spanish-speaking world.
PerspectivdSkillILAF: Intercultural Awareness 2
Perspective; Modern Language 1
Beginning Spanish I
Adolescent and Young
Adult Development
Jack
Psychology 252 is an advanced psychology
course that provides the student an opportunity
to learn about the changes that occur in the
individual as they make the transition from
childhood to adulthood. This course also
provides an understanding of the psychosocial
development and the psychosocial problems of
development during adolescence and young
adulthood.
Prereq.: PSY 105
SPA I l l - T
Steinmetz
Aims to develop four basic skills:
understanding, speaking, reading, and writing of
elementary Spanish. Introduction to the culture
of the Spanish-speaking world.
Perspectiv&lzilVLAF: Intercultural Awareness 2
Jacobson
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.
Perspective/Skill/LAF: intercultural Awareness 2
Perspective; Modern Language
Pike
The purpose of this seminar is to prepare
students for a set of comprehensive
examinations as the completion capstone of the
Master of Arts in Leadership. Students will
experience an inlense, collaborative, and
direcled integration of their understanding of
leadership expressed through successful
complelion of lhe examinalions. The
examination has three parts: a lake-home
written section (based primarily b u not
~
exclusively on the customized readings), a
group oral examination, and a four-hour seated
examination. P/N grading only. This course
meets two week nights and Saturday morning.
Schedule will be available in mid-April after
negotiation with members of the class.
Perspeclive; Modern Language 1
6-8:30 p.m T, W, Th
ASL 101-S
This course will be held from June 23-27
Internship
L A N G U A G E S
Creative Drama: Acting
and Improvisation
Engen
A study of theatrical movement, voice, mime,
mask, improvisation, acting with and emphasis
on active participation and reflective wriling.
This course is primarily designed for nonmajors and does not fulfill credit towards the
theatre arts major. Students will evaluate
professional and Augsburg College
performances through written assignments.
Students will create several original performance
pieces (individual and collaborative) based on
personal, cultural, and political ideas and events.
Fee: total of $25-$45 to view live performances
Perspective/Skill/LAF:Fulfills Engaging Mpls.
requirement, Aesthetic Perspective; LAF in
Fine Arts
R E L I G I O N
REL 200-S
Christian Vocation and
the Search for Meaning 11
A R T S
Quanbeck I1
JULY 8-AUGUST 8,2008
Please refer to Inside Augsburg Records and Registration for the latest information
on the room assignments for classes.
C O M M U N I C A T I O N
S T U D I E S
Public Speaking
A M E R I C A N
S T U D I E S
I N D I A N
AIS 2 6 4 4
American Indians in the Cinema
Weston
course syllabus. This course is designed to
challenge art majors, but is also "friendly" to
students in all academic programs.
PerspectivdSkilVLAF: Aesthetics Perspective;
LAF in Fine Arts
This course looks at the effect Hollywood
cinema and other such images have had on the
American public's perception of American
Indians. Class time is lecture, discussion, film
clips, and full-length movies.
B U S I N E S S
A D M I N I S T R A T I O N I M I S
PerspectivdSkill/LAF: Intercultural Awareness 1
ACC 222-S
6-9:30 p.m. M, W
ART 107-S
Drawing
Bollman
In this course students will learn about
drawing as it is understood and practiced in
the fine arts. Students will come to an
understanding of what makes a good drawing,
by practicing drawing, by critiquing drawings,
and by identifying the role of drawing in our
world, both past and present. Each student
will be assessed on their final portfolio of
work. Assessment criteria are identified on the
course syllabus. This course is designed to
challenge art majors, but is also "friendly" to
students in all academic programs.
Perspective/SkilVLAF: Aesthetics Perspective;
LAF in Fine Arts
Painting I
Kader
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.
Bollman
In this course students will learn about
painting as it is understood and practiced in
the fine arts. Students will come to an
understanding of what makes a good painting,
by practicing painting, by critiquing paintings,
and by identifying the role of painting in our
world, both past and present. Each student
will be assessed on their final portfolio of
work. Assessment criteria are identified on the
This course focuses on speech preparation,
organization, audience analysis, style,
listening, and overcoming speaking anxiety
PerspectivdSkilVLAF: Speaking Skill; LAF in
Humanities
BUS 440-S
Strategic Management
COM 247-S
Documentary
J. Cerrito
Concepts and principles related to long-range
planning. Taught from a managerial viewpoint
with examples from various industries and
sectors.
PerspectivelSkilVLAF: LAF in Humanities
6-9:30 p.m. T, Th
COM 280-S
Isaacson
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.
Lazaridi
This is a hybrid course with intensive sessions
on campus June 28 and 29, and again on July
19 and 20. Students will also work online. An
introductory course in writing for film, this
course will take students from general
concepts about screenwriting to story outline
to the writing of a screenplay's first act. 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.
Prereq.: ENL 220 or 221 or 226 or 228
E D U C A T I O N
EDC 2061566-S
Diversityhlinnesota
American Indians
STAFF
This course examines human diversity and
human relations. Fulfills the Education
Department human relations and Minnesota
American Indian requirements and is an
option within the licensure program.
An introductory survey course designed to
acquaint students with the world of ideas that
serves as the foundation for the field of
communication studies.
6-9:30 p.m. M, W
PerspectivehkilVLAF: LAF in Humanities
School and Society
6-9:30 p.m. M, W
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.
Intercultural Communication
Prereq.: MPG 3
Chamberlain
COM 329-S
Prereq.: BUS 200 or BUS 242
Problem-Solving for Business
Ellenwood
A video production course that integrates
lecture and criticism with hands-on experience
dealing with non-fiction subjects.
Introduction to
Communication Studies
Prereq.: ACC 221
MIS 260-S
ART 118-S
Chamberlain
6-9:30 p.m. M, W
Principles of Accounting I1
A R T
Screenwriting
COM I l l - S
Lapakko
This course explores cultural differences and
their implications for communication,
including differences in values, norms, social
interaction, and code systems.
PerspectivdSkilVLAF: Intercultural Awareness
1 Perspective; fulfills the Engaging
Minneapolis requirement
EDC 4901580-S
Erickson
Prereq.: PPST and admission to he Education
Department
Perspective/SkilVLAF: Social World
Perspective; Writing Skill
ESE 495-S
EDC 508-S
K-12 Reading Assessment
Jacobson
The study of student reading development, the
knowledge and use of gathering and analyzing
dala of students' reading, and designing
appropriate reading curriculum based on this
information. Clinical experience hours will be
included. The course is required for students
obtaining their K-12 Reading Teacher
Licensure Endorsement.
Topics: Human Geography
STAFF
Co-req.: EDC 510
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 meets the MN
Standards of Effective Practice in Geography for
middle school and high school social studies
licensure.
July 8, 9, and 10: 8 a.m.-3 p.m.
6-9:30 p.m. T, Th
Prereq.: EDC 505 and EED 520 and ESE 500,
or consent of instructor
July 11, 14, 15, 16, 17 and 18: 8 a.m.-noon.
Alternative site (school-based)
EDC 510-S
Reading Clinical and
Leadership Seminar
STAFF
The s ~ u d yof effective leadership and
professional development strategies for
individual schools and districts, reading
standards, slate and federal reading legislation,
and fiscaVbudgetary operations. The clinical
portion will include opportunities to apply
skills and knowledge of reading development
and instruction in a clinical setting with K-12
students.
Prereq.: EDC 505 and EED 520 and ESE 500,
or consent of instructor
This course teaches students to identify, adapt,
and implement developmentally appropriate
instruction that supports the learning of
students identified as having learning
disabilities. The course will specifically focus
on the areas of reading, wriling, 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.
Location: Rochester campus
Teaching Content Areas to Students
with Learning Disabilities
STAFF
This course teaches students to identify, adapt,
and implement developmentally appropriate
inslruction that supports 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.
ENL 227-S
SPE 4241524-S
EED 200-S
This course focuses on the history and context
of learning disabilities (LD). This includes an indepth look at the origin of learning disabilities,
as well as various theoretical models
(sociological, biological, psychological,
cognitive, and behavioral) applied to
understanding learning disabilities. The course
also provides a critique of currenl philosophical
positions in the field. Students will also acquire
knowledge relaled to accessing information
relevant to the field of learning disabilities.
Stangl
This course is designed for elementary
education majors and includes earth science
"hands-on" inquiry-based activities that model
the teaching and learning process of scientific
inquiry Meets basic earth science subject
matter standards for initial licensure.
Etiology and Origins of
Learning Disabilities
Journalism
STAFF
Prereq.: ENL 226
Screenwriting
E N G L I S H
July 21-25, 28-30: 8 a.m.-noon. Alternative
site (school-based), August 18: 8 a.m.- 3 p.m.
Students will 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.
5:30-9 p.m. M, Th
6-9:30 p.m. M, W
Co-req.: EDC 508
Elementary Education
Earth Science
Fiction I
SPE 4341534-S
This course focuses on the history and context
of leaming disabilities (LD). This includes an indepth look at the origin of learning disabilities,
as well as various theoretical models
(sociological, biological, psychological,
cognitive, and behavioral) applied to
understanding learning disabilities. The course
also provides a critique of current philosophical
positions in the field. Students will also acquire
knowledge related to accessing information
relevant to the field of leaming disabilities.
Jacobson
ENL 3 2 0 4
Location: Rochester campus
SPE 4241524-R
Etiology and Origins of
Learning Disabilities
SPE 4341534-R
Teaching Content Areas to Students
with Learning Disabilities
STAFF
Jorgensen
An introductory newswriting course with an
emphasis on writing for broadcasl and online
media. Students use an intensive praclice
model to learn the basics of newsgathering,
writing, and production for television, radio,
and the Internet.
Prereq.: ENL 111 or 112, or HON 111
PerspectiveISkilVLAF: City Perspective;
Writing Skill
Lazaridi
This is a hybrid course with intensive sessions
on campus June 28 and 29, and again on July
19 and 20. Students will also work online. An
introductory course in writing for film, this
course will take students from general
concepts about screenwriting to story outline
to the writing of a screenplay's first act. 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.
Prereq.: ENL 220 or 221 or 226 or 228
G E N E R A L
S T U D I E S
GST 009-S
Co-op Work Experience
Olson
The GST 009 Co-op Work Experience is a noncredit option for the Augsburg Experience. This
option utilizes students' employment related LO
their major, and through reflection links oncampus learning to the constituency goals,
mission, needs, or ideas of off-campus people,
organizations, andlor communities. The
required Co-op reflection assignments focus on
application of course knowledge,
understanding of the organization~workplace.
and an awareness of societal issues that may
affect the workplace. Students must consult
with Lois Olson in the Center for Service,
Work, and Learning regarding requirements
and get permission to register.
H I S T O R Y
Lorenz-Meyer
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 moves topically
as well as chronologically through the modern
era. Themes include industrialization and
urbanization; the significance of gender, race,
and ethnicity in American cul~ure;the growth
of a strong federal governmenl; 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.
Perspective/Skill/LAF: Western Heritage
Perspective; Critical Thinking Skill; LAF in
Humanities
I N T E R D I S C I P L I N A R Y
S T U D I E S
INS 3 9 9 4
Internship
M A L ( M A S T E R O F
I N L E A D E R S H I P )
Ethics in Communication
A R T S
Lapakko
Through the investigation of a variety of
ethical perspectives, this course focuses on the
use and abuse of communication in politics,
advertising, interpersonal relationships, and
social and organizational settings.
HIS 122-S
20th-Century U.S.
that links course theories and concepts across
disciplines, general education, and graduation
skills with the learning opportunities inherent
in the internship. The student must complete
an academic learning portfolio based on the
internship. Students must consult with the
faculty sponsor and Lois Olson in the Center
for Service, Work, and Learning regarding
requirements and get permission to register.
P/N grading only. Satisfactory completion will
fulfill the Augsburg Experience graduation
requirement.
Olson
A work or service-based experience in which
the student, faculty sponsor, and work site
supervisor design a learning agreemen1 plan
diagnosis, assessment, and planning necessary
for launching and then leading successful
innovation efforts.
expressions and body language needed to
communicate clearly with deaf and hard-ofhearing people.
6-10 p.m. T; and 6-10 p.m. Th, 7/17 and 8/7
only
Prereq.: ASL 101
M A T H E M A T I C S
MAT 105-S
Applied Algebra
Haines
Concepts of linear, exponential, logarithmic,
and other models with an emphasis on
applicalions to the social and natural sciences,
business, and everyday life. Grade of 2.0 or
higher advances student to MPG 3. Students
preparing for MAT 114 should consult the
department. Students in MPG 3 or higher may
not register for credit. Students' work will be
evaluated by quizzes and exams,
Prereq.: MPG 2 and a year of high school
algebra.
SPA 112-S
Beginning Spanish I1
Steinmetz
Aims to develop four basic skills:
understanding, speaking, reading, and writing
of elementary Spanish. Introduction to the
culture of the Spanish-speaking world.
Prereq. : SPA 111
PerspectivdSkill/LAF: Intercultural Awareness
3 Perspective; Modern Language 2
8:30-11 a.m. T, W, Th
SPA 112-T
6-9:30 p.m. T, Th
M O D E R N
L A N G U A G E S
ASL 102-S
Colloquium of Contemporary
Theories in Leadership
PerspectivdSkilVLAF: Intercultural Awareness
3 Perspective; Modern Language 2
Link
This accelerated course is an immersion class
that offers a selection of leadership theories in
class plus examples of application through site
visits. Students choose a leader for in-depth
study and presentation. This course is being
offered as a combination of work with Moodle
online and in the classroom.
July 7 and 9, 6-10 p.m.; July 12, 8 a.m.-noon;
July 14 and 15.6-10 p.m.; July 18, 6-9 p.m.;
plus two site visits to leaders in their
organizations at times to be announced.
Beginning American
Sign Language 11
Trainer
A continuation of ASL 101. 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-ofhearing people.
Prereq : ASL 101
PerspectivdSkilVLAF: Intercultural Awareness
3 Perspective; Modern Language 2
Beginning Spanish I1
Steinmetz
Aims to develop four basic skills:
understanding, speaking, reading, and writing
of elementary Spanish. Introduction to the
culture of the Spanish-speaking world.
Prereq.: SPA 111
PerspectivdSkilVLAF: Intercultural Awareness
3 Perspective; Modern Language 2
6-8:30 p.m. T, W, Th
M U S I C
MUS 220-S
Worlds of Music
Milenkovic
A survey of non-western music, this course
explores diverse musical styles and
instruments from many cultures.
Topics: Leading Innovation
Berkas
This course explores what is involved in
providing quality leadership that helps create
and lead innovations within either corporate
or nonprofit organizations. It will provide a
brief overview of the history of innovation and
then will focus on what it takes to provide the
ASL 102-T
Beginning American
Sign Language 11
McDonagh
A continuation of ASL 101. 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
PerspectivdSkilVLAF: Aesthetics or
Intercultural Awareness 1 Perspective; LAF in
Fine Arts
MUS 2 4 1 4
History of Jazz
Milenkovic
This course is a study of the musical elements,
cultural perspectives, and the historical
developments of jazz. Many jazz styles are
examined in detail ranging from New Orleans
jazz to contemporary and Avant-Garde jazz
PerspectiveISkilVLAF: Intercultural Awareness
1 Perspective; LAF in Fine Arts
details contact Sharon Wade in the Nursing
Department: 612-330-1214 or
wades@augsburg.edu.
Fees: $2,450 (includes summer school tuition
and educational expenses in Namibia)
Travel: $860 (lodging, most meals, and
transport within the country)
Airfare: $2,200-$2,400 (estimate)
P O L I T I C A L
NUR 562fWST 3 6 2 4
Walking the Truth: Culture,
Gender and HIVIAIDS
in Sub-Saharan Africa Hailonganeuning
This broad-based course explores the
influence of culture and gender on the
HIV/AIDS pandemic in Sub-Saharan Africa.
The natural history, biology, and epidemiology
of AlDS in Africa, as well as sociocultural,
ethical, theological, and political responses to
the disease are examined through readings,
structured dialog, and service-learning
experiences with persons actively involved in
curbing the crisis. Critical reflection on the
unequal infection rates between women and
men in Africa illuminates underlying cultural
beliefs, values, and traditions that both
promote and hinder the spread of HIV within
African populations. The course is taught in
Namibia in collaboration with faculty and staff
from Augsburg's Center for Global Education
and the University of Namibia. In this context,
women's collective and individual efforts to
preserve the health of their families and
communities are highlighted as hopeful and
positive responses to the HIV/AlDS crisis in
Sub-Saharan Africa. (Fulfills the global
experience requirement for a major or minor
in Women's Studies in Augsburg's Core
Curriculum).
Students must attend all classes and servicelearning experiences between July 12-26 in
Namibia. (NOTE: travel time to and from
Namibia means that students must reserve July
10-27 for the course). Final projects and
papers are due no later than August 15 to
receive a grade and credit for the course. For
World Politics
Perspective/SkilVLAF: Social World
Perspective; Critical Thinking Skill; LAF in
Social and Behavioral Science
S C I E N C E
POL 160-S
N U R S I N G
challenge of balancing economic development,
social justice, and environmental stewardship
in the region. There will be excursions to sites
along the river, in-class debates, and
opportunity to meet with stakeholders
working on river-related issues.
S O C I A L
Underhill
Introduction to the dynamics, history and major
theories of international relations. The course
will explore issues of peace, sustainable
economic development, global citizenship, and
efforts to combat injustice and inequality around
the globe. This class aims to begin providing
students with the knowledge necessary for
taking informed action in response to the
challenges of the current global arena. Questions
explored include: What should U.S. policy in
Iraq be? What are obstacles to achieving a more
just and equitable world? What impact do
international developments have on our lives in
the Twin Cities?
Perspective/Skill/LAF: Social World
Perspective; LAF in Social and Behavioral
Science
W O R K
SWK 699-S
Exploring Family and Child
Welfare Senices in Slovenia
Bosch
Based on the University of Ljubljana,
Slovenia's approach to social policy and social
well-being for families and children, and an
opportunity to observe and meet with
Slovenian social workers in their practice
settings. Students participating in this course
spend time in orientation with the social work
faculty at Augsburg and then join the Slovenia
faculty to concentrate on child welfare services
at social work centers or other practice
settings in areas such as domestic violence,
refugee, mental health, and poverty.
Participants work with a group of Slovenian
students, faculty, and community
practitioners.Cost: $3,600-$4,000 (tentative)
includes tuition, accommodations, airfare,
most meals, and ground transportation
Needed: U.S. Passport
POL 241-S
Environmental and
River Politics
Underhill
This course examines the political dynamics
relating to our local, urban, and campus
environment and relationship to the
communities and ecosystems of the Upper
Mississippi Watershed and larger, global
environment. Topics explored include campus
sustainability; he environmental implications
of our daily choices; local water, air, and soil
pollution; the lock and dam system on the
Upper Mississippi; invasive species and
biodiversity; climate change, waterfront
economic development; urban sprawl; and
energy production. The class will look at the
For more information contact: Andrea
Woj tanowicz (woj tanow@augsburg.edu), Dr.
Lois Bosch (bosch@augsburg.edu),or Holley
Locher (locherh@augsburg.edu)
W O M E N ' S
S T U D I E S
WST 362/NUR 562-S
Walking the Truth: Culture,
Gender and HIVIAIDS
in Sub-Saharan Africa HailongaILeuning
This broad-based course explores the influence
of culture and gender on the HIV/AIDS
pandemic in Sub-Saharan Africa. The natural
hislory, biology, and epidemiology of AIDS in
Africa, as well as sociocultural, ethical,
theological, and political responses to the
disease are examined through readings,
structured dialog, and service-learning
experiences with persons actively involved in
curbing the crisis Critical reflection on the
unequal infection rates between women and
men in Africa illuminates underlying cultural
beliefs, values, and traditions that both promote
and hinder the spread of HIV within African
populations. The course is taught in Namibia in
collaboration with faculty and staff from
Augsburg's Center for Global Education and the
University of Namibia. In this context, women's
collective and individual efforts to preserve the
health of their families and communities are
highlighted as hopeful and positive responses to
the HIV/AIDS crisis in Sub-Saharan Africa.
(Fulfills the global experience requirement for a
major or minor in Women's Studies in
Augsburg's Core Curriculum).
Students must attend all classes and servicelearning experiences between July 12-26 in
Namibia. (NOTE: travel time to and from
Namibia means that students must reserve July
10-27 for the course). Final projects and
papers are due no later than August 15 to
receive a grade and credit for the course. For
details contact Sharon Wade in the Nursing
Department: 612-330-1214 or
wades@augsburg.edu.
Fees: $2,450 (includes summer school tuition
and educational expenses in Namibia)
Travel: $860 (lodging, most meals and
transport within the country)
Airfare: $2,200-$2,400 (estimate)
I
JUNE 23-AUGUST 29,2008
P O L I T I C A L
Summer Online courses are delivered over the Internet to allow students maximum
flexibility to organize their work. Students will need access to a personal computer
with a browser and Internet connection. While students are required to log in to the
course several times a week to participate in discussions and hand in work, they
will not need to do this at specific times. Some classes may require occasional
classroom meetings, and these will be held during weekday evenings or weekends
to accommodate work schedules. Augsburg students using AugNet Records and
Registration to register for Summer Online will find these courses listed under
Summer Session 11.
B U S I N E S S
A D M I N I S T R A T I O N
FIN 240-L
Personal Finance
Kapoor
Introduction to personal financial planning
and budgeting, credit management, income
taxes, insurance, real estate, investments,
retirement, and estate planning.
Meziou
Principles of basic policy and strategy issues in
marketing. Legal, ethical, competitive,
economic, and technological factors affecting
marketing decisions are explored.
MKT 466-L
International Marketing
Prereq.: ENL 220 or 221 or 226 or 228
( M A L ) M A S T E R O F
A R T S I N L E A D E R S H I P
MKT 252-L
Principles of Marketing
concepts about screenwriting to story outline
to the writing of a screenplay's first act. 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.
Meziou
This course examines those issues and
activities unique to marketing in an
international setting. Emphasis is placed on
adaptation of a marketing mix according to
the international marketing environment.
Prereq.: MKT 252
ENUFLM 328-L
Screenwriting
This is a hybrid course with intensive sessions
on campus June 28 and 29, and again on July
19 and 20. Students will also work online. An
introductory course in writing for film, this
course will take students from general
Leadership and
Universal Responsibility
Lashbrook
The purpose of this course is to explore the
concept of universal responsibility, both
intellectually and experientially, and study
cultural differences in professional practices.
During a two-week visit to Nicaragua,
students will have the opportunity to meet
with leaders to learn more about local
conditions. They will also have the
opportunity to stay with a Nicaraguan family.
Performance will be assessed in terms of
participation, a photo presentation of the
student's culture, a reflective essay on
universal responsibility, and a presentation of
cultural differences in the student's profession.
May 21, 6-9 p.m.; June 28, 9-5 p.m.;July 9,
6-9 p.m.; and August 9, 1-5 p.m. (see
syllabus). Travel to Nicaragua July 13- 26.
Program fees estimated at $3,600 including
airfare, tuition, accommodations and meals,
ground transportation, health insurance, and
CGE reading materials.
S C I E N C E
POL 121-L
American Government
Aoki
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.
PerspectivdSkilVLAF: Social World
Perspective; LAF in Social and Behavioral
Science
R E L I G I O N
REL 390-L
Theology of
Death and Dying
Benson
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
Prereq.: One of the following: HON 100, REL
100, REL 111, REL 221, REL 300, or REL 331
PerspectivdSkilVLAF: Christian Faith 2 or 3;
LAF in Humanities
SUMMER SESSION APPLICATION FORM
S u m m e r Session applications are available online a t
www.augsburg.edu/enroll/registrar.
Click on Download Registrar Forms.
Show less
L
.
- -
-
augsburg in the summer
Augsburg College offers a varied summer curriculum
that includes courses in more than 16 academic
disciplines as well as internships and
independent studies. Term I runs
from May 30 to June 23. Term I1
runs from June 26 to August 3.
A detailed listing of... Show more
L
.
- -
-
augsburg in the summer
Augsburg College offers a varied summer curriculum
that includes courses in more than 16 academic
disciplines as well as internships and
independent studies. Term I runs
from May 30 to June 23. Term I1
runs from June 26 to August 3.
A detailed listing of courses begins
on page 8.
term one
summer session info
I1
w
I
May 30 to June 23
term two
%
June 26 to August 3
Augsburg College is a four-year, liberal arts college located in the heart of
Minneapolis, and affiliated with the Evangelical Lutheran Church in America.
Augsburg is accredited by the North Central Association of Colleges and Schools.*
T h e small college environment, about 3,000 students during the academic year, is
enriched by the many opportunities found in this vibrant metropolitan area.
Augsburg's setting allows students to participate in a host of cultural and recreational activities.
II
I
(312)263-0456.Web site <wwtu.ncacihe.org>
Augsburg general education:
Courses fulfilling Augsburg's Liberal
Arts Perspectives and Graduation
Skills requirements are so noted along
with the description of the course.
Course levels: T h e first digit of the
three-digit course number indicates the
course level. Course numbers beginning with a "1" or "2" are lower division courses and are intended primarily
for freshmen and sophomores; course
numbers beginning with a "3" or "4"
are upper division and are primarily for
juniors and seniors.
about
augsbu
* North Central Association of Colleges and Schools, Commission on Jnstitutionr of Higher Education,
Course loads in Summer Session:
Students may take one course credit
during Term I and up to two course
credits during Term 11. Unless otherwise indicated, all courses carry a value
of one course credit. O n e Augsburg
course credit is the equivalent of four
semester credits and six quarter credits.
'
Independent study: Independent studies inay be arranged in consultation
with individual faculty members.
Internships: In addition to those listed,
internship opportunities may be
arranged individually during the summer. Academic internships are carefully
planned work-based learning experiences, supervised and evaluated by a
faculty member. Consult the Center for
Service, Work, and Learning at (612)
330-1 148 for more information.
Employer reimbursement:: Students
who qualify for reimbursement by their
employers may use their reimbursement
to pay for Summer Session courses.
Housing: Students who need housing
may contact the Residence Life Office
at (612) 330-1488.
T h e College reserves the right to
cancel listed courses.
information
Additional information may be
obtained from:
Summer Coordinator
Augsburg College
Campus Box $144
22 11 Riverside Avenue
Minneapolis, MN 55454
(612) 330-1787
www.augsburg.edu/summer
eligibility
Persons in good standing at regionally
accredited colleges and universities,
graduates of s ~ ~ institutions,
ch
and students admitted for the next fall term are
eligible to attend Augsburg Summer
Session. Good standing implies that the
student has been admitted and not subsequently dropped by that institution.
Other persons wishing to take summer
courses should contact the coordinator
of summer school to ascertain eligibility
under special circumstances.
Students accepted for Summer Session
are not automatically granted admission
as regular students of Augsburg College.
Those wishing to begin a degree program at Augsburg should apply to the
Office of Undergraduate Admissions,
(612) 330-1001, or the Weekend College
Admissions Office, (612) 330-1743.
calendar
~yschedule
ning April 10, yo1
-.~mmer Session courses at the
Enrollment and Financial Services
Center between 9:00 a.m. and 5:00
p.m. A $100 tuition deposit must be
paid at that time for each course scheduled. This deposit will be applied to
your summer school tuition and is not
refundable unless the course is canceled. If a course that you have scheduled is canceled, you may elect to
receive a refund or apply the deposit to
the tuition for another course. We recornmend that you schedule your courses as early as possible. Many courses fill
early, and courses with low enrollments
will he canceled one week before the
first day of the term. Tuition must be
paid in full at the Enrollment and
Financial Services Center (see deadlines below), or you will be dropped
from your course(s).
Summer registration may be confirmeci
beginning May 10. Students taking
courses during Term I must complete
their registration by May 31. Term I1
registration must be completed by
June 27. This procedure applies to all
summer classes, including internships
and independent studies. T h e
Enrollment and Financial Services
Center is located in the Science Hall,
Room 152 and is open from 9:00 a.m.
lay. It
to 5:00 p.m. Monday thi(
w ~ l he
l open un ' ' 1.m. on lvlay 10
and May 31 anc
une 26 and 27.
en on Saturdays
T h e center i
between 10:OO a.m. and 1:30 p.m.
when W e ~ t - n JCollege is in session.
paid in full in order for
Tuition ~n
I to be complete.
r reg
.-1.
Irg s~uuentswho have unpaid
; from previous terms must pay
. .
these balances before they may confirm
their sumn
'loo1 registrations.)
A late fee oi
5 will be assessed for
students who register after the second
day of the term. N o Term I registrations will he accepted after June 2nd,
and Term I1 registrations will not be
accepted after June 30th.
To change your registration you will
need to fill out an add/ilrop form at the
Enrollment and Financial Services
Center. There is a charge of $75 for
changing a course after 3:30 p.m. on
the second scheduled day of each term.
This procedure applies to internships
and independent studies as well as
scheduled courses. Refunds and adjustments to fees are outlined in the
"Tuition Refund Policyn section of this
brochure.
Scheduling begins
Balance of tuition due
Classes begin
Balance of tuition due
April 10
May 19
May 30
May 31
Last day to:
*Change grading option
June 9
*Drop class without notation
June 2
*Register with late fee of $75
June 2
(no registrations will be accepted after this date)
-1oliday
.ast day to withdraw from class
lasses end
3rades due in registrar's office
June 16
June 23
July 5
April 10
June 26
June 26
June 27
July 14
June 30
June 30
July 3 & 4
July 31
August 3
August 11
Atrfishnrg(:ollege, os affthl~cdi n i l s mission, does not discrilninare on the hnsis of race, color, crecd, pligion,
nutior~alor ethl~icorixin, oge, gerldir, ~ e x l r aoil'rntatii~n,
l
lllotirnl stattts, srrrtirs with iewinl [ i t [~~cblic
nssistonce, or
dls<~hilityin its edircntiun policies, rvbnissionr j~olicies,zcholnrship and loan [mlpolns, athletic at~d/o~.sihoolodlninistered I ~ r ~ ~ g r o rercel~t
n s , i n those illhta~lcerqoherc religion is n hona fidr ~ ~ c c ~ ~ p n t y~mlificc~tion.
ionnl
Arrgsh~tr~
r d ~ ~ r o v i d imosonnhle
l~ji
ncc~~~nmodntiol~z
to its elnl~loyeesorld its stlrclentr.
Cullege iis o ~ l n ~ n i l t to
A n y ~11~estiollr
concerning Alrgsbl~rg'scolnl~liancewith federal or state regularions ilnj~lelnentil~g
eqlcol access o r ~ d
bl~portr~nity
can be directed to Lorn Sterl, nfi?natiz,e n c ~ i o ncoordilla~or,(3ffce of H l r l n n l ~Resi>urces,CB 79,
Augshlcrg Collefir, 22 i I Ritcrzide Avr!, Mimleal~olis,MN 55454. She can be reached by telel~hone,
( 6 1 2 ) 330-1023; n i by e-lnail, <.steilQo~rgshrrg.e~l~r>.
map of augsburg
uition charge for 2000 Summer
3ess10n courses:
$950 for full-crecrlL ~ourses
$475 for half-credit courses
$240 for quarter-credit courses.
Audits are charged at the tuition
tuit
refu
I policy
T h e $100.00 per course deposit is no
refundable. A refund of all or part of
the remaining fee is calculated from the
date of the student's official course cancellation at the Enrollment and
Financial Services Center.
'
Schedule of refunds:
Prior to the first scheduled class
meeting-100% of the refundable
portion of the fee.
Prior to the second scheduled class
meeting-75% of the refundable
portion of the fee.
financial aid
Eligibility for Summer
Session attendees
Financial ai
~ilableto students
:pted for enrollment in
enrolled or
Augsburg d
r weekend programs.
Students who maintain half-time
status (as defined by the program in
which they are enrolled) are eligible
to apply for financial aid.
pPO~rdnl
Students enrollea tn summer Terms I
and I1 combined or only Term I1 may be
eligible to apply for the Federal Stafford
Loan, Federal Pell Grant, or the
Minnesota State Grant.
WEC program
No aid is given for summer Term I as it
runs concurrently with the WEC spring
trimester.
Students enrolled in summer Term I1
may be eligible for the Federal Stafford
Prior to the third scheduled class
meeting-50% of the refundable
portion of the fee.
Courses with fewer than 12 scheduled
class sessions will use a prorated
version of the schedule of refunds.
College Map lniorrnallon
1. Admissions Weekdav. Prooram
2 A r S.r~clbreE l l rdnce (Novemoer Irbro.gn Marcn)
3. Anllerson-he son Aln e. r Fnelu ana SeasonalA r
Slruclure
4. Chrislensen Cenler (Inlarmal~anDesk)
5 East Hall
6. Facully Guest House
7. FOES,Lobeck. Mlles Center lor Worship, Drama
and Comunicalian (Tjornhom-NelsonThealre.
Hoverslen Chapel)
& Georoe Sverdruo Hall
9. Husby-StrammenTennls Courls
10. Ice Arena
11. Jeroy C. Carlson Alumni Cenler
1 2 Lindell Library
13. Mainlenance and Grounds Shop
14 MortensenTower
15. Murphy Place
16. Murphy Square
17, Music Hall
10.New Residence Hall
-
B~~.b~lv=-~~
old
20 Oscar Anderson Hall
21. P.0 c Rca. ons & Carnrn .n ~.xlans
22.0.ad
23,Sclenee Hall
~
24. Security Dispalch Center
25,Shipping and Recslvlng
26.Si Mslby Hall
27, Sverdrup-onedal Memorial Hall
26.Umess Hall
Parklng Lots
A. AdmissiansiFacultylStaHParking
8. FacullylSlaHiC~mmulerlResidenl Parking
C. FacullyiStaHParking
D. FacullyiSlaHiCommutsrParking
E. Commuler Parking
F. Residsnl Parking
G. Visllor Parking
H. Faiwiew-University Parking Ramp(pay parklng available)
campus location
35W from the North-
Loan, Federal Pell Grant, or the
Minnesota State Grant.
Take Washington Avenue exit and turn left on
To apply
Avenue South.
Washington (turns right onto Cedar Avenue),
turn left at Riverside Avenue, right at Zlst
The financial aid deadline for the
Summer Session is April 15, 2000.
Contact the Enrollment and Financial
Services Center at (612) 330-1046 for
application materials and additional
assistance. Early application is advised.
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. P a u l signs (move to right
lane after each of two mergers). Take 25th
Avenue exit and turn left at Riverside Avenue,
turn left at 2lst Avenue South.
I Ione
-
30t0,
applicatiol
rinnal crrr
ART 100/300 (with HIS 1951331)
Topics: Designed Environment
~ndllis course addresses the designed environment,
e intentionally designed places in which we
,e. We will investigate architecture, landscape
~hitecture,and urban design, both in class and
site visits to prominent local examples of
design excellence.
City or Aesthetics
9 -1 1:20 am
M, T; W, R, F
Science 123
ACC 221-S
Stoller
Principles of Accounr~~
basic concepts
Introduction to business
and fundamentals of accounting, the accounting
cycle, and preparation of financial statements.
9-1 1 2 0 an
C1assroon
Ve23
'tneories and techniques for educa
-!
T; W,R, F
Foss Mac
ENG 245
Introduction tc
rature
Swanson
A n initiation inro rne formal study of fiction,
poetry, and drama, drawing on works from several
periods, different cultures and races, and male and
female writers. This course aims in particular to
develop students' critical and analytical skills as
the prerequisite for all upper level courses in literature. Persp.: Aesthetics
3-6 pm
M, T; W, R
Old Main 10
.LL,
9-11:20 am
M, T; W, R, F
Old Main 18
ACC 3 2 2 3
Accounting Theory & Practice I
A n 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.: A C C 222)
6-9 pm
M, T; W, R
M, T; W, R
Sverdrup 202
BUS 3 3 1
Kapoor
Financial Manaeement
Topics related to theory acquisition, fund allocation and management, sources and uses of long
and short-term funds, capital costs/budgeting,
leverage, and dividend policy. (Prereq.: ECO 113,
ACC 222, MIS 379, and MPG 3).
6-9 pm
M, T. W, R
Foss 43
p
.-
i:'~
HIS 1951331
ART 1001300)
To~ics:Design
lvironment
Kimball
r the designed environment,
This course adc
the intentionally uesigned places in which we
live. We will investigate architecture, landscape
architecture, and urban design, both in class and
in site visits to prominent local examples of
design excellence. City or Aesthetics
Science 123
9- 11:20 am
M, T W, R, F
Old Main 29
BUS 2 4 2 3
Principles of Management
Cerrito
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.
6-9 pm
r
F
7n.s
Erickson
Educational Technolow
-,
You will be exposed to basic theories of communication, selection, evaluation and research.
Become skilled in some of the digital tools used in
today's schools. Learn how to choose appropriate
I N S 105
Introduction to American Indian Studies Rowe
A n overview of the American lndian studies curriculum-history and>literature, federal Indian policy, land issues, reservation and urban issues,
cross-cultural influences, art, music, and language.
(Reauired
for American Indian Studies minor)
.
Persp.: lntercultural Awareness 1
.
6- 9 pm
M,T;W, R, F
F
I N S 199-Sl399-S
Internship
Olson
A work-based learning experience in which a student designs a learning agreement plan that links
the opportunities and responsibilities found in the
placement with specific learning objectives that
are evaluated for academic credit. The internship
nlacement must be aooroved bv the facultv suner-
.
Arranged.
1-
6-8:20 pm
Limit 8 students
M, T; W, R. F
Music 20
- .-- ..-..
SPA I l l - S
Beginning Spanish I
1:arrcll
A.tn3 r~~ . I C \ L . ~ I I ~ f0..1 I><I>IC $k~ll>.
ttti.Icr~t,il~.l~ng,
<pc'~kt~ie,
.
- ~e:~.I.nc,1n.I nrtring of e l ~ , ~ ~ ~ i , n t : ~ r y
Spanish. lntroduction to the culture of the
Spanish-speaking world. Laboratory work is an
integral part of this course. Persp.: lntercultural
Awareness 2
M , T; W, R, F
Old Main 29
Old Main 18
critically, understand timeless ideas, listen carefully, and question thoughtfully.
Graduation Skill: Critical Thinking.
This Institute is also open to current teachers.
19-23 seminars
8:30 am - 4:30 p.m.
Foss 21
POL 241
Environmental and
River Politics
Underhill-Cady
The course explores the relationship between
urban development, government policy, and the
river environment. Students will critically examine historical developments, the changing relationship between society and the environment,
and current policy debates about the river.
Students will undertake service-learning projects
relating to the Mississippi River and explore the
river by boat. Grad Skill: Critical Thinking,
Persp.: Social World (pending). Lab fee: $50
1-320 pm
Old Main 25
REL 357-S
Giants of the Faith
Tranvik
A study of the lives and theology of well-known
Christian thinkers. lncluded are heures like
. \ ~ O ~ . . > ~Ei>n~i~~cfier,
IIIC,
:III.I D.trcxlly Ihy
I'erq)..
911:20Cam
h r ~ v . . ~F.11th
n
I or 1
M, T; W, R, F
Old Main 18
T W, R, F
Old Marn 10
SWK 260
Humans Developing
Link
This course provides an understanding of human
growth through life and of the sociocultural, biological, and psychological factors that influence
the growth of individuals and families. Growth
related to diverse populations and groups or special stresses is also a focus.
Persp.: Human ldentity
6-9 prn
M, T; W, R, F
Science 205
_3C 1213
Introduction to Human Society
Pippert
What is society and how does it make us who we
are? Course study focuses on an understanding of
culture, social structure, institutions, and our
interactions with each other.
Persp.: Social World
9-1 1:20 am
INS 120:
June 19-30, 2000
Paideia Seminars
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
M , T; W, R
M,
MUS 155
Class Piano (.25 cr)
Dawe
This course is designed for music majors/minors
whose primary applied area is an instrument other
than piano, and who have had little or no piano
training prior to college. The course will teach
the skills needed to meet the Augsburg Music
Department piano proficiency requirement.
(Prereq.: MUS 101 or permission of instructor)
1-3:20 pm
6-9 pm
.
individual faculty in the specific majors.
Contact the academic department directly to
make arrangements.)
--
I
PSY 3 6 2 3
Hanson
Abnormal Psychology
A n introduction to psychological disorders.
(Prereq.: PSY 102 or 105)
M, T; W, R, F
Sverdrup 206
SPA I l l - S
Public Speaking
Groven
The course focuses on speech preparation,
organization, audience analysis, style, listening,
and overcoming speech fright. Graduation Skill:
Speaking. (Note: Students may take either SPC
111 or SPC 112 for credit, but not both).
9-1 1:20 am
M, T; W, R, F
Old Main 29
-
BUS 340-S
Human Resourc- .
Personnel function
B
Cemer..
iiness, acquisition, and
and society. (Prereq.:
A
@
EED 3 5 0 3
K-6 Mathematics Methods
Stevens
Examination and preparation of materials and
resources for mathematics at the kindergarten and
elementary levels. (Prereq.: PPST and admission
to teacher education program)
3-5 p.m.
Bollmar
course, studentselthis first level
important concepts of painting. Most class time is
spent painting. Slide lectures, demoktrations, and
critiques complete the learning ex -ce
Persp.: Aesthetics
6-9 pm
T; R
-in
M. W
6-9 pm
..I,
W
Music 24
17
c l d
ART 1 3 2 3
Photography
Raschke
The camera will be used as a tool for visual creativity and expression using black and ,,,hire photographic processes. Students need access to a
35mm, single-[ens reflex camera. Estimated cost of
film, etc.: $200-225. Persp.: Aesthetics
6-9 pm
Limit: 14 students
anagement
Cerrito
and principles related to the manage- - ~of
t operating functions taught from a managerial viewPo!
examples from various
- (Prereq': BUS 242 Or 'Onindustries and
sent of instruct
old ~~i~
ACC 2 2 2 3
Principles of Accounting I1
Kader
A continuation of ACC 221. lntroduction to
business activities, accounting for corporations.
Basic concepts and fundamentals of managerial
accounting, planning and controlling processes,
decision-making, and behavioral considerations.
(Prereq.: A C C 221)
9-10:45 am
Music 24
M . T W, R
Principles of Computing for Business
Braun
Course teaches PC skills using Windows 98 and
business related problem solving using the
Microsoft Office Suite(Word, Excel, Access,
PowerPoint). Computing concepts and lnternet
are also
The hands-0n
approach is supplemented with computer-based
training and software for use in and out of class.
(Prereq.: MPG 3 or a "Pass" in MAT 103)
6-9:00 pm
TR
Foss 42
MIS 3 7 9 4
Quantitative Methods for
Business and Economics
Kaminsky
The course is an introduction to quantitative reasoning to assist students in reading and interpreting data. Topics include descriptive measures,
probability, sampling distributions, estimation,
and hypothesis testing with emphasis on applied
problems in business and economics. (Prereq.:
MIS 175 or 370 and MPG 3 or a grade of 2.0 in
MAT 105)
6-9 pm
M, W
Foss 43
T; R
Sverdrup 17
EED 360-S
Kindergarten-Elementary Curriculum:
Science (0.5 credit)
Stangl
Examination and preparation of materials and
resources for science at the kindergarten and elementaty level. (Prereq.: PPST and admission to
teacher education program)
6:30-8:30 pm
T; R
Old Main 4
EDS 3 9 0 3
Communication Skills in the
English Classroom
LaDuca
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 to explore methodologies for
teaching and incorporating these skills in the high
school English curriculum. (Prereq: PPST and
admission to teacher education program)
6-9:30 pm
T; R
Sverdrup 20
ENG 3 6 1 3
Studies in Modern Fiction
Clayton
The course focuses on contemporary 20th century
prose works. It includes Native American and
European writers, with an emphasis on nonWestern (Asian and African) fiction. (Prereq.:
ENG 245 or consent of instructor) Persp.:
Intercultural Awareness 1. Graduation Skill:
Writing
6-9 pm
TR
Old Main 10
H P E 115
Health and Chemical Dependency Education
( S O cr)
Klauber
An analysis of chemical abuse and what can be
done for the abuser. Includes information about
school health education and services.
6-9:40 pm
M
Murphy 111
HIS 103
Anderson
A study of the main currents in Western civilization from the French Revolution to the present.
Persp.:Western Heritage
6-9 pm
T; 8
Old Main 13
EDS 391-8
Teaching Mass Media ( 5 0 credit)
LaDuca
This course is for English-education majors who
plan to teach high school English. Explore the
nature of media as "consciousness industries,"
examine the whys of teaching media, how to go
about it effectively,\,,hat assumptions lnedia ed"cation was based on in the past, and how to incorporate media education into the curriculum.
(Prereq.: PPST and admission to teacher education program)
I N S 105
Introduction to American Indian Studies Rowe
A n overview of the American Indian studies curriculum-history and literature, federal Indian policy, land issues, reservation and urban issues, crosscultural influences, art, music, and language.
(Required for American lndian Studies minor)
Persp.: Intercultural Awareness 1
6-9:30 pm
3-6 pm
M
Sverdrup 20 1
T, R
Sverdrup 202
- -
l w 199-fy399-5
lternship
.w:rk-based l e a z n z p e r i e n c e in which stu, x t s design a le'amiA2agreement plan that links
the opportuniti:s Gd%sponsibilities found in the
placement withbbiific learning objectives that
are evaluated f$,academic credit. The internship placement kist'be approved by the faculty
supervisor prior tFeiistration. (Note: Internships
may also be arranged,$ch individual faculty in
the specific maiors. ~onta'c;the acad~micdepartment d
Arrang
O D
1
Farrell
Beginning Spanish 11;
Aims to develop thcfohr basic skills: understanding, speaking, readi$ynd writing of elementary
Spanish. 1ntroducyi~:o the culture of the
Spanish-speaki
jrld. Labir'atory work is an
integral part of
:ourse. PersdIri
ltural
Awarener
1-24.5 pri
M,TW,R
d Main 29
-
INS 225-S
Introduction to Islam
Kader
This course is designed by a practicing Muslim to
present his perception of Islam to no$~uslims.
The course will cover the ideologi&if:undations
of Islam, its basic concepts and teiiet:, Islamic law
(Sharilah), Islamic economic andyolitical systems, and Islamic patterns of life.
Persp.: Intercultural Awareness 1
7; R
1-245pm
Music 23
MAT 173-S
Math of Interest
Kaminsk~
Learn how to determine the monthly payments
on a house or car. Find out how much you need to
be
away
have a million when you
retire. Learn how annuities, perpetuities, and life
insurance work, and more. Evaluation will be
based on classroom participation, quizzes, and a
final examination. (Prereq.: MPG 3 ) Graduation
Skill: Quantitative Reasoning
6-9 pm
TR
Science 108
MUS 2 9 5 4
Topics: Introduction to Recording Studio
Theory
Tech;liq~es (0.50 credit)
Mudge
Course includes
to basic audio theery, microphones, understanding musical instruments, signal flow, studio operating procedures,
recording console parts and functions, tape
machines, and recording techniques. Contact the
music department at (612) 330-1265 for further
details.
6-9 pm
W
Music 27
NUR 505
Theoretical Foundations for Advanced Practice
in Diverse Communities
Leuning
This course focuses on nursing science and
ing theory as foundational to advanced transcultural nursing practice (Prereq.: undergraduate
bioethics or one graduate level course)
Immersion Model begins May 24th,
Christensen Center, Marshall Room
POL 421-S
The New American Politics: Race, Ethnicity,
and Politics in a
New Century
Aoki
This course examines the consequences of the
waves of immigration of the past three decades.
We look at the ways in which immigrants are
influencing American politics and society, and the
ways in which immigrants are being transformed.
We examine both current issues and the history of
the ~oliticsof race and ethnicity. Prereq.: Jr or Sr
status or at least one course in political science.
Graduation Skill: Critical Thinking
Persp.: Social World 1 and 2
6-9 pm
M, W
Music 23
PSY 352
Adolescent and Young
Adult Development
Hanson
Consideration of research and theory related to
development during the adolescent and young
adult years. (Prereq.: PSY 102 or 105)
Old Main 25
6-9 pm
M. w
e
@
REL 472.S
Quanbeck 11
Paul the Apostle
A study of the Apostle Paul, including appropriate
historical background, Paul's relationship with the
early church, major themes in his writings, and
reflection concerning the reasons Paul remains an
important figure and thinker in Christian theology. Persp.: Christian Faith 1 or 3. Graduation
Skill: Critical Thinking.
6-7:45 p.m
M-R
Old Main 16
SWK 560
Mental Health Practice
Boisen
This course examines psychopathology, mental disorders and intervention methods. Emphasis is
laced on understanding mental health disorders
from a systems and ecological perspective as
well as understanding biopsychosocial influences
on incidence, course and treatment. Prereq.:
Advanced standind2nd yr. MSWI Post MSW
6-9 pm
M, W
Sverdrup 206
SOC 35623
Crime and Community
Bloom
Analysis of correctional programs and community
responses. Lecture, discussion, and site visits to
prisons, courts, and community agencies. Special
attention to concepts of restorative justice.
(Prereq.: Soc 121)
KR
Old Main 18
1-4:30 pm
spc 329-s
Intercultural Communication
Lapakko
This course explores cultural differences and their
implications for communication, including differences in values, norms, social interaction, and
code systems. Persp.: Intercultural Awareness 1
6-9 pm
M, W
Foss 21
-I
other summer srual summer term abroad
upcoming programs:
Cultural Conflict and Social Change in 1
May 15-26, 2000
Department of Religion and
L
Augsburg Youth and Family Institute
May 24-June 9,2000 in Bergen, Norway
REL 316 Church and Culture in Context
center for
global education
Anderson
This course provides a study of Norwegian culture, church life, and the contemporary religious situation in Norway. Participants will meet for a one-day
course orientation May 22 at Augsburg College. (Prereq.: REL 111, 221 or
33 1) Christian Faith 3.
For information contact David Anderson at (612) 330-1569.
Human Rights and Indigenous Issues in Guatemala
May 16-25, 2000
Haiti and Cuba: Dic+;n
May 28 - June 12, 200'
kr
Elections 2000: S aping Mexico's Future
June 26 to July 3, 200C
Guatemala Odvssev
Solidarity
July 9-17, 200-
hallenges and Opportunities
for Spiritua
--
Wellspring of Hope
July 17-25, 2000
The Maya of Guatemala: Spirituality, Culture and RL,.,
Ovvression
August 1-9, 2000
..
Food & Justice: Examining Hunger and Debt in Nicaragua
September 2-9, 2000
For information and other possible educational opportunities, contact the Center for
Global Education at (612)330-1159 or e-mail, <globaled@augsburg.edu>.
Show less
JULY
AUGUST
COURSE VALUES a t Augsburg College a r e measured i n Term C r e d i t s , and a r e d i r e c t l y i n t e r changeable w i t h Q u a r t e r C r e d i t s , t h e u n i t used f o r t h e i t a l i c i z e d courses l i s t e d below,
which a r e t a u g h t a t Concordia C... Show more
JULY
AUGUST
COURSE VALUES a t Augsburg College a r e measured i n Term C r e d i t s , and a r e d i r e c t l y i n t e r changeable w i t h Q u a r t e r C r e d i t s , t h e u n i t used f o r t h e i t a l i c i z e d courses l i s t e d below,
which a r e t a u g h t a t Concordia College, St. Paul.
Augsburg courses numbered 50 and above
a r e intended p r i m a r i l y f o r j u n i o r s and s e n i o r s , as a r e Concordia o f f e r i n g s 300 o r l a r g e r .
STUDENTS PLANNING t o t a k e Independent Study courses must o b t a i n p r i o r permission of t h e
Approval forms a r e a v a i l a b l e from
department and i n s t r u c t o r w i t h whom work i s t o be done.
t h e Sumner School O f f i c e .
COURSES ARE OFFERED SUBJECT t o adequate demand. Because some may be c a n c e l l e d , students
may wish t o l i s t a l t e r n a t e courses when making a p p l i c a t i o n .
STUDIO ART and INDEPENDENT STUDY-.
Credit
may be earned in drawing, painting, composition, printmaking, or art history -CA~,~,P.
7
10
55, 6 7 , 83, 84,
. , -, 1 9 7 7 --,
85. 99. Variable
credits.
First and/or
------ second terms.
Thompson.
--"Lob"
.
SUMMER STUDENTS may e a r n up t o t e n t e r m c r e d i t s d u r i n g t h e
F i r s t Session ( s i x weeks), and an a d d i t i o n a l f i v e c r e d i t s i n
t h e Second Session ( t h r e e weeks).
Term c r e d i t s a r e d i r e c t l y
interchangqable w i t h quarter c r e d i t s .
AUGSBURG i s c o o p e r a t i n g w i t h Concordia C o l l e g e , S t . Paul, i n
i t s Summer School program. Because t h e Second Session a t
Concordia l a s t s f o u r weeks, s t u d e n t s may r e g i s t e r f o r as many
as s i x c r e d i t s i n Second Session courses t a u g h t on t h e S t .
Paul campus.
TUITION CHARGES depend upon t h e number o f c r e d i t s f o r w h i c h a
person i s r e g i s t e r e d , w i t h a d e c r e a s i n g c o s t p e r c r e d i t when
t o t a l c r e d i t s a r e i n c r e a s e d . The t a b l e below i n d i c a t e s t o t a l
t u i t i o n f o r varying c r e d i t levels.*
--
-
*persons submitting a p p l i c a t i o n s
a n a d d i t i o n a l f e e o f $5.00.
some s c i e n c e c o u r s e s .
Students
s h o u l d c o n s u l t t h e Summer S c h o o l
a f t e r May 1 4 w i l l be c h a r g e d
Laboratory f e e s a r e added i n
taking private music lessons
office for rates.
A-,
EDUCATION 65.
METHODS AND MATERIALS:
SOCIAL STUDIES. 2 Cr. Includes objectives,
principles, and techniques in elementary
social studies; unit development.
(Prereq.: 55, 56.)
Second Term.
TTh. 7-10
~
EDUCATION C-221.
BIOLOGY 6.
HUMAN ANATOMY AND PHYSIOLOGY.
5 Cr. Structure and function of the human
body. For non-majors.
First and Second
Terms. TTh. 7-10 p.m. Mickelberg.
CHEMISTRY 5.
PRINCIPLES OF CHEMISTRY.
6 Cr.
Concepts and laws underlying chemistrv: examnles from inoroanic and organic
chemistry.
For non-malors.
Lab fee:
$5.00. Flrst Term. 10:35-11:55 a.m. plus
two afternoon labs per week. Gyberg.
EDUCATION C-357.
First Term.
St. Paul.
TEACHING OF ART. 2 Cr.
10:lO-11-00 a.m.
Rickels.
EDUCATION C-420.
HISTORY AND PHILOSOPHY
OF EDUCATION. 3 Cr. Second Term. 10:5012:05 p.m. Poehler, Otte. St. Paul.
EDUCATION C-451.
TEACHING OF ARITHMETIC.
2 Cr.
Second Term.
10:lO-11:OO a.m.
Warnke.
St. Paul.
EDUCATION C-480.
3 Cr. First Term.
St. Paul.
COMPUTER SCIENCE 45.
INTRODUCTION
TO
COMPUTER SCIENCE. 4 Cr. Theory of modern
digital computers. A particular computer
language is introduced. Includes a survey
of computer applications, problems. Second
Term. 8-11 a.m. Gulden.
ECONOMICS 22.
PRINCIPLES OF ECONOMICS I.
4 Cr. An introductory college course
in
economics.
7-10 p.m., MW. Sabella.
ECONOMICS 51. INTERMEDIATE MICROECONOMICS.
5 Cr. Theory of demand, of the firm; price
and output determination, factor price determination. First Term.
MW 7-10 p.m.
Sabella.
INTRODUCTION TO EDUCA;
11:lO a.m.-
TION.
3 Cr.
First Term.
12:15 p.m. St. Paul.
CHILDREN'S
LITERATURE.
9:lO-10:00 a.m. Meyer.
EDUCATION C-490.
TESTS AND MEASUREMENTS.
3 Cr. Second Term. 9:05-10:ZO a.m. Kaden.
St. Paul.
ENGLISH 45. MAJOR AMERICAN WRITERS. 5 Cr.
Works of selected writers
from Colonial
times to the present; their contrsutions
to the development of American literature.
First Term. 8:45-10:05 a.m. Davis.
ENGLISH 52.
THE ANTEBELLUM SOUTH:
ITS
4 Cr.
Thematic
HISMRY AND LITERATURE.
examinationofpre-Civil War Southern life:
for each 10-lesson series.
For information contact the Department of Music.
PHILOSOPHY 2 1 .
PROBLEMS OF PHIWSOPHY.
4 Cr. Introduction to the nature, aims,
central problems, and terminology of philosophy.
First Term.
10:35-11:40 a. rn.
Reichenbach.
CHRISTIAN VIEW OF MAN. 4 CK.
The Christian doctrine of man and salvation.
Its uniquenees and relevance to
certain other contemporary views of the
nature and destiny of man.
First Term.
10:35-11:40 a.m. Benson.
PERSONS IN good standing at regionally accredited colleges
and universities, as well as graduates of such institutions,
are eligible to attend Augsburg Summer School. Good standing
implies that the student has been admitted to a college and
has not subsequently been dropped by that institution.
R E l I B I O M R-210.
ACCEPTANCE as a summer student does not imply admission as a
regular student of Augsburg College; persons wishing to
complete a degree program at the college should apply for
admission through the Office of Admissions.
RELIGION 84.
9:05-10:20 a.m.
R E L t ~ l o nR-211.
r ~ urr
z
PHILOSOPHY 6 1 .
PHILOSOPHY OF RELIGION.
5 Cr. An inquiry into the nature of religious faith, experience, and language.
First Term.
8:45-9:50 a.m. Reichenbach.
rfrsrmcwuAKD
THA' OWI Y'~~11'hHKNT. 3 i r .
Wlfall.
HTSToRY W # IJWrUTIJRZ
~ ~ P T A K E ~ . ,~ .
9:05-10:20
a.m.
.
Wffall.
RELIGION R-330.
Cr.
First Term.
Sohn. St. Paul.
PHILOSOPHY 99. INDEPENDENT STUDY. var. Cr.
First Term. Time Arranged.
michenbach.
L I T ~ A N R GOF
S e n d 'l'rml.
St. Paul.
W
sc~onrl T-.
STUDENTS ADMITTED to Augsburg College for the Fall Term of
1969 are eligible to attend Summer School, as are persons
admitted by other colleges for the fall of this year.
St. Paul.
CHRISTIAN DOCTRINE. 4
11:lO a.m.-12:15 p.m.
IF REGULARLY ATTENDING another institution, a student must
provide the Director of Summer School with a statement from
an appropriate official (e.g., Registrar or Dean) sf his
college that he is in good standing and eligible to earn
credits in the summer session. Credits earned at Augsburg
will be transferred only if this requirement has been met.
RELIGION R-430.
LUTHERAN CONFESSIONAL
WRITINGS.
3 Cr. Second Term. 7:40-8:55
a.m. Stach. St. Paul.
RELIGION R-460.
PHYSICS 1 .
INTRODUCTION TO ASTRONOMY.
4 Cr.
The solar system, stars, galaxies.
The use of optical instruments; viewing
with a 12" reflecting telescope.
7-10
p.m., TPh. Hanwick.
TERS. 1 Cr.
TTh. Stach.
SEMINAR IN PASTORAL LETSecond Term. 1:OO-2:15 p.m.
St. Paul.
OTHER PERSONS wishing to take summer school work should contact the Director of Summer School to ascertain eligibility
under special circumstances.
SOCIOLOGY 1 1 .
P O L I T I C A L SCIENCE 2 1 . AMERICAN GOVERNMEW
11
NATIONAL.
5 Cr.
Emphasis on the
Presidency, Congress, ard the
Supreme
Court; conflict, consensus, economics, and
ideological factors.
Second Term. 8:4510:05 and 10:35-11:55 a.m. Stenshoal.
P O L I T I C A L SCIENCE 51. CONTEMPOR~RYCOMMU4 Cr.
The political
NIST GOVERNMENTS.
~rocesses'of the Soviet Union and other
communist states analyzed in ideological,
party, and institutional terms.
First
Term. ITh. 7-10 p.m. Noonan.
P O L I T I C A L SCIENCE 99.
INDEPENDENT STUDY.
Variable credit. First Term.
Time arranged. Noonan.
MAN IN MODERN SOCIETY.
4 Cr.
A sociological perspective of the
cultural and structural dynamics of the
western world.
First Term.
8:45-10:05
a.m. Torstenson.
SOCIOLfiGY 57.
5l.lMQ:R W K 111 C C ; ? r ! E C T ? s
z-XLAI. GERVICR. 5 ( 5 . N U ~ O I n b t h r a
a special summer program not integrated
with other Summer School offerings. For
information w i t e
Dr. Joel Torstenson,
Augsburg College.
btlll
SOCIOLOGY 6 1 .
INTRODUCTION TO SOCIAL
5 Cr. Methods of collecting,
and intermeting data in the
social sciences. Graphs. tables, measures
of central tendency; the testing oP hypotheses. First & Second Terms. 5:306:20 p.m. M-F. (9 weeks) Nordlie.
STATISTICS.
cnmnarino.
. r----.=.
I
di
. GENERAL PSYCHOLOGY.
First Term. 10:lO-11:OO a.m. Maneks.
PSYCHOLOGY C - 2 1 1
3
Cr.
St. Paul.
PSYCHOLOGY 99.
RESEARCH PROBLPIS.
SPEECH
11.
BEGINNING SPEECH.
4 Cr.
Basic problems of effective speaking and
critical listening. 8:45-10:05.
Olson.
SPEECH 99.
INDEPENDENT STUDY. Variable
Credit. Arranged. First Term. Olson.
I
I
LIMITED food 1 service w i l l be a v a i l a b l e d u r i n g the summer
sessions.
I f housing i s r e q u i r e d , arrangements should b e
J a m e s L a n c a s t e r , Manager o f H o u s i n g .
made w i t h M r
.
WORKSHOP
DESCRIPTION OF COURSES
-
June 16 20,1969
g:OO a.m. 10:30 a.m.. . . . . . . . . . . ..Knut Nystedt
-
The discussion will center on "Music in Europe
i n the Atomic Age" and "New Sounds in Choral
Music." Many taped examples, as well as the
actual scores, brought from Europe by Mr.
Nystedt will be used.
-
10:45 a.m. 12:15 p.m.. . . . . . . . .Leland B. Sateren
I
DR. LELAND B. SATEREN, a
1935 graduate of Augsburg College,
received his master's degree from
the University of Minnesota i n
1943. He returned to Augsburg in
1946 and has directed the Augsburg Choir and served as chairman
of the Department of Music since
1950.In 1965 he was honored with
a Doctor of Humane Letters degree
from Gettysburg College, Gettysburg, Pa., and a Doctor of Music
degree from Lakeland College, Sheboygan, Wis. With many published
choral works to his credit, Dr.
Sateren has also written several
books and numerous articles on
choral music and its performance.
Wide interest i n the field of
music is evidenced by his professional memberships in the Music
Educators Association, the Hymn
Society of America, and his work
as a member of the Inter-Lutheran
Commission on Worship. The Augsburg Choir, under Dr. Sateren's
direction, has premiered several
contemporary pieces which emphasize t h e "new sound" i n choral
music. In December the choir sang
the premiere of Christobal Halffter's "Yes Speak Out Yes" i n the
General Assembly of the United
Nations in New York City with the
Minnesota Orchestra.
Choral Topics I
"Graphing the Vowel," "Suspensions and Other
Organic Expressive Elements" a n d "Part
Dynamics" are included in the topics for discussion and demonstration.
-
1:30 p.m. 3:30 p.m.
. . . . . . . . . . . . .Dale Warland
This study of larger-than-anthem choral works
will include Penderecki's "Stabat Mater,"
Stravinsky's "Symphony of Psalms," Nicolas
Roussakis' "Night Speech," Britten's "Rejoice
in the Lamp," Poulenc's "Gloria," a_nd others.
I
Recreation Period
KNUT NYSTEDT, a graduate of
the Oslo Conservatory of Music, is
conductor of the Norwegian Soloist
Choir and professor of choral conducting at the University of Oslo.
He is ;currently composer in residence at Augsburg College. In the
United States he has studied composition with Aaron Copland, conducting with Robert Shaw, a n d
organ with Ernest White. His compositions, both choral and instrumental. have been premiered i n
Norway by both the Oslo Philharmonic Orchestra and the Norske
Solistkor and in this country by several orchestral and choral groups
including the Augsburg Choir. Mr.
Nystedt recently received the
St. Olaf Veda1 from the King of
Norway for his contributions to the
musical life of his country. In the
year of its birth, Nystedt's setting
of "De Profundis" won the coveted
Norwegian prize as the best composition of the year, all categories
considered, and it was subsequently
performed a t t h e International
Society for Contemporary Music.
Given its U. S. premiere by the
Augsburg Choir, the revolutionary
character of the piece opened new
paths in choral composition and
performance in this country. His
later "Praise to God" continued the
exploration of new sounds. This
work was given its world premiere
by the Augsburg Choir.
DR. DALE WARLAND has been
at Macalester College since 1967.
A native of Fort Dodge, Iowa, Dr.
Warland is a graduate of St. Olaf
College and has attended the University of Minnesota (M.A.) and
the University of Southern California (D.M.A.). His professional
career has included positions at
Humboldt State College (Calif.),
and Keuka College (New York) before joining Macalester. He has prepared several major choral works
for performance with the Minnesota Orchestra. During the past
season, the Macalester choirs participated q i t h the symphony i n
Penderecki's "St. Luke's Passion"
premiere in New York City and in
a local performance of "Missa
Solemnis" by Beethoven.
Minneapolis, the City of Lakes, offers a full
and varied program of recreation opportunities
to complement the facilities a t Augsburg
College. Swimming i n one of the many lakes,
golfing at the municipal courses and other
activities are easily accessible to participants.
-
6:30 p.m. 7:30 p.m.. . . . . . . . . .Leland B. Sateren
Choral Topics I1
"Color and Concept," "Directing Mixed Meter
Music," "Line" and "Functional Choral Music"
are some of the topics to be considered.
-
7:30 p.m. 9:30 p.m.. . . . . . . . . . . . . .Knut Nystedt
"The Interpretation ?nd Performance of
Music by Knut Nystedt.
AUGSBURG
COLLEGE
ABOUT THE WORKSHOP
Music is never static. It is constantly alive speaking - expressing. As music continues to develop
new avenues and vehicles of expression, the director
must seek the understanding and techniques of
bringing this expression to his audience.
Leland B. Sateren and the Augsburg Choir have
long been associated with the presentation of "new"
choral music. Each year they have premiered important new works such as Nystedt's "Praise to God."
Knut Nystedt, Norway's leading composer of
choral music, is active in the "new" sounds in choral
composition. Mr. Nystedt is extending his stay as
composer in residence at Augsburg College to take
part in this workshop.
Dale Warland, director of choral organizations at
Macalester College, has been associated with the
preparation and performance of a number of larger
contemporary works including the New York City
premiere of Penderecki's "St. Luke's Passion" with
the Minnesota Orchestra.
Augsburg College has chosen this, its Centennial
Year, to enter the field of choral workshops. The
importance of this new music, the music of the
future, will be the primary focus of the Sateren
Choral Workshop in its first year.
TUITION
Without Credit
. . . . . . . . . . . . . . . . . . . . . . . $~o.oo*
This includes mimeographed materials and attendance ?t 911 sessions. Participants will be given the
opportunity of purchasing the music used in the
workshop.
Partial Registration . . . . . . . . . . . . . . . . . . . $25.00~
Partial registration is available for those unable to
attend the complete workshop but wishing to take
part as their schedules permit.
Undergraduate Credit.. . . . . . . . . . . . . . . . . . $20.00
One or two undergraduate credits may be earned
through Augsburg College upon examination and
payment of the special $20.00fee. This fee is leveled
by the college and has nothing to do with the $50.00
fee listed above.
*A 10% discount will be granted to applications received b y
May 30.
ROOM AND BOARD
Single Rooms . . . . . . . . . . . . . . . . . . . . . . . . . $55.00
Double Rooms . . . . . . . . . . . . . . . _ .
. . . . $45.00
Participants .will be housed in the new high-rise
dormitory, Urness Tower. Meals will be served in the
College Center Commons. Accommodations for
wives or husbands are available.
AUGSBURG
STUDENT NO.
-Mr.
NAME: - Miss
Mrs.
COLLEGENOW
ATTENDING, i f o t h e r t h a n Augsburg:
PRESENT ADDRESS:
ZIP:
PHONE :
PERMANENT ADDRESS:
ZIP:
PHONE:
CLASSIFICATION AS OF JUNE, 1969 [ P l e a s e c i r c l e ] : F r . SO. J r . S r . O t h e r :
I p l a n t o attend:
*
- F i r s t Term (June 9 - J u l y 18)
Second Term ( J u l y 21-Auaust 9 ) *
T h e Second Term a t C o n c o r d i a , S t . P a u l , l a s t s a n a d d i t i o n a l w e e k , i . e . , t h r u A u g u s t 16
FROM THE LIST OF p r o j e c t e d Summer School o f f e r i n g s , p l e a s e e n t e r below your FIRST and
ALTERNATE c h o i c e s . Actual o f f e r i n g s w i l l be determined by demand. A normal maximum of
15 c r e d i t s may be earned d u r i n g t h e two terms [16 c r e d i t s i f t h e Second Term work i s
taken a t Concordia C o l l e g e ] .
FIRST CHOICES
Dept.
No.
Title
Term [ s l
Credits
1
ALTERNATES
I ENCLOSE A TUITION DEPOSIT OF $
. A t u i t i o n d e p o s i t o f $25.00 i s r e q u i r e d f o r
p e r s o n s p r e r e g i s t e r i n g f o r f i v e o r more c r e d i t s ; t h e d e p o s i t f o r f o u r o r f e w e r c r e d i t s
i s $15.00.
Payment i n f u l l o f Summer S c h o o l c h a r g e s i s r e q u i r e d when f i n a l r e g i s t r a t i o n
i s c o m p l e t e d o n t h e d a t e c l a s s e s a r e s c h e d u l e d t o b e g i n . Make c h e c k t o Augsburg C o l l e g e
I submit t h i s A p p l i c a t i o n and P r e r e g i s t r a t i o n s u b j e c t t o t h e c o n d i t i o n s o f t h e 1969
Augsburg Summer School B u l l e t i n , which I have read and agree t o .
Date :
.
Signature:
.
-
-
. .. .
R e t u r n c o m p l e t e d f o r m , t o g e t h e r w i t h d e p o s i t , t o Summer S c h o o l O f f i c e , Augsburg C o l l e g e ,
M i n q e a p o l j s , MN 55404.
Or b r i n g t o t h e Summer S c h o o l O f f i c e , Memorial H a l l , Room 1 1 1 .
"
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REGISTRATION
FORM
E n c l o s e d i s $20.00 r e s e r v a t i o n f e e f o r t h e S a t e r e n C h o r a l Workshop. ( T h i s f e e may be
r e f u n d e d i f t h e Manager i s n o t i f i e d o f c a n c e l l a t i o n b e f o r e s e s s i o n s b e g i n o n J u n e 1 6 . )
Please check a s applicable:
- I d e s i r e a s i n g l e room.
- My w i f e o r husband w i l l
-I do n o t d e s i r e c o l l e g e
accompany me,
housing.
- I am r e g i s t e r i n g f o r c o l l e g e c r e d i t .
Name:
,
- . . -. -
. . . ...
Address : - .
. .
Date:
,
. ..-.
...
,
-.
-
-
R e g i s t r a t i o n s f o r t h e Sateren Choral Workshop should be m a i l e d t o :
Workshop, Augsburg College, M i n n e a p o l i s , MN 55404.
. .
.
-
ZIP:
Manauer, Choral
-
C
C
C
C
1
Show less
augsburg in the summer
Augsburg College offers a varied summer curriculum
that includes courses in 18 academic disciplines
as well as internships and independent studies.
A detailed listing of courses begins
o n page 8.
-
summer session I
May 27 to June 27
summer session I
July 7 to Augu... Show more
augsburg in the summer
Augsburg College offers a varied summer curriculum
that includes courses in 18 academic disciplines
as well as internships and independent studies.
A detailed listing of courses begins
o n page 8.
-
summer session I
May 27 to June 27
summer session I
July 7 to August 7
summer session info
Course loads in Summer Session:
Students may take up to two courses in
each session. However, W E C students
taking two or more classes in the spring
trimester are not eligible to take classes
in Summer Session I. Unless otherwise
indicated, all courses carry a value of
one course credit. O n e Augsburg course
credit is the equivalent of four semester
credits and six quarter credits.
Augsburg general education:
Courses fulfilling Augsburg's Liberal
Arts Perspectives and Graduation Skills
requirements are so noted along with
the description of the course.
Course levels: The first digit of the
about
augsburg
Augsburg College is a fouryear, liberal arts college located in the heart of
Minneapolis, and affiliated with the Evangelical Lutheran Church in America.
Augsburg is accredited by the North Central Association of Colleges and Schools.*
The small college environment, about 3,000 students during the academic year, is
enriched by the many opportunities found in this vibrant metropolitan area.
Augsburg's setting allows students to participate in a host of cultural and recreational
activities.
three-digit course number indicates the
course level. Course numbers beginning
with a "1" or "2" are lower division
courses and are intended primarily for
freshmen and sophomores; course
numbers beginning with a "3" or "4"
are upper division and are primarily for
juniors and seniors.
Independent study: Independent
studies may be arranged in consultation
with individual faculty members.
Employer reimbursement: Students
who qualify for reimbursement by their
employers may use their reimbursement
to pay for Summer Session courses.
Housing: Students who need housing
may contact the Residence Life Office
at 612-330-1488.
information
Additional information may be
obtained at:
www.augsburg.edu/summer
Augsburg College
Campus Box 143
2211 Riverside Avenue
Minneapolis, MN 55454
For registration or financial questions:
612-330-1046 (Enrollment Center)
For questions related to courses:
612-330-1025 (Academic Advising)
eligibility
Persons in good standing at regionally
accredited colleges and universities,
graduates of such institutions, and
students admitted for the next fall term
are eligible to attend Augsburg Summer
Session. Good standing implies that the
student has been admitted and not
subsequently dropped by that
institution.
Internships: In addition to those listed,
' N o ]th C s ~ t ~Association
ul
of Colleges and Schools, Cor~anissionoil h~stittitionsof Highel Ed~icutini~,
312-263-0456. Web site <wtmu.i~cociheerg>
internship opportunities may be
arranged individually during the
summer. Academic internships are
carefully planned work-based learning
experiences, supervised and evaluated
by a faculty member. Consult the
Center for Service, Work, and Learning
at 612-330-1148 for more information.
Students accepted for Summer Session
are not automatically granted admission
as regular students of Augsburg College.
Those wishing to begin a degree
program at Augsburg should apply to
the Office of Undergraduate
Admissions, 612-330-1001, or the
Weekend College Admissions Office,
612-330-1743.
-
calendar
I1 students may begin to register for
>ummer ~ e s s i h ncourses o n April 7.
Web registrarion will remain open
until May 2 (Session I) and June 13
(Session 11). Web registration hours
will be 9 a
p.m. daily. Augsburg
students are encou;aged to use Web
registration. Non-Augsburg stud--+.
must reglster In person at tfieF
Enrollment Center between 8:31
a.m.-4:30 p.m. M-F (extended hours to
6 p.m. o n the first and secona.day of
#classes for each session; open .Thursdays
12-4 p.m.). The Enrollment Center is
located in Sverdrup Hall. We
recommend that you schedule your
courses as early as possible.
;*
3-
If a discrepancy is found between this
catalog and course information found
through AugNet, AugNet should be
considered the most current, and thus,
correct.
Students registering for Summer
Session I must complete their
registration by May 27.
Students registering for Summer
Session 11 must complete their
registration by July 7.
Augsburg students will be billed through
Student Accounts. Non-Augsburg
students must pay 50 percent of tuition
at the time of registration. All students
must be paid in full by May 9 for
Summer Session I and June 20 for
Summer Session 11. Tuition must be
paid in full (see calendar), or you will
be dropped from your course(s).
Augsburg students who have unpaid
balances from previous terms must
pay these balances before they may
register for Summer Session.
Change in Registration: Many courses
fill early and courses with low
enrollments will be canceled one week
before the first day of the session.
Students who cancel their registration
prior to the first day of the session must
complete a drop/add form at the
Enrollment Center (this must be done
in person). There is a charge of $100.
For refund information please see
schedule of refunds o n next page.
A late fee of $75 will be assessed for
students who register after the first day
of the term. No Session I registrations
will be accepted after May 30. No
Session I1 registrations will be accepted
after July 10.
m
rn
ummer ruu3
sessZon I session I 1
map of augsburg
:UUJ aummer
Session courses is:
$1320 for full-credit courses
$660 for half-credit courses
Audits are charged at the tuition rates
listed abov
financial aid
F
No aid is given iur a u l u l l l r l Session I as
it runs concurre
with the WEC
spring trimester
dl!
led in Summer
WEC stude
Session I1 may be eligible for financial
aid if their course load is at least 1.0
-a
Eligibility for SummLL
Session attendees
Students who maintain half-time status
(as defined by the program in which they
are enrolled) are eligible to apply for
financial aid.
Day program
Students enrolled in either Session I or
11, or both sessions combined may be
eligible to apply for financial aid if their
course load is at least 1.5 credits over the
two sessions.
..b
Lig!?
---A:-
TO
*
avvlv
-- .
L
The only forms of financial aid available
for Summer Session attendees are the
Federal Pell Grant (for students who
meet eligibility requirements) and
student loans. The financial aid priority
deadline for Summer Session is April
15, 2003. Visit the Enrollment Center
Web site to download an application
form at <www.augsburg~edu/enro~~>.
COLLEGE MAP INFORMATION
1. Admissions Weekday Program
2. Admissions Annex and Weekend
Admissions
3. Air Structure Entrance
(November through March)
4, Edor-Nelson Athletic
Field and Seasonal Air Structure
5. Christensen Center
6. East Hall
7. Faculty Guest House
8. Foss. Lobeck, Miles, Center for
Wonhip. Drama &Communication
9. Sverdrup Hall
10. Husby-Slmmmen Tennis Couris
I I. Ice Arena
12. Development, PR/Communications.
and Alumnimarent Relations
13. Lindell Library
14. Maintenance and Grounds Shop
15. Moriensen Hall
16. Murphy Place
17. Murphy Park
18. Music Hall
19.New Residence Hall
20. Old Msin
21. Anderson Hall
22. Quad
23. Science Hall
24. Security Dispatch Center
25. Shipping and Receiving
26. Melby Hall
27. Sverdrup-Ofledal Memorial Hall
28. Umess Hall
campus location
PARKING INFORMATION
A-Visitor Parking
B. Resident Parking
C. Commuter Parking
D. FacullylStafflCommuter/Resident
Parking
E. Resident Parking
F. Resident Parking
G. Admissions/Faculty/StaffParking
H. FacultyIStaff Parking
I. Visitor Parking
J . FacultyISlaff Parking
K. FacultyIStaff Parking
L. Visitor Parking
M. Faculty/Staff/Commuter Parking
N. Faculty/Staff/Commuler Parking
0. Fairview-University Parking Ramp
3 5 W from the NorthTake Washington Avenue exit and turn left o n
Washington (turns right onto Cedar Avenue), turn left
at Riverside Avenue, right at 21st Avenue South.
1-94 East from MinneapolisAugsburg College, as affirmed in its mission, does not dtniminote o n the basis of race, color, creed, religion,
national o r ethnic origin, age, gender, sexual orientation, marital status, status with regard to public msistance, or
disability in its education policies, admissions policies, scholarship a n d loan programs, athletic andlor school
administered pmgrams, except in those instances where religion is a bonafide occupational qualification. Augsburg
College is committed to providing reasonable accommodations to its employees a n d its students.
Any questions concerning Augsburg's compliance with federal o r state regulations implementing equal access a n d
opportunity can be directed to Betty Wade, affirmative action coordinator, Office of Human Resources, C B 79,
Augsburg College, 221 1 Riverside Ave , Minneapolis, M N 55454. She can be reached by telephone,
612-330-1023; or by e-mail, <wadeb@augsburg.edu>.
Take 25th Avenue exit, turn left at 25th Avenue, turn
left at Riverside Avenue, turn left at 2lst Avenue
South.
1-94 West from St. PaulTake Riverside exit, turn right at Riverside Avenue,
turn left at 2lst Avenue South.
3 5 W 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 2lst Avenue
South.
session I
Please refer t o
may 27 to june 27
http:llaugnet.augsbu~~g.edu
for
the m o s t c u r r e n t classroom i n f o n n a t i o i ~ .
Kapoor
ECO 1 1 3 - S
Principles o f Microeconomics
location
An introduction to microeconomics: the theory o f
perspcctivdskill:
and
the household, f i r m , market structures, a n d income
6-9:30
BUS 3 3 1 3
Financial Management
ART 132-S
Topicr related to theory acclulsiti
Photography
Raschke
.,<.., ~ visual
r
T h e camera u... ,
,,
,
,
,
,black a n d white
creativity and expression
and nianagcment, SOL
lncl 11:
short-term funds, can
,sts/huogetin:.,
Ieueragc,
distribution. Application o f elementary economic
Z O 112 o r 113, a n d MPC; 3)
independently o f E C O 110 o r 112. E C O 112 and
(Prereq.: A C C 221,
35 m n i , single-lens reflex camera. Estimated cost o f
6-9:30 11.m
MWF
O l d M a i n 26
113 may b e taken in either order.
(Prereq.: M P G 2 )
f i l m , etc.: $200
Perspcctive/SI
6-9:30 p i n
Old Maill 4
BUS 3794
Quantitativ
Isaacson
A n i n t r o d u c t ~ o nt o quantitative
reasoning
PerspcctivJSkill:
Social W o r l d 1, 2
8:30 a . m -noon
?; TI1
Suerdnrp 201
to assist
students i n reading and interpreting clnta Topics
Life Drawing
include descriptive measures, probability, sampling
-
T h i s course w ~ l ~l n t r o d u c et l ~ estuclent t o the
distributions, estimation, and I~ypotliesistesting
EDC 2 2 0 3 (.5 c r e d i t course)
w i t h emphasis o n a~>l>licdp r o b l c ~ n sin business and
E d u c a t i o n a l Technology
eC,IllOIlIICS.
Y o u w i l l be cxposed to basic theories o f
ART 247-S
methods anti tcchniqucs o f drawing the humar
form through tlie use o f live moilels Emphasis w i l l
bc placed o n dc\,clopnicnt o f perceptual drawing
( P r ~ r c i ~ .M: I S
skills to accurately render tlie h u m a n form i n a
6-9:30 p.m.
spatial e ~ l v i r o n m c n tTopics covered w i l l include:
MKT 2 5 2 3
gesture, prnportio11, foreshortening, skeletal and
~nusculatureanatomy, s l i a ~ l i n gand rendering, and
composition. N O T E : There w i l l be a $50 fee
model.
M, W
Erickson
Become skilled in some o f tlie digital tools used in
today's schools. Learn h o w t o choose appropriate
Meziou
Principles o f basic policy and strategy issues i n
M,W
O l d M a i r ~18
H i s t o r y o f U.S. F o r e i g n R e l a t i o n s
8:30 a m -noon
M, W
Suerd?up 2 0 4
Kader
emphasizing changing definitions o f war a n d peace,
tensions between internationalism a n d
isolationism, the emergence o f the U.S as a n
ENG 2 2 5 - S
Swanson
I n t r o i l u c t i o n to business activities, basic concepts
and f u ~ i d a m e n t a l so f accounting, the accounting
cycle, a n d preparation o f financial statements
8:30 u.111 -11uor1
M, W
O l d M o i r ~2 9
BUS 2423
Principles o f Management
Cerrito
D e w l o p n i e n t u f the theory o f management,
organization, staffing, planning, a n d control. T h e
stresses style a n d organization, the process o f
Gilsdorf
A n i n t r o J u c t i o n t n macroeconumics: national
income analysis, monetary and fiscal policy,
~ n t c r n a t i i n i a tmde.
l
Application o f clcmcntary
ecc~nomict l i e o ~ yto current economic prohlerns.
May be taken indcpendcntly o f E C O 113 o r 110.
Staff
A survey o f U.S. foreign relations f r o m the
American Re\,olution through the C o l d War,
Effective W r i t i n g ( E N G 111). Its workshop format
Principles o f Accounting I
I
H I S 33223
T h i s course builds o n the practices a n d methoils o f
..
112.
Principles o f Macroeconomics
evaluate their learning w i t h tlie Director o f tlie
Center for Service, W o r k , a n d Learning.
Satisfactory conipletion fulfills the Augsburg
Experience (AE).
educational settings.
a n d technological factors as they affect proiluct,
O l d M a i n 17
A C C 221-S
Old M a i n 23
G S T 009-S
Cooperative Education
Olson
Cooperative Education is a w o r k experience related
to a student's m a j o r / ~ n i n o r o r career interests, b u t
n o t done f o r academic credit. T h e goal is f o r
applications o f theories a n d tcchniqi~esfor
Intermediate Expository W r i t i n g
. .
?: T I \
communication, selection, e\nluation, a n d researcl~.
Suerdl.~ip 2 0 6
Principles o f M a r k e t i n g
6-9:30 p,nl.
western
it^^^
stuLlcnt\ t o n1lp.y t l i c ~ ~ rr,)) pr.I.rlLc III 1111i~~)pr<)vc.l
\vc,rk seulng. Sru.lunt> ser tmrn.ng peen ~tn.1
1
price, p r o m o t i o n a n d distribution decisions.
Perspective: Aesthctics
6-9:30 p m.
)0 o r 370 a n d M P G 3 )
marketing. Legal, ethical, competitiue, economic
payable o n tlie first day o f class for the cost o f the
to American thought by w o m e n and people o f
color.
theory t o market policy. M a y b e taken
and dividend policy
photographic processes. Students need access t o a
Stein
revision, self a n d peer evaluation, a n d the
M,W
O l d M a i n 13
0
Studies
Rrspective/Skill: W r i t i n g
T
6-9:30 p.m
I N S 105-S
Introduction to American Indian
relationship henveen reading a n d writing.
(Prcreq.: E N G 111)
4-7:30 p.m.
economic a n d military power.
TI1
Old Main 26
Weston
T h i s course is intended t o intrucluce students to
American I n d i a n Studies. Concepts and topics t o
E C O 112 a n d I 1 3 may he taken i n c ~ t l i eo~r ~ l e r
ENG 2 5 1 - S
(Prcrcq.: M P G 2)
Readings in A m e r i c a n L i t e r a t u r e
Perspecti\-e/Skill: Western Heritapc
An introduction t o selected texts o f literary and
contemporary issues, a n d tlie arts Minnesota
historical importance that yield a n ~ ~ n d e r s t a n c l i n g
Indians w i l l bc emphasized where appropriate.
1 4 3 0 p.111.
M, W
Soerdrlil~202
be covered include, alnong others, history,
Clayton
language, culture, literature, policy, images,
nature o f a u t l ~ o r i ~ accountability,
y,
responsibility,
o f o u r Western heritage a n d contemporary
Perspective/Skill: Intercultural Awareness I
a n d analysis o f thc professiunal manager
American worldviews Themes could include the
6-9:30
6-9:30 p . m
T; Th
Music 2 4
emergence o f a national identity, the shaping o f a
collective American memory, a n d the contributions
pm
M, W
Old M a i n 23
b
session
I may 27 to june 27
r
W S 1991399-S
Internship
hallenge of balancing economic development,
~ ~ I C I . Lharmony,
I
and envi~onmentalsustainability.
faculty sponsor, and site supervisor design a
learn~ngagleenient plan that links classroon~
theory, the liberal arts perspectives and graduation
skills with the opportunities inhcrent in the
internship. The student must complete a lear~iing
portfolio based on the internship. Student should
consult with the faculty sponsor regarding
requirements and get permission to register. P/N
grading
4ASL 101-S
Beginning Sign Language I
Mikkelson
An introduction to denf culture and the signs and
syntax of ASL Students obscrve the demonstration
of signs, practice their own signing, and learn the
facial expressions and hociy langi~ageneeded to
co~uniunicateclearly with denf and har<i.of.hcaring
people.
Perspective/Skill: Inrerculturnl Awareness
6 4 : 3 0 p.11~.
?; W Th
Old Maill 2 9
SPA I l l - S
Kingsley
Beginning Spanish I
Aims to develop four basic skills: understanding,
speaking, reading, and writing of elementary
Spanish, introduction to tlic culture of the Spanishspeaking world.
Perspccti\.dSkill: Intercultural Awareness
8:30 a in.-! 1 a.m.
T; K( TI1
Old Mnit~2 6
There will be weekly excursions to explore the river
in the Twin Cities and meet with local policy
~nakersand stakeholders. Students will report to
the class on a research project on a topic of their
choosiny.
Perspectiw/Skill:
linking, Social World 1 or 2
6-9:30 p.m.
Old Main 2 7
n
!
i
SWK 699(D)-S
Comparing Family Practice, Child
Welfare & Social Services i n the U S N K Link
This is a n international travel experience. T h e
course provides both an overview of social policy,
family, and child welfare services in England and
an opporti~nityto observe the approach to social
work practice with families and children. Students
pal ticipate in an orientation to the European
Union and British social services at Augshurg then
PSY 362.!
Abnormal Psychology
Hanson
An introduction to psychological disorders and
treat~nent.
"SY 105)
(Prereq.: PT" '^'
6-9:30 p.m
,
ww ,
Old Main
25
REL 3 7 0 3
American Indian Spirituality
and Philosophical Thought
Jacobson
Religious beliefs, spiritual customs, and philosophy
of North Anierican Indians arc studied. Tribal
similarities and differences are explored, as are tribal
relationships with nature, religious o\rersight of life
cycles, sacrcd ritual ceremonies, and beliefs in an
afterlife.
(Prereq.: ENG I l l , junior standing, and REL 111,
221, or 331)
Pcrspectivc/Skill: Intercultural Awareness 1 or
Christian Faith 3, Writing
6-9:30 p,nl.
T TI1
M~rsic22
travel to Bristol University, England, for tlie
program. Participants work with American and
British students, faculty, and community
practitioners. The course inclu~lcslccturcs and
visits to a variety of agencies and student have
British tutors for in-depth analysis of policy and
practice in (their choice): healthcare, child welfare,
and family service Orientation in June, travel to
UKJuly 2-17, August debriefing. Undergraduate
students !nay apply to their department chair to
take this course as a n independent study. For Inore
information contact Rosemary Link at 612.3301147.
S P C 329-S
Intercultural Communication
implications for conimunication, including
differences in values, norms, social interaction, and
code systems.
6-9:30 p.m.
POL 2 4 1 8
Environmental and River Politics Underhill-Cady
This coursc explores thc politics and policies
relating to the communities and ecosystem5 of the
Upper Mississippi River watershed Issues co\rerecl
include controversies about river pollution, tlie lock
and clam system, rcgional water supply, flood
control, cconomic development in the river
corri~lor,farming practices, and energy production.
In r e ~ a r dto each of these, the class will examine
REL 4 9 0 3
Topics: Vocation and the Christian Faith Tranvik
What are lily gifts! What are the needs of the
comniunity! What am I called to do? In this course
we will reflect on these questions using the Bible,
the Cl~ristiantradition, literature, film, and popular
culture as our guides.
(Prereq.: REL 111, 221 or 331)
Pcrspecti\,e/Skill: Christian Faith I, 2, or 3
Lapakko
This coursc explores cultural differences and their
7: Tit
Old Main
13
S P C 4803
Public Relations/PromotionaI
Com~nunication
Hanson
Public relations in the modern world of
communication, marketing, government, and
business. An overview of public relations as a career
and a survey of basic promot~onalcommunication
in profit and non-profit organizations.
6-9:30 p m.
M,
W
Old Mair~16
session I 1 july 7 to august 7
Please refer to http:llaugnet.augsburg.edufor the most current classmom information.
'
A R T 33023
Graphic Design ,
Allen
This course is a n advanced study of the graphic
Bollman
Irawing course. Students work
This is a first
with a variety of traditional and non-traditional
drawing media and explore important concepts of
drawing. Slide lectures, demonstrations, and
design of typography and visual imagery for print
~ r o d u c t i o nusing the comuuter. Studies include
identification of
blems and presentation
B U S 4 9 5 N A L 599-S
Topics: Leadership through
Influence: Coaching and Consulting Lashbrook
The purpose of this course is to explore how to
lead through influence rather than authority. We
to client.
will examine consulting and coaching models to
determine appropriate processes and practices. You
(Prereq.: A K
will have opportunities to apply these models
critiques complete I
lrning experience.
through both consulting and coaching assignments.
Perspective/Skill A
.ire
(Prereq.: senior or graduate student status)
6-9:30 p.m
6-9:30 p.m.
A R T 11823
Painting
.S
Bollman
In this first level painting course, students learn
Principles of Accounting 11
Kader
A continuation of ACC 221. Introduction to cost
M,
W
Suerdrup 206
MIS 1 7 5 3
Principles of Computing for Business Isaacson
An introductory course to develop understanding
basic understanding of the science behind issues
present and in the future.
(Prereq,: MPG 2)
Perspective/Skill: Natural World 2
8:30 a.m.-noon
D
I
7; Th
Science 3 15
@
E D C 2061566-S
DiversityNinnesota American Indians Gresczyk
This course examines human diversity and Iiunian
relations. It fulfills the Education Department
human relations and Minnesota American Indian
requirements and is a n option within the licensure
program.
important concepts of painting. Most class time is
spent painting. Slide lectures, demonstrations, and
accounting for manufacturing. Basic concepts and
of basic computing concepts and specific skills in
fundamentals of managerial accounting, planning
using microcomputer software (Windows, Word,
critiques complete the learning experience.
and controlling processes, decision-making, and
Perspective/Skill: Aesthetics
behavioral considerations.
Excel, Access, Power Point, e-mail and the Internet).
Emphasis o n solving business related problems
E D C 4801580-S
School and Society
using software.
(Prereq.: MPG 3)
Emphasis on points of view about the role of
school in modern society, relationships with
T; Th
6-9:30 p.m.
A R T 225-S
Graphic Design
Old Main 17
(Prereq.: ACC 221)
8:30 a.m.-noon
I
Allen
1; Th
Old Main 29
6-9:30 p,m
This course is a n introduction to the principles and
B U S 24023
Personal Finance
techniques of graphic design using page layout
Introduction to personal financial planning and
software. Emphasis will be placed on designing
with text and image.
budgeting, credit management, income taxes,
Perspective/Skill: Aesthetics, Speaking
estate planning.
6-9:30 p m
M ,W
Foss 22B
Kapoor
insurance, real estate, investments, retirement, and
6-9:30 p.m
M,
W
Old Main 2 6
This course addresses the designed environment,
the intentionally designed laces in which we live.
We will investigate arcliitecture, landscape
architecture, and urban design; class sessions
consist almost exclusively of walking tours and site
visits to prominent examples of design excellence.
(Prereq.: for upper division-an art, history, or
urban studies course, and E N C 111)
Perspective/Skill: Aesthetics or City; Writing (upper
division only)
1 4 3 0 p.m.
M, W
Science 123
Foss 22A
marketing. Legal, ethical, competitive, economic,
and technological factors as they affect product,
price, promotion, and distribution decisions.
T; Th
Old Main 2 7
B U S 34023
H u m a n Resource Management
Cerrito
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)
6-9:30 p.m.
M, W
Music 2 4
of operating functions taught from a managerial
viewpoint with examples from various industries
and sectors.
(Prereq.: BUS 242)
T; TI1
Meziou
This thought-provoking course examines those
issues and activities unique to marketing in an
international setting. Emphasis is placcd o n
adaptation of a marketing nix according to the
B U S 4403
Cerrito
Strategic Management
Concepts and principles related to the management
6-9:30 p m
M K T 466-S
International Marketing
Music 2 4
international markcting environment.
(Prereq.: MKT 252)
6-9:30 p.m.
M, W
M, W
Suerdrup 1
Erickson
parents and community, collaborative models,
leadership, and professional development. Serves as
final theoretical preparation for student teaching
Fieldwork experience.
Principles of basic policy and strategy issues in
6-9:30 p in
A R T 2491349-S (with H I S 2491349-S)
Designed Environment
Anderson
T; Th
MKT 2 5 2 3
Principles of Marketing
6-9:30 p.m.
(Prereq.: PPST and admission to department)
Perspective/Skill: Social World 1 and 2 , Writing
8:30 a in -nooil
CHM 100-S
Chemistry for Changing Times
Gyberg
This course introduces basic chcmistry concepts in
the context of numerous science-hnsed issues in our
everyday lives with the goal of students having a
Svrrdrup 17
EED 2 0 0 3
Elementary Education Earth Science
Stangl
This course is designed for elementary cclucation
majors and includes earth science "hands-on"
inquiry based activities that model the teaching and
learning process of scientific inquiry. Meets basic
earth science subject matter standards for initial
licensu re.
5:30-9 p.m.
Old Main 2 7
M, W
M, W
Old Main 4
B
E N G 2821482-S
1 9 t h Century British Novel:
Investigating the Victorian Thriller
Liddle
This course studies the novel of suspense, mystery
and terror i n ~ ~ t h . c e n t l l B
ry
~fron, ~
~
~~~~k~~~~~~~
in
century to ~~~~~l~ a t its
~
~
~
ften challenging and sometimes subversive,
vels drew intense public scrutiny by raising
issues that politer domestic fiction hardly hinted at.
We will read several of the best of these thrillers,
investigate the culture that produced them, and
work to determine why they have continued to
appeal to successive generations of readers.
(Prereq.: ENG 111)
Perspective/Skill: Wester
+r
1+:3(
HIS 2 4 9 1 3 4 9 3
1
A R T 2491349.;
Designed Environment
.cimball
This course addresses the designed environment, the
INS 2 6 0 3
Contemporary American Indians
Weston
This course examines the situation of American
intentionally designed places in which we live. We
Indians in the United States since the Indian
will investigate architecture, landscape architecture,
and urban design, both in class and in site visits to
prominent examples of design excellence.
Reorganization Act of 1934. Emphasis is o n current
Underhill-Cady
A n introduction to the workings of the course
issues such as tribal sovereignty, treaty rights,
system in the United States, focused on the concepts
reservation economics and Indian education.
of power, justice, rights, and freedom. Topics include
studies course, and ENG 111)
Perspective/Skill: Intercultural Awareness
leducation.
war on terrorism, criminal and civil law, torts,
Perspective/Skill: HIS 349-City or nesrurtics;
6-9:30
(Prereq.: for upper division-an ar
.itage
^
:rdrup 206
POL 1 7 0 4
Law i n the United States
ory, or urban
p m.
M,
W
Old Main 13
Writing (Upper division only)
civil rights and civil liberties in the context of the
racism and discrimination, and environmental law.
Guest speakers will include local lawyers, judges,
civil rights activists, and police
Perspective/Skill: Social World 2 or 3
M A L 5 9 9 B U S 495-S
Topics: Leadership through Influence:
Coaching and Consulting
Lashbrook
G S T 00923
Cooperative Education
Olson
Cooperative Education is a work experience related
6-9:30
p m.
?; Th
Old Main 23
The purpose of this course is to explore how to lead
not done for academic credit. The goal is for
Internship
Olson
A work or service experience in which the student,
students to apply theory to practice in a n approved
faculty sponsor, and site supervisor design a learning
examine consulting and coaching models to
work setting. Students set learning goals and
agreement plan that links classroom theory, the
determine appropriate processes and practices. You
evaluate their learning with the Director of the
liberal arts perspectives and grnduation skills with
will have opportunities to apply these models
through both consulting and coaching assignments.
This course surveys the most important
(Prereq.: senior or graduate student status)
religiousness and spirituality. Topics include the
relationship between science and religion; the nature
to a student's majodniinor or career interests, but
Center for Service, Work, and Learning. Satisfactory
completion fi~lfillsthe Augsburg Experience (AE).
the opportunities inherent in the internship. The
student must complete a learning portfolio based o n
the internship. Student should consult with the
through influence rather than authority. We will
6-9:30
M, W
p.m.
Sverdrup 206
INS 225-S
for the abuser. Includes information about school
Introduction to Islam
Kader
The course covers the ideological foundations of
health education and services.
Islam, its basic concepts and tenets, Islamic law
p.m,
M only
Music 22
Shariff
A survey focusing on the nation's adjustment to
industrialization and urbanization, the emergence of
ASL 1023
Beginning Sign Language 11
over the life course; conversion; religion and coping
with stressful life events; religiousness, physical
Mikkelson
motivations and attitudes; forgiveness; meaning-in-
(Shariah), Islamic economic and political systems,
syntax of ASL. Students observe the demonstration
of signs, practice their own signing, and learn the
life; and gratitude.
(Prereq.: PSY 102 or PSY 105)
and lsla~nicpatterns of life.
Perspective/Skill: Intercultural Awareness I
facial expressions and body language needed to
communicate clearly with deaf and hard-of-hearing
1 4 3 00m
p m.
M,W
I N S 255-S
Paideia Seminars
Music 23
64:30
p.m
T W( TI1
Old Main 2 9
Kaufman
SPA 11223
Beginning Spanish 11
the U.S. as a world power, the rise of a strong federal
government, the implications of increasing racial
developed by Mortimer Adler. Seminar topics
and ethnic diversity, and the impact of affluence.
Perspective/Skill: Western Heritage, Critical
emphasize selections that help students to think
Kingsley
Aims to develop four basic skills: understanding,
speaking, reading, and writing of elementary
critically, understand timeless ideas, listen carefully,
and question thoughtfully.
Spanish, Introduction to the culture of the Spanishspeaking world.
Perspective/Skill: Critical Thinking
Perspective/Skill: Intercultural Awareness
6-9:30
p.m.
7; T h
Old Main 18
8:30
a.m.+ p.m.
July 21-25
Old Main 18
7; TII
Old Main 25
people.
Perspective/Skill: Intercultural Awareness
Students will participate in a series of seminar
discussions following the Paideia seminar format as
Thinking
health, and well-being; religion as culture; religious
An introduction to deaf culture and the signs and
6-9:30
HIS 2 2 2 3
2 0 t h Century United States
psychological theory and research related to personal
religiousness and spirituality; religious development
permission to register. P/N grading only.
6-9:30
Tix
and nurture of religiousness; the neuropsychology of
faculty sponsor regarding requirements and get
H P E 1153
Chemical Dependency (.5 credit)
Broek
An analysis of chemical abuse and what can be done
PSY 2953
Topics: Psychological Research o n
Religion and Spirituality
8:30-11:OO a.m.
?; W Th
REL 1 1 1 3
Introduction to Theology
Staff
An introduction to the academic discipline of
Old Main 2 6
theology and to the dialogue between the church
and the world that concerns Christian doctrine.
(Not accepted for credit for students who have taken
REL 331).
Perspective/Skill: Christian Faith 2 or 3
6-9:30
p.m.
?; Th
Old Main 10
'
center for
global education
REL 3 2 0 4
Buddhism a n o L n
(See full descriptior
nlry m 1 nailand
Holt
:r offerings through Center
for Global Educatic
:he end of this section)
SWK 6 9 9 3
Assessment a n d U~agnosisi n
Mental Health Practice
BoisenByers
T h ~ course
s
examines assessment and d~apnnslsof
rl nn
mental health in individuals. Emphasis is
--
understanding mental health disorders fr,
systems and ecological perspective as well as
understanding bio/psycho/social influences o n
incidence and course.
6-9:30 p.m.
M,W
SPC I l l - S
Introduction to Public Speaking
~ r d n r pLUL
Groven
This course teaches both the theory and practice of
creating public speeches. It focuses o n preparation,
organization, audience analysis, style, listening, and
overcoming speech anxiety.
1 4 3 0 p.m
7; TI1
SPC 3 5 1 3
Argumentation
Swcrdrup 202
Groven
Develops critical thinking skills by study of the
summer II:international courses
upcoming program:
REL 320: Buddhism and Christianity in Thailand
During this course the focus will be primarily o n the encounter of these two
world religions, Buddhism and Christianity. A special opportunity o n this
course will be participation in the international conference, "Religion and
Globalization." Representatives of many world religions will consider the
implications of globalization for religion and vice versa. We will have lectures,
class discussions, readings, and conversations with Thai people, visits to
amazing Buddhist temples, and some other experiences just for fun. As a
result of this course, students will encounter a culture and religious situation
very different from the Upper Midwest, and have a n opportunity to think
C
critically about the meaning of being Chris$n, Buddhist, or any other
*
8
tradition in a religiously and culturally plur'al worl
(Prereq.: REL 111, 221 or 331)
Perspective/Skill: Christian Faith
theory and practice of argument, evidcnce, fallacies,
and refutation. Includes how to build and analyze
arguments in everyday life.
Perspective/Skill: Critical Thinking
6-9:30 p.m,
7; TI1
For information and other possible
for Global Education at
-
summer session
application form
Summer Session applications are available online at:
<~~~.augsburg.edu/enroll/registrar~
then click o n
"Download Registrar Forms."
Show less
Augsburg University 2021-2022 Course Descriptions (as of 6/25/2021)
ACA – Academic Advising
ACA100
First Year Transition
1 Semester Credits
This class supports students making the transition from high school to the university. It will explore topics such as
campus resources, time management... Show more
Augsburg University 2021-2022 Course Descriptions (as of 6/25/2021)
ACA – Academic Advising
ACA100
First Year Transition
1 Semester Credits
This class supports students making the transition from high school to the university. It will explore topics such as
campus resources, time management, goal setting, career exploration, and financial literacy. This class empowers
students to effectively navigate the university experience and to develop the confidence and tools to be successful.
Core Curriculum Component: None
Prerequisite(s): FIRSTYEAR(First Year Student)
ACC - Accounting
ACC221
Introduction to Financial Accounting
4 Semester Credits
Introduction to business activities, the accounting cycle, preparation of financial statements and introduction to
accounting principles and methods for external financial reporting.
Core Curriculum Component: None
Prerequisite(s): MIS260(Problem Solving for Business) *concurrent registration is acceptable*
ACC222
Introduction to Managerial Accounting
4 Semester Credits
Introduction to cost accounting for internal financial reporting and manufacturing businesses. 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), MIS260(Problem Solving for Business)
ACC250
Accounting for Entrepreneurs
4 Semester Credits
This course walks through the steps to form and create a new business. It will take the viewpoint of the business owner,
giving them the practical knowledge they would need to understand the financial aspects of their business, including a
basic use of the accounting software QuickBooks.
Core Curriculum Component: None
Prerequisite(s): None
ACC322
1
Intermediate Accounting 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.
Core Curriculum Component: None
Prerequisite(s): ACC222(Introduction to Managerial Accounting)
ACC323
Intermediate Accounting 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(C- minimum grade in ACC322)
ACC324
Managerial Cost Accounting
4 Semester Credits
Accounting tools for internal financial reporting and manufacturing systems as well as for managerial decision making.
Planning, budgeting, inventory management, product pricing and cost allocation 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
MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MAT373(Probability and Statistics I),
MIS379(Quantitative Methods for Business and Economics), STATSBUS(Approved Statistics for Business Majors); 1 of
MAT110(Finite Mathematics), MAT111(Mathematics in Society), MAT114(Precalculus), MAT145(Calculus I),
MAT146(Calculus II), MAT171(Discrete Mathematics For Computing), MAT173(Mathematics of Finance),
MAT273(Statistical Modeling), MATBUS(Approved Mathematics for Business Majors); ACC221(Introduction to Financial
Accounting), ACC222(Introduction to Managerial Accounting), ECO113(Principles of Microeconomics),
MKT252(Principles of Marketing)
ACC326
Individual Tax Accounting
4 Semester Credits
The course is a basic introduction to federal tax law as it applies to individual taxpayers. The course will include the
preparation of individual income tax form 1040, related schedules and tax preparer ethics.
Core Curriculum Component: None
Prerequisite(s): ACC222(Introduction to Managerial Accounting)
ACC423
Auditing
4 Semester Credits
2
Internal and external auditing procedures. Emphasis on the CPA’s role to form the basis of opinion on a set of financial
statements.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); ACC323(C- minimum grade required)
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(C- minimum grade in ACC323), FIN331(Financial Management)
ACC495
Topics
4 Semester Credits
This course will be on various accounting topics in the form of lectures, discussions, speakers etc. meetings with
members of the staff or visiting faculty regarding research methodology and readings in the areas of accounting.
Core Curriculum Component: None
Prerequisite(s): ACC322(Intermediate Accounting I)
ACC499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS – American Indian Studies
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
AIS193
Topics Workshop: Well-Being and Success in the University
2 Semester Credits
3
This 2-credit workshop is designed to provide strategies for student wellness and success in higher education by focusing
deeply on study and practice of the following skills: reading, research, and writing. Students may take this workshop
once for credit.
Core Curriculum Component: None
Prerequisite(s): None
AIS202
Indigenous Forms of Cultural Expression
4 Semester Credits
This course honors Indigenous contemporary cultural forms of expression including theater, film, new media,
storytelling, literature, dance, and music both in our region and across Turtle Island. Throughout this course students
will engage with the meaning of aesthetics in Indigenous culture, interact with guest artists and speakers, and explore
how Indigenous culture shapes and is shaped by contemporary cultural contexts.
Core Curriculum Component: Humanities
Prerequisite(s): None
AIS205
Contemporary American Indian Issues
4 Semester Credits
This topics-oriented course focuses on issues that face contemporary American Indians, including tribal sovereignty and
identity politics, treaty rights, language retention and education, religious freedom, and Indian activism. It examines
cultural and political experience, and the complex relationship between Native peoples and the United States.
Core Curriculum Component: Humanities
Prerequisite(s): None
AIS208
Native American/First Nations 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: Humanities
Prerequisite(s): None
AIS264
American Indians in the Cinema
4 Semester Credits
This course looks at the effect Hollywood Cinema’s images have on the American publics’ perception of American
Indians. Through this lens, we can explore the various layers of meaning, cultural perspectives put forth by the films and
the reactions to them, our need as people to classify and represent, and our need as thinkers to critique how we do this.
Core Curriculum Component: Humanities
Prerequisite(s): None
AIS295
Topics
4
4 Semester Credits
This topics course is designed to investigate specific topics and approaches to profession that are not regularly offered in
lower division classes such as: tribal entrepreneurship and sustainable development; law and restorative justice;
sustainable agriculture, food sovereignty and bio-piracy; traditional knowledge applied to environmental issues, and
other such focuses. Topics offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
AIS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS302
Indigenous Expressive Forms
4 Semester Credits
This course explores the multiple ways that Native people develop expressions of art, music and literacy in
contemporary contexts. The course examines multiple production modalities, the use of technology, and the
expressions of Indigeneity through creative activity. It will include student-centered inquiry of multiple expressions of
creative activity, focusing on a theme, a medium of expression, or a particular community.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
AIS304
Engaging Native Communities
4 Semester Credits
Engaging with Native Communities explores the Native communities and organizations of this area, their history and
origins as well as the challenges and contributions they make. Our seminar style course combines student research with
community-based learning. Your work informs our classroom discussions and research while also giving back to the
community in valuable and reciprocal ways.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AIS105(Introduction to American Indian Studies), AIS205(Contemporary American Indian Issues)
AIS305
Indigenous Issues of the Americas
4 Semester Credits
This travel seminar explores issues faced by indigenous people of the Americas. 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: Augsburg Experience
5
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.
Core Curriculum Component: None
Prerequisite(s): None
AIS380
Decolonizing Practices: Reading, Writing, Research
4 Semester Credits
This course engages students in examination of methods and practices from an Indigenous, decolonizing approach. We
will explore what it means to read, write and research with an Indigenous perspective. While so much research exists
that is driven and conducted from White/European and male lenses, our studies and work will emerge from
engagement with Indigenous scholars, theories and approaches.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
AIS393
Topics Workshop: Well-Being and Success After University
2 Semester Credits
This workshop is designed to provide strategies for student wellness and success after they graduate by focusing deeply
on practical skills and capacities, such as cv/resumes, writing proposals, interview practice, and thinking about your
future.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
AIS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
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AIS398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
AIS405
Indigenous Activism and Resistance in the Americas
4 Semester Credits
This course explores ongoing and current forms of activism and resistance across North and South America that are
directly related to cultural survival and continuity, issues of sovereignty and peoplehood, autonomy and selfdetermination, and decolonization.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of AIS105(Introduction to American Indian Studies), AIS205(Contemporary American Indian Issues),
AIS305(Indigenous Issues of Central America)
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.
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
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ANT – Anthropology
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 – Art and Design
ART100
Special Topics
4 Semester Credits
Selected courses dealing with special topics, offered occasionally in the department.
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
ART103
Special Topics
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1 Semester Credits
Core Curriculum Component: None
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, watercolor and gouache painting.
Course is acrylic dominant. Color theory, composition, painting methods, painting from observation and individual
expression are emphasized.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART122
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
9
Prerequisite(s): None
ART124
Graphic Design Production: InDesign
1 Semester Credits
This introductory course focuses on some of the basic features of the most current version of Adobe InDesign and
Acrobat Pro so that the student can navigate the software environment and use InDesign tools to create page layouts.
This course explores the process of creating and managing multiple page layouts with variable page content.
Core Curriculum Component: None
Prerequisite(s): None
ART125
Graphic Design Production: Illustrator
1 Semester Credits
This introductory course focuses on foundational skills in the most current version of Adobe Illustrator so that the
student can develop a confident understanding of the software. Focus is placed on hands-on activities that demonstrate
how these techniques can be used in combination to create engaging vector-based art such as illustrations, logos,
advertisements, or other graphic documents.
Core Curriculum Component: None
Prerequisite(s): ART201(Introduction to Graphic Design) *concurrent registration is acceptable*
ART126
Graphic Design Production: Photoshop
1 Semester Credits
This introductory course focuses on some of the basic features of the most current version of Adobe Photoshop so that
the student can navigate the software environment and use Photoshop tools to work with photographic images. Focus is
placed on hands-on activities that demonstrate how these techniques can be used in combination to create innovative
visual effects.
Core Curriculum Component: None
Prerequisite(s): ART201(Introduction to Graphic Design) *concurrent registration is acceptable*
ART127
Graphic Design Production: HTML/CSS
1 Semester Credits
This course provides foundational skills for interactive design. We will cover the following topics in this class: Principles
of Web Design including usability and the tools to accomplish this including HTML5 and CSS3.
Core Curriculum Component: None
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
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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.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART133
Introduction to Digital Photography
4 Semester Credits
This course introduces students to the conceptual and practical principles of digital photography. Fundamental
terminology, concepts, and techniques of digital photography will be explored through lectures, readings, hands-on
assignments, and field trips. Studio work emphasizes photography as a form of creative expression through digital
cameras, software, scanners, and printers.
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
ART201
Introduction to Graphic Design
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. Graphic Design majors are encouraged to take ART 125 and ART 126 before or at the same time as this
course.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART202
Typography
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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 ART201(Introduction to Graphic Design), ART225(Graphic Design I); ART125(Graphic Design
Production: Illustrator) *concurrent registration is acceptable*
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)
ART211
Art of Resistance
4 Semester Credits
Art of Resistance is designed to immerse you within the time/space of Palestine, with an emphasis on exploring a range
of art and culture in the region that is fully engaged historically, spiritually, socially, politically, environmentally,
philosophically. An interdisciplinary course centered on theater/performance and the visual arts that takes place in
various experiential learning environments in Palestine, this course will examine the arts as creative expression of the
human imagination through activities such as creation, historical study, and critical analysis.
Core Curriculum Component: Fine Arts, Augsburg Experience
Prerequisite(s): None
ART215
Introduction to Web Design
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
ART220
Screen Printing I
4 Semester Credits
Screen printing is a fundamental printmaking technique involving layers of stencil images. Students learn a spectrum of
methods — from hand-made stencils and multicolor photographic images, to contemporary textile printing. Students
will also explore the historic connections of screen printing, and the ways this versatile medium has been an essential
tool in influencing cultural change and contributing to new societal ideas.
Core Curriculum Component: None
Prerequisite(s): None
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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
ART226
Artist Workshop
1 Semester Credits
This course offers students the opportunity to work with a professional artist or designer. Students participate in
workshops with the artist and complete a project through the approach of the guest artist. Emphasis is on working in a
professional studio atmosphere. Course is repeatable.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ART231
Pre-Columbian, Colonial, and 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
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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
Introduction to traditional and experimental methods and techniques for drawing the human figure. Class lectures,
discussion and projects examine the use of the figure in art, anatomy, proportions, space, and linear, value and gestural
studies. Emphasis is on both skill and individual expression.
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
14
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, 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(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2)
ART280
Hand Papermaking and Book Arts I
4 Semester Credits
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 II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ART299
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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
Mid-Program Portfolio Review
2 Semester Credits
exhibition/project or thesis paper. Majors prepare a portfolio of original creative production, digitally document it, write
and present a statement, and engage a variety of audiences in critical dialogue. Faculty conducts a formal review of the
exhibition, presentation and portfolio. Students who do not pass ART 305 do not continue in the major.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ART306
Advanced Chinese Calligraphic Arts
4 Semester Credits
Advanced practice of Chinese calligraphic painting and writing.
Core Curriculum Component: None
Prerequisite(s): ART106(Introduction to Chinese Calligraphic Arts)
ART315
Graphic Systems
4 Semester Credits
Graphic Systems explores design concepts and production for interactive experiences as seen through publications
(screen/print), wayfinding, and digital platforms. Time, scale, cues, and interface will be considered in both theory and
practice through research and projects. Time in concerned with the rational progression of a story, but also informs the
sequenced order of an exhibit or navigation. Scale refers to the size or breadth of a book as much as it refers to the size
of an image on a page, printed, or electronic.
Core Curriculum Component: None
Prerequisite(s): ART124(Graphic Design Production: InDesign) *concurrent registration is acceptable*; ART127(Graphic
Design Production: HTML/CSS) *concurrent registration is acceptable*; ART202(Typography)
ART322
Plein Air Sketching II
4 Semester Credits
16
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)
ART324
Design Studio I
4 Semester Credits
As part of the design agency, students will become familiar with working on real-world projects. Through an intense,
collaborative, project-based approach, this class explores the practice of graphic design. Students will extend their
learning beyond the classroom and work with community partners to create a variety of design projects.
Core Curriculum Component: None
Prerequisite(s): ART126(Graphic Design Production: Photoshop), ART201(Introduction to Graphic Design),
ART202(Typography)
ART326
Design Studio II
4 Semester Credits
As part of the design agency, students will become competent in the skills necessary to execute real-world projects.
Through an intense, collaborative, project-based approach, this class explores the practice of graphic design. Students
will extend their learning beyond the classroom and work with community partners to create a variety of design
projects.
Core Curriculum Component: None
Prerequisite(s): ART224(Publication Design), ART305(Junior Exhibition and Review), ART324(Design Studio I)
ART332
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.
Core Curriculum Component: None
Prerequisite(s): ART132(Photography I)
ART333
Advanced 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): ART133(Introduction to Digital Photography)
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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
ART347
Advanced Drawing
4 Semester Credits
Advanced study of drawing emphasizes open exploration of drawing media, methods and surfaces. Course focuses on
the development of subject matter, themed series, individual style, and original expression. Concentration on
developing visual conceptualization and visual, written and oral communication skills.
Core Curriculum Component: None
Prerequisite(s): 1 of ART107(Drawing), ART247(Life Drawing)
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 ENL111(Effective Writing II), 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)
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 ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
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ART355
Advanced Painting
4 Semester Credits
Advanced study of painting emphasizes open exploration of painting media, methods and surfaces. Course focuses on
the development of subject matter, themed series, individual style, and original expression. Concentration on
developing visual conceptualization and visual, written and oral communication skills.
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 oflarger 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
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
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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 ENL111(Effective Writing II), 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 ENL111(Effective Writing II), 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 ENL111(Effective Writing II), 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
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.
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Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), 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/Project and Review
4 Semester Credits
This course showcases studio art, art history and graphic design majors’ developing creative production through a thesis
project and review. Majors learn professional practices and writing for the arts, produce themed original creative
production for exhibition or paper, prepare work for presentation, install exhibition, engage a variety of audiences in
critical dialogue, participate in formal faculty review and reflect on vocation.
Core Curriculum Component: Keystone
Prerequisite(s): ART305(Junior Exhibition and Review)
ART424
Advanced Design Studio III
4 Semester Credits
As part of the design agency, students will learn the principles of leading a team through real-world projects. Through an
intense, collaborative, project-based approach, this class explores the practice of graphic design as well as the
components of managing creative projects. Students will extend their learning beyond the classroom and work with
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community partners to create a variety of design projects. Emphasis is placed on cultivating the student's personal
interests and abilities, editing and refining the range and quality of portfolio work.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): ART315(Web Design II), ART326(Design Studio II)
ART425
Advanced Design Studio IV
4 Semester Credits
As part of the design agency, students will lead teams through real-world projects. Through an intense, collaborative,
project-based approach, this class explores the practice of graphic design as well as competencies of managing creative
projects. Students will extend their learning beyond the classroom and work with community partners to create a
variety of design projects.
Core Curriculum Component: Keystone
Prerequisite(s): ART424(Advanced Design Studio III) *concurrent registration is acceptable*
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 – American Sign Language
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
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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 – Augsburg Seminar
AUG101
Augsburg Seminar
1 Semester Credits
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 P/N. 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): FIRSTYEAR(First Year Student)
AUGEX – Augsburg Experience
AUGEX1
Augsburg Experience - Non-credit International Immersion
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX1(Augsburg Experience, Study Abroad)
AUGEX2
Augsburg Experience - Faculty/Student Research
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX2(Augsburg Experience, Faculty/Student Research)
AUGEX3
Augsburg Experience - Non-credit Internship
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX3(Augsburg Experience, Non-credit Internship)
AUGEX4
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Augsburg Experience - Work Connections
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX4(Augsburg Experience, Work Connections)
AUGEX5
Augsburg Experience - Special Immersion
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX5(Augsburg Experience, Special Immersion)
BIO - Biology
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. Concurrent
registration in BIO102L is required. (Does not apply to the major or minor.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2)
BIO102L
The Biological World Lab
0 Semester Credits
Three hour lab taken concurrently with BIO102.
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. Concurrent registration in BIO103L is required. (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),
MUS113(Music Theory and Aural Skills I)
BIO103L
Human Anatomy and Physiology Lab
0 Semester Credits
Three hour lab taken concurrently with BIO103.
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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. Concurrent registration in BIO118L is
required. 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. Concurrent registration in BIO121L is required. (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
Three hour lab taken concurrently with BIO121.
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.
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Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology) *concurrent registration is required*, CONSENT(Consent of Instructor)
BIO151
Introductory Biology
4 Semester Credits
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. Concurrent registration in BIO151L is
required.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
BIO151L
Introductory Biology Lab
1 Semester Credits
Three hour lab taken concurrently with BIO151.
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
An introduction to evolution, ecology, and biological diversity for science majors. Concurrent registration in BIO152L is
required.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
BIO152L
Evolution Ecology and Diversity Lab
1 Semester Credits
Four hour lab taken concurrently with BIO152.
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
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Introductory Cellular Biology
4 Semester Credits
An introduction to structure and function in tissues, cells, and subcellular organelles. Concurrent registration in BIO253L
is required.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II)
BIO253L
Introductory Cellular Biology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO253.
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. Concurrent registration in BIO255L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity), CHM116(General Chemistry II)
BIO255L
Genetics Lab
1 Semester Credits
Four hour lab taken concurrently with BIO255.
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: Research in Biology
4 Semester Credits
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Core Curriculum Component: None
Prerequisite(s): None
BIO320
Human Anatomy
4 Semester Credits
This course is a systems approach to the study of human body structure including histology and gross anatomy. Students
learn to relate structure to function through the use of texts, models and dissection of organs and animals. This course is
intended to meet the requirements of students in the fields of nursing, physical therapy, physician assistant and some
other allied health programs. Concurrent registration in BIO320L is required.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity), BIO253(Introductory Cellular
Biology)
BIO320L
Human Anatomy Lab
1 Semester Credits
Four hour lab taken concurrently with BIO320.
Core Curriculum Component: None
Prerequisite(s): BIO320(Human Anatomy) *concurrent registration is required*
BIO351
Invertebrate Zoology
4 Semester Credits
A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny.
Concurrent registration in BIO351L is required.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO351L
Invertebrate Zoology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO351.
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. Concurrent registration in BIO353L is
required.
Core Curriculum Component: None
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Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO353L
Comparative Vertebrate Anatomy Lab
1 Semester Credits
Four hour lab taken concurrently with BIO353.
Core Curriculum Component: None
Prerequisite(s): BIO353(Comparative Vertebrate Anatomy) *concurrent registration is required*
BIO361
Plant Biology
4 Semester Credits
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. Concurrent registration in
BIO361L is required.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO361L
Plant Biology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO361.
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. Concurrent registration in BIO369L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM251(Organic Chemistry I), CHM351(Organic Chemistry I); 1 of CHM251L(Organic Chemistry I
Lab), CHM351L(Organic Chemistry I Lab); 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory
Statistics), MAT164(Introductory Biostatistics), PSY215(Research Methods and Statistics I); BIO253(Introductory Cellular
Biology)
BIO369L
Biochemistry Lab
1 Semester Credits
Four hour lab taken concurrently with BIO369.
Core Curriculum Component: None
Prerequisite(s): BIO369(Biochemistry) *concurrent registration is required*
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BIO370
Biochemistry II
4 Semester Credits
Biochemistry II explores structural biology techniques such as protein NMR, crystallography, and fluorescence.
Biochemical challenges and applications, such as drug delivery, manipulation of intercellular signaling, and rational
design of recombinant protein constructs will be studied. Students will use the primary literature in biochemistry as part
of the course.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO369(Biochemistry), CHM369(Biochemistry)
BIO396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology)
BIO420
Conservation Biology
4 Semester Credits
This course will focus on the scientific foundations of biological conservation. Students will explore major threats to
ecosystems and biodiversity and discuss approaches for overcoming these threats in ways that balance the needs of
people and nature.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO255(Genetics), ENV320(Environmental Science); BIO152(Evolution, Ecology and Diversity)
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BIO425
Freshwater Ecology
4 Semester Credits
This course provides an introduction to core concepts in limnology, or the study of "inland" aquatic ecosystems,
including lakes, rivers, and wetlands. Students will explore how these diverse systems function both physically and
biologically at multiple spatial scales. Students will examine connections between freshwater ecosystems and their
watersheds and focus on aspects of limnology that inform freshwater ecosystem protection and management.
Concurrent enrollment in BIO425L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO152L(Completed with D grade), BIO152L(Completed with L grade); 1 of BIO255L(Completed with
C- grade), BIO255L(Completed with L grade); BIO152(Evolution, Ecology and Diversity), BIO255(Genetics)
BIO425L
Freshwater Ecology Lab
1 Semester Credits
Required lab taken concurrently with BIO425
Core Curriculum Component: Augsburg Experience
Prerequisite(s): BIO425(Freshwater Ecology) *concurrent registration is required*
BIO444
Genomics and Biotechnology
4 Semester Credits
An introduction to genome science and biotechnology, examining how genomes are sequenced and analyzed and the
insights genomics provides into human health and the domestication of our food crops. The course explores the how
and why of plant tissue culture and genetic engineering, and the use of biotechnology for ethical and sustainable living.
Concurrent registration in BIO444L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), PSY215(Research
Methods and Statistics I); BIO255(Genetics)
BIO444L
Genomics and Biotechnology Lab
1 Semester Credits
Required lab taken concurrently with BIO444
Core Curriculum Component: None
Prerequisite(s): BIO444(Genomics and Biotechnology) *concurrent registration is required*
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. Concurrent registration in BIO471L is required.
Core Curriculum Component: None
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Prerequisite(s): BIO369(Biochemistry)
BIO471L
Advanced Cellular and Molecular Biology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO471.
Core Curriculum Component: None
Prerequisite(s): BIO471(Advanced Cellular and Molecular Biology) *concurrent registration is required*
BIO473
Physiology of Humans and Other Animals
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. Concurrent registration in BIO473L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT164(Introductory
Biostatistics), MAT248(Biostatistics), PSY215(Research Methods and Statistics I); BIO253(Introductory Cellular Biology)
BIO473L
Physiology of Humans and Other Animals Lab
1 Semester Credits
Four hour lab taken concurrently with BIO473.
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. Concurrent registration in
BIO474L is required.
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology)
BIO474L
Developmental Biology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO474.
Core Curriculum Component: None
Prerequisite(s): BIO474(Developmental Biology) *concurrent registration is required*
BIO475
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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. Concurrent registration in
BIO475L is required.
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology)
BIO475L
Neurobiology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO475.
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. Concurrent registration in BIO476L is required.
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology), BIO255(Genetics)
BIO476L
Microbiology Lab
1 Semester Credits
Two two-hour labs per week, taken concurrently with BIO476.
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. Concurrent
registration in BIO481L is required.
Core Curriculum Component: None
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
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1 Semester Credits
Four hour lab taken concurrently with BIO481. Some Saturday field trips required.
Core Curriculum Component: None
Prerequisite(s): BIO481(Ecology) *concurrent registration is required*
BIO485
Advanced Topics in Biology
2 Semester Credits
An exploration of advanced topics in biology. Students will learn the foundational concepts of a topic of ongoing
research in the biological sciences, and apply that knowledge as they read and discuss current scientific literature in that
subject. Check Records and Registration for the topic and title of a given section. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity), BIO253(Introductory Cellular
Biology), BIO255(Genetics)
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.
Concurrent registration in BIO486L is required.
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology), BIO255(Genetics)
BIO486L
Immunology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO486.
Core Curriculum Component: None
Prerequisite(s): BIO486(Immunology) *concurrent registration is required*
BIO488
Special Topics in Biochemistry
2 Semester Credits
Courses covering special topics in biochemistry not otherwise covered by other course offerings. Topics vary.
Core Curriculum Component: None
Prerequisite(s): None
BIO489
Special Topics in Biochemistry
4 Semester Credits
Courses covering special topics in biochemistry not otherwise covered by other course offerings. Topics vary.
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Core Curriculum Component: None
Prerequisite(s): None
BIO490
Biology Keystone
2 Semester Credits
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. Open only to senior students majoring in biology.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of BIO255(Genetics), BIO369(Biochemistry), CHM369(Biochemistry); BIO253(Introductory Cellular
Biology)
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
1 Semester Credits
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): BIO253(Introductory Cellular Biology)
BUS – Business Administration
BUS199
Internship
4 Semester Credits
35
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
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): ACC221(Introduction to Financial Accounting), BUS242(Principles of Management), ECO113(Principles of
Microeconomics)
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
36
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
ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level); ACC221(completed previously) *concurrent registration is acceptable*;
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
BUS397 provides direction and support for students completing internships. Classroom meetings will be scheduled.
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
BUS399 provides direction and support for students completing internships. Classroom meetings will be scheduled.
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
37
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management)
BUS465
International Management
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): BUS362(International Business)
BUS490
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 RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the
Public Sphere); 1 of ENL111(Effective Writing II), 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
CAP – General Studies
CAP001
CAP Seminar
0 Semester Credits
Program (CAP). During individual meetings, students will work with an academic skills coach to develop study skills,
address affective needs, and transition to college life. Meeting time is arranged with skills coach. (.0 course; P/N grading
only; Prereq: conditional admit status).
Core Curriculum Component: None
Prerequisite(s): None
38
CCS – Languages and Cross-Cultural Studies
CCS100
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
CCS295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS360
Readings In Comparative Literature
4 Semester Credits
A comparative approach to literary study, with readings from at least two different national literatures and/or periods.
Primary readings in the original language where feasible; language of instruction subject to discretion of the instructor
and needs of the students.
Core Curriculum Component: None
Prerequisite(s): CCS100(Introduction to Cultural Studies)
CCS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
CCS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
39
CCS495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM – Chemistry
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. Note: must earn credit for both 102 and
102L to count as NSM-LAF.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT103(Prealgebra), 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. High school chemistry recommended. Note: must earn credit for both 115 and 115L to count as NSMLAF. (Fall)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
CHM115L
General Chemistry I Lab
1 Semester Credits
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Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of CHM115(General Chemistry I) *concurrent registration is acceptable*, SCI114(Exploring Science and
Engineering) *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. Note: must earn credit for both 116 and 116L to count as NSM-LAF.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of CHM115L(General Chemistry I Lab), CHM115L(General Chemistry I Lab); CHM115(General
Chemistry I)
CHM116L
General Chemistry II Lab
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): CHM116(General Chemistry II) *concurrent registration is acceptable*
CHM199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM251
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. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General
Chemistry II)
CHM251L
Organic Chemistry I Lab
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM251(Organic Chemistry I) *concurrent registration is acceptable*
CHM252
Organic Chemistry II
4 Semester Credits
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Organic functional groups are analyzed in multi-step synthesis. Retro-synthetic analysis is emphasized and practiced
including oxidations, reductions, substitutions, eliminations, and aldol reactions. (Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM251(Organic Chemistry I), CHM351(Organic Chemistry I); 1 of CHM251L(Organic Chemistry I
Lab), CHM351L(Organic Chemistry I Lab)
CHM252L
Organic Chemistry II Lab
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM252(Organic Chemistry II) *concurrent registration is acceptable*
CHM280
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. (Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); 1 of MAT105(Applied
Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); CHM116(General Chemistry II)
CHM280L
Quantitative Analytical Chemistry Lab
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM280(Quantitative Analytical Chemistry) *concurrent registration is acceptable*
CHM295
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM362
Physical Chemistry: Macroscopic Theory
4 Semester Credits
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Studies fundamental macroscopic theories and concepts of physical chemistry with a focus on thermodynamics and
kinetics. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General
Chemistry II), MAT146(Calculus II), PHY122(General Physics II)
CHM368
Physical Chemistry: Microscopic Theory
4 Semester Credits
Studies fundamental microscopic theories and concepts of physical chemistry with a focus on quantum mechanics,
molecular structure, spectroscopy, and statistical mechanics. (Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General
Chemistry II), MAT146(Calculus II), PHY122(General Physics II)
CHM369
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. Concurrent registration in CHM369L is required. Chemistry majors should contact the chair of the Chemistry
Department about alternatives to the BIO253 prerequisite.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM251(Organic Chemistry I), CHM351(Organic Chemistry I); 1 of CHM251L(Organic Chemistry I
Lab), CHM351L(Organic Chemistry I Lab); 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory
Statistics), MAT164(Introductory Biostatistics), PSY215(Research Methods and Statistics I); BIO253(Introductory Cellular
Biology)
CHM369L
Biochemistry Lab
1 Semester Credits
Concurrent registration in CHM369 is required.
Core Curriculum Component: None
Prerequisite(s): CHM369(Biochemistry) *concurrent registration is required*
CHM370
Biochemistry II
4 Semester Credits
Biochemistry II explores structural biology techniques such as protein NMR, crystallography, and fluorescence.
Biochemical challenges and applications, such as drug delivery, manipulation of intercellular signaling, and rational
design of recombinant protein constructs will be studied. Students will use the primary literature in biochemistry as part
of the course.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO369(Biochemistry), CHM369(Biochemistry)
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CHM397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General
Chemistry II)
CHM399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General
Chemistry II)
CHM430
Advanced Thermodynamic and Separation Lab
2 Semester Credits
A comprehensive lab course that provides hands-on experience in advanced topics in physical chemistry (kinetics and
thermodynamics) and analytical chemistry (separation science and electrochemistry). 4-hr lab with a 1-hr recitation
session each week.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II
Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative
Analytical Chemistry); 1 of CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry
Lab)
CHM440
Advanced Synthesis Lab
2 Semester Credits
A comprehensive lab course that provides experiences in advanced synthetic techniques in both organic and inorganic
chemistry. 4-hr lab with a 1-hr recitation session each week.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II
Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative
Analytical Chemistry); 1 of CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry
Lab)
CHM450
Advanced Spectroscopy and Computational Chemistry Lab
2 Semester Credits
A comprehensive lab course provides hands-on experience in advanced topics in spectroscopic instruments, both
commercial and home-built. Students will also be exposed to computational modeling using quantum mechanical
principles. 4-hr lab with a 1-hr recitation session each week.
Core Curriculum Component: None
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Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II
Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative
Analytical Chemistry); 1 of CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry
Lab)
CHM464
Advanced Organic Chemistry
4 Semester Credits
Study of advanced mechanistic analyses and physical organic chemistry principles of modern synthetic transformations.
(Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II
Lab), CHM352L(Organic Chemistry II Lab)
CHM481
Instrumental Analysis
4 Semester Credits
Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, chromatography,
electroanalytical, and surface analysis methods are covered. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative Analytical Chemistry); 1 of
CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry Lab)
CHM482
Advanced Inorganic Chemistry
4 Semester Credits
Study of inorganic bonding and structural models, and a survey of inorganic substances and their reactions. Reactivity
and bonding in coordination, cluster, and organometallic compounds are considered. (Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II
Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM362(Chemical Thermodynamics, Statistical Mechanics, and Kinetics),
CHM368(Quantum Chemistry, Molecular Structure, and Spectroscopy)
CHM488
Special Topics in Biochemistry
2 Semester Credits
Courses covering special topics in biochemistry not otherwise covered by other course offerings. Topics vary.
Core Curriculum Component: None
Prerequisite(s): None
CHM489
Special Topics in Biochemistry
4 Semester Credits
Courses covering special topics in biochemistry not otherwise covered by other course offerings. Topics vary.
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Core Curriculum Component: None
Prerequisite(s): None
CHM491
Chemistry Seminar
0.5 Semester Credits
This seminar 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
CHM494
Topics
2 Semester Credits
Study of a specific area building upon inorganic, analytical, physical, or organic chemistry.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
CHM495
Topics
4 Semester Credits
Study of a specific area building upon inorganic, analytical, physical, or organic chemistry.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
CHM497
Independent Study/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
(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): CONSENT(Consent of Instructor)
CHM498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Consent of Instructor)
CHM499
Independent Study/Research
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4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Consent of Instructor)
COM – Communication Studies
COM100
Journalism Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
COM101
Sports Production Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
COM102
Audio Storytelling Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
COM103
Forensics Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
COM105
Multimedia Production Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
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Core Curriculum Component: None
Prerequisite(s): None
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.
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
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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: Humanities
Prerequisite(s): None
COM260
Environmental Communication
4 Semester Credits
We are bombarded with messages about the natural world every day from many different sources. Environmental
communication comes to us through commercials, television, movies, public policy debates, the scientific and technical
sphere, and social media. Environmental messages originate from groups, organizations and individuals with a variety of
goals. COM 260 encourages a deeper understanding of our relationship with the world around us.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM280
Introduction to Communication Studies
4 Semester Credits
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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
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
COM301
Research Methods in Communication Studies
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), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Level)
COM310
Family Communication
4 Semester Credits
This course is an introduction to communication phenomena in the setting of the family. The overall goal is to help build
an understanding of how we develop, maintain, enhance, or disturb family relationships through communication
processes. Students will learn about theories focusing on the communication patterns and practices that constitute
family life.
Core Curriculum Component: None
Prerequisite(s): None
COM321
Business and Professional Speaking
4 Semester Credits
Course explores the skills, research and forms of communication common in business and professional careers. Students
will learn how to produce effective speeches, conduct interviews, run meetings, and create written professional
communication. Emphasis on specialized communication skills, including: interviewing, professional networking, sales
50
speeches, persuasive policy speeches, business concept or proposal pitches, leading business meetings, etc. Also
includes common uses of social media research, organizational communication theory, power and communication
structures, and the styles and techniques of effective management/leadership.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking)
COM329
Intercultural Communication
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 ENL111(Effective Writing II), 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), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Level 3)
COM355
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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
COM356
Advanced Interpersonal Communication
4 Semester Credits
This course explores theories and concepts from Communication Studies related to our understanding of self, other,
relationships, and what it means to lead a compassionate life. As such, it provides students with an opportunity to probe
deeper into theories and concepts introduced in Interpersonal Communication.
Core Curriculum Component: None
Prerequisite(s): None
COM396
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
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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): 1 of COM281(Research Methods), COM301(Research Methods in Communication Studies)
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): 1 of COM120(Mass Media and Popular Culture), NMS220(Foundations of New Media)
COM480
Public Relations/Promotional Communication
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
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Prerequisite(s): None
COM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC – Computer Science
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), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
CSC165
Introduction to Computer Programming (Python)
4 Semester Credits
An introduction to Computer Science, thinking algorithmically, and using a structured, high-level programming language
(Python) to implement algorithms. Emphasis on how to design, code, debug, and document computer programs to solve
problems from a wide range of disciplines and to appreciate the power of computation. Concurrent registration in CSC
165L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
CSC165L
Introduction to Computer Programming (Python) Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CSC165(Introduction to Computer Programming (Python)) *concurrent registration is required*
CSC170
Introduction to Object-Oriented Programming (Java)
4 Semester Credits
An introduction to programming in an object-oriented language (Java). Concepts of encapsulation,abstraction,
inheritance, and polymorphism applied to design, code, debug, and document computer programs. Concurrent
registration in CSC 170L is required.
Core Curriculum Component: None
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Prerequisite(s): 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer
Programming (Python)); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math
Placement Level 3)
CSC170L
Introduction to Object-Oriented Programming (Java) 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. Concurrent registration in CSC210L is required. (Three
hours of lecture, one-and-one-half hours of lab.)
Core Curriculum Component: None
Prerequisite(s): 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer
Programming (Python)); 1 of MAT145(Calculus I), MAT171(Discrete Mathematics For Computing); 1 of
MAT114(Precalculus), MPL(Math Placement Level 4); 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
Information Security and Assurance
4 Semester Credits
An introduction to data communication with a focus on essential Information Security and Information Assurance.
Experience working with networks, information security and information assurance through practical and real-world
scenarios. Topics typically include applied networking fundamentals, applied fundamentals of distributed systems,
applied fundamentals of cloud systems, cyber attacks and countermeasures, scripting and automation, legal and ethical
considerations, data and user privacy, cyber forensics, risk assessment/management, and recovery management.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer
Programming (Python)), CSC170(Introduction to Object-Oriented Programming (Java)); 1 of MAT105(Applied Algebra),
MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3)
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CSC250
Game Programming on the Web
4 Semester Credits
An introduction to game design, HTML5, Javascript, cascading style sheets, HTML5 Canvas, theories of game mechanics
and fiction, psychological flow, game engines, interfaces, knowledge creation, complex decisions, relation of Java to
JavaScript, and videogame history. Prerequisite: CSC 170 or equivalent.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC165(Introduction to Computer Programming (Python)), CSC170(Introduction to Object-Oriented
Programming (Java))
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): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); CSC170(Introduction to Programming)
CSC299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC310
Introduction to Data Science
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of MAT145(Calculus I), MAT171(Discrete Mathematics For Computing); 1 of MAT163(Introductory
Statistics), MAT164(Introductory Statistics for STEM), MIS379(Quantitative Methods for Business and Economics); 1 of
CSC352(Database Management and Design), MIS270(Data Management for Business)
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 Group 4); 1 of MAT171(Discrete Mathematics For
Computing), MAT271(Discrete Mathematical Structures); CSC210(Data Structures)
CSC345
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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 Group 4); 1 of MAT171(Discrete Mathematics For
Computing), MAT271(Discrete Mathematical Structures); 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): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); CSC170(Introduction to Programming)
CSC353
Database Architecture and Design
4 Semester Credits
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): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); CSC170(Introduction to Programming)
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): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); 1 of MAT171(Discrete Mathematics For
Computing), MAT271(Discrete Mathematical Structures); CSC210(Data Structures), CSC320(Algorithms)
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
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Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); 1 of MAT171(Discrete Mathematics For
Computing), MAT271(Discrete Mathematical Structures); CSC210(Data Structures)
CSC395
Topics in Computer Science
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of CSC320(Algorithms), CSC345(Principles of Computer Organization)
CSC396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); CSC210(Data Structures)
CSC397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); CSC210(Data Structures)
CSC398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); CSC210(Data Structures)
CSC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); CSC210(Data Structures)
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 MAT114(Precalculus), MPL(Math Placement Group 4); CSC210(Data Structures)
CSC443
Software Engineering
4 Semester Credits
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An introduction to Software Engineering -- the design, development, testing, use, and management of software systems.
Emphasis on creating intuitive, useful, well-tested, and accessible software that is adaptable, distributive, extensible,
and maintainable. Includes semester-long team project.
Core Curriculum Component: Keystone
Prerequisite(s): CSC320(Algorithms), CSC345(Principles of Computer Organization)
CSC450
Programming Languages
4 Semester Credits
Principles that govern the design and implementation of programming languages including formal syntax specification,
typing, scoping, and parameter passing. Study of the major paradigms of programming languages by designing and
coding solutions in various programming languages such as Java, Python, Html5/CSS/Javascript, LISP, Prolog, and SQL
along with using a meta-programming language such as Flex.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT171(Discrete Mathematics For Computing), MAT271(Discrete Mathematical Structures); 1 of
MAT114(Precalculus), MPL(Math Placement Group 4); CSC320(Algorithms), CSC345(Principles of Computer
Organization)
CSC451
Compilers
4 Semester Credits
Concepts of the compiling process including computation theory, automata required for language translation, and
computing run-time environments, along with the data and control structures necessary to implement a compiler.
Includes semester-long project building a complete, functional compiler.
Core Curriculum Component: Keystone
Prerequisite(s): 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
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): 1 of CSC320(Algorithms), CSC345(Principles of Computer Organization)
CSC499
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Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
DAK - Dakota
DAK111
Beginning Dakota I
4 Semester Credits
An introduction to the language and culture of the Dakota people. 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
DAK112
Beginning Dakota II
4 Semester Credits
An introduction to the language and culture of the Dakota people. 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): DAK111(Beginning Dakota I)
ECO – Economics
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), MAT106(Applied Algebra and Trigonometry), 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
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Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), 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 ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); ECO112(Principles of Macroeconomics)
ECO313
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
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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), MAT106(Applied Algebra and Trigonometry), 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
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
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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): ECO112(Principles of Macroeconomics), ECO113(Principles of 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
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and
Trigonometry), MPL(Math Placement Level 3); 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for
STEM), MIS379(Quantitative Methods for Business and Economics); 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 ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ECO499
Independent Study
4 Semester Credits
Core Curriculum Component: None
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Prerequisite(s): None
ECS – Continuing Education
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
ECS509CE
Paideia: Guided Reading for Great Ideas
2 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
Paideia: Advancing Student Learning Through Assessment
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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ECS541CE
Advanced Paideia Institute
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS542CE
Paideia Onsite 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
4 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
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 cont ed 1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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ECS590CE
Topics Grad Edu, General and TPT Cont Ed only-variable credit
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS595CE
Topics AP Not Approved 1stand2nd ti-Variable credit
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS598CE
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS599CE
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDC – Education
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
EDC200
Orientation to Education in an Urban Setting
3 Semester Credits
66
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 ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
EDC201
Topics
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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
EDC295
Topics in Education
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
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.
Core Curriculum Component: None
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(EDC331 concurrent enrollment) *concurrent registration is required*
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
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EDC332
Building the Public Good: Public Achievement and Organizing: Seminar II
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): All of EDC330(Building the Public Good: Public Achievement and Organizing), EDC331(Practicum in
Public Achievement); EDC333(EDC333 concurrent enrollment) *concurrent registration is required*
EDC333
Practicum in Public Achievement-Practicum II
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): All of EDC330(Building the Public Good: Public Achievement and Organizing), EDC331(Practicum in
Public Achievement)
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)
EDC397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
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
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Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC481
Student Teaching: Initial License (12-14 weeks)
8 Semester Credits
Full-time, supervised classroom experience. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): STUTEACH8(Student Teaching, 8 Credits)
EDC482
Student Teaching: Endorsement
4 Semester Credits
Full-time, supervised classroom experience. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): STUTEACH4(Student Teaching, 4 Credits)
EDC483
Student Teaching: Initial License in PE, Music, Art, or ESL
12 Semester Credits
Full-time, supervised classroom experience. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): STUTEACH12(Student Teaching, 12 Credits)
EDC484
Student Teaching: Initial License - Extended Experience (16 weeks)
12 Semester Credits
Full-time, supervised classroom experience. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): STUTEACHEX(Student Teaching, Extended Experience)
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
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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
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)
EDC501
Graduate Pro-Seminar
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDC511
Tools of Inquiry
3 Semester Credits
This course will focus on methods, models and modes of inquiry used by teachers and program organizers. Students in
this course will engage with ethical, theoretical, and methodological issues, as well as learn some practical tools
employed to inform practice and improve programs. This course is specifically designed to assist educators and
community members in how to select appropriate tools and methods for improving practice and for program
evaluation.
Core Curriculum Component: None
Prerequisite(s): None
EDC512
Foundations of Curriculum and Instruction
3 Semester Credits
In this course, we will explore salient ideas in the study of curriculum and develop a foundational understanding of
curriculum form, theory, and history. In particular, this course will examine how curricular approaches have been used
to advance democratic and participatory ideals and practice. To this end, we will consider the theory of integrated
curriculum and examine its contemporary curricular practice in problem based curriculum, project based curriculum,
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and social action curriculum. While this course is theoretical in its underpinnings, a major component will be a group
project that focuses on practicing integrated curriculum through a social action curriculum project.
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)
EDC521
Teaching Writing: Theory and Practice
4 Semester Credits
eaching practices presuppose and reflect theoretical positions. Students will complete an internship in a writing class or
writing center as part of this course. This course is appropriate for anyone who expects to teach writing and/or who is
interested in the study of writing.
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.
Core Curriculum Component: None
Prerequisite(s): None
EDC541
Introduction to Experiential Education
3 Semester Credits
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An introduction to the theory and practice of experiential education. This course, taken as part of the Boundary Waters
Teacher Institute, will enable students to study experiential education as they are experiencing an outdoor education
curriculum. The course provides theoretical, historical, and practical contexts for experiential education.
Core Curriculum Component: None
Prerequisite(s): None
EDC542
Introduction to Outdoor Education
3 Semester Credits
A wilderness based course designed to enhance practical skills and knowledge to incorporate outdoor education
programming into various educational communities.
Core Curriculum Component: None
Prerequisite(s): None
EDC543
Critical Geography, Culture, and EcoJustice Education
3 Semester Credits
Teaching into the contradictions of the ecological crisis, this course examines both in-school and out-ofschool/community education for EcoJustice. This course examines the cultural and social underpinnings of the ecological
crisis and its relationship to community and school education. What assumptions about human relationships to the
natural world are taught (both implicitly and explicitly) through in-school and out of school experiences? What does it
mean to envisage ecological understanding?
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)
EDC552
Culturally Responsive Pedagogy
3 Semester Credits
This course will guide students to develop a foundational understanding of culturally relevant and responsive
pedagogies. The course work, materials, and discussions will critically examine dominant narratives in schools and
communities regarding cultural difference. Through a co-created and context-embedded curriculum, students in the
course will explore many facets of culturally responsive pedagogy, including prejudice reduction, whiteness, power,
language, and school/social implications of multicultural education.
Core Curriculum Component: None
Prerequisite(s): None
EDC553
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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)
EDC560
Issues in In/Equity
3 Semester Credits
This course examines the intersectionality of social, political, and cultural inequity along lines of race, class, gender, and
ability. We will interrogate the ways in which sites of learning are impacted through and by social and cultural forces.
Using interdisciplinary perspectives, we will develop an understanding of the relationship between education, culture,
and society.
Core Curriculum Component: None
Prerequisite(s): None
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)
EDC571
Navigating Change in Education
3 Semester Credits
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This course explores the situational politics of local schools, organizations, or other work spaces. The course provides
historical and social context for educator organizing (e.g. strikes, militant protest, civic agency). Emphasis is placed on
exploring various forms of agency and tools for engaging others in collaborative work toward change.
Core Curriculum Component: None
Prerequisite(s): None
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)
EDC585
Navigating the 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): 1 of EDC514(Research Methods), ML514(Research Methods); CONSENT(Consent of Instructor)
EDC588
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC590
Topics
1 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)
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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
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)
EDC596
Early Career Teacher Seminar
2 Semester Credits
This seminar course is designed to serve as a bridge between a teacher certification program and the first years of
teaching. The course explores pertinent issues in the lives of practicing teachers in order to foster a classroom
community that empowers teachers in our shared struggles and successes to thrive within our profession. This course
centralizes the specific needs of teachers for the purposes of creating networks of support during the first years of
teaching. Twice a month, the seminar will meet face to face and have ongoing conversations online provoked by
readings and problems of practice.
Core Curriculum Component: None
Prerequisite(s): 1 of EDC481(Student Teaching: Initial License (12-14 weeks)), EDC483(Student Teaching: Initial License
in PE, Music, Art, or ESL), EDC484(Student Teaching: Initial License - Extended Experience (16 weeks))
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)
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EDU – Education
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
EDU499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDU599
Special Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EED – Education
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
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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): None
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
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
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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 EED225(Foundations of Literacy), EED524(Foundations of Literacy); 1 of EDADMIT(Education
Department Admission), GRADEDADMIT(Graduate Education Department Admission); EED326(EED326 concurrent
enrollment) *concurrent registration is required*
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.
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.
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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
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), MAT106(Applied Algebra and Trigonometry), 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
80
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
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that
focus on helping student teachers make connections between the student teaching experience and what they have
learned through their education courses and field experiences. These workshops mentor students in the analysis and
completion of the Teaching Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits),
STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience)
EED495
Topics in Education
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3 Semester Credits
Core Curriculum Component: None
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)
EED499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
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 EED225(Foundations of Literacy), EED524(Foundations of Literacy); 1 of EDADMIT(Education
Department Admission), GRADEDADMIT(Graduate Education Department Admission); EED326(EED326 concurrent
enrollment) *concurrent registration is required*
EED550
K-6 Methods: Mathematics
3 Semester Credits
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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), MAT106(Applied Algebra and Trigonometry), 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
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): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED598
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
ENL – English
ENL000
Writing Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL101
Effective Writing I
4 Semester Credits
This course engages students in university writing practices and introduces them to academic genres. Students develop
skills in critical reading and critical thinking, and analyze written texts in terms of audience, purpose, and context. While
practicing common academic genres such as narrative and exposition, students learn to understand writing as a process
that includes drafting, revising, and editing. Students receive feedback from the instructor throughout the course and
from other students in peer-review sessions.
Core Curriculum Component: None
Prerequisite(s): WPL(Writing Placement Level)
ENL111
Effective Writing II
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4 Semester Credits
Students practice understanding complex arguments in written texts and learn to craft complex written arguments of
their own. Students are encouraged to see academic argument as a form of conversation, and to practice the skills
needed to contribute successfully to academic conversations. Assignments emphasize research with electronic and print
libraries, finding and evaluating sources, and developing an understanding of writing as a recursive practice that includes
drafting, revising, and editing. Students receive feedback from the instructor throughout the course and from other
students in peer-review sessions.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL101(Effective Writing I), 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 University. The minimum passing grade is C-.
Core Curriculum Component: None
Prerequisite(s): WPL(Writing Placement Level)
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
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Prerequisite(s): 1 of ENL111(Effective Writing II), 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 ENL111(Effective Writing II), 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
Prerequisite(s): 1 of ENL111(Effective Writing II), 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 ENL111(Effective Writing II), 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 ENL111(Effective Writing II), 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.
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Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ENL229
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
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 ENL111(Effective Writing II) *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
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 ENL111(Effective Writing II) *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)
ENL242
Electronic Literature
4 Semester Credits
Students will discover and apply essential aesthetic practices that lie at the heart of both digital and traditional
literature, focusing on the artist’s commitment to both language and the visual. They will examine multiple genres –
among them hypertext and micro fiction, digital and cinematic poetry, and game narratives – considering interactive,
simultaneous, and non-linear practices of writing emerging in digital culture. It is a course is designed to contextualize
the digital on the literary page, stage, and screen.
Core Curriculum Component: None
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Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), 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 ENL111(Effective Writing II) *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 ENL111(Effective Writing II) *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 ENL111(Effective Writing II) *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
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
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Prerequisite(s): 1 of ENL111(Effective Writing II) *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 ENL111(Effective Writing II) *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 ENL111(Effective Writing II) *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 ENL111(Effective Writing II) *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)
ENL299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL320
Fiction One
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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
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
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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 ENL111(Effective Writing II), 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),
MAT106(Applied Algebra and Trigonometry), 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 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)
ENL329
Screenwriting II
4 Semester Credits
In this advanced course in writing for film, students will work toward the completion of a full-length screenplay (feature
or pilot). In addition to producing their own writing, students will analyze the scripts of produced films and TV shows to
gain a better understanding of the aesthetics, craft, and form of screenwriting.
Core Curriculum Component: None
Prerequisite(s): ENL229(Screenwriting)
ENL330
Shakespeare
4 Semester Credits
90
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
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)
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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
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
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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)
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)
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
93
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
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)
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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
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
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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)
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)
ENL370
Environmentalism and the Arts: Building a Sustainable Humanities
4 Semester Credits
This course explores how the arts, literature, and humanities can help theorize, contextualize, and enrich environmental
studies as a field, and environmentalism as a social and political movement. The phrase "sustainable humanities" not
only suggests that art and literature have something to say about environmental sustainability, but also that cultural and
artistic expressions are themselves something that need to be sustained.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); ENV100(Environmental Connections)
ENL371
History of Cinema
4 Semester Credits
96
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)
ENL394
Teaching Writing: Theory and Practice
4 Semester Credits
This course examines how theory, research, and practice have evolved in teaching writing, particularly as is evidenced in
composition studies and creative writing pedagogies. In particular, this course focuses on the ways in which teaching
practices presuppose and reflect theoretical positions. In addition, students will learn approaches to curriculum and
syllabi development, instructor feedback, and workshop strategies. This course is appropriate for anyone who expects to
teach writing and/or who is interested in the study of writing.
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),
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ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in
Language and Theory)
ENL395
Topics
4 Semester Credits
Individual courses designed to investigate specific themes, movements, authors, or works.
Core Curriculum Component: None
Prerequisite(s): None
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: Augsburg Experience
Prerequisite(s): None
ENL398
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.
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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
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
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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)
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
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): None
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): None
ENL528
Publishing II
100
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)
ENL531
Residency in Creative Writing: Fiction
6 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 with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. The course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL532
Residency in Creative Writing: Nonfiction
6 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 with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. The course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL533
Residency in Creative Writing: Poetry
6 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 with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. The course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL534
Residency in Creative Writing: Screenwriting
6 Semester Credits
101
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 with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. The course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL535
Residency in Creative Writing: Playwriting
6 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 with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL536
Residency in Creative Writing: Multi-Genre
6 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 with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL541
Mentorship and Critical and Creative Reading: Fiction
6 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 monthly 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. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL542
102
Mentorship and Critical and Creative Reading: Nonfiction
6 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 monthly 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. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL543
Mentorship and Critical and Creative Reading: Poetry
6 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 monthly 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. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL544
Mentorship and Critical and Creative Reading: Screenwriting
6 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 monthly 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. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL545
Mentorship and Critical and Creative Reading: Playwriting
6 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 monthly 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. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
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Prerequisite(s): None
ENL546
Mentorship and Critical and Creative Reading: Multi-Genre
6 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 monthly 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. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL547
Craft Paper: Fiction
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): None
ENL548
Craft Paper: Nonfiction
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): None
ENL549
Craft Paper: Poetry
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): None
ENL550
Craft Paper: Screenwriting
2 Semester Credits
104
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): None
ENL551
Craft Paper: Playwriting
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): None
ENL552
Craft Paper: Multi-Genre
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): None
ENL553
Thesis: Fiction
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): ENL541(Corequisite for first registration in ENL553) *concurrent registration is required*
ENL554
Thesis: Nonfiction
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
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Core Curriculum Component: None
Prerequisite(s): ENL542(Corequisite for first registration in ENL554) *concurrent registration is required*
ENL555
Thesis: Poetry
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): ENL543(Corequisite for first registration in ENL555) *concurrent registration is required*
ENL556
Thesis: Screenwriting
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): ENL544(Corequisite for first registration in ENL556) *concurrent registration is required*
ENL557
Thesis: Playwriting
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): ENL545(Corequisite for first registration in ENL557) *concurrent registration is required*
ENL558
Thesis: Multi-Genre
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
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of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): ENL546(Corequisite for first registration in ENL558) *concurrent registration is required*
ENL559
Thesis
3 Semester Credits
Taken after completing all of the required coursework for the degree, the stand-alone thesis course provides a student
with an opportunity to complete and revise a book-length project worthy of publication under the guidance of a faculty
mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a collection of short
stories or poems, a screenplay or play, a memoir, or a book of essays. This course must be repeated if a student’s
manuscript is not deemed ready by his or her mentor.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL553(Thesis: Fiction), ENL554(Thesis: Nonfiction), ENL555(Thesis: Poetry), ENL556(Thesis:
Screenwriting), ENL557(Thesis: Playwriting), ENL558(Thesis: Multi-Genre)
ENL560
Craft Paper
3 Semester Credits
In the craft paper course, students conduct a semester-long investigation of an element of the craft of writing and
produce a paper based on their findings. This paper, totaling approximately 20 pages, should cite numerous sources and
can later be used as the basis for the craft talk that graduating students must deliver during their final residency.
Core Curriculum Component: None
Prerequisite(s): None
ENL561
Mentorship and Critical and Creative Reading - Half-time: Fiction
3 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 bi-monthly 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. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL562
Mentorship and Critical and Creative Reading - Half-time: Nonfiction
3 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 bi-monthly 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. Close attention to techniques chosen by
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writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL563
Mentorship and Critical and Creative Reading - Half-time: Poetry
3 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 bi-monthly 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. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL564
Mentorship and Critical and Creative Reading - Half-time: Screenwriting
3 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 bi-monthly 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. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL565
Mentorship and Critical and Creative Reading - Half-time: Playwriting
3 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 bi-monthly 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. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL566
Mentorship and Critical and Creative Reading - Half-time: Multi-Genre
3 Semester Credits
108
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 bi-monthly 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. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENT – Entrepreneurial Studies
ENT254
Entrepreneurship
4 Semester Credits
This class is designed for anyone interested in starting a business or being more entrepreneurial within an existing
organization. Part of the class consists of developing a business plan with attention to the resources needed for success
and fostering a culture of innovation in the long run.
Core Curriculum Component: None
Prerequisite(s): None
ENT354
Managing Innovation and Design Thinking
4 Semester Credits
Innovation and creativity are critical components to the long-term success of organizations. The course will focus on
learning to integrate innovation models and design thinking into business that will drive continuous development and
improvement.
Core Curriculum Component: None
Prerequisite(s): 1 of ACC221(Introduction to Financial Accounting), ACC250(Accounting for Entrepreneurs),
BUS254(Entrepreneurship), ECO113(Principles of Microeconomics), ENT254(Entrepreneurship)
ENV – Environmental Studies
ENV100
Environmental Connections
4 Semester Credits
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
ENV295
109
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV301
Environmental Studies Seminar
0.5 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV310
Environmental Studies Field Seminar
4 Semester Credits
This course will provide students with the opportunity to explore first-hand environmental issues 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), ENV120(Environmental Science), ENV320(Environmental
Science), POL241(Environmental and River Politics), SWK210(Environmental Justice and Social Change)
ENV320
Environmental Science
4 Semester Credits
An introduction to the systematic study of the environment from physical, biological, chemical, and quantitative
perspectives. Concurrent registration in ENV320L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM102(Chemistry for Changing Times), CHM115(General Chemistry I); 1 of MAT105(Applied
Algebra), MPL(Math Placement Level 3); BIO152(Evolution, Ecology and Diversity)
ENV320L
Environmental Science Lab
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): ENV320(Environmental Science) *concurrent registration is required*
ENV330
Topics in Environmental Studies
4 Semester Credits
Exploration and analysis of various environmental topics.
Core Curriculum Component: None
Prerequisite(s): None
110
ENV340
Climate and Environmental Justice
4 Semester Credits
In the twenty-first century, the environmental century, human beings must decide how to deal with the many planetary
consequences of the "Great Acceleration" and its conjunction with the 600-year pattern of conquest, genocide, and
extreme social marginalization of indigenous peoples and poor peoples of color.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENV350
Ecology and Socio-Ecological Systems Change
4 Semester Credits
This course integrates questions regarding sustainability challenges of water, forest, wetland, climate, soil, with those
involving people, cultures, politics, and economy in a comprehensive, integral framework.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENV360
Field Research Methods and Investigation
4 Semester Credits
The Field Methods course provides students with practical socio-technical skills to assess and improve ecosystems and
improve human decision-making in socio-ecological systems. This course is designed to help students develop the
capacity for constant and consistent ecological thinking.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENV370
Environmentalism and the Arts: Building a Sustainable Humanities
4 Semester Credits
This course explores how the arts, literature, and humanities can help theorize, contextualize, and enrich environmental
studies as a field, and environmentalism as a social and political movement. The phrase "sustainable humanities" not
only suggests that art and literature have something to say about environmental sustainability, but also that cultural and
artistic expressions are themselves something that need to be sustained.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); ENV100(Environmental Connections)
ENV396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV397
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Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENV398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENV420
Conservation Biology
4 Semester Credits
This course will focus on the scientific foundations of biological conservation. Students will explore major threats to
ecosystems and biodiversity and discuss approaches for overcoming these threats in ways that balance the needs of
people and nature.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO255(Genetics), ENV320(Environmental Science); BIO152(Evolution, Ecology and Diversity)
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.
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Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENV120(Environmental Science), ENV320(Environmental Science); ENV100(Environmental
Connections), 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 – Education
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.
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
113
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)
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. 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
114
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
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.
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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
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE396
Internship *
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
ESE399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
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ESE489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that
focus on helping student teachers make connections between the student teaching experience and what they have
learned through their education courses and field experiences. These workshops mentor students in the analysis and
completion of the Teaching Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits),
STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience)
ESE498
Independent Study
2 Semester Credits
Core Curriculum Component: None
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. 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.
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Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESL – Education
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
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): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 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)
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ESL399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
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
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)
ESL489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that
focus on helping student teachers make connections between the student teaching experience and what they have
learned through their education courses and field experiences. These workshops mentor students in the analysis and
completion of the Teaching Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits),
STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience)
ESL490
Language, Culture, and Schools
3 Semester Credits
119
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: Keystone
Prerequisite(s): 1 of ESL340(ESL Literacy), ESL520(ESL Literacy); ESL310(Second Language Acquisition)
ESL499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESL510
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): GRADEDADMIT(Graduate Education Department Admission)
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
120
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 – Farsi
FAR111
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)
FIN – Finance
FIN240
Personal Finance
4 Semester Credits
121
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
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), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3);
ACC221(Introduction to Financial Accounting)
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 ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); FIN331(Financial Management)
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
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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.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management)
FLM – Film
FLM110
Film Production Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
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)
FLM229
Screenwriting
123
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
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
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: Augsburg Experience
Prerequisite(s): COM247(Documentary History and Theory), FLM180(Film Sight and Sound)
FLM295
Film Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM312
Film Production II
4 Semester Credits
124
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)
FLM348
Intermediate Video Production
4 Semester Credits
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)
FLM372
Producing for Film and Television
4 Semester Credits
This course investigates the role of the producer in film and television: to create, organize, and manage productions.
Students will learn every step of the producing process from shaping the story, budgeting and scheduling the day-to day
activities, legal and rights management, to marketing and distributing the finished work.
Core Curriculum Component: None
Prerequisite(s): FLM180(Film Sight and Sound)
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)
FLM396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
125
FLM398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM399
Internship
4 Semester Credits
Junior of senior standing required
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
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
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Core Curriculum Component: None
Prerequisite(s): None
FRE – French
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
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)
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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
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
128
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)
FRE360
Readings In Comparative Literature
4 Semester Credits
A comparative approach to literary study, with readings from at least two different national literatures and/or periods.
Primary readings in the original language where feasible; language of instruction subject to discretion of the instructor
and needs of the students.
Core Curriculum Component: None
Prerequisite(s): FRE212(Intermediate French II)
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 ENL111(Effective Writing II), 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
Core Curriculum Component: None
Prerequisite(s): None
129
FRE499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER – German
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
Intermediate German II
130
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
Prerequisite(s): GER311(German Conversation and Composition)
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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): GER311(German Conversation and Composition)
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)
GER360
Readings In Comparative Literature
4 Semester Credits
A comparative approach to literary study, with readings from at least two different national literatures and/or periods.
Primary readings in the original language where feasible; language of instruction subject to discretion of the instructor
and needs of the students.
Core Curriculum Component: None
Prerequisite(s): GER212(Intermediate German II)
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 ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); GER311(German Conversation and Composition)
GER495
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Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GRK – Greek
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 – General Studies
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
GST108
AVID Elective
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2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GST140
Integrated Studies
4 Semester Credits
This course is designed to help students improve the skills important to academic success. Study strategies (critical
thinking, motivation, time management, textbook reading, note-taking) are embedded into content-rich subject matter
to optimize learning. Emphasis is placed on combining leaning/study skills with the content to enhance application to
other courses and contexts. This course may not be taken by students who have completed 28 credits.
Core Curriculum Component: None
Prerequisite(s): None
GST195
Topics
2 Semester 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), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
GST295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GST309
Augsburg Experience Work Connections Semimar
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
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GST458
Mayo Innovation Scholars Program
2 Semester Credits
Students in this course evaluate the potential market and applications for a new medical device under development at
the Mayo Clinic and present their findings and recommendations to Mayo's Ventures Department in Rochester,
Minnesota. This course is intended for students accepted into the Mayo Innovation Scholars Program. The program runs
from October to March; students may register in either fall or spring semester. Applications are due in
September/October. Contact the Biology or Economics departments for details.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Application to program required)
HIS – History
HIS101
The World of Late Antiquity
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
Science, Religion, and Enlightenment: The Invention of Modernity, 1350-1815
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
A Global History of Europe Since 1750
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
Decolonizing Asia and Africa
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
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HIS120
Colonizing a Continent and Creating Nations: North America to 1815
4 Semester Credits
A survey of the relations between Indigenous, 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. 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, and the creation of the United States.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS121
An Empire for Liberty? 19th Century U.S. History
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
Gender, Race, Class and Democracy in the 20th Century U.S.
4 Semester Credits
A survey of United States history from 1900 to the present that focuses on gender, race, and class and struggles over the
meaning of democracy. The course will introduce historical thinking using the "IGRASP" methodology (Inquire / Gather /
Reflect / Analyze / Synthesize / Present) and disciplinary-specific habits of mind.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS140
Topics in World History
4 Semester Credits
An introduction to selected world topics not regularly offered in lower division classes. The specific topics to be offered
will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS150
Revolutions, Republics, and Resilience in Latin America
4 Semester Credits
This course examines the history of Latin America from the 1790s to the 2000s. We will examine cultural trends, social
interactions, political institutions, and economic development as well as the relations that diverse Latin American
nations and peoples shared with the United States. Special attention will be paid to independence movements,
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liberalism, republicanism, neocolonialism, revolutions, neoliberalism, the struggles of indigenous communities, and the
Latinx diaspora.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS155
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
HIS156
The Crisis in Nicaragua: U.S. Destabilization or a Democratic Movement?
4 Semester Credits
This courses focuses on the Nicaraguan social-political crisis of 2018. The students can observe, learn and reflect on the
historical contexts that have shaped and impacted Nicaraguan politics of the present days. Using historical methods of
analysis and a broad range of sources representing multiple perspectives, the course will examine competing historical
references and their respective usefulness in understanding change and continuity over time, specifically between the
1979 Revolution and the current political crisis of Nicaragua.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS162
Modern South Asia
4 Semester Credits
This course explores the processes of indigenous political fragmentation, colonialism, nationalism, de-colonization, and
independence in the area now politically known as India, Pakistan, and Bangladesh.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS170
Food: A Global History
4 Semester Credits
This course explores the human and historical dimensions of food. The cultivation and control of food supplies is a basic
function of all organized societies and polities. Shared food traditions and tastes shape cultural identities of particular
groups. In short, food is at the center of human existence, and human history can be told as a story of how food has
been produced, distributed and consumed. Taking a broad approach, the course traces changes in taste, production,
trade and consumption, from the Paleolithic period to the twentieth century. With case studies drawn from China, South
Asia, Europe, and the Americas, it offers a global narrative of world food history. Students will learn about the
fascinating histories certain key foodstuffs (e.g. sugar, wheat, chocolate, potatoes, bugs, etc.) and examine a number of
critical themes, including consumerism, taste, industrialism, famine, and dieting. Learning will be enhanced by
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experiential components, including cooking, gardening, and visiting lectures. The course will introduce the concepts of
historical thinking, using the "IGRASP" methodology (Inquire / Gather / Reflect / Analyze / Synthesize / Present.)
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS186
Topics in Asian History
4 Semester Credits
Selected topics in Asian history not regularly examined in other departmental offerings. The specific topics to be offered
will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS187
Topics in African History
4 Semester Credits
Selected topics in African history not regularly examined in other departmental offerings. The specific topics to be
offered will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS188
Topics in Latin American History
4 Semester Credits
Selected topics in Latin American history not regularly examined in other departmental offerings. The specific topics to
be offered will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS189
Topics in North American History
4 Semester Credits
Selected topics in North American history not regularly examined in other departmental offerings. The specific topics to
be offered will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS190
Topics in European History
4 Semester Credits
Selected topics in European history not regularly examined in other departmental offerings. The specific topics to be
offered will be announced prior to registration.
Core Curriculum Component: Humanities
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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
HIS197
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HIS199
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HIS200
Why History Matters
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 ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
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
Early Minnesota History
4 Semester Credits
139
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
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
Struggle for Freedom, Citizenship, and Racial Equality, 1619-1870
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
Struggle for Freedom, Citizenship, and Racial Equality, 1870-1968
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
140
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
HIS282
Women and Gender in U.S. History since 1848
4 Semester Credits
This course examines women’s changing political, economic, social, and sexual status in the United States since the 19th
century, with attention given to social, racial, and ethnic, and sexual differences among women.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS300
Doing History in Public
4 Semester Credits
Public history is the practice of historical methods with non-academic audiences in mind. This course 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: memory, archives, exhibits, oral histories, digital history, museums, historic sites,
and historic preservation.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
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): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS316
Nature, Cities, and Justice: U.S. Urban Environmental History
4 Semester Credits
This seminar-style course engages in a chronological exploration of the nineteenth- and twentieth-century interactions
between Americans and the nonhuman world in cities and suburbs. Topics covered include the commodification of
nature, the death of the organic city, political movements organized around nature, ways of knowing nature,
environmental justice, environmental health and the human body, and the relationships shared by American culture
with nature.
Core Curriculum Component: None
141
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
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; the Nationalist and Communist revolutions of the 20th century, and the recent reemergence of
China as a world power.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
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): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
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): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS332
The U.S. in the World: Diplomacy, Foreign Policy, and International Relations
4 Semester Credits
U.S. foreign relations emphasizing changing definitions of war and peace, tensions between internationalism and
isolationism, the emergence of the United States as an economic and military power, the Cold War, and the recent shift
from a unipolar to a multipolar world order.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS335
Cities and Suburbs in the Modern United States
4 Semester Credits
142
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): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS336
Business, Labor, Capitalism, and the American Dream
4 Semester Credits
What is the American Dream? Whom is it for? How is it best attained? This course explores the overlapping histories of
workers and businesses in broad economic context from the end of the nineteenth century to today. Students will
deploy social, political, environmental, economic, and cultural history to examine the emergence of various forms of
capitalism and how they shaped the aspirations and experiences of diverse enterprises and laborers in the United States.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS338
History of American Law
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): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS343
Empires and Borderlands in North America
4 Semester Credits
This course explores race, ethnicity, gender, politics, the histories of Indigenous people, the contest of European powers,
the American conquest of the continent, ecological transformations, the emergence of a regional West, and U.S. borders
with Mexico, Canada, and the Pacific World.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
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): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
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HIS348
Russia and the Soviet Union
4 Semester Credits
Examines Russian history from the late 1800s to the present. It briefly examines Czarist Russia before turning to the
Revolutions of 1917, the creation of the Soviet Union, the rise of Stalin, the Cold War, the emergence of reform, and the
transition to a new Russian state. The course will emphasize political, diplomatic, economic, and cultural history.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
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 ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS350
Revolutions, Republics, and Resilience in Latin America
4 Semester Credits
This course examines the history of Latin America from the 1790s to the 2000s. We will examine cultural trends, social
interactions, political institutions, and economic development as well as the relations that diverse Latin American
nations and peoples shared with the United States. Special attention will be paid to independence movements,
liberalism, republicanism, neocolonialism, revolutions, neoliberalism, the struggles of indigenous communities, and the
Latinx diaspora.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); 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): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS354
Cultures of Empire: A Multinational Britain
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4 Semester Credits
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): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS355
In the Aftermath of War: History, Memory and Transitional Justice in Central America
4 Semester Credits
The objective of this course is to analyze the use of history and memory during the transition from war to peace in
Central America. The course will address the case of Guatemala, focusing on the social and political events that took
place in that country in the last half of the 20th Century and the role of "memory work" in transitional justice actions
that ensued. We will particularly address the participation of Indigenous women in that process and Indigenous Peoples
conceptualization of memory, justice, reparation, and peace.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
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); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating
Letters), WPL(Writing Placement Level)
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): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS361
145
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.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS362
Modern South Asia
4 Semester Credits
This course explores the processes of indigenous political fragmentation, colonialism, nationalism, de-colonization, and
independence in the area now politically known as India, Pakistan, and Bangladesh.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS368
Modern Middle East
4 Semester Credits
This course, intended for upper-level undergraduates, is an introduction to the modern history of the region of North
Africa and West Asia between the Atlantic Ocean and Central Asia – commonly known as the Middle East – from the late
18th century until the present.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
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), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating
Letters), WPL(Writing Placement Level)
HIS370
The Late Middle Ages to 1648
4 Semester Credits
146
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): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS374
War and Religion in the Medieval Context
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): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS378
Pilgrims, Popes, and Penance: History of 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 REL378.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), RLN100(Religion, Vocation, and the Search for
Meaning I), RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced
Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
HIS386
Topics in Asian History
4 Semester Credits
Selected topics in Asian 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): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS387
Topics in African History
4 Semester Credits
Selected topics in African history not regularly examined in other departmental offerings. The specific topics to be
offered will be announced prior to registration.
Core Curriculum Component: None
147
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS388
Topics in Latin American History
4 Semester Credits
Selected topics in Latin 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): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS389
Topics in North American History
4 Semester Credits
Selected topics in North 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): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS390
Topics in European History
4 Semester Credits
Selected topics in European 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): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS400
148
Research 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 HIS200(Why History Matters), HIS280(The History Workshop); 1 of ENL111(Effective Writing II),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
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): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS474
Europe and the World
4 Semester Credits
Europe’s encounter with the rest of the world, cultural interaction and conflict, the building of European empires, and
the breakdown of these imperial systems in the 20th century.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS497
INCE Museum Fellows Program
4 Semester Credits
This semester-long course examines the museum field and the challenges museums face regarding race and diversity. It
includes a museum study trip to meet with various professionals at the nation's leading museums. The fall course is
followed in the spring by a one-semester, paid external internship. Students are placed with external partners who
identify as museums or cultural institutions.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Consent of Instructor)
HIS498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS499
149
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HMO – Hmong
HMO111
Beginning Hmong I
4 Semester Credits
An introduction to the language and culture of Hmong people. 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
HMO112
Beginning Hmong II
4 Semester Credits
An introduction to the language and culture of Hmong people. 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): HMO111(Beginning Hmong I)
HPE – Health, Physical Education and Exercise Science
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: Foundations of Wellness
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 ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
150
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)
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
HPE203
Human Anatomy and Physiology
4 Semester Credits
A survey of the structure and function of the human body. Concurrent registration in HPE203L is required. Students are
strongly encouraged to take CHM 102 or another chemistry course before taking this class.
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training)
HPE203L
Human Anatomy and Physiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE203(Human Anatomy and Physiology) *concurrent registration is required*
HPE204
Advanced Human Anatomy and Physiology
4 Semester Credits
A detailed investigation into the structures and associated functions of the body. This course will provide a
comprehensive, correlated knowledge of the anatomical structures and physiological mechanisms of the human body.
Core Curriculum Component: None
151
Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology)
HPE204L
Advanced Human Anatomy and Physiology Lab
0 Semester Credits
Three hour lab taken concurrently with HPE 204.
Core Curriculum Component: None
Prerequisite(s): HPE204(HPE204 taken concurrently) *concurrent registration is required*
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
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
152
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. Concurrent registration in HPE275L is required.(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
HPE282
Sport Psychology
2 Semester Credits
This course reviews the field of Sport Psychology. The course introduces students to constructs, research, theories, and
applications of knowledge within Sport Psychology. It is useful for students who wish to improve performance, work
with athletes or teams, pursue a career in physical education and exercise science, or aspire to work with in the health
and fitness industry.
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
153
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)
Core Curriculum Component: None
Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology), BIOL2610-C(Human Anatomy and Physiology I);
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): 1 of BIO103(Human Anatomy and Physiology), BIOL2610-C(Human Anatomy and Physiology I);
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), MAT106(Applied Algebra and Trigonometry), 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
154
Prerequisite(s): None
HPE320
School Health Curriculum
2 Semester Credits
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 Physical Education Games and Activities
4 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
4 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
155
of the country. While trekking, one is provided opportunity for leadership and personal growth and development, as we
share leadership and logistrics for the excursion.
Core Curriculum Component: None
Prerequisite(s): None
HPE340
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. Concurrent registration in HPE350L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology), BIOL2610-C(Human Anatomy and Physiology I); 1 of
MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3)
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. Concurrent registration in HPE351L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology), BIOL2610-C(Human Anatomy and Physiology I); 1 of
ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level)
HPE351L
Physiology of Exercise Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE351(Physiology of Exercise) *concurrent registration is required*
156
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)
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), MAT106(Applied Algebra and Trigonometry), 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
157
Prerequisite(s): HPE110(Personal and Community Health)
HPE396
Internship
4 Semester Credits
Core Curriculum Component: None
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)
HPE452
158
Advanced Biomechanics
2 Semester Credits
This course will introduce students to advanced biomechanical analysis of sports movement and injury with an emphasis
on the use of the musculoskeletal system. Movement kinematics and kinetics will be described using Dartfish motion
analysis software and applied to physical education and health and fitness professions; particularly in terms of sports
movement technique, common sports injury mechanisms, and injury prevention.
Core Curriculum Component: None
Prerequisite(s): HPE350(Kinesiology)
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)
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 – Humanities
HUM120
Medieval Life in 12th-Century Europe
4 Semester Credits
159
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
HUM397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
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), THR361(Theater Histories: Origins to
1800); HIS369(The Early and High Middle Ages), HIS370(The Late Middle Ages to 1648), HUM120(Medieval Life in 12thCentury Europe)
HUM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
160
INS – Interdisciplinary Studies
INS198
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS222
The Nobel Laureates: Religious and Political Perspectives
4 Semester Credits
Through studying the lives of prominent peacemakers and the opportunity provided to us by the Nobel Peace Prize
Forum, this course examines peacemaking in the 21st century, utilizing both the lenses of political science and religion.
Prerequistes: REL 100 or 300 (or can be taken concurrently).
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I) *concurrent registration is acceptable*,
RLN100(Religion, Vocation, and the Search for Meaning I) *concurrent registration is acceptable*, RLN300(by exception)
*concurrent registration is acceptable*
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.
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
INS255
Paideia Approach: Thinking, Talking and Reading
4 Semester Credits
161
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: Augsburg Experience
Prerequisite(s): None
INS292
Topics in Study Abroad and Intercultural Development
2 Semester Credits
Core Curriculum Component: Augsburg Experience
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
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
162
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
Understanding the Northern Ireland Conflict
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS327
Environment and Agriculture: Agroecosystems in Context
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS328
Justice and the US Food System
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS330
Arts Praxis: Social Justice Theory and Practice in the Field
4 Semester Credits
163
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
Art and Culture in Political, Social and Historical Context
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
INS334
From Consumers to Creators
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS335
Digital Laboratory
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS345
Urban Environment Field Seminar
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS346
Sustainability, Ecology, and New Zealand Environmental Policy
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS349
Maori Perspectives, Pluralism, and National Identity
4 Semester Credits
164
Based in Auckland, this new program examines how social and environmental factors shape political and ecological
dimensions of identity and culture, and how New Zealanders from many different backgrounds are envisioning and
creating a shared future. A number of topics explored during the semester include the history of colonization, the treaty
and the truth and reconciliation process that shape contemporary life, Maori protest and social movements, key
strategies used to address sustainability, and many more economic and environmental issues.
Core Curriculum Component: None
Prerequisite(s): None
INS351
Social Dimensions of Environmental Change
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS352
Field Research Methods and Investigation
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS353
Adaptive Ecosystem Management
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS354
Workshop in Fiction, Poetry, and Creative Nonfiction
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS355
Creative Writing in Political, Social, and Historical Context
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS358
Inequality in America: A Political Economy Approach
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
165
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
Political Sociology of Building Power, Change, and Equity
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
INS369
Politics and Development in Ecuador
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
Core Curriculum Component: None
Prerequisite(s): None
INS376
Challenges and Opportunities of European Integration
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
166
INS377
Challenges of Globalization and Mass Migration in Scandinavia
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS379
The Scandinavian Welfare States
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS387
Integration Seminar: Advanced Internship: Theory and Practice
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS391
Race in America Then and Now: "Post-Racial" Perspectives on the Civil Rights Movement
6 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
167
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
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: Augsburg Experience
Prerequisite(s): None
INS492
Topics in Study Abroad and Intercultural Development
2 Semester Credits
Core Curriculum Component: Augsburg Experience
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
168
Prerequisite(s): 1 of POL122(Metropolitan Complex), SOC111(Human Community and Modern Metropolis);
CONSENT(Consent of Instructor)
INS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of POL484(Political Analysis), SOC363(Research Methods)
KEY – Keystone
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 RLN100(Religion, Vocation, and the Search for Meaning I), RLN300(Religion and Vocation in the
Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
169
LAT – Latin
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.
Core Curriculum Component: Modern Language 1
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.
Core Curriculum Component: Modern Language 2
Prerequisite(s): LAT101(Beginning Latin I)
LIB – Library
LIB130
Fake News 101 : Research Skills, Information Assessment, and Seeking the Truth
2 Semester Credits
This course provides the tools students need to become skilled researchers, critical thinkers, and informed citizens.
Students will learn how information is created, packaged, and disseminated; how authority is constructed and
conferred; strategies for assessing a source's credibility; the ways in which information is used as a commodity; how to
formulate a research question, select appropriate databases, and develop and refine a search strategy. Students will also
consider their own role in the creation and dissemination of information as well as barriers to participating in the
scholarly conversation.
Core Curriculum Component: None
Prerequisite(s): None
LST – Leadership Studies
LST194
Topics: (non-credit)
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
LST195
Topics
2 Semester Credits
170
Core Curriculum Component: None
Prerequisite(s): None
LST205
Introduction to Leadership Studies
4 Semester Credits
This course lays the groundwork for the study of leadership and enhances the capacity to lead. This course offers an
opportunity to develop and tell your public narrative and leadership story. It serves as an overview of leadership
theories, their definitions, and their theoretical strengths and weaknesses.
Core Curriculum Component: None
Prerequisite(s): None
LST294
Topics: (non-credit)
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
LST295
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
LST296
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
LST397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
LST399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
LST495
171
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
LST499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MAT – Mathematics
MAT103
Prealgebra
3 Semester Credits
A fast-paced review of basic mathematical skills and concepts including integers, fractions, decimal numbers, ratios,
percents, order of operations, exponents, and an introduction to algebraic expressions, equations, and graphs with an
emphasis on applications to everyday life. P/N grading only. Prior experience with high school algebra is assumed. MAT
103 does not count as credit toward graduation. Grade of P advances student to MPG2. 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 C- 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. Students who
have successfully completed MAT 106 may not register for credit.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT103(Prealgebra), MPL(Math Placement Level 2)
MAT106
Applied Algebra and Trigonometry
4 Semester Credits
Concepts of linear, exponential, logarithmic, trigonometric, and other models with an emphasis on applications to the
natural sciences, economics, and finance. Grade of C- or higher advances student to MPG3. Intended for students
planning to continue to MAT 114 Precalculus. Students already in MPG3 should consult the department or Academic
Advising Center before enrolling. This course does not meet a NSM-LAF and does not meet QF. Students who have
successfully completed MAT 105 may not register for credit.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT103(Prealgebra), MPL(Math Placement Level 2)
172
MAT110
Finite Mathematics
4 Semester Credits
Concepts of introductory linear algebra and elementary probability theory. Focuses on applications to business,
economics, and social science, with an emphasis on developing quantitative skills needed for further study in those
areas. Topics include linear equations, systems of linear equations, graphing lines and linear inequalities, matrices, sets,
counting, probability axioms, conditional probability, Bayes' theorem, and applications such as supply/demand, breakeven analysis, input-output analysis, least squares, linear programming, Markov chains, game theory, or financial
mathematics. Students who have completed MAT 246 or MAT 373 may not register for credit.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Group 3)
MAT111
Mathematics in Society
4 Semester Credits
Using mathematics to understand quantitative information in daily life and current issues facing society. Concepts
include an introduction to probability and statistics, financial mathematics, and other applications, with an emphasis on
developing skills in quantitative reasoning. Students who have successfully completed a course in introductory statistics
(MAT 163, MAT 164, SOC 362, PSY 215, MIS379) may not register for credit
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Group 3)
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 C- or higher advances student to MPG4.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
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. MAT 137 and MAT 138
are courses designed for prospective K-6 elementary school teachers.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
MAT138
173
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. MAT 137 and MAT 138
are courses designed for prospective K-6 elementary school teachers.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
MAT140
Calculus Workshop
1 Semester Credits
An elective workshop for students concurrently enrolled in Calculus I 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): 1 of MAT145(Calculus I) *concurrent registration is required*, MAT146(Calculus II) *concurrent
registration is required*
MAT145
Calculus I
4 Semester Credits
Concepts of calculus focusing on differentiation; topics include limits, derivatives, their applications, and introduction to
integrals. Concurrent enrollment in MAT145L is required.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4)
MAT145L
Calculus I Lab
0 Semester Credits
Concurrent enrollment in MAT145 is required.
Core Curriculum Component: None
Prerequisite(s): MAT145(Concurrent enrollment required) *concurrent registration is required*
MAT146
Calculus II
4 Semester Credits
Concepts of calculus focusing on integration; topics include techniques of integration, applications of integrals,
differential equations, infinite series, and polar curves. Concurrent enrollment in MAT146L is required.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): MAT145(Calculus I)
MAT146L
174
Calculus II Lab
0 Semester Credits
Concurrent enrollment in MAT146 is required.
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II) *concurrent registration is required*
MAT163
Introductory Statistics
4 Semester Credits
Concepts of elementary statistics, with an emphasis on working with data and understanding the role of variability.
Topics include descriptive statistics, data visualization, confounding and causal associations, confidence intervals,
hypothesis testing, regression, and the use of modern computational tools in statistics. Students who have successfully
completed MAT164, MIS379, PSY215, or SOC362 may not register for credit in MAT163.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
MAT164
Introductory Statistics for STEM
4 Semester Credits
Concepts and techniques of elementary statistics, with an emphasis on working with scientific data and understanding
the role of variability. Topics include descriptive statistics, data visualization, probability distributions, simulation,
experimental design, confidence intervals, hypothesis testing, analysis-of-variance, regression, and the use of modern
computational tools in statistics. This course is designed for prospective Science, Technology, Engineering, or
Mathematics (STEM) majors or anyone interested in a more scientific introduction to statistics. Students who have
successfully completed MAT163, MAT248, MIS379, PSY215, or SOC362 may not register for credit in MAT164.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group)
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. Students who have completed MAT271 may not
register for credit.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer Programming
(Python)), CSC170(Introduction to Object-Oriented Programming (Java)), MAT145(Calculus I), MIS260(Problem Solving
for Business)
MAT173
Mathematics of Finance
4 Semester Credits
175
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), MAT106(Applied Algebra and Trigonometry), 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 any
theoretical structure or applied project course 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)
MAT213
Data Visualization and Statistical Computing
4 Semester Credits
Concepts of communicating with data visually, with an emphasis on computational techniques. Topics include data
management, visualizations of maps and networks, data scraping, programming bootstrap and randomizations, creating
animated Gifs.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS379(Quantitative Methods for
Business and Economics), PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis)
MAT245
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
176
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)
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): MAT145(Calculus I)
MAT273
Statistical Modeling
4 Semester Credits
Concepts of selecting, assessing the fit, and evaluating statistical models. Topics studied include statistical model
transformations, outlier detection, hypothesis testing and confidence interval construction, evaluation of multicollinearity and correlated predictors on model results, and one-way and multi-Factor ANOVA to assess relationships
among quantitative response variables and categorical predictor variables. This course includes several small group
projects culminating with a final group project.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS379(Quantitative Methods for
Business and Economics), PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis)
MAT287
History of Mathematics
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)
177
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), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); 1 of
ENL111(Effective Writing II), 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 ENL111(Effective Writing II), 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), 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 ENL111(Effective Writing II), 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); 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.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC165(Introduction to Computer Programming (Python)), CSC170(Introduction to Object-Oriented
Programming (Java)); 1 of ENL111(Effective Writing II), 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); MAT146(Calculus II)
178
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. Focuses on theoretical structures.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), 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); MAT146(Calculus II), MAT271(Discrete Mathematical Structures)
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 ENL111(Effective Writing II), 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); MAT146(Calculus II)
MAT373
Probability Theory
4 Semester Credits
Concepts of probability including methods of enumeration, random variables, probability distributions, simulation of
random processes, expectation, moment generating functions, and the Central Limit Theorem.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT245(Calculus III), MAT271(Discrete Mathematical Structures); MAT146(Calculus II)
MAT374
Statistical Theory and Applications
4 Semester Credits
Concepts of statistical inference including sampling distributions, methods of estimation, confidence intervals,
hypothesis testing, linear regression, statistical computing, and practical implementation of statistical theory. Intended
for students with some background in elementary statistics.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), 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); MAT373(Probability and Statistics I)
MAT377
Operations Research
179
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 ENL111(Effective Writing II), 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), MAT164(Introductory Statistics for STEM), MAT248(Biostatistics),
MAT373(Probability and Statistics I); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters); 1 of COM111(Public Speaking), COM115(Scientific and Technical Public
Speaking), HON130(Liberating Letters: Humanist Tradition), 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,
topology, or foundations of mathematics.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), 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): CONSENT(Consent of Instructor), MAT146(Calculus II), MAT271(Discrete Mathematical Structures)
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.
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Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Consent of Instructor), MAT146(Calculus II), MAT271(Discrete Mathematical Structures)
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): 2 of MAT304(Graph Theory), MAT314(Abstract Algebra), MAT324(Analysis), MAT355(Numerical
Mathematics and Computation), MAT363(Dynamical Systems), MAT369(Modeling and Differential Equations in
Biological and Natural Sciences), MAT373(Probability and Statistics I), MAT374(Probability and Statistics II),
MAT377(Operations Research), MAT394(Topics in Statistics), MAT395(Topics); CONSENT(Consent of Instructor),
MAT146(Calculus II), MAT271(Discrete Mathematical Structures)
MAT498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 2 of MAT304(Graph Theory), MAT314(Abstract Algebra), MAT324(Analysis), MAT355(Numerical
Mathematics and Computation), MAT363(Dynamical Systems), MAT369(Modeling and Differential Equations in
Biological and Natural Sciences), MAT373(Probability and Statistics I), MAT374(Probability and Statistics II),
MAT377(Operations Research), MAT394(Topics in Statistics), MAT395(Topics); CONSENT(Consent of Instructor),
MAT146(Calculus II), MAT271(Discrete Mathematical Structures)
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): 2 of MAT304(Graph Theory), MAT314(Abstract Algebra), MAT324(Analysis), MAT355(Numerical
Mathematics and Computation), MAT363(Dynamical Systems), MAT369(Modeling and Differential Equations in
Biological and Natural Sciences), MAT373(Probability and Statistics I), MAT374(Probability and Statistics II),
MAT377(Operations Research), MAT394(Topics in Statistics), MAT395(Topics); CONSENT(Consent of Instructor),
MAT146(Calculus II), MAT271(Discrete Mathematical Structures)
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MBA – Master of Business Administration
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, contracts
and ethics. Students develop critical thinking skills and a framework for analyzing business decisions. Successful
completion of corresponding MBA Math module required prior to the start of class.
Core Curriculum Component: None
Prerequisite(s): None
MBA520
Accounting for Business Managers
3 Semester Credits
This course will introduce MBA students to managerial accounting in business organizations. The focus of managerial
accounting is to provide accounting data to internal decision-makers (managers/employees). External and internal
decision-makers use accounting information both to make decisions and to evaluate results of those decisions.
Managerial Accounting focuses on the development, interpretation, and application of accounting information for
managerial decision-making. The course stresses the use of financial and non-financial information within a variety of
organizations for the purposes of understanding and analyzing activities and operations. You will examine the linkages
between accounting information and management planning through cost analysis, operational and capital budgeting
and performance measurement. Successful completion of corresponding MBA Math module required prior to the start
of class.
Core Curriculum Component: None
Prerequisite(s): None
MBA530
Managerial Finance
3 Semester Credits
Business Managers need to understand the fundamentals of financial management for optimal decision making. This
course covers the major topics in Finance that a business manager is likely to come across. The course begins with an
introduction to Financial Management and Time Value of Money. We discuss financial statements and cash-flows, the
financial environment of a firm—markets, institutions, interest rates, leading to a discussion of risk and return,
security/corporate valuation, strategic investment and financing decisions. Successful completion of corresponding MBA
Math module required prior to the start of class.
Core Curriculum Component: None
Prerequisite(s): None
MBA532
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
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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
Prerequisite(s): None
MBA535
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
MBA540
Business and Professional Ethics
3 Semester Credits
The history and theories of business ethics. Each class session will utilize assigned readings, articles, case studies, and
exercises. We will focus on four primary outcomes for participants in this course: An understanding of the ethical
problems faced by people; Convey a means of analysis of ethical problems; Allow students to deliberately, methodically,
and reasonably defend their point of view.
Core Curriculum Component: None
Prerequisite(s): None
MBA545
Organizational Behavior
3 Semester Credits
In-depth exploration and analysis of major theories, concepts, skills and techniques for organization behavior and
development in business and industry, including the conceptual integration and application of these theories. We will
often challenge the traditional assumptions of management by discussing current management and organization
behavior theories, innovations, trends, and the issues faced by today’s managers.
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
183
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
Apply analytical thinking to a variety of business problems and understand the need for analytical models for business
decision-making. Create spreadsheet models to help organize information and solve analytical problems. Topics:
Regression Analysis, Forecasting, Project Management, and Inventory Control. Successful completion of corresponding
MBA Math module required prior to the start of class.
Core Curriculum Component: None
Prerequisite(s): None
MBA571
Business Analytics
3 Semester Credits
Business analytics is changing the way organizations manage and make decisions. All facets of businesses utilize data to
make decisions regarding product design, marketing, organization structure and strategic planning. This course will help
prepare MBA students to understand light duty programming using SQL in order to work with and interpret large data
sets. Students will be able to interpret and present data visually using tableau.
Core Curriculum Component: None
Prerequisite(s): MBA570(Quantitative Decision-Making for Managers)
MBA572
Data Programming
3 Semester Credits
This course will introduce MBA students to Excel, Python, JAVA, Social Media Mining, SQL, Tableau, and Advanced
Statistics. The students will complete projects using real data sets from the worlds of finance, healthcare, government,
social welfare, and entrepreneurial organizations allowing students to build a strong portfolio with a professional
demonstration of basic computer programming.
Core Curriculum Component: None
Prerequisite(s): MBA570(Quantitative Decision-Making for Managers), MBA571(Business Analytics)
MBA573
Predictive Analytics
3 Semester Credits
184
This is a data visualization and analytics course designed for MBA students and encompasses a variety of statistical
techniques from data mining, predictive modelling, and machine learning. Students will utilize their excel, data
programming and interpretive data skill sets, using the software program, tableau to analyze current and historical data
to make predictions about future or otherwise unknown events.
Core Curriculum Component: None
Prerequisite(s): MBA570(Quantitative Decision-Making for Managers), MBA571(Business Analytics), MBA572(Data
Programming)
MBA580
Management Consulting Project
3 Semester Credits
MBA 580 is a project-based capstone course meant to serve an integrative role, bringing together all the components of
your graduate business education in a summative project. The projects include strategic planning, business plans,
marketing plans and a competitive analysis. The Management Consulting Project provides the opportunity to apply your
MBA program learning to an actual business organization with real issues and opportunities involving multiple functions.
Field Study teams of four to five students will work as management consultants on comprehensive projects for local
businesses or community organizations.
Core Curriculum Component: None
Prerequisite(s): None
MBA583
Entrepreneurship: Execution, Planning and Strategy
3 Semester Credits
This course is intended to provide prospective entrepreneurs with information and tools on how to start a business. The
course includes the following: how to evaluate opportunities, choose markets for entry, decide when to enter, and
determine what resources and capabilities it will take to enter and provide a platform for future growth. 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): MBA595(Strategic Management)
MBA592
Leadership: Ethics, Vision, and Transformation
3 Semester Credits
Provides learners with well-rounded, comprehensive leadership skills that will enhance personal and organizational
effectiveness. 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. This class begins the work associated with Student Learning Experience 1. Students
will use a variety of assessment tools to learn more about their strengths and weaknesses as a leader. Students will
begin their journal and reflect on their personal development plan. The journal begins in this class and will continue in
the next three courses.
Core Curriculum Component: None
Prerequisite(s): None
MBA595
Strategic Management
185
3 Semester Credits
We all observe that some organizations (public/private, for profit/not-for-profit) are more successful than others. These
organizations generally survive over the long term and meet customer/client needs effectively, securing and maintaining
a competitive advantage over alternatives. This is accomplished in the context of an environment that changes rapidly.
These organizations continually adapt to new circumstances, usually coordinating change in a variety of different
functional areas. Strategy, in its broadest sense, is a major determinant of long-term performance differentials. Strategy
matches the organization’s capabilities to its market position, facilitates resource allocation, and provides guidance for
decision-making. Student learning experience two is embedded in this course using a business simulation.
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
Designed for MBA students with a cumulative 3.50 GPA or better after completion of one year in the program and
completion of the quantitative courses.
Core Curriculum Component: None
Prerequisite(s): None
Core Curriculum Component: None
Prerequisite(s): None
MCN – McNair Program
MCN301
Research in the Disciplines
2 Semester Credits
186
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): CONSENT(Consent of Instructor)
MDC – Minnesota Department of Corrections Program
MDC094CE
Everyday Mathematics
4 Semester Credits
IHCC Equivalent: MATH 103 Everyday Mathematics: Remedial Math - Specter (4 sem cr) Everyday Math explains the
concepts of integers, fractions, decimal numbers, ratios, percent's, order of operations, exponents, and provides an
introduction to algebraic expressions and equations. Emphasis is on applications to everyday life. Does not count as a
credit toward graduation. This course does not count as a liberal arts foundation course (or its equivalent).
Core Curriculum Component: None
Prerequisite(s): None
MDC101CE
Lifetime Fitness and Wellness
2 Semester Credits
IHCC Equivalent: HLTH 1155 Lifetime Fitness and Wellness (2 cr) Studies the dimensions of wellness; including physical,
intellectual, social, emotional, spiritual, environmental, and others. Students will do self- assessments and develop a
Wellness program, including a fitness plan, to achieve their goals and overcome any barriers. Students will also analyze
their personal nutrition and develop strategies for improvement. Risk factors related to cardiovascular disease, cancer,
and other diseases will also be discussed. This course may be used to fulfill both the health and physical education
requirements for the A.A. degree.
Core Curriculum Component: None
Prerequisite(s): None
MDC102CE
Mathematical Thinking
4 Semester Credits
IHCC Equivalent: MATH 193 Mathematical Thinking (4 sem cr) Development of problem solving and decision making
strategies using mathematical tools from arithmetic, algebra, geometry, probability, and statistics. Skills to communicate
and defend solutions and decisions.
Core Curriculum Component: None
Prerequisite(s): None
MDC103CE
World Civilizations Since 1500
187
4 Semester Credits
IHCC Equivalent: HIST 1107 World Civilizations Since 1500 4 cr Explores world civilizations to the present from the
Reformation and Enlightenment in Europe, to Modern East Asia; the rise of transatlantic and transpacific societies to
industrial revolution; and from the emergence of nationalism, and the age of ideologies, to the global marketplace. (Title
changed from World Civilization II and The Modern World)
Core Curriculum Component: None
Prerequisite(s): None
MDC104CE
College Level Mathematics - Specter
4 Semester Credits
IHCC Equivalent: MATH 1050 College Level Mathematics - Spector (4 sem cr) This course covers the basics of college
level algebra, emphasizing understanding of the basic principles through investigation. The topics covered range from a
basic algebra review to exploration of linear, quadratic, exponential, and logarithmic functions, along with a study of
rational expressions, inverse relations, function operations, complex numbers, and systems of equations.
Core Curriculum Component: None
Prerequisite(s): None
MDC105CE
Introduction to Psychology
4 Semester Credits
IHCC Equivalent: PSYC 1101 Introduction to Psychology (4 sem cr) Presents a survey of psychology including theoretical
and experimental findings and applications. Topics include research methodology, the nervous system, perception,
cognition, learning, memory, human development, emotions, motivation, personality, psychological disorders and their
treatment, attitudes, social influence and growth processes.
Core Curriculum Component: None
Prerequisite(s): None
MDC106CE
Introduction to Art
4 Semester Credits
IHCC Equivalent: ART 1100 Introduction to Art (3 sem cr) Explores the visual arts of a wide range of peoples, cultures,
styles, and movements, as well as the various cultural, religious, economic, and political factors related to their creation.
Major works of painting, sculpture, architecture, and decorative arts from prehistory to the present will be studied.
Core Curriculum Component: None
Prerequisite(s): None
MDC107CE
Historical Geology (with Lab)
4 Semester Credits
IHCC Equivalent: GEOL 1105 Historical Geology (with lab) (4 sem cr) Examines the Earth's planetary materials and
processes as they have evolved and changed over time. Emphasis is placed on the study of evolution and life as it applies
to the succession of plants and animals evidenced in the fossil record and the processes which have altered the
character of the Earth's continents and oceans through time.
188
Core Curriculum Component: None
Prerequisite(s): None
MDC1101CE
Introduction to Political Science
3 Semester Credits
IHCC Equivalent: POLS 1101 Introduction to Political Science 3 cr Introduces students to major topics, approaches and
methods in Political Science with an emphasis on political ideologies, political behavior, comparative government,
international relations (including causes of war and peace) and relevant social science theory. The course also will
examine power, conflict, ideology, nationalism and revolution by focusing on structure and change in democratic and
non-democratic governments.
Core Curriculum Component: None
Prerequisite(s): None
MDC1102CE
Beginning Spanish II
3 Semester Credits
IHCC Equvalent: SPAN 1102 Beginning Spanish II (5 cr) A continuation of SPAN 1101 (MDC1111CE). This course focuses
on continued development of listening comprehension, speaking, reading and writing skills. Cultural understanding and
sensitivity are important aspects of this language course.
Core Curriculum Component: None
Prerequisite(s): None
MDC1103CE
Physical Geology (with Lab)
4 Semester Credits
IHCC Equivalent: GEOL 1101 Physical Geology (with Lab) 4cr Studies the nature, properties and processes that shape and
alter the Earth. Analysis and study of the nature and character of materials composing the Earth; and processes that
have formed, altered, and transformed the Earth’s surface.
Core Curriculum Component: None
Prerequisite(s): None
MDC1107CE
Art from Renaissance to Present
3 Semester Credits
IHCC Equivalent: ART 1107 Art from Renaissance to Present (3 sem cr) Explores major works in painting, sculpture,
architecture and decorative arts from the 15th century through the present. Both the styles and methods employed in
the creation of the works of art and the cultural, religious, economic and political philosophies that influenced them will
be studied.
Core Curriculum Component: None
Prerequisite(s): None
MDC110CE
Small Business, Start-Up
189
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC1111CE
Beginning Spanish I
5 Semester Credits
IHCC Equivalent: SPAN 1101 Beginning Spanish I (5 sem cr) Introduces basic language skills. Development of listening
comprehension, reading, speaking and writing skills to become proficient at the appropriate level. Cultures of the
Spanish-speaking countries are introduced to develop cultural understanding and sensitivity.
Core Curriculum Component: None
Prerequisite(s): None
MDC1112CE
Ethics
3 Semester Credits
IHCC Equivalent: PHIL 1112 Ethics (3 sem cr) Examines major classical and contemporary ethical theories, and in light of
these theories, addresses some current contentious topics.
Core Curriculum Component: None
Prerequisite(s): None
MDC111CE
Writing and Research Skills
4 Semester Credits
IHCC Equivalent: ENG 1108 Writing and Research Skills (4 sem cr) 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
MDC1125CE
Creative Problem Solving
3 Semester Credits
MDC1125CE Creative Problem Solving IHCC Equivalent: INTS 1125 Creative Problem Solving 3.0 cr Provides information
and practice to help students become more effective problem solvers in their academic, career, civic, and personal lives.
Students will study findings of current problem-solving research and apply them to ethical and international problems.
The course will emphasize creativity, team problem solving, and conflict management as well as the technical heuristics
of problem-solving, hypothesis testing, and decision-making.
Core Curriculum Component: None
Prerequisite(s): None
MDC112CE
Public Speaking
190
3 Semester Credits
IHCC Equivalent: COMM 1110 Public Speaking (3 sem cr) Is the introductory study of the theory and practice of public
speaking. Public presentation skills are required for individuals to be successful in our workplaces, communities and
many other contexts in today's society. Students will learn about the different types of public speeches commonly
encountered and learn how to research, organize and write their ideas into clear and understandable forms of public
communication. Students will also practice the delivery skills needed to present ideas effectively. Students will be
required to speak and participate often and will also be required to present their speeches in a classroom setting with an
audience of their peers and an instructor.
Core Curriculum Component: None
Prerequisite(s): None
MDC1130CE
Introduction to Biological Anthropology
3 Semester Credits
IHCC Equivalent: ANTH 1130 Introduction to Biological Anthropology (3 sem cr) Introduces the biological anthropology
field, one of the four sub-fields within anthropology. Sometimes called physical anthropology, biological anthropology is
the study of our collective human origins. Students will accomplish this through three main areas: study of biological
evolution,including the forces of evolution and cellular biology; comparing primate and human physical and behavioral
practices; and by examining hominid evolution from groups beginning four to five million years ago through today as
they are shaped by environmental and cultural stimuli. Study will be done through a variety of in class discussions and
lectures as well as simulated or dry lab activities. Additionally, students will learn how modern cultural implications
impact our evolution and environment today.
Core Curriculum Component: None
Prerequisite(s): None
MDC1131CE
Introduction to World Politics
3 Semester Credits
IHCC Equivalent: POLS 1131 Introduction to World Politics (3 sem cr) Requires students to examine and compare the
major issues, conflicts and challenges facing today’s global political evironment. The course will focus on the following
main topics: (1) causes and consequences of globalization; (2) the politics of intervention; (3) cooperation and conflict in
global institutions; (4) development, foreign aid and trade; (5) the politics of human rights and the environment; (6) the
politics of arms races; and (7) contemporary case studies of international conflicts. Students will learn about related
institutions and processes, public policies and social scientific theory while examining their own political values,
experiences and behaviors.
Core Curriculum Component: None
Prerequisite(s): None
MDC113CE
Research Writing in the Disciplines
2 Semester Credits
IHCC Equivalent: ENG 1111 Research Writing in the Disciplines (2 sem cr) 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
191
MDC1146CE
Music in Film
3 Semester Credits
IHCC Equivalent: MUSC 1146 Music in Film (3 sem cr) Film is a form of communication that can be analyzed in terms of
its images, as a historical record, and as a critical statement of the audience for which it is intended. The music is a
discrete, yet complementary component used in some way and to some degree by nearly every filmmaker throughout
history. Through readings, class discussion, and extensive directed viewing of the movies, this course will provide a
framework for analyzing the images and the sounds of film throughout the 20th and 21st centuries.
Core Curriculum Component: None
Prerequisite(s): None
MDC114CE
The Research Paper
3 Semester Credits
IHCC Equivalent: ENG 1114 The Research Paper (3 sem 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.
Core Curriculum Component: None
Prerequisite(s): None
MDC1152CE
Leadership Skills Development
3 Semester Credits
IHCC Equivalent: BUS 1152 Leadership Skills Development (3 sem cr) Examines the topics related to developing effective
leadership skills. Areas of study include innovative enterprises that thrive on the global dynamics of creative and
versatile leadership, and effective organizational changes. This course is designed to provide entrepreneurs, managers,
and supervisors the opportunity to synthesize their individual and organizational potential.
Core Curriculum Component: None
Prerequisite(s): None
MDC115CE
Introduction to Philosophy
3 Semester Credits
IHCC Equivalent: PHIL 1110 Introduction to Philosophy (3 sem cr) Contends with some of the basic issues in the history
and problems of philosophy, such as theories of knowledge, reality, value and society.
Core Curriculum Component: None
Prerequisite(s): None
MDC121CE
Introduction to Sociology
4 Semester Credits
IHCC Equivalent: SOC 1100 Introduction to Sociology (4 sem cr) Emphasizes methods, basic concepts, terminology, and
perspectives used by sociologists in analysis of social relationships. Sociological analysis will focus on American
government, family, education, religion, and the economy.
192
Core Curriculum Component: None
Prerequisite(s): None
MDC122CE
20th Century US History
4 Semester Credits
IHCC Equivalent: HIST 2221 20th Century US History *(US History II) (4 sem cr) Studies physical fitness, nutrition and
stress as they relate to health. Through testing and self-assessments, the student's current status is analyzed. After the
information on improving skills in each area is presented, the student will develop a plan for implementation. The course
will include information on cardiovascular and cancer risk reduction, aging and health, sexually transmitted diseases,
and substance abuse control.
Core Curriculum Component: None
Prerequisite(s): None
MDC1230CE
Psychology of Death, Dying and Loss
3 Semester Credits
IHCC Equivalent: PSYC 1230 Psychology of Death, Dying and Loss (3 sem cr) Emphasizes a psychological approach to
death, dying and related topics. Explores relevant theories, data, models and ethical issues, and provides an opportunity
to confront and explore personal attitudes and feelings.
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
IHCC Equivalent: PSCI 1021 Urban Politics (4 sem cr) This course is an introduction to urban politics and government in
the United States. We will cover the history of urban politics and development, the basic institutions and processes,
major city services, and several critical issues which cities face today, such as racial/class segregation, concentrated
poverty, and urban sprawl. We will also discuss the issue of metropolitan governance and politics. Throughout the
course, we will examine both how politics works within cities and regions as well as how state and federal policies have
affected local governments over the past several decades. The emphasis will be on grasping the basics of local and
regional government and politics, and on developing a critical perspective on cities and contemporary urban and
regional problems.
Core Curriculum Component: None
Prerequisite(s): None
MDC125CE
State and Local Government
193
4 Semester Credits
IHCC Equivalent: POLS 1121 State and Local Government (4 sem cr) Examines state and local government political
institutions, behavior, public policies, tax and spending problems. The course will also analyze structure and behavior of
state legislatures, governors, courts, and political parties, including the nomination and election process of state and
local officials. Overall the course emphasis will be on the Minnesota political system.
Core Curriculum Component: None
Prerequisite(s): None
MDC129CE
Mathematics for the Liberal Arts
3 Semester Credits
IHCC Equivalent: MATH 1101 Mathematics for the Liberal Arts (4 sem cr) Is designed to give non-mathematicians an
appreciation of mathematical ideas and the power and utility of mathematical skills in the modern world. Topics will be
selected from: voting and weighted voting systems, fair division and apportionment; routing, minimum network and
scheduling problems; mathematical growth and math of finance; descriptive statistics and data analysis; basic
probability and normal distributions.
Core Curriculum Component: None
Prerequisite(s): None
MDC130CE
Family and Society
3 Semester Credits
IHCC Equivalent: SOC 1130 Family and Society 3 cr Surveys human relationships from both the sociological and practical
perspectives. Areas of study will include: love, dating, sexuality, singleness, marriage, conflict, parenting, relationship
violence, resingling, and other relevant topics.
Core Curriculum Component: None
Prerequisite(s): None
MDC131CE
American Government
3 Semester Credits
IHCC Equivalent: POLS 1111 American Government and Politics (4 sem cr) Studies processes and policies of United States
national government, political parties, campaigns and elections, public opinion, interest groups, media coverage and
current political issues. The course will also examine principles of the Constitution, and the structure and behavior of the
legislative, executive, and judicial branches.
Core Curriculum Component: None
Prerequisite(s): None
MDC1400CE
Energy, Environment and Climate
4 Semester Credits
IHCC Equivalent: GEOG 1400 Energy, Environment and Climate 4 cr Provides a holistic approach to the workings of the
atmosphere and climatological impacts on global human populations. Topics include weather patterns and long-term
trends, including global climate change. Climatology relative to the United States will be examined in the context of
extreme weather and alternative energy source potential.
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Core Curriculum Component: None
Prerequisite(s): None
MDC141CE
Introduction to Cultural Anthropology
3 Semester Credits
IHCC Equivalent: ANTH 1110 Introduction to Cultural Anthropology (3 sem cr) Introduces students to the anthropological
subfield focused on human culture. Culture is that complex whole which includes knowledge, belief, art, morals, law,
custom, and any other capabilities and habits acquired by individuals as a member of society. Examines the tension
between the claim that culture can be both universal as well as particular. This class offers a broad survey allowing for
this comparison of universals and particulars around the world, including larger concepts of identity, cultural
manifestation, operation of institutions, and issues of inequality and globalization.
Core Curriculum Component: None
Prerequisite(s): None
MDC141CE
Introduction to Cultural Anthropology
3 Semester Credits
IHCC Equivalent: ANTH 1110 Introduction to Cultural Anthropology (3 sem cr) Introduces students to the anthropological
subfield focused on human culture. Culture is that complex whole which includes knowledge, belief, art, morals, law,
custom, and any other capabilities and habits acquired by individuals as a member of society. Examines the tension
between the claim that culture can be both universal as well as particular. This class offers a broad survey allowing for
this comparison of universals and particulars around the world, including larger concepts of identity, cultural
manifestation, operation of institutions, and issues of inequality and globalization.
Core Curriculum Component: None
Prerequisite(s): None
MDC152CE
Beginning Acting
3 Semester Credits
IHCC Equivalent: THTR 1152 Beginning Acting (3 sem cr) Throughout this course each student actor will explore his own
unique voice, dramatic presence, and the power of connecting with others through story using the works of William
Shakespeare. Along with the instructor students will conduct scene studies and character analysis of scenes and
speeches from William Shakespeare’s The Merchant of Venice. Approaching the material using acting fundamentals, the
student actors will be continually asked to connect the work to their own lives and experiences, sparking their creativity,
exploring their voices, and expanding their imaginative and empathetic powers.
Core Curriculum Component: None
Prerequisite(s): None
MDC158CE
Political Patterns and Processes
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC190CE
195
Educational Internship
3 Semester Credits
IHCC Equivalent: N/A N/A (3 sem cr) This internship was comprised of a series of intensive sessions designed to help
tutors work more effectively with their students. Lessons on teaching reading, improving comprehension, and
interpretive skills were modeled with specific hands-on activities. In addition, tutors were introduced to a variety of
writing pedagogies modeled after writing workshops designed to improve the skills of beginning witters. Participants
submitted sample lesson plans, a philosophy of teaching, did a micro teaching lesson for peers, and reported on 5
lessons they actually executed with their tutees.
Core Curriculum Component: None
Prerequisite(s): None
MDC200CE
Introduction to Business in Society
3 Semester Credits
IHCC Equivalent: BUS 1101 Introduction to Business in Society (3 sem cr) Presents an overview of the role of business in
society. Topics include the historical perspective, the economy, global dimensions of business, ethics and social
responsibility, and the various forms of business organizations. Various disciplines of business (accounting, finance,
information systems, marketing, operations, etc.) are also introduced in the overall context of the enterprise.
Core Curriculum Component: None
Prerequisite(s): None
MDC201CE
Legal Environment of Business
3 Semester Credits
IHCC Equivalent: BUS 1131 Legal Environment of Business (3 cr) Introduces business students to legal topics that impact
business. This course addresses legal reasoning, legal procedures, constitutional law, torts, contracts, the sale of goods
under the Uniform Commercial Code, business organizations, unfair competition, consumer protection, bankruptcy and
employment law.
Core Curriculum Component: None
Prerequisite(s): None
MDC204CE
History of Rock and Roll
3 Semester Credits
IHCC Equivalent: MUSC 1143 History of Rock and Roll (3 sem cr) As we know it, Rock and Roll has permeated our
airwaves, restaurants, even our churches and political arena. This course will investigate Rock and Roll as it pertains to
American experience. We will explore how we are influenced by it and how it influences music history.
Core Curriculum Component: None
Prerequisite(s): None
MDC210CE
Educational Psychology
4 Semester Credits
196
(4 sem cr) This course applies basic psychological principles of human development and behavior to learning and
teaching. The course begins with theoretical background on human development. We will examine and critique the
works of such major theorists as Piaget, Erikson, Vygotsky, Kohlberg, and Gilligan. We will then explore a variety of
learning theories. The course then moves to a more specific application of these theories by examining pedagogical
techniques and methods of assessment. We will invoke the reality of today’s classrooms throughout the course as we
attempt to reconcile theory and practice.
Core Curriculum Component: None
Prerequisite(s): None
MDC211CE
Foundations in Women's Studies
4 Semester Credits
This multidisciplinary course introduces students to the foundations in feminist perspectives and the history of the
women’s movement. We explore contributions of women in history, religion, philosophy, sciences and the arts, and how
the questions and methodologies of the disciplines differ when seen from women’s perspectives. Students will study the
diversity of women’s experiences in terms of race, class, and sexual orientation.
Core Curriculum Component: None
Prerequisite(s): None
MDC222CE
History of the United States Since 1865
4 Semester Credits
IHCC Equivalent: HIST 1115 History of the United States Since 1865 (4 sem cr) Surveys the New South, the industrial
revolution, Progressive era, roaring twenties, Great Depression, World Wars, Cold and post-Cold War eras to the
present. Emphasizes political, social, economic and intellectual developments in the United States, reflecting American
ethnic and cultural diversity.
Core Curriculum Component: None
Prerequisite(s): None
MDC225CE
Creative Writing
3 Semester Credits
IHCC Equivalent: ENG 1112 Creative Writing (3 sem cr) Provides guided practice in various types of creative writing with
the emphasis on skills common to creative expression. Assists students in discovering and developing their own best
medium for expression, whether fiction, poetry, drama, creative non-fiction (Emphasis may vary with instructor.)
Students will identify select portions of writing for small and/or large group presentation.
Core Curriculum Component: None
Prerequisite(s): None
MDC226CE
Human Relations in Business
3 Semester Credits
IHCC Equivalent: BUS 1119 Human Relations In Business (3 sem cr) Examines human behavior and interaction in the
organization. Emphasis is placed on developing more productive working relationships, and achieving desired results.
Topics include: employer/employee relations, communication techniques, conflict management, work force diversity,
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and developing and managing effective teams, motivation, training, and development, talent management, developing
leaders, and performance management.
Core Curriculum Component: None
Prerequisite(s): None
MDC231CE
Language and Power
4 Semester Credits
MDC231CE Language and Power (4 sem cr) Augsburg Course: (4 sem cr) This course will focus on the ways in which
language creates and sustains inequalities among speakers and listeners, especially with respect to economic and social
power. Students will read a variety of essays about the ways in which language and social status intersect. They will also
read selected literary works that exemplify linguistic differences within a multicultural society, and they will complete a
series of writing assignments designed to help them explore the political power of language
Core Curriculum Component: None
Prerequisite(s): None
MDC240CE
Introduction to Literature
4 Semester Credits
IHCC Equivalent: ENG 1140 Introduction to Literature (4 sem cr) Introduces students to the methods of examining and
understanding poetry, drama, novels, short stories and creative nonfiction.
Core Curriculum Component: None
Prerequisite(s): None
MDC241CE
Introduction to Film
3 Semester Credits
IHCC Equivalent: THTR 1101 / FS 1101 Introduction to Film (3 sem cr) Helps students understand, appreciate, and enjoy
motion pictures from their inception to the present as an art form. A beginning approach to the history, theory, and
criticism of the cinema and film industry. The relationship between form and content is basic to this course.
Core Curriculum Component: None
Prerequisite(s): None
MDC242CE
Humanities: Baroque to Modern
4 Semester Credits
IHCC Equivalent: HUM 1111 Humanities: From the Baroque Period to the Modern World (4 sem cr) Examines literature
and other written works, art, architecture, philosophy, religion, and music in their cultural contexts from the European
Enlightenment to the modern world; e.g. such artists, writers, and musicians as Rembrandt, Bach, Voltaire,
Wollstonescraft, Blake, Tolstoy, Stravinsky, and Camus, and such movements as Baroque, Romanticism, Realism,
Impressionism, and Existentialism. Covers primarily Western culture with some global culture added.
Core Curriculum Component: None
Prerequisite(s): None
MDC251CE
198
Environmental Science (with Lab)
4 Semester Credits
IHCC Equivalent: BIOL 1117 Environmental Science (with Lab) (4 sem cr) 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 includes analysis of factors using the campus landscape.
Core Curriculum Component: None
Prerequisite(s): None
MDC252CE
Principles of Marketing
3 Semester Credits
IHCC Equivalent: BUS 1104 Principles of Marketing (3 sem cr) Provides an overview of the marketing process and
examines the role of government, the marketing environment, consumer behavior and the marketing function within an
enterprise. Students will learn how to develop and implement an effective marketing plan that includes identification of
target markets and the utilization of the appropriate marketing mix (product, price, promotion and distribution). The
course also covers essential marketing concepts and terminology such as positioning, segmentation, relationship
marketing, marketing information systems, etc.
Core Curriculum Component: None
Prerequisite(s): None
MDC253CE
Chinese Literature
4 Semester Credits
MDC253CE Chinese Literature Not an IHCC Course (4 sem cr) The course aims to provide students with the knowledge
and skills to read, interpret and analyze English translations of traditional Chinese literary texts. The course will provide
students with a good basic knowledge of traditional Chinese literary culture and a useful foundation for further
research.
Core Curriculum Component: None
Prerequisite(s): None
MDC253CE
Chinese Literature
4 Semester Credits
Not an IHCC Course (4 sem cr) The course aims to provide students with the knowledge and skills to read, interpret and
analyze English translations of traditional Chinese literary texts. The course will provide students with a good basic
knowledge of traditional Chinese literary culture and a useful foundation for further research.
Core Curriculum Component: None
Prerequisite(s): None
MDC254CE
Interpersonal Communication
3 Semester Credits
199
IHCC Equivalent: COMM 1100 Interpersonal Communication (3 sem cr) Is a course that helps students recognize that we
live and work in relationship with others and must communicate effectively with them to achieve our goals. This class
helps students acquire the skills to effectively communicate with family members, intimate others, co-workers, friends,
and acquaintances. After reviewing relevant interpersonal theory, students will examine and identify their own
communication attitudes and behaviors. Students will also learn and apply techniques for improving communication in
their relationships through active practice. Students will participate in multiple activities, both in and outside the
classroom setting, to build their interpersonal communication skills.
Core Curriculum Component: None
Prerequisite(s): None
MDC255CE
Small Group Communication
3 Semester Credits
IHCC Equivalent: COMM 2230 Small Group Communication (3 sem cr) Introduces students to the practice and theory of
communicating in small group settings. Working in groups is an integral part of living in today’s society. Community and
workplace situations require us to be able to lead, participate, and follow effectively. Participating in this course will
assist students in developing the leadership, conflict management, problem solving and discussion skills necessary to
function in group settings. Students will apply small group communication theory in small, task-oriented groups and
develop presentation skills to showcase their understanding of what it means to be an effective group member.
Evaluating the effectiveness of their own and others’ group communication behaviors is also required.
Core Curriculum Component: None
Prerequisite(s): None
MDC256CE
Religions and Society
3 Semester Credits
IHCC Equivalent: SOC 2140 Religions and Society (3 sem cr) 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.
Core Curriculum Component: None
Prerequisite(s): None
MDC265CE
Social Inequalities: Race, Class and Gender
3 Semester Credits
IHCC Equivalent: SOC 1127 Social Inequalities: Race, Class and Gender (3 sem cr) Describes and analyzes selected
inequality relationships in the United States. Topic areas will include economic inequality-poverty; ethnic inequalityracism; and gender inequality-sexism.
Core Curriculum Component: None
Prerequisite(s): None
200
MIS – Management Information Systems
MIS260
Problem Solving for Business
4 Semester Credits
This course introduces and applies advanced software capabilities in Microsoft Excel such as macros and Solver. The
course also covers other decision support and business analysis tools including Access and Tableau.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), 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 onsequences. 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), MAT106(Applied Algebra and Trigonometry), 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), MAT106(Applied Algebra and Trigonometry), 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
201
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).
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management), MKT252(Principles
of Marketing); 1 of ENL111(Effective Writing II), 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): MIS260(Problem Solving for Business)
MIS379
Quantitative Methods for Business and Economics
4 Semester Credits
This course is designed for business and economics majors with a focus on the techniques and examples from these
disciplines. The value and the limitations of these statistics will also be considered. The basic tools of collecting,
analyzing and interpreting data for informed business decisions will be covered. Topics including descriptive statistics
(types of data, graphical displays, measures of center and variability), inferential statistics (confidence intervals and
hypothesis testing) along with regression, confounding and causal relationships. All topics are taught with the objective
of helping students make informed business decisions while conducting analysis using Microsoft Excel. Students can not
receive credit for MIS 379 if they previously earned credit for MAT 163, MAT 164, PSY215 or SOC362.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MAT171(Discrete
Mathematics For Computing), MPL(Math Placement Group 3); MIS260(Problem Solving for Business)
MIS475
Systems Analysis and Design
4 Semester Credits
Develops skills in using systems development methodologies and Computer Aided Software Engineering (CASE) tools.
Techniques used include data and process modeling, file and database design, and user interface design. A course-long
project is used to complete a rudimentary system design.
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Core Curriculum Component: None
Prerequisite(s): MIS260(Problem Solving for Business), MIS270(Data Management for Business), MIS375(E-Commerce)
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): MIS260(Problem Solving for Business), MIS270(Data Management for Business), MIS375(E-Commerce),
MIS376(Project Management), MIS475(Systems Analysis and Design)
MIS479
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 MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS264(Statistical
Literacy for Managers), MIS379(Quantitative Methods for Business and Economics), STATSBUS(Approved Statistics for
Business Majors)
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 - Marketing
MKT252
Principles of Marketing
4 Semester Credits
203
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
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 MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS264(Statistical
Literacy for Managers), MIS379(Quantitative Methods for Business and Economics), PSY215(Research Methods and
Statistics I), SOC362(Statistical Analysis), STATSBUS(Approved Statistics for Business Majors); 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
204
Integration of advertising, public relations, sales promotion design, evaluation, and personal selling into a coherent
promotion mix. Note: Students cannot earn credit for both MKT355 and MKT357.
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 asimportant elements in modern marketing
and communications. Note: Students cannot earn credit for both MKT355 and MKT357.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT398
Internship
2 Semester Credits
Core Curriculum Component: None
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. Students are strongly encouraged to take MKT 352 and one other 300 level course
during their junior year.
Core Curriculum Component: None
Prerequisite(s): 1 of MKT352(Marketing Research and Analysis), MKT355(Marketing Communications),
MKT357(Advertising); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing
for Liberating Letters), WPL(Writing Placement Level); MKT252(Principles of Marketing)
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
Prerequisite(s): CONSENT(Consent of Instructor)
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ML – Master of Arts in Leadership
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
Leadership in the Community
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
Evaluating Empirical Research
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 and Values: Keys to Authentic Leadership
3 Semester Credits
206
Before you can successfully lead others, you need to know yourself and consciously choose how to live fully and
authentically. Discovering who you are – at the core – will guide you in learning to find your way along your personal
leadership path. The purpose of this course is to facilitate reflection that deepens your understanding of your
commitments to relationships, work, and self, and how you can engage in conversations that enable you to lead a full,
authentic life. To fulfill that purpose you will explore your own life – the factors that have influenced it, and what it can
teach you about your calling and living an authentic life. You will also explore your vision for the future and how to make
it reality.
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
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
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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
ML538
Communication Skills for Leadership
3 Semester Credits
This course is designed to provide background in rhetoric as well as practice in speaking, writing, and presentation skills.
Students will perform communicative tasks in a variety of genres and will receive feedback on the effectiveness of their
performances.
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
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
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
ML560
208
Cultural Competence and Effective Leadership
3 Semester Credits
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): CONSENT(Consent of MAL Program Director)
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
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Prerequisite(s): None
ML575
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
ML577
Universal Responsibility and Leadership: A Central American 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 Central America. The Central American portion includes meetings with leaders and visits to
multiple sites and organizations. Topics such as Central American 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
ML585
Leadership Capstone: Integrating Theory and Practice
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
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): CONSENT(Consent of MAL Program Director)
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
210
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
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
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Prerequisite(s): None
MUE – Music
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 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
1 Semester Credits
The Riverside Singers carry on the long tradition of treble choirs at Augsburg University. 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
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
The Masterworks Chorale is a unique mix of auditioned Augsburg University 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
212
1 Semester Credits
The Cedar Singers ensemble 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 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. The group’s repertoire
has included 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 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
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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 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 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
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. 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
214
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
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 – Music
MUP111
Performance Study: Voice
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP116
Performance Study: Electric Bass
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
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minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP121
Performance Study: Violin
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP122
Performance Study: Viola
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP123
Performance Study: Cello
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP124
Performance Study: Bass
1 Semester Credits
216
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP131
Performance Study: Oboe
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP132
Performance Study: Bassoon
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP133
Performance Study: Clarinet
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP134
217
Performance Study: Saxophone
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP135
Performance Study: Flute
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP136
Performance Study: Harpsichord
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP137
Performance Study: Horn
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
218
Prerequisite(s): None
MUP141
Performance Study: Trumpet
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP142
Performance Study: Trombone
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP143
Performance Study: Baritone
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP144
Performance Study: Tuba
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
219
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP152
Performance Study: Piano
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP159
Piano Accompanying
1 Semester Credits
Consider registering for this course in the semester of a recital. This course is a weekly recital coaching/rehearsal with a
professional staff pianist/accompanist. It is the best way to rehearse your music with a pianist. (MUP lesson fees apply).
Core Curriculum Component: None
Prerequisite(s): None
MUP161
Performance Study: Guitar
2 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP171
Performance Study: Percussion
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
220
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP181
Performance Study: Organ
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP191
Performance Study: Harp
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP192
Performance Study: Improvisation
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP193
Performance Study: Composition
1 Semester Credits
221
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP311
Performance Study: Voice
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP316
Performance Study: Electric Bass
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP321
Performance Study: Violin
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP322
Performance Study: Viola
1 Semester Credits
222
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP323
Performance Study: Cello
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP324
Performance Study: Bass
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP331
Performance Study: Oboe
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP332
Performance Study: Bassoon
1 Semester Credits
223
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP333
Performance Study: Clarinet
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP334
Performance Study: Saxophone
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP335
Performance Study: Flute
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP336
Performance Study: Harpsichord
1 Semester Credits
224
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP337
Performance Study: Horn
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP341
Performance Study: Trumpet
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP342
Performance Study: Trombone
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP343
Performance Study: Baritone
1 Semester Credits
225
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP344
Performance Study: Tuba
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP352
Performance Study: Piano
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP361
Performance Study: Guitar
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP371
Performance Study: Percussion
1 Semester Credits
226
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP381
Performance Study: Organ
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP391
Performance Study: Harp
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP392
Performance Study: Improvisation
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP393
Performance Study: Composition
1 Semester Credits
227
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUS – Music
MUS105
Careers in Music Business
4 Semester Credits
Careers in Music Business is a survey course designed to explore the careers in the music business. This course will cover
the creative ways that musicians have formed businesses, study of successful individuals within the music business, and
pathways to successful music-based businesses. Within these constructs, we will explore methods for creating a life in
the music industry.
Core Curriculum Component: None
Prerequisite(s): None
MUS113
Music Theory and Aural Skills I
4 Semester Credits
Theory & Aural Skills I is the first semester course of a 4-semester theory and musicianship program that serves as the
foundation for all music majors. Over the course of the 4-semester sequences, the core music curriculum (theory, ear
training, piano courses) students will "do what musicians do." The students will build musical comprehension by hearing,
reading, interpreting, composing, and improvising music; they will develop, and participate in, a community committed
to improving musical skills, and learning from one another. Learning these skills will enable lifelong learning, through
and beyond music.
Core Curriculum Component: None
Prerequisite(s): None
MUS114
Music Theory and Aural Skills II
4 Semester Credits
Theory & Aural Skills II is the second semester course of a 4-semester theory and musicianship program that serves as
the foundation for all music majors. We will focus our learning on developing a more refined understanding of the
musical language in the Western tradition, with a special focus on issues related to harmony. The main goal is to gain a
thorough grasp of music fundamentals and their application to all kinds of music-making (performance, composition,
analysis, improvisation).
Core Curriculum Component: None
Prerequisite(s): MUS113(Music Theory and Aural Skills I)
MUS130
Introduction to Music in the Fine Arts
228
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): None
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): MUS135(Class Piano 1)
MUS152
Class Voice
1 Semester Credits
Fundamentals of tone production and singing.
Core Curriculum Component: None
Prerequisite(s): None
MUS158
Class Guitar 1
1 Semester Credits
Beginning techniques of classic guitar.
Core Curriculum Component: None
Prerequisite(s): None
MUS160
Fundamentals of Music
229
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
MUS162
Entrepreneurship for Creative Businesses
2 Semester Credits
This course provides students who are interested in careers in the arts, music, or entertainment an opportunity to
explore the skills needed to operate their own creative business, discover alternatives to the standard career paths in
the creative arts, and how to turn a creative passion into a career.
Core Curriculum Component: None
Prerequisite(s): None
MUS205
Legal Issues in Music, Entertainment, and the Arts
4 Semester Credits
This course examines the fundamental legal and ethical issues encountered by artists and professionals in the creative
industries and how the law affects consumers, business relationships, and the economy. Topics include copyright, piracy,
trademark, liability, 1st Amendment issues, publicity rights, unions, royalties, Performing Rights Organizations, the
Talent Agency Act, and conflicts of interest.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS207
From Boogie Woogie to Rock and Hip Hop: The Culture, Artists, and Sounds of Pop Music
4 Semester Credits
What is the sound of youth and rebellion? Where does it come from? What effect, if any, has it had on society as a
whole? This study of popular music offers a chance to examine a diverse cross section of music history through the lens
of easily palatable and familiar sounds.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS213
Music Theory and Aural Skills III
4 Semester Credits
Theory & Aural Skills III is the third course in a 4-semester theory and musicianship program that serves as the
foundation for all music majors. We will focus our learning on attention on chromatic harmony and form. We will
continue to gain a thorough grasp of music fundamentals and their application to all kinds of music-making
(performance, composition, analysis, improvisation). We will hone our analytical skills in music through close study of
relevant musical works from a variety of musical traditions.
Core Curriculum Component: None
230
Prerequisite(s): MUS114(Music Theory and Aural Skills II)
MUS214
Music Theory and Aural Skills IV
4 Semester Credits
Theory & Aural Skills IV is the last course in a 4-semester theory and musicianship program that serves as the foundation
for all music majors. We will focus our learning on finalizing our study of Common-Practice Period harmony and form.
We will explore 20th and 21st century compositional, and analytical techniques. We will apply our analytical tools to a
wider range of musical genres, including, but not limited to, jazz, pop, rock, Latin, and musical theater. Finally, we will
gain a thorough grasp of music fundamentals and their application to all kinds of music-making (performance,
composition, analysis, improvisation).
Core Curriculum Component: None
Prerequisite(s): MUS213(Music Theory and 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): None
MUS225
Electronic Music Production
4 Semester Credits
This course focuses on using contemporary studio techniques for producing, arranging, and composing original music in
a variety of modern styles. Students will take advantage of the Augsburg Recording Studio to explore techniques in
sound design, synthesis, and digital music making.
Core Curriculum Component: None
Prerequisite(s): None
MUS231
History and Literature of Music, Antiquity to 1750
4 Semester Credits
231
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): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); 1 of MUS102(Materials of
Music II), MUS114(Music Theory and Aural Skills II)
MUS232
History and Literature of Music, 1750 to Present
4 Semester Credits
Continuation of MUS 231 from 1750 to the present.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); 1 of MUS102(Materials of
Music II), MUS114(Music Theory and Aural Skills II)
MUS234
Church Music and Worship
4 Semester Credits
This course examines the words, music, and ritual actions that have shaped Christian worship throughout the centuries.
Students will be grounded in the biblical, theological, and liturgical traditions of the church while examining current
practices emerging in the digital age. Experiential components to the course will allow students the opportunity to
critically assess and plan worship services.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the
Search for Meaning I+II)
MUS235
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)
MUS238
232
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), 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
MUS242
Jazz Improvisation 1
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); MUS114(Music Theory and
Aural Skills II)
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
233
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
MUS258
Class Guitar 2
1 Semester Credits
This course focuses on developing functional guitar skills including playing 3-4 chord songs, singing and accompanying
self, transposing to a different key with and without a capo, playing in various major and minor keys, utilizing various
picking and strumming patterns, improvising, barre chords, power chords, and alternate tunings.
Core Curriculum Component: None
Prerequisite(s): MUS158(Class Guitar 1)
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
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
MUS273
Functional Music Skills
234
2 Semester Credits
This course will focus on development of basic functional music skills as required by the American Music Therapy
Association (AMTA) professional competencies. Specific focus is on developing functional skills with voice, on piano,
guitar, Q-chord, and hand percussion, for use in music therapy clinical settings. Additional areas addressed also include
writing simple composition, transposing simple melodies, and improvisation. Students will engage in individual and
group music making in class.
Core Curriculum Component: None
Prerequisite(s): MUS271(Introduction to Music Therapy)
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
MUS298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS303
Introduction to Learning, Teaching, and Technology in Music
2 Semester Credits
Exploration of music learning and teaching in multiple educational settings, including K-12 schools and community music
settings. Basic teaching principles will be discussed, as well as current sociological issues and their influences on music
learning and teaching.
Core Curriculum Component: None
Prerequisite(s): None
MUS306
Audio Recording
235
4 Semester Credits
In this course, students will become independent in the studio as they learn to manage and run recording sessions. As
students delve deeper into the many layers of professional audio software, they will begin to discover how this
technology is at its best when it serves the music, its performers, and creators. Students will also further explore digital
signal processing, plug-ins, editing, and mixing. Students will achieve a command of microphone applications and
placement thus producing fully tracked projects of their own.
Core Curriculum Component: None
Prerequisite(s): MUS221(Introduction to Music Technology)
MUS307
Music Production and Distribution
4 Semester Credits
Music Production and Distribution is a composition course focused on music production, recording theory, sound design,
and modern genre-specific techniques. While working closely with the instructor, students will be expected to produce
an entire EP over the course of a semester, including mixing, mastering, and digitally releasing the album.
Core Curriculum Component: None
Prerequisite(s): MUS221(Introduction to Music Technology), MUS225(Electronic Music Production)
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): MUS113(Music Theory and Aural Skills I)
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)
MUS315
Psychology, Culture, and Community in Music
2 Semester Credits
This course provides an overview of the impact of musical stimuli on thoughts, emotions and behaviors and how these
compare and contrast from culture to culture. The course focuses on understanding acoustics, how human beings listen
to and process music, and the socio-psychological aspects and the functions of music in society. The course will also
explore the use of music in community and community music therapy.
Core Curriculum Component: None
Prerequisite(s): MUS271(Introduction to Music Therapy)
236
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 ENL111(Effective Writing II), 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 ENL111(Effective Writing II), 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
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 ENL111(Effective Writing II), 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
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Prerequisite(s): 1 of ENL111(Effective Writing II), 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)
MUS336
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): MUS205(Legal Issues in Music, Entertainment, and the Arts)
MUS340
Music Therapy Methods I
4 Semester Credits
This course provides a comprehensive overview of receptive and re-creative music therapy methods and music therapy
theory underlying these methods. This course is experiential in nature and also examines the student’s personal
relationship to music and the impact and influence of music and all its elements. This course also focuses on expanding
repertoire and building musical skills required for implementing these methods in music therapy practice.
Core Curriculum Component: None
Prerequisite(s): MUS273(Functional Music Skills)
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): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); MUS114(Music Theory and
Aural Skills II)
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)
MUS344
Instrumental Conducting
2 Semester Credits
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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 Methods II
4 Semester Credits
This course provides an introduction and overview of compositional and improvisational music therapy methods.
Application of improvisational and compositional 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 clinical settings
and through experiential learning exercises, to further foster acquisition of clinical practice skills. Students will also
practice synthesizing and translating research surrounding these improvisation and creative methods to discover how to
develop an evidence based clinical practice.
Core Curriculum Component: None
Prerequisite(s): MUS340(Music Therapy Methods I)
MUS352
General Music Education Methods
3 Semester Credits
Current teaching techniques, methods, and materials for teachers of general music and elective classes at the
elementary and secondary levels. Includes field experience hours and prepractica. Enrollment limited to majors except
by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS303(Introduction to Learning and Teaching in Music), MUS503(Introduction to Learning and
Teaching in Music)
MUS353
Special Education in Music Education
3 Semester Credits
An examination of issues of special education and students with disabilities and giftedness within music education
contexts. Topics include techniques for accommodations and modifications within music education classes and
ensembles to create an inclusive learning environment. Societal and educational attitudes and challenges faced by
individuals with disabilities across the lifespan will be discussed, as will special education law and the role of families and
support networks for students with special needs. Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS352(General Music Education Methods), MUS552(General Music Education Methods)
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
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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
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
240
Prerequisite(s): None
MUS372
Psychological Foundations of Music I
4 Semester Credits
This course provides an overview of the impact of musical stimuli on thoughts, emotions and behaviors and how these
compare and contrast from culture to culture. The course focuses on understanding acoustics, how human beings listen
to and process music, and the socio-psychological aspects of music. The course will explore the role of aesthetics in
music as well as a review of experimental research surrounding the influence music on behavior.
Core Curriculum Component: None
Prerequisite(s): None
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 ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
MUS374
Music Therapy Practicum
1 Semester Credits
Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are
expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4
hours per week.
Core Curriculum Component: None
Prerequisite(s): MUS340(Music Therapy Methods I)
MUS375
Music Therapy Practicum
1 Semester Credits
Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are
expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4
hours per week.
Core Curriculum Component: None
Prerequisite(s): MUS374(Music Therapy Practicum)
MUS376
Music Therapy Assessment, Treatment and Clinical Processes
4 Semester Credits
This course is a thorough exploration of the practice of music therapy from assessment, treatment planning,
implementation, and evaluation. Course content includes a focus on comprehensive assessment techniques and
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development of assessment tools, effective documentation methods and practices, writing treatment plans to address a
variety of client and patient needs, methods of implementing and evaluating music therapy to address patient needs.
This course also focuses on ways of developing an evidence based practice utilizing various types and levels of evidence.
The role of the music, the client and the music therapist will also be explored in the context of clinical processes and
clinical illustrations.
Core Curriculum Component: None
Prerequisite(s): MUS345(Music Therapy Methods II)
MUS385
Music Therapy Clinical Improvisation
2 Semester Credits
This experiential-based course is designed to strengthen students’ clinical musicianship deepening the connection
between music-centered practice and improvisational methods. The course will focus on the clinical application of
improvisation, creating music with the intention of meeting a specific clinical goal. Students will learn techniques for
clinical improvisation and expand repertoire of musical style for use in therapy. Students will have the opportunity to
design improvisational interventions for a wide range of clinical populations within the context of group and individual
sessions. The course will focus heavily on providing opportunities for practicing these techniques during experiential
learning opportunities with peers. Students will also focus on refining professionalism, clinical writing skills, and verbal
techniques through these experiential learning opportunities.
Core Curriculum Component: None
Prerequisite(s): MUS315(Psychology, Culture, and Community in Music), MUS345(Music Therapy Methods II)
MUS392
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
MUS398
Internship
2 Semester Credits
Core Curriculum Component: None
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Prerequisite(s): None
MUS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
MUS408
Current and Future Issues in the Music Industry
2 Semester Credits
A look at current and emerging trends in the music industry. Students will analyze case studies, the latest music industry
research, and readings that examine different stake holders' perspectives of the current state of the industry.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS105(Careers in Music Business), MUS335(Music Business); MUS162(Entrepreneurship for
Creative Businesses), MUS205(Legal Issues in Music, Entertainment, and the Arts), MUS336(Arts Management and
Concert Promotion)
MUS413
Advanced Analysis
2 Semester Credits
The course will mainly focus on song analysis. We will take a look at a diverse range of songs and look for ways to
understand them in a deeper way through using a variety of analytical approaches. The songs will be drawn from a
variety of time periods and musical traditions.
Core Curriculum Component: None
Prerequisite(s): MUS214(Music Theory and Aural Skills IV)
MUS435
Voice Repertoire
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): None
MUS456
243
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
Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are
expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4
hours per week.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): MUS375(Music Therapy Practicum)
MUS475
Music Therapy Practicum
1 Semester Credits
Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are
expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4
hours per week.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): MUS474(Music Therapy Practicum)
MUS476
Instrumentation and Arranging
244
2 Semester Credits
This course will introduce students to the various instruments of the orchestra, as well as those from other music
traditions. Students will learn the qualities, ranges, and idiosyncrasies of these instruments as well as how to write
effectively for them. Special attention will be given to how to turn lead sheets into fleshed-out arrangements for various
ensembles. Some aspects of electronic music arranging will be discussed as well.
Core Curriculum Component: None
Prerequisite(s): MUS214(Music Theory and Aural Skills IV)
MUS477
Instrumental Methods in Music Education
2 Semester Credits
Development of skills necessary for teaching elementary and secondary instrumental ensembles. Role of the
instrumental music educator, purpose of instrumental music in the schools. Field experiences in schools required.
Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education)
MUS478
Choral Methods in Music Education
2 Semester Credits
Techniques for developing choral music programs. Curriculum, pedagogy, materials, and program administration. Field
experiences in schools required. Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education)
MUS480
Music Therapy Senior Seminar
4 Semester Credits
This course is the final course of your pre-professional academic development. This course provides an overview of
many professional issues relevant to the professional clinical practice of music therapy. These topics include: ethics,
professional development, board certification and developing professional presentations and materials. This course will
also include a community service oriented project that incorporates your knowledge regarding the therapeutic use of
music to meet the specialized needs of clients.
Core Curriculum Component: Keystone
Prerequisite(s): MUS385(Music Therapy Clinical Improvisation)
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)
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MUS483
Advanced Music Therapy Practicum
1 Semester Credits
In this course, students will be developing advanced skills in clinical music therapy practice. Students are required to
attend both the course meeting and 3-4 hours per week at a practicum site to be determined by the course instructor.
Students will be expected to engage in experiences which reflect advanced undergraduate-level practice, including but
not limited to research, development of new programs, sustaining funds for music therapy work, work with clinical
populations which require advanced skills and use of advanced music therapy methods (neurological music therapy,
trauma-informed therapy, Guided Imagery and Music, etc.). Site assignments are made based on student strengths,
student needs, creation of well-rounded clinical experiences, and schedule.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), MUS385(Music Therapy Clinical Improvisation)
MUS494
Music Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
Weekly seminars that mentor teacher candidates with analysis and completion of the Teaching Performance
Assessment (edTPA) and help them make connections between coursework, field experience, and the student teaching
experience. Attributes of the successful novice educator and activities related to successful job acquisition are also
discussed.
Core Curriculum Component: None
Prerequisite(s): 1 of STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits),
STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience)
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
Core Curriculum Component: None
Prerequisite(s): None
MUS503
Introduction to Learning, Teaching, and Technology in Music
2 Semester Credits
Exploration of music learning and teaching in multiple educational settings, including K-12 schools and community music
settings. Basic teaching principles will be discussed, as well as current sociological issues and their influences on music
learning and teaching.
Core Curriculum Component: None
246
Prerequisite(s): None
MUS505CE
Contemporary Topics in Music Education
2 Semester Credits
Both implicitly and explicitly, PK-12 and community music educators address a wide variety of contemporary issues in
music education in their respective teaching settings, including social justice and equity with diverse student
populations, culturally relevant pedagogy, creativity, integration of technology, and teaching students with special
needs. Throughout this course, students will explore these pressing pedagogical and sociological issues in American
music education in depth through discussion of their prevalence in the profession and relevance to their current
teaching contexts. The culmination of the course will include students’ creation of lesson plans and resources related to
course concepts for implementation in their classrooms.
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): 1 of MUS515(Advanced Music Therapy Clinical Practice I) *concurrent registration is required*,
MUS520(Advanced Music Therapy Clinical Practice II) *concurrent registration is required*, MUS550(Music
Psychotherapy) *concurrent registration is required*, MUS560(Music and Imagery) *concurrent registration is
required*, MUS570(Music, Neurology, and Physiology) *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.
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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
MUS525
Cross-Cultural Awareness in Music Therapy
3 Semester Credits
This course provides an in-depth exploration of specific needs of clients from various and diverse cultures and training in
specialized music therapy approaches and methods. This course emphasizes developing the clinical understanding,
acquisition and application of skills in various ethnic musical forms.
Core Curriculum Component: None
Prerequisite(s): None
MUS530
Music Therapy Ethics
2 Semester Credits
This course explores core concepts of the ethical decision-making process as it applies to music therapy practice,
supervision and research. Course content includes a focus on self-awareness, values, professional competencies and
self-care, client rights, relationships and boundaries, confidentiality and privacy, multicultural perspective and diversity
issues, business conduct and digital and social media use.
Core Curriculum Component: None
Prerequisite(s): None
MUS535
Music Therapy Supervision and Professional Development
2 Semester Credits
This course provides an in-depth exploration of music therapy supervision, consultation and professional development.
The course includes an overview of various theories and models of music therapy supervision, with a focus on
maintaining effective supervisory relationships and evaluating supervisees. The course will also explore practices that
foster self-care and professional development.
Core Curriculum Component: None
Prerequisite(s): None
MUS540
Music Therapy Research I
248
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
MUS546
Clinical Music Therapy Internship
2 Semester Credits
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
MUS552
General Music Education Methods
3 Semester Credits
Current teaching techniques, methods, and materials for teachers of general music and elective classes at the
elementary and secondary levels. Includes field experience hours and prepractica. Enrollment limited to majors except
by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS303(Introduction to Learning and Teaching in Music), MUS503(Introduction to Learning and
Teaching in Music)
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MUS553
Special Education in Music Education
3 Semester Credits
An examination of issues of special education and students with disabilities and giftedness within music education
contexts. Topics include techniques for accommodations and modifications within music education classes and
ensembles to create an inclusive learning environment. Societal and educational attitudes and challenges faced by
individuals with disabilities across the lifespan will be discussed, as will special education law and the role of families and
support networks for students with special needs. Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS352(General Music Education Methods), MUS552(General Music Education Methods)
MUS554
Advanced Music Therapy Clinical Improvisation
3 Semester Credits
This course focuses on strengthening and deepening the connection between students’ musical skills and clinical
application of improvisational methods in music therapy. Students will develop an in-depth understanding of techniques
and methods for clinical improvisation through readings, case review, online discussions, and experiential learning.
Students will expand existing as well as develop new musical resources, and design improvisation-based experiences to
address specific clinical goals and objectives. Students will advance their skills with assessment and evaluation tools
while gaining a greater understanding of the meaning within musical behaviors and interactions. Students will explore
advanced techniques and methods for clinical improvisation through researching a model of improvisation in music
therapy.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice
II)
MUS555
Music Therapy, Spirituality, and Well-being
2 Semester Credits
This course offers an in-depth exploration of music therapy in addressing spirituality, spiritual needs and well-being in
the therapeutic context. This course also explores cultural and ethical issues, boundaries and contraindications
surrounding this work.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice
II)
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
250
MUS565
Advanced Music Therapy with Infants, Children and Family Centered Care
2 Semester Credits
This course provides an in-depth exploration of music therapy methods with infants, children and family centered care
with a focus on addressing the impact of hospitalization and meeting the changing needs of children and families.
Emphasis for the course will be on critical and chronic illness, palliative and hospice care, and working as part of an
integrative treatment team.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice
II)
MUS570
Music, Neurology, and Physiology
3 Semester Credits
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): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice
II)
MUS575
Music Therapy in Palliative Care
2 Semester Credits
This course provides a comprehensive overview and in-depth exploration of music therapy approaches and methods in
palliative and end of life care. This course focuses on music therapy practices in medical and hospice settings, for
patients living with pain, chronic illness, facing a terminal diagnosis and end of life. The course explores clinical practice,
ethical, and cultural issues as they relate to palliative and end of life care. This course includes the exploration and
synthesis of clinical research surrounding palliative and end of life care.
Core Curriculum Component: None
Prerequisite(s): None
MUS576
Music Therapy in Trauma Informed Care
3 Semester Credits
This course provides an in-depth exploration of trauma, trauma informed care and the role of music therapy in trauma
informed care. In this course you will explore how trauma impacts one's physical, emotional, and spiritual well-being,
relationships with self, others, communities and environment, often resulting in recurring feelings of shame, guilt, rage,
isolation, and disconnection. Music therapy approaches and methods appropriate for use in trauma informed care will
be explored; contraindications and issues surrounding safety will be reviewed. Topics and issues of competence,
supervision, consultation, and self-care will also be addressed.
Core Curriculum Component: None
251
Prerequisite(s): MUS511(Advanced Music Therapy Clinical Practicum) *concurrent registration is required*,
MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice II),
MUS530(Music Therapy Ethics)
MUS577
Instrumental Methods in Music Education
2 Semester Credits
Development of skills necessary for teaching elementary and secondary instrumental ensembles. Role of the
instrumental music educator, purpose of instrumental music in the schools. Field experiences in schools required.
Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education)
MUS578
Choral Methods in Music Education
2 Semester Credits
Techniques for developing choral music programs. Curriculum, pedagogy, materials, and program administration. Field
experiences in schools required. Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education)
MUS580
Transcultural Music Therapy I
4 Semester Credits
This course explores meanings and expressions of music, health, illness, and healing transculturally. Focus is on
developing an understanding of individuals, families, groups and communities with diverse cultural backgrounds and the
use of music in community and for healing within their culture. Music is explored as a means of understanding a culture,
human interaction, communication, manner of fostering health and quality of life.
Core Curriculum Component: None
Prerequisite(s): MUS511(Advanced Music Therapy Clinical Practicum) *concurrent registration is required*
MUS582
Transcultural Music Therapy II
4 Semester Credits
This course explores role and meaning of music, health, illness, and healing transculturally with a focus on communities
with diverse cultural backgrounds and how music is a means of understanding a culture, human interaction,
communication, and utilized to foster health, healing and quality of life.
Core Curriculum Component: None
Prerequisite(s): MUS511(Advanced Music Therapy Clinical Practicum) *concurrent registration is required*,
MUS525(Cross-Cultural Awareness in Music Therapy)
MUS585
Advanced Music Therapy Group Work
3 Semester Credits
252
This course provides an in-depth exploration and comprehensive study of group music therapy work in a variety of
clinical settings. This course emphasizes the dynamics of group process including the types, stages, and formation of
groups. Music therapy approaches, methods, techniques, and interventions will be reviewed and applied for group
practice. This course will also explore the use of musical and non-musical means of processing and deepening in the
group process or experience.
Core Curriculum Component: None
Prerequisite(s): MUS510(Advanced Music Therapy Theory)
MUS590
Interdisciplinary Practice and Research Methods in Music Therapy
3 Semester Credits
This course provides an in-depth exploration of the emerging field of interdisciplinary practice and research and its
relevance to music therapy. The course will explore what is driving interdisciplinary practice and research, as well as the
values, traits, and skills that this method of clinical practice and research requires and fosters. The benefits and
challenges, indications and contraindications for this work will be discussed.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I)
MUS595
Thesis or Final Project
2 Semester Credits
This course provides faculty guidance in preparation and completion of material to satisfy the final project or Master's
thesis requirement in an independent study format. This includes clarification of program expectations, review of
literature, project and research development, academic and report writing, and advisory support and feedback.
Core Curriculum Component: None
Prerequisite(s): MUS540(Music Therapy Research I), MUS545(Music Therapy Research II)
MUS599
Directed Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS –New Media
NMS100
Journalism Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
NMS101
253
Sports Production Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
NMS102
Audio Storytelling Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
NMS105
Multimedia Production Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
NMS110
Exploring Diversity in Mass Media
4 Semester Credits
This course explores big questions about representation in media: Are we all represented in media? How are we
constructed through media? How does mass media shape our identities and communities? How do we shape the
media? We study identity and cultural expression in various media forms, uncover constructions of race, gender, and
power; examine our own positionality within those structures; and use intercultural awareness to expand the frame.
Core Curriculum Component: Humanities
Prerequisite(s): None
NMS220
Foundations of New Media
4 Semester Credits
Communication, technology, art, and culture will set the context for exploring emergent media. Theory, practice, and
historical developments of new media will be examined. Assignments will take the form of case studies, projects, and
critical yet hands-on analysis and are designed to develop critical skills in thinking and adapting to future media.
Core Curriculum Component: None
Prerequisite(s): None
NMS230
254
Social Media
4 Semester Credits
Explore the form, function, and context of social media, social media theory, and effective strategies for using social
media. Privacy, media literacy, and ethics will also be examined. Understand how social media functions as a
communication vehicle in society through case studies, a survey of effective campaigns, and live interactions with the
new medium. Includes practical hands-on experience creating and engaging with social media.
Core Curriculum Component: None
Prerequisite(s): None
NMS242
Electronic Literature
4 Semester Credits
Students will discover and apply essential aesthetic practices that lie at the heart of both digital and traditional
literature, focusing on the artist’s commitment to both language and the visual. They will examine multiple genres –
among them hypertext and micro fiction, digital and cinematic poetry, and game narratives – considering interactive,
simultaneous, and non-linear practices of writing emerging in digital culture. It is a course is designed to contextualize
the digital on the literary page, stage, and screen.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
NMS260
New Media Production
4 Semester Credits
Consider new media technologies and their uses in this introductory course in new media production. Work
collaboratively and independently to produce new media works ranging from Internet memes to interactive videos.
Through hands-on exercises and experiments with images, sounds, text, and motion you will apply new media
principles, understand the importance of user, and learn to communicate ideas effectively.
Core Curriculum Component: None
Prerequisite(s): None
NMS295
Topics in New Media
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS320
255
Contemporary New Media Practices
4 Semester Credits
Explore global contemporary practices of new media with a focus on technological process, innovation, critique, and
influence. Learn how the interplay between art, science, and technology changes the way we communicate, interact,
and perceive the world. Topics may include privacy, identity, relationships, the virtual, social change, faith, politics,
technoculture, genre revisionism, and mechanical reproduction.
Core Curriculum Component: None
Prerequisite(s): NMS220(Foundations of New Media)
NMS375
Practicum
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
NMS399
Internship
4 Semester Credits
Junior or senior standing required
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
NMS490
Vocation and New Media
4 Semester Credits
A synthesis of new media 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 ENL242(Electronic Literature), NMS242(Electronic Literature); NMS220(Foundations of New Media),
POL371(Topics)
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NMS495
Topics in New Media
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NOR – Norwegian
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)
NUR – Nursing
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
257
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 ENL111(Effective
Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing
Placement Level)
NUR306
Paradigms in Nursing
4 Semester Credits
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*
NUR314
Self-Care I: Health of the Nurse
2 Semester Credits
In this course, you will explore the meaning of self-care, and its application to professional nursing. Multiple modalities
will be introduced to expand the knowledge, understanding, and need for self-care in the nursing profession. A personal
self-care plan will be developed and implemented into your personal life throughout this course. The plan will also be
evaluated, with in-depth reflection on the process.
Core Curriculum Component: None
Prerequisite(s): NUR300(Trends and Issues in Nursing)
NUR315
Self-Care II: Health of the Nurse
2 Semester Credits
In this course, modalities will be introduced, beyond what you learned in NUR 314. Your personal self-care plan will be
expanded to include self-care at work. This revised plan will be implemented throughout this course, and evaluated,
with in-depth reflection on the process. This process will allow the student to make life-long use of the experiential
opportunities gained regarding their self-care.
Core Curriculum Component: None
Prerequisite(s): NUR314(Self-Care I: Health of the Nurse) *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
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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), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); NUR300(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): NUR410(Community Health Nursing I) *concurrent registration is acceptable*
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
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
259
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
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
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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
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
NUR520P
261
Practicum: Research Methods in Nursing
1 Semester Credits
This practicum is associated with NUR 520 and focuses on the research process to benefit the profession of nursing and
contribute to the knowledge base for practice. during the NUR 520 course students explore quantitative and qualitative
methodologies with an emphasis on utilizing a methodology appropriate to questions of transcultural and
transformational practice. In this practicum, students will design a research study proposal based on their nursing
practice focus.
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
Prerequisite(s): NUR505(Theoretical Foundations for Advanced Nursing Practice), NUR520(Research Methods in
Nursing)
NUR523P
Practicum: Theory, Practice, Research Seminar
2 Semester Credits
262
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): CONSENT(Consent of Instructor)
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 theorybased 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 Transformation
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
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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
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
264
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
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
265
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.
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
266
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
NUR715
Practicum: Dismantling White Supremacy Culture
1 Semester Credits
This practicum will explore the culture of white supremacy in which patterns of Western ideology, white superiority, and
systems of racial oppression influence the health and wellbeing of individuals and communities. These pervasive
patterns will be deconstructed and dismantled in community through self work and somatic healing methods. By
learning one’s sympathetic nervous system’s response to racism, as well as how one embodies racial experiences, one
can begin to work effectively towards racial justice to reduce inequities in healthcare. Civic agency skills will be
incorporated into collective group work to address systemic racism in both personal and professional work spaces.
Core Curriculum Component: None
Prerequisite(s): None
NUR721
Practicum:Ancient Healing Practices and Modern Implications
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR722
Practicum: Ancient Healing Practices and Modern Implications
2 Semester Credits
This course helps students embody connections to nature that are fundamental in modern day holistic nursing and
healing practices. Participants are immersed in energies present at many ancient sacred sites of England, including
Tintagel, the Chalice Well Peace Garden, Glastonbury Abbey, Stonehenge, and the healing waters of Bath. Through
understanding sacred ceremony, students learn how to consciously merge science with spirit to connect with the healing
energies of the cosmos.
Core Curriculum Component: None
Prerequisite(s): None
NUR731
Practicum:Dia de los Muertos
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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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
NUR741
Practicum:Health and Community Building in Guatemala
1 Semester Credits
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
Prerequisite(s): None
NUR751
Transformation in Practice: Addressing Soul Trauma and Healing
1 Semester Credits
This practicum will provide students the opportunity to learn and experience soul healing by reconnecting with the roots
of one’s authentic self. Students will incorporate embodied ways of knowing, traditional health and healing practices, as
well as ceremony to understand social and generational trauma. In community, transformation will be supported while
addressing concepts in false belief systems, utilizing emotions constructively, and authentic self-care.
Core Curriculum Component: None
Prerequisite(s): None
NUR755P
Culture, Gender, and the Sustainable Development Goals: Virtual Immersion in Africa
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR762
268
Toward Global Health Equity in Africa: Building Transcultural Nursing Relationships in Namibia
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) and Formal Evidence
3 Semester Credits
This course provides a foundation for building the scholarship of advanced transcultural and holistic nursing practice.
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 in
context-specific, emic positions and for rigor in empirical procedures based in context-free, etic perspectives. Utilizing
selected evidence suited to particular transcultural and holistic issues, practice models 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 and holistic healthcare issues and relevant to concerns of people marginalized by
health systems. Exploration of how Evidence-Based Practice and Metis-Based Practice is integrated into nursing practice
will be developed.
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
269
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 diverse cultural expressions of health and illness.
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
Bio-Cultural Epidemiology: The Ecology of Human Suffering in a World of Extremes
3 Semester Credits
This course embraces a critical social approach to understanding health and illness embodied within populations and
communities. Cumulative illness-producing effects of inequities entrenched in structures of social privilege and
disadvantage are examined in relation to patterns of health, illness, risk perception, and behavior across a broad range
of cultural contexts. Human suffering is viewed as neither coincidental nor inevitable, but related to how social
relationships and institutions promote or erode the health of persons and populations. Ecological and epidemiological
methods are examined for their cultural sensitivity, relevance and ability to expose socio-cultural determinants of health
and illness in local contexts. The role of the advanced practice nursing, gathering evidence, advocating for the
underserved, and providing care and access to health resources is emphasized.
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
270
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during
students' practicum experiences that are faculty-led and those that are self-directed; and to foster students' completion
of the DNP scholary capstone project and portfolio. The focus of the seminar is individualized to students' specific
practice interest and goals. As such, students are expected to test ideas for their scholarly capstone project in the
seminars with faculty and peers.
Core Curriculum Component: None
Prerequisite(s): None
NUR812
Seminar 1: Doctor of Nursing Practice - Family Nurse Practitioner Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students'
completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals.
The focus of this seminar is to develop a Scholarly Project Plan and to begin writing a scholarly paper with a particular
focus on chapter one and two.
Core Curriculum Component: None
Prerequisite(s): None
NUR816
Advanced Pathophysiology and Vibrational Energy Medicine
3 Semester Credits
This course examines the interactions and influences of cellular and energy transmission within the human body. The
role of imbalance and inflammation on body systems will articulate how illness and disease results from ongoing states
of imbalances.
Core Curriculum Component: None
Prerequisite(s): None
NUR817
Informatics and Health Policy: The Colonization of Knowledge
1 Semester Credits
This course examines how knowledge is or is not accessed/utilized throughout transcultural and holistic healthcare
systems. Applying principles of how multidisciplinary healthcare teams share the colonization of knowledge will be
described and applied to the role of advanced practice nurses.
Core Curriculum Component: None
Prerequisite(s): None
NUR818
Pharmacotherapeutics I for Advanced Practice
3 Semester Credits
This course provides the foundation of the principles of pharmacology, pharmacotherapy, and pharmacokinetics. The
knowledge will relate to disease processes of medications used in multiple disease states, acute and chronic illness.
Core Curriculum Component: None
Prerequisite(s): None
NUR819
271
Physical and Holistic Health Assessment
3 Semester Credits
This course articulates how a Physical and Holistic Health Assessment integrates knowledge from a variety of disciplines:
medicine, Functional Medicine, spirituality, religion, transcultural and holistic nursing. Utilizing a variety of assessment
tools provides the Nurse Practitioner with a systematic and holistic approach to analyze a patient's health history.
Core Curriculum Component: None
Prerequisite(s): None
NUR820
Integrative Illness Prevention and Wellness Promotion
2 Semester Credits
This course provides a comprehensive overview of the conceptual and theoretical continuum of providing holistic
approaches to health and healing. Integrative Illness Prevention and Wellness Promotion encompasses health
promotion strategies and how wellness can be impacted in a variety of cultures and populations through the lifespan
and healthcare systems.
Core Curriculum Component: None
Prerequisite(s): None
NUR821
Second Year Doctoral Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during
students' practicum experiences that are faculty-led and those that are self-directed; and to foster students' completion
of the DNP capstone project and portfolio. The focus of the seminar is individualized to students' specific practice
interests and goals. As such, students are expected to test ideas for their capstone projects in the seminar with faculty
and peers. Students will begin to write their Capstone Project paper during this semester.
Core Curriculum Component: None
Prerequisite(s): NUR811(First Year Doctoral Seminar) *concurrent registration is acceptable*
NUR822
Seminar 2: Doctor of Nursing Practice - Family Nurse Practitioner Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students'
completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals.
The focus of this seminar is to continue writing the student's scholarly paper with particular focus on chapter three.
Core Curriculum Component: None
Prerequisite(s): 1 of NUR811(First Year Doctoral Seminar), NUR812(Seminar 1: Doctor of Nursing Practice - Family Nu)
NUR824
Integrative Primary Care of Adults I
3 Semester Credits
This course provides the application of medical and complementary and alternative healthcare management to disease
states and body systems. The clinical management is an approach to treating the adult patient with ongoing symptoms
and illness.
272
Core Curriculum Component: None
Prerequisite(s): NUR819(Physical and Holistic Health Assessment), NUR820(Integrative Illness Prevention and Wellness
Promotion)
NUR825
Integrative Primary Care of Adults II
3 Semester Credits
This course provides the application of medical and complementary and alternative healthcare management to disease
states and body systems. The clinical management is an approach to treating the adult patient with chronic illness and
also addressing women's health issues.
Core Curriculum Component: None
Prerequisite(s): NUR824(Integrative Primary Care of Adults I)
NUR826
Pharmacotherapeutics II for Advanced Practice and Herbal Medicine
3 Semester Credits
This course provides the foundation of the principles of pharmacology, pharmacokinetics, and herbal medicine. The
knowledge will relate to disease processes of medications used in multiple disease states, acute and chronic illness. This
class will also include an in-depth description of how pharmacology and herbs are utilized in treating illness throughout
the life span.
Core Curriculum Component: None
Prerequisite(s): None
NUR827
Integrative Primary Care of Children
3 Semester Credits
This course provides the application of medical and complementary and alternative healthcare management to disease
states and body systems. The clinical management is an approach to treating the pediatric population with ongoing
symptoms, illness and chronic illness and also addressing issues of the pregnant woman. This course also examines the
transcultural families from a multidimensional approach exploring the set of shared worldviews, adaptations, and
meaning. The student will explore a family's life ways and health care patterns, values and goals via developing an indepth contextual understanding of the family's configuration, social interaction, ethnicity, genetics, religion, nationality,
language and communication styles. Ethical implications of providing cultural and holistic care to marginalized
populations will be examined.
Core Curriculum Component: None
Prerequisite(s): None
NUR831
Third Year Doctoral Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during
students' practicum experiences that are faculty-led and those that are self-directed; and to foster students' completion
of the DNP capstone project and portfolio. The focus of the seminar is individualized to students' specific practice
interests and goals. As such, students are expected to test ideas for their capstone projects in the seminar with faculty
and peers. Students will begin to write their Capstone Project paper during this semester.
273
Core Curriculum Component: None
Prerequisite(s): NUR821(Second Year Doctoral Seminar)
NUR832
Seminar 3: Doctor of Nursing Practice - Family Nurse Practitioner Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students'
completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals.
The focus of this seminar is to continue writing a scholarly paper with particular focus on chapter four.
Core Curriculum Component: None
Prerequisite(s): NUR822(Seminar 2: Doctor of Nursing Practice - Family Nur)
NUR833
Advanced Pathophysiology II
2 Semester Credits
This course expands on the content of NUR 816 of the interactions and influences of cellular and energy transmission
within the human body. The role of imbalance and inflammation on body systems will articulate how illness and disease
results from ongoing states of imbalance. This course also integrates competency-based case study applications.
Core Curriculum Component: None
Prerequisite(s): NUR816(Advanced Pathophysiology and Vibrational Energy Medicine)
NUR841
Final Year Doctoral Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during the
student's practicum experiences to complete their doctoral capstone project. During this seminar, students will
complete their written scholarly paper describing their capstone project and present their scholarly project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), NUR831(Third Year Doctoral Seminar)
NUR842
Seminar 4: Doctor of Nursing Practice - Family Nurse Practitioner Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students'
completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals.
The focus of this seminar is to complete the scholarly paper and to develop a manuscript for publication.
Core Curriculum Component: None
Prerequisite(s): NUR832(Seminar 3: Doctor of Nursing Practice - Family Nur)
NUR843
Eyes-Nose-Throat (HEENT) and Complementary and Alternative Medicine (CAM) Skills Lab
0.5 Semester Credits
274
This course provides the application of competency-based education in treating HEENT and Complementary and
Alternative modalities issues common in primary care. The assessment, clinical management, evidence-based practice
guidelines and learning the skill techniques for treating these conditions will be practiced in this course.
Core Curriculum Component: None
Prerequisite(s): NUR819(Concurrent enrollment in NUR819) *concurrent registration is required*
NUR844
Women's Health Skills Lab
0.5 Semester Credits
This course provides the application of competency-based education in treating Women’s health issues common in
primary care. The assessment, clinical management, evidence-based practice guidelines and learning skills technique for
treating Women’s health conditions will be practiced in this course.
Core Curriculum Component: None
Prerequisite(s): NUR824(Concurrent enrollment in NUR824) *concurrent registration is required*
NUR845
Musculoskeletal Skills Lab
0.5 Semester Credits
This course provides the application of competency-based education in treating musculoskeletal issues common in
primary care. The assessment, clinical management, evidence-based practice guidelines and learning the skill techniques
for treating the musculoskeletal conditions will be practiced in this course.
Core Curriculum Component: None
Prerequisite(s): NUR819(Concurrent enrollment in NUR819) *concurrent registration is required*
NUR846
Dermatology, Suturing and Minor Surgical Procedures Skills Lab
0.5 Semester Credits
This course provides the application of competency-based education in treating dermatology, suturing and minor
surgical procedure issues common in primary care. The assessment, clinical management, evidence-based practice
guidelines and learning skills technique for treating the dermatological conditions will be practiced in this course.
Core Curriculum Component: None
Prerequisite(s): NUR825(Concurrent enrollment in NUR825) *concurrent registration is required*
NUR850
Integrative Primary Care of Adults Clinical I
3 Semester Credits
This course will provide the student with clinical opportunities and direct patient care to engage in a transcultural and
holistic approach to primary care of patients. Holistic assessment tools will provide the Nurse Practitioner student with
clinical experience in providing a systematic holistic root cause analysis of a patient’s health history. The student will also
develop an Integrative Health Promotion educational project for patient population, culture or healthcare system. This
course will also provide the student with clinical opportunities and direct patient care to provide the application of
medical and complementary and alternative healthcare management to disease states and body systems. The clinical
management is an approach to treating the primary care patient with ongoing symptoms and illness.
Core Curriculum Component: None
275
Prerequisite(s): NUR816(Advanced Pathophysiology and Vibrational Energy Medicine), NUR817(Informatics and Health
Policy: The Colonization of Knowledge), NUR818(Pharmacotherapeutics I for Advanced Practice), NUR819(Physical and
Holistic Health Assessment), NUR820(Integrative Illness Prevention and Wellness Promotion), NUR824(Integrative
Primary Care of Adults I) *concurrent registration is required*
NUR851
Integrative Primary Care of Adults Clinical II
2 Semester Credits
This course will provide the student with clinical opportunities and direct patient care to provide the clinical application
of medical and complementary and alternative management to disease states and body systems. The clinical
management is an approach to treating the adult patient and women's health issues with chronic illness.
Core Curriculum Component: None
Prerequisite(s): NUR850(Integrative Primary Care of Adults Clinical I)
NUR852
Integrative Primary Care of Adults Clinical III
2 Semester Credits
This course will provide the student with clinical opportunities and direct patient care for clinical application of medical,
complementary and alternative healthcare management of disease states and body systems. The clinical management is
an approach to treating the adult patient with complex comorbidities of altered health states. Students will integrate
safe and effective management strategies for patients requiring multiple pharmacological interventions.
Core Curriculum Component: None
Prerequisite(s): NUR851(Integrative Primary Care of Adults Clinical II)
NUR853
Integrative Primary Care of Children Clinical
2 Semester Credits
This clinical engages students in a transcultural and holistic approach to integrative primary care of children. Clinical
rotations will include experience in assessment, diagnosis, treatment, and ongoing management of illness and health
within a pediatric population.
Core Curriculum Component: None
Prerequisite(s): NUR852(Integrative Primary Care of Adults Clinical III) *concurrent registration is acceptable*;
NUR827(Integrative Primary Care of Children) *concurrent registration is required*
NUR854
Integrative Primary Care of Adults Clinical IV
3 Semester Credits
This course will provide the student with clinical opportunities and direct patient care to provide the clinical application
of medical, complementary and alternative healthcare management to disease states and body systems. Students will
integrate complex medical and holistic primary care interventions associated throughout the life span (pregnant woman,
pediatrics, adolescences, adult, and geriatric patients) for acute and chronic illness. The clinical plans of care will include
evidence-based practice, management of complex pharmacological application, and the holistic approach to patient
care.
Core Curriculum Component: None
276
Prerequisite(s): NUR825(Integrative Primary Care of Adults II) *concurrent registration is required*, NUR853(Integrative
Primary Care of Children Clinical)
NUR855
Integrative Primary Care of Adults Clinical V
2 Semester Credits
This clinical intensive rotation is one-two weeks in length. It provides the student with the opportunity to experience the
principles of intra-professional collaboration and referral within the primary care system. Integrate ICD coding and
pharmacological prescribing practices into primary patient care.
Core Curriculum Component: None
Prerequisite(s): NUR854(Integrative Primary Care of Adults Clinical IV)
NUR856
Leading Change Through the Lens of Wholeness: Clinical
1 Semester Credits
This course will provide the student with clinical opportunities and direct patient care to engage in a transcultural and
holistic approach to primary care of patients. Holistic assessment tools will provide the Nurse Practitioner student with
clinical experience in providing a systematic holistic root cause analysis of a patient's health history. This course will
provide the students clinical opportunities and direct patient care to provide the application of medical, complementary
and alternative healthcare management to disease states and body systems. The clinical management is an approach to
treating the primary care patient with ongoing symptom and illness. This course will provide the student with the
opportunity to manage patients in a long term care setting and to practice in an intra-professional collaboration model.
Core Curriculum Component: None
Prerequisite(s): NUR850(Integrative Primary Care of Adults Clinical I), NUR851(Integrative Primary Care of Adults Clinical
II), NUR852(Integrative Primary Care of Adults Clinical III), NUR853(Integrative Primary Care of Children Clinical),
NUR861(NUR861 taken concurrently) *concurrent registration is required*
NUR861
Leading Change Through the Lens of Wholeness
2 Semester Credits
This course will provide an approach to a collaborative medicine case study application of transcultural and holistic
nursing concepts, based on evidence based and metis-based evidence practice. This case study application will develop
critical spiritual, ethical, and integrative health leadership decision-making skills for the nurse practitioner. An analysis of
barriers to the delivery of integrative health will be described and innovative leadership theory and collaborations skills
be examined.
Core Curriculum Component: None
Prerequisite(s): NUR850(Integrative Primary Care of Adults Clinical I), NUR851(Integrative Primary Care of Adults Clinical
II), NUR852(Integrative Primary Care of Adults Clinical III), NUR853(Integrative Primary Care of Children Clinical)
NUR892
Topics in Advanced Nursing Practice
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR893
277
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
OJB – Ojibwe
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)
278
PA – Physician Assistant Studies
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
This is the first in a series of lecture-discussion-laboratory courses designed to demonstrate and apply techniques and
skills essential to interviewing and physical examination of patients across organ systems. Basic genetics and
preventative health care are introduced. Units are coordinated with Clinical Medicine I, Pharmacotherapy I, and Clinical
Practice Seminar 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
This is the second in a series of lecture-discussion-laboratory courses designed to demonstrate and apply the techniques
and skills essential to interviewing and physical examination of patients across organ systems. Units are coordinated
with Clinical Medicine II, Pharmacotherapy II, and Clinical Practice Seminar II.
Core Curriculum Component: None
Prerequisite(s): PA511(History and Physical Exam Skills I)
PA521
Pharmacotherapy I
5 Semester Credits
279
This is the first in a series of courses that will cover pharmacology and pharmacotherapy related to disease processes
across organ systems. This course will include discussion of drug mechanism of action, indications, adverse effects,
contraindications, monitoring, and patient education. Units are coordinated with the Clinical Medicine I, History and
Physical Exam Skills I, and Clinical Practice Seminar I courses.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA522
Pharmacotherapy II
5 Semester Credits
This is the second in a series of courses that will cover pharmacology and pharmacotherapy related to disease processes
across organ systems. This course will include discussion of drug mechanism of action, indications, adverse effects,
contraindications, monitoring, and patient education. Units are coordinated with the Clinical Medicine II, History and
Physical Exam Skills II, and Clinical Practice Seminar II courses.
Core Curriculum Component: None
Prerequisite(s): PA521(Pharmacotherapy I)
PA531
Clinical Medicine I
8 Semester Credits
This is the first in a series of courses that provides background in the epidemiology, etiology, pathophysiology, clinical
presentation, diagnosis, treatment, and prevention of common and serious disorders across organ systems. This course
builds on the foundation laid in Anatomy and Pathophysiology. Units are coordinated with concurrent courses in History
and Physical Exam Skills I, Pharmacotherapy I, and Clinical Practice Seminar I.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA532
Clinical Medicine II
10 Semester Credits
This is the second in a series of courses that provides background in the epidemiology, etiology, pathophysiology, clinical
presentation, diagnosis, treatment, and prevention of common and serious disorders across organ systems. Geriatrics
medicine will be explored and integrated throughout the semester. Students will complete a service-learning experience
with an older adult from the community. Units are coordinated with concurrent courses in History and Physical Exam
Skills II, Pharmacotherapy II, and Clinical Practice Seminar II.
Core Curriculum Component: None
Prerequisite(s): PA531(Clinical Medicine I)
PA533
Clinical Medicine III
4 Semester Credits
This is the third and final in a series of three courses and will provide a background in the epidemiology, etiology,
pathophysiology, clinical presentation, diagnosis, treatment, and prevention of common and serious disorders in
pediatrics, women's health, and acute, emergent, and inpatient care.
Core Curriculum Component: None
280
Prerequisite(s): PA532(Clinical Medicine II)
PA542
Professional Issues
2 Semester Credits
This course is a seminar designed to introduce the physician assistant (PA) student to various professional topics and
medical ethics 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 (PA) profession, laws and regulations governing physician
assistant practice, education, professional behavior and some of the most important ethical issues in medicine, public
health, and caring for diverse communities.
Core Curriculum Component: None
Prerequisite(s): None
PA545
Clinical Phase Transition
2 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. The focus will be on written and
verbal communication, professionalism and interpersonal skill development relating to the application of knowledge.
Students will be placed in a clinic or hospital setting for the semester. 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)
PA546
Clinical Practice Seminar I
2 Semester Credits
This course is designed to integrate and apply concepts and knowledge gained through the Clinical Medicine, History
and Physical Exam and Pharmacotherapy series. It will help the student become a critical thinker, introduce the concepts
of clinical decision making, and apply other course content to patient cases. It will be administered in a small group
format and will generally be case based and emphasize common themes/concepts encountered in clinical practice.
Semester I will focus on clinic-based patient cases. Groups will consist of 5-10 students.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA547
Clinical Practice Seminar II
2 Semester Credits
This course is designed to integrate and apply concepts and knowledge gained through the Clinical Medicine, History
and Physical Exam and Pharmacotherapy series. It will help the student become a critical thinker, introduce the concepts
of clinical decision making, and apply other course content to patient cases. It will be administered in a small group
format and will generally be case based and emphasize common themes/concepts in clinical practice. Semester II will
focus on more complex patient cases and include acute care settings (emergency room and hospital admissions). Groups
will consist of 5-10 students.
Core Curriculum Component: None
281
Prerequisite(s): PA546(Clinical Practice Seminar I)
PA555
Research Tools for the Physician Assistant
2 Semester Credits
The course emphasizes research as a tool at all levels of physician assistant (PA) practice and education; identifies the
linkages between research, theory, and medical practice, and the responsibility of the PA to expand their knowledge
base. Information literacy in relationship to medical literature is integrated throughout the course.
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
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
282
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
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 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
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 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
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
283
4 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
4 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
4 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
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.
284
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
PHI – Philosophy
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
285
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
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), MAT106(Applied Algebra and Trigonometry), 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
286
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 ENL111(Effective Writing II), 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.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI295
Topics
4 Semester Credits
This course introduces students to various topics in the field of philosophy. Students will explore primary texts and
sources on philosophical systems of thought from a variety of time periods, cultures, and thinkers. Students will develop
their own perspectives on the topic(s) under investigation.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), WPL(Writing Placement Level)
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
287
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
PHI365
Philosophy of Science
4 Semester Credits
The course explores what scientific knowledge is, whether the scientist’s knowledge of the world is profoundly different
and better than that of the non-scientist, and what degrees of certainty are yielded by scientific methods. (Suggested
prior course: one course in natural science)
Core Curriculum Component: None
Prerequisite(s): None
PHI370
Existentialism
4 Semester Credits
Studies in the writings - both philosophical and literary - of prominent existentialist authors. The course examines what
it means to be a being-in-theworld 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
288
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.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Group 4); 1 of MAT171(Discrete Mathematics For
Computing), MAT271(Discrete Mathematical Structures); CSC210(Data Structures)
PHI399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
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 ENL111(Effective Writing II), 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
4 Semester Credits
289
Core Curriculum Component: None
Prerequisite(s): None
PHY – Physics
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(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2)
PHY107
College Physics I
4 Semester Credits
This is a rigorous study of classical physics including mechanics and wave motion. This course is focused on the
applications of physics to the biological sciences. This course does not meet requirements for Chemistry and Physics
majors. Some knowledge of trigonometry is required. Students in MPG 2 should take MAT 106 before this course.
Students in MPG 3 who have not studied trigonometry are encouraged to take MAT 114 concurrently with this course.
Concurrent registration in PHY107L is required. (Three one-hour lectures, one three-hour laboratory. Fall)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MAT114(Precalculus),
MPL(Math Placement Level 3)
PHY107L
College Physics I Lab
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY107(College Physics I) *concurrent registration is required*
PHY108
College Physics II
4 Semester Credits
A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. This course is focused
on the applications of physics to the biological sciences. This course does not meet requirements for Chemistry and
Physics majors. Concurrent registration in PHY108L is required. (Three one-hour lectures, one three-hour laboratory.
Spring)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of PHY107(College Physics I), PHY121(General Physics I); 1 of ENL111(Effective Writing II) *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)
PHY108L
College Physics II Lab
290
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY108(College Physics II) *concurrent registration is required*
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. Concurrent registration in PHY116L is required. (Three
one-hour lectures, one three-hour laboratory.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
PHY116L
Introduction to Physics Lab
1 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. Concurrent
registration in PHY119L is required. (Three one-hour lectures, one three-hour laboratory.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), 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
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. Concurrent registration in PHY121L is required. (Three one-hour lectures, one three-hour
laboratory. Fall)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
291
Prerequisite(s): MAT145(Calculus I) *concurrent registration is acceptable*
PHY121L
General Physics I Lab
1 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. Concurrent registration in PHY122L is required. (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 ENL111(Effective Writing II)
*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);
PHY121(General Physics I)
PHY122L
General Physics II Lab
1 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
Prerequisite(s): None
PHY245
Modern Physics
292
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.
Concurrent registration in PHY245L is required. (Three one-hour lectures, one two-hour laboratory. Fall)
Core Curriculum Component: None
Prerequisite(s): MAT245(Calculus III) *concurrent registration is acceptable*; PHY122(General Physics II)
PHY245L
Modern Physics Lab
1 Semester Credits
Laboratory experiments and projects provide students with an introduction to advanced instrumentation and
experimental techniques used in modern science.
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II), PHY122(General Physics II)
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. Concurrent registration in PHY261L is
required.
Core Curriculum Component: None
Prerequisite(s): 1 of PHY116(Introduction to Physics), PHY122(General Physics II); MAT146(Calculus II)
PHY261L
Electronics Lab
1 Semester Credits
Students will develop hands-on skills and experience through laboratory exercises and projects using modern test
instrumentation, simple circuit design, transistors, operational amplifiers, gates, and other devices.
Core Curriculum Component: None
Prerequisite(s): 1 of PHY116(Introduction to Physics), PHY122(General Physics II)
PHY295
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
293
PHY299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY317
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. Concurrent registration in
PHY317L is required. (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
1 Semester Credits
Students will develop experimental skills in biophysics (e.g. image processing, microscopy, thermodynamic techniques).
Core Curriculum Component: None
Prerequisite(s): 1 of CSC170(Introduction to Object-Oriented Programming (Java)), PHY122(General Physics II);
MAT146(Calculus II)
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. Concurrent registration in PHY327L is required. (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
1 Semester Credits
Computer applications to solve relevant physics and engineering problems in including numerical techniques, fitting,
simulation, etc.
Core Curriculum Component: None
Prerequisite(s): MAT245(Calculus III), PHY122(General Physics II)
PHY351
294
Classical Mechanics
4 Semester Credits
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation
principles, single particle motion, systems of particles, gravitation, oscillations, central forces, and two-particle
kinematics.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT245(Calculus III), MAT369(Modeling and Differential Equations in Biological and Natural
Sciences), PHY327(Special Functions of Mathematical Physics); PHY122(General Physics II)
PHY365
Electricity and Magnetism
4 Semester Credits
Students will develop an understanding of electric and magnetic fields. Applying vector calculus, forces and fields, the
equations of Laplace and Poisson, and multipole expansions to electric and magnetic phenomenon. Electromagnetic
waves and Maxwell's equations in vacuum and in matter.
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)
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 ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor)
PHY396
Comprehensive Laboratory II
2 Semester Credits
Application of experimental techniques to advanced experiments in modern optics, biophysics, colloids and interfaces,
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 ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); PHY122(General Physics II)
PHY397
Internship
2 Semester Credits
295
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
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
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)
PHY484
Quantum Mechanics Supplement
2 Semester Credits
A complement to the material covered in a typical semester of Physical Chemistry. A focus on the mathematical
development, interpretation, and the strangeness of quantum mechanics. Material appropriate to a traditional
undergraduate quantum mechanics course.
Core Curriculum Component: None
Prerequisite(s): CHM368(Concurrent Enrollment in CHM368) *concurrent registration is required*, PHY327(Special
Functions of Mathematical Physics)
PHY486
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)
296
PHY499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL – Political Science
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
Social Justice in Urban America
4 Semester Credits
Examines politics and public policy in metropolitan areas, emphasizing factors that help some do well while others
struggle. Looks at how urban politics embodies some of the country’s deepest challenges, and considers ways that
people work to address those challenges.
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
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
297
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
POL282
Asian American Politics
4 Semester Credits
Asian Americans and their place in American politics and society. Includes some coverage of Asian American history and
looks at the struggle to define Asian Americans.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
298
POL299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL310
Citizen Participation within a Globalized Economy
4 Semester Credits
This course explores and analyzes key political, social and economic factors in Central America that are shaping citizens’
participation today with a special emphasis on Costa Rica and Nicaragua. Students are also exposed to forces such as
globalization and neoliberal economic policies applied in the region and how these – among other factors – have
reshaped the role of governments and its relationship with constituents.
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(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), 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 GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie),
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
299
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 newsmaking, 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(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), 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 GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie),
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
300
Prerequisite(s): None
POL357
(Im)Migration, Gender and Social Change
4 Semester Credits
At a time when borders between nations are so heavily defended, how do we understand the flow of people and ideas
across those divides? Learn how race, gender, sexuality and social class intersect when they are seen from a lens of
(im)migration in a Latin American context.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL359
Topics: Women in Comparative Politics
4 Semester Credits
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(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), 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 Policie), 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(Introduction to Political Science), POL160(World Politics), POL241(Environmental and
River Politics), POL282(Asian America Politics of Identit), 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
301
GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), 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 internet, communications, and constitutional law. Content will vary, defined by the subtitle of the
course.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking), COM120(Mass Media and Popular Culture), COM280(Introduction to Communication Studies),
POL121(American Government and Politics), POL158(Introduction to Political Science), POL160(World Politics),
POL170(Law in the United States), POL241(Environmental and River Politics)
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(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), 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 GenderandSocialChange/LatinAm), POL363(Russian
and Chinese Foreign Policie), 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 ENL111(Effective Writing II), 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(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), 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 GenderandSocialChange/LatinAm), POL363(Russian
302
and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western
Political Thought), 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 ENL111(Effective Writing II), ENL112(Advanced
Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
POL391
Seminar
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL396
Internship *
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), 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 GenderandSocialChange/LatinAm), POL363(Russian
and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western
Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL459(Topics: Comparative Politics),
303
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(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), 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 GenderandSocialChange/LatinAm), POL363(Russian
and Chinese Foreign Policie), 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(Introduction to Political Science), POL160(World Politics), POL170(Law in the United
States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), 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 GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie),
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), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
POL484
304
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(Introduction to Political Science), 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 GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), 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:
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 ENL111(Effective Writing II), 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
305
Core Curriculum Component: None
Prerequisite(s): None
PRP – Professional Psychology
PRP701
Lifespan Development
3 Semester Credits
This course focuses on the normative transitional aspects of development across the lifespan, including aspects of
physical, cognitive, emotional, and social development. Cross-cultural, gender, familial, and historical perspectives are
emphasized. Applications to the practice of clinical psychology will be considered throughout the course.
Core Curriculum Component: None
Prerequisite(s): None
PRP702
Introduction to Diverse Populations
3 Semester Credits
This course is designed to expose students to the current and historical experiences of diverse groups of people in the
United States. Topics include race, gender, sexual orientation, ethnicity, religion, immigrant status, disability, socioeconomic status, and age. Emphasis will be placed on awareness of the impact of one’s own race, ethnicity and
culture(s) on cross cultural interactions, including assessment and therapy relationships. The course will include both
didactic and experiential components, and students will be expected to consider our cultural, economic, and
sociopolitical systems from multiple perspectives.
Core Curriculum Component: None
Prerequisite(s): None
PRP703
Professional Issues: Ethics, Conduct, and the Law
3 Semester Credits
This course explores ethical and legal issues related to professional conduct, including such topics as ethical reasoning,
APA ethical principles, state regulations with respect to licensure and rules of conduct, complaint resolution procedures,
confidentiality, releases, records, and duty to warn. The course addresses ethical issues in areas such as assessment,
therapy, forensics, and consultative and supervisory relationships.
Core Curriculum Component: None
Prerequisite(s): None
PRP704
Cognition and Affective Processes
3 Semester Credits
This course offers a review of current research and theory in cognitive science, focusing on both cognitive and affective
processes. Areas such as memory, attention, perception, problem solving, language, emotion, and decision making are
considered. Clinical applications will be emphasized throughout the course.
Core Curriculum Component: None
Prerequisite(s): None
306
PRP705
Physiological Psychology
3 Semester Credits
This course introduces brain-behavior correlates, the systematic function of the nervous system and basic
psychopharmacology. Areas covered include anatomy, physiology, synaptic processes, biological foundations of
language, cognition, learning, memory and psychopathology, as well as endocrine processes and the impact of these
systems on behavior and psychopathology.
Core Curriculum Component: None
Prerequisite(s): None
PRP706
History and Systems
3 Semester Credits
This is a graduate survey course designed to thoroughly acquaint the student with the history and philosophical issues
that combine as precursors to modern psychology. Although some consider that psychology was founded in 1879 when
Wilhelm Wundt opened his laboratory, actually psychology emerged from the very origins of philosophy in ancient
times, grew into the disciplines of philosophy and physiology becoming a separate and distinct discipline in the late 19th
century. This course will study the myriad figures, discoveries, and ideas contributing to the rise of psychology. The
course will investigate how psychological thought has paralleled the development of western and non-Western thought,
tradition, culture, religion, medicine, and social institutions.
Core Curriculum Component: None
Prerequisite(s): None
PRP711
Professionalization Group I
1 Semester Credits
During the initial portion of this seminar, students will be oriented to different aspects of the school and program (e.g.,
library, career services, training). Later, time is spent addressing core aspects of professional identity of a graduate
students and psychologists, including professional behaviors, values of the field (e.g., lifelong learning, diversity and
ethics) and communication and interpersonal skills necessary to be a professional psychologist. Finally, cohort cohesion
is fostered.
Core Curriculum Component: None
Prerequisite(s): None
PRP712
Professionalization Group II
1 Semester Credits
During the initial portion of this seminar, students will be oriented to different aspects of the school and program (e.g.,
library, career services, training). Later, time is spent addressing core aspects of professional identity, including
interpersonal skills necessary to be a professional psychologist. Finally, cohort cohesion is fostered.
Core Curriculum Component: None
Prerequisite(s): None
PRP720
Statistics and Research I
307
3 Semester Credits
This course is the first of a two-semester sequence in research methodology and statistics in clinical psychology. This
course provides an introduction to research methods in clinical and applied psychology, including classical and modern
approaches to psychological measurement and test construction, psychotherapy process and outcome research,
research ethics, bias and social justice in psychological research, and the application of research to psychotherapy
practice. The course seeks to develop the research design and critical thinking skills required to prepare for the Clinical
Research Project, and to be a responsible consumer of psychological research. Students will identify an appropriate CRP
research topic (and chair), and will develop and apply literature review and critique skills in their CRP topic area, as well
as developing a preliminary rationale for their CRP project, including research design and aims.
Core Curriculum Component: None
Prerequisite(s): None
PRP721
Statistics and Research II
3 Semester Credits
This course is the second of a two-semester sequence in research methodology and statistics in clinical psychology. This
course includes an overview of various research methods and statistical tests commonly used in clinical psychological
research, including basic concepts in descriptive and inferential statistics. Creating a data analytic plan for your own
research (especially the Clinical Research Project) will also be emphasized, and students will develop the skills to conduct
and accurately describe basic statistical analyses. The course emphasizes the development of critical thinking skills and
the methodological tools necessary for functioning as a local clinical scientist in applied settings.
Core Curriculum Component: None
Prerequisite(s): PRP720(Statistics and Research I)
PRP730
Psychopathology I
3 Semester Credits
This course concentrates on the description, etiology, assessment, and understanding of the moderate range of
symptomology and behavioral disorders. Developmental and sociopolitical elements are considered in the context of
diagnostic and therapeutic concerns. A methodology for organizing clinical data is presented. Diagnostic systems,
particularly the current edition of the DSM-5, are presented and examined. Brief attention is also given to diagnostic
interviewing, including a review of semi-structured interviews.
Core Curriculum Component: None
Prerequisite(s): None
PRP731
Psychopathology II
3 Semester Credits
This course concentrates on the description, etiology, assessment, and understanding of the moderate range of
symptomology and behavioral disorders. Developmental and sociopolitical elements are considered in the context of
diagnostic and therapeutic concerns. A methodology for organizing clinical data is presented. Diagnostic systems,
particularly the current edition of the DSM-5, are presented and examined. Brief attention is also given to diagnostic
interviewing, assessment of serious and persistent mental illness, comorbidities, and cognitive functioning in the context
of psychopathology.
Core Curriculum Component: None
Prerequisite(s): PRP730(Psychopathology I)
308
PRP741
Cognitive Assessment
3 Semester Credits
This course introduces the student to the major approaches and techniques for intellectual assessment in children and
adults. The course will cover principles of test construction and psychometrics, the history of intellectual assessment,
theories of intelligence, methods of intellectual assessment, and test protocol interpretation. Particular attention will be
given to the administration and interpretation of the Wechsler intelligence tests. Alternative methods of intellectual
assessment will also be considered. The class will include a laboratory in which skills in administration and interpretation
can be practiced.
Core Curriculum Component: None
Prerequisite(s): None
PRP742
Objective Personality Assessment
3 Semester Credits
This course introduces the student to the major approaches and techniques for objective personality assessment in
adults. Topics covered include general principles and issues in objective assessment, interviewing skills, and methods
and techniques of personality assessment. The primary emphasis will be on the MMPI-2, with some emphasis on the
MCMI-III, the MMPI-A, and the PAI. The course consists of a two-plus hour lecture/profile presentation component and
a one and a half hour laboratory experience. The lab will provide an opportunity to practice and develop skills associated
with the material covered in the lecture.
Core Curriculum Component: None
Prerequisite(s): PRP741(Cognitive Assessment)
PRP743
Projective Personality Assessment
3 Semester Credits
This course covers RPAS system for the Rorschach, as well as selected projective tests. In addition to understanding
theoretical underpinnings, the student is expected to develop some competency in the administration, scoring, and
interpretation of these instruments. The class includes a laboratory in which skills in administration and interpretation
can be practiced.
Core Curriculum Component: None
Prerequisite(s): PRP741(Cognitive Assessment)
PRP800
Basic Intervention Skills
3 Semester Credits
This course is designed to help students develop and refine the interpersonal skills necessary for being an effective
clinician. Strong emphasis is placed on foundational skills necessary for establishing rapport with clients. This course is
largely about application, and students are expected to practice these skills in the classroom. Assignments are largely
related to the development of these basic skills.
Core Curriculum Component: None
Prerequisite(s): None
PRP801
309
Cognitive Behavioral Theory and Therapy
3 Semester Credits
This course will provide an overview of the theory supporting cognitive-behavior therapy and its application in working
with clients of diverse backgrounds and with a variety of mental health challenges. The emphasis is on skilldevelopment, both in conceptualization of the challenges facing clients and in application of intervention skills. Class
time will involve some lecture, short assignments, readings and application of skills via role play. There will be weekly
readings for this course.
Core Curriculum Component: None
Prerequisite(s): PRP800(Basic Intervention Skills)
PRP802
Person Centered and Experiential Theory and Therapy
3 Semester Credits
This course provides an introduction to the theory, research, and practice of person-centered, relational, processexperiential, and existential therapy. Through experiential exercises, students learn the attitudes that build a
therapeutic relationship (e.g., genuineness, empathic understanding, caring, and concreteness), and intervention skills
to help clients express and explore their experience.
Core Curriculum Component: None
Prerequisite(s): PRP800(Basic Intervention Skills)
PRP803
Psychodynamic Theory and Therapy
3 Semester Credits
The course reviews major schools of psychodynamic theories and methodology of each approach in clinical settings.
Both classic psychoanalysis and contemporary theoretical approaches are covered. Attention is given to case
formulation with a psychodynamic orientation and the application of psychodynamic interventions in psychotherapy.
Case material is used to help students better understand the theories and techniques.
Core Curriculum Component: None
Prerequisite(s): PRP800(Basic Intervention Skills)
PRP804
Systems Theory and Therapy
3 Semester Credits
This course is one of four required theory and therapy courses in the clinical psychology program. This course will
examine basic systems theory and applications to clinical interventions. Examples of systems and of systemic
conceptualizations will include family systems, organizations, and communities. It provides an overview of systems
theory and concepts with specific applications to working in clinical settings where there are multiple clients (e.g.
families, couples). It is designed to be a second year course that facilitates students’ development of basic knowledge in
terms of therapeutic interventions in preparation for the therapy practicum during the third year of the program. This
course includes didactic approaches and significant interactive and role-play components. Students are also expected to
demonstrate knowledge of evidence-based practices in this domain.
Core Curriculum Component: None
Prerequisite(s): PRP800(Basic Intervention Skills)
PRP810
310
Assessment and Treatment of Children and Families
3 Semester Credits
This course provides an overview of evaluation and treatment issues specific to children and families. Developmental
psychopathology and common issues in child clinical psychology are reviewed. Implications of culture, gender, and
society on child clinical practice are also examined.
Core Curriculum Component: None
Prerequisite(s): PRP800(Basic Intervention Skills)
PRP811
Social Psychology
3 Semester Credits
Concepts from research and theory in social psychology are presented for the understanding of social influence on
personality, human interaction, and behavior. Applications of social psychology to clinical settings are emphasized.
Core Curriculum Component: None
Prerequisite(s): None
PRP812
Assessment and Treatment of Diverse Populations
3 Semester Credits
This course is designed to teach students culturally sensitive and competent assessment and psychotherapeutic skills
necessary to provide effective, evidence based treatment to diverse populations. In addition, the course is designed to
sensitize students to the presence of systematic oppression, bias, and stereotyping that interfere with optimal
understanding and treatment of diverse populations. Theory and research are reviewed so as to understand cultural
differences and the interplay among concepts of pathology, treatment, and cultural stereotyping. In this course, diverse
populations are defined broadly to include issues related to race, class, ethnicity, gender, sexual orientation, gender
expression, disability, body type, aging, and religion, and we will consider these as integrated aspects of individual and
group experience and identity.
Core Curriculum Component: None
Prerequisite(s): PRP702(Introduction to Diverse Populations), PRP800(Basic Intervention Skills)
PRP813
Consultation and Supervision
3 Semester Credits
This course provides students with the theoretical knowledge, as well as relevant practical skills needed to function as
consultants and supervisors. Contextual issues related to contemporary models and systems of service delivery are
considered.
Core Curriculum Component: None
Prerequisite(s): PRP821(Practicum I - Assessment), PRP822(Practicum II - Assessment)
PRP814
Capstone Integrative Seminar
3 Semester Credits
Designed as a culminating, integrative end-point to on-campus learning, this course is taken during the year before the
student goes on internship. The course makes extensive use of case materials from diverse populations, focusing on
311
practical issues touching on all aspects of assessment, treatment planning, and intervention, as well as issues relating to
consultation and supervision. Students examine how they personally impact the therapeutic relationship. The course
requires the successful completion of several tasks designed to demonstrate that the student is ready for internship.
Core Curriculum Component: None
Prerequisite(s): PRP801(Cognitive Behavioral Theory and Therapy), PRP802(Person Centered and Experiential Theory
and Therap), PRP803(Psychodynamic Theory and Therapy), PRP804(Systems Theory and Therapy), PRP823(Practicum III Therapy), PRP824(Practicum IV - Therapy)
PRP821
Practicum I - Assessment
3 Semester Credits
The two years (four semesters) of practicum provide supervised clinical field experience. In addition to the required
hours working at the assigned training site, students enrolled in practicum meet weekly in a practicum seminar led by a
core faculty member. The overall practicum experience may be structured such that the first year of practicum
experience (Practicum I and II) will focus on assessment issues and the second year on psychotherapy (Practicum III and
IV).
Core Curriculum Component: None
Prerequisite(s): PRP741(Cognitive Assessment), PRP742(Objective Personality Assessment), PRP800(Basic Intervention
Skills)
PRP822
Practicum II - Assessment
3 Semester Credits
The two years (four semesters) of practicum provide supervised clinical field experience. In addition to the required
hours working at the assigned training site, students enrolled in practicum meet weekly in a practicum seminar led by a
core faculty member. The overall practicum experience may be structured such that the first year of practicum
experience (Practicum I and II) will focus on assessment issues and the second year on psychotherapy (Practicum III and
IV).
Core Curriculum Component: None
Prerequisite(s): PRP821(Practicum I - Assessment)
PRP823
Practicum III - Therapy
3 Semester Credits
The two years (four semesters) of practicum provide supervised clinical field experience. In addition to the required
hours working at the assigned training site, students enrolled in practicum meet weekly in a practicum seminar led by a
core faculty member. The overall practicum experience may be structured such that either the first year of practicum
experience (Practicum I and II) will focus on assessment issues and the second year on psychotherapy (Practicum III and
IV), or that both assessment and intervention experience will be intermixed over the two years of practicum. At least
two of PRP801, PRP803, and PRP804 must be completed prior to enrollment in PRP823; if the third course is not
completed in a prior term it must be taken concurrently with PRP823.
Core Curriculum Component: None
Prerequisite(s): 2 of PRP801(Cognitive Behavioral Theory and Therapy), PRP803(Psychodynamic Theory and Therapy),
PRP804(Systems Theory and Therapy); PRP802(Person Centered and Experiential Theory and Therap),
PRP810(Assessment and Treatment of Children and Families), PRP822(Practicum II - Assessment)
312
PRP824
Practicum IV - Therapy
3 Semester Credits
The two years (four semesters) of practicum provide supervised clinical field experience. In addition to the required
hours working at the assigned training site, students enrolled in practicum meet weekly in a practicum seminar led by a
core faculty member. The overall practicum experience may be structured such that either the first year of practicum
experience (Practicum I and II) will focus on assessment issues and the second year on psychotherapy (Practicum III and
IV), or that both assessment and intervention experience will be intermixed over the two years of practicum.
Core Curriculum Component: None
Prerequisite(s): PRP823(Practicum III - Therapy)
PRP831
Advanced Practicum I
1.5 Semester Credits
The Advanced Practicum Seminar is provided for students placed in an approved advanced practicum placement. This
seminar is a bi-weekly meeting held for two hours that provides students with an opportunity to share their experiences,
raise questions, discuss topics of relevance to the role of a clinical psychologist, and to continue to develop their
professional identity.
Core Curriculum Component: None
Prerequisite(s): PRP823(Practicum III - Therapy)
PRP832
Advanced Practicum II
1.5 Semester Credits
The Advanced Practicum Seminar is provided for students placed in an approved advanced practicum placement. This
seminar is a bi-weekly meeting held for two hours that provides students with an opportunity to share their experiences,
raise questions, discuss topics of relevance to the role of a clinical psychologist, and to continue to develop their
professional identity.
Core Curriculum Component: None
Prerequisite(s): PRP831(Advanced Practicum I)
PRP850
Clinical Research Project Seminar
1 Semester Credits
The first of six required 1-credit hour Clinical Research Project (CRP) courses, the CRP Seminar meets for an hour once a
week during the Fall Term. It is designed to provide a forum to help students develop their CRP proposal. Students are
encouraged to register for and attend the CRP Seminar once they have a CRP topic and a CRP chairperson, have done
considerable research and are in the process of writing their research proposal.
Core Curriculum Component: None
Prerequisite(s): PRP720(Statistics and Research I), PRP721(Statistics and Research II)
PRP851
Clinical Research Project 1
1 Semester Credits
313
The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an
original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to
deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop
and apply skills in research, and to experience a scholarly professional working relationship with faculty. There are 5
modules, each corresponding to 1 credit, following completion of PP850, Clinical Research Project Seminar, designed to
guide students through the process of completing the CRP. This course is designed to guide students through the
completion of module 1.
Core Curriculum Component: None
Prerequisite(s): PRP850(Clinical Research Project Seminar)
PRP852
Clinical Research Project 2
1 Semester Credits
The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an
original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to
deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop
and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course
represents the third module of 6 required modules to complete the Clinical Research Project (CRP). This module is
designed to help you make substantial progress on the proposal for your CRP. If you are collecting your own data for
your CRP, by the time you have completed this module, you will have written a complete draft of your CRP proposal,
received the approval of your chair to submit it to your committee for feedback, received your committee’s approval,
submitted the proposal to Departmental Review, and received Departmental Review and IRB approval for your research.
If you are using archival data for your CRP, the goal of this module is to have you complete revisions such that you
receive your committee’s approval for your proposal and submit your proposal to Departmental Review. In the process,
you will develop skills in independent clinical research, including skills in research design, ethics, communication, and
collaboration.
Core Curriculum Component: None
Prerequisite(s): PRP851(Clinical Research Project 1)
PRP853
Clinical Research Project 3
1 Semester Credits
The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an
original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to
deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop
and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course
represents the fourth module of 6 required modules to complete the Clinical Research Project (CRP). This module is
designed to help you make substantial progress on your CRP research. If you are collecting your own data for your CRP,
by the time you have completed this module, you will have collected most of your data and made any necessary
revisions to your methodology. If you are using archival data for your CRP, the goal of this module is to have you submit
your complete proposal to Departmental Review and IRB, receive both Departmental Review and IRB approval, acquire
your data, and begin data analysis, revising your methodology as needed. In the process, you will develop skills in
independent clinical research, including skills in research methods, data analysis, ethics, communication, and
collaboration.
Core Curriculum Component: None
Prerequisite(s): PRP852(Clinical Research Project 2)
PRP854
314
Clinical Research Project 4
1 Semester Credits
The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an
original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to
deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop
and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course
represents the fifth module of 6 required modules to complete the Clinical Research Project (CRP). This module is
designed to help you make substantial progress on your CRP. The goal of this module is for you to finish your data
collection (if applicable), your data analysis, and to complete a first draft of your final CRP and submit it to your chair for
review. In the process, you will develop skills in independent clinical research, including skills in research methods, data
analysis, reporting of results, and research collaboration.
Core Curriculum Component: None
Prerequisite(s): PRP853(Clinical Research Project 3)
PRP855
Clinical Research Project 5
1 Semester Credits
The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an
original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to
deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop
and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course
represents the last of 6 required modules to complete the Clinical Research Project (CRP). This module is designed to
help you finish and finalize your CRP project. The goal of this module is for you to revise your CRP such that it receives
your chair’s approval to release to your CRP committee, and to make further revisions such that you receive final
committee approval. In the process, you will develop skills in independent clinical research, reporting and dissemination
of clinical research, and research collaboration.
Core Curriculum Component: None
Prerequisite(s): PRP854(Clinical Research Project 4)
PRP859
Clinical Research Project Extension
1 Semester Credits
The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an
original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to
deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop
and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course
represents an optional extension credit for students who were not able to complete their CRP on the typical timeline,
through no fault of the student’s own. This optional, repeatable credit allows students to remain enrolled and working
closely with the CRP committee and chair to complete the Clinical Research Project (CRP). A students and their
chair/committee will collaboratively set goals for this extension credit. In the process, they will work towards successful
CRP completion, and develop skills in independent clinical research, reporting and dissemination of clinical research, and
research collaboration.
Core Curriculum Component: None
Prerequisite(s): PRP855(Clinical Research Project 5)
PRP880
Topics
315
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PRP881
Topics
1.5 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PRP882
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PRP883
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PRP890
Predoctoral Internship
0 Semester Credits
The year-long internship is a required capstone experience for clinical psychologists, where students complete their predoctoral clinical training. Students on internship are expected to develop all aspects of their clinical skills, set and
achieve personalized goals for professional development in clinical work, and solidify their identities as professional
clinical psychologists. Students match to their internship site via the APPIC match process, and internship sites and
supervisors have primary responsibility for the training and supervision of the internship experience. Upon successful
completion of the year-long internship, as certified by the internship site, students will have also successfully completed
all terms of PRP890 and PRP891 that they have taken. PRP890 is a repeatable course taken in each full semester the
student is on internship. PRP891 is a repeatable course taken in each half-semester-length term the student is on
internship. Students may take any combination of PRP890 and PRP891 necessary to be enrolled in these courses for the
duration of their year-long internship.
Core Curriculum Component: None
Prerequisite(s): PRP821(Practicum I - Assessment), PRP822(Practicum II - Assessment), PRP823(Practicum III - Therapy),
PRP824(Practicum IV - Therapy)
PRP891
Predoctoral Internship Supplement
0 Semester Credits
The year-long internship is a required capstone experience for clinical psychologists, where students complete their predoctoral clinical training. Students on internship are expected to develop all aspects of their clinical skills, set and
achieve personalized goals for professional development in clinical work, and solidify their identities as professional
316
clinical psychologists. Students match to their internship site via the APPIC match process, and internship sites and
supervisors have primary responsibility for the training and supervision of the internship experience. Upon successful
completion of the year-long internship, as certified by the internship site, students will have also successfully completed
all terms of PRP890 and PRP891 that they have taken. PRP890 is a repeatable course taken in each full semester the
student is on internship. PRP891 is a repeatable course taken in each half-semester-length term the student is on
internship. Students may take any combination of PRP890 and PRP891 necessary to be enrolled in these courses for the
duration of their year-long internship.
Core Curriculum Component: None
Prerequisite(s): PRP821(Practicum I - Assessment), PRP822(Practicum II - Assessment), PRP823(Practicum III - Therapy),
PRP824(Practicum IV - Therapy)
PSY – Psychology
PSY100
Topics in Psychology
4 Semester Credits
A topics-based psychology course for non-majors interested in applying psychological principles and methods to
understand and analyze real-world events.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
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
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
317
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)
PSY205
Culture and Psychology
4 Semester Credits
Examine how culture is related to mental processes and behavior. Topics include the impact of culture on development,
emotion, cognition, personality, social interactions, and psychological disorders. This course is typically reserved for
faculty-led study abroad programs.
Core Curriculum Component: Augsburg Experience, Social and Behavioral Sciences
Prerequisite(s): None
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), MAT106(Applied Algebra and Trigonometry), 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)
PSY252
Adolescent and Young Adult Development
318
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
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.
319
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)
PSY282
Industrial and 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)
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
320
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.
A grade of C- or higher in PSY 215 is required to enroll in PSY 315.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); PSY215(Research Methods and Statistics I)
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)
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
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)
321
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)
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): 1 of All of CONSENT(Consent of Instructor), PSY105(Principles of Psychology); PSY215(Research Methods
and Statistics I)
PSY390
Topics
4 Semester Credits
Core Curriculum Component: None
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)
322
PSY396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); PSY315(Research Methods and Statistics II)
PSY397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
PSY399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENL111(Effective Writing II), 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
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY490
Current Topics in Psychology
4 Semester Credits
Core Curriculum Component: None
323
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 ENL111(Effective Writing II), 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)
PSY495
Clinical Research and Lab
4 Semester Credits
Conduct psychological research on topics related to mental health and well-being. Clinical research methods, research
ethics, statistical analysis, and writing for research papers and posters will be discussed. Students assist faculty on
research projects.
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)
324
PWC – Playwrights Center
PWC300
Playwriting
4 Semester Credits
An online playwriting workshop taught from the perspective of a professional playwright affiliated with the Playwrights’
Center. Students will learn about playwriting fundamentals, trends in the field, and effective methods for sharing and
receiving creative feedback.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
PWC310
Topics in Playwriting
4 Semester Credits
An online playwriting workshop taught from the perspective of a professional playwright affiliated with the Playwrights’
Center. Students will learn about specific rotating topics in playwriting, including adaptation, revision, exploration of
genre, musical theater writing, social justice theater, various play structures, and related topics.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
PWC320
Writing for Television
4 Semester Credits
An online television writing workshop taught from the perspective of a professional writer affiliated with the
Playwrights’ Center. Students will learn about TV writing fundamentals, with a focus on both show creation and pilot
creation, as well as professional development and issues in the field.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
PWC330
Writing for Digital Media
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
RLN – Religion
RLN100
Religion, Vocation, and the Search for Meaning I
4 Semester Credits
325
This introductory course engages students in the search for meaning through the narratives of Judaism, Christianity, and
Islam, explores the concept of vocation, and invites students to consider their own religious, philosophical, and ethical
commitments in dialogue with other perspectives. Critical reading and inquiry will be fostered through course
assignments and activities.
Core Curriculum Component: Search for Meaning I
Prerequisite(s): None
RLN200
Religion, Vocation, and the Search for Meaning II
4 Semester Credits
This course builds on the foundational themes established in RLN 100 by continuing the exploration of vocation and the
search for meaning in Christianity and in other world religions. Particular emphasis will be given to religion in public
discourse, pluralism, and interreligious dialogue. Critical reading and inquiry will be fostered through course assignments
and activities.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), RLN100(Religion, Vocation, and the Search for Meaning I)
RLN201
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere)
RLN202
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere)
RLN205
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. *This course can meet the Search
for Meaning II or Humanities LAF requirement but not both.*
Core Curriculum Component: Search for Meaning II, Humanities
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), RLN100(Religion, Vocation, and the Search for Meaning I),
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RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective
Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
RLN209
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
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective
Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
RLN214
Church Music and Worship
4 Semester Credits
This course examines the words, music, and ritual actions that have shaped Christian worship throughout the centuries.
Students will be grounded in the biblical, theological, and liturgical traditions of the church while examining current
practices emerging in the digital age. Experiential components to the course will allow students the opportunity to
critically assess and plan worship services.
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN216
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. *This course can meet the Search for Meaning II or Humanities LAF
requirement but not both.*
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN221
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
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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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN222
Spirituality, Religion, and Popular Culture
4 Semester Credits
This class is designed to introduce students to the role spirituality and religion play in creating and maintaining culture
through such popular venues as motion pictures, television, music, theater, and literature. In particular, the impact
religious values have on popular cultural expressions will be examined. *This course can meet the Search for Meaning II
or Humanities LAF requirement but not both.*
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN230
Self, Sex and Sin: Human Person in Christian and 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. *This course can meet the Search for Meaning II or
Humanities LAF requirement but not both.*
Core Curriculum Component: Search for Meaning II, Humanities
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN237
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. *This course can meet the Search for Meaning II or
Humanities LAF requirement but not both.*
Core Curriculum Component: Search for Meaning II, Humanities
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN240
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.
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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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN243
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), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN245
The Lutheran Heritage
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), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN251
The Bible in Culture and Counterculture
4 Semester Credits
An introduction to the interpretation of the Bible and its relevance to contemporary culture. Reading selected texts from
the Biblical Canon of the Old and New Testaments and how those texts have been read by Jewish and Christian
communities over the centuries. Attention is paid to the ancient world and the literary and cultural contexts, including
the subversive role particular texts played as protest to the dominant culture in their original contexts and in later
interpretations and applications. The class will discuss the range of literary genres in the Bible and the significant arc of
the narrative. Attention will also be paid to the nature of theological interpretation, the role of the reader, and the use
of biblical narratives, images, and themes in various cultural settings where the Bible has been used to support or
undermine the prevailing social order.
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN257
Heaven, Hell, and the End of the World
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4 Semester Credits
Heaven, Hell, and the End of the World is a study of ancient traditions, biblical texts and contemporary beliefs about
these great themes. The course will cover biblical apocalyptic literature including the Dead Sea Scrolls, parables of Jesus
and the Book of Revelation. It will also study aspects of Dante's Inferno and Purgatorio, the apocalypticism of the
Crusades and the rise of apocalyptic Islam. This course will also cover popular treatments of these themes in
contemporary film, television, music and post-apocalyptic literature. Finally, students will be challenged to develop a
personal assessment regarding these themes.*This course can meet the Search for Meaning II or Humanities LAF
requirement but not both.*
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN261
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), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN272
Responsible Leadership in an Interfaith World
4 Semester Credits
Augsburg commits itself to educating "responsible leaders;" it values "intentional diversity in its life and work." Mindful
of that mission, this course aims to develop the inter-religious literacy and vocational discernment needed to be a
responsible leader in a religiously diverse world, whatever the student's aspirational goals. *This course can meet the
Search for Meaning II or Humanities LAF requirement but not both.*
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN275
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), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN276
330
World Religions
4 Semester Credits
An introductory survey of some of the major living religions of the world, including Hinduism, Buddhism, Confucianism,
Taoism, Shinto, and Islam. *This course can meet the Search for Meaning II or Humanities LAF requirement but not
both.*
Core Curriculum Component: Search for Meaning II, Humanities
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN290
Foundations for Public Ministry
4 Semester Credits
As a course that fulfills the Search for Meaning II General Education requirement, this course explores the search for
meaning through an introductory level study into the biblical, theological, and historical foundations of innovative public
Christian ministry. Building on the student's’ introduction to vocation in RLN100, this course will continue to investigate
the meaning of vocation by introducing students to the knowledge, skills and sensibilities necessary to be a public
ministry leader who can discern God’s call to serve the neighbor and neighborhood with individuals and communities of
faith.
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN295
Church: Past, Present, Future
4 Semester Credits
As a course that fulfills the Search for Meaning II General Education requirement, this course explores the search for
meaning through an overview of the manner in which Christianity has carried out its mission throughout the centuries.
Building on the student’s introduction to vocation in RLN100, this course will continue to investigate the meaning of
vocation for individuals and faith communities through an exploration of the issues and challenges facing modern and
"postmodern" Christians and churches. A central 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 HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN300
Religion and Vocation in the Public Sphere
4 Semester Credits
This course will provide an introduction to the way religious and/or humanist commitments shape individuals and
communities, and help them understand who they are and how they live in relation to the world around them. It will use
the concept of “vocation” - a term that describes a sense of identity, place, and purpose - as a lens for bringing these
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commitments as well as one’s life and work into focus. And, it will examine the views of multiple traditions: Judaism,
Christianity, Islam, Hinduism, and Buddhism.
Core Curriculum Component: Search for Meaning I
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); ADVTRANSFER(Advanced Transfer Status)
RLN301
Internship
2 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), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN302
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), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN303
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), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN304
Contextual Learning in Ministry
3 Semester Credits
This course is specifically designed for students in the Theology and Public Leadership major who are on the 5-year
pathway to ordination. Students in this course will be engaged in contextual learning in a ministry site for 15-hours a
week. They will gather once a week for critical reflection on their contextual learning. Students will enroll in RLN304
each semester during their second and third year. Their responsibilities in their contextual learning sites will change
each semester, therefore their reflection and subsequent learning will also change each semester.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Approved internship registration form)
RLN319
Religion at the Movies
4 Semester Credits
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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), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN330
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. *This course can meet the Search for Meaning II or
Humanities LAF requirement but not both.*
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN331
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), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN333
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), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN336
Latin American Liberation Theologies and Social Change
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.
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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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN340
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.
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN342
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. *This course can meet the Search for Meaning II or
Humanities LAF requirement but not both.*
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective
Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
RLN343
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), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN344
Undocumented, Ecofeminist, and Queer: Contemporary Latin American Liberation Theologies
4 Semester Credits
Is God an undocumented low-income migrant, ecofeminist, and/or queer? Learn about Latin American liberation
theologies and their understandings of the divine as they relate to key social issues in the 21st century. This
interdisciplinary course cannot be taken if you have already taken RLN 336 or WST 366.
Core Curriculum Component: Search for Meaning II, Humanities
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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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN370
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), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective
Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
RLN374
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. *This course can meet the Search for Meaning II or Humanities LAF
requirement but not both.*
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN376
Religion and Social Change in Southern Africa
4 Semester Credits
This course examines the changing role of religion 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), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN390
The Art of Public Ministry
4 Semester Credits
This course emphasizes the day-to-day sensibilities, skills, and practices needed for the grounding and guiding of public
ministry. 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: None
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Prerequisite(s): 1 of RLN290(Foundations for Public Ministry), YFM235(Foundations for Ministry with Youth and
Families)
RLN399
Internship
4 Semester Credits
The internship centers around 150 hours of supervised leadership practice focused on public ministry, fulfilled in
partnership with a congregation or other approved ministry setting. A formal learning agreement as well as an
individualized reflection process with a faculty member round out the internship experience.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of RLN290(Foundations for Public Ministry), YFM235(Foundations for Ministry with Youth and
Families); 1 of RLN295(Church: Past, Present, Future), RLN390(The Art of Public Ministry), YFM305(Ministry Practices),
YFM358(Life and Work of the Church)
RLN400
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 REL210(Research Methods in Religion), RLN209(Research Methods in Religion); 1 of
ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level)
RLN401
Independent Study/Research
2 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), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN402
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), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN405
Christensen Scholar Seminar I
336
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: 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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); CONSENT(Consent of Instructor)
RLN406
Christensen Scholar Seminar II
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.
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); CONSENT(Consent of Instructor)
RLN407
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: 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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); CONSENT(Consent of Instructor)
RLN408
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: 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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); CONSENT(Consent of Instructor)
RLN409
Topics
337
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), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN441
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), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective
Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
RLN480
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.
Core Curriculum Component: Keystone
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
SCI – Science
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. Concurrent registration in SCI106L is required. (Three one-hour lectures, one two-hour laboratory per week.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT103(Prealgebra), 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*
338
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. Concurrent registration in SCI110L is required. (Three one-hour lectures, one threehour laboratory per week. Odd years-Rochester only.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Group)
SCI110L
Natural Science I Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
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. Concurrent registration in SCI111L is required. (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), MAT106(Applied Algebra and Trigonometry), 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*
SCI114
Exploring Science and Engineering
4 Semester Credits
This course is an opportunity to explore what it means to think, reason, and calculate like a scientist. A hands-on
approach to designing experiments, collecting and analyzing data is used. When taken with CHM 115L, this course meets
the NSM-LAF lab science general education requirement. While this course cannot be applied towards any major
(biology, biochemistry, chemistry, physics), it will help the student prepare to engage effectively in entry level science
courses such as BIO 151 and CHM 115.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
339
Prerequisite(s): 1 of MAT106(Take MAT106 concurrently (if at MPG2)) *concurrent registration is required*,
MAT114(Take MAT114 concurrently (if at MPG3)) *concurrent registration is required*, MPL(No concurrent course
required if at MPG4)
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. Concurrent registration in SCI123L is required. (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(Prealgebra), 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)
SCI301
Science in the World
1 Semester Credits
A weekly seminar designed especially for students transferring to pursue a STEM degree at Augsburg University which
explores modes of discourse and sets of expectations common to upper-level science courses.
Core Curriculum Component: None
Prerequisite(s): None
SCI490
Integrated Science
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)
340
Core Curriculum Component: Keystone
Prerequisite(s): None
SOC – Sociology
SOC111
City Life: Introduction 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 Sociology
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
SOC197
Internship
2 Semester Credits
Core Curriculum Component: None
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.
341
Core Curriculum Component: None
Prerequisite(s): None
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 Love, Intimacy, and Sexuality
4 Semester Credits
Popular songs and movies tell us that love – romantic love – is key to a fulfilled life. What does love mean, and what
happens when we make love a central pursuit of social life? How do our relationships reflect a search for emotional
intimacy, and socially-speaking, what provides a sense of intimacy? How does society shape our sexual relations and
sexual identities?
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
342
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
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 Sociology)
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 Sociology)
SOC349
Organizations and Society: Understanding Nonprofits and Corporations
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.
343
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); SOC121(Introduction to Sociology)
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), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); SOC121(Introduction to Sociology)
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 ENL111(Effective Writing II), 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 Sociology)
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 Sociology)
SOC380
Disaster and Resilience
4 Semester Credits
344
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
Prerequisite(s): 1 of SOC111(Human Community and Modern Metropolis), SOC121(Introduction to Sociology)
SOC381
City and Regional Planning
4 Semester Credits
Urban planning applies social science in order to plan urban areas in ways that meet particular goals. It is based on the
idea that the way a place is designed shapes human behavior as people interact with that design. We examine how
urban space typically is developed, and changes, and how this reflects power relations. We also discuss how citizens can
participate and intervene in the planning process.
Core Curriculum Component: None
Prerequisite(s): 1 of SOC111(City Life: Introduction to Urban Sociology), SOC121(Introduction to Sociology), URB111(City
Life: Introduction to Urban Sociology); 1 of ENL111(Effective Writing II), 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): SOC121(Introduction to Sociology)
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 Sociology)
SOC395
Mental Illness and Society
4 Semester Credits
What are the social conditions that give rise to the mental disorders experienced by individuals? What impact does a
diagnosis have on an individual's perception of self? How has our understanding of mental illness shifted over time and
across cultures? And who benefits? This course will present a sociological approach to the study of mental disorders as a
social phenomenon.
345
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Sociology)
SOC396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SOC397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SOC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SOC485
Sociological Theory
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): 2 of SOC300(Topics), SOC320(Sociology of Law), SOC349(Organizations and Society: Understanding
Nonprofits and Corporations), SOC362(Statistical Analysis), SOC363(Research Methods), SOC375(Social Psychology),
SOC377(Organizational Crime and Deviance), SOC380(Disaster and Resilience), SOC381(City and Regional Planning),
SOC387(Juvenile Delinquency), SOC390(Social Problems Analysis), SOC395(Mental Illness and Society),
SOC396(Internship), SOC397(Internship), SOC399(Internship), SOC495(Topics), SOC499(Independent Study/Research);
SOC121(Introduction to Sociology)
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.
Senior sociology majors only. (Spring)
Core Curriculum Component: Keystone
Prerequisite(s): SOC485(Sociological Theory)
SOC495
346
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of All of SOC121(Introduction to Sociology), 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 Sociology)
SPA – Spanish
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
Prerequisite(s): 1 of SPA111(Beginning Spanish I), SPALANG(Spanish Language Placement)
SPA114
Spanish for Ministry I
4 Semester Credits
If you are planning to go into Christian ministry of any kind and are still a beginning Spanish student, this intensive
Spanish course is for you because you will master basic grammar while learning and practicing vocabulary related to
church and public theology settings, such as migrant ministries.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of SPA111(Beginning Spanish I), SPALANG(Spanish Language Placement)
SPA199
Internship
4 Semester Credits
Core Curriculum Component: None
347
Prerequisite(s): None
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)
SPA218
Spanish for Health Care Professionals
4 Semester Credits
This intermediate course is designed for students in the health care fields who seek to develop strong speaking and oral
comprehension skills in Spanish with a focus on the vocabulary and grammar relevant to their intended professions.
Content will include common scenarios and practice cases from the different health care fields as well as an introduction
to the Mexican cultural context in which health care services are provided
Core Curriculum Component: None
Prerequisite(s): SPA212(Intermediate Spanish II)
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
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
348
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): SPA212(Intermediate Spanish II)
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.
Core Curriculum Component: None
Prerequisite(s): SPA212(Intermediate Spanish II)
SPA295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA299
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA311
Spanish Conversation and Composition
4 Semester Credits
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
349
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): 1 of SPA212(Intermediate Spanish II), SPALANG(Spanish Language Placement)
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): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
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): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
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.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
350
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): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
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): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
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): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
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): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA352
Survey of Spanish Literature I
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.
351
Core Curriculum Component: None
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
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): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
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): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
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): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
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), SPA312(Spanish Expression), SPALANG(Spanish
Language Placement)
SPA360
Readings In Comparative Literature
4 Semester Credits
A comparative approach to literary study, with readings from at least two different national literatures and/or periods.
Primary readings in the original language where feasible; language of instruction subject to discretion of the instructor
and needs of the students.
Core Curriculum Component: None
352
Prerequisite(s): SPA212(Intermediate Spanish II)
SPA397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SPA399
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 SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression); 1 of ENL111(Effective
Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing
Placement Level)
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 – Education
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.
353
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
354
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)
SPE489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that
focus on helping student teachers make connections between the student teaching experience and what they have
learned through their education courses and field experiences. These workshops mentor students in the analysis and
completion of the Teaching Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of STUTEACH12(Student Teaching, 12 Credits), STUTEACH4(Student Teaching, 4 Credits),
STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching, Extended Experience)
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 ENL111(Effective Writing II), ENL112(Advanced Effective Writing), GRADEDADMIT(Graduate Education
Department Admission), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
SPE499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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)
355
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)
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)
356
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
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
357
3 Semester Credits
This course examines the assessment process from the pre-referral to the recommendatio 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
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
358
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
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)
SPE550
Autism Spectrum Disorder: Advanced Issues and Programing
3 Semester Credits
This course is designed for ABS licensed teachers who wish to work with students with ASD in a variety of settings. This
class introduces the characteristics of ASD and focuses on planning and programming from initial evaluation through to
instructional design across settings using evidence-based practices. Students will research and explore issues that affect
individuals with ASD and their families.
Core Curriculum Component: None
Prerequisite(s): None
SPE551
Understanding and Teaching Communication and Social Skills to Students with Autism Spectrum Disorder
3 Semester Credits
This course focuses on programming for students with communication and social skills issues characterized by the
autism spectrum disorder. Students will explore how to create effective learning environments that utilize evidencebased practices. The course aims to further understanding how learning is impacted by differences in communication
and social skills.
Core Curriculum Component: None
Prerequisite(s): SPE550(Autism Spectrum Disorder: Advanced Issues and Prog) *concurrent registration is required*
SPE552
Advanced Methods and Behavioral Strategies for Autism Spectrum Disorder
3 Semester Credits
This course explores the impact of characteristics of autism on behavior with a focus on evidence-based strategies.
Includes state and federal requirements for behavior intervention planning, programming and responding. The course
aims to help students develop a deep understanding of the complexity of behavioral issues and how to promote an
equitable and inclusive learning environment.
Core Curriculum Component: None
359
Prerequisite(s): SPE550(Autism Spectrum Disorder: Advanced Issues and Prog) *concurrent registration is required*,
SPE551(Understanding and Teaching Communication and Soci) *concurrent registration is required*
SPE553
Advanced Field Placement in Special Education
1 Semester Credits
Observing and facilitating learning in a K-12 classroom serving students with significant needs who receive services
under the category of autism spectrum disorder (ASD). Must hold a license as an academic behavior strategist (ASD).
Supervision of student teachers is performed by Education faculty. Membership in one of the professional teacher
organizations is required while student teaching. Students may need to complete extra weeks to demonstrate
competency in the standards.
Core Curriculum Component: None
Prerequisite(s): SPE550(Autism Spectrum Disorder: Advanced Issues and Prog), SPE551(Understanding and Teaching
Communication and Soci), SPE552(Advanced Methods and Behavioral Strategies for Aut)
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 – Study Abroad
SPP200
Study Abroad
16 Semester Credits
Core Curriculum Component: None
Prerequisite(s): SPP(Study Abroad/Away Approval)
SPP201
Study Abroad Summer School
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK – Social Work
SWK100
360
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
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 relationshipbetween 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
SWK261
Social Welfare: The U.S. Mexican Context
4 Semester Credits
To work for social well-being in Mexico and the U.S.A., social workers need to understand the complex social, economic,
political, and cultural histories of both countries and their complicated relationship. It is important to understand the
role of U.S. foreign policy in Mexico, historically and currently, and learn about intercultural communication and develop
skills that can enable us to work effectively for everyone’s social welfare. This understanding frames our knowledge of
contemporary social work practice with migrants and immigrants. This course is typically taken in the junior year.
Core Curriculum Component: None
Prerequisite(s): None
SWK271
Comparative Social Policy: Social Policy and Social Change in Mexico and the United States
4 Semester Credits
This course prepares Social Work students to function as informed and competent participants in efforts to change
social policies and programs. This course uses Mexico and the United States as comparative contexts for studying policy
formation, implementation, and analysis. The course will examine the influence of values and ideology of the two
countries on these processes.
Core Curriculum Component: None
Prerequisite(s): None
SWK280
Diversity and Inequality in Professional Practice
4 Semester Credits
361
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
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
362
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. Open only to students who have applied and been admitted to the degree program in Social Work.
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. Open only to students who have applied and been
admitted to the degree program in Social Work.
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. Open only to students who have applied and been admitted to the degree
program in Social Work.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), 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. Open
only to students who have applied and been admitted to the degree program in Social Work.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): SWK316(Social Work Practice 2: With Families and Groups) *concurrent registration is required*
SWK396
363
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
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. Open only
to students who have applied and been admitted to the degree program in Social Work.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), 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. Open only to
students who have applied and been admitted to the degree program in Social Work.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SWK417
Field Work 4: Integrative Seminar
364
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. Open only to students who have
applied and been admitted to the degree program in Social Work.
Core Curriculum Component: Augsburg Experience, Keystone
Prerequisite(s): None
SWK499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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
365
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
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
366
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
SWK518
Foundation of Addictions
2 Semester Credits
This course explores the fundamental knowledge base of substance abuse issues across multicultural groups. Emphasis
is placed on understanding the prevalence, etiology, course of the disorder and practice issues as they relate to
substance use disorders.
Core Curriculum Component: None
Prerequisite(s): None
SWK519
Motivational Interviewing
2 Semester Credits
In this course, students will become grounded in the philosophy and skills of motivational interviewing. Using a variety
of teaching modalities, students will develop motivational interviewing skills.
Core Curriculum Component: None
Prerequisite(s): None
SWK530
Integrated Field Seminar 1
3 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
SWK535
Integrated Field Seminar 2
3 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 relate to dynamics of family, group and community; human behavior; populations-at-risk; policy
analysis and research.
Core Curriculum Component: None
367
Prerequisite(s): SWK530(Integrated Field Seminar 1)
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
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
368
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
SWK622
MCCP Field Seminar 5: LADC
2 Semester Credits
Field Seminar 5 allows students to relate academic and theoretical learning focused exclusively on substance use and/or
mental health services. The goal is to strengthen students' sophistication in understanding the interconnections
between culturally appropriate theory and practice skills, substance use and mental health disorders.
Core Curriculum Component: None
Prerequisite(s): None
SWK628
Multicultural Clinical Practice (MCCP) with Individuals
3 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.
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
369
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
Multicultural Clinical Practice (MCCP) with Groups
3 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
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
370
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
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
371
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
Multicultural Macro Practice (MCMP) Research Methods
3 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
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
372
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 (MCMP) Policy
3 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
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
373
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
THP – Theater
THP111
Theater Practicum: Acting/Performance
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP112
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)
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
374
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
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)
375
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
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.
376
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
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)
THP152
Theater Practicum: Costume Running Crew
377
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THR – Theater
THR116
Acting and Improvisation for Non-Majors
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
Introduction to Stagecraft
4 Semester Credits
378
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
THR229
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): THR228(Introduction to Stagecraft)
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
379
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
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 Pan-Asian Theater
4 Semester Credits
A survey of the theatrical performance styles, aesthetic theories, and plays of pan-Asian 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
380
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
Prerequisite(s): 1 of MAT103(Prealgebra), 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
THR273
Latinx Theater and Performance
4 Semester Credits
In this writing- and reading-intensive course we will examine Latina/o cultural practices and artistic expressions in order
to understand how Latina/os challenge mainstream representations through theatre and performance, and how they
articulate identity in their own terms. We will pay special attention to the work of Latina women, Black Latina/os and
queer-identified Latina/os, and interrogate how performance allows them to defy patriarchal, whitening, and
heterosexist constructions of Latinidad.
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: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), THR229(Theatrical Design)
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 principles and elements of design, script analysis, collaboration, research, sketching and rendering techniques,
and fabric types, as well as introductory techniques in stage makeup application and design.
381
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), THR228(Introduction to Stagecraft), THR229(Theatrical Design)
THR285
Scenery Design
4 Semester Credits
Scenery Design is an introductory study of the theater scene design process and the practical application of expressing
your design idea. Through presentations, demonstrations, and class projects, we will explore the scene design process
from text, to research, to the expression of a design through modeling. This class combines lecture, demonstrations, and
experiential project work. This is a project-based class.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), THR229(Theatrical Design)
THR294
Topics
2 Semester Credits
Core Curriculum Component: None
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: Fine Arts
Prerequisite(s): None
THR299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THR325
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 ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
382
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 II), ENL112(Advanced
Effective Writing), HON111(Effective Writing for Liberating Letters)
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
THR355
Performing Shakespeare
4 Semester Credits
Students will learn the distinctive linguistic and physical requirements of performing a Shakespearean role. Through the
performance of monologues and scenes, informed by research and analysis, students will apply the dynamic use of body
and voice through imagery, themes, and character traits as well as social, sexual, and political issues in Shakespeare’s
plays.
Core Curriculum Component: None
Prerequisite(s): THR232(Acting), THR250(Script Analysis: Foundations of Theater)
THR361
Theater Histories: Origins to 1800
4 Semester Credits
A seminar-style course focused on diverse histories of theater and performance from their origins to 1800. Students will
encounter various forms of dramatic literature, performance theory, and cultural studies. This course includes in-depth
discussion, embodied practice, production attendance, textual analysis, research, and writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); THR250(Script Analysis: Foundations of Theater)
THR362
Theater Histories: 1800 to the Present
4 Semester Credits
383
A seminar-style course focused on diverse histories of theater and performance from 1800 to the present. Students will
encounter various forms of dramatic literature, performance theory, and cultural studies. This course includes in-depth
discussion, embodied practice, production attendance, textual analysis, research, and writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), 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 Histories: 1800 to
the Present)
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): THR250(Script Analysis: Foundations of Theater)
THR367
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): THR250(Script Analysis: Foundations of Theater)
THR397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
THR398
Internship
384
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THR399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
THR490
Theater Keystone: Exploring Vocation and Artistic Practice
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 mindsets important for arts professionals in theater and related fields. While exploring vocation
concepts, this course balances entrepreneurial awareness, attitudes, and skills with personal reflection. Prerequisites:
THR 250 and Junior or Senior class standing
Core Curriculum Component: Keystone
Prerequisite(s): THR250(Script Analysis: Foundations of Theater)
THR499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB – Urban Studies
URB111
City Life: Introduction 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: Social and Behavioral Sciences
Prerequisite(s): None
URB122
Social Justice in Urban America
4 Semester Credits
Examines politics and public policy in metropolitan areas, emphasizing factors that help some do well while others
struggle. Looks at how urban politics embodies some of the country’s deepest challenges, and considers ways that
people work to address those challenges.
Core Curriculum Component: Social and Behavioral Sciences
385
Prerequisite(s): None
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
URB381
City and Regional Planning
4 Semester Credits
Urban planning applies social science in order to plan urban areas in ways that meet particular goals. It is based on the
idea that the way a place is designed shapes human behavior as people interact with that design. We examine how
urban space typically is developed, and changes, and how this reflects power relations. We also discuss how citizens can
participate and intervene in the planning process.
Core Curriculum Component: None
Prerequisite(s): 1 of SOC111(City Life: Introduction to Urban Sociology), SOC121(Introduction to Sociology), URB111(City
Life: Introduction to Urban Sociology); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
URB395
Topics in Urban Studies
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
386
URB399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
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)
WEL – Health, Physical Education and Exercise Science
WEL100
Foundations of Wellness
1 Semester Credits
This course is required of all Augsburg students. The class is designed for students to understand the need and assume
the responsibility for maintaining a healthy lifestyle in the areas of physical fitness and wellness. Physical fitness includes
the ability to carry out daily tasks with vigor and alertness and how it is a component of positive lifestyle management.
Wellness includes activities, behaviors, and attitudes which improve the quality of life, contributes to longevity, and
reduces stress.
Core Curriculum Component: Foundations of Wellness
Prerequisite(s): None
WEL103
Recreational Wellness: Badminton
1 Semester Credits
This course is designed to improve proficiency in the skills, strategy, and rules associated with both singles and doubles
play. Students will become aware of the physical benefits associated with playing badminton as well as learn the social
benefits gained from active participation.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL104
Recreational Wellness: Bicycling
1 Semester Credits
This course is designed to teach students the physical and social benefits associated with active participation in bicycling.
The students will become familiar with the extensive bike/walk trail system that is accessible from the Augsburg
University Minneapolis campus. Students should be able to perform continuous riding for a minimum of 1.5 hours at a
moderate/intermediate pace. Basic bike maintenance skills and information are also addressed in this class.
387
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL105
Recreational Wellness: Power Yoga
1 Semester Credits
This course will incorporate cardiovascular fitness, muscular endurance, and flexibility into various yoga and circuit
training regimes.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL106
Recreational Wellness: Bowling
1 Semester Credits
The purpose of this course is to build a solid foundation in the mechanics and skill of the lifetime sport of bowling. This
course will include technique, selection of equipment, playing of lanes, and proper etiquette of the game. It will also
include team and individual competition. Students bowl two games each class session.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL107
Recreational Wellness: Fitness Walking
1 Semester Credits
This course incorporates cardiovascular fitness into various walking regiments. Students will understand and
demonstrate basic skills and fitness strategies, while engaging in routine walking routes.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL108
Recreational Wellness: Golf
1 Semester Credits
This course is designed to learn or improve upon the basic foundation of the golf swing. The lifetime physical and mental
benefits of playing golf are highlighted.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL109
Recreational Wellness: Kettle Bells
1 Semester Credits
This is an introductory course designed to teach basic Kettlebell movements and design workouts using a Kettleball. This
course will incorporate specific Kettlebell lifts and strength movements into a cardiovascular and various strength
workouts. The student will understand specific kettlebell lifts and be able to demonstrate these movements.
Core Curriculum Component: Recreational Wellness
388
Prerequisite(s): None
WEL110
Recreational Wellness: Pilates
1 Semester Credits
This course will incorporate muscular endurance and flexibility into various Pilates regiments.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL111
Recreational Wellness: Racquet Sports
1 Semester Credits
This course is designed to improve proficiency in racquet sports. Students will learn rules, basic skills, and singles and
doubles strategies in badminton, pickleball, and racquetball.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL112
Recreational Wellness: Basketball
1 Semester Credits
This course will focus on learning and developing basic basketball skills such as dribbling, passing, shooting, and
footwork. Additionally, team concepts, strategies, rules, terminology, and sportsmanship will be addressed. The goal is
to promote physical fitness through basketball and encourage recreational level participation.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL113
Recreational Wellness: Volleyball
1 Semester Credits
This course is designed to improve proficiency in basic skills, strategy, and rules associated with the sport of volleyball.
The students will practice and perform the skills in a recreational to intermediate competitive environment. Students
will also become aware of the physical and social benefits associated with active participation in volleyball.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL114
Recreational Wellness: Soccer
1 Semester Credits
This course is designed to provide an introduction to the sport of soccer. Topics addressed consist of, but are not limited
to: history, rules, terminology, and basic skills, techniques, and tactics associated with participating in, observing, and
coaching the sport.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
389
WEL115
Recreational Wellness: Walk, Jog, Run
1 Semester Credits
This course incorporates cardiovascular fitness into various walk, run, or jogging regiments. Students will understand
and demonstrate basic skills and fitness strategies while engaging in routine walking or running routes.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL116
Recreational Wellness: Weight Training
1 Semester Credits
This course seeks to improve the student's knowledge and understanding of the components of weight training and how
they contribute to personal lifelong health and well being. The course is designed to not only provide knowledge but
also discuss and analyze ways an individual can assess, monitor, motivate and discipline oneself to maintain a lifestyle of
fitness and wellness.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL117
Recreational Wellness: Women's Weight Training
1 Semester Credits
This course is designed to improve proficiency in resistance training. The purpose of the course is to seek improvement
of the student's knowledge and understanding of the benefits of resistance training, and how those benefits contribute
to lifelong health and well-being. This course has been designed to not only provide knowlege but also discuss and
analyze ways an individual can assess, motivate, and discipline oneself to maintain a resistance training regiment.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL118
Recreational Wellness: Yoga
1 Semester Credits
This course incorporates muscular strength, endurance, and flexibility into the activity of yoga. Beginning through
advanced students are accommodated.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL119
Recreational Wellness: Latin Dance
1 Semester Credits
This course is designed to provide an introduction to Latin Dance. Students will understand the history of salsa, mamba,
and bachata and execute basic steps and patterns individually and with a partner.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
390
WEL120
Recreational Wellness: Canoeing and Paddling
1 Semester Credits
Students in this course will participate in a four-month long canoe expedition down the Mississippi River, in voyageur
canoes. Students will receive instruction in all aspects of canoe handling, paddling, camping, and endurance.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL121
Recreational Wellness: Rock Climbing
1 Semester Credits
This course provides an overview of the various traditions of climbing along with participation in basic skills, safety
procedures, and conditioning necessary for successful climbing.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL122
Recreational Wellness: Hiking
1 Semester Credits
This course addresses the skills, techniques, and strategies used in hiking. It prepares healthy, fit individuals for a final 812 mile hike on established trails over moderate to steep terrain.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL123
Recreational Wellness: Tennis
1 Semester Credits
This course is designed to improve proficiency in tennis. Students will learn rules, basic skills, and strategies for singles
and doubles play.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL124
Recreational Wellness: Introduction to Dance
1 Semester Credits
This course provides an overview of the various traditions of movement within dance. Students will participate in basic
skills and express themselves through movement.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL125
Recreational Wellness: Karate
391
1 Semester Credits
This course incorporates muscular strength, endurance, and flexibility into the activity of karate. Beginning through
advanced students are accommodated.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL126
Recreational Wellness: Aerobics
1 Semester Credits
This course incorporates muscular strength, endurance, and flexibility into the activity of step aerobics. Beginning
through advanced students are accommodated.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL127
Recreational Wellness: Pickleball
1 Semester Credits
This course is designed to improve proficiency in pickleball. Students will learn rules, basic skills, and strategies for
singles and doubles play.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL128
Recreational Wellness: Ice Skating
1 Semester Credits
This course is designed to teach students the physical benefits associated with recreational ice skating. Students will
learn and perform the skills at their own pace, ranging from beginner to advanced. Skills include: skating stride and
technique, stopping/starting, and use of skate edges. The student will also become aware of the physical and social
benefits gained from active participation.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL129
Recreational Wellness: Ultimate (Frisbee)
1 Semester Credits
This course addresses the skills and strategies used in Ultimate (Frisbee).
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL130
Recreational Wellness: 5K or Half Marathon Training
1 Semester Credits
Core Curriculum Component: Recreational Wellness
392
Prerequisite(s): None
WEL131
Recreational Wellness: Net Games
1 Semester Credits
This course will include but not limited to: pickleball, volleyball, raquetball, badminton, and table tennis.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL132
Recreational Wellness: Field Games
1 Semester Credits
This course will include but not limited to: lacrosse, soccer, and ultimate frisbee.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL150
Recreational Wellness: Student Designed
1 Semester Credits
This course is designed to improve proficiency in one or more selected activities. Students will understand and
demonstrate fundamentals and benefits of the selected activities. This course will be taught in a hybrid format, blended
between an in-person lab experience and online discussions and reporting.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL160
Foundations of Wellness-Adapted
1 Semester Credits
This course is designed to meet the needs of students with disabilities that may not be able to meet the requirements
for Foundations of Wellness. The focus is on helping each student develop a physical activity/stress
management/nutrition plan etc. that meets his or her needs. Plans are designed to focus on abilities as opposed to
limitations.
Core Curriculum Component: Foundations of Wellness
Prerequisite(s): CONSENT(Consent of Instructor)
WEL170
Recreational Wellness-Adapted
1 Semester Credits
This course is designed to meet the needs of students with disabilities that may not be able to meet the requirements
for Recreational Wellness. The focus is on helping each student develop a physical activity/stress management/nutrition
plan etc. that meets his or her needs. Plans are designed to focus on abilities as opposed to limitations.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
393
WEL204
Recreational Wellness: Advanced Bicycling
1 Semester Credits
This course is designed to teach students the physical and social benefits associated with active participation in bicycling.
The students will become familiar with the extensive bike/walk trail system that is accessible from the Augsburg
University Minneapolis campus. Students should be able to perform continuous riding for a minimum of 2.5 hours at an
advanced pace. Basic bike maintenance skills and information are also addressed in this class.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL213
Recreational Wellness: Advanced Volleyball
1 Semester Credits
This course will incorporate cardiovascular fitness into a competitive volleyball atmosphere. Students in this class should
have advanced volleyball experience.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WST – Gender, Sexuality and Women’s Studies
WST199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST201
Introduction to Gender, Sexuality, and 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
WST220
Topics in Gender and the Humanities
4 Semester Credits
Examination of specific topics related to gender and the humanities not covered in other lower-division Gender,
Sexuality, and Women's Studies courses. Specific topic will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
394
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
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
395
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
Undocumented, Ecofeminist, and Queer: Contemporary Latin American Liberation Theologies
4 Semester Credits
Is God an undocumented low-income migrant, ecofeminist, and/or queer? Learn about Latin American liberation
theologies and their understandings of the divine as they relate to key social issues in the 21st century. This
interdisciplinary course cannot be taken if you have already taken RLN 336 or WST 366.
Core Curriculum Component: Humanities
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
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 Struggle 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
(Im)Migration, Gender and Social Change
4 Semester Credits
At a time when borders between nations are so heavily defended, how do we understand the flow of people and ideas
across those divides? Learn how race, gender, sexuality and social class intersect when they are seen from a lens of
(im)migration in a Latin American context.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
396
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
In the Aftermath of War: History, Memory and Transitional Justice in Central America
4 Semester Credits
The objective of this course is to analyze the use of history and memory during the transition from war to peace in
Central America. The course will address the case of Guatemala, focusing on the social and political events that took
place in that country in the last half of the 20th Century and the role of "memory work" in transitional justice actions
that ensued. We will particularly address the participation of Indigenous women in that process and Indigenous Peoples
conceptualization of memory, justice, reparation, and peace.
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
397
WST366
Latin American Liberation Theologies and Social Change
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
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
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
398
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: Keystone
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
Prerequisite(s): None
YST – Youth Studies
YST210
Rethinking Children and Youth
4 Semester Credits
Children and youth are often expected to be seen and not heard. This course will develop an appreciative understanding
of children and youth that will allow us to engage them as assets and agents of positive change. We will explore the
history of childhood in North America as well as the historical emergence and cultural construction of adolescence in the
20th century. We will develop a critical lens of this construction in order to free ourselves from our limited and low
expectations of children and youth in society. We will then construct a new framework that will enable us to understand
and engage young people as powerful, contributing members of society.
Core Curriculum Component: None
Prerequisite(s): None
YST320
Working with Children and Youth
4 Semester Credits
This course will provide students with practical perspectives and experiences in work with children and youth. We will
cover both theoretical frameworks for emancipatory work with youth and focused examinations of different types of
youth work. Throughout the course, we will consider how our own positionality and experiences affect our engagements
in work with youth and children. This course has a significant service learning requirement.
Core Curriculum Component: None
Prerequisite(s): YST210(Rethinking Children and Youth)
399
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Introduction
Undergraduate Catalog
2023-2024
Official Publication of Augsburg University
2211 Riverside Avenue, Minneapolis, MN 55454
The Augsburg University Undergraduate Catalog contains information about academic program requirements and
academic and student policies and procedures for... Show more
Introduction
Undergraduate Catalog
2023-2024
Official Publication of Augsburg University
2211 Riverside Avenue, Minneapolis, MN 55454
The Augsburg University Undergraduate Catalog contains information about academic program requirements and
academic and student policies and procedures for Fall Semester 2023–Summer Semester 2024. It is subject to change
without notice.
The catalog is intended to complement other university publications including the Student Guide and university website.
It is important for students to be familiar with all university policies and procedures. Students are strongly encouraged to
consult their advisor(s) at least once each semester to be certain they are properly completing degree requirements.
Published 2023
Phone: 612-330-1000
www.augsburg.edu
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Greeting from the President
A university catalog is full of detail and data that offer a map to our lives together as a university community. This is a
map grounded in Augsburg’s mission: To educate students to be informed citizens, thoughtful stewards, critical
thinkers, and responsible leaders.
What has prompted you to study this map of Augsburg University? If you’re already enrolled at Augsburg, I trust you
will continue to find here the awe and wonder of an educational experience that is meaningful and challenging. I
hope you will be reminded of the relationships and commitments you have formed at Augsburg—they will last a
lifetime. I also hope that you find in this map signposts of the progress you have made in your vocational journey and
that you will continue to believe that you have rightly chosen Augsburg as the community in which you will spend
time for the next several years.
If you are studying this map to find out more about Augsburg University and an Augsburg education, welcome. I
believe you will find it not only tells you about the character and essence of our institution, but also about our mission
of service, particularly about the way we work in partnership with our neighbors in a modern, vibrant city. Augsburg is
located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. As you study here, you will find a
setting that not only provides remarkable learning opportunities, but one in which you will be able to share your own
talents and skills. Augsburg’s challenging academic environment is enhanced by both education and service
experiences that transform theory into action and unite the liberal arts with the practical in preparing students as
faithful citizens in a global society.
The experience you are undertaking at Augsburg—or thinking of undertaking—will be based on a small campus in the
core of a great city; it will be led by faculty preoccupied with your welfare and the emergence and refinement of your
vocational plans.
As you join Augsburg University, or consider doing so, please know that those of us who await you here find the
university an exciting place, full of diversity and yet possessed of a community dedicated to higher learning and good
living. Here you can find your way in the world.
May this map be your faithful guide!
Sincerely yours,
Paul C. Pribbenow, PhD
President
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About Augsburg University
At Augsburg University, we believe that the university experience should be a time of exploration, of discovery, of new
experiences, and of new possibilities. We also believe that a liberal arts education is the best preparation for living in
the fast-paced, changing, and complex world of today and tomorrow. Augsburg graduates will be able to demonstrate
not only the mastery of a major field of study, but also the ability to think critically, creatively solve problems, and
communicate effectively.
Discovering Your Gifts and Talents
The heart of an Augsburg undergraduate education is the Augsburg Core Curriculum—designed to prepare students
to become informed citizens, thoughtful stewards, critical thinkers, and responsible leaders—and thus achieve the
educational goals of our mission. Through “Search for Meaning” courses, students explore their own unique gifts and
interests and find where their own talents intersect with the needs of our global society—their vocation.
At the same time, courses across all disciplines stress the skills that will serve for a lifetime: writing, speaking, critical
thinking, and quantitative reasoning, to name a few.
Thanks to Augsburg’s prime locations in the heart of thriving metropolitan areas, many courses are able to offer rich
and varied learning opportunities in real-life situations through academic internships, experiential education,
volunteer community service, and cultural enrichment. In a sense, the resources of the Twin Cities and Rochester,
Minnesota, are extended campuses for Augsburg students.
Mission Statement
Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as
testaments to the university motto, “Education for Service,” and mission:
Augsburg University educates students to be informed citizens, thoughtful stewards, critical thinkers, and
responsible leaders. The Augsburg experience is supported by an engaged community that is committed to
intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and
professional studies, guided by the faith and values of the Lutheran church, and shaped by its urban and global
settings.
Campus Location
Augsburg University is located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. The campus is
bordered by Riverside Avenue and Interstate 94, near the University of Minnesota—Twin Cities West Bank campus
and the University of Minnesota Medical Center.
Downtown Minneapolis is just minutes away, providing access to internships and careers with some of the country’s
leading companies, as well as entertainment, arts, sports venues, shopping, dining, and transportation. The campus is
blocks from the Metro Transit Green and Blue light rail lines, which provide easy access to destinations in Minneapolis
and St. Paul, as well as the Minneapolis-St. Paul International Airport.
History
A College of the Church
Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith
presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wisconsin,
and moved to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first graduation was in 1879.
Early Leaders Established a Direction
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August Weenaas was Augsburg’s first president (1869–76). Professor Weenaas recruited two teachers from Norway:
Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate
Norwegian Lutherans to minister to immigrants and to provide such “college” studies that would prepare students for
theological study.
In 1874, they proposed a three-part plan: first, train ministerial candidates; second, prepare future theological
students; and third, educate the farmer, worker, and businessperson. The statement stressed that a good education is
also practical.
Augsburg’s next two presidents also emphatically rejected ivory tower concepts of education. This commitment to
church and community has been Augsburg’s theme for more than 150 years.
Education for Service
Keeping the vision of the democratic college, Georg Sverdrup, Augsburg’s second president (1876–1907), required
students to gain pre-ministerial experience in city congregations. Student involvement in the community gave early
expression to the concept of Augsburg’s motto, “Education for Service.”
In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was
a group of independent congregations committed to congregational autonomy and personal Christianity. This change
made Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was
still important primarily as an attachment to the seminary.
The Focus Changed
Traditional attitudes began to change after World War I. In 1911, George Sverdrup Jr. became president. He worked to
develop college departments with an appeal to a broader range of students than just those intending to be ministers.
Augsburg admitted women in 1922 under the leadership of longtime dean of women, Gerda Mortensen.
The college’s mission assumed a double character: ministerial preparation together with a more general education for
life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president
(1938–62). His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life.
After World War II, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the
college had become a larger part of the institution than the seminary and received the most attention.
Accreditation for the College
Augsburg added departments essential to a liberal arts college, offering a modern college program based on general
education requirements and elective majors. Full accreditation of the college was achieved in 1954.
A study in 1962 defined the college’s mission as serving the good of society first and the interests of the Lutheran Free
Church second. The seminary moved to Luther Theological Seminary (now Luther Seminary) in St. Paul in 1963, when
the Lutheran Free Church merged with the American Lutheran Church. Subsequently, the American Lutheran Church
merged with two other Lutheran bodies in 1988 to form today’s Evangelical Lutheran Church in America.
A College in the City
Under the leadership of President Oscar A. Anderson (1963–80), Augsburg became a vital and integral part of the city
of Minneapolis. The College began to reach out to nontraditional student populations, ensuring educational
opportunity for all students. Also in these years, Augsburg added Charles S. Anderson Music Hall, Mortensen
Residence Hall, Urness Tower, Christensen Center, Ice Arena, and Murphy Place.
Charles S. Anderson led the college next (1980–97). He guided Augsburg’s commitment to liberal arts education,
spiritual growth and freedom, diversity in enrollment and programs, and a curriculum that draws on the resources of
the city as extensions of campus and classroom. Some of the accomplishments during his tenure include instituting
two graduate degree programs, hosting national and international figures at college-sponsored forums and events,
increasing accessibility, and the addition of the Foss Lobeck Miles Center, the Oscar Anderson Residence Hall, and the
James G. Lindell Library.
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William V. Frame became president in August 1997 and retired in 2006. Under his leadership, the college sharpened
its identity as a college of the city, providing an education grounded in vocational calling that provides students both
theoretical learning and the practical experience to succeed in a global, diverse world. Augsburg’s Rochester learning
site was added in 1998, further expanding Augsburg’s presence in key cities in the state of Minnesota.
Paul C. Pribbenow became president in July 2006. Under his leadership, Augsburg aims to educate students of all
ages—in the midst of a great city—to be faithful citizens of the world. Augsburg became Augsburg University on
September 1, 2017.
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Augsburg Today
Augsburg continues to reflect the commitment and dedication of the founders who believed:
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An Augsburg education should be preparation for service in community and church.
Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative,
and successful citizens.
The city—with all its excitement, challenges, and diversity—is an unequaled learning laboratory for Augsburg
students.
The vision of the university’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.”
Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg
prepares its students to become effective, ethical citizens in a complex global society.
In addition to Augsburg’s undergraduate program of liberal arts and sciences, Augsburg offers numerous master’s
degree programs as well as doctoral programs in nursing practice and clinical psychology. For information about
graduate programs, visit augsburg.edu/grad.
Undergraduate and graduate education is offered in a variety of formats. In addition to its Minneapolis campus,
Augsburg has a learning site in Rochester, Minnesota, and international locations around the world.
Centers of Commitment
The four centers of commitment articulate core values that inform the institutional mission of Augsburg University
both internally and externally. These centers are:
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Center for Global Education and Experience
Sabo Center for Democracy and Citizenship
Christensen Center for Vocation
Strommen Center for Meaningful Work
Each center provides a bridge between curriculum and community; each works to realize the university’s strategic
intention to "educate for lives of meaning and purpose," as well as to ensure the university is "at the table" with
community partners in relationships of mutual benefit that enhance the university’s distinctive identity and deepen
the educational experiences of our students. Their themes are reflected in Augsburg's mission to educate students to
be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders.
Minneapolis-Based Day Program
Augsburg’s Minneapolis-based day program offers more than 50 majors—or students can create their own major,
either on campus or through the Associated Colleges of the Twin Cities. The day program provides an educational
opportunity for students who want to earn a bachelor’s degree through courses that meet during the day. Students in
the day program pay comprehensive tuition that allows them to register for 12 to 19 semester credits per term. ACTC
is a five-college consortium that allows day program students to take courses on other campuses without additional
charge while a full-time student at Augsburg. The ACTC consortium includes Augsburg University, St. Catherine
University, Hamline University, Macalester College, and the University of St. Thomas. (See Associated Colleges of the
Twin Cities section).
Adult Undergraduate Program
Augsburg’s adult undergraduate program provides an educational opportunity for adults who want to earn a
bachelor’s degree with a flexible schedule and with a learning environment that acknowledges the real life experience
adult students bring to the classroom. It is a means by which students can gain skills for professional advancement,
prepare for a career change, or pursue a personal interest in one or more areas of the liberal arts and professional
studies.
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Minneapolis – Adult Undergraduate Program
Augsburg’s adult undergraduate program is designed to help students finish a bachelor’s degree quickly and
efficiently, in as little as two years. Delivered in a hybrid-learning format, it combines the benefits of face-to-face
classroom instruction with the convenience of online learning.
Augsburg also offers courses from several day program majors during the evening in a traditional classroom setting.
Not all of the required courses for the day program majors are offered in the evening. For a complete list of degree
completion programs offered in the adult undergraduate program, visit augsburg.edu/pro/majors.
Rochester – Adult Undergraduate Program
Augsburg’s instructional site in Rochester, Minnesota, was established in 1998 as a natural extension of the
institution’s mission and its expertise in teaching working adults. A variety of undergraduate majors are offered.
Rochester is a city that enjoys a rich ethnic diversity and superior technological resources. The Rochester site
classrooms and offices are located at Bethel Lutheran Church (Evangelical Lutheran Church in America), a few blocks
south of the heart of the city, which is home to more than 100,000 residents. Bethel Lutheran Church is located at 810
3rd Ave SE, Rochester, MN, 55904.
In Rochester, students complete the same degree requirements as students in the Minneapolis undergraduate
program. Augsburg classes in Rochester meet on a semester schedule with classes taking place on weekday evenings,
making them accessible to working adults. As with the adult undergraduate program in Minneapolis, Rochester
classes are delivered in a hybrid-learning format, combining the benefits of face-to-face classroom instruction with
the convenience of online learning. There are eight majors offered in Rochester, some of which must be completed by
taking courses at the Minneapolis campus. In addition to the degree programs that can be completed entirely in this
location, students may work on a variety of other majors through a combination of Rochester- and Minneapolis-based
evening courses.
Students at the Rochester site are Augsburg University students. They are supported through an array of e-learning
resources ranging from Lindell Library databases to the use of online course management software. Information
about the Rochester site is available at augsburg.edu/rochester or by calling the Rochester office at 507-288-2886.
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Minneapolis Campus Facilities
Instruction facilities and student housing at Augsburg’s main campus are conveniently located near each other. A
tunnel/ramp/skyway system connects the two tower residence halls, the five buildings on the Quadrangle, plus the
Music Hall, Lindell Library, Oren Gateway Center, Hagfors Center, and the Foss Lobeck Miles Center for Worship,
Drama, and Communication.
Admissions Office—The Admissions Office is located on the lower level of Christensen Center.
Anderson Residence Hall (1993)—Named in honor of Oscar Anderson, president of Augsburg from 1963 to 1980, this
residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192 students,
as well as the Center for Wellness and Counseling, the Sabo Center for Democracy and Citizenship, and the Office of
Marketing and Communication.
Center for Wellness and Counseling—The Center for Wellness and Counseling, located in Anderson Hall, offers
programs and services that enhance student learning by promoting personal development and well-being.
Christensen Center (1966)—The university center includes the Admissions Office, a student lounge, the Strommen
Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, the copy center
and mailroom, University Events, Latinx Student Services, American Indian Student Services, Pan-Afrikan Student
Services, Pan-Asian Student Services, Campus Life, LGBTQIA+ Student Services, and the Auggie’s Nest, a meeting place
for student organizations.
Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the
Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use.
Foss Lobeck Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition
of the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also
housed in this complex, which provides space for Campus Ministry; the departments of Theater and Communication
Studies, Film, and New Media; classrooms; and administrative offices (Facilities Management and the Enterprise
Information Systems and Systems and Networking teams in IT).
Hagfors Center (2017) - The Norman and Evangeline Hagfors Center for Science, Business, and Religion houses eight
academic departments (Biology, Business, Chemistry, Physics, Psychology, Religion, and Mathematics, Statistics, and
Computer Science), the office of Undergraduate Research and Graduate Opportunities, the McNair Scholars Program,
and the office of the Dean of Arts and Sciences. The Hagfors Center is the largest academic building on the Augsburg
campus and contains 139,000 square feet of collaborative learning space, including 24 labs and 6,000 square feet of
student-faculty research facilities.
Ice Arena (1974)—Two skating areas provide practice space for hockey and figure skating, and recreational skating for
Augsburg and the metropolitan community.
Kennedy Center (2007)—Completed in 2007 as a three-story addition to Si Melby Hall and named for Dean (’75) and
Terry Kennedy, it features a state-of-the-art wrestling training center, fitness center, classrooms for health and physical
education, and hospitality facilities.
The James G. Lindell Family Library (1997)—This library and information technology center houses all library
functions and is located on the corner of 22nd Avenue and 7th Street. It houses the TechDesk and User Support team
in IT and the Gage Center for Student Success: the Deidre Middleton Office of Academic Advising, the Center for
Learning and Accessible Student Services (CLASS), and TRIO/Student Support Services.
Luther Residence Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story apartment complex
along 20th Avenue, between 7th and 8th Streets, that houses juniors and seniors in units from efficiencies to
two-bedroom suites.
Si 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 Patricia Piepenburg Women’s Locker Room, the Claudia Murray Women’s Soccer Locker
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Room, the Donny Wichmann Weight Room, the Olivia Dahl/Hoyt Messerer Sport Medicine Center, and general
auditorium purposes. The Ernie Anderson Center Court was dedicated in 2001.
Mortensen Residence Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has
104 one- and two-bedroom apartments that house 312 upper-class students, the Department of Public Safety and a
lounge area.
Charles S. Anderson Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two
rehearsal halls, music libraries, practice studios, and offices for the Music department faculty.
Old Main (1900)—Home for the Department of Art and the Department of Languages and Cross-Cultural Studies,
with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency
with architectural details from the past. It is included on the National Register of Historic Places.
Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP®
collegiate recovery program, Institutional Advancement offices, the Alumni Relations Offices, the Master of Arts in
Leadership program, the Master of Fine Arts in Creative Writing program, and substance-free student housing. It also
houses the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art Gallery, and the Johnson Conference
Center.
Science Hall (1949)—Houses the department of Nursing, International Student and Scholar Services, and
Administrative Accounting.
Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment Center (Registrar’s
Office and Student Financial Services), the Women’s Resource Center, classrooms and computer labs, and the
departments of Education and Computer Science.
Sverdrup-Oftedal Memorial Hall (1938)—Built as a residence hall and named in honor of Augsburg’s second and third
presidents, it contains the President’s Office, Human Resources, Norway Hub, the Academic Affairs Office, Student
Affairs Offices, the Christensen Center for Vocation (CCV), and faculty offices for Political Science, History, Philosophy,
American Indian Studies, English, and Sociology.
Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324
first-year 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
Accreditation is a process by which colleges and universities are regularly evaluated by third-party agencies to ensure
they are meeting standards for educational quality for the degrees they offer.
Augsburg University has been continuously accredited since 1954 by the Higher Learning Commission. The Higher
Learning Commission is an institutional accreditation agency that accredits colleges and universities in the United
States. HLC conducts periodic reviews of accredited institutions to ensure they are meeting their standards of quality.
Several degree programs at Augsburg are also eligible for accreditation or approval by specialized agencies that
ensure the quality of those programs in meeting their professional standards. The following Augsburg programs are
accredited or approved by the appropriate agencies.
Agency
Description
Degree Programs
Accreditation Council for Business Schools
and Programs (ACBSP)
Global accreditor for business
education
MBA
BA Accounting, Business
Administration (Music
Business), Business
Administration/Economics,
Finance, International
Business, Management,
Management Information
Systems, Marketing
Accreditation Review Commission on
Education for the Physician Assistant (ARC-PA)
Accredits physician assistant
programs in the United States
MS Physician Assistant Studies
American Music Therapy Association (AMTA)
Advanced the music therapy
profession and approves music
therapy degree programs
BS Music Therapy
Master of Music Therapy
American Chemical Society (ACS)
Scientific organization for advancing
chemistry practice, approves
baccalaureate chemistry programs
BS Chemistry
American Psychological Association
Commission on Accreditation (APA-CoA)
Scientific and professional
organization for psychology in the
United States, accrediting doctoral
programs in clinical, counseling, and
school psychology
Doctor of Psychology
Commission on Collegiate Nursing Education
(CCNE)
National accreditor for
baccalaureate, graduate, and
residency/fellowship programs in
nursing
BS Nursing
MA Nursing
Doctor of Nursing Practice
Council on Social Work Education (CSWE)
National accrediting agency for social
work education in the United States
Bachelor of Social Work
Master of Social Work
Minnesota Board of Nursing
State board that approves nursing
programs and regulates licensure
DNP – Family Nurse
Practitioner
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National Association of Schools of Music
(NASM)
National accreditor for
undergraduate, graduate, and other
credentials for music and
music-related disciplines
BA Music
BS Music Therapy
Bachelor of Music
Master of Music Therapy
Professional Educator Licensing and
Standards Board (PELSB)
Approves programs in Minnesota
that prepare candidates for teacher
licensure
BA/BS Elementary Education
BA English as a Second
Language
BA Special Education:
Academic Behavioral
Strategist
(See Education Department
for full list of approved
programs for licensure and
endorsements)
Augsburg University is also an institutional member of the following associations
Agency
Description
American Association of Colleges and
Universities (AAC&U)
Advances the democratic purposes of higher education by
promoting equity, innovation, and excellence in liberal
education
American Association of Colleges of
Teacher Education (AACTE)
Represents institutions dedicated to high-quality
evidence-based preparation of educators who are ready to
teach all learners
American Association of Higher Education
(AAHE)
Dedicated to the advancement of higher education
Associated Colleges of the Twin Cities
(ACTC)
Consortium of private liberal arts colleges in the Twin Cities of
Minnesota that shares academic programs and promotes
student exchange
Campus Compact
National coalition of colleges and universities committed to
building democracy through civic engagement and community
development
Council of Independent Colleges (CIC)
Association of independent nonprofit colleges and universities
that provides services to improve the quality of education,
administrative, and financial performance
Lutheran Education Conference of North
America (LECNA)
Promotes cooperation among Lutheran colleges and
universities in the United States and Canada
Minnesota Private College Council
Represents the private liberal arts colleges of Minnesota
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National Council of Schools of Professional
Psychology (NCSPP)
Advances the development of the highest quality of graduate
training in professional psychology
Physician Assistant Education Association
(PAEA)
Works to ensure quality physician assistant education
Augsburg University is registered with the Minnesota Office of Higher Education pursuant to sections 136A.61 to
136A.71. Registration is not an endorsement of the institution. Credits earned at the institution may not transfer to all
other institutions.
Policies
Non-Discrimination Policy
In accordance with applicable federal and state laws, such as Titles VI and VII of the Civil Rights Act of 1964, Title IX of
the Education Amendments of 1972, the Age Discrimination in Employment Act, and the Americans with Disabilities
Act and ADA Amendments, Augsburg does not discriminate on the basis of sex, race, color, national or ethnic origin,
religious belief, age, disability, gender, sexual orientation, gender identity or expression, marital status, familial status,
pregnancy, citizenship, creed, genetic information, veteran status, status with regard to public assistance, membership
in a local human rights commission, or any other legally protected status in its education programs and activities,
employment policies and practices, or any other areas of the University, except in those instances where there is a
bona fide occupational qualification or to comply with state or federal law. Augsburg University is committed to
providing reasonable accommodations to its employees and students with disabilities.
(Approved by Board of Regents January 2021)
For further information, please contact the university’s Title IX Coordinator:
Katie Bishop| Vice President for Student Experience and Success
Memorial Hall, Room 118A| 612-330-1117| bishopc@augsburg.edu
Additionally, the university has Deputy Officers:
Deputy Officer for Students:
Mike Grewe | Dean of Students
Memorial Hall, Room 118F| 612-330-1499| grewe@augsburg.edu
Deputy Officer for Employees:
Dawn Miller| Director, Human Resources
Memorial Hall, Room 19| 612-330-1216| millerd1@augsburg.edu
Deputy Officer:
Leif Anderson| Vice President and Chief Strategy Officer
Memorial Hall, Room 124| 612-330-1497| andersol@augsburg.edu
The Deputies work with the Title IX Coordinator to identify any patterns or systemic problems that arise and may
assist as investigators of complaints.
Discrimination and Bias Reporting
Augsburg University strives to create a welcoming and inclusive environment for all students, staff, faculty, and guests.
However, like any community, there are times when inappropriate, hurtful, and/or harmful incidents take place.
Please let us know if you or someone you know have experienced discrimination, bias, and/or hostility.
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View Augsburg’s Discrimination and Bias Policy to learn more. To report an incident, use the Discrimination and Bias
Reporting form. Additional information about the reporting process can be found in the Augsburg Student Guide.
Questions or concerns can be directed to the Equity and Inclusion Initiatives Department.
Contact Information:
Joanne K. Reeck
Vice President for Equity and Inclusion | ADA/504 Compliance Officer
612-330-1126 | inclusion@augsburg.edu
Family Educational Rights and Privacy Act
The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students
regarding their education records. Each year Augsburg University is required to give notice of the various rights
accorded to students pursuant to FERPA. In accordance with FERPA, you are notified of the following:
Right to inspect and review education records
You have the right to review and inspect substantially all of your education records maintained by or at Augsburg
University. The student must request to review their education records in writing with their signature. The university
will respond in a reasonable time, but no later than 45 days after receiving the request.
Right to request amendment of education records
You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate,
misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence
that the record should be changed if Augsburg decides not to alter your education records according to your request.
Right to give permission for disclosure of personally identifiable information
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 educational interests. A school official is a person employed by the university in
an administrative, supervisory, academic or research, or support staff position (including law enforcement unit
personnel and health staff); person or company with whom the university has contracted (such as an attorney,
auditor, or collection agent); a person serving on the board of regents, or a student serving on an official committee,
such as a disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school
official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or
her professional responsibility.
Right to withhold disclosure of “directory information”
FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that
may be released for any purpose at the discretion of Augsburg University without notification of the request or
disclosure to the student.
Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider
very carefully the consequences of any decision by you to withhold directory information. Should you decide to
inform Augsburg University not to release Directory Information, any future request for such information from
persons or organizations outside of Augsburg University will be refused.
“Directory information” includes the following:
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The student’s name
The student’s address
The student’s telephone number
The student’s email address
The student’s date and place of birth
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The student’s major and minor field of study
The student’s academic class level
The student’s enrollment status (FT/HT/LHT)
The student’s participation in officially-recognized activities and sports
The student’s degrees and awards received (including dates)
The weight and height of members of athletic teams
The student’s dates of attendance
Previous educational agencies or institutions attended by the student
The student’s photograph
Augsburg University will honor your request to withhold all Directory Information but cannot assume responsibility to
contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that
such information be withheld. The Registrar’s Office must be notified in writing of your intent to withhold your
Directory Information.
Right to complain to FERPA Office
You have the right to file a complaint with the Family Policy Compliance Office, US Department of Education, 400
Maryland Ave. SW, Washington, DC, 20202, concerning Augsburg’s failure to comply with FERPA.
Reporting Educational Information
Letters of reference must be requested in writing and explicitly indicate what information may be reported in the
letter.
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Annual Security Report
The Annual Security Report (ASR) for Augsburg University contains statistics on reported crimes on and near Augsburg
property and campus, as well as institutional policies concerning campus security and crime. The Department of
Public Safety prepares this annual Crime Report to comply with the Jeanne Clery Disclosure of Campus Security Policy
and Crime Statistics Act. The report is available on the Department of Public Safety webpage. For a printed copy,
contact Augsburg’s Department of Public Safety at 612-330-1717.
Copyright Policy
Augsburg University follows the terms 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 works, to
disseminate them to the public, and to perform and display them publicly. This excludes all proprietary information.
Professional Licensure Standards Disclosure
For all programs at Augsburg University which have the potential to lead to professional licensure, students are
responsible for contacting the appropriate agency or board to confirm requirements and ensure program
compatibility prior to beginning any course of study. Only licensing agencies or boards can determine whether a
student’s program of study has met requirements. Augsburg University cannot guarantee an individual’s attainment of
any professional licensure or certification, in any field, in any jurisdiction.
Completing an academic program is typically only one aspect of meeting professional licensure requirements. Many
states require that individuals meet additional requirements in order to qualify for licensure, including but not limited
to additional coursework and training, supervised clinical experiences, and successful passage of state or national
exams. Other licensure requirements may include background checks, years of work experience, fingerprinting
requirements, etc. State laws, regulations, and policies governing professional licensure may change at any time.
For more information on your program’s state licensing board and requirements for licensure, please visit the
Augsburg University Professional Licensure Disclosure website.
As a reminder, students are responsible for updating Augsburg University of any changes in address or phone
numbers through Inside Augsburg Records and Registration, or by submitting an Address Change form to the
Registrar’s Office.
Student Rights
The university has adopted a statement of student rights and responsibilities and has procedures for disciplinary
action, grievances, and grade appeals, as outlined in the Augsburg Student Guide at
inside.augsburg.edu/studentaffairs/studentguide.
Official Notices
A university-provided email account is the official means of communication with students, faculty, and staff of
Augsburg University. Students, faculty, and staff are responsible for all information sent to them via the
university-provided email account. Students should regularly check their email 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 email account. Students will also receive official notices via the A-Mail online publication and should
routinely review the A-Mail. Resident day program students will be assigned a campus mailbox; commuter day
program students may request a campus mail box. Students should check their campus mailbox regularly.
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Admission
Augsburg University strives to create a strong, rich, and vibrant campus community with students representing a large
number of backgrounds, viewpoints, experiences, talents, and cultures. Selection of students for Augsburg University
is based upon careful consideration of each candidate’s academic achievement, personal qualities and interests,
participation in activities and employment, and potential for development as a student and as a graduate of Augsburg
University.
Augsburg is committed to ensuring the admissions process is accessible for all prospective students. Augsburg
admissions counselors are here to assist students in completing the application process.
Augsburg University asks all applicants for admission and readmission whether they have been convicted of a felony.
A felony conviction does not automatically preclude an applicant from being accepted to Augsburg University. The full
process and policy can be found in the Augsburg Student Guide.
Visit Campus
Firsthand appraisal of programs, facilities, and academic atmosphere is valuable. First-year and transfer applicants are
encouraged to visit the campus and meet with an admission counselor. Arrangements can be made to meet with a
member of the faculty and to attend classes when school is in session. Augsburg’s undergraduate admission staff is
ready to help students and families with planning. Visit our website or call any weekday between 8:30 am and 5:00
pm—612-330-1001 or toll-free 1-800-788-5678—and we’ll assist with your questions and arrange a tour for you.
Admission visits and tours are available Monday through Friday and selected Saturdays. The Office of Admission is
located on the lower level of the Christensen Center and serves traditional undergraduates, post-traditional
undergraduates, and graduate students.
Application Procedures
First-year Day Program Students
Application for Admission
● Students must submit a completed application for admission and may apply online at augsburg.edu/firstyear or
commonapp.org without any fee..
● Students with an unweighted GPA of 2.75 or higher are automatically admitted through the Augsburg Applies to
2U (direct admission) process. Students with a GPA of 2.74 or below will be evaluated and reviewed through the
standard, holistic review process.
Transcripts
● An official transcript from the high school is required of first-year applicants.
o Students with a 2.74 or lower GPA must submit an official transcript. First-year applicants who are still
high school students at the time of application should have their most recent transcript sent, followed by
a final and official transcript upon graduation. If the student has taken college courses, including while in
high school, an official transcript from each institution should also be sent prior to registration and
orientation. General Education Development (GED) scores may be presented instead of the high school
transcript.
o For students with a 2.75 or higher GPA (who qualify for direct admissions), will need to submit an
unofficial transcript at the time of applying. An official transcript will be required upon enrollment to the
University.
Test Scores
● Beginning in Fall 2021, submission of ACT or SAT test scores are no longer required for incoming (first-year or
transfer) students applications. For more information please refer to our Test-Free Admissions Policy. For
additional information please refer to Augsburg’s Admission Application Requirements.
Recommendations
● Letter(s) of recommendation are no longer required for admission but may be requested by discretion of the
admissions office.
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Essay
● First Year applicants may be asked to submit written responses to essay questions if they do not qualify for the
direct admissions process.
Additional Information
● If there is additional information that may have affected the applicant’s previous academic performance, it may
be included within the application and discussed individually with an admission counselor. On occasion, the
Admission Committee may defer a decision on a candidate’s admission until additional information has been
received. For example, results of the present semester’s coursework, additional letters of recommendation, or
writing samples may be requested by the committee. If any additional credentials are needed, the Office of
Undergraduate Admission will inform the candidate.
Notification of an Admission Decision
● Under direct admissions, or Augsburg Applies 2U program, students with a 2.75 or higher GPA will be notified
immediately of their admission decision. Students who are applying to Augsburg outside of those programs, will
be notified within two weeks after the application file is complete and has been evaluated. Notification is on a
rolling basis and begins in September.
Confirmation of Admission
● Accepted students are asked to make a $150 enrollment deposit* to the Office of Undergraduate Admission.
Students who wish to live in university housing must submit a housing contract to the Residence Life Office.
*Nonrefundable after May 1.
Note: Admission to a major—a separate process from admission to the university—is sometimes required. Check
with the Office of Admission and consult the specific department’s section of this catalog.
Undergraduate Day Transfers
Information regarding transfer credit policies is found in the Academic Information section of the catalog.
Application for Admission
● Students should complete the application for admission, including the essay question(s), and submit them to the
Admission Office. Students may apply online with no application fee at augsburg.edu/transfer.
Transcripts
● Official transcripts from all previous postsecondary institutions at which you registered must be sent directly to
the Admission Office. An official high school transcript and/or official GED test scores may be required upon
request. Official transcripts are marked with institutional security features, date, and appropriate signature.
Augsburg University accepts official transcripts directly from another institution’s Office of the Registrar or a
secure authenticated designated party. The transcript must arrive at Augsburg University in an envelope sealed by
the issuing institution or via an encrypted electronic method (adapted from AACRAO, 2018). If any transcripts
show in-progress coursework, an updated official transcript will need to be received by Augsburg in order to verify
that the in-progress coursework was later dropped, withdrawn from, or graded. Upon receipt, new official college
transcripts will be evaluated for possible transfer credit. Failure to submit the replacement official transcript in a
timely manner will result in a registration hold.
Recommendations
● One letter of recommendation is optional for all transfer applicants. Letters may be submitted by a supervisor,
counselor, professor, or spiritual leader.
Additional Information
● If there is personal information that may have affected the applicant’s previous academic performance, it may be
included with the application and discussed individually with an admission counselor. Academic
recommendations may be required by the Admission Committee before an admission decision is made. On
occasion, the Admission Committee may also defer a candidate’s admission until other information has been
received. For example, test scores, results of current coursework, additional letters of recommendation, or writing
samples may be requested by the committee. If any additional credentials are needed, the Admission Office will
inform the candidate.
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Notification of Admission Decision
● Augsburg University uses a rolling admission policy. Students are notified of the admission decision usually within
two weeks after the application file is complete and has been evaluated by the Admission Committee.
Note: Admission to a major—a separate process from admission to the university—is sometimes required. Check with
the Admission Office and consult the specific department’s section of this catalog.
Adult Undergraduate Students
Information regarding transfer credit policies is found in the Academic Information section of the catalog.
The Adult Undergraduate (AU) program is a degree completion program for post-traditional students. Applicants are
required to meet the following requirements for admission consideration for any Adult Undergraduate program:
●
●
●
Have a minimum of 12 transferable credits and
Are applying to one of the 11 eligible Adult Undergraduate majors and
Students must meet one of the following requirements:
o Majoring in English as a Second Language, B.A.; Special Education: ABS B.A., or RN to BSN, B.S. with 60 or
more transferable credits
o Have 3+ years full-time work experience since high school graduation
o Have 3+ years of significant family care commitment since high school graduation
o Have 3+ years of a mix of non-full time college enrollment, work, family etc. since high school graduation
o Have military service since high school graduation
o 24 years or older at the date of matriculation
AU students may not be eligible for day undergraduate co-curricular activities, intercollegiate athletics, and residence
life (on campus housing) without permission from the Dean of Students and/or Dean of Professional Studies. Students
enrolled in either the Auggie Plan or College Transfer Pathways are encouraged to consult with their Augsburg
University advisor when considering the Adult Undergraduate program.
Application for Admission
● Students should complete the application for admission and submit it to the Admission Office. Students may
apply online with no application fee at augsburg.edu/transfer or commonapp.org.
Transcripts
● Official transcripts from all previous postsecondary institutions at which you registered must be sent directly to
the Admission Office. An official high school transcript and/or official GED test scores may be required upon
request. Official transcripts are marked with institutional security features, date, and appropriate signature.
Augsburg University accepts official transcripts directly from another institution’s Office of the Registrar or a
secure authenticated designated party. The transcript must arrive at Augsburg University in an envelope sealed by
the issuing institution or via an encrypted electronic method (adapted from AACRAO, 2018). If any transcripts
show in-progress coursework, an updated official transcript will need to be received by Augsburg in order to verify
that the in-progress coursework was later dropped, withdrawn from, or graded. Upon receipt, new official college
transcripts will be evaluated for possible transfer credit. Failure to submit the replacement official transcript in a
timely manner will result in a registration hold.
Notification of Admission Decision
● Augsburg University uses a rolling admission policy. Students are notified of the admission decision usually within
two weeks after the application file is complete and has been evaluated by the Admission Committee.
Note: Admission to a major—a separate process from admission to the university—is sometimes required. Check with
the Admission Office and consult the specific department’s section of this catalog.
Readmission
Augsburg students who are in a withdrawn status must apply for readmission through the Registrar’s Office to resume
attendance. Readmitting students do not pay an application fee. See the Return to Campus policy for more
information.
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Non-Degree Students
Individuals may take coursework at Augsburg University as non-degree seeking students, enrolling on a
space-available basis. Registration dates are included in the university’s Academic Calendar. To apply for admission as
a non-degree seeking student, submit the completed application, academic intent, and all necessary unofficial
transcripts to the Admission Office. Individuals who intend to become degree-seeking in the future must submit
official transcripts. Contact the Admission Office regarding which unofficial/official transcripts you may need for your
application file.
Non-degree seeking students who wish to pursue a degree must reapply for admission by submitting the completed
application, academic intent, and all official transcripts to the Admission Office.
Second Degree Students
Students with an existing baccalaureate degree from Augsburg or another institution may enroll to complete an
additional major(s) or minor(s). Students will not be awarded a second degree unless it is different from the original
degree awarded (BA, BM, BS). Students cannot earn multiple degrees for the same major, though it is possible to earn
multiple degrees from the same academic department if the majors are distinct.
Second degree requirements include a minimum of 32 semester credits earned at Augsburg, completion of a major,
and completion of any liberal arts requirements not covered by a previous degree. Depending on the student’s
previous degree, completion of a second major (non-degree) may also be an option.
International Students
International students are a vital part of the Augsburg community. We welcome students from all over the world
wishing to start or complete their degrees at Augsburg. Any student requiring a student (F-1) visa to study in the
United States will be considered an international applicant.
For admission and/or financial aid questions, please contact us by emailing internationaladmissions@augsburg.edu or
calling 612-330-1359.
Foreign Credential Evaluation
Students who have attended a college or university outside of the United States are required to submit international
transcript(s) accompanied by a professional credit evaluation.
This evaluation should include the following:
●
●
●
●
Course-by-course evaluation to show a complete course listing with credit values and grades received for each
course
Calculation of grade point average to demonstrate the cumulative grade point average using the standard US
grading system, i.e., A=4.0, B=3.0, C=2.0, D=1.0, F=0.0
Translation to English (if applicable)
Analysis of credentials (if applicable)
The evaluation report must be sent directly to Augsburg’s Office of Admission. Preferred evaluation services are World
Education Services (www.wes.org) or Educational Credential Evaluators (www.ece.org), though Augsburg will accept
evaluations from any member of the National Association of Credential Evaluators (www.naces.org).
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Financing Your Education
The Board of Regents approves the costs for the academic year. The board reviews costs annually and makes changes
as required. Augsburg reserves the right to adjust charges should economic conditions necessitate.
Full-Time vs. Half-Time
Students will need to be enrolled in 6 credits to be considered half-time and 12-19 credits to be considered full-time.
This is an important distinction for charges and for accessing financial aid.
Day Program Tuition and Fees
Tuition and fees are published on the Student Financial Services website.
Fees (full-time enrollment)
The standard program fees are the Student Activity Fee, Technology Fee, and the Campus Greening Fee. Specific
courses or programs may have additional fees associated with them, such as lab or supply fees.
Full-Time Cost – Fall and Spring 2023-2024
Semester
Year
●
●
●
$21,571.00
$400.00
$1,348 per credit
$43,142.00
$800.00
$5,392 per 4 credits
$1,348 per credit
$222.00 per term
$5,392 per 4 credits
Tuition – Full-Time (12-19 credits per term)
Fees – (12-19 credits per term)
Overload Fee – (over 19 credits)
Part-Time Cost – Fall and Spring 2023-2024
●
●
Tuition –Part-Time (less than 12 credits)
Fees – (less than 12 credits)
Other Costs
●
●
Audit Fee (taking a class for no credit)
Music Lesson Fees
o ½ Hour Lesson
o 1 Hour Lesson
$1,000.00 per course
$400.00
$800.00
Room and Board Costs
●
●
Detailed housing rates are available through Residence Life Office at www.augsburg.edu/residencelife/rates.
Detailed meal plan rates and flex point options can be found at https://www.augsburg.edu/residencelife/rates/.
Adult Undergraduate Tuition and Fees
Tuition and fees are published on the Student Financial Services website.
Tuition
Students are charged per credit. Students are charged based on their program regardless if they take a course through
a different program. All associated costs must be paid by the beginning of each semester to avoid accruing finance
charges, unless you have enrolled in an official payment plan through Student Financial Services.
Fees
Specific courses or programs may have additional fees associated with them, such as lab or supply fees.
●
●
Adult Undergraduate - Minneapolis
Adult Undergraduate - Rochester
$460.00 per credit
$460.00 per credit
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$1,840.00 per 4.0 credits
$1,840.00 per 4.0 credits
Payments
Semester Charges
Prior to the start of each semester, a statement of estimated charges showing charges and financial aid credits
designated by the Student Financial Services Office is sent to the student via email. All statements are available online
through AugNet’s Records and Registration site. Payments can be made online at
www.augsburg.edu/studentfinancial/header-make-paymentaccount-activity/payments. Augsburg may charge late
fees and interest on delinquent accounts. Review the full policy regarding past due balances online at
www.augsburg.edu/studentfinancial/disclosure.
Payment Options
Augsburg University offers payment plan options for all students. Information about payment plans is available online
at www.augsburg.edu/studentfinancial/payment-plans-and-discounts.
Payment Policy
Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each
academic term. “Term Fees” include tuition, room and board charges and other fees initiated during your time as a
student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or
employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under
the Augsburg University Tuition Refund Policy.
Augsburg accepts the following forms of payment:
Cash
Students and guest payers may make cash payments in-person at the Enrollment Center. Cash should never be
mailed. Students will receive a receipt of their cash payment.
Check
Students and guest payers may pay their term fees via check either in-person at the Enrollment Center, through mail,
or online using e-check/ACH. A $30 NSF Fee will be added for any payment returned by the bank for Non-Sufficient
Funds. A receipt will automatically be sent electronically for any online payments. Students who pay in-person or
through mail may request a receipt of the check payment.
Credit Card/Debit Card
Students and guest payers may make student account payments online with a Visa, MasterCard, Discover, or
American Express credit card. As of June 10th, 2016, Augsburg will no longer accept credit card or debit card
payments in-person, over the phone, or through the mail. Credit cards will only be accepted online via Cashnet, a
vendor contracted by Augsburg.
Because Cashnet charges Augsburg for their services, a credit card service fee of 2.75 percent will be associated with
any credit card payment made to the university. This is to offset the approximately $250,000 in costs that Augsburg
accrues annually for providing credit card payment options to our students. Augsburg will not receive any part of the
service fee and will not be profiting from it.
Financial Aid
All students who wish to be considered for financial assistance must reapply each year. In addition to reapplying for
aid, students must make satisfactory academic progress toward the attainment of their degree or certificate as
stipulated in the Satisfactory Academic Progress (SAP) section of this catalog.
Financial assistance awarded through Augsburg may be a combination of scholarships, grants, loans, and part-time
work opportunities. The university cooperates with federal, state, church, and private agencies in providing various
aid programs.
21
The primary responsibility for financing a university education rests upon the student and family. Financial aid
supplements student and family resources.
The Free Application for Federal Student Aid (FAFSA) helps determine the amount of assistance for which a student is
eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent
family members, other educational expenses, retirement needs, and special considerations.
Types of Aid
A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or
grant (except as noted).
Augsburg may offer both merit-based and need-based financial aid to undergraduate students at the time of
admission. First year students can find specific information at www.augsburg.edu/firstyear/scholarships. Transfer
students can find information at www.augsburg.edu/transfer/financial-aid-and-scholarships.
Augsburg will also determine students’ eligibility to receive financial aid grants from both federal and state entities.
These grants include Minnesota State Grant, Federal Supplemental Educational Opportunity Grant (SEOG), Federal
Pell Grant, Federal TEACH Grant, and Bureau of Indian Affairs/Tribal and State Indian Scholarship. Contact Student
Financial Services if you need additional information about any of these programs.
In addition to aid administered by Augsburg University, students are urged to investigate the possibility of scholarships
and grants that might be available in their own communities. It is worthwhile to check with churches, the company or
business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid
available to students who meet their requirements. In addition to these sources, some students are eligible for aid
through Rehabilitation Services, Educational Assistance for Veterans, and Educational Assistance for Veterans’
Children, and other sources.
Loan Assistance
Students must be enrolled at least half-time (6 or more credits) to be eligible for any federal loans.
●
●
Federal Direct Student Loan
o Subsidized Direct Loans are need-based loans that the federal government subsidizes by paying the
interest while the student is in school and during the grace period.
o For the Unsubsidized Direct Loan, interest begins accruing on the date of disbursement and the borrower
is responsible for all interest. The borrower may choose to make payments while in school or may defer
payments and allow interest to accrue and be capitalized (added to the balance of the loan).
Federal Parent Loan Program (PLUS)
o PLUS is a loan program to help parents meet university costs of their dependent children. Parents may
borrow up to the cost of attendance (minus all other student financial aid). Repayment begins within 60
days of final disbursement.
Further information about all student and parent loan programs can be found at
www.augsburg.edu/studentfinancial/loans.
Student Employment
Students are able to apply for work study positions through Augsburg’s Human Resources Office. Part-time work
provided by the university is considered financial aid, just like scholarships, loans, and grants. Students are limited to a
maximum of 20 hours of on-campus employment per week. The number of hours a student can work is dependent on
the position and the needs of the department. However, work is not guaranteed.
All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each
placement. Payment is made bi-weekly by check to the student employee.
●
Federal College Work Study Program and Minnesota State Work Study Program
o Under these programs, the federal or state government supplies funds on a matching basis with the
university to provide part-time work opportunities.
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Satisfactory Academic Progress (SAP)
Federal regulations require that all higher education institutions establish and implement a policy to measure
whether students receiving financial aid are making satisfactory academic progress toward the completion of a
degree. The purpose of this policy is to make sure that students who receive financial aid are using this money wisely.
It is meant to curtail the use of financial aid by students who fail to successfully complete their course work. Failure to
meet the following standards makes a student ineligible for all institutional, federal, and state financial aid.
Augsburg’s Financial Aid Satisfactory Academic Progress Policy follows the Satisfactory Academic Policy.
Student Account Financial Disclosure
Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each
academic term. “Term Fees” include tuition, room and board charges and other fees initiated during their time as a
student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or
employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under
the Augsburg University Tuition Refund Policy. Statements and account history are available online through AugNet
Records and Registration.
Augsburg University may require someone to co-sign on the student’s obligations in special cases, such as when a
student has a history of late or missed payments. When a co-signer’s signature is required, both students and
co-signers are responsible for payment of all costs incurred (including collection costs and fees of any collection
agency and/or attorney, if applicable) and all other conditions outlined on the Student Account Financial Disclosure.
Results of Balances Not Paid in Full
Augsburg may charge late fees and interest on delinquent accounts. Missed or late payments will be subject to a late
payment charge and/or a finance charge on the overdue balance from the date the balance was due until payment in
full is received. If your account is not paid in full on the first day of the term, finance charges at the rate of 8% per
year (.67% per month) will be added onto your student account balance. For example, this means that for every
$1,000 owed you will receive $6.70 a month in finance charges. A $30 NSF Fee will be added for any payment
returned by the bank for Non-Sufficient Funds.
Past Due Accounts
If the student does not set up a formal payment plan with Augsburg’s Student Financial Services department,
Augsburg reserves the right to demand payment of the entire balance owed by that student and to take steps to
collect it. Augsburg may cancel the student’s registration, prevent the student from registering for future terms,
withhold transcripts or diplomas, remove the student from on-campus housing, turn the student’s account over to a
collection agency, or take legal action to collect any past due balance. Each student authorizes Augsburg to release
financial information about her or his account and other pertinent information such as address and phone number to
third parties who are dealing with the collection of the account balance. By providing us with a telephone number for
a cellular phone or other wireless device, you are expressly consenting to receive communications – including but not
limited to prerecorded or artificial voice message calls, text messages, and calls made by an automatic telephone
dialing system – from us and our affiliates and agents at that number. This express consent applies to each such
telephone number that you provide to us now or in the future and permits such calls regardless of their purpose. Calls
and messages may incur access fees from your cellular provider. Each student also agrees to reimburse Augsburg
University, or its agents, the fees of any collection agency, which may be based on a percentage at a maximum of 40%
of the debt, and all costs and expenses, including reasonable attorneys’ fees, we incur in such collection efforts.
Please note that, due to the Bankruptcy Reform Act, educational benefits are generally exempt from discharge
under bankruptcy. The terms of this agreement remain in effect until all Term Fees and other charges are paid in
full.
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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 canceling courses through the Registrar’s Office (or online) in order to be eligible for any
refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible
for all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund
calculations are based on the date that the drop/add form is processed.
Medical Refund
If a student is forced to withdraw from one or more courses in a term due to illness or an accident, a request for a
medical refund should be made through the Academic/Financial Petition. Petition forms are available through the
Registrar’s Office website. An extra medical refund may be granted by the Committee upon submission of
documentation from the attending doctor, on letterhead, verifying the medical circumstances.
Unofficial Withdrawal
Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be
reviewed. If courses are not completed (e.g., unofficial withdrawal, stopped attending), the university is required to
refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last
recorded date of attendance. Students are responsible for the entire cost of the term, including the portion previously
covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete
withdrawal from the university. If there are extenuating circumstances, a petition to have the cost of tuition refunded
can be made. Petition forms are available online through the Registrar’s Office website.
Financial Aid Policy
Financial aid such as federal, state, and institutional grants and scholarships are awarded based upon the total
number of registered credits on the “Last day to add with faculty signature – Full Semester class” as noted on the
Academic Calendar. Students must register for internships, Time 2 classes, and ACTC classes before the “Last day to
add with faculty signature-Full Semester class.” Financial aid will not be adjusted for classes added after this date.
Students must earn the financial aid they are awarded each semester by actively attending and participating in classes
throughout the semester. Financial aid is recalculated when students do any of the following: drop classes without a
“W” grade, fail to begin classes, cease to attend classes, fail all classes, or fully withdraw from all classes.
Financial Aid – Return of Title IV Funds Policy
Students must earn the financial aid they are awarded each semester. A student can earn their aid by attending
classes. Augsburg must always return any unearned Title IV funds it is responsible for returning within 45 days of the
date the school determined the student withdrew.
The withdrawal date used in the return to title IV calculation of a student’s federal financial aid is the actual date
indicated on the official withdraw record. If a student stops attending classes without notifying the university, the
withdrawal date will be the last date of academic activity determined by the university.
Federal/State Aid Adjustments
Augsburg is required to return unearned federal/state aid for students who fully withdraw from their courses. The
Return to Title IV calculation is based on the total number of days in the semester compared to the total number of
days that a student attended classes before the last date of attendance. If the student receives more aid than they
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‘earned’, then the ‘unearned portion’ of the student’s aid must be returned to the U.S. Department of Education.
After 60% of the term has passed, students are eligible to keep all of their federal/state aid. If you are planning to
completely withdraw from your courses, please see a Student Financial Services counselor to determine what aid may
need to be returned.
Financial aid will be returned to the aid program from which it came. If returned to a loan program, your outstanding
balance will be reduced by the amount of the return. Aid will be returned in the following order:
1.
2.
3.
4.
5.
6.
Unsubsidized Direct Loan
Subsidized Direct Loan
Direct PLUS Loans
Federal Pell Grants
Federal Supplemental Educational Opportunity Grant (SEOG)
TEACH Grant
Institutional Aid Adjustments
Augsburg will return institutional aid for students who partially withdraw or fully withdraw from courses. If students
withdraw from their courses, they will receive a 50% tuition refund and 50% of their institutional aid will be removed.
If a student withdraws after the last day to receive a tuition refund, there will be no adjustment to their institutional
aid.
Post-Withdrawal Disbursement
If a student earned more aid than was disbursed to him/her, the student may be eligible for a post-withdrawal
disbursement. Augsburg’s financial aid office will notify the student in writing if he/she is eligible for a
post-withdrawal disbursement of Title IV loan funds.
A student or parent borrower must first confirm in writing whether he/she accepts/declines all or some of the loan
funds offered as a post-withdrawal disbursement. A post-withdrawal disbursement of Federal grant funds does not
require student acceptance or approval. The university will seek the student’s authorization to use a post-withdrawal
disbursement for all other educationally related charges in addition to tuition and fees.
Credit Refund
Augsburg students may be eligible to receive a credit refund if their financial aid exceeds tuition and fee charges for a
term. Credit refunds are issued within two weeks after the last day to drop courses without recorded notation.
Financial aid needs to be finalized and applied to a student’s account before the credit refund can be issued. (You can
verify your financial aid status online through Track Your Financial Aid. You can check your transaction history online
to verify that all of your financial aid has been applied to your account and nothing is left pending.)
Changes in enrollment status, housing status, and program status may affect financial aid eligibility and credit refunds.
Students who are enrolled less than half-time (less than 6.0 credits for undergraduates; less than 3.0 credits for
graduates) may not be eligible for financial aid; however, students may apply for private alternative loans. Registration
changes made from the first week of the term through midterm may require a return of financial aid funds. Students
who drop courses may receive a tuition refund, but some forms of financial aid may have to be adjusted before a
refund will be available. Financial aid return of funds may take up to 45 days to be processed.
Bookstore
Students who are registered for the upcoming term will be allowed to charge up to $750 to their student account.
Students do not need to request a bookstore account.
Please plan ahead and purchase books and supplies before the scheduled cut-off dates. Plan ahead for courses that
start midterm as you will be unable to charge anything to your student account after the cut-off date.
Students’ accounts will be billed for only what was spent on their bookstore accounts before credit refunds were
issued. If your bookstore charges create a balance on your account, you need to make payments in accordance with
your statement. Bookstore purchases charged to a student account are intended for students who have excess
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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 $750 in one term, you have enough financial aid to cover the
additional costs, and you would like to charge the additional amount to your student account, please send the
following information to Student Financial Services (studentfinances@augsburg.edu). All requests need to be in
writing.
Subject: Request for Additional Funds
Full Name:
Student ID number:
Additional request:
Students will receive an email when the additional request has been processed. Accounts are opened as quickly as
possible, but it could take up to two business days for activation.
Consumer Information
Loss of Financial Aid Eligibility Due to a Drug Offense
A student convicted of a state or federal offense involving the possession or sale of an illegal drug that occurred while
the student was enrolled in school and receiving Title IV aid is not eligible for Title IV funds. [An illegal drug is a
controlled substance as defined by the Controlled Substance Act and does not include alcohol and tobacco.]
A borrower’s eligibility is based on the student’s self-certification on the Free Application for Federal Student Aid
(FAFSA). Convictions that are reversed, set aside or removed from the student’s record, or a determination arising
from a juvenile court proceeding do not affect eligibility and do not need to be reported by the student.
A student who is convicted of a drug-related offense that occurred while the student was enrolled in school and
receiving Title IV aid loses Title IV eligibility as follows:
For the possession of illegal drugs
First offense: one year from the date of conviction
Second offense: two years from the date of the second conviction
Third offense: indefinitely from the date of the third conviction
For the sale of illegal drugs
First offense: two years from the date of conviction
Second offense: indefinitely from the date of the second conviction
A school must provide a student who loses Title IV eligibility due to a drug-related conviction with a timely, separate,
clear, and conspicuous written notice. The notice must advise the student of his or her loss of Title IV eligibility and
the ways in which the student may regain that eligibility.
Regaining Eligibility after a Drug Conviction
A student may regain eligibility at any time by completing an approved drug rehabilitation program and by informing
the school that he or she has done so. A student regains Title IV eligibility on the date he or she successfully
completes the program. A drug rehabilitation program is considered approved for these purposes if it includes at least
two unannounced drug tests and meets one of the following criteria:
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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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Residence Life
Students who choose to make Augsburg their home find a friendly, 23-acre village in the midst of a major
metropolitan area. They make many new friends among roommates and classmates. They are just steps away from
Lindell Library, classrooms, Hoversten Chapel, the ice arena, fitness center, and Christensen Center. With just over
1,000 students living on campus, most students and faculty greet each other by name.
Augsburg recognizes the importance of the residential experience during the college years. Studies show that
students who live on campus are more likely to persist academically, to be involved on campus, and tend to have a
higher grade point average. Residence Life staff are professional and student team members available to support
students in their academic and co-curricular experiences. Through their efforts residential community members
become acquainted with life at Augsburg through educational and social opportunities.
Living on campus offers many opportunities for learning, leadership, and fun. Numerous events are planned to
welcome students to the community, including dances, movie nights, open mic nights, and weeks devoted to special
themes or issues.
Resident students have access to a 24-hour computer lounge, wireless internet, study lounges, 24-hour security,
laundry facilities, and vending. All rooms and apartments are equipped with cable and internet access. A skyway
connecting the lobby of Urness Hall and Mortensen Hall to Christensen Center and Oren Gateway Center to the
Lindell Library keeps students out of the weather on the way to class.
To secure housing on campus, students need to submit the following items:
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Residence Life and Dining contract
During spring semester, current Augsburg students are provided with information on the process to secure housing
for the next academic year.
Facilities
Urness Hall—One home to new Auggies and upper-class resident advisors, this nine-story high-rise houses 313
students. Each floor is considered a house-unit providing 36 students (two to a room) with their own lounge, study,
and utility areas. In Urness Hall, rooms are furnished with a bed, dresser, desk, and chair. Meal plans are required.
Mortensen Hall—This building is a 13-story high-rise apartment building. It contains 104 one-bedroom and
two-bedroom apartments to accommodate 312 upper-class students. Mortensen Hall is carpeted and contains
kitchenette units. It is furnished with beds and dressers. Meal plans are required.
Anderson Hall—Contains four types of living units: two-bedroom apartments, two-room suites, floor houses, and
townhouses. This residence houses 192 upper-class students, and the Neighborhood program. All rooms are
furnished with beds, dressers, desks, and chairs. Meal plans are required.
Anderson Hall Neighborhoods—This is available to students who are interested in creating a living/learning
environment by designing their own house system. All members meet to determine their program focus, educational
goals, and community agreement guidelines.
Luther Hall—Opened in 1999, this apartment residence includes studios and two- and four-bedroom apartments with
full kitchens. Beds, dressers, desks, and chairs are provided. Underground parking is available at an additional cost.
Meal plans are optional.
Oren Gateway Center—Oren Gateway Center offers substance-free living connected to a dining area, underground
parking, and classrooms. Opened in 2007, Oren Gateway Center houses the StepUP first-year and upper class students
committed to an alcohol- and drug-free environment. Flats, apartments, and studios are furnished with beds, desks,
and dressers.
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Food Service
Commons—Situated on the top floor of Christensen Center, this is the main food service facility for students, faculty,
and staff. This spacious room features small-table units for easy conversation overlooking the university quadrangle
and Murphy Square. Students on board plans who live in residence halls eat their meals in the Commons. We offer a
meal-to-go program for those on a tight schedule. Students have the option of using one meal exchange each week at
Einsteins or Nabo to supplement the Commons.
Einstein Bros. Bagels—On the main level of Christensen Center, Einstein Bros. Bagels sells coffee, smoothies, hot and
cold sandwiches, wraps, soups, salads, and snacks.
Nabo—This eatery is located in the Oren Gateway Center. Pronounced “náh-bu,” with the accent on the first syllable,
featured food options include pasta, cold and hot sandwiches, a pasta bar, pastries, and beverages.
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Student Activities and Organizations
Augsburg’s mission focuses on student learning in the broadest sense. Experiences in the classroom are an important
part of college life, yet learning and development also occur in formal and informal activities of the university and the
surrounding area. Whether students take classes in the day or evening, the climate for learning and living at Augsburg
will add dimension to their education. There are over 50 student organizations that students can join, and students
may also create their own with three additional peers. For more information, visit Augsburg.edu/campuslife.
Athletics and Sports
Intercollegiate Athletics
Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National
Collegiate Athletic Association (NCAA) Division III. Men annually compete in football, soccer, cross country, basketball,
ice hockey, wrestling, baseball, indoor and outdoor track and field, and golf. Women annually compete in lacrosse,
volleyball, cross country, soccer, basketball, ice hockey, softball, swimming, wrestling, indoor and outdoor track and
field, and golf.
Facilities
At Augsburg, the facilities are for all students, faculty and staff. Check schedules for times when there is open use of
the gymnasium and ice arena. On-campus facilities include a double-rink ice arena, a 3-court gymnasium, a
multi-purpose athletic field, fitness center with workout machines, a weight room, and an air-supported dome over
the athletic field for winter fitness, rentals, and spring sport practices.
Intramurals
Every student is urged to participate in activities for recreation and relaxation. An intramural program provides
competition in a variety of team sports as well as individual performance activities. Check schedules on the Athletics
website for times when there is open use of the athletic field/dome, gymnasium, and ice arena.
Campus Life
About Campus Life
Mission Statement
Campus Life aims to create an environment where students can connect, engage, and invest in the Augsburg
community.
Philosophy
Campus Life recognizes the benefits associated with student engagement outside of the classroom. We work to
enhance and supplement the liberal arts instruction at Augsburg University through quality transitional programs for
new students as well as through leadership and developmental education.
Program Areas
Campus Involvement
Augsburg Day Student Government is the official governing body of the Day Student population at Augsburg
University. It advocates for ideas, concerns, needs, and activities of the Day Student Body.
Augsburg Student Activities Council (ASAC) seeks to build community and provide opportunities for students to grow
holistically through intentional and diverse programming. ASAC plans and orchestrates some of the largest student
programming on campus, including Homecoming, concerts, comedy shows, late night programming activities, movies,
and much more.
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Student recognition includes honoring student leaders and student organizations at the Augsburg Leadership Awards,
including Act Six Scholar graduates, Augsburg Senior Leadership Society inductees, and other award recipients.
Student organizations provide students the opportunity to become involved in various interests, passions, and
activities at Augsburg University. Participation allows students to meet fellow classmates, have fun, and lead and
develop an organization around a common purpose while making an impact on both the Augsburg and greater
community.
Commuter Student Life
The Student Lounge, located on the Main Level of the Christensen Center, is a community space available for students
to gather, study, watch television, play games, and just relax.
Lockers are available for free for commuter students to reserve for the academic year on the ground floor of Anderson
Residence Hall and the ground floor of Science Hall.
Leadership Development
Act Six Scholars is a scholarship program that provides full tuition and room/board at Augsburg University for up to
seven incoming undergraduate students each year. It aims to provide extensive leadership development and
mentorship opportunities in order for this select group of students to engage and to invest fully in the Augsburg and
greater communities.
Emerging Leaders Program (ELP) is an initiative designed to develop new leadership at Augsburg University by
empowering first-year students to cultivate and apply their inherent leadership skills through a semester-long
skill-building training program.
Student Leader Training for AugSem Leaders and Orientation Leaders is designed to grow the existing awareness,
knowledge, and skills of student leaders so that they may successfully create welcoming and inclusive environments
for incoming first-year and transfer students by learning to work across social identities and backgrounds while
implementing orientation programming.
Student Leadership Institute focuses on developing students’ knowledge, awareness, and skills on various topics of
leadership.
Orientation Programs
SOAR is a required two-day, overnight orientation experience for incoming first-year students designed to help with
the transition to Augsburg University. Students will meet fellow classmates, faculty, and staff; learn about university
resources and services; and get a taste of life on campus.
Transfer SOAR / Spring SOAR is a required day-long orientation experience for transfer students designed to help with
the transition to Augsburg University. Students will learn about university resources and services, hear about
academic programs, and discover why being a part of the Augsburg community is so rewarding.
Auggie Days is a required week-long orientation experience for incoming first-year students designed to complement
SOAR, provide opportunities to enhance academic and personal success, and offer a helpful advantage in starting at
Augsburg University.
Military and Veteran Services
The Student Veteran Representative is available to provide assistance to active military personnel and student
veterans around concerns such as financial aid, military benefits, and student programming. To connect with them,
email studentvetrep@augsburg.edu.
The Student Veterans’ Lounge is located in Oren Gateway Center 110 and is available exclusively to all students who
are active military personnel and student veterans to lounge, study, and connect with each other.
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Campus Ministry
At Augsburg University, we are “guided by the faith and values of the Lutheran Church.” Because of this tradition, we
seek to support individuals who are exploring, questioning, and deepening their faith. Augsburg advocates for and
develops an environment where people are encouraged to discover and share their gifts for the sake of the world. As
a university of the church, we emphasize the development of this through attending to the sacred, living into radical
hospitality, and shaping community. The University Pastors, Muslim Student Program Associate, and campus ministry
staff have offices in Foss, Lobeck, Miles Center for Worship, Drama, and Communication and are available for spiritual
guidance, counseling, support, vocational discernment or information.
Our concern for spiritual care is evident in the opportunities we encourage and provide for students to explore their
own faith. Daily weekday worship, Wednesday Night Holy Communion worship, Bible studies, community outreach,
retreats, peace and justice events, concerts and gatherings, Friday Jummah Prayer, and interfaith initiatives are
examples of the wide variety of activities on campus.
Community Engagement
The Sabo Center for Democracy and Citizenship is Augsburg's civic and community engagement center. We equip
students, faculty, staff, and community members to address public issues, make change, and build a more trustworthy
democracy.
Sabo Center Vision: A more equitable and democratic world where all people develop agency and power to shape
their lives and communities.
The Sabo Center serves as a:
Community Connector: We steward Augsburg’s commitments to place-based community engagement, connecting
campus and community through partnerships, classes, and more.
Leadership Incubator: We cultivate transformational public leadership through programs that build individual and
collective power.
Change Catalyst: We coach, consult, train, and host events that build public skills and educate participants to make
change in their own communities.
Democracy Laboratory: Our work integrates civic and community engagement, experiential education, and
democracy building. Utilizing a public work framework, we engage with students, scholars, and community members
to co-create democracy in our communities and in our institutions.
Bonner LEAD Fellows
In Fall of 2008 Augsburg University launched its first year of the Bonner Leaders Program, which is now called Bonner
LEAD Fellows (Leaders for Equity, Action, and Democracy). Through this program, students have paid positions in
community based organizations and community serving programs. Those selected to be Bonner LEAD Fellows are
students with diverse racial, ethnic and geographical backgrounds and experience in community and public work.
Through placements with partner nonprofit organizations and community programs, students work an average of 220
hours each academic year supporting ELL classrooms, running an employment education computer lab, coordinating a
low-income housing program, community health outreach, tutoring in afterschool programs, and more. Beyond their
work-study placements, students participate in civic engagement efforts on and off campus.
Campus Kitchen
Campus Kitchen connects the campus community with the larger neighborhood by using food as a tool to nourish
bodies, develop leadership, and educate students through service learning. To accomplish these goals, four programs
focus on this engagement:
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Food to Share
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Meals served and grocery bags distributed by student employees, volunteers, and service learners to
youth programs, seniors, and community centers. Most of the meals are created with the surplus food
from Augsburg’s dining services, and some prepared from scratch. Grocery bags and other food
distributions are sourced mostly from Twin Cities Food Justice and Loaves and Fishes.
Food to Grow
o The Augsburg Community Garden provides plots for neighbors, organizations, and Augsburg community
members to grow their own food. Communal plots are open for anyone to harvest from, and excess
produce is incorporated into the meal program.
Food to Know
o Understanding our food system and community health through programs that educate on issues of
hunger and poverty, and cooking and gardening classes in the community and on campus. Participants
learn about the connections between food, health, and the environment; and develop cooking and
gardening skills.
Environmental Stewardship
Living out an intentional commitment to responsibly nurture all aspects of sustainability – environmental, economic,
and social – on our campus, in our neighboring community, and among our institutional partners, the Sabo Center
hosts a team of paid student interns who work alongside the Sustainability Officer to make positive environmental
changes in our practices, facilities, curriculum, and campus culture.
Community Engaged Learning
Community Engaged Learning provides students with opportunities to understand and respond to social issues
through course-embedded service experiences and civic engagement activities. A key component of community
engaged learning is reflection on and analysis of community issues in order to promote personal and educational
growth and civic responsibility. By connecting classroom content with service-learning experiences in the city,
Augsburg students deepen their understanding of abstract course concepts while learning about pertinent and
related community issues.
Workshops
The Sabo Center offers workshops and training sessions on topics related to civic, community organizing, and political
engagement. Workshops are open to students, staff, faculty, and community members.
Fine Arts
Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the
city, the Augsburg Choir, Concert Band, and Orchestra may perform on regional, national, and international tours.
Many other ensembles are available to cover the entire range of musical styles and previous musical experience.
Students stage several plays on campus each year under the direction of the Theater Program and have the
opportunity to attend a series of on-campus workshops with visiting arts professionals.
Student Center
Christensen Center, the Augsburg student union, serves students, faculty, staff, alumni, and guests. Traditionally
considered the “living room” of the campus, the student union provides a central gathering place for the diverse
populations of residential, commuter, Adult Undergraduate, and graduate students at Augsburg through the merging
of curricular and co-curricular programs and activities. Christensen Center also houses several student services, such
as the Admission Office, Campus Life, the Strommen Center for Meaningful Work, Multicultural Life, Equity and
Inclusion Initiatives, American Indian Student Services, Latins Student Services, LGBTQIA+ Student Services,
Pan-Afrikan Student Services, Pan-Asian Student Services, University Events, the Copy Center, Shipping and Receiving,
Dining Services, and Mail Services.
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The Auggie’s Nest, located on the ground floor of Christensen Center, serves as the student organization office area
and houses offices of the Augsburg Echo (campus newspaper) and KAUG (campus radio). Lockers are also available in
this area for student organization use.
Day Student Government
The Augsburg Day Student Government supports and advocates for student concerns, needs, and activities. Day
Student Government serves as the primary voice and liaison between Day students and the administration, faculty,
and staff of Augsburg University.
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Student Resources/Academic and Support Services
Lindell Library Resources
The James G. Lindell Family Library is home to a collection of almost 400,000 books, more than half of which are
ebooks that can be read online or downloaded at your convenience. Students also have access to millions of journal
articles, over 60,000 streaming videos, nearly 200 databases, and a wide assortment of movies on DVD or VHS. Lindell
also houses significant collections of juvenile literature and K-12 curriculum materials, as well as the university’s
archives and special collections. Our digital collections include full runs of campus publications such as The
Augsburgian, The Echo, Library and Murphy Square as well as numerous audio and video recordings documenting the
university’s history.
If that still isn’t enough, Lindell Library offers an interlibrary loan (ILL) service free of charge. Augsburg students can
borrow any type of research material - books, journal articles, videos, music scores, and more - from almost any
library in the world and these materials will be delivered directly to Lindell Library at no cost to you.
Research Support
Research help is always available, either online or in person, at Lindell Library’s Learning Commons. Our research
guides, available on the library’s website, provide access to key research materials on topics as wide-ranging as health
and physical education, film studies, computer science, or music therapy. Students can set up individual research
consultations with a librarian at Lindell’s Learning Commons desk, by phone at 612-330-1604, by email at
refdesk@augsburg.edu, or chat with an expert 24/7 through our Ask-A-Librarian service at library.augsburg.edu.
Other Cool Stuff
Libraries are more than just books and databases, they are places to gather for collaborative research or quiet study
and reflection. At Lindell Library, you can do both. Ten group study rooms are available on the top floor of Lindell
Library, and can be reserved up to two weeks in advance. The lower level is a designated quiet study space for those
who prefer to work alone. Whether working on individual research or a large group project, Augsburg students can
check out all sorts of equipment from the Library’s Circulation Desk, including laptops, cameras, microphones, and
other AV equipment.
If your research takes you off campus or you just want to explore the Twin Cities, you can check out a bike or a
MetroTransit Go-To Card for use on buses and the light rail. Both are available at no cost.
The staff at Lindell Library are eager to help you with all your research needs. Stop by anytime that the library is open
(hours are always posted on the library’s website), or contact us at:
library.augsburg.edu
refdesk@augsburg.edu
612-330-1604
Information Technology Resources
Augsburg University has built a reputation as a leader in its commitment to provide students with relevant and timely
access to information technology and training. Visit the Student Technology website,
https://sites.augsburg.edu/techdesk/, for more on Information Technology at Augsburg.
Computer Labs
Students have access to more than 200 on-campus computers. Both PC and Macintosh desktop computers are
available in the Lindell Library Learning Commons and computer lab, and in the 24-hour Urness computer lab. The
university has four computer classrooms, 40+ technology-enhanced classrooms and nine video conferencing-enabled
classrooms. The circulation desk in Lindell Library has over 100 laptops available for use in the library.
Several computer clusters are available for more specific student use within academic departments. A high-speed
fiber optic campus network provides access to AugNet online services, printing, and to the internet. Network-ready
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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.
Clair and Gladys Strommen Center for Meaningful Work
The Clair and Gladys Strommen Center for Meaningful Work provides career education and planning services that
equip students to make effective choices about their major and career path. We help students develop lifelong career
management skills that honor their unique gifts and aspirations, aligned with active citizenship in the world. The
Strommen Center plays an essential role in students’ overall education and includes a comprehensive resource center
that emphasizes the importance and value for all students to engage in internships, career development, and the
exploration of vocation.
We help students and alumni:
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Assess their values, interests, personality, strengths, and skills
Explore meaningful work options and majors that align with these elements
Link academic majors with career paths
Consider the role that vocation plays in their lives
Clarify their personal definition of meaningful work
Build experience through volunteer and internship opportunities
Prepare for the job search and/or graduate school
Build lifelong career management skills to successfully navigate the changing job market
Make a difference in our communities by contributing their unique gifts to the world
Augsburg offers several opportunities for students to gain on-the-job and internship experience. Our faculty and staff
have developed partnerships with community organizations and employers that provide learning opportunities to
students, many of which fulfill the Augsburg Experience requirement for graduation.
Internships
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Internships for Academic Credit
o An internship for credit is a carefully planned, work-based learning experience where a student focuses on
specific learning objectives. 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. A learning
agreement plan, negotiated with the faculty supervisor and work supervisor, outlines the academic
objectives, strategies, and evaluation methods for receiving credit. Students complete internships in
nonprofits, small and large businesses, government agencies, museums, arts organizations, schools and
churches.
o Internships for credit are available in all majors and can be taken during any semester. Students must be
registered for their internship during the term in which they are completing the majority of their
experience. Credit will not be awarded for past experiences. Internships can be registered for 2 or 4
semester credits. A two credit internship involves a minimum time commitment of, on average, 6 hours
per week or 80 total hours for the semester. Internships for four credits require a minimum time
commitment of, on average, 12 hours per week or 160 total hours for the semester. A maximum of 16
semester credits of internship may count toward the total credits required for the degree. Upper division
internships completed off-campus for credit will fulfill the Augsburg Experience graduation requirement.
Non-credit internships
o Internships related to a student’s major or career interests can be registered for a zero-credit internship
(AUG EX3) to fulfill the Augsburg Experience graduation requirement. The goal is for students to apply
theory to practice in a real world setting and reflect on the experience. Internship opportunities are
typically part-time during the academic year and/or full-time during the summer, but may have flexible
start dates and schedules. Students choosing to complete this option will register for the internship
during the term in which they will be completing the experience, set learning goals, complete a minimum
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of 80 hours, and reflect on their experience. Strommen Center staff supervise non-credit internships and
evaluate the reflection process.
Work Connections (Available to AU students only)
o Work Connections is a non-credit option available to AU students who are currently working full or
part-time. The Work Connections option allows AU students to utilize their rich and often extensive work
history to meet the Augsburg Experience graduation requirement in lieu of a traditional internship. AU
students choosing to complete this option will register for the Work Connections course (AUG EX4) during
the term in which they intend to complete their project and reflection work. Students write learning
outcome goals that integrate their on-the-job experience with classroom learning and complete reflection
assignments describing an academic and work connection. Strommen Center staff supervise and evaluate
the Work Connections reflection process.
Gage Center for Student Success
The Gage Center assists all Augsburg students in setting and achieving optimal academic goals here at the university
and beyond. The Gage Center is located on the Link Level of Lindell Library. The center consists of four collaborating
units:
Academic Advising
The professional academic advisors in the Deidre Middleton Office of Academic Advising work directly with students
in identifying academic interests and satisfying the curricular requirements. The office advises all new Day and Adult
Undergraduate (AU) students with course selection and registration, and provides orientation to academic policies,
procedures, and resources. In addition, Academic Advising administers placement tests, interprets graduation
requirements, provides degree planning resources, assists students in filing their graduation paperwork, answers
academic progress questions, and provides comprehensive academic support (e.g., training in time management,
note-taking, reading, testing, motivation/procrastination, problem solving, troubleshooting).
Academic advisors work with all new first-year students for the first year at Augsburg. At the end of the first year,
students declare their major and are assigned to a faculty mentor in their major department, developing the
faculty-student mentoring relationship.
While all students are required to meet with their faculty mentor(s) each term prior to registration, students are
encouraged to meet with their advisor(s) as often as necessary to support their academic progress. Students must
declare their major(s) by the end of their sophomore year. Majors and minors are declared online in Augnet Records
and Registration. Students confirm their majors and minors on an annual basis until the Intent to Graduate form is
submitted.
Auggie Achievers Program
Each year, students are admitted to Augsburg as part of our Auggie Achievers Program. Auggie Achievers participate in
one of several courses designed to develop and enhance important study habits and life skills needed to aid in
academic success. In addition, the program helps students transition to college through one-on-one meetings with
their academic advisor.
Tutoring/Supplemental Instruction Services
Academic Advising coordinates free tutoring (individual and group drop-in) for most classes and supplemental
instruction in specific courses. Visit the Academic Advising website for a list of available courses and/or to complete
the Tutor Request Form. Response time varies based on tutor availability. You will receive an email as soon as a tutor
is available.
Satisfactory Academic Progress Probation
Students who do not meet the university’s Satisfactory Academic Progress (SAP) standards, will be placed on
Probation or Suspension. Students on Probation are required to meet with their academic advisor and complete all
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necessary requirements as outlined on the Academic Advising website. For more information see the Satisfactory
Academic Progress (SAP) section of this catalog.
Center for Learning and Accessible Student Services (CLASS)
The Center for Learning and Accessible Student Services (CLASS) provides individualized accommodations and support
for students with documented learning disabilities, autism, ADHD, mental health conditions, traumatic brain injury,
sensory and physical disabilities, as well as those with temporary disabilities. CLASS has been recognized as a leader in
its field, ensuring these students have equal access to Augsburg’s programs and services. Its mission reflects
Augsburg’s commitment to providing a rigorous and challenging, yet supportive, liberal arts education to students
with diverse backgrounds, abilities, preparations, and experiences.
Each term, Disability Specialists work directly with students to develop a plan for equal access to Augsburg courses,
programs, activities, and facilities. Students have the option to meet regularly with their specialist, and discussions
may include:
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Accommodations for testing and coursework (e.g., extended time, audio books)
Referrals to other campus resources (e.g., tutoring, student technology assistance, academic advising,
counseling, financial aid)
Training and use of assistive technology through the Groves Accommodations Lab
Coaching on academic, organizational, and time management skills
Campus living accommodations
The Disability Specialists may also consult with instructors, academic advisors, and other members of the faculty, staff,
or administration as they work to facilitate equal access for each student. Taking advantage of these accommodations
and services, however, remains the student’s responsibility.
Any Augsburg student who wants to establish eligibility for accommodations and services should schedule a meeting
with a Specialist to discuss their needs.
Academic accommodations are intended to ensure access to educational opportunities for students with disabilities
and may not fundamentally alter the basic nature or essential components of Augsburg’s courses or programs.
The services and technology provided by CLASS are enhanced by the generous support of the Gage, Groves, and Klas
families. For further information, call 612-330-1053, visit www.augsburg.edu/class, or email class@augsburg.edu.
TRIO Programs
TRIO programs are funded by the US Department of Education, and hosted with additional funding by Augsburg
University. TRIO Programs seek to help students overcome class, social, academic, and cultural barriers to higher
education. They help students prepare for college, adjust to college life, persist in college, and maintain good
academic standing to graduate with a bachelor’s degree, as well as assist with preparation for graduate school.
TRIO/Student Support Services
Student Support Services (SSS) is a TRIO program designed to help students persist in college, maintain good
academic standing, and graduate within six years. The program serves students who are low-income, first-generation
college students (neither parent has a four-year degree) and/or students with disabilities to develop the skills and
motivation necessary to successfully pursue a bachelor’s degree. Participants in TRIO/SSS must also be US citizens or
permanent residents or refugees, must demonstrate academic need for program services, and must be committed to
succeed in college.
Augsburg TRIO/SSS serves 160 students from the point of admission through graduation, including transfer students.
TRIO/SSS typically admits 40 new students to the program each year. Students meet regularly with their TRIO/SSS
staff advisor to address academic success issues through:
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Individual academic advising and support, including appropriate goal attainment strategies and self-advocacy
skill-building
Academic degree planning, including registration planning each term, major and career decision-making, and
long-term course planning
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Preemptive tutoring during the first seven weeks of the semester
Financial aid counseling and financial literacy education
Information on and assistance with FAFSA renewal and supplemental scholarship applications
Academic progress monitoring, with interventions when needed
Weekly adjustment-to-university meetings for participants in their first semester with TRIO/SSS
Weekly progress meetings for students on SAP Probation
Career, academic and personal skills development, with referrals to appropriate resources
Information, preparation, and referral to on- and off-campus leadership, internship, job and service opportunities
Academic success workshops, group academic skill development
Graduate and professional school information and application assistance
Equipment lending program for short-term use of laptops, graphing calculators, Smart Pens
Five-week residential Summer Bridge program for 25 incoming first-year students, including free summer-term
university coursework, academic seminars, adjustment-to-college workshops, and advising
Need-based college completion scholarships for junior and senior students actively participating in TRIO/SSS
Admission to TRIO/SSS is not automatic. Students may apply for TRIO/SSS any time after admission to Augsburg
University; however, preference is given to students who apply for TRIO/SSS within their first term of enrollment at
Augsburg. For more information or an application, go to www.augsburg.edu/triosss or contact program staff directly
at 612-330-1311 or triosss@augsburg.edu.
TRIO-McNair Scholars Program
The Ronald E. McNair Post-Baccalaureate Achievement (McNair Scholars) Program, a federal TRIO program funded by
the U.S. Department of Education, is designed to prepare participants for graduate school through involvement in
research and other scholarly activities. The goal is to increase the number of students in doctoral degree programs
who are low-income, first-generation and/or underrepresented in graduate education.
The Augsburg McNair program serves 26 students per year who are admitted during their sophomore or junior year.
Admission is competitive as students must demonstrate strong academic potential and have an interest in pursuing
doctoral studies. To be eligible for the program the student must be: (1) enrolled full-time at Augsburg University; (2)
a permanent resident or U.S. citizen; (3) qualify as BOTH low-income AND first generation; AND/OR a member of a
group underrepresented in graduate study—African American, American Indian, Alaskan Native, or Hispanic/Latino. A
major component of the Augsburg McNair Scholars Program is a summer research experience in collaboration with a
faculty mentor. Scholars receive a $6,000 research stipend, plus a room and board stipend, and funding for research
supplies. Stipends are also available for attending and presenting research at a professional conference.
McNair Scholars participate in:
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Graduate school preparation and application assistance;
Intensive preparation for the Graduate Records Examination (GRE), the test required for admittance into most
graduate programs;
Social and cultural activities to enrich participants’ academic lives and perspectives;
Conference travel and professional presentation of participants’ research;
Financial aid exploration and financial incentives such as fee waivers for graduate school applications and the fee
reduction waivers for GRE, as well as McNair-designated national fellowships;
Academic workshops and the 2 credit course McNair 301: Research in the Disciplines;
3-Day Graduate School Application Bootcamp
Workshops to sharpen writing, library, technology, and oral presentation skills.
The McNair Scholars program is rigorous and highly respected among graduate institutions nationwide.
Office of Undergraduate Research and Graduate Opportunity (URGO)
The Office of Undergraduate Research and Graduate Opportunity is a resource for Augsburg students seeking
research, scholarship, and graduate and pre-health science opportunities. URGO also supports faculty and staff in
their work to engage students in these areas. Services include:
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Undergraduate Research
● Summer Research Program
URGO Summer Research is an 11-week, on-campus program where students join a faculty member’s ongoing
research/creative line or carry out an individually designed project. Students receive $6,000, a supply budget and
a housing stipend.
● Academic year research
$1,200 to pursue scholarship with a faculty mentor
● Off-campus Summer Research Opportunities
URGO maintains a comprehensive website, listing off-campus research opportunities. URGO staff work with students
to craft and submit high-quality applications for research experiences across the U.S. and some outside the U.S.
Nationally-Competitive Fellowships
Provide application assistance and interview preparation for awards such as the:
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Fulbright U.S. Student Program
Goldwater ($7,500 science scholarship)
Rhodes (two years at Oxford)
Truman (graduate fellowship for public service)
Mitchell (one-year study at Irish institution)
Rotary Global Grant
Marshall (two-year study at UK institution)
Udall ($7,000 for undergrad interested in environmental or tribal policy)
UK Summer Fulbright (first and second years study abroad at UK institution)
NSF (graduate fellowship)
Gates/Cambridge (two years at Cambridge)
Obama Voyager Scholarship
Public Policy and International Affairs
Pickering, Payne and Rangel Fellowship
Graduate School and Pre-Health Sciences Advising
Individualized advising and application assistance for:
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Graduate school
Pre-health sciences (medical school, physician assistant program, pharmacy school, veterinary medicine, physical
therapy, occupational therapy, public health. etc.)
Other Initiatives
● Zyzzogeton is our annual on-campus festival showcasing undergraduate research and creative activity.
● Fund student travel to national academic conferences to present research findings.
● Mayo Innovation Scholars Program is a collaborative research experience among select Minnesota private
colleges, Augsburg undergraduates, Augsburg’s MBA program, and the Mayo Clinic Office of Intellectual Property.
Bernhard Christensen Center for Vocation
Augsburg University has a deep and long-standing commitment to the concept of vocation--the idea that all people
are called by God to use their individual gifts to serve the neighbor. The Christensen Center for Vocation works with
students, faculty, staff, and off-campus partners to explore how each person’s contributions can be uniquely valuable
and how we might best live in freedom and responsibility for the sake of the world. The commitment to keep this
understanding of vocation central to Augsburg’s mission is carried out by embedding the exploration of vocation in
the curriculum as well as through the center’s various initiatives.
The Christensen Center for Vocation is committed to working with diverse religious communities, nonprofit
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organizations and other schools of higher education as we live out Augsburg’s commitment to educate students to be
informed citizens, thoughtful stewards, critical thinkers and responsible leaders.
StepUP® Program
The StepUP program at Augsburg University strives to help students champion lives of recovery, achieve academic
success, and thrive in a residential community of accountability and support. The culture of StepUP is shaped by its
core elements: abstinence-based recovery models, mutual support groups, peer-to-peer recovery support, and other
proven pathways to healthy recovery - along with the residential component of the program. Our holistic approach to
recovery focuses around students developing healthy minds, bodies, spirits, and emotions.
Students live in on-campus recovery housing, have individual support meetings with licensed alcohol and drug
counseling staff as well as mental health staff, and participate in community-building activities. Students have access
to campus support services in order to ensure their educational success. Participation in StepUP offers students
leadership opportunities within the program, on campus, and in the greater Twin Cities community. Our students give
back through leadership and service and thrive in an alcohol- and drug-free environment. In StepUP, students join
together to form a community in which recovery is celebrated as a normal part of personal growth. Many of the
friendships and bonds that students form while participating in the program last a lifetime.
In order to qualify for the program, students must be committed to a 12-step or other proven, abstinence-based
recovery program, have a minimum of six months of continuous sobriety, agree to abide by the StepUP student
agreement, and live in StepUP housing.
Multicultural Life
The Department of Multicultural Life strives to be a national leader in multicultural student success and social justice
education within higher education. Through collaboration with key departments, offices, and individuals; the
development and implementation of cultural- and social-critical educational programming; and the focused
mentoring and support of historically underrepresented student populations, the department works to co-create a
university environment that allows for all members to fully engage in the entirety of their collegiate experience.
MLife is the sister department of Equity and Inclusion Initiatives (EII). EII’s department mission is to facilitate the
creating and maintaining of a University environment that affirms, engages, and values the wholeness of all
individuals so that they may fully immerse themselves in the Augsburg experience.
Multicultural Life Programs:
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American Indian Student Services
Latinx Student Services
LGBTQIA+ Student Services
Pan-Afrikan Student Services
Pan-Asian Student Services
For more information, visit the Multicultural Life website.
American Indian Student Services
The American Indian Student Services program has been assisting American Indian students to further their academic
careers at Augsburg University since 1978.
For more information, visit https://www.augsburg.edu/aissp/.
Latinx Student Services
Originally established in January 1994 to support a growing population of international and second generation
Hispanic and Latinx students, the office of “Hispanic/Latino Student Services” was rebranded in 2017 to “Latinx
Student Services” in recognition of the changing demographics and varied needs of current Latinx students at
Augsburg University.
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For more information, please visit https://www.augsburg.edu/lss/.
LGBTQIA+ Student Services
Originally a student group named BAGLS (Bi-sexual and Gay Lesbian Services), Lesbian, Gay, Bisexual, Transgender,
Queer, Intersex, and Asexual (LGBTQIA+) Student Services was transformed into a program when the first permanent
staff person was hired in 2003.
Now LGBTQIA+ Student Services works to improve the campus climate for all students at Augsburg University by
developing and supporting inclusive understandings of gender and sexuality, as well as fostering a community that
honors and affirms the wholeness of all identities.
For more information, please visit www.augsburg.edu/lgbtqia.
Pan-Afrikan Student Services
Pan-Afrikan Student Services traces its roots to the 1968 event, “One Day in May” when Augsburg students compelled
faculty and staff to respond to the Civil Rights era through sit-ins and teach-ins held on and off campus. As a result,
Black Student Affairs was born and it has evolved over the years into Pan-Afrikan Student Services.
For more information, please visit https://www.augsburg.edu/panafrikan/.
Pan-Asian Student Services
The Pan-Asian Student Services program was created at Augsburg University in 1992 to help recruit and retain
Asian-American students and to enhance the quality of their overall collegiate experience.
For more information, please visit https://www.augsburg.edu/panasian/.
Financial Assistance
Multicultural Life Scholarships recognize returning underrepresented undergraduate students in the Day program.
Students who are eligible and awarded will receive a $2,500 – $5,000 (depending on the scholarship) annual,
renewable award. These scholarships are for returning students of American Indian, Latinx, Pan-Afrikan, and
Pan-Asian descent and/or a student who has participated, demonstrated record of and/or potential for leadership and
awareness within the communities mentioned above.
Women’s Resource Center
The Anne Pederson Women’s Resource Center at Augsburg University is located in Sverdrup Hall 207, offering a
variety of programming for Augsburg students of all gender identities and a meeting place for students, faculty, and
staff alike. It houses a Women’s Studies library, a seminar room for films and discussions, and a lounge space for
studying, relaxing, and just hanging out.
The Women’s Resource Center sponsors numerous programs and activities on topics such as sexuality education and
sexual assault advocacy, as well as broader topics such as The Vagina Monologues, monthly film showings, and
monthly brown-bag lunch discussions. The WRC’s largest event is the annual Koryne Horbal Convocation Lecture,
which features women and men who speak about the many issues important to women’s, as well as everyone’s, lives.
The center also regularly co-sponsors annual events for the Muslim Student Association’s Women in Islam Day and for
Queer and Straight in Unity. The WRC is also the home of the Student Feminist Collective.
We would love to support you as an intern or volunteer, or simply to co-sponsor your event! Contact us or friend us
on Facebook to find out about upcoming events and other opportunities for participation. Student staff positions at
the WRC are posted online with Human Resources as they become available.
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Health and Fitness
Center for Wellness and Counseling (CWC)
CWC provides short-term, confidential, strengths-based counseling, from a stance of cultural humility which seeks to
honor each student’s goals, cultural background, and identities. Counseling services are provided by licensed
counselors with extensive experience working with a college population. Counseling is free, confidential, and available
to all students enrolled at Augsburg. Through counseling, students can name personal strengths and challenges,
identify self-care and support resources, learn new relationship and coping skills, and increase awareness of values
and choices. Counseling services to students include individual counseling, group counseling, assessment and referral
to additional campus and mental health resources, educational workshops, and consultations in the case of concern
for another student.
Students bring many concerns to counseling, including stress, anxiety, depression, mood swings, relationship
concerns, grief and loss, roommate issues, intimacy and sexuality, alcohol and other drug concerns, family issues,
eating concerns, coming out and other sexual identity concerns, cultural identity, self-esteem, sleep difficulties, and
other concerns. Professional counseling can help increase student academic success both by increasing the
opportunity for increased self-understanding and personal growth, and by directly addressing potential barriers to
academic success. If CWC staff are not the right source of support for addressing a student’s concerns, assistance with
referrals to community support and specialized services is available.
CWC also offers wellness educational programs for the Augsburg community. This includes activities and events to
increase student awareness and utilization of health and wellness related skills and tools. CWC staff collaborate with
classes, departments, and student groups to support the overall health and well-being of the Augsburg community. A
weekly Wellness Wednesday series offers opportunities to de-stress, develop connections, and learn about wellness
related tools and skills. To find out more about wellness related activities offered by CWC throughout the year, follow
them on instagram @augsburgcwc.
Health Insurance
Augsburg University does not require that students have health insurance, with the exception of international
students and student athletes. If a student is not covered by a health insurance plan, they may contact the Center for
Wellness and Counseling for more information on student health insurance plans.
Health Clinic Services
The university offers basic health care services to students through a contract with The People’s Center, located just
across the street from campus. For students without health insurance, People’s Center provides certain clinic health
services (addressing basic health concerns, some immunizations, flu shots) with a minimal $5 co-pay at the time of
the visit. Emergency services of any kind are not covered through the contract between Augsburg and People’s Center.
People’s Center has dedicated staff available to assist students in accessing insurance if they would like to explore that
option. Students with health insurance can also access People’s Center for a variety of clinic or other health services.
A student’s health insurance provider will be billed for medical services and the student will be responsible for any
co-pays or deductibles associated with their insurance.
For more information regarding counseling, health promotion, health insurance, or health clinic services, call
612-330-1707 or visit www.augsburg.edu/cwc.
Fitness Centers
Located on the lower level of Kennedy Center and Melby Hall, the fitness centers are equipped with stationary
bicycles, stair steppers, treadmills, and other aerobic workout machines. They include a weight room with universal
and free weight systems. All staff, students, and faculty may use the centers; some hours are reserved for classes.
International Student and Scholar Services (ISSS)
ISSS is responsible for advising exchange students and degree-seeking international students. Members of the ISSS
team serve as Designated School Officials (DSO) for the university’s F-1 student visa program and as Responsible
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Officer (RO) for the university’s J-1 student/scholar exchange program. A DSO ensures institutional and individual
compliance with the law and government policies pertaining to F-1 students. The RO ensures institutional and
individual compliance with the law and government policies pertaining to J-1 exchange students and scholars. ISSS
advises students regarding the F and J regulations so that students maintain their immigration status while completing
their academic programs.
Examples of ISSS responsibilities include:
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Advising students in all areas related to F and J immigration regulations
Managing the recruitment, application, orientation, registration and advising for exchange students from our
international partner schools
Advocating on policy matters affecting international students
Advising the International Student Organization
Coordinating the International Student Mentor Program
Providing intercultural competence training and mentoring for students, faculty and staff
Implementing a mandatory international student orientation program each semester
Making referrals and providing guidance on issues related to health insurance, taxes, banking, and acquiring a
driver’s license, MN State ID or social security card
Special Academic Programs
Center for Global Education & Experience (CGEE)
Study abroad and away (in the USA) at Augsburg aims to provide students the skills needed to be successful in today’s
highly interconnected world. The university’s mission states, “An Augsburg education is defined by excellence in the
liberal arts and professional studies guided by the faith and values of the Lutheran Church, and shaped by its urban
and global settings.” This strong commitment to a global perspective provides the foundation to include study abroad
or away in every student’s degree program.
Using an experiential education model that focuses learning on social justice issues, Augsburg’s own CGEE programs
challenge students academically and personally to become “informed citizens, thoughtful stewards, critical thinkers,
and responsible leaders.”
Students can study a variety of disciplines in a wide variety of countries. For example, students have the opportunity
to examine Environmental Sustainability in the USA, study social work and education in Mexico, study social change in
Central America, carry out business simulations in Norway and Germany, intern with community organizations in
Northern Ireland, do an internship in Namibia, door gain fluency in a foreign language in many countries around the
world. Programs vary in length from one week to a year abroad.
Schedule a virtual or in-person appointment to learn how you can study abroad or study away in the USA.
studyabroad.augsburg.edu.
Exchange Programs
The Center for Global Education & Experience partners with universities around the world to provide semester and
academic year exchange opportunities to students. Currently, Augsburg has active exchanges in Austria, China,
Greece, Hong Kong, Japan, Lebanon, Norway, South Korea, and the United Kingdom. Diverse disciplines are available
and all coursework is in English, with the opportunity to study the host country language. Travel grants are available
for these programs. For further information on these programs and scholarships visit the CGEE website.
Short-term Faculty-led Programs
Faculty-led programs in winter break, spring break, and summer offer opportunities to take a course abroad or
elsewhere in the US with an Augsburg professor and other Augsburg students. Program travel length ranges from
eight days to five weeks and offerings change annually. Scholarships are available for some programs.
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Augsburg CGEE Programs in Africa, Europe, Latin America and the USA
The purpose of Augsburg’s CGEE programs in Africa, Europe, Latin America and the USA is to provide transformative
international and intercultural educational opportunities in order to foster critical analysis of local and global issues so
that personal and systemic change takes place leading to a more just and sustainable world. Students on Augsburg’s
signature programs experience distinct types of living situations: living with other students in a community house,
spending several days in a rural setting, living several weeks with host families in urban settings, and camping (on the
River Semester program). Scholarships are available.
Augsburg in Central America
New Activisms, Human Rights and Social Justice in Central America, Yucatan & Chiapas – Fall or Spring
This program explores the struggles of people in Mesoamerica, a region that stretches from central Mexico to Costa
Rica. While learning or polishing your Spanish, you will know more about the human rights crisis the region currently
faces from the perspective of historically marginalized communities (such as: Indigenous and Afro-descendant people,
peasant communities, women, members of LGTBQ+, and youth). You will explore the historical causes of social, ethnic,
racial, and political conflicts that have shaped the region and engage with communities, groups and individuals who
are organizing themselves to respond to the challenges they face today: From the use of history and memory in local
struggles for reparation and justice; to reflections about how religion has informed feminist, Afro-descedant, queer,
and environmental initiatives; to sharing time with people carving out new economic and social alternatives or forced
to flee their homes due to political, environmental, or economic causes. See full program description on the program
website.
Augsburg in Mexico
Language and Culture in Mexico—Summer
CGEE offers four, 3 1/2 week sessions (blocks) focusing on Spanish language and Mexican culture in which students
can take one course per session, and take up to four courses throughout the summer. Students can complete their full
Modern Language requirement in just 7 weeks. Students can also take Spanish (beginning to advanced, including
Spanish for Healthcare Professionals, Heritage speakers, and Ministry). Seven-week Internships are available in a
number of disciplines (e.g., business, communications, religion, and more).
This community-based program includes homestays, a trip to Mexico City, the pyramids of Teotihuacan, optional
weekend excursions, and numerous guest speakers designed to help students learn about history, culture, and
contemporary struggles for peace, justice, and human rights. See a full program description on the program website.
Medical Spanish and Clinical Observership in Mexico – Summer
With a growing Spanish-speaking population in the United States, there is a critical need for our future medical
professionals to understand the language in order to better serve their patients. With CGEE’s summer Medical
Spanish and Clinical Observership program, students will focus on Spanish language and Mexican culture in a medical
context. Students take a specialized language course, Spanish for Healthcare Professionals, taught by a bi-lingual
Mexican Physician. In addition, we are able to place students in a Clinical Observership, for practical real-world
experiences. See a full program description on the program website.
Liberal Arts, Migration and Social Change– Fall and Spring
In this experiential, community-based program, students will cross borders constructed by language, nationality, race
and ethnicity, gender, sexuality, socioeconomic class, religion, politics, and economics. Students are immersed in
various Mexican realities by meeting directly with people of diverse backgrounds, gaining essential skills for future
academic and professional pursuits. This is an excellent program for those who also need to meet General Education
Requirements. Students can satisfy general education requirements in Fine Arts, Natural Sciences (with a lab), Social
Science, Humanities, Recreational Wellness, and Language. There are also internships and independent study options
available. See courses listed in the other Augsburg CGEE in Mexico fall and spring programs for specific enrollment
options. See a full program description on the program website.
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Communication and Media Studies: Migration & Social Change in Mexico — Fall
The mission of this program is to develop socially-conscious media professionals equipped for the challenges of
modern-day media, including responsible journalism on critical issues such as (im)migration and the environment.
Through hearing stories from those traditionally marginalized by society such as migrants, deportees, immigrant
returnees from the U.S. and Canada, indigenous people, women, LGBTQ people, and low-income people, participants
will engage deeply with critical issues facing the U.S. and Mexico and will learn to look through the intersectional
lenses of people from diverse cultural backgrounds. Courses available in Communication Studies, New Media Studies,
and Film. Practica and internships are also available, as well as courses fulfilling general education requirements. See a
full program description on the program website.
Student Teaching for ESL and Special Education —Spring
Based at Augsburg's study center in Cuernavaca, Mexico, this program provides the opportunity for undergraduate
and MAE students to complete part of their ESL student teaching hours in Mexican schools. See a full program
description on the program website.
Social Work in a Latin American Context—Spring
This program was created to satisfy the curricular requirements for the Bachelor in Social Work degree program. Its
goal is to develop cross-culturally competent, ethical social work professionals with a global perspective by providing a
semester of transformative, experiential learning focused on social and economic justice. It includes Spanish language
study and social work courses. Social work field experience is also available for qualified students. Students live with
Mexican host families for six weeks.
All students are expected to take SWK 294 as a core course. Other course offerings include SWK 295, SWK 316, a field
placement in social work, and the choice of one Spanish course from 16 different options (including SPA/ART 231,
which meet the LAF in Fine Arts). A Recreational Wellness course (Latin Dance) is also available.
Prerequisites: Approval of the Social Work Department and one college-level Spanish course or the equivalent highly
recommended. Students may choose to study Spanish in Mexico during the month of January prior to the start of the
semester. See a full program description on the program website.
Augsburg in Northern Ireland
Conflict, Peace, and Transition in Northern Ireland - Fall or Spring
Students will critically examine the work of justice, reconciliation, and repair while learning about the Northern
Ireland conflict, often referred to as “The Troubles”. This conflict and its legacy ripple out into the language,
governance, and everyday life of Northern Irish citizens.
Students will complete an intensive internship, lasting seven weeks of the program, coupled with an internship
seminar. Internships will allow students to be actively involved in the ongoing work of peacebuilding and community
development in the region. Additional courses include “Understanding the Politics of Northern Ireland,” and “Building
a Sustainable Democracy,” earning 16 credits on this program. Throughout the semester, students will meet with
community members directly impacted by violence, who now work to share stories and foster healing dialogue. See a
full program description on the program website.
Augsburg in South Africa and Namibia
Decolonizing the Mind: Racial and Environmental Justice in South Africa and Namibia —Fall or Spring
This program examines the crucial issues of justice and decolonizing the mind, from the perspectives of the new
democracies in southern Africa. Namibia won its independence in 1990 after decades of apartheid under South
African colonization. South Africa had its first democratic election in 1994. As these nations struggle to build
nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges posed by
today’s world—climate change, rapid globalization as well as under- and unequal development. Decolonizing the mind
is a long-term project. The program includes seminars in Johannesburg and Cape Town, South Africa. Available
courses are: HIS 327, POL 353, RLN 376, ENV 100 and POL 354. Internships are also available in eight different
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departments, and a Recreational Wellness course (Yoga) is also available. See a full program description on the
program website.
River Semester Fall
Travel from the Headwaters to the Gulf of Mexico as part of this unique educational expedition. Students earn a full
semester of college credits with a customized curriculum focused on environmental justice and social change in the
Mississippi watershed. This is a chance to explore new ways of learning and living, outside the carbon-intensive
confines of mainstream educational practices. By traveling outdoors in a relatively isolated group, the River Semester
provides a COVID-safe alternative to on-campus classes and living in the dorms. See more information on the
program website.
Application Process
In order to Study Abroad or Away, students should follow these steps:
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Attend an information session (in person or online).
Research programs.
Discuss with others. Talk to faculty and staff advisors about how courses fit into your major or general
requirements. Talk with Student Financial Services staff about payment options. Talk with family members and
other staff on campus you work with (such as CLASS or TRiO advisors)
Apply by the deadline.
Application Deadlines
October 1 - Spring semester and winter-break faculty-led programs
November 1 - Spring-break faculty-led programs
February 1 - Summer Session faculty-led programs
March 1 - Fall semester and other summer programs
Students applying to Affiliate programs must meet the Augsburg application deadlines above, but also complete the
affiliate application. Affiliate program deadlines and eligibility requirements vary; students must meet all deadlines
and eligibility requirements set by their programs.
Academic Requirements and Credit
Students automatically fulfill the Augsburg Experience requirement when they participate in approved study abroad
and study away programs. Courses taken off-campus can also fulfill graduation requirements including major, minor,
language, Liberal Arts Foundation, Recreational Wellness, Honors, and internship requirements. The application
process includes a required Course Equivalency Form, where students list the courses they want to take on their
program and obtain approvals by faculty mentor(s), a Registrar’s Office representative, department chairs or other
assigned faculty to meet the course equivalencies.
Credits, Grades and Residency
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Students studying off-campus for a semester/year must take a full load of credits.
Students must take courses with traditional A-F grading (P/LP/N is not permitted).
Grades received on affiliate and most exchange programs are reported as transfer credit on the transcript, and
thus are not factored into the GPA.
A grade of “C-” equivalent or higher must be received for the credit to transfer to Augsburg.
Courses taken on off-campus programs during the senior year meet the Augsburg residency requirement since
students remain enrolled at Augsburg while on their programs.
Eligibility
Following are Augsburg University’s requirements for Study Abroad and Away:
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Students must have a minimum 2.00 GPA at the time of application. Some programs/courses may require a higher
GPA.
Students must be at sophomore, junior, or senior standing when they participate in the program. Short-term,
faculty-led programs may allow participation as a first-year if the student receives approval from the
faculty-leader and if space allows.
Transfer students must complete one semester at Augsburg before studying off campus.
Students must be in good academic and social standing. Students placed on academic or disciplinary probation
after admittance to an off-campus study program may be withdrawn from the program. In that case, the student
is responsible for all non-recoverable program costs incurred.
Students must resolve any outstanding balances on student accounts before studying off campus.
Note: Students applying to short-term faculty-led programs who meet the above criteria are accepted to these
programs on a first come, first served basis. Space is limited, so early application is recommended.
Costs and Financial Aid
The cost of semester off-campus study experiences vary from program to program. Augsburg University pays program
fees on the student’s behalf and then bills the Augsburg student account. This allows students to apply their regular
financial aid to their off-campus study program costs.
Program fees generally include tuition at Augsburg’s rate, housing, international health insurance, some meals,
excursions, and off campus study fees. Expenses such as airfare, personal travel or souvenirs, books, and other
expenses are not included in the price of semester programs. To assist students with good financial planning, the
Study Abroad and Away team partners with Student Financial Services to create a cost estimate for each student
considering a semester, academic year, or long summer program. Cost estimates include both program fees billed to a
student account as well as out-of-pocket expenses. They also include an estimate of students' financial aid that can
apply toward the program costs. Students should talk to the Study Abroad and Away team about additional
scholarships that are available for semester and academic year programs.
Students who receive financial aid, loans, scholarships, and/or grants to study at Augsburg can use that entire package
to pay their off-campus study program costs. Institutionally-funded aid (e.g., President’s, Regents’, Legacy, Promise,
and other Augsburg gift aid/scholarships, and tuition benefit) may be used to study off campus multiple times on
Augsburg programs but only once for an Affiliate program. Be aware that certain restrictions apply.
The program fee for short-term faculty-led programs typically includes tuition, meals, airfare, ground transportation,
and interpretation/translation services. However, students on winter and spring-break programs pay no additional
tuition beyond comprehensive spring semester tuition. These costs are on top of any semester/year tuition charges.
Some scholarships are available, but are limited for short-term programs. Students may use loans to fund the
additional cost of these programs.
Students are required to attend the information session and read the advising handbook for any updates to
scholarships and financial aid policies.
Students are required to notify CGEE immediately if they choose to withdraw from their off-campus study experience
after being accepted. When we receive notification, non-recoverable costs and a cancellation fee will be assessed and
charged to the student account. Depending on when the notification of withdrawal is received, students may owe
only the cancellation fee; or they may owe the off-campus study fee, the deposit, or a percentage or all of the
program fee. Students are also subject to the cancellation and refund policies of their affiliate program provider, if
applicable.
Scholarships
The Center for Global Education & Experience offers a range of scholarships and financial aid to students with
demonstrated financial need and whose participation in a semester or summer academic program contributes to a
community of co-learners that values a variety of cultures and backgrounds.
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Accessibility
CGEE and the Center for Learning and Accessible Student Services (CLASS) work closely with students with disabilities
to assist them in ensuring that reasonable accommodations are made while studying off-campus. Nevertheless,
students are responsible for requesting accommodations as far ahead of departure as possible, ideally as early as
program selection. Some accommodations cannot be effectively arranged if requested on short notice.
In addition, students should be prepared for the fact that disability is culturally defined differently around the world.
Attitudes toward disability and levels of accessibility can vary greatly from country to country. The Americans with
Disabilities Act mandates equal access to university-sponsored programs and services to students with disabilities.
However, providing access by US standards can present unique challenges in international settings. The expectation
on the part of US students and US institutions is that reasonable accommodations will be made. Depending on the
country and culture, there may be different ways to define accessibility and different expectations in terms of
accommodations that can or should be made. To start exploring accommodations for off-campus study, schedule an
appointment with CLASS.
Continuing Education Program
The mission of Augsburg University's continuing education program is to provide working adults with lifelong learning
opportunities that will enable them to continue to grow personally, professionally, and spiritually in their homes,
workplaces, and communities. The program strives to meet the needs of the community by offering credit and
noncredit programs consistent with the mission of Augsburg University.
Programs are developed through collaborations between academic and administrative departments of the university
and community organizations. These collaborations have included the Departments of Business, Biology, Education,
Nursing, Religion, Social Work, the Center for Leadership Studies, Institutional Advancement, and organizations
including Minneapolis and St. Paul public school districts, Minnesota Department of Education, and the Midwest
Regional Office of the College Board. Augsburg University is a Lifelong Learning Partner with the ELCA.
Inter-Institutional Programs
Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs.
Cooperating Libraries in Consortium (CLIC)
Through CLIC, the Twin Cities private college’s library consortium, the Augsburg community has direct access to more
than 2.5 million volumes and media resources of the 14 libraries.
Associated Colleges of the Twin Cities (ACTC)
Full-time Day students at Augsburg University, Hamline University, Macalester College, St. Catherine University, and
the University of St. Thomas may elect to take one course each semester (fall and spring) at one of the other
campuses. No additional fee is required for such an exchange, except for private instruction in music or approved
independent studies. Exchange courses are not transfer courses, and thus courses taken through ACTC are considered
Augsburg University courses and do not impact the residency requirement. The permanent record of courses for
which an Augsburg student has cross-registered is kept in the Registrar’s Office at Augsburg University, not at the host
ACTC institution. Students may elect to participate in the cooperative program to gain new perspectives, to get better
acquainted with the other schools, or to undertake a specific course or major not offered on the home campus.
AU/Rochester programs are not part of the ACTC consortium, and students in those programs may not register for
ACTC courses or complete ACTC majors under the terms of the ACTC consortium agreements.
Air Force ROTC
AFROTC is a nationwide program that allows students to pursue commissions (become officers) in the United States
Air Force (USAF) while simultaneously attending college. AFROTC classes are held on college campuses throughout
the United States and Puerto Rico; students can register through normal course registration
processes. AFROTC consists of four years of Aerospace Studies classes (Foundations of the USAF, Evolution of USAF
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and Space Power, Air Force Leadership Studies, and National Security Affairs/Preparation for Active Duty), and a
corresponding Leadership Laboratory for each year (where students apply leadership skills, demonstrate command
and effective communication, develop physical fitness, and practice military customs and courtesies). College
students enrolled in the AFROTC program (known as “cadets”) who successfully complete both AFROTC training and
college degree requirements will graduate and simultaneously commission as Second Lieutenants in the Active Duty
Air Force.
The AFROTC program is currently offered at University of St. Thomas, which has a crosstown agreement that allows
Augsburg students to enroll in AFROTC and become full-fledged cadet participants. For more information on
the AFROTC program, please review the St Thomas Air Force ROTC website or contact the Department of Aerospace
Studies at the University of St. Thomas at (651) 962-6320.
Army ROTC
Augsburg Day students may participate in the Army ROTC program at the University of Minnesota under an
agreement between Augsburg, the University of Minnesota, and the program. ROTC credits serve as electives at
Augsburg. For more information, visit the University of Minnesota Army ROTC website.
Exchange Course Programs
In addition to the ACTC program, Augsburg undergraduate students have the opportunity to enroll in classes through
a partnership with Rize Education. Registration through this partnership will be included in Augsburg tuition charges
and factored into student financial aid awards.
Students may take no more than one course each term through Augsburg’s exchange programs, including ACTC.
Requests to take more than one must be approved by academic petition.
Rize Education
Augsburg participates in the Rize course sharing agreement to supplement offerings for the Game Design major.
Interested students should contact Professor Jenny Hanson for more information.
Additional subjects through Rize may be approved in the future.
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Academic Policies and Procedures
Registration
Students must be officially registered for all courses for which they are participating. All registered courses will be
reflected on a student’s AugNet Records and Registration page. Web registration through AugNet is the primary
method of registration, although registration can be processed through the Registrar’s Office with a Registration Form
in instances where online registration is not possible. Students are responsible for verifying the accuracy of their
registrations.
First-year students are required to meet with their academic advisor prior to registration for their first year. All other
students are required to meet with their faculty mentor. As some courses are offered only in alternate years, students
should also consult with departmental advisors when planning their academic program.
Students with registration holds will be ineligible to register until the hold is cleared. The registration hold will appear
as an alert on the student’s Records & Registration Welcome page. It will also be listed in an email that the student
will receive several weeks before registration opens. Registration holds can be placed for a variety of reasons by a
number of offices. Some examples of reasons are unsatisfied academic requirements, unpaid student balances,
missing immunization forms, unmet financial aid requirements, a Dean of Students hold, and overdue library books.
Another possible reason for a registration hold is an overdue missing official transcript from another institution.
Typically, the "Transcript Not Received" hold is a result of an official transcript on file showing in-progress coursework.
Such transcripts need to be replaced with an official, final transcript in order to verify that the in-progress courses
were dropped, withdrawn from, and/or graded. Upon receipt, the updated, official transcript will be evaluated for
possible credit.
Specific registration dates and deadlines for each semester are listed in the Academic Calendar.
Students who are missing prerequisites for a course may be eligible for a prerequisite waiver if, after discussion with
the course instructor, the instructor determines that the prerequisite learning objectives have been met. Students
who believe they have already completed the prerequisite in question should contact the Registrar’s Office at
612-330-1036 or registrar@augsburg.edu.
The following registrations cannot be completed online and must be processed with a Registration Form:
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THP courses (Theater practicum courses)
100-level MUP courses (Variable-credit music lessons)
Independent Study and Directed Study (Independent Study form available on the Registrar’s Office webpage)
Internships (Internship Registration form available on the Registrar’s Office webpage)
ACTC courses (Course listings are available online through each ACTC institution and should be checked to verify
the correct meeting times and room assignment.)
Credit Loads
Full-time day students normally register for 16 credits each semester. Students in the AU/Rochester programs typically
register for 4-8 credits each semester. Students registered for 12 or more credits in a semester are classified as
full-time students. Students registered for at least 6 credits are classified as half-time students.
To register for more than 19 semester credits, students must petition the Student Standing Committee unless the
following apply: Students with a cumulative GPA at Augsburg of 3.00 or greater may take a total of 20 semester
credits without petitioning; students with a cumulative GPA at Augsburg of 3.50 or greater may take a total of 22
semester credits without petitioning. All overload registrations must be done through a Registration Form. (Note: For
students in the Day program there is an additional tuition charge for course loads over 19 semester credits. This
includes combining the credit load from both the DAY and AU programs. Auditing classes over the 19 semester credit
limit will also incur a tuition charge.)
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Non-Attendance/Non-Participation Policy
Attendance/participation in class is important for academic success and financial aid. Therefore, students are dropped
for non-attendance/non-participation after the 10th business day of the term if reported by the instructor and billed a
Failure to Withdraw Fee of up to $300. Students are ultimately responsible for dropping classes if they no longer plan
to attend/participate. Students who have been dropped and wish to re-enroll must submit an Academic/Financial
Petition.
Internship Registration
A complete step-by-step guide is available on the Strommen Center website under the Internships & Augsburg
Experience section. International students completing an internship will follow steps outlined on the Strommen
Center website under the International Student Internship Registration section.
Registration of internships for credit consists of the following steps:
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Students must register the internship for the academic term that coincides with the internship experience.
Complete the online Internship Site Agreement form and the Internship Registration Form found on the
Strommen Center website under the Internships & Augsburg Experience section. The following signatures
must be secured prior to the start of your internship.
o Faculty Signature: If registering your internship for academic credit you will need to find a faculty
member willing to supervise and approve the internship based on major discipline requirements.
o Department Chair Signature: Requires approval that the proposed internship experience meets the
major discipline requirements.
o Strommen Center Signature: Requires staff to review important university-wide internship
information and ensure all required documents have been submitted.
Once the completed internship registration form is submitted to the Enrollment Center, additional requirements to
receive credit for an internship include:
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Watch a short video about successful internships on the Strommen Center website under the Internship
Registration Guide section.
Complete the Learning Goals Form on the Strommen Center website under the Internships & Augsburg
Experience Requirements section. Copies of the completed form are emailed to the student, their faculty
supervisor, and the Strommen Center.
Academic assignments (journals, reflection papers, projects, etc.) as determined by the faculty supervisor
and/or department guidelines.
Final evaluations are sent at the end of the semester. The student and the site supervisor will each complete an
evaluation of the student’s internship experience. Results are emailed to the student and the faculty supervisor.
Dropping or Withdrawing
Courses may be dropped or withdrawn online through AugNet Records and Registration or with a Registration Form.
For drop and withdrawal deadlines see the Academic Calendar.
Crossover Registration
Undergraduate students are enrolled in a home program (DAY, AU, ROCH) and may register online for fall and spring
semester courses outside of their home program based on course availability and subject to the restrictions listed
below. Students have registration priority in their home program. Students are charged the tuition rate of their home
program for crossover courses.
DAY Program Students
- Juniors and Seniors (based on earned credits) are permitted to crossover into AU courses without special permission.
- Pay the overload fee for any credits over 19 in their combined DAY/AU load each semester.
AU Program Students
- Are permitted to crossover into DAY courses.
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ROCH Program Students
- Are permitted to register for AU courses as soon as their registration windows open and do not have to wait until
Crossover Registration begins.
Graduate Courses
Students must have completed an undergraduate degree and be admitted to a graduate program before taking
graduate level courses from that program. Exceptions are made for approved courses in the Department of Nursing,
the joint BA Accounting/MAL program, the Master of Business Administration, and the Master of Fine Arts in Creative
Writing. Undergraduate students enrolled in graduate courses will pay their standard undergraduate rate for those
courses. Any student enrolled in an Augsburg graduate level program wishing to take an undergraduate course will
pay their program's graduate rate for those courses.
Academic Honesty Policy
A university is a community of learners whose relationship relies on trust. Honesty is necessary for the functioning of
the Augsburg University community. Academic dishonesty destroys the trust necessary to the functioning of this
community and is, therefore, abhorred and prohibited.
In its 1990 "Statement on Plagiarism," The American Association of University Professors (AAUP) Committee B on
Professional Ethics notes that one form of academic dishonesty, plagiarism, "is theft of a special kind [in which] a
fraud is committed upon the audience that believes those ideas and words originated with the deceiver. Plagiarism is
not limited to the academic community but has perhaps its most pernicious effect in that setting. It is the antithesis of
the honest labor that characterizes true scholarship and without which mutual trust and respect among scholars is
impossible."
It is, of course, necessary that academic dishonesty be defined so that all concerned will know their responsibilities.
The following guidelines are intended to help define academic honesty policies and describe the process involved in
assuring adherence to these policies.
These policies and definitions are included in the Augsburg University Student Guide and the Augsburg University
Faculty Handbook. Faculty members are encouraged to call attention to the policy in their syllabi and introductions to
their courses and to note in their syllabi any specific concerns, additions, or penalties particular to their courses.
Nevertheless, it remains the responsibility of students to have read and understood these definitions and policies.
Students who do not understand these definitions and policies should seek assistance from their professors, Office of
the Provost, Academic Deans, or Dean of Students.
Definitions
1. Plagiarism. Plagiarism is probably the most common and obvious form of academic dishonesty. Plagiarism is
defined in the Student’s Book of College English by Skwire and Chitwood (Encino California: Glencoe
Publishing Co., 1975) as follows:
Plagiarism is the use of facts, opinions, and language taken from another writer without acknowledgment. In
its most sordid form, plagiarism is outright theft or cheating; a person has another person write the paper or
simply steals a magazine article or section of a book and pretends to have produced a piece of original [work].
Far more common is plagiarism in dribs and drabs; a sentence here and there, a paragraph here and there.
Unfortunately, small-time theft is still theft, and small-time plagiarism is still plagiarism. For your own safety
and self-respect, remember the following rules - not guidelines, rules:
a. The language in your paper [or oral presentation] must either be your own or a direct quote from the
original author or source. If a direct quote, the original author or source must be properly cited.
b. Changing a few words or phrases from another writer's work is not enough to make the writing “your
own.” (See “a” above.) The writing is either your own or the other person's; there are no in-betweens.
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c. Footnotes or citations acknowledge that the fact or opinion expressed comes from another source. If
the language comes from another source, quotation marks are necessary in addition to a footnote or
citation. Other methods of indicating use of a direct quotation such as indentation are acceptable if
they are commonly recognized.
d. A writer may not avoid a charge of plagiarism simply because the work from which material has been
used is included in a citation somewhere in the writing. Each occurrence of the use of another
person's work must be cited.
2. Other Forms of Academic Dishonesty. Other forms of academic dishonesty include the following:
a. Using external assistance in the completion of course assignments and examinations unless such
assistance has been specifically authorized by the instructor. Such activities as the use of "cheat
sheets," looking at another student's answers during a test, and using unapproved resources are
forbidden. Assistance requiring instructor authorization might include but is not limited to use of
technology (e.g., a calculator, phone, the internet, forms of artificial intelligence), use of books or
notes during an examination, using professionally prepared materials, or having another person make
specific suggestions for changes and corrections on an assignment. It is, for example, acceptable for a
reader to suggest that a paragraph is unclear or needs more detail; it is unacceptable to offer specific
rewording or details for inclusion. Use of official University tutors or the Writing Lab for assistance is
not ruled out by this section unless specifically forbidden by the instructor.
b. Handing in material for course assignments that has been, in large part, used to meet requirements in
other courses without gaining previous permission of the instructor.
c. Presenting as one's own work what has been done wholly or in part by another person or a
professional service without gaining the previous permission of the instructor. This prohibition
includes but is not limited to allowing another person to conduct research or select written materials
that will be used to complete an assignment, using a paper or assignment prepared by another
student as an assignment in a previous course, using papers prepared by other individuals ( found on
the internet or elsewhere) or generated through the use of artificial intelligence that may be
submitted in whole or in part or used as the basis of a rewritten paper.
d. Failing to acknowledge that work has been done collaboratively. It is dishonest to work with another
student or several students on a single project that will be multiplied and turned in separately as if it
were the work of each individual alone.
e. All collaborators on a project must be explicitly identified. This prohibition is not intended to
discourage appropriate collaborative work but to emphasize that collaboration must be
acknowledged.
f.
Fabricating research in the completion of assignments. This prohibition includes but is not limited to
entirely or partially fabricating scientific research results or inventing information or citations for use
in completing assignments.
g. Interfering with the work of another student. It constitutes academic dishonesty to hinder the work
of another student by stealing, destroying, changing, or otherwise interfering with that student's
accomplishment of academic assignments. This prohibition involves but is not limited to such things
as stealing or mutilating library materials or other academic resources.
h. Knowingly assisting another student to engage in academic dishonesty constitutes itself a form of
academic dishonesty. Assisting in academic dishonesty includes but is not limited to such things as
permitting another student to complete an assignment where such assistance is not authorized by
the instructor, giving another access to a completed assignment which that student will submit as her
or his own work, allowing another student to copy during an examination, or offering information to
another during an examination.
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Sanctions and Procedures
1. At the beginning of each course, professors will spend some class time explaining any areas of the Augsburg
University Academic Honesty Policy which have particular relevance to a specific application in the course, or
the policy will be detailed in the syllabus. It is assumed that students know and understand the Academic
Honesty Policy. If you have questions, it is your responsibility to get information from the faculty member.
Professors may or may not have you sign a statement acknowledging your understanding of the statement at
one or more times during the term. The statement reads:
I have read and understand the policies of Augsburg University regarding academic honesty. I understand how
they apply to this course, and I pledge myself to abide by the policies and work to create an atmosphere of
academic integrity on the campus.
2. A faculty member who makes a determination of academic dishonesty will meet privately with the student
involved to discuss the charge and the penalty. This meeting is intended to give the student the opportunity
to understand the reason for the determination and to learn from the experience. It is also intended to give
the professor the opportunity to gain information that may be useful in understanding the student's behavior
and in deciding upon the penalty. In the event that such behavior occurs after the completion of classes (e.g.,
a term paper handed in near the end of classes), the professor may notify the student in writing.
3. Even the first occurrence of academic dishonesty by a student may result in a severe penalty. The definitions
above rather than any consideration of the student's intentions will be the determining factor in a judgment
of academic dishonesty. Intention may be considered in determining the penalty.
4. Penalties imposed by the professor may include a "zero" or failing grade on the assignment or examination
which involved the dishonesty, other academic penalties as outlined in the syllabus for the course or other
statement of policies distributed by the professor, forced withdrawal from the course, or failure in the course.
5. Faculty members have a responsibility to inform the Provost’s Office in writing of a determination of academic
dishonesty. This report will include the name of the student involved; a brief description of the event,
including supporting documentation, such as a research paper with plagiarized passages; and a description of
the penalty. This material will be kept on file in the Provost's Office under the student's name and the
appropriate Academic Dean will be notified. It will not become part of a student's regular academic record
and will not be released to anyone off campus.
6. If it has been determined that a student has violated the Academic Honesty Policy, the student may not drop
or withdraw from the course. If a student drops or withdraws from a course before an academic honesty
decision has been adjudicated, the course will be reinstated to allow for the decided disciplinary action to
take place.
7. A single serious infringement of academic honesty or recurrent incidents of dishonesty may result in
temporary or permanent dismissal from the University or withholding of the degree. Permanent dismissal
may be notated on the student's transcript. Students may be asked to meet with the faculty member(s)
involved, Dean of Students, Academic Dean, and/or Associate Provost to provide additional information about
the incident. If a student fails to attend this meeting, a decision on penalties will be made without the
student’s input. Such penalties will be determined by the Academic Dean and the Dean of Students.
Appeals
A student who thinks that a determination of academic dishonesty has been made incorrectly or that a penalty has
been too severe may appeal the decision or the penalty. Ordinarily, the student will appeal first to the chair of the
department in which the course is taught (or with the Division Chair if the Department Chair is also the instructor). If
the issue is not resolved, the student may appeal to the appropriate Academic Dean by completing the General
Student Concerns Form . Decisions made by the Academic Dean will be considered final.
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Evaluation and Grading
Evaluation of academic performance is based on letter grades using an A ‐ F scale.
Student achievement in courses is measured by final examinations, shorter tests, written papers, oral reports, and
other types of evaluation.
Most courses are offered with grading options—traditional grading on an A - F scale or the Pass/Low Pass/No Pass
grading system.
Explanation of grades:
Grade
Grade Points Description
A
4.00
A3.67
B+
3.33
B
3.00
B2.67
C+
2.33
C
2.00
C1.67
D+
1.33
D
1.00
D0.67
F / FN
0.00
Failure
P
0.00
Pass*
LP
0.00
Low Pass**
N
0.00
No Pass
*The letter grade equivalent of a P grade is a C- / 1.67 or higher for undergraduate courses.
**The letter grade equivalent of an LP grade is a D-, D, or D+ for undergraduate courses. It is not used for graduate
courses.
Pass/Low Pass/No Pass Grades
Students who choose the P/LP/N option are cautioned:
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In order to receive a grade of P, a student must achieve at least a grade of C-. An LP grade requires achievement of
at least a D-.
Some graduate and professional schools do not look favorably on a large number of P-graded courses, or rank
each as a C.
The maximum number of semester credits with P or LP grades that may be applied to graduation is 24 semester
credits.
Students may apply no more than eight semester credits with P or LP grades toward a major and no more than
four semester credits with a P or LP grade toward a minor unless otherwise specified by an academic department.
Departments with major or minor programs that allow a different number of P-graded credits have defined those
limitations along with their major and minor requirements in the catalog.
Certain courses have restrictions and are offered on one grading system only (e.g., lifetime wellness courses are
graded only P/LP/N). In courses where there is a choice, students will be graded on the traditional system unless they
indicate they wish to use the P/LP/N grading option. Students may submit a request to change a grade to P, LP, or N by
the deadline published in the Academic Calendar. Course instructors will not be notified of the request. The
Registrar's Office will manually change the earned letter grade to P, LP or N after final grades are posted.
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Incomplete (I) Grades
Incomplete grades (I) are to be given only in the case of extreme emergency (e.g. illness, family emergency, death in
the family, military commitment).
Faculty must submit the grade that the student has earned at the end of the semester, even if the student has
requested an incomplete. Once an Application for Incomplete Grade has been received and approved by the
Registrar’s Office, the grade will automatically be replaced with an I grade. At the end of the time allotted for the
incomplete, which is determined by the faculty member in consultation with the student but must not exceed the
time period described below, faculty must send an email to registrar@augsburg.edu to indicate the grade the student
earned. If no grade is sent by the incomplete deadline, the I grade will be converted to the previously entered grade.
To receive an incomplete, a student must be making satisfactory progress in the course and have completed 60% (or
more) of the course requirements at the time the petition is filed. Incompletes are granted at the instructor's
discretion. If granted, the deadline for completion of the work is no more than eight weeks after the last day of
classes in the session in which the course is offered. The instructor may extend the due date beyond the eight weeks if
the student requests an extension and special circumstances warrant the extension.
The application for an incomplete must be signed by the student, the faculty member, and department chair. (Email
approvals are considered the equivalent of a signature.) In rare or extraordinary circumstances, the dean may approve
a longer extension.
Extension (X) Grades
Internships, independent studies, and directed studies may sometimes last longer than one semester. When this is the
case, they must be completed by the grading deadlines within one year from the beginning of the semester of
registration. A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected
that students given X extensions will continue to communicate with their instructor and demonstrate that satisfactory
progress is being maintained. A final grade will be issued at the end of the semester in which the work is completed
and evaluated (but not longer than one year). An instructor has the right to not grant an extension where satisfactory
progress is not demonstrated. If the course is not completed, a grade of F will be assigned.
Withdrawal (W) Grade
A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a W
grade and before the last day to withdraw. Withdrawals negatively impact credit completion rate but do not
negatively impact the grade point average.
Repeated Courses
A course in which a grade of F, FN, D-, D, D+, C-, or N has been received may be repeated for credit, including topics
courses with the same course number. Courses in which higher grades have been earned may not be repeated for
credit and a grade, but may be audited (exceptions are made for academic programs with minimum grade
requirements of a C+ or higher or other catalog policies that require a course to be retaken). All courses taken each
semester and grades earned, including W and N, will be recorded on the academic record.
A course may only be repeated at Augsburg University one time. A student who wishes to repeat a course more than
one time must petition the Student Standing Committee. If approved to take a course more than twice, a student will
not receive financial aid for a course that has been previously passed twice.
If a course is retaken, the highest grade earned for the course will be counted in the grade point average and for
graduation purposes. All attempts will, however, remain on the student’s transcript.
Auditing Courses
Students who wish to take courses without credit or grade may do so by registering for Audit (V) on a space-available
basis. Full-time Day students will be charged an audit fee if their total credit load is over 19 credits. The charge to
audit a course is $1,000 for part-time DAY/AU/ROCH students. The signature of the instructor is required to register an
audit. Students who audit a course should confer with the instructor within two weeks of the beginning of the term to
determine expectations, attendance, and any other requirements. If expectations have been met, the course will be
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listed on the transcript with a V grade. If expectations have not been met, the course will be listed with a grade of W.
Audited courses do not count toward graduation and do not fulfill general education requirements.
Grade Point Average
The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade
points for work transferred from other institutions.
The formula for calculating the GPA is as follows:
GPA = Total grade points divided by number of credits attempted with A to F grades assigned.
The following grading symbols are not included in the GPA calculation:
Symbol Explanation
Fall 2017 to Present: Pass, C- or higher undergraduate or B or higher graduate work;
P
Prior to Fall 2017: Pass, 2.0 or higher undergraduate or 3.0 or higher graduate work
LP
Low Pass, D-, D, or D+ achievement (undergraduate courses only)
S
Satisfactory
N
No pass, no credit
V
Audit, no credit
W
Withdrawn
I
Incomplete
X
Extension, incomplete
IP
In progress
R
Repeat
GRT
Credit granted
Required lab component (a credit-bearing grade was earned in the corresponding
L
lecture course)
NG
Not graded, no credit
Final Grade Appeal Procedure
Students are entitled to full and clear explanations of their grades. The instructor of each course has authority over all
academic matters pertaining to that course, including (but not limited to) establishing requirements, assigning grades,
and communicating the reasons for those grades to the student.
A student who believes that a final course grade is incorrect or has been inappropriately influenced by nonacademic
factors has the right to appeal that course grade. Ordinarily, the student will appeal first to the instructor; then, if the
grievance is not resolved, to the chair of the department in which the course is taught. If a student does not feel
comfortable approaching the faculty member directly, they may discuss their concerns and potential interest in
appealing with the chair of the department (or with the Division Chair if they are uncomfortable with the Department
Chair). If the grievance is not resolved, the student may appeal to the appropriate academic dean through the formal
appeal process. To the extent possible, grade appeals should adhere to the timelines and steps detailed in the
procedures below.
Augsburg University is committed to addressing concerns about student grades fairly and without significant delay.
Whenever possible, we hope that grade appeals can be resolved informally. As such, the informal appeal should be
completed before moving to a formal appeal.
Step 1: Informal Grade Appeal / Initial Consultation with Faculty Member
The student should send an email to the instructor requesting an explanation of the grade within 5 business days of
the posting deadline or the grade being posted (whichever is later). In submitting this request, the student should be
as specific as possible about why the final grade is being questioned (e.g., inquiries about grades on specific
assignments). The instructor should be prepared to discuss and show records relating to the disputed grade to both
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the course assignment(s) and grading scale as defined in the course syllabus. This disclosure should not include
information pertaining to grades of other students in the course, unless it is done so in a way that other students
cannot be identified (e.g., reporting in the aggregate). Under normal circumstances, the faculty member is expected
to respond to student requests for information within 5 business days of receiving the request.
If, after receiving the information, the student thinks that a complete or satisfactory explanation has not been
provided, the student may gather information to support their grade appeal and, within 5 business days after the start
of the following term (including summer terms), communicate with the instructor their specific concerns about the
grade that has been submitted. If the instructor is not available to discuss the appeal, the student should contact the
chair of the instructor’s department.
The instructor determines if a grade change is warranted and will notify the student of the decision. If it is determined
that a grade change is warranted, the instructor will submit the change, and explanation for the change, to the
Registrar’s Office. It is expected that a decision will be made within 10 business days of the instructor receiving the
grade appeal from the student.
If the instructor determines that a grade change is not warranted or files a grade change that the student does not
believe is appropriate, the student should consult with the chair of the department in which the course is offered.
This should occur within 5 business days following the instructor’s notification of their decision to the student. If the
instructor is the department chair, the student should contact the appropriate division chair. In the rare circumstance
where the instructor is also the department chair and division chair, the student should move directly to the formal
grade appeal process.
The department chair (or division chair), in consultation with the student and instructor (if available) will determine if
a grade change is warranted. If so, the department chair will submit a grade change, and explanation for the change,
to the Registrar’s Office. If the division chair is hearing the appeal and determines that a change is warranted they will
submit a recommendation and rationale to the dean. The dean will then submit a grade change and explanation to
the Registrar’s Office.
If the student is not satisfied with the resolution of the appeal, they can move to the formal grade appeal.
Step 2: Formal Grade Appeal / Consultation with Dean
Within 5 business days of completing the informal appeal process, the student should complete the Formal Grade
Appeal Form and submit it to the Assistant Provost and Vice President of Student Experience and Success (Office of
Academic Affairs). The Form will be forwarded to the appropriate dean for consideration. The formal grade appeal
should clearly detail the appeal, include a summary of the informal appeal process, and include
materials/documentation to support the appeal.
After reviewing the formal grade appeal, the dean may seek additional information by communicating with the
student, instructor, and/or department/division chair.
The dean will then determine if a change is warranted. If the dean determines that a change is warranted, they will
notify the instructor and submit the grade change to the Registrar’s Office along with an explanation for the change.
Typically, the dean will only change a grade to P, NP, or W. If the dean determines that a change is not warranted they
may end the appeal process.
It is expected that the formal grade appeal process will conclude within 15 business days.
Other processes exist for petitioning for retroactive or late withdrawals and petitioning to change a traditional grading
option to a P/NP. In addition, when personal matters such as illness or family emergencies interfere with a student’s
ability to complete a course, the student may file a request for an incomplete. These processes are managed by the
Registrar and the Student Standing Committee. Student/Faculty grievances that do not specifically pertain to a final
grade should be pursued through the Discrimination and Bias Incident Reporting Process. Additional University
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policies and procedures that do not fall within the scope of this appeal procedure are the Sexual Misconduct Policy,
the Standards of Conduct Accountability Process, and the Student Standing Committee.
Assessment of Student Learning
The faculty at Augsburg University is actively engaged in research about student learning and the efficacy of the
curriculum. To support such assessment of student learning activities, faculty may collect student work for evaluation
beyond grading. Any information or student work collected will be treated confidentially; the student's identity will
not be public information. Students who do not want their work collected for assessment purposes can opt out by
contacting the Office of Academic Affairs.
Classification
Students are classified when grades are posted at the end of each semester. Classification is based on the number of
semester credits completed/earned.
Classification
First Year
Sophomore
Junior
Senior
Completed Semester Credits
0 – 27.99
28 – 59.99
60 – 91.99
92 or more
Academic Status Changes
Change of Program
Students may apply to change their “home program” by completing a Change of Program form. Applications are
reviewed by a committee. If approved, the change will take effect for the following semester. Changes are limited to
once each academic year. A Change of Program form must be submitted before the semester begins.
Leaving the University (Withdrawal or Leave of Absence)
Withdrawal from Some Classes
Please note: This process is outlined in this policy to distinguish it from the Withdrawal from University (All Classes)
policy stated below.
Students who wish to withdraw from one or some classes, but not all classes, after the semester withdrawal deadline
must complete the Academic/Financial Petition by the last day of classes (prior to finals week for the day program).
This petition can be emailed to registrar@augsburg.edu. Prior to the withdrawal deadline, individual classes can be
withdrawn within Augnet Records and Registration.
Withdrawal from University (All Classes)
Students who wish to withdraw from all courses that are in progress must submit the Withdrawal from University
Request Form by the last day of classes (prior to finals week for the day program).
In order to ensure the financial and academic impact of withdrawal is understood, students are required to meet with
Student Financial Services and Academic Advising before submitting a Withdrawal from University.
If a student lives in campus housing, they must also seek approval from Residence Life.
A Dean of Students Hold will be placed on a student’s account if it is determined that a review of a student’s readiness
to register for classes is warranted.
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When a student is ready to continue their studies at Augsburg University, they will need to follow the process for
returning to campus.
Voluntary Leave of Absence (Day Program Only)
Day program students may apply for a Leave of Absence, which allows a one semester absence while retaining active
student status. This means that the student’s email account and online registration capabilities will remain active, and
the student will be allowed to register as normal for the semester following the approved Leave of Absence without
applying for readmission. A Leave of Absence is not necessary for the summer semester.
A leave of absence may impact a student’s academic plan.
Only students who have completed the semester immediately prior to the Leave of Absence will qualify.
The Leave of Absence cannot be extended beyond one semester.
This Leave of Absence Form must be submitted by the end of the drop/add period for the full semester.
In order to ensure the financial and academic impact of the leave of absence is understood, students are required to
meet with Student Financial Services and Academic Advising before submitting a Leave of Absence.
If a student lives in campus housing, they must also seek approval from Residence Life.
A Dean of Students Hold will be placed on a student’s account if it is determined that a review of a student’s readiness
to register for classes is warranted.
When a student is ready to continue their studies at Augsburg University, they will need to follow the process for
returning to campus.
Involuntary Leave of Absence
The Dean of Students (or designee) may place a student on an Involuntary Leave of Absence in the circumstances
involving personal or community safety. This process will be undertaken only in extraordinary circumstances when:
●
●
there is compelling information to suggest that the student is engaging in or is at heightened risk of engaging
in behavior that could lead to serious injury to others, and/or
there is a significant risk that the student will harm themselves, and that the risk cannot be eliminated or
reduced to an acceptable level through reasonable and realistic accommodations and/or effective supports.
A Dean of Students Hold will automatically be placed on a student who is placed on an Involuntary Leave of Absence.
This policy will not be used in lieu of disciplinary actions outlined in other adjudication processes at the University.
Before an Involuntary Leave of Absence is considered, efforts may be made (if circumstances warrant) to encourage
the student to take a Voluntary Leave of Absence or Withdrawal from University.
When a student is ready to continue their studies at Augsburg University, they will need to follow the process for
returning to campus.
Administrative Withdrawal
The Registrar (or designee) may drop or withdraw a student from the university when:
●
●
The student is incapacitated.
The student was dropped from the majority of their schedule via the non-attendance/non-participation
process and there is evidence they are not attending remaining courses.
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To initiate an administrative withdrawal, the Registrar’s Office can assist in moving the request to the appropriate
approver, either one of the Academic Deans or the Dean of Students (or designee).
A Dean of Students Hold will be placed on a student’s account if it is determined that a review of a student’s readiness
to register for classes is warranted.
When a student is ready to continue their studies at Augsburg University, they will need to follow the process for
returning to campus.
Term Off (AU/ROCH Program Students)
Students in the AU/ROCH Programs may take up to two semesters off and have continued access to Augsburg email
and AugNet Services. If a student is not registered after the 10th business day of the third semester, the student’s file
will be deactivated and the student must submit an Application for Readmission to re-enroll.
Military Called to Active Duty
Augsburg University will allow students to withdraw from courses without penalty if they are called to active duty.
This shall include a 100 percent refund of tuition and fees for dropped/withdrawn courses upon verification of call to
active duty. Students must submit an Academic/Financial Petition and provide a copy of their orders to the Registrar’s
Office.
If the student is called to active duty after the deadline to drop a course, the Registrar’s Office will place a W for the
course(s) along with a notation on the transcript that the student was called to active duty. This is to assist the student
with any financial aid complications that may arise and also indicate that the withdrawal was outside of the student’s
control.
Alternatively, the university supports faculty in enabling students who are called to active duty and have substantially
completed a course, to assign a grade based upon the coursework completed, or to work out an incomplete
agreement. Students who are able to complete some of their courses would have their refunds adjusted to reflect
this.
Students who are being placed on active duty should contact the Registrar’s Office so the university can notify all
parties and aid in this process.
Return to Campus
This policy outlines the process for returning to campus after a withdrawal from the University.
Step 1: Application for Readmission
Students returning to campus after withdrawing from Augsburg must complete the Application for Readmission.
Deadline
The deadline for readmission is the Friday before the semester begins. Please note: Processing may take up to 10
business days.
Transcripts from Other Institutions
If you have attended institutions other than Augsburg, please contact the Registrar’s Office to see if we already have
the official transcripts on file. If official transcripts are not on file, they must be sent to the Registrar’s Office. Your
application will be held until they are received.
Additional Documentation Needed
If you were suspended or you withdrew while on probation, the Registrar’s Office will provide a form that must be
submitted for review by the Student Standing Committee (this review extends processing time).
If you have changed your name since you last attended, you will need to submit a copy of your legal name change
documentation to have your name changed on your student record.
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Step 2: Connecting with Staff
Students returning to campus after withdrawing are strongly encouraged to connect with an Augsburg staff support
person to discuss the resources they will need upon their return to campus. Staff members that students can connect
with include:
Academic Advising
CLASS / Disability Resources
Dean of Students Office
Multicultural Life
Registrar
Student Financial Services
TRIO Student Support Services
advising@augsburg.edu
class@augsburg.edu
deanofstudents@augsburg.edu
mlife@augsburg.edu
registrar@augsburg.edu
studentfinances@augsburg.edu
triosss@augsburg.edu
612-330-1025
612-330-1053
612-330-1160
612-330-1087
612-330-1036
612-330-1046
612-330-1311
Step 3: Releasing Holds (if applicable)
All holds (e.g., Dean of Students, financial, etc.) must be cleared before you can be approved for readmission. Please
see below for more information on how to release those holds.
Dean of Students Hold
Students that have a Dean of Students Hold on their account must schedule a meeting with the Dean of Students (or
designee) prior to being able to readmission and to register for classes. To schedule a meeting with the Dean of
Students, please contact deanofstudents@augsburg.edu.
The Dean of Students may require documentation from a healthcare provider or external resource who is working
directly with the student. The documentation should be submitted prior to scheduling an appointment; otherwise,
the meeting will be postponed until documentation is submitted.
Financial Hold
Students who have a financial hold must connect with studentaccounts@augsburg.edu to discuss a payment plan in
order to reduce the amount owed to the University.
Transcript Hold
Students who have attended another institution since leaving Augsburg must submit an official transcript for that
attendance. Contact the institution where courses were enrolled and order an official transcript to be sent from that
college or university to registrar@augsburg.edu.
Return from a Voluntary Leave of Absence
To return to the University after a voluntary leave of absence, simply email registrar@augsburg.edu to inform the
University of your intent to register for classes during the next term.
Return from an Involuntary Leave of Absence
To return to the University after an involuntary leave of absence, a student must email deanofstudents@augsburg.edu
to schedule a meeting with the Dean of Students (or designee) to determine whether the student is ready to return to
the University. The Dean of Students may require documentation from a healthcare provider or external resource who
is working directly with the student. The documentation should be submitted prior to scheduling an appointment;
otherwise, the meeting will be postponed until documentation is submitted.
If it is determined that the student can register for classes for the following term, they can follow the process outlined
under Step 1: Completing an Application and Step 3: Releasing Holds (if applicable).
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Student Standing Committee
The Student Standing Committee is a standing committee of the university that reviews requests for exceptions to
academic and financial policy. Representatives from the faculty, Academic Advising, Registrar’s Office, Student
Financial Services, and Student Affairs serve on the committee.
Academic / Financial Petitions
Students who wish to request exceptions to academic and financial policies should carefully review and complete the
Academic/Financial Petition. Petitions must be submitted within 6 months from the end of the semester of the
deadline being petitioned. The Committee typically meets to review petitions and Applications for Readmission every
other week during fall and spring semesters and once each month during the summer semester.
Satisfactory Academic Progress (SAP) Suspension Appeals
Students who have been academically suspended have the right to appeal their suspension to the Student Standing
Committee.
Applications for Readmission
Students seeking to re-apply to the university after being placed on academic probation or academic suspension must
submit an Application for Readmission for review by the Student Standing Committee.
Catalog Applicability
Only one catalog year may be elected and will apply toward all of a student's general education, major, minor, and
concentration requirements. All policies in that year's catalog apply. By default, a student's catalog year will be
determined by their first semester of enrollment at Augsburg, or re-enrollment as noted below. Students can request
a different catalog year by sending an email to graduation@augsburg.edu.
Active Students (Registered, Leave of Absence, Term Off)
●
May elect to satisfy the general education and departmental requirements outlined in the catalog in effect during
their first semester of enrollment or any of the subsequent catalogs in effect while an active student.
Inactive Students (Withdrawn)
●
●
Three or Fewer Years Away
o Inactive students who are readmitted after three or fewer years away (nine semesters, including
summers) may elect to satisfy the general education and departmental requirements outlined in the
catalog in effect during their first semester of initial enrollment or any of the subsequent catalogs in effect
while an active student.
More than Three Years Away
o Inactive students who are readmitted after more than three years away (10 or more semesters, including
summers) must complete the general education and departmental requirements of the catalog in effect
at the time of re-enrollment or any of the subsequent catalogs in effect while an active student.
Religious Holiday Policy
As an academic community, Augsburg University embraces the Network of ELCA Colleges & Universities’ (NECU)
mission to be “rooted” and “open” so that all may flourish. This necessitates that we regularly reassess the familiar
and consider new options. A community of caring mentors and colleagues makes possible each student’s intellectual
growth, personal maturation, and vocational discernment. The following policy and procedure for the observance of
recognized holy days is consistent with the university’s mission.
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Overview
In recognition that observance of recognized religious holidays may affect students’ classroom attendance and the
submission of graded work in courses, Augsburg University accommodates religious observances and holidays of
diverse religious traditions. This policy reflects the university’s commitment to being responsive to our students’
diverse religious beliefs and to encourage students’ spiritual development. In accordance with the policy, students
who miss class to observe a religious holiday are required to make prior arrangements with individual instructors for
how any work missed during an absence will be completed. Absence from class due to observance of a religious
holiday is normally excused according to university policy; however, students are expected to make up the work they
miss, and the University understands that there may be extenuating circumstances, specific to a particular course,
that make it difficult or impossible for a faculty member to grant such a request.
Faculty are encouraged to consider recognized religious holidays when establishing course deadlines and assigning
course work and to support students in their religious practices by observing this policy. To support faculty in
accommodating the religious practices and commitments of our students, Augsburg has established procedures to be
followed by students: students are responsible for notifying their instructors of a planned absence due to an
observance and/or holiday.
Procedure
The religious holiday observance notification procedure is based on the assumption and expectation that students will
act in accordance with the University’s Standards of Conduct. The procedure and subsequent guidelines for students
missing class to observe religious holidays are as follows:
●
Students are expected to formally notify their instructors at least two weeks in advance that they will miss
class in order to observe a religious holiday. Students are to complete the Religious Observance Notification
Form.
●
The Religious Observance Notification Form must be submitted online. It is routed to the faculty member
faculty member and the University Pastors in the Campus Ministry Office. Should either of these parties raise
questions about the request, they will contact the student or the faculty member’s academic dean.
●
This procedure can only be used to notify an instructor of an absence from class necessitated by observance
on a religious holiday.
●
Students are required to make prior arrangements with individual instructors for completion of any work
missed during an absence.
●
Students are encouraged to file their Religious Observance Notification Form as early in the semester or term
as possible, but must submit it no later than two weeks prior to the religious holiday to ensure that
instructors make every effort to accommodate the request. Instructors have no obligation to honor requests
made within two weeks of a planned absence as a result of a religious holiday. Absences may be considered
“unexcused” if the form is not filed in accordance with this provision.
●
If a student has a question regarding the Religious Holiday Observance Policy, they should contact Babette
Chatman, University Pastor, Director of Campus Ministry or John Schwehn, University Pastor.
●
Students may wish to consult with the Vice President of Equity and Inclusion or the faculty member’s
academic dean if an instructor is unable or unwilling to grant their request.
Working with Instructors
Because students are required to make prior arrangements with individual instructors for completion of any work
missed during an absence and instructors may want to use the same exercise that the rest of the class has completed,
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students are obligated to avoid obtaining any information about that graded exercise that would give an unfair
advantage over other students taking the course.
In the event that a religious holiday should fall during exam week, students should contact their instructor during the
first week of the course to make sure a work around is possible. If one is not possible, or there is a special
circumstance like a performance or a concert that cannot be made up, the student may be advised to take that
specific course during a different semester.
Second Majors and Degrees
Students with an existing baccalaureate degree from Augsburg or another institution may enroll to complete an
additional major(s) or minor(s). Students will not be awarded a second degree unless it is different from the original
degree awarded (BA, BM, BS). Students cannot earn multiple degrees for the same major, though it is possible to earn
multiple degrees from the same academic department if the majors are distinct.
Evaluation of Transfer Credit
The evaluation of transfer credits is completed by the Registrar’s Office and is based on a student’s official
transcript(s). Credit is granted for college-level coursework completed with a grade of D- or better (The transfer of
D-level grades is a policy change effective for courses transferred in Summer 2023 or later). A transfer course with a
grade of less than C- will not count toward satisfying a major or a minor requirement; the transfer credits will be
removed upon registration for an equivalent Augsburg major/minor course because students cannot receive credit
twice for equivalent courses.
Augsburg accepts credit from colleges and universities accredited by institutional accrediting agencies historically
known as regional accreditors. Credit from other institutions may be approved if there is a transfer agreement in place
or by petition.
Courses that may be developmental, professional, or occupational in nature are evaluated on a course-by-course basis
in collaboration with faculty from corresponding or similar departments. Augsburg does not grant transfer credit for
continuing education units (CEUs). Competency credits and exam credits issued by another institution are
non-transferable. Reference the Assessment of Previous Learning information for Augsburg’s options for credit by
exam or portfolio review.
The Registrar’s Office evaluates coursework for credit and for applicability toward Augsburg's Core Curriculum
requirements. Academic departments are responsible for evaluating the applicability of coursework toward a
student’s major or minor. The university requires that certain courses and a minimum number of credits be taken at
Augsburg. (Refer to the Graduation section of the catalog.)
Augsburg credits are calculated in semester hours. Credits transferred from an institution using quarter hours will be
converted to semester hours. One quarter hour equates to two-thirds of a semester hour.
The number of credits transferred is equal to the number of credits earned at the transfer institution, not the number
of credits that would have been earned had the equivalent course(s) been completed at Augsburg.
The number of upper-division credits earned from transfer work is based on the course level of the transfer course(s)
at the transfer institution, not the course level of the equivalent Augsburg course(s).
Transferred coursework with the Augsburg equivalents are captured on the Transfer Evaluation and the degree audit,
both of which are accessed from Records and Registration. Credits accepted in transfer are reported on the student’s
transcript. Transfer evaluation comments (if any) are sent to the student email address and stored on the comments
tab of the degree audit.
Grades and grade points from other institutions are not transferred to Augsburg and are not included in a student’s
cumulative grade point average. Because of this, students who receive a low grade on a course at Augsburg should
retake the course at Augsburg rather than take an equivalent course elsewhere. A transferred equivalent will not
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improve their Augsburg GPA, nor will their transcript show that a higher grade was earned later for the course (or its
equivalent).
Students should consult with their academic advisor, faculty mentor, and the Registrar’s Office before taking courses
at other institutions to ensure compliance with transfer credit policy and residency requirements and to be assured
that a transfer course will achieve the student’s desired objective(s). Additional resources about transferring credit are
available on the Registrar’s Office website. The resources include access to a free, powerful tool called Transferology.
Transferology can be used by students and advisors to research transfer course equivalencies and/or develop transfer
pathways from universities across the country.
Definition of Official Transcript
Official transcripts are marked with institutional security features, date, and appropriate signature. Augsburg
University accepts official transcripts directly from another institution’s Office of the Registrar or a secure
authenticated designated party. The transcript must arrive at Augsburg University in an envelope sealed by the issuing
institution or via an encrypted electronic method (adapted from AACRAO, 2018).
Minnesota Transfer Curriculum
Completion of the Minnesota Transfer Curriculum (MnTC) will satisfy Augsburg’s Liberal Arts Foundation requirements
and will reduce the Search for Meaning requirement to one course (RLN 100 or RLN 300).
Associate of Arts Degree / Bachelor’s Degree
Completion of an Associate of Arts (A.A.) degree or a bachelor’s degree will satisfy Augsburg’s Liberal Arts Foundation
requirements, reduce the Search for Meaning requirement to one course (RLN 100 or RLN 300), and will waive both
Health and Wellness requirements.
Augsburg recognizes degrees from colleges and universities accredited by institutional accrediting agencies historically
known as regional accreditors.
Note: Additional prerequisite coursework beyond the AA degree or bachelor’s degree may be required in some
Augsburg majors. Students are advised to consult an academic advisor in the major department to discuss major
requirements.
Advanced Transfer Students
Students who enter Augsburg with 52 or more semester credits accepted in transfer are considered Advanced
Transfer Students. The Augsburg Core Curriculum will be adjusted for advanced transfer students as outlined below:
●
●
●
Waiver of Search for Meaning II
Waiver of Augsburg Seminar / Engaging Minneapolis
Waiver of both Health and Wellness requirements
All Augsburg Core Curriculum requirements not mentioned above remain unchanged for Advanced Transfer Students.
Waivers for Advanced Transfer are determined at the time of initial entry into Augsburg and will not be granted for
courses completed after initial enrollment.
Transfer Credit for Military Experience
Students are welcome to submit their military transcripts to the Registrar’s Office for transfer credit evaluation. A
military transcript will contain credit recommendations from the American Council on Education (ACE) for training and
courses completed in the US Armed Services. Augsburg will review a military transcript to determine if any of the
credit recommendations contained within it meet transfer credit guidelines.
Army, Coast Guard, Marine Corps, and Navy records are maintained on a Joint Services Transcript (JST).
Air Force records: Applicable credits are accepted from Air University and Community College of the Air Force.
Students should submit official transcripts from these schools during the admission process.
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Assessment of Previous Learning (APL) Program
Augsburg University recognizes that learning can and does take place in many life situations. Some of this learning
may be appropriate for credit recognition within the disciplines that comprise the academic program of a liberal arts
college. The Assessment of Previous Learning program (APL) at Augsburg provides a means by which a student’s
previous learning, other than that which is transferred from another accredited institution, may be presented for
examination for possible credit toward the completion of a bachelor’s degree.
Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such
learning must meet two essential criteria: (1) it is relevant to coursework in a field of study within the Augsburg liberal
arts curriculum, and (2) it can be objectively demonstrated either by comprehensive examination or committee
evaluation.
The APL program at Augsburg provides several means by which students may have previous learning assessed for
credit recognition. The following is a brief description of each of these means of assessment:
International Baccalaureate Program (IB)
Courses earned from the International Baccalaureate program will be considered by the university for appropriate
credit. IB exams may fulfill general education and/or major requirements. Credit granting guidelines are available on
the Registrar’s Office webpage.
Advanced Placement Program (AP)
Augsburg allows students to earn credit for scores of 3, 4, or 5 on selected Advanced Placement tests. For some
exams, a minimum score of 4 is required. AP exams may fulfill general education and/or major requirements. Credit
granting guidelines are available on the Registrar’s Office webpage.
The College Level Examination Program (CLEP)
This is a series of standardized tests developed by the College Board that are offered to students for a small fee at
regional testing centers. Students who score at or above the American Council on Education’s recommended score on
an approved examination may receive academic credit for that subject at Augsburg University. CLEP exams may fulfill
general education and/or major requirements. Credit granting guidelines are available on the Registrar’s Office
webpage.
DSST Exams
DSST Exams are a series of standardized tests in college subjects that are comparable to the final examinations in
undergraduate courses. Exams are offered at testing centers worldwide for a small fee. Students who score at or
above the American Council on Education’s recommended score on an approved examination may receive academic
credit for that subject at Augsburg University. Credit granting guidelines are available on the Registrar’s Office
webpage.
Minnesota Bilingual and Multilingual Seals and World Languages Proficiency Certificates
Augsburg will award college credit to students with the Minnesota bilingual and multilingual language proficiency
certificates. These certificates are awarded to graduating Minnesota high school students who demonstrate the
required level of language proficiency in a language other than English. Steps to submit the seal to Augsburg are
outlined on the Registrar’s website.
The American Council on the Teaching of Foreign Languages
These tests assess written and/or spoken proficiency in world languages. For a small fee, students can assess their
level of knowledge in world languages to earn college credit and/or waive the modern language requirement. More
information about eligibility and qualifying languages is available from Academic Advising.
Departmental Comprehensive Exams
These are available for students to use in obtaining credit for previous learning if the following conditions are met:
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There is a departmental exam available for the subject area in question.
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There is a faculty member designated by the department to administer the exam.
The Registrar approves the student’s request to take the exam.
Credit for departmental exams is not computed in the GPA, and there is a charge per exam of $100 per semester
credit.
Portfolio Assessment Program
This is a credit assessment alternative in which a faculty team completes a credit evaluation of a learning portfolio
submitted by the student. The faculty team is composed of two faculty members from fields of study directly related
to the student’s previous learning. Students who wish to prepare a portfolio of previous learning for credit
assessment should consult the Registrar’s Office. In completing the evaluation of a student’s previous learning, the
faculty team applies the following criteria:
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There is documentable evidence of a cognitive component in the previous learning experience that involved
prescribed or systematic study of content material found within liberal arts coursework.
The learning has been objectively verified by individuals in addition to the presenting student.
The learning lends itself to both qualitative and quantitative measurement.
The learning relates well to the student’s educational goals.
The learning and skills involved are current and could be used at the present time.
Students may apply for the credit assessment process after completing at least one term of academic work at
Augsburg University with a cumulative Augsburg GPA of at least 2.50. It is strongly recommended that the process not
be used when four or fewer courses remain for graduation. There is a non-refundable application deposit of $200 to
initiate the credit assessment process for each course presented in a portfolio. An additional $200 is charged upon
approval of each course. Credit granted by portfolio review is not computed in the GPA.
Transcript credit will be recorded with the equivalent Augsburg course numbers as determined by faculty reviewers.
Maximum Credit Accepted for Previous Learning
While Augsburg University recognizes the validity of learning that takes place outside the traditional classroom, this
learning must be placed in the context of formal study in campus-based liberal arts courses. Therefore, Augsburg
allows a maximum of 32 credits (one-fourth of a bachelor’s degree) to be obtained through previous experiential
learning. In compiling the 32 credits for previous experiential learning, the student may use any combination of the
assessment processes available in the APL Program: AP, CLEP, IB, DSST, ACTFL, departmental comprehensive exams,
and credit granted through portfolio assessment.
Graduation
Requirements
Degree requirements include completion of a minimum number of credits, a major, the Augsburg Core Curriculum, a
minimum GPA in major(s)/minor(s) and in total coursework, and residence.
1. Completion of 128 semester credits—No more than these maximums may be applied toward the 128 total
semester credits required:
o Eight semester credits by independent/directed study
o 16 semester credits of internship
o 24 semester credits with a grade of Pass (P) or Low Pass (LP)
o Students may apply no more than eight semester credits with P/LP grades toward a major and no more than
four semester credits with a P/LP grade toward a minor unless otherwise specified by an academic
department. Departments with major or minor programs that allow a different number of P-graded credits
have defined those limitations along with their major and minor requirements in the catalog.
2. Completion of 36 upper division credits (numbered 300 or above).
3. Completion of a Major—Requirements for each major are listed under the departmental headings.
4. Completion of the Augsburg Core Curriculum—Requirements for the Augsburg Core Curriculum are listed under
the Augsburg Curriculum section.
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5. Grade Point Average —Students must earn a minimum cumulative grade point average of 2.00. Additionally, all
majors and minors require at least a 2.00 grade point average in coursework for the major or minor. Some
academic programs require a higher grade point average or a specific minimum grade in each course. See the
departmental section for details about the grade and grade point average for individual majors and minors.
6. Residence Requirement — A minimum of 32 semester credits must be completed at Augsburg or within the ACTC
exchange program or study abroad/away through the Augsburg Center for Global Education and Experience.
Senior Residence Requirement
No fewer than 24 of the last 32 semester credits must be completed at Augsburg or within an approved
exchange program.
● Transfer courses count against the senior residence requirement. Therefore, students are encouraged
to complete transfer work prior to the final 32 credits for the degree.
● Assessment of Prior Learning (APL) credits -- including AP, CLEP, IB, DSST, ACTFL, departmental
comprehensive exams, and credit granted through portfolio assessment -- are not counted against the
senior residence requirement.
Some departments have a minimum number of credits that are required in residence within the major or minor.
Consult the departmental pages of this catalog for further information.
The responsibility for ensuring that all degree requirements are satisfied rests with the student. Students should
regularly review their degree audits and follow up with an academic advisor or faculty mentor about any questions or
concerns. In conjunction with their faculty mentor or advisor, students should consult their degree audits when
preparing for registration. Faculty mentors, the Academic Advising staff, department chairs, and the Registrar’s Office
are available for counsel and assistance in program planning.
Each student is required to file an Intent to Graduate application within the last 12 months of their program.
Application forms are available on the Registrar’s Office webpage. Submission of a complete Intent to Graduate
application is what makes a student eligible for commencement ceremony communications and the conferral of their
degree upon program completion.
Students who enter an academic program with a bachelor’s or higher degree should contact the Registrar’s Office
about specific requirements for a second bachelor’s degree or for the equivalent of a major.
All degree and course requirements must be completed and verified in the Registrar’s Office in order for the degree to
be conferred. There may be no incomplete or open courses on the academic record.
Latin Honors
Augsburg recognizes those students who have demonstrated exemplary academic achievement by conferring Latin
honors upon completion of a bachelor’s degree.
Students may also receive honors recognition for departmental honors. (See individual department and program
descriptions for details.)
Qualification for Latin honors is determined as follows:
Summa Cum Laude
Magna Cum Laude
Cum Laude
3.90-4.00 GPA
3.80-3.89 GPA
3.60-3.79 GPA
To be eligible, a student must complete a minimum of 56 traditionally-graded credits at Augsburg.
Visit the Registrar’s Office webpage for additional information.
Commencement
Though the terms are often confused, the words “graduation” and “commencement” carry different meanings.
Graduation refers to the completion of all degree requirements. Students graduate when all requirements for the
degree have been fulfilled, meaning that one can graduate at any point during the academic year provided that all
requirements are complete.
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Commencement is a ceremony. It is an opportunity for students, family, friends, and the Augsburg University
community to celebrate academic achievement. Participation in commencement, however, does not mean that a
student has graduated. A student will not graduate and a degree will not be conferred until all requirements are met,
regardless of participation in commencement.
Augsburg University holds one commencement ceremony in the spring for all students – undergraduate and graduate.
Undergraduate students who have not completed all degree requirements may participate in commencement if: (1)
no more than three requirements will remain in their program at the conclusion of spring semester; and (2) the
remaining requirements will be completed in the summer or fall semesters immediately following commencement.
Students who have submitted an Intent to Graduate application for one ceremony may later defer to a future
ceremony. The deadline for deferring to a future commencement ceremony is the day prior to the commencement
ceremony selected on the Intent to Graduation application.
Diploma
Each graduate will receive their diploma and a copy of their unofficial transcript in the mail 6-8 weeks upon
completion of the final degree requirement. This mailing will be sent to the address that displays in their Records &
Registration record. Graduates are responsible for ensuring the accuracy of this mailing address. Incorrect mailing
addresses will result in the student paying for reshipment or being required to pick up the mailing at the Registrar’s
Office.
Augsburg University diplomas note the degree earned and the date of conferral. Diplomas do not list the program or
major(s) completed. Augsburg offers the following undergraduate degrees: Bachelor of Science, Bachelor of Arts, and
Bachelor of Music.
Satisfactory Academic Progress (SAP)
Federal regulations require that all higher education institutions establish and implement a policy to measure
whether students are making satisfactory academic progress toward the completion of a degree. Failure to meet the
following standards could result in suspension from the university.
Requirements
At the end of each fall, spring and summer term, the university will review the academic progress of all registered
undergraduate students. In order to remain in good academic and financial aid standing, you are required to maintain
a cumulative Augsburg GPA of 2.00 and complete at least 66.67% of the credits you have attempted (including
transfer credits).
Students who do not meet these requirements will be placed on Academic Probation.
GPA Calculation
Refer to the Evaluation and Grading section of this catalog.
Minimum Credits Completed
Students must earn a cumulative 66.67% of the credits attempted based on the entire academic record. A completed
credit is any credit with a grade of A - D-, LP, or P. Credits earned and completed will include accepted transfer credits
as defined by the Registrar’s Office.
Grades of “W (Withdrawn)”, “I (Incomplete)”, “X (Extension)”, “F”, “FN (Failed for Non-Attendance)”, and “N (Not
Passing)” are counted towards the cumulative attempted credits. The credits associated with grades that have not
been submitted when SAP is run will count against completion rate.
Repeat courses and remedial courses are not counted towards the cumulative attempted credits.
Credit Completion Rate Calculation
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Attempted credits: Includes transferred credits and unsatisfactory grades (W, X, I, F, FN, N, IP).
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Remedial and repeated courses do not count as attempted credits, so should be subtracted from the total
number of attempted credits.
Earned credits: Transferred credits and satisfactory Augsburg grades (A - D-, LP, P).
Divide earned credits by attempted credits (do not round numbers up or down)
o Example: 19 earned credits / 27 attempted credits = .7037 or 70.37%
o Example: 17 earned credits / 27 attempted credits = .6296 or 62.96%
o
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Monitoring and Evaluating Progress
In order to ensure SAP standards are being met, the Registrar’s Office will evaluate and monitor students' academic
achievement at the end of each term. If a student’s record is evaluated and determined to be unsatisfactory, the
student will be placed on Probation or Suspension. Students will be notified through their Augsburg email if they fail
to meet SAP standards and appropriate notation will be placed on the permanent transcript.
Probation
Students who do not meet cumulative standards (cumulative GPA or cumulative credit completion rate) will be placed
on Academic Probation/Financial Aid Warning. Notation of “Academic Probation” for the semester will be placed on
the permanent transcript. Students are required to complete and follow an Academic Plan of Assistance
(augsburg.edu/advising).
Students on Probation will have their registration limited to 16 credits. Students may appeal this restriction through a
petition to the Student Standing Committee.
At the end of the next attempted semester, students meeting cumulative standards (both cumulative GPA and
cumulative completion rate) will be removed from Academic Probation/Financial Aid Warning.
If cumulative standards are not met, the student’s term GPA and term completion rate will be evaluated. Students
earning a minimum of a 2.00 term GPA and 66.67% term completion rate in addition to completing all other Probation
requirements (augsburg.edu/advising/majors/probation-advising/) will continue on Academic Probation/Financial Aid
Warning. Notation of “Academic Probation” for the term will be placed on the permanent transcript. Students will
again be required to complete and follow an Academic Plan of Assistance
(augsburg.edu/advising/majors/probation-advising/). Students’ eligibility for financial aid may be impacted if they do
not follow through with SAP requirements.
Students on Probation who voluntarily withdraw from Augsburg may apply for readmission. At that time, the Student
Standing Committee will review their application for readmission.
If cumulative and term standards are not met, students will be Suspended.
For more information about Probation requirements, visit augsburg.edu/advising/majors/probation-advising/.
Suspension
Students on Probation who do not meet cumulative and term standards will be suspended from the university.
Notation of “Academic Suspension” will be placed on the permanent transcript. Students may appeal their Suspension
to the Student Standing Committee or designee. The Committee’s decision is final. Instructions for appeal are
included in the Letter of Suspension. Students who have been suspended may apply for readmission after one full
academic year (including fall, spring, and summer semesters). At that time, the Student Standing Committee will
review the application for readmission. Recommendations on how to be successful in the readmission process may be
outlined in the suspension letter.
Augsburg University reserves the right to intervene with students who earn less than a 2.00 term GPA and/or less
than 66.67% term completion rate in a semester but are otherwise meeting cumulative standards.
Academic Good Standing
Academic good standing at Augsburg University is defined as being academically eligible to enroll in courses. This
status is separate from the Satisfactory Academic Progress standards.
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Athletic Eligibility
In addition to having academic good standing as defined above, student athletes must meet the Satisfactory Academic
Progress standard of a 66.67% credit completion rate.
Professional Program Dismissal
Students may also be dismissed from professional programs, such as social work, education, and nursing. A student
may appeal a program's dismissal decision using the University's program dismissal appeals process. Appeals are
limited to procedural errors that the student can demonstrate negatively affected the outcome.
The student initiates the appeal process by submitting a copy of a statement of appeal to the Dean of Professional
Studies and Graduate Programs. The statement must provide evidence that there were procedural errors in the
program's dismissal process that negatively affected the outcome. The statement of appeal will be the only basis for
the student's appeal. The dean must receive the student's statement of appeal within 10 days of the date on the
department's written notification of dismissal (time limits will include only business days M-F).
A complete copy of the Program Dismissal Process is available from the Office of Academic Affairs (approved by the
Faculty, May 2002).
Dean’s List
The Dean’s List, compiled after each semester, recognizes undergraduate students for outstanding achievement
during the term. Students can qualify for the Dean’s List in two ways:
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Earning a semester GPA of 3.50 or higher based on 12 or more traditionally-graded credits
Earning a semester GPA of 3.75 or higher based on 6-11 traditionally-graded credits
Incomplete courses and other classes without final grades at the time the Dean’s List is compiled will not be
considered. The Dean’s List is published on Inside Augsburg and students can choose to submit announcements to
their hometown newspapers.
Enrollment/Degree Verification
Augsburg University has authorized the National Student Clearinghouse to act as its agent for verification of student
enrollment and degree status. Contact information is as follows:
National Student Clearinghouse
2300 Dulles Station Blvd, Suite 300
Herndon, VA 20171
Web: www.studentclearinghouse.org
Phone: 703-742-4200
Veterans Education Benefits
Augsburg University proudly supports military veterans, those who actively serve in the U.S. Armed Forces, and their
families. Our faculty and staff are committed to helping veterans and active military succeed in their academic and
professional endeavors.
Augsburg is approved by the state approving agency for VA education benefits. Veterans, eligible spouses and
dependents should consult with the VA School Certifying Officials in the Registrar’s Office and Student Financial
Services about completion of enrollment verification and the forwarding of other information to the Department of
Veterans Affairs.
An individual who qualifies for VA education benefits will be asked to provide a Certificate of Eligibility, Statement of
Benefits, or documentation from a vocational rehabilitation counselor to confirm eligibility for their benefit.
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For students who qualify for and are currently utilizing Chapter 31 or Chapter 33 VA education benefits, Augsburg will
not impose financial penalties or restrict access to registration or other campus services based solely on delayed
payments from the VA. Please note that students are responsible for expenses beyond those covered by their VA
education benefit; fees or other penalties may be assessed for failure to pay charges not covered by the VA. Students
should contact the VA School Certifying Official in the Registrar’s Office if they have questions about what expenses
are covered by their benefit.
Additional information about veterans’ education benefits can be found at va.gov.
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Augsburg Core Curriculum
Augsburg University is dedicated to educating students intellectually, physically, and spiritually. To live fully and act
effectively, humans must have a broad grasp of the world from which they have come, as well as the world in which
they live. Through providing courses in the humanities, fine arts, natural sciences, and social sciences, the core
curriculum introduces students to the breadth and complexity of human knowledge and our world.
“Search for Meaning” courses invite students to explore vocation, diversity, and pluralism through the study of
Judaism, Christianity, and Islam, and encourages students to consider their own religious, philosophical, and ethical
commitments in dialogue with other perspective. The Language courses introduce students to the skills and
sensibilities necessary to cross cultures and work across differences. Wellness courses offer students opportunities to
develop skills and habits of healthful living.
Students choose from more than 50 major areas of study to gain a depth of knowledge in a discipline and to prepare
for a career or further study. Thus, through a balance of curricular activities supported by full programs in student life
and religious life, an Augsburg University education strives to educate its students in a real world for the real world.
Undergraduate Student Learning Outcomes
The university’s mission statement offers a series of educational values:
Augsburg University educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible
leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in
its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by
the faith and values of the Lutheran Church, and shaped by its urban and global settings.
As part of this mission, Augsburg’s faculty have identified a set of outcomes for student learning
These areas reflect our shared commitment to offering a vibrant liberal arts education in tandem with career
preparation and vocational discovery. We expect students to achieve these outcomes cumulatively, through the
completion of the core curriculum, majors / minors, electives and co-curricular experiences.
As Informed Citizens, students are learning to …
● engage their communities and demonstrate a sense of agency to create change in ethical and informed ways
● explain diverse positions and collaborate effectively across social, cultural and geographic differences in local and
global contexts
As Thoughtful Stewards, students are learning to …
● critically engage their own beliefs and articulate their gifts and goals for meaningful life and work in a pluralistic
context
● identify the broad foundations for sustainable living and apply them in demonstrable ways
As Critical Thinkers, students are learning to …
● use appropriate methods to gather and analyze evidence, identify underlying assumptions, and evaluate
competing claims
● construct coherent, polished and persuasive arguments, narratives and explications in written, oral and other
formats
As Responsible Leaders, students are learning to …
● employ the fundamental principles of quantitative literacy to arrive at thoughtful judgments
● articulate and solve problems in creative, analytical, and integrative ways
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Overview of the Curriculum
The Augsburg Curriculum is comprised of three main components: core curriculum (or general education
requirements), major requirements, and electives. Some students may need to complete entry-level skill courses
before enrolling in college-level classes. The general education requirements include a liberal arts foundation,
signature courses and experiences, skills development, and a keystone.
Entry Level Placement Tests
Math, Writing, English (if applicable), and language placement for Language courses.
The Augsburg Core Curriculum
The Augsburg First Year
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Augsburg Seminar
Engaging Minneapolis
Many Voices Project
The Augsburg Signature Curriculum
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Religion, Vocation, and the Search for Meaning I and II
Augsburg Experience
Senior Keystone
The Liberal Arts Foundation
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Natural Sciences and Math
Social and Behavioral Sciences
Humanities
Fine Arts
Electives
Majors
Skills
The Augsburg Curriculum is designed to help students develop the skills necessary for successful careers and fulfilling
lives, including:
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Writing
Critical Thinking
Oral Communication
Information Literacy
Quantitative Literacy
Religious Literacy
Problem Solving
Intercultural Competence
Civic Agency and Engagement
Health and Wellness
Entry Level Placement Tests
Prior to their first registration, students will complete placement tests in:
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Mathematics
Writing
Language Placement
and, if applicable, English Language Learning
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First-year students entering Augsburg in the fall of 2013 or later must complete developmental and writing courses by
the end of their fourth term. Transfer students entering Augsburg in the fall of 2013 or later must complete all
required developmental and writing courses by the end of their third term. The developmental courses subject to this
policy are:
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ENL 101
ENL 111
ENL 217 / 218
MAT 090/ 105
Mathematics
For a strong start at Augsburg, students will take an entry-level exam to determine their math placement group
(MPG.) In some cases, students who have transferred a mathematics course taken at another college may have their
MPG determined by the Registrar’s Office. All other students must take the Augsburg Math Placement Test,
administered by Academic Advising. Students are required to take the Math Placement Test before registering for the
first term. Practice questions and other information are available on the Academic Advising website -- students are
encouraged to study for the exam. Students may retake the Math Placement Test once during their first term of
enrollment.
Based on the math placement test result, students will be enrolled in the appropriate courses or advised on
preparation for retaking the Math Placement Test. Students in Math Placement Group (MPG) 1 must take MAT 090:
Prealgebra to advance to MPG 2. Students in MPG 2 must take MAT 105 or MAT 106 to advance to MPG 3. Students in
MPG 3 must take MAT 114: Precalculus to advance to MPG 4, if planning to take calculus. No other MAT course
changes a student’s MPG. A grade of Pass or C- or higher is required to advance to the next math level.
Students are encouraged to advance their MPG as soon as possible. Students must achieve Math Placement Group
(MPG) 3 or higher to graduate. In addition, many courses require MPG 2, 3, or 4 as a prerequisite.
Writing
A writing sample is required of students to determine placement in an appropriate writing class. Students who
transfer an equivalent English composition course from another institution or Advanced Placement English Language
and Composition will be waived from the placement test. If we have official access to an ACT writing sample, we can
use that sample in place of the writing placement test. All other students must take the Writing Placement Test,
administered by Academic Advising.
Based on the writing sample, students are placed into the appropriate writing course. Students placed at Effective
take Effective Writing II (or Advanced Effective Writing or Honors Effective Writing). Students placed at Developmental
take Effective Writing I (ENL 101) before taking Effective Writing II. These students must pass Effective Writing I (ENL
101) with a grade of P, C-, or higher before enrolling in Effective Writing II (ENL 111/112/HON 111).
Modern Language Placement Test
Students with proficiency or experience in French, German, or Spanish complete a placement test. Students begin
their exploration of modern language at the level identified by the placement test. This online placement is
administered by Academic Advising. Placement for American Sign Language and Ojibwe is administered by faculty
representing those specific languages. Students speaking other languages can take a test through Language Testing
International and receive credit for the test by ordering a transcript of a score to be sent to Augsburg.
English Language Learners Assessment
Students whose primary language is other than English will complete a placement to determine preparedness for
classes taught in English and may need to complete an English Language Learning course(s). This placement is
administered by Academic Advising.
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Core Skills Requirements
Effective Writing
Students must pass ENL 111 - Effective Writing II with a grade of C-, P, or higher, or transfer in an equivalent course.
Attendance on the first day of class is required.
Language
For students who have not previously studied a second language, completion of a two-course sequence in the same
language with a minimum grade of C- or P in both courses is required. For a language previously studied, placement
into the 211 level or successful completion (minimum grade of C- or P) of 112 satisfies the graduation requirement.
Placement into French, German, and Spanish courses is based on assessment results from an online Brigham Young
University evaluation tool. Students proficient in other languages may seek a placement evaluation through faculty
fluent in the specified language at Augsburg or other ACTC schools. Details are available from Academic Advising.
Availability of assessment in all languages is not guaranteed.
Assessment is used for placement only and does not result in credit. Students may audit, but will not receive credit for
any course taken below their placement level. The Department of Languages and Cross-Cultural Studies may review
and sometimes override assessment results as deemed appropriate.
Language courses accepted in transfer may be applicable to this skills area for partial or full completion of the
requirement.
Students who have demonstrated competence in American Sign Language by passing an approved course sequence
will have fulfilled the Language Core Skill.
Students whose first language is not English and whose score is below the minimum on the English Language Learners
(ELL) placement test must fulfill the ELL requirement. The requirement is satisfied by successfully completing the ELL
course(s) and achieving a score above the minimum on the ELL placement exam. Students who complete the ELL
requirement will receive credit for the Language Core Skill requirement. Contact Academic Advising or the English
Department for additional information.
Health and Wellness
Two health and wellness courses are required for students admitted into the Day Program. WEL100 - Foundations of
Wellness is required of all Day students. The second course may be chosen from a variety of different Recreational
Wellness courses. Both courses must be completed with a P or LP. Students may test out of the Recreational Wellness
course by demonstrating proficiency from a selected Recreational Wellness activity. Proficiency exams are offered
through the Health and Physical Education Department each semester. There is a fee to take the Recreational
Wellness Activity Proficiency Test. Intercollegiate athletes and Health and Physical Education majors may not test out
of this requirement.
The Augsburg Core Curriculum
The Augsburg Core Curriculum is designed to prepare students to become effective, informed, and ethical citizens
through their engagement in a curriculum that:
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Provides a liberal arts foundation and promotes the acquisition of intellectual and professional skills
Calls for common inquiry into questions of faith and the search for meaning
Cultivates the transformative discovery of, and appreciation for, the student’s place of leadership and service in a
diverse world
The curriculum has three major components:
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Liberal Arts Foundation
Signature Curriculum
Skills Development
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The Augsburg First Year
To smooth the transition to higher education and their new community, first-year weekday program students are
required to take courses containing the following components:
Augsburg Seminar and Engaging Minneapolis
The Engaging Minneapolis requirement builds on Augsburg’s national leadership in experiential education as well as
its commitment to its urban location. Embedded in the first-year Augsburg Seminar experience, Engaging
Minneapolis introduces students to the city as a resource for intentional learning, typically through civic engagement,
cultural engagement, and/or service-learning.
Many Voices Project
Embedded in ENL 111, 112, and HON 111 (see Core Skills requirements), the Many Voices Project engages first-year
students in discussion of a common text addressing themes of cultural diversity and global awareness. Emphasizing
ways in which written communication can promote understanding and productive engagement among different
cultures and points of view, the Many Voices Project is intended to teach skills and methods that promote successful
communication among diverse writers and readers.
The Augsburg Signature Curriculum
Religion, Vocation, and the Search for Meaning
Guided by the faith and values of the Lutheran Church, the Search for Meaning courses encourage inquiry, welcome
diversity, wrestle with life’s complexities, and engage the world. Two required courses (RLN 100 plus a Search for
Meaning II course) highlight Augsburg’s commitment to developing religious literacy and nurturing students to think
critically about the concept of vocation.
Students from all religious traditions and humanist worldviews will find a generous spirit of hospitality in these
courses. Whether you are Jewish or atheist, Buddhist or seeker, Catholic or Muslim, Baptist, Lutheran, uncertain,
disinterested, or someone who is “spiritual but not religious,” these courses promote respect and understanding
across faith traditions. All religion courses engage with the concept of vocation and an understanding that we are
called to live and serve as neighbors. RLN 100 explores the idea that vocation is a model and lens for viewing the
connections between our basic beliefs and the commitments and actions we make in life.
The Liberal Arts Foundation
The Liberal Arts Foundation courses introduce students to knowledge and modes of inquiry across a wide range of
disciplines and subjects. The course offerings in the liberal arts provide the opportunity for students to acquire a
broad and solid foundation for their specialized study and professional preparation.
Students choose two approved LAF courses from two different departments in each domain: Natural Sciences and
Mathematics, Social and Behavioral Sciences, Humanities, and Fine Arts.
The official list of approved LAF courses is found on the Registrar’s Office webpage.
Natural Sciences and Mathematics
Two approved courses from two different departments: Biology, Chemistry, Environmental Science, Mathematics,
Physics. One must be a lab science course.
Social and Behavioral Sciences
Two approved courses from two different departments: Anthropology, Economics, Environmental Studies, Political
Science, Psychology, Sociology.
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Humanities
Two approved courses from two different departments/programs: American Indian Studies, Communication Studies,
English, History, Philosophy, Religion, Languages and Cross-Cultural Studies (literature and culture courses), and
Gender, Sexuality, and Women’s Studies.
Note: The signature Search for Meaning (RLN 100, 200, and 300) courses do not count as humanities Liberal Arts
Foundation requirements. If a student opts to take another approved RLN course to fulfill the Search for Meaning II
requirement, that course may not count toward a Humanities LAF.
Fine Arts
Two approved courses or approved activities from two different departments: Art, Film, Music, Theater.
One fine arts LAF requirement can be met by participating in one of the following:
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Four semesters in any combination of the major choral ensembles listed (MUE 111, 112, 114, 115)
Four semesters of orchestra (MUE 121)
Four semesters of concert band (MUE 141)
Senior Keystone
The Senior Keystone course provides a final opportunity for exploring the central themes of an Augsburg
education—vocation and the search for meaning in a diverse and challenging world. In this course, students reflect on
the meaning of their educational experiences and consider issues of transition as they prepare for their lives after
Augsburg. Many Keystone courses also meet major requirements.
The Senior Keystone course in each department connects the broad liberal arts foundation with the professional skills
and in-depth study of the major. It asks graduating students to think critically, reflectively, and ethically about their
place in the world as leaders and servants.
Electives
A student must complete a minimum of 128 semester credits in order to graduate. If the Core Curriculum and Major
requirements do not reach 128 semester credits, the student may take electives for credit in any subject area to reach
the minimum credit requirement.
Majors
For major requirements, see the appropriate departmental page(s) of this catalog or consult the department chair.
Graduation Skills
An Augsburg education aims to develop certain key skills during the years in college. Critical thinking, quantitative
reasoning, speaking, writing and information literacy are deliberate components of certain courses. Graduation skill
requirements typically are embedded in required courses in the major. Some departments, however, designate
courses outside the major or elective courses in the major that fulfill these requirements.
The Quantitative Reasoning (QR) skill incorporates both foundational mathematical skills and the application of those
skills. MPG 3 (Math Placement Group 3) is a prerequisite for all quantitative reasoning courses. See the appropriate
departmental page(s) in this catalog or consult the department chair for more information.
Core Curriculum Modifications
Some majors that result in a Bachelor of Science degree give students the ability to modify their Core Curriculum
requirements. For majors that allow both options, please note that students must choose either the Liberal Arts
Foundation waiver or the Language waiver. The two waiver options cannot be combined for a student.
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Bachelor of Science/Liberal Arts Foundation (LAF) Waiver
Students who elect the Bachelor of Science/LAF Waiver must complete at least six of the eight LAF requirements,
provided at least one course is taken in each of the four domains. (e.g., two Natural Science and Mathematics courses,
two Social and Behavioral Science courses, one Fine Arts course, and one Humanities course) The following majors are
approved for the Bachelor of Science/LAF Waiver:
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Actuarial Science (St. Thomas)
Biochemistry
Biology
Biopsychology
Chemistry
Computer Science
Data Science
Elementary Education
Exercise Science
Health Education (teaching licensure only)
Mathematical Economics
Mathematics
Music Therapy
Nursing
Physical Education (teaching licensure only)
Physics
Bachelor of Science/Language Waiver
Students who elect the Bachelor of Science/Modern Language Waiver are not required to complete modern language
courses as part of their degree. The following majors are approved for the Bachelor of Science/Modern Language
Waiver:
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Actuarial Science (St. Thomas)
Biochemistry
Biology
Biopsychology
Chemistry
Computer Science
Data Science
Mathematical Economics
Mathematics
Music Therapy
Nursing
Physics
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Majors and Minors
Majors, or concentrations of study, may be within one department, within one division, or may cross academic
disciplines.
Students are required to declare a major upon completion of 48 semester credits, and earlier in some disciplines. Details
of majors and minors are in the departmental pages of this catalog. Unless otherwise indicated, majors are part of the
Bachelor of Arts degree. Students are not required to complete a minor for graduation. Minors completed after a
bachelor’s degree is awarded are noted on the transcript.
Below is a complete list of majors, minors, and emphases. Listings that are in bold type are offered through both the Day
Program and the Adult Undergraduate (AU) program. Students are encouraged to discuss scheduling rotation of major
courses with their faculty mentors.
Majors and Areas of Emphasis
Accounting
American Indian, First Nations, and Indigenous Studies
Art Education
Art History
Biochemistry (BS)
Biology (BS)
Biopsychology (BS)
Business Administration
Economics/Business Administration
Music Business
Chemistry (BA or BS)
Communication Arts/Literature
Communication Studies
Computer Science (BA or BS)
Critical Race and Ethnicity Studies
Cross-Cultural Studies
Data Science (BS)
Economics
Applied Economics
Economics
Economics/Business Administration
Economics/Political Science
Mathematical Economics (BS)
Education
Elementary Education (BA or BS)
Kindergarten-Elementary (BA or BS- licensure)
English as a Second Language
Special Education: Academic Behavioral
Strategist
English
Environmental Studies
Exercise Science (BA or BS)
Film
Finance
Gender, Sexuality, and Women’s Studies
Graphic Design
Health Education (BA or BS)
History
Interdisciplinary Studies
International Business
International Relations
Management
Management Information Systems
Marketing
Mathematics (BA or BS)
Music
Music (BA)
Music Education (BM)
Music Education (Community-Based,
non-licensure track) (BM)
Music Performance (BM)
Music Therapy (BS)
New Media
Nursing (BSN - offered through AU only)
Philosophy
Physical Education (BA or BS)
Physics (BA or BS)
Political Science
Political Science
Political Science/Economics (teacher licensure)
Pre-Law
Public Policy/Political Change
Psychology
Religion
Social Work (BS)
Sociology
Spanish
Student-Designed Major
Studio Art
Theater
Theology and Public Leadership
Urban Studies
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Minors
Accounting
American Indian, First Nations, and Indigenous Studies
Art
Architecture
Art History
Graphic Design
Studio Art
Biology
Business Administration
Business Minor for Science Majors
Entrepreneurial Studies
Chemistry
Communication Studies
Computer Science
Critical Race and Ethnicity Studies
Culture and Social Justice
Data Science
Economics
English
Creative Writing
Professional Writing
Environmental Studies
Exercise Science
Film
Gender, Sexuality, and Women’s Studies
Global Women’s and Gender Studies
Sexuality Studies
Health Education
History
International Business
International Relations
Languages and Cross-Cultural Studies
French
German
Spanish
Leadership Studies
Management Information Systems
Business Analytics
Marketing
Mathematics
Statistics
Medieval Studies
Music
Creativity
Music
Music Business
Music Production
New Media
Peace and Global Studies
Philosophy
Physical Education
Physics
Political Science
Pre-Law
Public Policy and Political Change
Psychology
Religion
Social Welfare
Sociology
Special Education
Theater
Musical Theater
Urban Studies
Youth Studies
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Student-Designed Major
Students may design their own major with the assistance and approval of three advisors from relevant fields and
subsequent final approval by the Augsburg University Academic Affairs Committee (AAC). A student-designed major
allows flexibility in selecting major courses. Any student wishing to design a major must complete a proposal, submit it
with approval and supporting letters from three faculty advisors, and obtain AAC approval of the program. Students
should seek AAC approval as early as possible so that any changes suggested by AAC may be incorporated into the design
without affecting the student’s proposed completion date. The deadline for initial submission of the program design to
AAC is the first term in which the student has achieved junior status; the final version must be approved the term before
the student achieves senior status.
Students wishing to design majors must:
1. Develop the student-designed major in concert with three faculty advisors from relevant fields, who together
constitute the Review Team. All advisors must sign the proposal cover sheet and submit supporting letters of
approval to AAC. Supporting letters should assess both the student’s ability to complete the proposed major and the
validity and value of the proposed major, including (in at least one of the letters) the proposed capstone course. The
advisors’ signatures and supporting letters represent their approval of the program, including the capstone course,
and their commitment to oversee the student’s progress.
2. Develop a student-designed major program proposal that includes:
● A statement of learning goals and objectives
● A list of proposed courses (minimum of 36 semester credits, no more than one of which is a lower-level language
course, and at least five of which are upper division) and a discussion of how the courses are related to the
program goals. Indicate how the proposed courses collectively support a specialized and cohesive plan usually
associated with an academic major. Proposals must include research describing comparable programs of study at
a minimum of three other academic institutions. In addition, students should consult with the Clair & Gladys
Strommen Center for Meaningful Work for additional information regarding career objectives. The proposal
should provide information showing how the Augsburg Core Curriculum requirements (including graduation
skills) are to be fulfilled.
● A description of the student-designed major capstone to be taken some time during the senior year. The student
should devise the capstone in consultation with advisors. It should require an integrative project/paper that
draws together the coursework up to that point and/or prepares one for further study. In addition, at least one
of the advisors must specifically address the rationale for the proposed capstone in his or her supporting letter,
though approval of the student-designed major program by all advisors presumes their approval of the capstone
course.
● Submit the completed proposal and supporting documentation to the Office of Academic Affairs.
If AAC approves the proposed major program, the student will be expected to complete the program designed and still
meet all of the other Augsburg degree requirements as stated in the university catalog.
Students who design their own majors will meet with their advisors regularly throughout the design and subsequent
evaluation of their program. Changes in the approved student-designed major may be made through the normal petition
process to the Student Standing Committee with advisor approval.
ACTC Majors
Full-time Day students may complete other majors through the Associated Colleges of the Twin Cities (ACTC). Students
who wish to complete a major or minor offered at one of the other ACTC colleges must submit a completed ACTC Major
or Minor Declaration Form to the Registrar’s Office. This form must list all ACTC courses required and be signed by the
ACTC school advisor. Some majors may not be available or may have a competitive application process with acceptance
determined by the major department.
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Students choosing an ACTC major will need to work with an advisor at the other campus to plan course schedules so that
the student is making progress towards the degree. Students should know that registration for ACTC courses can be
limited and are advised to submit registration materials at the earliest possible time.
Pre-Professional Programs
Students who plan to enter the fields of law, medicine, dentistry, ministry, veterinary science, or pharmacy can profit
from a liberal arts education at Augsburg.
It is recommended that requirements for admission to graduate schools or seminaries be reviewed and the course of
study at Augsburg planned accordingly. A faculty mentor is available in each field to assist students in their planning. In
addition, the Undergraduate Research and Graduate Opportunities (URGO) office includes a Health Science Advisor who
works directly with students pursuing health care fields. Students who want to plan a pre-professional program should
contact Academic Advising prior to or early in their first year to arrange for faculty advising.
List of Pre-Professional Programs
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Pre-Health Science
o See Biology Departmental page
Pre-Law
o Students considering a career in law should examine the handbook published by the Association of American
Law Schools. Pre-law students major in disciplines of their own choosing; most law school entrance
requirements will be satisfied with a record of solid achievement coupled with an acceptable Law School
Admission Test (LSAT) score.
Pre-Pharmacy
o Augsburg has a program designed to fulfill minimum requirements of the College of Pharmacy at the
University of Minnesota: BIO 151, 353, 476; CHM 115, 116, 351, 352; COM 111 or 115; ECO 112 or 113; ENL
111, 220; MAT 145; PHY 121, 122; and two courses in behavioral sciences such as PSY 105 and SOC 121.
Requirements at other universities may vary.
Pre-Seminary
o A student may enter a theological seminary with any of several different majors, such as history, philosophy,
English, psychology, sociology, or religion. Recommended preparation includes RLN 100, 200; at least two
semesters of history (Western civilization); one or more courses in the history of philosophy; and Greek in
the junior and/or senior year. The Bernhard Christensen Center for Vocation provides resources and support,
including scholarship opportunities, for students considering seminary.
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Academic Organization and Departments
As a liberal arts institution, Augsburg University believes that knowledge and truth are interrelated and are integrated
into a whole. The tradition of the academic world, however, divides this unified truth into more manageable parts: the
academic disciplines. The knowledge of individual disciplines is subdivided into courses that make it more accessible to
students. These courses can be arranged in various ways to construct majors, to create the substance of a broad general
education, and to give students the opportunity to study areas of particular individual interest.
Degrees Offered
Augsburg offers the following undergraduate degrees:
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Bachelor of Arts
Bachelor of Music
Bachelor of Science
Faculty
The heart of any educational institution is its faculty. Augsburg University is particularly proud of the excellence and
commitment of its professors. Most faculty hold a doctorate or the highest degree in their field, and all consider teaching
to be the focus of their activity. Faculty are also involved in a variety of professional and research activities that support
their teaching. They are actively involved in an exciting faculty development program that introduces them to current
thought in many fields, but especially in teaching techniques and theories.
Augsburg’s size and small classes encourage its tradition of close involvement between professors and students. Faculty
act as academic advisors and participate regularly in campus activities. Every incoming student is assigned both a faculty
and staff academic advisor. In this close interaction, faculty act as mentors for students, and the staff advisor primarily
guides course planning.
Course Descriptions
Course descriptions offer a brief summary of the subject matter to aid students in planning a program. Course
descriptions can be found at our Course Description Search. A syllabus containing a more detailed explanation of
content, approach, requirements, and evaluations for a particular course can be obtained from the instructor.
Internships and Independent Studies
Every department offers opportunities for internships and independent study. The course description and process for
registering for credit is normally the same for each department. Some departments have additional requirements that
are noted in the course description. Interdisciplinary internships are also available.
Internships
198 – Internship/On-campus
199 - Internship/Off-campus (4 credits)
A work or service-based learning experience typically at the sophomore level in which a student, faculty member, and
site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities
inherent in the placement. Prior to the beginning of the term/registration, interested students must consult with the
departmental internship coordinator or a faculty member and the Strommen Center regarding requirements and
permission to register.
396 - Internship/On-campus (4 credits)
397 - Internship/Off-campus (2 credits)
398 - Internship/On-campus (2 credits)
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399 - Internship/Off-campus (4 credits)
A work or service-based learning experience at the junior/senior level in which a student, faculty member, and site
supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities
inherent in the placement. For some majors, participation in a concurrent seminar may be expected. Prior to the
beginning of the term/registration, interested students must consult with the departmental internship coordinator or a
faculty member and the Strommen Center regarding requirements and permission to register. (Off-campus 397/399
internships are one option for the Augsburg Experience graduation requirement.)
Directed and Independent Studies
299 - Directed Study
An opportunity to study topics not covered in the scheduled offerings under the direction of an instructor. Approval must
be secured in writing from the instructor and the department chairperson before the term in which the study is
undertaken.
499 - Independent Study/Research
An opportunity for advanced and specialized research projects. Approval must be secured in writing from the instructor
and the department chairperson before the term in which the study is undertaken.
Academic Year
All Augsburg programs follow the semester calendar with fall, spring, and summer semester lengths ranging from 14-16
weeks.
In Augsburg’s Day Program full-time students normally take 16 credits per semester. Day Program students are able to
take courses from the other four Associated Colleges of the Twin Cities during fall or spring semester.
Adult Undergraduate (AU) schedule classes typically meet in the evenings on the same night of the week Monday
through Thursday. Each program of study has a slightly different format for how often they meet. Classes may meet
asynchronously, in-person, or online synchronously through Zoom and may include independent work in between class
meetings. Students are eligible to take up to 19 credits per semester.
Courses and majors offered through AU are equivalent to their Day Program counterparts. However, the curriculum is
limited to selected liberal arts courses and majors.
Course Offerings
In general, most courses are offered at least once per year unless otherwise indicated. Since some courses are offered
alternate years, it is important that the student review major requirements and course offerings with an advisor to
ensure that all requirements can be met.
Note: Not all courses are offered in all programs. Refer to AugNet Records and Registration for information on when
specific courses are offered.
Credit Hour Definition
Augsburg’s credit hour policy follows the federal guidelines in defining a semester credit hour as one fifty-minute period
of instruction and 100 minutes of out-of-class work per week for fifteen weeks, or the equivalent amount of student
work completed over a different time frame or via a different delivery method.
Numbering
Courses numbered 100 -299 are classified as lower division. Courses numbered 300 and above are classified as upper
division. In general, courses in the 100s are primarily for first-years, 200s for sophomores, 300s for juniors, and 400s for
seniors.
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Prerequisites
Courses that must be taken before enrolling in a higher level course are listed in the online Course Description Search as
prerequisites. While it is not recommended, a student may enroll in a course when a prerequisite has not been fulfilled if
there is prior approval by the professor teaching the course. Effective Writing II (ENL111) and math placement
prerequisites cannot be waived by the instructor. Students may be dropped from a course they have registered for if they
do not earn a satisfactory grade in the prerequisite for that course in the preceding semester.
Divisions and Departments
The university curriculum is offered by academic departments that are grouped into three divisions for administrative
and instructional purposes:
Fine Arts and Humanities
Natural and Social Sciences
Professional Studies
American Indian, First Nations, and
Indigenous Studies
Biology
Business Administration
Art and Design
Chemistry
Education
Communication Studies, Film, and
New Media
Clinical Psychology
Health, Physical Education, and
Exercise Science
Critical Race and Ethnicity Studies
Economics
Nursing
English
Mathematics, Statistics, and
Computer Science
Gender, Sexuality, and Women’s
Studies
Physics
History
Political Science
Languages and Cross-Cultural
Studies
Psychology
Music
Sociology
Social Work
Religion and Philosophy
Theater
Full explanation of departments and academic programs including major/minor requirements, graduation skills, and
other academic information is provided in the following pages, alphabetically by department.
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American Indian, First Nations, and Indigenous Studies
American Indian, First Nations and Indigenous Studies is a major that gives students the opportunity to learn about the
original, indigenous cultures of North America. Students will be provided with a multidisciplinary understanding of the
history and present situation of American Indians. The program emphasizes the interrelations among history, culture,
language, literature, the arts, philosophy, religion, political and social forces, and the legal status and sovereignty of
American Indians. This course of study exposes students to the richness and beauty of North American Indigenous
cultures.
Faculty
Eric Buffalohead (Chair), Elise Marubbio, , Vinodh Kutty, Jennifer Simon
Degree and Major Requirements
American Indian, First Nations, and Indigenous Studies Major
Ten courses, including:
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AIS 105 - Introduction to American Indian Studies
AIS 202 - Storytelling, Dance, and Art: Indigenous Expression
AIS 205 - Contemporary American Indian Issues
AIS 304 - Engaging Native Communities
AIS 380 - Decolonizing Practices: Reading, Writing, Research
AIS 405 - Indigenous Activism and Resistance in the Americas
Four elective courses, of which at least two must be upper division, chosen from the following:
o AIS 193 - Topics Workshop: Well-Being and Success in the University
o AIS 208 - Native American/First Nations Women and Film
o AIS 264 - American Indians in the Cinema
o AIS 295 - Topics
o AIS 299 - Directed Study
o AIS 302 - Indigenous Expressive Forms
o AIS 305 - Indigenous Issues of the Americas
o AIS 364 - Indigenous Filmmakers
o AIS 393 - Topics Workshop: Well-Being and Success After University
o AIS 396 - Internship
o AIS 397 - Internship
o AIS 398 - Internship
o AIS 399 - Internship
o AIS 495 - Topics
o AIS 498 - Independent Study/Research
o AIS 499 - Independent Study
o ART 290 - Native American Art
o DAK 111 - Beginning Dakota I
o DAK 112 - Beginning Dakota II
o HIS 236 - American Indian History
o OJB 111 - Beginning Ojibwe I
o OJB 112 - Beginning Ojibwe II
o RLN 370 - American Indian Spirituality and Philosophical Thought
*AIS Majors complete the Keystone requirement by taking AIS 405.
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Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by DST 164, MAT 111,
MAT 145, MAT 146, MAT 163, or PHI 230. Transfer students must consult an advisor about potential adjustments to their
course requirements to fulfill each of these skills.
American Indian, First Nations, and Indigenous Studies Minor
Five courses including AIS 105. At least two courses must be upper division.
For a complete list of courses and descriptions, see the Course Description Search.
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Art and Design
Art is essential. It teaches us to see, claim beauty, make sense of pain, explore the world, and express ourselves.
At Augsburg University, inspiration and creativity flourish with diversity. A solid foundation of drawing, design, and
history is balanced with the development of technical skills, critical thinking, and creative exploration in a range of
media, including graphic design, drawing, painting, printmaking, ceramics, sculpture, photography, hand papermaking,
book arts, art history, architecture, and digital media. Through experiential learning and critical engagement, we foster
understanding of and respect for the crucial contributions of art to society. We are a small campus in the heart of a major
metropolitan area with an innovative faculty. Our classrooms extend into the city creating opportunities for community
engagement and real-life experiences.
On-campus galleries showcase student and professional artwork. Nearby museums, galleries, studio visits, and guest
artists provide art in real time. Service learning, internships, and study abroad are integral to our program.
We reach nearly 1,000 students a year from all disciplines, and graduate 18-20 majors annually with Bachelor of Arts
degrees in art history, graphic design, studio art, and art education. Minors in studio art, art history, graphic design, and
architecture provide additional opportunities for specialization.
For more than half a century, students have been earning degrees in art and art history at Augsburg University. We’re
excited to be here in the center of the city. You will be, too.
Art and Design Faculty and Staff
Kristin M. Anderson, Dahn Gim, Christopher Houltberg, Daniel Ibarra, Robert K. Tom, Lyz Wendland
Jenny Wheatley: Gallery Director
Degree and Major Requirements
Note: All studio courses require 3-6 work hours per week outside of class sessions. Most studio courses have student
supply kit fees.
Graduation Skills
The Critical Thinking (CT), Writing (W) and Speaking (S) graduation skills are embedded throughout the offered courses
and are met by completing the majors.
Quantitative Reasoning (QR) requirement is met by completing one of the following courses:
MAT 111, MAT 145, MAT 146, MAT 163, PHI 230, or PHY 119.
Studio Art Major
Majors should begin their programs with the required studio arts foundations and Art 240 Art History Survey:
● ART 102 - Visual Literacy
● ART 107 - Drawing
● ART 109 - Pixels and Vectors
● ART 240 - Art History Survey
● One course in two-dimensional art chosen from the following
o ART 118 - Painting I
o ART 201 - Introduction to Graphic Design
o ART 220 - Screen Printing I
o ART 223 - Print Making I
o ART 257 - Watercolor Painting I
● One course in three-dimensional art chosen from the following
o ART 221 - Sculpture I
o ART 250 - Ceramics I
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o ART 280 - Hand Papermaking and Book Arts I
Twenty-two credits of electives numbered 300 or above, chosen from Studio Arts courses not applying toward
another major requirement
Two additional upper division art history courses
o ART 349 - The Designed Environment
o ART 352 - Women and Art
o ART 382 - Scandinavian Arts
o ART 385 - Prehistoric and Ancient Art
o ART 386 - Medieval Art
o ART 387 - Renaissance and Baroque Art
o ART 388 - Modern Art
o ART 389 - American Art
o ART 390 - Native American Art
ART 305 - Mid-Program Portfolio Review (only offered in Spring semester)
ART 405 - Senior Exhibition/Project and Review (only offered in Fall semester)
Studio majors must participate in a group exhibition and review in their junior year, followed by a solo or two-person
show or group exhibition with a faculty review in their senior year, and the annual senior group exhibition.
Art Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that differ slightly in emphasis from the Augsburg
major requirements. The state requirements may also be subject to change after publication of this catalog. Students
therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure
requirements.
Majors should begin their programs with the required studio arts foundations and Art 240 Art History Survey:
● ART 102 - Visual Literacy
● ART 107 - Drawing
● ART 240 - Art History Survey
● One course in painting from:
o ART 118 - Painting I
o ART 257 - Watercolor Painting I
● One course in three-dimensional art from:
o ART 221 - Sculpture I
o ART 250 - Ceramics I
● One course in graphic arts from:
o ART 132 - Photography I
o ART 220 - Screen Printing I
o ART 223 - Print Making I
● One course in fibers: ART 280 - Hand Papermaking and Book Arts I
● One course in computer design from:
o ART 201 - Introduction to Graphic Design
o ART 202 - Typography
● Two second-level courses in two different disciplines
● Two additional upper division art history courses from:
o ART 349 - The Designed Environment
o ART 352 - Women and Art
o ART 382 - Scandinavian Arts
o ART 385 - Prehistoric and Ancient Art
o ART 386 - Medieval Art
o ART 387 - Renaissance and Baroque Art
o ART 388 - Modern Art
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o ART 389 - American Art
o ART 390 - Native American Art
ART 305 - Mid-Program Portfolio Review (only offered in Spring semester)
ART 405 - Senior Exhibition/Project and Review (only offered in Fall semester)
Studio majors must participate in a group exhibition and portfolio review in their junior year, followed by public
presentation of their senior project with a faculty review in their senior year, and the annual senior group exhibition in
the spring semester.
Graphic Design Major
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All of the following core courses:
o ART 102 - Visual Literacy
o ART 109 - Pixels and Vectors
o ART 133 - Introduction to Digital Photography
o ART 201 - Introduction to Graphic Design
o ART 202 - Typography
o ART 315 - Graphic Systems
o ART 324 - Design Studio I
o ART 326 - Design Studio II
o ART 424 - Advanced Design Studio III
One of the following courses in drawing:
o ART 107 - Drawing
o ART 105 - Introduction to Architectural Drawing
One of the following courses in three-dimensional art form:
o ART 210 - Drawing for Design in Architecture
o ART 221 - Sculpture I
o ART 250 - Ceramics I
o ART 280 - Hand Papermaking and Book Arts I
One of the following courses in art history:
o ART 349 - The Designed Environment
o ART 352 - Women and Art
o ART 382 - Scandinavian Arts
o ART 385 - Prehistoric and Ancient Art
o ART 386 - Medieval Art
o ART 387 - Renaissance and Baroque Art
o ART 388 - Modern Art
o ART 389 - American Art
o ART 390 - Native American Art
Ten elective credits numbered 300 or above, chosen from any ART courses not applying toward another major
requirement
ART 305 - Mid-Program Portfolio Review (only offered in Spring semester)
ART 405 - Senior Exhibition/Project and Review (only offered in Fall semester)
Graphic Design majors must participate in a group exhibition and review in their junior year, followed by creating and
curating a research-based exhibition with faculty review in their senior year.
Art History Major
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Eight art history or architectural history courses including:
o ART 240 - Art History Survey
o ART 388 - Modern Art
o Six other art history or architectural history courses
Two studio courses:
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o ART 102 - Visual Literacy or ART 107 - Drawing
o ART 118 - Painting I or ART 221 - Sculpture I
ART 305 - Mid-Program Portfolio Review (only offered in Spring semester)
ART 405 - Senior Exhibition/Project and Review (only offered in Fall semester)
Art History majors must participate in a group exhibition and review in their junior year, followed by creating and
curating a research-based exhibition with faculty review in their senior year.
Double Major
Students planning a double major in studio art and art history or a major/minor combination should meet with a
department advisor to plan appropriately.
Departmental Honors
GPA of 3.50 in the major and overall, portfolio of artwork (studio majors) or research (art history majors) reflecting the
highest quality work, and Department of Art & Design-approved special projects and/or research. Application should be
made to the department chair before the last term of the senior year.
Architecture Minor
Five courses including:
● ART 105 - Introduction to Architectural Drawing
● ART 210 - Drawing for Design in Architecture
● ART 243 - History of Architecture to 1750
● ART 244 - History of Architecture after 1750
● ART 249/349 - The Designed Environment
Art History Minor
Five art history courses including ART 240 - Art History Survey.
Graphic Design Minor
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ART 107 - Drawing or ART 122 - Plein Air Sketching I
ART 102 - Visual Literacy
ART 109 - Pixels and Vectors
ART 201 - Introduction to Graphic Design
ART 202 - Typography
ART 315 - Graphic Systems
ART 324 - Design Studio I
Studio Art Minor
Five courses including:
● ART 102 - Visual Literacy
● ART 107 - Drawing
● ART 240 - Art History Survey
● Two additional studio art courses
For a complete list of courses and descriptions, see the Course Description Search.
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Biochemistry
Biochemistry is the study of chemical processes within and relating to living systems. This includes information flow
through biochemical signaling, and energy flow through metabolism. Biochemical processes give rise to the rich
complexity and variety of life.
Biochemistry serves as a vital bridge between macroscopic and molecular worlds, encompassing the broad study of
chemical processes within and relating to living systems. The mechanisms that sustain life are rich and complex, and
biochemists are trained to appreciate those mechanisms on a uniquely fundamental level.
Augsburg’s core curriculum in biochemistry encourages students to build their understanding of key fields within the
biological sciences—including anatomy, physiology, cell biology, genetics, and medicinal chemistry—using the underlying
molecular interactions as a solid foundation for their mastery. The breadth and depth of this approach serves as a robust
platform for a vast array of careers for aspiring health professionals, researchers, and industry technicians.
The Biochemistry major is a joint major between the Biology and Chemistry Departments. As such, students have the
support of a large pool of faculty mentors while completing their studies, as well as dedicated members of both
departments who focus specifically on biochemistry for their academic vocation.
Biochemistry Faculty
Matthew Beckman (Chair, Biology), Jennifer Bankers-Fulbright, William Capman, David Crowe , Teresa Krause, Emily
Schilling, Jason Tan, Leon Van Eck, Amanda Case, Michael Wentzel (Chair, Chemistry).
Degree and Major Requirements
Bachelor of Science in Biochemistry
Students majoring in Biochemistry may not simultaneously major in Chemistry, due to the significant overlap in courses.
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BIO 151 and 151L - Introductory Biology
BIO 354and 354L - Cell Biology
BIO/CHM 369 and 369L – Biochemistry
BIO/CHM 370 - Biochemistry II
CHM 115 and 115L - General Chemistry I and Lab
CHM 116 and 116L - General Chemistry II and Lab
CHM 251 and 251L - Organic Chemistry I
CHM 252 and 252L - Organic Chemistry II
CHM 280 and 280L - Quantitative Analytical Chemistry
CHM 362 - Physical Chemistry: Macroscopic Theory
PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics II
MAT 145 and 145L - Calculus I
One of MAT 146 or MAT 255
o MAT 146 and 146L - Calculus II
o MAT 255- Multivariable Calculus
Two semesters of CHM 491 - Chemistry Seminar
Minimum 8 additional credits from:
o BIO 355and 355L- Genetics
o BIO 361 and 361L - Plant Biology
o BIO 471 and 471L - Advanced Cellular and Molecular Biology
o BIO 473 and 473L - Physiology of Humans and Other Animals
o BIO 474 and 474L - Developmental Biology
o BIO 475 and 475L - Neurobiology
o BIO 476 and 476L - Microbiology
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o BIO 486 - Immunology
o CHM 368 - Physical Chemistry: Microscopic Theory
o CHM 464 - Advanced Organic Chemistry
o CHM 481 - Instrumental Analysis
o CHM 482 - Advanced Inorganic Chemistry
o PHY 317 - Biophysics
o BIO 488 / CHM 488 (2 credits) - Special Topics in Biochemistry (maximum of 4 credits toward the major)
o BIO 489 / CHM 489 (4 credits) - Special Topics in Biochemistry
o BIO 499 / CHM 499 - Independent Study (maximum 4 credits)
Four credits from:
o CHM 430 - Advanced Thermodynamic and Separation Lab
o CHM 440 - Advanced Synthesis Lab
o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
One Keystone course chosen from:
o BIO 490 - Biology Keystone
o SCI 490 - Integrated Science
o HON 490 - Honors Senior Seminar
o Another keystone with departmental approval
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the
offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing COM 115
(preferred) or COM 111 or HON 130.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
General Education Accommodation
BS biochemistry majors may reduce their general education program by one or two courses. See Bachelor of
Science/Liberal Arts Foundation (LAF) Waiver in the Academic Information section of the catalog.
Transfer Course Policy for Majors and Minors
Chemistry and Biology have articulation agreements with many of the local CCs as well as ACTC schools. Any transfer
courses not part of existing articulation agreements must be approved in writing by the departments, subject to review
by the chairs. Only those biology and chemistry courses successfully completed (C- or above) within the last 10 years will
be considered. Both biochemistry courses and four credits of upper division (300 level and higher) electives must be
completed in residence (at Augsburg University).
Departmental Honors in Biochemistry
The awarding of Departmental Honors recognizes a student’s outstanding achievement(s) in the Biochemistry Major.
Only students who have a major GPA of 3.5 or higher may earn Departmental Honors by successfully completing the
following:
Continuation of a summer or academic year biology, chemistry, or biophysics research or internship via successful
completion of BIO 297, BIO/CHM 399, CHM 498, BIO/CHM 499 or HON 499 (minimum of 400 hours total research).
Before registering for one of these options, students must submit a formal letter of intent to an Honors Committee of
three biology or chemistry or physics faculty (to be determined by the mentor and student). This formal letter of intent
will be composed of no more than one page of text providing the following: (1) Title of project; (2) abstract describing
the project with special focus given to the questions that will be addressed, the methods to be used and the expected
outcomes; (3) name and signature (with date) of your faculty mentor; and (4) list of the three Biology, Chemistry and/or
Physics Department faculty who have agreed to serve as your Honors Committee. A decision whether or not to approve
registration will be made by the Honors Committee within one week of submission. Successful completion of the Honors
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process requires a public presentation of your research and an oral discussion of your project with the Honors Faculty
committee, typically no later than March 15, so that successful recipients of departmental honors can be recognized
during graduation ceremonies.
The formal letter of intent for Honors in Biochemistry is typically submitted early in the fall semester of the senior year.
Other Requirements
In planning their courses of study, students are encouraged to work closely with members of the biology and chemistry
faculty. Biochemistry majors must have an advisor in either the biology or chemistry departments. In order to complete
all major requirements in four years, BIO 151 and CHM 115 and 116 should be taken in the first year; and BIO 253 and
CHM 251 and 252 and 280 are recommended in the second year. Students should complete their math requirements
early in their academic careers. Students must earn a minimum grade of C- in all courses that are prerequisite for higher
level courses. Supporting course requirements in mathematics, physics, and communication must be satisfied with a
grade of C- or higher to satisfy major requirements. A C- or higher average must be maintained in all upper division
biology and chemistry courses applied toward meeting the requirements of a major. All biology and chemistry courses
applied toward the major must be traditionally graded.
Students completing majors in biochemistry will be required to take the ETS Major Field Test in either biology or
chemistry during their final year of the program. The exam will appear on the graduation checklist.
Biochemistry for Health Sciences
Prerequisite requirements for health sciences vary with the program and the institution. Care should be taken to study
the requirements for every program well in advance of making an application. In general, the pre-medical curriculum
includes a year each of biology, general chemistry, organic chemistry, calculus and physics. Courses in biochemistry,
statistics, advanced biology, and social and behavioral sciences are also important preparation for the MR5 Medical
College Admissions Exam. Programs in physician assistant training, veterinary medicine, physical therapy, and such
typically have a more extensive list of prerequisites. Students considering a post-baccalaureate program in these areas
should consult early and often with health science advisors Catherina Kipper, and Kelsey Richardson Blackwell.
Graduate Training in Biochemistry
Graduate programs in biochemistry typically require two semesters of general chemistry, organic chemistry, calculus, and
physics. A course in statistics is highly recommended. Also required is extensive involvement in faculty-student research
through URGO, McNair and other research opportunities which satisfy the Augsburg Experience.
Students also participate in research off campus through internships and summer research experiences. Careful
consultation with a biology or chemistry faculty mentor is recommended to select among coursework and research
options.
For a complete list of courses and descriptions, see the Course Description Search.
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Biology
From transgenic crops to emerging diseases to being a member of the human species, biology affects – literally – every
part of your life. Because biology is such a broad field, the biology program at Augsburg emphasizes integration across
many sub-disciplines, including molecular, cellular, organismal, evolutionary, and ecological biology. Additionally, the
biology program at Augsburg coordinates with the mathematics, chemistry, and physics programs to ensure that our
students acquire the necessary knowledge to fully understand biological phenomena.
Augsburg’s Biology program is designed to provide students with the opportunities to (1) understand the fundamental
knowledge of the discipline, (2) know how scientific knowledge is generated and disseminated, (3) effectively
communicate scientific information in written and oral forms, (4) be proficient in common biological lab techniques, and
(5) demonstrate professionalism in the sciences. Additionally, Augsburg has a strong commitment to undergraduate
research, both on and off campus. There are a variety of opportunities to work on research projects with Biology faculty
and subsequently present your research at regional, national, and international meetings.
Graduates of our Biology program follow many different paths. Most of our graduates use their undergraduate major in
Biology as a springboard for further study. Augsburg graduates have gone on to graduate studies leading to careers in
post-secondary teaching, basic and applied research, and public health or have entered professional programs in
medicine, veterinary medicine, and dentistry. In addition, many of our students go directly into the workforce as
laboratory technologists and teachers.
Biology Faculty
Matthew Beckman (Chair), Jennifer Bankers-Fulbright, William Capman, David Crowe, Teresa Krause, Emily Schilling,
Jason Tan, Leon Van Eck, Chris Palaniuk (lab manager/instructor)
Degree and Major Requirements
Students majoring in Biology will earn a Bachelor of Science degree. BS biology majors may reduce their general
education program by one or two courses. See Bachelor of Science/Liberal Arts Foundation (LAF) Waiver in the Academic
Information section of the catalog.
The total number of required courses in the department is nine courses. There are additional required supporting
courses that must be taken in other disciplines.
All of the following courses are required for the major:
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BIO 151 and 151L - Introductory Biology
BIO 152 and 152L - Evolution, Ecology and Diversity
BIO 354 and 354L - Cell Biology
BIO 355 and 355L - Genetics
CHM 115 and 115L- General Chemistry I
CHM 116 and 116L - General Chemistry II
CHM 251 and 251L - Organic Chemistry I
One of PHY 107, PHY 116, or PHY 121
o PHY 107 and 107L - College Physics I
o PHY 116 and 116L - Introduction to Physics
o PHY 121 and 121L - General Physics I
MAT 114 - Precalculus (or achievement of MPG 4)
One of DST 164, MAT 145, MAT 163, or PSY 215
o DST 164 - Introduction to Statistics (with R)
o MAT 145 and 145L - Calculus I
o MAT 163 - Introductory Statistics
o PSY 215 - Research Methods and Statistics I
One Keystone course chosen from:
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o BIO 490 - Biology Keystone
o SCI 490 - Integrated Science
o HON 490 - Honors Senior Seminar
o Another keystone with departmental approval
Five additional upper division electives, at least one of which must be BIO 351, BIO 361, BIO 420, BIO 425, BIO 481,
or ENV 320. Four of the five upper division electives must have an accompanying 1-credit lab. Students may take two
different BIO485 courses in place of one upper division elective:
o BIO 351 and 351L - Invertebrate Zoology
o BIO 353 and 353L - Comparative Vertebrate Anatomy
o BIO 361 and 361L - Plant Biology
o BIO 369 and 369L - Biochemistry
o BIO 420 - Conservation Biology
o BIO 425 and 425L - Freshwater Ecology
o BIO 444 and 444L - Genomics and Biotechnology
o BIO 471 and 471L - Advanced Cellular and Molecular Biology
o BIO 473 and 473L - Physiology of Humans and Other Animals
o BIO 474 and 474L - Developmental Biology
o BIO 475 and 475L - Neurobiology
o BIO 476 and 476L - Microbiology
o BIO 481 and 481L - Ecology
o BIO 485 - Advanced Topics in Biology (completed twice)
o BIO 486 - Immunology
o BIO 495 - Special Topics in Biology
o ENV 320 and 320L - Environmental Science
o PHY 317 and 317L - Biophysics
General Education Accommodation
BS biology majors may reduce their general education program by one or two courses. See Bachelor of Science/Liberal
Arts Foundation (LAF) Waiver in the Academic Information section of the catalog.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the
offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing COM 115
(preferred) or COM 111 or HON 130.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Transfer course policy for majors and minors
All transfer courses, including ACTC courses, must be approved in writing by the department, subject to review by the
chair. Only those biology courses successfully completed (C- or above) within the last 10 years will be considered. At least
four upper division electives must be completed in residence (at Augsburg University). Some students take a 2 semester
sequence of human anatomy and physiology either out of interest or to meet a prerequisite for Physician Assistant or
other programs. The Biology Department accepts the 2 semester sequence of Human Anatomy and Physiology from
several colleges as a replacement for 1 of the upper division electives, without written approval. Consult with a Biology
Department advisor to learn which anatomy and physiology courses at other colleges are accepted.
Custom Biology Programs
Students who have completed BIO 151, 152, 253, 255 and at least one upper division elective may, in consultation with
their advisor, seek approval from the department to complete major requirements with as many as four upper division
courses from other institutions.
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Departmental Honors
The awarding of Departmental Honors recognizes a student’s outstanding achievement(s) in the Biology Major. Only
students who have a major GPA of 3.5 or higher and an overall GPA of 3.0 or higher may earn Departmental Honors by
successfully completing one of the following:
1. Continuation of a summer or academic year biology research internship via successful completion of BIO 297, BIO 399,
BIO 497, BIO 499 or HON 499. Before registering for one of these options, students must submit a formal letter of intent
to an Honors Committee of three biology faculty (to be determined by the mentor and student) at least 2 weeks prior to
the registration deadline. This formal letter of intent will be composed of no more than one page of text providing the
following: (1) Title of project; (2) abstract describing the project with special focus given to the questions that will be
addressed, the methods to be used and the expected outcomes; (3) name and signature (with date) of your faculty
mentor; and (4) list of the three Biology Department faculty who have agreed to serve as your Honors Committee. A
decision whether or not to approve registration will be made by the Honors Committee within one week of submission.
Successful completion of the Honors process requires a public presentation of your research and a written report in the
style of a typical peer-reviewed biological discipline journal article. The written report will be accepted or rejected by the
Honors Committee within 2 weeks of submission. Although there is no formal deadline for the submission of the final
paper it is advised that the student and committee establish a date for submission, typically no later than March 1, at the
time of the proposal submission so that successful recipients of departmental honors can be recognized during
graduation ceremonies.
2. Selection for, participation in, and completion of the Mayo Innovation Scholars Program (including the final
presentation).
Minor
A course sequence in general chemistry and five biology courses including BIO 151, 152, and three additional BIO courses
(200 level or above). The majority of courses in biology must be taken at Augsburg University.
Other Requirements
In planning their courses of study, students are encouraged to work closely with members of the biology faculty. Biology
majors must have an advisor in the biology department. In order to complete all major requirements in four years, BIO
151 and 152 and General Chemistry should be taken in the first year, and BIO 354, BIO 355 and Organic Chemistry in the
second year. Students should complete their math requirements early in their academic careers.
Students must earn a minimum grade of D and an average grade of C- in BIO 151 and 152. Supporting course
requirements in chemistry, mathematics, physics, and communication must be satisfied with a grade of C- or higher to
satisfy either major or prerequisite requirements. A grade of C- or higher is required in BIO 354 and BIO 355 in order to
fulfill major requirements and to fulfill the prerequisite requirements of several upper division biology electives.
Biology for Health Sciences
Prerequisite requirements for health sciences vary with the program and the institution. Care should be taken to study
the requirements for every program well in advance of making an application. In general, the pre-medical curriculum
includes a year each of biology, general chemistry, organic chemistry, calculus and physics. Courses in biochemistry,
statistics, advanced biology, and social and behavioral sciences are also important preparation for the MR5 Medical
College Admissions Exam. Programs in physician assistant training, veterinary medicine, physical therapy, and such
typically have a more extensive list of prerequisites. Students considering a post-baccalaureate program in these areas
should consult early and often with health science advisors Catherina Kipper, Dixie Shafer, Matt Beckman, and Kelsey
Richardson Blackwell. Post-baccalaureate programs generally discourage students from taking courses with the Pass/Low
Pass/No Pass option.
Graduate Training in Biology
Graduate programs in biological fields typically require two semesters of general chemistry, organic chemistry, calculus,
and physics. Also required is extensive involvement in faculty-student research through URGO, McNair and other
research opportunities which satisfy the Augsburg Experience. Students also participate in research off campus through
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internships and summer research experiences. Careful consultation with a biology advisor is recommended to select
among coursework and research options.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for Life Science teachers, the science portions of which are
satisfied by the Biology major only if BIO 476 Microbiology and BIO 481 Ecology are selected as upper division electives.
Additionally, students interested in Earth Science licensure should also take two of the following: PHY 101, SCI 106, or an
introductory geology course. All upper division biology requirements for secondary licensure must be completed before
beginning student teaching. The state requirements may be subject to change after the publication of this catalog.
Students should therefore consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Post-Baccalaureate Teaching Licensure
Students who have earned a bachelor’s degree elsewhere and seek life science teaching licensure at Augsburg are
required to complete a minimum of two upper division biology courses at Augsburg with a GPA of 2.5 or higher. Required
or elective courses are determined by the department following review of transcripts and prior to matriculation.
Beta Beta Beta
Membership in the Augsburg chapter of this national biology honor society is open to students who have completed at
least three semester courses in Biology, including at least one 200-level or higher biology course at Augsburg University.
Students must have a GPA of 3.0 in biology.
Cooperative Education and Service-Learning
The department works with the Strommen Center for Meaningful Work in identifying and defining cooperative education
experiences in laboratories and other settings in the Twin Cities.
For a complete list of courses and descriptions, see the Course Description Search.
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Biopsychology
The biopsychology major is designed to offer students an integrative perspective on the biological basis of behavior.
Towards this end, students will take courses in both psychology and biology to gain exposure to a broad range of theories
and research covering a variety of topics such as cognition, motor control, sensation/perception, emotion, and
psychopathology. These topics will be studied at multiple levels of analysis including genetic, neural, and environmental.
The biopsychology major will provide students with a strong foundation of courses in neuroscience, statistics, and
chemistry. This broad training can help prepare students for careers in research, medicine, public health, education, and
pharmaceutical or biotechnology industries.
Biopsychology Faculty
Matthew Beckman (Biology), David Crowe (Biology), Ben Denkinger (Psychology), Stacy Freiheit (Psychology), David Matz
(Psychology), Bridget Robinson-Riegler (Psychology), Henry Yoon (Psychology).
Degree and Major Requirements
Major
Thirteen courses, including at least five courses numbered 300 or above:
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BIO 151 and 151L - Introductory Biology
BIO 152 and 152L - Ecology, Evolution and Diversity
BIO 354and 354L- Cell Biology
BIO 475 and 475L - Neurobiology
CHM 115 and CHM 115L- General Chemistry I
CHM 116 and CHM 116L - General Chemistry II
PSY 105 - Principles of Psychology
PSY 215 - Research Methods and Statistics I
PSY 315 - Research Methods and Statistics II
PSY 355 – Biopsychology
Two Psychology electives from the following:
o PSY 253 - Aging and Adulthood
o PSY 262 - Psychopathology
o Either PSY 299 or two semesters of PSY 360
▪ PSY 299 - Directed Study (Research in Biopsychology)
▪ PSY 360 - Psychology Laboratory (two semesters)
o PSY 325 - Social Behavior
o PSY 354 - Cognitive Psychology
o PSY 391 - Individual Differences
o PSY 410 - Clinical Neuropsychology
o PSY 491 - Advanced Research Seminar
o PSYC 322 - Sensation and Perception (St. Thomas)
o PSYC 407 - Seminar in Behavioral Neuroscience (St. Thomas)
o PSYC 378 - Psychology of Language (Macalester)
o PSYC 486 - Seminar in Neuropharmacology (Macalester)
Two Biology electives from the following:
o BIO 355and 355L- Genetics
o BIO 369 and 369L - Biochemistry
o BIO 471 and 471L - Advanced Cell and Molecular Biology
o BIO 473 and 473L- Physiology of Humans and Other Animals
o BIO 474 and 474L - Developmental Biology
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o BIO 495 - Special Topics in Biology: Animal Behavior (this topic only)
o BIOL 356 - Cellular and Molecular Neuroscience (Macalester)
o PHY 317 and 317L – Biophysics
One Keystone course chosen from:
o BIO 490 - Biology Keystone
o PSY 400 - Keystone Internship
o SCI 490 - Integrated Science
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) are embedded throughout the
offered courses and are met by completing the major. The graduation skill in speaking (S) is met by completing COM 111
or 115. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill
these skills.
Other Requirements
An average grade of C-, with no grade below a D is required for BIO 151 and 152. At least two of the electives applied
towards the major must be upper division (300- or 400-level). A minimum of five courses must be from Augsburg.
Transfer Course Policy for Majors
All transfer courses, including ACTC courses, must be approved in writing by the department chair(s). Only those biology
and psychology courses successfully completed (C- or above) within the last 10 years will be considered. In general,
courses that meet the transfer guidelines may only be applied to introductory or elective credit for the major.
Biopsychology Honors
GPA of 3.5 in the major, and 3.3 overall. Students must complete a high-quality research project, approved and evaluated
by three members of the Biopsychology faculty. Formal application must be made no later than the junior year.
For a complete list of courses and descriptions, see the Course Description Search.
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Department of Business Administration
Our mission is to prepare students for professional careers in business or for graduate studies. This preparation involves a
curriculum that stresses analysis and communication, emphasizes both theory and practice, and is shaped by the needs
of the business community. The department fosters close ties with the corporate community that provide a wealth of
practical expertise, a variety of internship opportunities, and future job prospects. The faculty believe they can best serve
both the student and the community by providing an education that is technically competent, ethically based, and
socially aware.
Faculty
Jeanne Boeh (Chair), George F. Dierberger (MBA Director), Jeff Clement, Jacob Enger, Cory Erickson, Marc D. Isaacson,
Soebin Jang, Phyllis Kapetanakis, Ibrahim Keita, Won Yong Kim, Jayoung Koo, Lori L. Lohman, and Marc C. McIntosh
General Requirements
Majors
The Department of Business Administration offers seven majors: Business Administration (Music Business Specialization),
Accounting, Finance, International Business, Management, Management Information Systems, and Marketing. There is
also a combined Business and Economics major, which incorporates courses from both the Departments of Business
Administration and Economics.
Minors
Minors provide students the opportunity to study and obtain a professional credential in an area of study that is in
addition to their major. The Department of Business Administration offers eight minors: Business Administration (for
non-business majors only), Business Analytics, Business Minor for Science Majors, Entrepreneurial Studies, International
Business, Music Business, Accounting, Management Information Systems, and Marketing.
Transfer Students
Transfer students must complete at least four of the upper division courses required in the major at Augsburg, or at least
three courses in the minor, or obtain an exemption from the department. Transfer courses must be approved by the
department. Transfer courses taken more than 10 years ago will not be accepted. Business courses (ACC, BUS, FIN, MIS,
MKT) taken at Augsburg more than 10 years ago will not be applied toward a major unless approved by a faculty member
in the student's designated major area or the chair.
Advising
Students who plan to pursue any of our business majors are strongly encouraged to select a departmental advisor who
teaches in their major. This should be done by the end of sophomore year at the latest. In addition to advising,
departmental faculty can counsel students on their careers, assist in obtaining internships or jobs, and provide letters of
recommendation for prospective employers or graduate programs. The Business Administrator is also available for
advising questions relating to degree progress, course selection, and international courses abroad.
Departmental Honors
To complete departmental honors in the Department of Business Administration, students need to consult with the
Department Chair. Students need to apply to the department by the beginning of the term of graduation. It is
recommended students start the process during their junior year. More information is available on the Departmental
Moodle site for Majors and Minors. Please contact the Department Chair(s) for more specific information.
Internships
Students are strongly encouraged to work with the Strommen Center for Meaningful Work and department faculty to
obtain an internship during their junior or senior year. Internships can provide students with experience that may be
valuable in competing for jobs after graduation. Faculty mentors should be consulted about internships. The department
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offers an internship course which can be taken for 2.0 or 4.0 credits (BUS 397/399). This course aids students in finding
an internship placement within an organization which supports their major and provides direction and support.
Study Abroad
The Department of Business Administration faculty actively support international study. For additional details, see the
section on Special Academic Programs: Study Abroad and Study Away in this catalog, or consult the Department Chair for
international business courses or other overseas opportunities.
Master of Business Administration Classes
Undergraduate Business Administration students of Augsburg University are eligible to register for up to two graduate
courses in the MBA program in lieu of comparable undergraduate courses required for the major, and to count those
courses towards their undergraduate degree. Students must meet the following criteria:
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Undergraduate business students in good academic standing with an overall GPA of 3.50 or better
Undergraduate students who have taken all of the prerequisite courses
Advisor approval required
Permission of the MBA Director required
Undergraduate senior business students may take up to a maximum of two graduate courses.
If MBA courses are taken after a student has completed all 128 hours required for the baccalaureate degree, the MBA
courses may satisfy graduate requirements for the MBA at Augsburg if the student earns a B or better for the course.
Undergraduate students considering whether to enroll in graduate coursework should be aware of the following policies:
No undergraduate degree can be completed with fewer than 128 credits. The master’s degree includes a minimum of 42
additional credits beyond the 128 required for the baccalaureate degree. Students in undergraduate programs should
seek advice from their program advisor and from the graduate program to which they plan to apply, to ensure that the
courses selected will count toward the appropriate programs (at Augsburg or elsewhere).
P/LP/N Grades
Students may apply no more than 8 semester credits with P or LP grades toward a major and no more than 4 semester
credits with a P or LP grade toward a minor. Please refer to the Graduation section of this catalog for specific details
regarding P/LP/N grades.
Business Core Requirements*
*The exceptions are the Business/Economics major and the Music Business major.
Thirteen courses including:
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ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
BUS 301 - Business Law
BUS 362 - International Business
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
FIN 331 - Financial Management
MIS 260 - Problem Solving for Business
One of MIS 264 or MIS379 (MIS 379 is required for Accounting and Finance majors)
o MIS 264 - Statistical Literacy for Managers
o MIS 379 - Quantitative Methods for Business and Economics
MKT 252 - Principles of Marketing
One of the following mathematics courses:
o MAT 110 - Finite Mathematics
o MAT 111 - Mathematics in Society
o MAT 114 – Precalculus
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MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 202- Discrete Mathematics for Computing (MAT 202 is required for Management Information Systems
majors)
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o DST 334 - Statistical Modeling
One of the following communications courses:
o COM 111 - Public Speaking
o COM 112 - Contest Public Speaking
o COM 115 - Scientific and Technical Public Speaking
o COM 117 - Business and Professional Speaking
o ENL 223 - Writing for Business and the Professions
o ENL 240 - Foundations of Literary and Cultural Study
o ENL 241 - Introduction to Cinema Art
o HIS 102 - Science, Religion, and Enlightenment: The Invention of Modernity, 1350-1815
o HIS 103 - A Global History of Europe Since 1750
o HIS 282 - Women and Gender in U.S. History since 1848
Further explanation of the above:
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The mathematics requirement is fulfilled by any MAT course numbered 110 and above with LAF status (excluding DST
164, MAT 204, MAT 205, MAT 163, and MAT 325).
The communication requirement is fulfilled by courses identified for writing and speaking with Humanities LAF
status.
For a complete list of courses and descriptions, see the Course Description Search.
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Business Administration
The major in Business Administration prepares students for professional careers in business administration or for
graduate studies. Within this area, there is one specialization available to Day students called Music Business and
another option available to both Day and AU students called the Combined Business and Economics major. These two
areas provide students with a broad foundation so they can readily adapt to internal changes in interests and goals and
to external changes in circumstances and opportunities. These majors involve substantial courses from outside the
Department. The major requirements for these majors are shown below.
Degree and Major Requirements
Business Administration Major with a Specialization in Music Business
Eight business and economics courses including:
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ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management (Music Business majors may substitute ENT 254 in place of BUS 242)
FIN 331 - Financial Management
MIS 260 - Problem Solving for Business
MKT 252 - Principles of Marketing
Two allied requirements in economics:
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Music Courses:
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MUS 105 - Careers in Music Business
MUS 205 - Legal Issues in Music, Entertainment, and the Arts
MUS 336 - Arts Management and Concert Promotion
MUS/BUS 399 – Internship
MUS 162 – Entrepreneurship for Creative Businesses**
MUS 408 – Current and Future Issues in the Music Industry**
**Students may substitute 4 credits of business elective (chosen in consultation with the faculty adviser) in place of
MUS162 and MUS408
12 elective credits in MUS or 8 semester credits in MUS credits and 4 semester credits in MUE (8 credits must be in
residence at Augsburg), selected from:
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MUS 113 - Music Theory and Aural Skills I
MUS 114 - Music Theory and Aural Skills II
MUS 130 - Introduction to Music in the Fine Arts
MUS 220 or MUS 420 - Worlds of Music
MUS 241 or MUS441 - History of Jazz
(other MUS courses as approved by advisor)
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses.
The Quantitative Reasoning (QR) graduation skill is met by completing two courses: MIS 260 (QF) and either MIS 264 or
MIS 379 (QA).
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
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Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Combined Major in Business Administration and Economics
Thirteen courses including:
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ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
MKT 252 - Principles of Marketing
MIS 379 - Quantitative Methods for Business and Economics
Two additional upper division BUS, ACC, FIN, MIS, or MKT course (excluding MIS379)
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
Two other upper division ECO course (ECO399 may not be applied to this requirement)
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the combined major in Business Administration and Economics. The Quantitative Reasoning
(QR) graduation skill is met by completing: ECO 112 or 113 (QF) and MIS 379 (QA).
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Minor in Business Administration
*This minor is not available to students majoring in Accounting, Finance, International Business, Management,
Marketing, MIS, Music Business, or the combined major in Business Administration and Economics. Augsburg cannot
grant two academic credentials for the same set of courses.
Six courses including:
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ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
MKT 252 - Principles of Marketing
BUS 242 - Principles of Management
One of MIS 379, MIS 264, or FIN 331
o MIS 379 - Quantitative Methods for Business and Economics
o MIS 264 - Statistical Literacy for Managers
o FIN 331 - Financial Management
One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
Other configurations may be permitted with approval of the Department Chair.
Business Minor for Science Majors (open only to students majoring in Biology, Biopsychology, Chemistry, Computer
Science, Mathematics, Physics, Psychology)
Six courses including:
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ACC 221 - Introduction to Financial Accounting
One of BUS 242 or ENT 254
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o BUS 242 - Principles of Management
o ENT 254 - Entrepreneurship
ECO 113 - Principles of Microeconomics
MKT 252 - Principles of Marketing
PHI 120 - Ethics
One of BUS 399 or BUS 397
o BUS 399 - Internship
o BUS 397 - Internship
Minor in Entrepreneurial Studies
The Entrepreneurial Studies minor is open to all students. The minor is designed to provide opportunities for students to
learn about innovation, creativity, entrepreneurship, unique value propositions, develop business plans and work with
local entrepreneurs. Those students interested in social entrepreneurship will also find this minor to be useful. The five
required courses are intended to be completed during the last three years of school with the capstone class taken during
their senior year.
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One of ACC 221 or ACC 250
o ACC 221 - Introduction to Financial Accounting
o ACC 250 - Accounting for Entrepreneurs
ECO 113 - Principles of Microeconomics
ENT 254 - Entrepreneurship
ENT 354 - Managing Innovation and Design Thinking
One of BUS/ECO 399 or the ENT Senior Incubation Project
o BUS/ECO 399 – Internship
o ENT 400-level Senior Incubation Project (course currently in development)
Minor in Music Business
The Music Business minor is a course of study designed both for the music major desiring additional preparation in
business and for the non-music major interested in pursuing a career in the music industry. With the Music Business
minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that
address specific professional skills necessary to enter today’s music industry. The minor is a collaborative program
between the music and business departments. See the Music Department for requirements.
For a complete list of courses and descriptions, see the Course Description Search.
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Accounting
Accountants perform an important function in society by providing high-quality financial information. Augsburg
Accounting majors learn the requisite skills to do this through the study of theories and practices associated with the
areas of financial accounting, managerial accounting, tax accounting, and auditing. In addition, Accounting majors take
courses in other business areas necessary so that they have a broad understanding of how accounting serves the needs
of business managers and others who rely on accounting information.
Students completing the Accounting major will be prepared for entry-level positions as auditors and public accountants,
management accountants, tax accountants, and internal auditors. Their education will give them knowledge and skills to
work as accountants in business, government, and nonprofit organizations and to work in other positions requiring
engagement with financial information.
The Augsburg Accounting major also provides students with the accounting and business coursework required to take
the Uniform Certified Public Accountant (CPA) exam. Students can sit for the CPA exam after they have completed their
Bachelor of Arts in Accounting. Students should note, however, that in order to be licensed as a CPA they must have
completed a total of 150 credit hours in either undergraduate or graduate coursework and have one year of relevant
work experience in auditing or taxation. Students will also have met the coursework requirements to take the Certified
Management Accountant (CMA) exam.
Accounting majors are encouraged to consider taking one of the professional accounting examinations upon graduation.
Students interested in learning more can find information at the following websites:
CPA exam general information: https://www.aicpa.org/becomeacpa/cpaexam.html
State of Minnesota CPA exam requirements: www.revisor.mn.gov/rules
CMA exam: www.imanet.org/cma_certification
Degree and Major Requirements
Accounting Major
Business Core Requirements
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Must take MIS 379 rather than MIS 264
Required Accounting Courses:
Six courses including:
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ACC 322 - Intermediate Accounting I
ACC 323 - Intermediate Accounting II
ACC 324 - Managerial Cost Accounting
ACC 326 - Individual Tax Accounting
ACC 423 - Auditing
ACC 425 - Advanced Accounting
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
Joint Bachelor of Arts in Accounting and Master of Arts in Leadership
A BA in Accounting and an MA in Leadership (MAL) can be earned in this five-year program designed for students who
wish to qualify for CPA certification and obtain a Master’s degree. By the end of the fifth year and successful completion
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of all requirements, the student receives both a BA in Accounting and an MA in Leadership and will have fulfilled the
150-hour requirement to qualify for the CPA certification. Refer to the Graduate Studies Catalog for a complete list of
courses.
It is recommended that students meet with an Accounting advisor to create an effective plan for successful completion
of the five-year program.
Accounting students planning to pursue the five-year degree must apply for admission to the MAL program at the end of
their junior year. The application process includes submission of:
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Completed application form
Two letters of recommendation (one from an Augsburg professor and one from an employer)
Personal statement
Example of their writing in an academic paper
GPA of at least 3.30
Interview with the Director of the MAL program
Students must also have faculty endorsement from the Accounting program. Students must complete at least one year of
accounting work experience (either a job or internship) by the time they graduate from the MAL program.
Program Coordinator: Phyllis Kapetanakis
Minor in Accounting
Six courses including:
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ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
ACC 322 - Intermediate Accounting I
ACC 323 - Intermediate Accounting II
ACC 324 - Managerial Cost Accounting
One of the following:
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
o FIN 331 - Financial Management
o MIS 260 - Problem Solving for Business
o MIS 379 - Quantitative Methods for Business and Economics
For a complete list of courses and descriptions, see the Course Description Search.
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Finance
The Finance major prepares students for professional careers in corporate finance and the financial services industry.
Augsburg Finance majors learn requisite skills through courses focused on financial theory and practice, investment and
portfolio theory, intermediate accounting theory, money and banking, and international finance. In addition, Finance
majors take courses in other business areas necessary so that they have a broad understanding of how finance serves the
needs of business managers and others who rely on financial information. Besides careers in the finance/accounting area
in all businesses large and small, this major leads to careers in banking, asset management, insurance, and investment
banking. Students will gain the knowledge and skills to work as financial analysts and financial managers in business,
government, and nonprofit organizations, and to work in other positions requiring engagement with financial
information.
Students are encouraged to complete an internship prior to graduation. Proficiency in the use of spreadsheets such as
Excel is expected. Coursework provides a foundation for graduate school and professional career examinations such as
the Chartered Financial Analyst (CFA), conducted by the CFA Institute, and the Certified Financial Planner (CFP).
Degree and Major Requirements
Finance Major
Business Core Requirements
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Must take MIS 379 rather than MIS 264
Required Finance Courses
Five courses including:
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ACC 322 – Intermediate Accounting I
ECO 315 - Money and Banking
FIN 433 - Financial Theory: Policy and Practice
FIN 438 - Investment Theory
FIN 460 - International Finance
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
For a complete list of courses and descriptions, see the Course Description Search.
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International Business
The objective of the international business major is to prepare students for the increasingly competitive and
interdependent international business world with which they must cope. It is absolutely necessary for American
graduates to be fully informed about how to compete and do successful business outside the US as well as in the US
market where much of their competition is from foreign firms.
Students will learn about business transactions between and within countries, exchange rates, the laws and logistics of
international trade, and investments made in foreign markets. Knowledge of other cultures is crucial to being a
successful international business person. Besides your studies in business, finance, banking, and the like, you will also
learn about different cultures and societies. A major in international business will lead you to exciting careers in a global
context.
Degree and Major Requirements
International Business Major
Business Core Requirements
Required International Business Courses:
Four courses including:
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BUS 465 - International Management
MKT 466 - International Marketing
One of ECO 360, ECO 370, or FIN 460
o ECO 360 - International Economics
o ECO 370 - International Economic Development
o FIN 460 - International Finance
Complete three semesters of a foreign language
o FRE 211 - Intermediate French I
o GER 211 - Intermediate German I
o SPA 211 - Intermediate Spanish I
o Another language in transfer
Further explanation of the above:
Students must complete three semesters of a foreign language (or equivalent). This does not include American Sign
Language. The language requirement may be waived for international students. Contact the International Business
Coordinator for details on language equivalents or other configurations, including transfer equivalencies.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the international business major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
Minor in International Business
Six courses including:
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One of ACC 221 or ACC 250
o ACC 221 - Introduction to Financial Accounting
o ACC250 - Accounting for Entrepreneurs
One of BUS 242 or MKT 252
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o BUS 242 - Principles of Management
o MKT 252 - Principles of Marketing
One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
Three courses in International Business (one may be in international economics). Options include:
o BUS 362 - International Business
o BUS 465 - International Management
o ECO 360 - International Economics
o ECO 370 - International Economic Development
o FIN 460 - International Finance
o MKT 466 - International Marketing
Students should consult the area coordinator concerning acceptable alternatives in international economics.
For a complete list of courses and descriptions, see the Course Description Search.
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Management
The major in management prepares the student for a wide variety of careers in supervision and senior management.
Peter Drucker once commented that effective management is probably the main resource of developed countries and
the most needed resource in developing ones.
The role of a manager is to guide the organization and its employees toward the accomplishment of goals. The skills
developed in the study of this major are applicable in businesses of any size and in both the for-profit and nonprofit
sectors.
In addition to the general business core courses, students take courses in human resources, strategy, international
management, project management and/or quantitative methods of management.
Degree and Major Requirements
Management Major
Business Core Requirements
Required Management Courses:
Four courses including:
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BUS 340 - Human Resource Management
BUS 440 - Strategic Management
BUS 465 - International Management
One of MIS 376 or ECO 318
o MIS 376 - Project Management
o ECO 318 - Management Science
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the Management major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
For a complete list of courses and descriptions, see the Course Description Search.
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Management Information Systems
The major in Management Information Systems prepares students for professional careers in information systems such
as application developer, business systems analyst, IT consultant, or project manager. MIS studies information systems as
both a resource and a tool for decision-making. Students learn to analyze and evaluate existing systems and to design
and develop new systems. MIS is an extensive major and includes courses from Computer Science, Economics, Business,
Accounting, Finance, and Marketing as well as from MIS.
Degree and Major Requirements
Management Information Systems Major
Business Core Requirements
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Must take MAT 202 as math course
Required MIS Courses:
Seven courses including:
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MIS 270 - Data Management for Business
MIS 375 - E-Commerce
MIS 376 - Project Management
MIS 475 - Systems Analysis and Design
MIS 476 - Information Systems Projects
One of CSC 160 or CSC 165
o CSC 160 - Introduction to Computer Science and Communication
o CSC 165 - Introduction to Computer Programming (Python)
One of CSC 170 or CSC 240
o CSC 170 - Introduction to Object-Oriented Programming (Java)
o CSC 240 - Information Security and Assurance
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Minor in Business Analytics
Seven courses including:
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CSC 170 - Introduction to Object-Oriented Programming (Java)
CSC 310 - Introduction to Data Science - Course has been discontinued; contact the Business Dept for substitutions
MIS 270 - Data Management for Business
MIS 375 - E-Commerce
MIS 479 - Business Analytics - Course has been discontinued; see director/chair for alternative options
One of DST164, MAT 163, or MIS 379
o DST 164 - Introduction to Statistics (with R)
o MAT 163 - Introductory Statistics
o MIS 379 - Quantitative Methods for Business and Economics
One of MAT 202, MAT 145, or MAT 122
o MAT 202- Discrete Mathematics for Computing
o MAT 145 and 145L - Calculus I
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o
MAT 122 - Calculus for Social and Behavioral Sciences
Minor in MIS
Six courses including:
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ACC 221 - Introduction to Financial Accounting
One of BUS 242 or MKT 252
o BUS 242 - Principles of Management
o MKT 252 - Principles of Marketing
ECO 113 - Principles of Microeconomics
MIS 260 - Problem Solving for Business
Two courses selected from the following (no more than one of MIS376 or ECO318 may be applied to the minor):
o MIS 270 - Data Management for Business
o MIS 375 - E-Commerce
o MIS 376 - Project Management
o ECO 318 - Management Science
For a complete list of courses and descriptions, see the Course Description Search.
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Marketing
The Marketing major prepares students for professional careers in a wide variety of marketing functions within both
businesses and nonprofit organizations. Career avenues include marketing research, product management, marketing
communications (such as advertising, public relations and sales promotion), and sales. Marketing courses focus on
integrating both theory and practical applications, with an emphasis on hands-on projects. Augsburg’s metropolitan
location makes it easy for marketing students to complete marketing plans, research studies, and other projects for
leading Twin Cities companies and nonprofit organizations, and provides opportunities for working in the marketing field
after graduation.
Degree and Major Requirements
Marketing Major
Business Core Requirements
Required Marketing Courses:
Five courses including:
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MKT 352 - Marketing Research and Analysis
MKT 450 - Marketing Management
MKT 466 - International Marketing
One of MKT 350 or MKT 354
o MKT 350 - Consumer Behavior
o MKT 354 - Sales Management
One of MKT 355, MKT 357, or MKT359
o MKT 355 - Marketing Communications
o MKT 357 - Advertising
o MKT 359 - Digital Marketing
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
Minor in Marketing
Five courses including:
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MKT 252 - Principles of Marketing
MKT 352 - Marketing Research and Analysis
One of MKT 355, MKT 357, or MKT359
o MKT 355 - Marketing Communications
o MKT 357 – Advertising
o MKT 359 - Digital Marketing
Two additional marketing courses
For a complete list of courses and descriptions, see the Course Description Search.
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Chemistry
Chemistry is the science that examines and works toward understanding matter and changes in matter. Chemistry has
been described as the central science because matter includes the entire physical world, such as the things we use, the
food we eat, and even ourselves. Correlating the insights of chemistry with physics, mathematics, and molecular biology
opens vistas that excite and offer opportunities to benefit the entire world.
Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of
providing a public understanding of their work, including potential problems as well as benefits.
Chemists as people must be broadly educated in order to understand themselves and their society. The liberal arts as
offered in the general education curriculum are imperative if a chemist is to be both truly human and truly scientific.
Augsburg’s Chemistry department is approved by the American Chemical Society (ACS) and offers a Chemistry major that
meets the chemistry background required by many fields.
Consonant with these ideals, the Chemistry Department has established the following objectives to help its students
develop into mature scientists:
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To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS Chemistry
major to compete successfully with their peers of similar ability in graduate school or research positions, as well as
professional goals other than traditional positions as chemists.
To provide an atmosphere of learning so that students will want to remain lifelong learners, thereby remaining
competent in their field, however that may change after graduation, and be able to move into new areas as
opportunities arise.
To encourage students to take a broad view of their education and to integrate varied study areas with the sciences.
As science majors, they will be knowledgeable problem solvers who care and connect with the community.
To present the excitement of chemistry to non-science majors as an example of the methodology of the natural
sciences in examining, understanding and appreciating the world around us. The presentation of major concepts
underlying the changes in matter, the opportunity to examine change in the physical world, and the reflection of the
implications and limitations of science in our society will enhance the ability of non-science persons to make better
value judgments concerning science questions in their own endeavors.
Chemistry Faculty
Michael Wentzel (Chair), Jessica Allen, Gabriella Amberchan, Amanda Case, Arlin E. Gyberg (Emeritus), David R. Hanson,
Jacob Troutman
Degree and Major Requirements
Bachelor of Arts
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CHM 115 and 115L- General Chemistry I
CHM 116 and 116L - General Chemistry II
CHM 251 and 251L - Organic Chemistry I
CHM 252 and 252L - Organic Chemistry II
CHM 280 and 280L - Quantitative Analytical Chemistry
CHM 369 and 369L - Biochemistry
One of CHM 362 or CHM 368
o CHM 362 - Physical Chemistry: Macroscopic Theory
o CHM 368 - Physical Chemistry: Microscopic Theory
CHM 491 - Chemistry Seminar (four semesters)
SCI 490 - Integrated Science or other approved Keystone
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
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PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics II
4 additional credits from:
o CHM 362 - Physical Chemistry: Macroscopic Theory
o CHM 368 - Physical Chemistry: Microscopic Theory
o CHM 370 - Biochemistry II
o CHM 464 - Advanced Organic Chemistry
o CHM 481 - Instrumental Analysis
o CHM 482 - Advanced Inorganic Chemistry
o CHM 494 - Topics in Chemistry (2 cr.)
o CHM 495 - Topics in Chemistry
o CHM 498 - Independent Study/Research (can be repeated once)
o PHY 317 and 317L – Biophysics
2 credits from:
o CHM 430 - Advanced Thermodynamic and Separation Lab
o CHM 440 - Advanced Synthesis Lab
o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
Because upper division courses have Mathematics and Physics prerequisites, students should plan to take MAT 145, 146
in the first year and PHY 121, 122 in the sophomore year.
BA Chemistry majors are required to take either the ETS or DUCK standard exam in College Chemistry prior to
graduation.
Teaching Licensure in Physical Science
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
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CHM 115 and CHM 115L- General Chemistry I
CHM 116 and CHM 116L - General Chemistry II
CHM 251 and CHM 251L - Organic Chemistry I
CHM 252 and CHM 252L - Organic Chemistry II
CHM 280 and CHM 280L - Quantitative Analytical Chemistry
CHM 362 - Physical Chemistry: Macroscopic Theory
CHM 369 and CHM 369L - Biochemistry
CHM 491 - Chemistry Seminar (four semesters)
CHM 499 - Introduction to Chemical Research
SCI 490 - Integrated Science or other approved Keystone
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics II
COM 115 or COM 111 - a public speaking course
One course from:
o CHM 464 - Advanced Organic Chemistry
o CHM 482 - Advanced Inorganic Chemistry
2 credits from:
o CHM 430 - Advanced Thermodynamic and Separation Lab
o CHM 440 - Advanced Synthesis Lab
o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
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Chemistry for Pre-Professional Students
Pre-medical students should plan to take at least three courses (and usually more) in Biology. Other pre-health and
pre-professional students (physician assistant, pharmacy, etc.—see pre-professional program listings in the Academic
Information section) should consult the Chemistry Department for assistance in course planning early in their academic
careers.
Bachelor of Science (non-ACS-Approved)
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CHM 115 and 115L- General Chemistry I
CHM 116 and 116L - General Chemistry II
CHM 251 and 251L - Organic Chemistry I
CHM 252 and 252L - Organic Chemistry II
CHM 280 and 280L - Quantitative Analytical Chemistry
One of CHM 362 or CHM 368
o CHM 362 - Physical Chemistry: Macroscopic Theory
o CHM 368 - Physical Chemistry: Microscopic Theory
CHM 369 and 369L - Biochemistry
CHM 491 - Chemistry Seminar (four semesters)
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics II
SCI 490 - Integrated Science or other approved Keystone
12-credits from:
o CHM 362 - Physical Chemistry: Macroscopic Theory
o CHM 368 - Physical Chemistry: Microscopic Theory
o CHM 370 - Biochemistry II
o CHM 464 - Advanced Organic Chemistry
o CHM 481 - Instrumental Analysis
o CHM 482 - Advanced Inorganic Chemistry
o CHM 494 - Topics in Chemistry (2 cr.)
o CHM 495 - Topics in Chemistry
o CHM 498 - Independent Study/Research (can be repeated once)
o PHY 317 and 317L – Biophysics
4 credits from:
o CHM 430 - Advanced Thermodynamic and Separation Lab
o CHM 440 - Advanced Synthesis Lab
o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
Bachelor of Science (American Chemical Society Approved Major)
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CHM 115 and 115L- General Chemistry I
CHM 116 and 116L - General Chemistry II
CHM 251 and 251L - Organic Chemistry I
CHM 252 and 252L - Organic Chemistry II
CHM 280 and 280L - Quantitative Analytical Chemistry
CHM 362 - Physical Chemistry: Macroscopic Theory
CHM 368 - Physical Chemistry: Microscopic Theory
CHM 369 and 369L - Biochemistry
CHM 430 - Advanced Thermodynamic and Separation Lab
CHM 440 - Advanced Synthesis Lab
CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
CHM 464 - Advanced Organic Chemistry
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CHM 481 - Instrumental Analysis
CHM 482 - Advanced Inorganic Chemistry
CHM 491 - Chemistry Seminar (four semesters)
SCI 490 - Keystone or other approved Keystone
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 255- Multivariable Calculus
PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics II
4-credits from:
o CHM 370 - Biochemistry II
o CHM 494 - Topics in Chemistry (2 cr.)
o CHM 495 - Topics in Chemistry
o CHM 498 - Independent Study/Research (can be repeated once)
o PHY 317 and 317L - Biophysics
BS and BS-ACS Chemistry majors are required to take either the ETS or DUCK standard exam in College Chemistry prior to
graduation.
Recommended: PHY 245 - Modern Physics, additional mathematics, research experience, and computer proficiency.
General Education Accommodation
BS Chemistry majors are allowed a two-course reduction in the general education program. See the Core Curriculum
Modifications section of this catalog for details.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the
chemistry major for the BA and both BS degrees. ENL 111 should be taken in the first year. The Speaking (S) skill is met
through COM 115 (or COM 111 or HON 130 or other approved speaking course) and further developed in upper division
chemistry courses.
Departmental Honors
The awarding of Departmental Honors recognizes a student’s outstanding achievement(s) in the Chemistry Major. Only
students who have completed a BS or BS-ACS major in Chemistry with a GPA of 3.5 or higher may earn Departmental
Honors by successfully completing the following:
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A summer or academic year chemistry, biochemistry or biophysics research or internship via successful
completion of CHM 399, CHM 498, CHM 499 (minimum of 400 hours total research).
Submit a formal letter of intent to an Honors Committee of three Faculty members: two in the Chemistry
Department and one outside of the Chemistry Department (to be approved by the research mentor). This formal
letter of intent will be composed of no more than one page of text providing the following:
1. Title of project;
2. Abstract describing the project with special focus given to the questions that will be addressed, the
methods to be used and the expected outcomes;
3. Name and signature (with date) of your faculty mentor; and
4. List of the three Faculty (two in the Chemistry Department and one outside of the Chemistry
Department) who have agreed to serve as your Departmental Honors Committee.
A decision whether or not to approve the application for Departmental Honors will be made by the Departmental Honors
Committee within one week of submission. Successful completion of the Honors process requires a public presentation
of your research and an oral discussion of your project with the Honors Faculty committee, typically no later than March
15, so that successful recipients of departmental honors can be recognized during graduation ceremonies. The formal
letter of intent for Departmental Honors in Chemistry is typically submitted early in the Fall semester of the senior year.
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Minor in Chemistry
Five courses that must include: CHM 115 (and 115L), 116 (and 116L), CHM 280 (and 280L), and any two other Chemistry
courses above 200. At least one of the elective courses numbered above 200 must be taken at Augsburg.
Transfer Course Policy for Majors and Minors
Chemistry has articulation agreements with many of the local community colleges as well as ACTC schools. Any transfer
courses not part of existing articulation agreements must be approved in writing by the department, subject to review by
the chair. Only those chemistry courses successfully completed (C- or above) will be considered.
Other Requirements
At least three CHM courses numbered above 200 must be taken at Augsburg for the BA, BS or BS-ACS majors. At least
two CHM courses numbered above 200 must be taken at Augsburg for the chemistry minor.
Students must earn a minimum average GPA of 2.0 or better in the courses that apply toward the major or minor in
chemistry. A course must be completed with a grade of C- or higher to count as a prerequisite for any chemistry course. A
minimum average GPA of 2.0 in chemistry courses is required for any chemistry major.
Note: Other restrictions and prerequisites are in the course descriptions.
Transfer students must consult with a Chemistry Department Advisor about potential adjustments to their course
requirements for the major.
For a complete list of courses and descriptions, see the Course Description Search.
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Communication Studies, Film, and New Media
Communication studies is a discipline that utilizes quantitative, qualitative, rhetorical, and critical research to understand
and create effective messaging over a wide variety of different contexts. Communication professionals must understand
the role that audience and situation play in the creation and dissemination of effective messages. Successful
communicators have strong skills in written and oral communication, and in critical and analytical thinking. At Augsburg,
the study and practice of communication is grounded in an attempt to understand the role communication plays in
creating, maintaining, and challenging relationships and social systems.
Students majoring in communication will choose either a concentration in strategic communication or a concentration in
applied communication.
Faculty
Communication Studies
Kristen Chamberlain, Robert Groven, Jenny Hanson, David Lapakko, Michelle Mcateer, Jenna McNallie (Chair)
Film Studies
Jenny Hanson (Program Director), Michael Burden, Robert Cowgill, Darcey Engen, Raven Johnson, Elise Marubbio
New Media
Jenny Hanson (Program Director), Kristen Chamberlain, Milda Hedblom, Christopher Houltberg, Jenna McNallie
Degree and Major Requirements
Communication Studies Major, Bachelor of Arts
For transfer students, at least six of these courses must be taken at Augsburg.
Required of all Communication Studies majors:
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One of COM 111, COM 115, or COM 117
o COM 111 - Public Speaking
o COM 115 - Scientific and Technical Public Speaking
o COM 117 - Business and Professional Speaking
COM 254 - Interpersonal Communication
COM 301 - Research Methods in Communication Studies
COM 329 - Intercultural Communication
COM 351 – Argumentation
COM 490 - Keystone: Critical Conversations about Vocation
Complete one of the following concentrations
o Strategic Communication
▪ COM 290 - Writing for Strategic Communication
▪ COM 328 - Multimedia Communication
▪ COM 330 - Crisis Communication
▪ COM 380 - Strategic Communication Campaigns
o Applied Communication
▪ COM 305 - Interviewing
▪ COM 345 - Organizational Communication
▪ COM 352 – Persuasion
▪ COM 355 - Small Group Communication
Complete two additional electives, including at least one numbered 300 or above, chosen from:
o COM 120 - Mass Media and Popular Culture
o COM 180 - Introduction to Communication Studies
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o
o
o
o
o
o
o
o
o
COM 260 - Environmental Communication
COM 295 - Topics
COM 299 - Directed Study
COM 310 - Family Communication
COM 333 - Nonverbal Communication
COM 399 - Internship
COM 415 - Diversity and Representation in the Media
COM 495 - Communication Topics
COM 499 - Independent Study
NMS 230 - Social Media
Strategic Communication Concentration
Strategic communication focuses on the creation and evaluation of messages in the fields of journalism, public relations,
advertising and marketing. Professionals in strategic communication have an understanding in how research drives both
message creation and the assessment of the effectiveness of those messages. The impact of messages on various
audiences is an integral part of this concentration. Strategic communication emphasizes strong written, oral, and visual
communication skills.
Applied Communication Concentration
Applied communication is a versatile concentration that prepares communication professionals for a wide range of
careers and practices. Courses in this concentration will prepare students for careers in business and management,
human relations, nonprofit programming and operations, and community organizing. Students will develop skills that
make them more effective and ethical practitioners of communication in one-on-one situations, in working groups and
teams, and in organizational contexts. The applied communication concentration emphasizes relationship building as a
key component of effective communication.
Communication Arts/Literature Teacher Licensure Major
This major, which includes secondary education coursework and student teaching requirements in the Education
Department, offers students the preparation necessary to become teachers of communication arts and literature in
public schools and allows them to become licensed to teach at the middle school through the secondary level.
Recommendation for teacher licensure is granted only to students who complete the requirements for this program with
a minimum grade of C- in major courses and with a minimum cumulative GPA of 2.50 in the major. All requirements in
the major must be completed prior to student teaching. The course requirements for this program are listed in the
English Department section of the catalog.
Departmental Honors
Departmental Honors is designed to encourage overall excellence as well as outstanding achievement on a specific
project of special interest to the student. Departmental Honors students must maintain a 3.50 GPA in the major and a
3.00 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality
(COM 499 registration). Honors candidates should meet with their faculty mentor prior to their senior year to develop a
proposal for the honors project.
Communication Studies Minor
For transfer students, at least three of these six courses must be courses completed at Augsburg.
Six courses including:
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COM 111 - Public Speaking
COM 180- Introduction to Communication Studies
COM 329 - Intercultural Communication
COM 351 - Argumentation
Two elective courses chosen from the following 4-credit courses:
o COM 120 - Mass Media and Popular Culture
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o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
COM 243 - Studio Production
COM 247 - Documentary History and Theory
COM 254 - Interpersonal Communication
COM 260 - Environmental Communication
COM 301 - Research Methods in Communication Studies
COM 299 - Directed Study
COM 333 - Nonverbal Communication
COM 345 - Organizational Communication
COM 352 - Persuasion
COM 355 - Small Group Communication
COM 380 - Strategic Communication Campaigns
COM 399 - Internship
COM 415 - Diversity and Representation in the Media
COM 490 - Keystone: Critical Conversations about Vocation
COM 495 - Communication Topics
COM 499 - Independent Study
Film Major
The Augsburg Film major reflects our belief that students are transformed through a well-rounded curriculum that
encourages creativity, critical analysis and inquiry, ethical considerations, and an understanding of the synergy between
theory and practice. The major explores the tension between art and commerce through dialogues with film industry
members, internship and mentorship opportunities, film symposia, and Study Abroad. Students will gain experience in
scripting, directing, editing, acting, and producing for both 16mm film and digital. Students will be introduced to the
study of film theory, criticism, and culture. Students are encouraged to double major or to seek minors in related fields
such as Art, English, Theater, Communication Studies, American Indian Studies, and Gender, Sexuality, and Women’s
Studies, to name a few.
Required of all Film Majors:
Nine core courses plus three electives from one of two tracks of study:
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FLM 180 - Film Sight and Sound
FLM 216 - Film Production I
FLM 260 - Documentary Production I
FLM 420 - Issues in Contemporary Cinema
FLM 490 - Film Studies Keystone: Critical Conversations about Film and Vocation
COM 247 - Documentary History and Theory
ENL 241 - Intro to Cinema Arts
ENL 371 - History of Cinema
One of THR 232 or THR 233 (Production track majors may substitute FLM 372: Producing for Film and Television)
o THR 232 – Acting
o THR 233 - Acting for Camera
Three electives must be chosen from one of the two defined tracks below in consultation with your advisor, who is
designated by the program director. Note that not all elective courses are offered every year, so alternatives within
the track may need to be chosen.
Track 1: Production
Students interested in producing films or videos choose from:
ART 132 - Photography
ART 215 - Introduction to Web Design
ART 315 - Graphic Systems
ART 340 - Digital Imaging
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COM 243 - Studio Production
ENL 328- Screenwriting
FLM 124 - Monster Movies
FLM 240 - Animation
FLM 312 - Film Production II
FLM 348 - Intermediate Video Production
FLM 399 - Internship
FLM 495- Topics
FLM 499 - Independent Study
MUS 130 - Introduction to Music in the Fine Arts
PHY 119 - Physics for the Fine Arts
THR 328 - Theatrical Design
Track 2: Theory and Culture
Students interested in analysis of film, film genres, and cultural context choose from:
AIS 264 - American Indians in the Cinema
AIS 364 - Indigenous Filmmakers
AIS 208 - Native American/First Nations Women and Film
ART 240 - Art History Survey
ENL 240 - Foundations of Literary and Cultural Study
ENL 328 - Screenwriting
ENL 430 - Advanced Studies in Theory and Method
FLM 124 - Monster Movies
FLM 399 - Internship
FLM 495- Topics
FLM 499 - Independent Study
PHI 120 - Ethics
PHY 119 - Physics for the Fine Arts
RLN 319 - Religion at the Movies
SPA 248 - Spanish and Latin American Culture Through Film
Film Minor
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COM 120 - Mass Media and Popular Culture
COM 247 - Documentary History and Theory
ENL 241 - Introduction to Cinema Arts
ENL 371 - History of Cinema
FLM 180 - Film Sight and Sound
FLM 420 - Issues in Contemporary Cinema
New Media Major, Bachelor of Arts
The transdisciplinary New Media major is a course of study designed to engage students from all fields in an exploration
of new and emergent media, preparing them for achievement and scholarship in multifarious new media environments.
The program fosters learning to manage change in media, creating effective expressions (communications, creative
works, applications) in digital environments, and exploring the interrelationship of new media with other fields of study
to understand the relationships between technology and culture. The major involves options for courses in art, business,
communication, computer science, education, English, music, political science, and more. Students are encouraged to
double major and select a concentration in Game Design, Promotional Communication, or Web Design or design a path
of study as approved by the program advisor.
Required of all New Media Majors:
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NMS 220 - Foundations of New Media
NMS 242 - Electronic Literature
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COM 415 - Diversity and Representation in the Media
POL 371 - Internet Law
One of the following:
o NMS 399 - Internship
o NMS 375 Practicum
o Internship, Practicum, or Workshop in Concentration
NMS 490 - Vocation and New Media (or Keystone in Concentration)
Four courses (or at least 16 credits) from the new media electives list:
o ART 102 - Visual Literacy
o ART 124 - Graphic Design Production: InDesign (1cr)
o ART 125 - Graphic Design Production: Illustrator (1cr)
o ART 126 - Graphic Design Production: Photoshop (1cr)
o ART 133 - Introduction to Digital Photography
o ART 180 - Intro to Community-based Photography
o ART 201 - Introduction to Graphic Design
o ART 202 - Typography
o ART 215 - Introduction to Web Design
o ART 226 - Artist Workshop (1cr)
o ART 315 - Graphic Systems
o ART 340 - Digital Imaging
o COM 243 - Studio Production
o CSC 250 - Game Programming on the Web
o CSC 431 - Intro to AI Robotics
o CSC 495 - Topics: Mobile Applications
o EDC 220 - Educational Technology
o ENL 226 - Introduction to Creative Writing
o ENL 241 - Introduction to Cinema Art
o ENL 324 - Creative Non-Fiction
o ENL 328 - Screenwriting
o ENL 371 - History of Cinema
o FLM 180 - Film, Sight, and Sound
o FLM 240 - Animation
o FLM 260 - Documentary Production I
o FLM 372 - Producing for Film and Television
o INS 330 - Art Praxis: Social Justice Theory and Practice in the Field
o INS 331 - Art and Culture in Political, Social and Historical Context
o MUS 221 - Intro to Music Technology
o MUS 272 - Human Identity through the Creative Arts
o MUS 336 - Arts Management and Concert Promotion
o NMS 230 - Social Media
o NMS 260 - New Media Production
o NMS 295 - Topics in New Media
o NMS 320 - Contemporary New Media Practices
o NMS 495 - Topics in New Media
o NMS 499 - Independent Study
o PHI 260 - Philosophy and the Arts
o PHY 261 - Electronics
o POL 342 - Mass Communication and Society
o POL 495 - Impact of the Internet
o RLN 216 - Religion and Science in Popular Culture
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New Media Concentration in Promotional Communication
This concentration emphasizes the importance of understanding message, purpose, goals, and audience to make
effective use of new media technologies.
Students are required to take the New Media core and four of the following courses:
COM 120 - Mass Media and Popular Culture
COM 380- Strategic Communication Campaigns
NMS 230 - Social Media
NMS 260 - New Media Production
NMS 320 - Contemporary New Media Practices
New Media Concentration in Web Design
This concentration emphasizes visual design, interactivity, and web development. Students will obtain a foundation in
design, learn coding, and obtain valuable skills in understanding the impact of such on society.
Students are required to take the New Media core and the following courses:
ART 124 - Graphic Design Production: InDesign
ART 127 - Graphic Design Production: HTML/CSS
ART 201 - Introduction to Graphic Design
ART 202 - Typography
ART 215 - Introduction to Web Design
ART 315 - Graphic Systems
POL 495 - Impact of the Internet
Game Design and Development Major
This major emphasizes the social significance of computational problem solving within the game narrative and
game-based environments.
Students are required to take the following courses:
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NMS 220 - Foundations of New Media
NMS 242 - Electronic Literature
COM 415 - Diversity and Representation in the Media
NMS / POL 371 - Internet Law
NMS 490 - Vocation and New Media
NMS 115 - Introduction to Game History and Design
NMS 252 - Content and Systems Design
NMS 352 - Unity I: Working With Unity
NMS 452 - Unity II: Advanced Unity
NMS 475 - Game Design Studio
CSC 165 and 165L - Introduction to Computer Programming (Python)
CSC 311 - Web Applications and Databases
Complete both CSC 170 and CSC 272, or just GDM4 through Rize Education
○ Both CSC 170 and CSC 272
■ CSC 170 - Introduction to Object-Oriented Programming (Java)
■ CSC 272 - UNIX and C
○ GSM4 - C# Programming
New Media Minor
Four core courses and 8 elective credits:
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NMS 220 - Foundations of New Media
NMS 242 - Electronic Literature
COM 415 - Diversity and Representation in the Media
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POL 371 - Topics: Internet Law
Two courses or 8 credits from the new media elective list.
Departmental Honors
Departmental Honors is designed to encourage overall excellence as well as outstanding achievement on a specific
project of special interest to the student. Departmental Honors students must maintain a 3.25 GPA in the major and a
3.00 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality
(COM 499/FLM 499/NMS 499 registration). Honors candidates should meet with their faculty mentor prior to their
senior year to develop a proposal for the honors project.
Graduation Skills
The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses
and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the COM
351 for Communication Studies majors and one of DST 164, MAT 111, or PHY 119 for Film and New Media majors.
Note: For transfer students, at least three of these six courses must be courses offered at Augsburg.
For a complete list of courses and descriptions, see the Course Description Search.
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Critical Race and Ethnicity Studies
Critical Race and Ethnicity Studies (CRES) provides a broader understanding of the ways in which race and related
identities have been so important. The primary focus is on the role they have played in American society, although CRES
classes also look at comparable developments in other countries. Given the importance of this in our world today, a CRES
major helps students develop understandings which can be useful in many careers, whether business, education,
government, the non-profit world, science, or any of a variety of other fields. The approach is an interdisciplinary one, so
CRES students can experience multiple approaches to understanding and learn to strengthen their critical thinking skills
in different ways.
Critical Race and Ethnicity Studies Faculty
Andrew Aoki (chair), Richard Breaux, Ly Nguyen
Degree and Major Requirements
A minimum of 16 of the 40 major credits must be completed at Augsburg, and at least 5 of the 10 required major courses
must be numbered 300 or above. Each course for the major can only satisfy one requirement.
The major requires three core courses, five focus area courses, and eight credits of additional electives, as outlined
below.
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CRS 101- Introduction to Critical Race and Ethnicity Studies
CRS 300 - Critical Race and Ethnicity Studies Theory and Methods
CRS 490 - Critical Race and Ethnicity Studies Senior Seminar
Complete five focus area courses, with three in the primary focus area and one from each of the other two areas.
o Africana Studies
▪ CRS 120 - Topics in Africana Studies
▪ CRS 220 - Topics in Africana Studies
▪ CRS 320 - Topics in Africana Studies
▪ CRS 420 - Colloquium in Africana Studies
o Asian American and Pacific Islander Studies
▪ CRS 140 - Topics in Asian American and Pacific Islander Studies
▪ CRS 141 - History Untold: Southeast Asian American Refugee Experiences
▪ CRS 340 - Topics in Asian American and Pacific Islander Studies
▪ CRS 440 - Colloquium in Asian American and Pacific Islander Studies
o Latine/x Studies
▪ CRS 160 - Topics in Latine/x Studies
▪ CRS 161 - Introduction to Cultural Studies in Latin American and the Caribbean
▪ CRS 261 - Tell Me What You Eat and I Will Tell You Who You Are: Food and Identity in Latin America and the
Caribbean
▪ CRS 360 - Topics in Latine/x Studies
▪ CRS 460 - Colloquium in Latine/x Studies
Complete eight credits of additional CRS electives, beyond those applied to requirements above
Graduation Skills
The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the
major. Fulfillment of the graduation skills in Speaking (S) and Writing (W) is not yet determined.
The Quantitative Reasoning (QR) graduation skill is met with one of the following courses: DST 164, MAT 111, MAT 145,
MAT 146, MAT 163, PHI 230, or the QR from a second major.
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Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Minor in Critical Race and Ethnicity Studies
Complete CRS 101 plus sixteen credits of CRS electives, with at least eight credits of electives numbered 300 or above.
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Culture and Social Justice Minor
The Culture and Social Justice minor is an interdisciplinary program committed to engaging students with the histories,
struggles, knowledge, and agency of marginalized groups throughout our global society. Drawing on the diversity of
current and past voices from the Augsburg neighborhood, the minor connects local and national efforts to larger global
struggles for justice. The program explores the interplay of experiences that form and reform the current landscapes of
globalization, including Indigenous origins, diaspora, immigration, the impact of colonialism, postcolonialism, and
neocolonialism, cross-cultural and multicultural integration, and cultural thrivance. The interdisciplinary character of this
minor helps students develop professional skills for working across cultures and disciplinary audiences, enhances writing
and speaking skills for multicultural audiences, and provides preparation for the increasingly diverse and globalized
marketplace.
Coordinators
Andrew Aoki and Elise Marubbio
Minor Requirements
A total of six courses – one introductory course, four cluster courses, and one capstone course – are required. No more
than two classes from the same department can count toward the minor. At least 2 courses must be upper division. No
class can fulfill a requirement in more than one area. Courses noted with an asterisk have prerequisites. Some topics
courses not listed here may be used for one of the requirements; please contact one of the coordinators (above) for
approval.
One introductory course:
AIS 105 - Introduction to American Indian Studies
ANT 141 - Introduction to Cultural Anthropology
CCS 100 - Introduction to Cultural Studies
One course is required from each of the four clusters:
Theory cluster: Courses from this cluster will help students develop the ability to use a variety of theoretical approaches
to understanding globalization and marginalization. One course is required.
AIS 208 - Native American/First Nations Women and Film
AIS 364 - Indigenous Filmmakers
COM 329 - Intercultural Communication
PSY 261 - Personality and Cultural Context
SOC 240 - Protest and Social Change: Sociology of Social Movements
SOC 265 - Race, Class, and Gender
SOC 290 - Cultures of Violence
THR 245 - Introduction to Pan-Asian Theater
WST 305* - Introduction to Queer Studies
WST 315 - Margins as Center: Feminist Theory
WST 324* - Undocumented, Ecofeminist, & Queer: Contemporary Latin American Liberation Theologies
Local community cluster: Students will be able to describe the histories, politics, and cultures of the communities in
which Augsburg resides, and be able to explain how those communities have been shaped by and responded to
marginalization. One course is required.
AIS 105 - Introduction to American Indian Studies
AIS 205 - Contemporary American Indian Issues
AIS 302 - Indigenous Expressive Forms
AIS 304 - Engaging Native Communities
POL 122/URB 122 - Social Justice in Urban America
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National cluster: Courses in this cluster will help students be able to explain the ways that the United States has been
constructed from a variety of cultures, and the economic, political, and social consequences of that. One course is
required.
AIS 105 - Introduction to American Indian Studies
AIS 205 - Contemporary American Indian Issues
AIS 264 - American Indians in the Cinema
ART 290/ ART 390 - Native American Art
ENL 350* - African American Literature
ENL 365* - Contemporary Postcolonial Theory and Literature
HIS 236 - American Indian History
HIS 241, 242, 243 - African American History
POL 282 - Asian American Politics
THR 270 - Introduction to Black Theater
Global cluster: Courses in this cluster will help students be able to describe issues and questions that cross national
boundaries, and the ways that people around the world are adapting to changing environments. One course is required.
AIS 305† - Indigenous Issues of the Americas [Travel or Virtual Travel seminar]*
ART 100† - special topic on pottery & spirituality; taught in Guatemala*
ART 231 - Pre-Columbian, Colonial, and Contemporary Mexican Art
HIS 150/350 - Revolutions, Republics, and Resilience in Latin America
HIS 155/355 - Cultural Conflict and Change in Latin America
HIS 162/362 - Modern South Asia
HIS 327† - Racism and Resistance in Southern Africa and the United States*
HIS 357†* - Mexican History, Culture, and Cosmovision
POL 158 - Introduction to Political Science
POL 359* - Topics
POL 459* - Topics in Comparative Politics
SPA 332* - Latin American Civilizations and Culture
WST 250 - Global Perspectives on Gender and Sexuality
WST 335†* - Contemporary Latin American Women
WST 341†* - Globalization, Social Struggles, and the Environment
CGEE programs in Mexico, Namibia, and Central America can count toward 1 class requirement.
Note: Courses marked with a dagger (†) are not offered in the United States. Some are offered through the Center for
Global Education and Experience at one of their international locations, while others may be done through a study
abroad seminar.
Courses marked with an asterisk have one or more prerequisites.
One capstone course:
In this capstone to the minor, students will review the connections between local, national, and global dynamics, and be
able to describe the ways that people around the world adapt to the forces of globalization, and the role that those
forces play in creating or reinforcing pressures of marginalization.
AIS 405: Indigenous Activism and Resistance in the Americas
INS 495: Topics
For a complete list of courses and descriptions, see the Course Description Search.
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Economics
The Department of Economics offers a program that stresses a strong theoretical background, quantitative analysis, and
an emphasis on national and international issues. Students who graduate with an economics major are well prepared to
continue their education in a variety of fields or to work successfully in business and government because of the strong
liberal arts emphasis within the major.
The department offers six majors: Economics, Applied Economics, Mathematical Economics, Business and Economics,
and Economics and Political Science (Education majors only).
The Economics major and the Applied Economics majors lead to careers in the business world or government. The
Mathematical Economics major is designed for students who intend to attend graduate school in economics or another
quantitative field such as finance or operations research. It is also designed to serve students to work in quantitative
fields immediately upon graduation, e.g., research analysts or actuaries. The combined Economics/Business
Administration major allows students great flexibility in order to explore both fields. Finally, the teaching major in
Political Science/Economics allows secondary education licensure students to obtain a solid background for teaching
economics.
The study of economics provides a firm foundation for confronting change because it presents a disciplined way to
analyze and make choices. An Economics major prepares students for community leadership and leads to a great
diversity of career opportunities including law, teaching, journalism, and private and public international service. Pre-law
and potential Master of Business Administration students are especially encouraged to consider Economics as a major or
a minor.
Students are able to combine an Economics major with other disciplines such as Business Administration, International
Relations, Mathematics, Management Information Systems, Political Science, History, and area study programs. Students
who are interested in any type of quantitatively-oriented graduate program in economics or in business are encouraged
to either major or minor in Mathematics. These students should also take courses in Computer Science. Consult an
advisor for specific course suggestions.
For the Economics and Applied Economics majors, the capstone experience is ECO 490 - Research Methods in
Econometrics. Students in other majors should consult their advisor for alternatives. Internships are recommended.
Students must consult with the department chair and the Strommen Center before registering for an internship for
academic credit.
Note: Transfer students must complete at least three upper division economics courses for a major and two for a minor.
Transfer classes must have been completed in the last 10 years with at least a C- grade.
Economics Faculty
Stella Hofrenning (Chair), Jeanne Boeh, Keith Gilsdorf, Liaila Tajibaeva
Degree and Major Requirements
Major in Economics, BA
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ECO 112- Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
ECO 490 - Research Methods in Econometrics
Three four-credit upper division economics electives (ECO399 may not be applied to this requirement)
One of DST 164, MIS 379, or MAT 163
o DST 164 - Introduction to Statistics (with R)
o MIS 379 - Quantitative Methods for Business and Economics
o MAT 163 - Introductory Statistics
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One of MAT 114, MAT 145, or MAT 146
o MAT 114 – Precalculus
o MAT 145 and 145L - Calculus I
o MAT 146 and 146L - Calculus II
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about
potential adjustments to their course requirements to fulfill each of these skills.
Major in Applied Economics, BA
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ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
One of ECO 312 or ECO 315
o ECO 312 - Intermediate Macroeconomics
o ECO 315 - Money and Banking
ECO 313 - Intermediate Microeconomics
ECO 318 - Management Science
ECO 350 - Labor Economics
ECO 360 - International Economics
ECO 490 - Research Methods in Econometrics
ENL 223 - Writing for Business and the Professions
One of ECO 399 or ECO 499
o ECO 399 - Internship Program
o ECO 499 - Independent Study
One of DST 164, MIS 379, or MAT 163
o MIS 379 - Quantitative Methods for Business and Economics
o MAT 163 - Introductory Statistics
o DST164 - Introduction to Statistics (with R)
One of PHI 120 or PHI 125
o PHI 120 - Ethics
o PHI 125 - Ethics and Human Identity
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Combined Major in Economics and Business Administration, BA
Thirteen courses including:
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ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
MKT 252 - Principles of Marketing
MIS 379 - Quantitative Methods for Business and Economics
Two additional upper division BUS, ACC, FIN, MIS, or MKT course (excluding MIS379)
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
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Two other upper division ECO course (ECO399 may not be applied to this requirement)
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their
course requirements to fulfill each of these skills. The Quantitative Reasoning (QR) graduation skill is met by completing:
ECO 112 or 113 (QF) and MIS 379 (QA).
Note: All business majors are encouraged to take KEY 490 – Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Major in Mathematical Economics, BS (joint offering with the Department of Mathematics, Statistics, and Computer
Science)
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ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
ECO 490 - Research Methods in Econometrics
One introduction to statistics (MIS379 recommended), chosen from:
o DST 164 - Introduction to Statistics (with R)
o MAT 163 - Introductory Statistics (offered infrequently)
o MIS 379 - Quantitative Methods for Business and Economics
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 255- Multivariable Calculus
MAT 315- Linear Algebra
Two upper division mathematics/statistics courses, chosen from:
o DST 374 - Mathematical Statistics
o MAT 370 - Real Analysis
o MAT 373 - Probability Theory
o MAT 465 - Modeling and Differential Equations in Biological and Natural Sciences
Three four-credit upper division Economics courses (ECO 416 recommended)
CSC 165 - Introduction to Computer Programming (Python) is also recommended.
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC, DST, or MAT
course. Students must earn a grade of C- or better (or P) in each course that applies toward the major in Mathematical
Economics.
Students completing the major in Mathematical Economics are not eligible for a major in Economics, Applied Economics,
or the Combined major in Economics and Business Administration or a minor in Mathematics or Economics. Students
completing the major in Mathematical Economics may complete a major in Mathematics.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about
potential adjustments to their course requirements to fulfill each of these skills.
Teacher Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students, therefore, should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
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Teaching Major in Political Science and Economics
See Political Science.
Departmental Honors
GPA of 3.50 in the major and 3.00 overall; a senior thesis and comprehensive oral examination in the major field of
concentration.
Minor in Economics
This minor is not available to students majoring in the combined major of Business Administration and Economics.
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ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
One additional four-credit upper division economics course
Other configurations may be permitted by consulting with the department chair.
Note: Students who plan to major in the department are strongly encouraged to select a faculty mentor as soon as
possible in order to carefully plan their program of study.
For a complete list of courses and descriptions, see the Course Description Search.
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Education
The Department of Education maintains liberal arts-based teacher education programs that are approved by the
Professional Educator Licensing and Standards Board. These programs lead to recommendation for licensure to the State
of Minnesota for:
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Elementary (grades K-6)
Secondary—grades 5-12 in communication arts/literature, health, mathematics, and social studies; grades 9-12 in life
science, chemistry, and physics
K-12 licenses in visual arts, physical education, music, English as a Second Language (ESL) and the special education:
Academic Behavioral Strategist (ABS) license. (Note the ESL and ABS programs are available in weekday evening
program only*)
General Science (5-8) initial license
Optional endorsements for a K-6 elementary license include: mathematics (grades 5-8), general science (grades 5-8),
social studies (grades 5-8), or communication arts/literature (grades 5-8).
Program Availability
Degree and/or licensure programs are available in both the Day and AU (weekday evening*) programs. Augsburg
Undergraduate (AU) degree and licensure programs are limited to elementary, secondary communication arts/literature
and social studies, and K-12 visual arts, ESL and ABS. Additional licensure programs are available through the Day
program and open to AU students who can take courses on a weekday schedule. All prerequisite courses, elementary
core courses, and professional education courses are available on a weekday evening schedule*. P-12 field service
requirements associated with courses and student teaching must be completed during regular P-12 school hours. All
students must have some time available each term for field service in P-12 educational settings.
Licensure only
Students who have completed a BA/BS degree may complete a licensure only program within the day or AU*
undergraduate program. Contact the Education Department or the Office of Admission for information.
Program Overview
Students in all degree and/or licensure programs must apply for acceptance into the licensure program prior to
beginning most 300-400 level courses. (EDC 310 may be taken prior to admission). It is highly recommended that
candidates apply for acceptance to the licensure program before they are enrolled in EDC 310 in order to be ready to
register for most other 300-400 level courses in a timely manner. Additional criteria for acceptance into the licensure
program are available through the department website. Students complete a semester of full-time student teaching at
the conclusion of their degree and/or licensure. Students must complete the EdTPA during their student teaching
semester. State law requires passing appropriate exams (pedagogy and content exams) prior to recommendation for
licensure. Students who entered Augsburg University under earlier catalogs must comply with the requirements of the
new licensure programs.
The Education Department offers non-licensure majors in Elementary Education and Education Studies. Contact the
department for details. The department also offers a Special Education minor which is described at the end of this
section.
Students are assigned an Education Department program advisor upon request or at the outset of EDC coursework. All
students are expected to become knowledgeable about programs and follow through with department policies.
Handbooks outlining programs and policies are available through the Education Department and website.
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Student Teaching Abroad
Selected Education Department students may participate in an international student teaching program. Those interested
in further information should contact the Education Department at least one year prior to student teaching. Students
who teach abroad will do part of their student teaching in the Twin Cities area under direct Augsburg faculty supervision.
In addition to gaining Education Department approval for student teaching abroad, students must apply through the
Study Abroad and Study Away Office in the Center for Global Education and Experience.
Education Faculty
Yacoub Aljaffery, Joseph Erickson, Jennifer Diaz (Chair), Terrance Kwame-Ross, Audrey Lensmire, Rachel Lloyd, Jason
Lukasik, Sergio Madrid Aranda
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Elementary Education
Major and Licensure Requirements
Elementary Education majors are required to complete the following non-major and major courses. To be licensed they
must also complete a student teaching experience. Degree-seeking students follow the Bachelor of Science Liberal Arts
Foundation requirements.
Non-departmental Core Courses
AIS 105 - Introduction to American Indian Studies
Math sequence for students
(Do NOT take if seeking 5-8 math endorsement.) MPG 3 prerequisite.
MAT 204 - Mathematics for Elementary Teachers I (fall)
MAT 205 - Mathematics for Elementary Teachers II (spring)
Science sequence for students
(Do NOT take if seeking 5-8 general science endorsement.)
Option A is for Day students who do not have college-level science courses in their background.
BIO 102 - The Biological World
and
PHY 203 - Physics and Earth Science for Elementary Education Teachers
Option B is for weekday, AU, and/or transfer students with at least one college-level science course accepted in transfer,
or for weekday students who have already started this sequence.
PHY 203 - Physics and Earth Science for Elementary Education Teachers
or
EED 203 - Physical Science for Elementary Teachers (summer session, Time 1 only) and EED 200 - Elementary Education
Earth Science (summer session, Time 2)
and
BIO 102 - The Biological World
Option C (Rochester only).
SCI 110 - Natural Science I (Physical Science)
SCI 111 - Natural Science II (Biological and Earth Science)
Major Courses
Required education courses:
● EDC 200 - Critical Histories and Philosophies of Education
● EDC 220 - Educational Technology
● EED 314 - Transcultural Literacies: An Introduction to Language and Literacy
● EDC 310 - Learning and Development in an Educational Setting
Elementary Major coursework: (Courses from this point on require admission to the licensure program)
● ESL 320 - Introduction to Linguistics
● EED 335 - Multidisciplinary Methods for Elementary Teachers
● EED 425 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom
● EED 350 - K-6 Methods: Mathematics
● EED 360 - K-6 Methods: Science
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EED 370 - K-6 Social Studies Methods: Decolonizing Curriculum and Classrooms
EDC 375 - Learners with Dis/abilities
EDC 490 - School and Society or ESL 490 - Language, Culture, and Schools
Student Teaching
Student teaching is required for licensure. Students with an Elementary major who do not complete student teaching can
graduate through the Elementary Education non-licensure major or the Interdisciplinary Studies major.
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EDC 481 - Student Teaching: Initial License for Undergraduate Students (or EDC 482 - Student Teaching: Additional
License or Endorsement, for students completing an additional license)
EED 489 - Teacher Performance Assessment and Student Teaching Seminar
Endorsements (optional to add on to elementary license, secondary biology, chemistry, physics)
Communication Arts (5-8)
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ENL 220 - Critical and Analytical Writing
ENL 240 - Foundations of Literary and Cultural Study
One of COM 254, COM 329, COM 351, or COM 355
o COM 254 - Interpersonal Communication
o COM 329 - Intercultural Communication
o COM 351 – Argumentation
o COM 355 - Small Group Communication
EED 331 - Middle School Methods Writing
ESE 300 - Reading/ Writing in the Content Area**
ESE 350 - 5-12 Methods: Literature and Reading**
EDC 482 - Student Teaching: Additional License or Endorsement
Social Studies (5-8th grade)
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POL 121 - American Government and Politics
One of HIS 120, HIS 121, or HIS 122
o HIS 120 - Colonizing a Continent and Creating Nations: North America to 1815
o HIS 121 - An Empire for Liberty: U.S. History To 1877
o HIS 122 - Gender, Race, Class and Democracy in the Modern U.S.
ECO 113 - Principles of Microeconomics
One of HIS 103, HIS 104, PSY 105, SOC 121, or ANT 141
o HIS 103 - A Global History of Europe Since 1750
o HIS 104 - Decolonizing Asia and Africa
o PSY 105 - Principles of Psychology
o SOC 121 - Introduction to Sociology
o ANT 141 - Introduction to Cultural Anthropology
ESE 220 - Introduction to Human Geography
ESE 300 - Reading/Writing in the Content Area**
ESE 311 - Middle School Methods: Social Studies**
EDC 482 - Student Teaching: Additional License or Endorsement
Mathematics (5-8th grade)
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MAT 114 - Precalculus (or MPG 4)
MAT 145 and 145L - Calculus I
One of MAT 163: Introductory Statistics or DST164: Introduction to Statistics (with R) (recommended)
MAT 302 - Discrete Mathematical Structures
MAT 325 - History of Mathematics
MAT 335 - Exploring Geometry
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ESE 300 - Reading/Writing in the Content Area**
ESE 331 - Middle School Methods: Mathematics**
EDC 482 - Student Teaching: Additional License or Endorsement
General Science (5-8th grade)
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BIO 102 and 102L - The Biological World
BIO 121 and 121L - Human Biology
CHM 115 and 115L - General Chemistry I
CHM 116 and 116L - General Chemistry II
PHY107 and 107L - Introduction to Physics
SCI 106 and 106L - Introductory Meteorology
Geology - (take elsewhere—see Education Department for suggestions)
ESE 300 - Reading/Writing in the Content Area**
ESE 341 - Middle School Methods: Natural Science**
EDC 482 - Student Teaching: Additional License or Endorsement
Graduation and Licensure/ Endorsement Requirements
A minimum GPA of 2.50 overall, 2.50 in the major, 2.00 in the specialty area, and grades of P in student teaching courses
are required for licensure as well as C- or better in all required core, specialty, and education major courses.
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
For a complete list of courses and descriptions, see the Course Description Search.
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K-12 English as a Second Language
The K-12 English as a Second Language (ESL) undergraduate major is available as an initial license as well as an
endorsement to an existing license. This license qualifies teachers to work with K-12 students for whom English is a
second language across a range of subject areas. A prerequisite to program admission is two years of high school level or
one year of college level language instruction.
The K-12 ESL program is offered in a hybrid format with a mix of face-to-face and online instruction throughout the
semester. Program courses are offered in a weekday evening framework during the academic year and summer semester
to make them accessible to working adults.
Major and Licensure Requirements
Required Non-major Courses:
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AIS 105 - Chemical Dependency Education
ENL 111 - Effective Writing II
Modern language prerequisites (2 years high school or 1 year college language)
Required Education Courses for ESL:
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EDC 200 - Critical Histories and Philosophies of Education
EDC 220 - Educational Technology
EDC 310 - Learning and Development in an Educational Setting
EDC 375 - Learners with Dis/abilities
EED 425 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom
ESE 325 - Creating Learning Environments
ESL Major Courses
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ESL 310 - Second Language Acquisition
ESL 320 - Introduction to Linguistics
ESL 330 - History and Structure of the English Language
ESL 340 - ESL Literacy
ESL 410 - ESL Testing and Evaluation
ESL 420 - ESL Methods
ESL 490 - Language, Culture, and Schools (Keystone requirement)
EDC 481 - Student Teaching: Initial License for Undergraduate Students (or EDC 482 - Student Teaching: Additional
License or Endorsement, for students completing an additional license)
ESL 489 - Teacher Performance Assessment and Student Teaching Seminar
A minimum GPA of 2.50 overall, 2.50 in the major, and grades of P in student teaching courses are required for licensure
as well as C- or better in all required core and education major courses.
Graduation Skills
Graduation Skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
For a complete list of courses and descriptions, see the Course Description Search.
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Secondary Education
It is the responsibility of each student to meet all specific requirements of the Education Department and the subject
area major. Secondary and K-12 licensure students are expected to have advisors in both their subject area major and in
the Education Department. K-12 licensure is available in art, music, health and physical education. A 5-12 secondary
licensure program is available in communication arts/literature, mathematics, and social studies. A 9-12 secondary
licensure program is available in life science, chemistry, and physics with an additional general science endorsement for
grades 5-8.
Licensure requirements in the state of Minnesota for teaching in secondary schools are met through the Augsburg
University Education Department licensure program. These requirements are: bachelor’s degree, academic major in an
approved teaching area, and completion of an approved licensure program.
Consult with your subject matter advisor for Graduation Skills requirements in Critical Thinking (CT), Quantitative
Reasoning (QR), Speaking (S), and Writing (W).
Major and Licensure Requirements
Non-Departmental Requirements
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HPE 115 - Chemical Dependency Education
Program Requirements
Foundations Block I
● AIS 105 - Introduction to American Indian Studies
● EDC 200 - Critical Histories and Philosophies of Education
● EDC 220 - Educational Technology
Foundations Block II
● EDC 310 - Learning and Development in an Educational Setting
Courses from this point and on require admission to the licensure program .
Methods Block I
● ESE 300 - Reading/Writing in the Content Area
● ESE 325 - Creating Learning Environments
Methods Block II
● ESE 3XX - K-12 or 5-12 Methods in Content Area
Capstone Block
● EDC 375 - Learners with Dis/abilities
● EDC 490 - School and Society
Student Teaching Block
● EDC 481 - Student Teaching: Initial License for Undergraduate Students (or EDC 482 - Student Teaching: Additional
License or Endorsement, for students completing an additional license)
● ESE 489 - Teacher Performance Assessment and Student Teaching Seminar
A minimum GPA of 2.50 overall, 2.50 in education, 2.50 in the teaching major, and P (pass) in student teaching are
required for licensure. All required major, non-departmental requirements, and education program courses must have a
grade of C- or better.
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Art, Music, and Physical Education Licensure (K-12)
Students preparing for licensure in one of these areas follow the Secondary Education program even though they may
plan to teach at the elementary school level. A person with a major in one of these special areas will take three to four
courses in student teaching and do some student teaching at both the secondary and elementary levels. Note:
Recommendation for teacher licensure in music is granted only to students who successfully complete the requirements
for the Music Education (K-12 licensure track)major. Art, music, and physical education teacher education programs lead
to licensure for grades K-12. Students may no longer license in a minor field of study.
A graduate level licensure option is available through the AU* evening program. Licensure is obtained through a
combination of graduate and undergraduate credits. Contact the Education Department or the Undergraduate and
Graduate Admission Offices for information.
For a complete list of courses and descriptions, see the Course Description Search.
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Special Education: Academic Behavioral Strategist
The special education ABS major is available only through the AU* program. This major is ideally suited to people who
are currently working in schools with K-12 special education students. Students must complete field experience
requirements in K-12 special education and general education mainstreamed settings as part of course and program
requirements; field service requirements are during the regular school times and calendar year.
A graduate-level licensure option is available through AU*. Licensure is obtained through a combination of graduate and
undergraduate credits.
Major and Licensure Requirements
Special Education Major
Non-departmental core courses - These requirements should be taken during the first year or sophomore year; many of
these courses will also fulfill liberal arts requirements:
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ENL 111 - Effective Writing II
HPE 115 - Chemical Dependency Education
MAT 204 - Mathematics for Elementary Teachers I (MPG 3 prerequisite)
AIS 105 - Introduction to American Indian Studies
Required Education Courses for ABS:
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EDC 200 - Critical Histories and Philosophies of Education
EDC 220 - Educational Technology
EDC 310 - Learning and Development in an Educational Setting
EED 314 - Transcultural Literacies: An Introduction to Language and Literacy
Students must be admitted to the licensure program to take courses beyond this point.
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EED 350 - K-6 Methods: Mathematics
EED 360 - K-6 Methods: Science
ESL 320 - Introduction to Linguistics for Teachers
EED 425 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom
EDC 375 - Learners with Dis/abilities
SPE 410 - Implementing Assessment Strategies
SPE 411 - Etiology and Theory of Mild to Moderate Disabilities
SPE 415 - Theory to Practice
SPE 425 - Transition and Community
SPE 430 - Instructional and Behavioral Practices
SPE 490 - Parent and Professional Planning
EDC 481 - Student Teaching: Initial License for Undergraduate Students
SPE 489 - Teacher Performance Assessment and Student Teaching Seminar
A minimum GPA of 2.50 overall, 2.50 in the major, and grades of P in student teaching courses are required for licensure
as well as C- or better in all required core and education major courses.
Graduation Skills
Graduation Skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
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Special Education Minor
The Special Education minor requires six courses (five plus one prerequisite psychology course) that encompass an
interdisciplinary perspective on the field of disability. The minor is designed to fit the needs of students in various
disciplines interested in disability issues. This minor is available through the weekday program.
Required courses:
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EDC 375 - Learners with Dis/abilities
EDU 491 - Practicum and Seminar in Special Education
PSY 105 - Principles of Psychology
SOC 231 - Family Systems: A Cross-Cultural Perspective
One of PSY 250, PSY 252, or PSY 253
o PSY 250 - Child Development
o PSY 252 - Adolescent and Young Adult Development
o PSY 253 - Aging and Adulthood
One of PSY 357, PSY 359, SOC 265, or SWK 301
o PSY 357 - Behavior Analysis
o PSY 359 - Assessment
o SOC 265 - Race, Class and Gender
o SWK 301 - History and Analysis of Social Policy
Interested students should contact the director of Special Education at the outset of coursework
For a complete list of courses and descriptions, see the Course Description Search.
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English
The Augsburg English Major is designed for students who love good stories. Professors in the department believe that
the best stories are those that challenge us, shock us, confuse us, unsettle us, change us, and demand that we respond.
The purpose of literature is to make a familiar world feel strange and new again; to expand our sense of empathy; to
“arrest our attention,” according to Saul Bellow, “in the midst of distraction.” Although English literature is steeped in
histories of oppression, colonization, sexism, racism, and other forms of violence, it has also been a vehicle for the
subversion of dominant ideologies and histories. Students who major in English encounter texts that are both
problematic and poetic, unsettling and beautiful, worldly and transcendent.
English majors may be poets, book lovers, activists. They might become grantwriters or teachers or editors, yes, but they
might also become lawyers, web designers, engineers, physical therapists, social workers, or business moguls. Whatever
path students choose, the English major will provide them with essential skills to guide their way: creative and critical
thinking and writing, research methods, argumentation, collaborative problem-solving, close reading, project
management, and leadership.
Most importantly, the major empowers students to strengthen and hone their interpretations, opinions, and voices.
“Powerlessness and silence,” as Margaret Atwood writes, “go together.” James Baldwin puts the same idea differently:
“You write in order to change the world.”
English Faculty
Robert Cowgill, Stephan Clark, Jennifer Forsthoefel, Sarah Greenfield, Dallas Liddle, John Schmit, Lindsay Starck, Mzenga
Wanyama (Chair)
Degree and Major Requirements
The major requires ten courses. Students may choose the general English Major, the major with a Creative Writing
Concentration, or the major with a Professional Writing Concentration.
All students majoring in English must complete five core courses and five electives.
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ENL 220 - Critical and Analytical Writing
ENL 226 - Introduction to Creative Writing
ENL 230 - Literatures of Identity, Power, and Resistance
ENL 240 - Foundations of Literary and Cultural Study
ENL 400 - Advanced Topics in Literature and Writing
Five ENL electives, including at least four numbered 300 or above
Students choose their electives from a variety of topics, some of which are offered yearly, others on an alternating basis.
Always check the department website for the offerings in any given four-year period.
Optional Concentrations Within the Major
English majors can choose to use the five electives for the major to complete a concentration.
Majors with a Creative Writing concentration must take exactly three Creative Writing (CW) designated courses (beyond
ENL 226). Creative Writing concentration courses are chosen from ENL 320, ENL 322, ENL 324, ENL 325, ENL 326, ENL
328, ENL340, and the MFA master class (ENL 531, ENL 532, ENL 533, ENL 534, or ENL 535).
Majors with a Professional Writing concentration must take exactly three Professional Writing (PW) designated courses
(beyond ENL 220). Professional Writing concentration courses are chosen from ENL 223, ENL 324, ENL 344, ENL 380, or
ENL 394.
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English Minor
Students choosing to minor in English must take five courses: two of the 200-level core courses and three electives, with
at least two electives at the 300-level.
To complete the minor with a Creative Writing concentration, exactly two of the three electives must be designated
“CW”.
To complete the minor with a Professional Writing Concentration, exactly two of the three electives must be designated
“PW”.
Communication Arts/Literature Teacher Licensure Major
The Communication Arts/Literature Teacher Licensure concentration is for students who seek to be licensed to teach
English, Communication Arts, and Literature in Minnesota. Students are encouraged to take courses toward their major
during the first and sophomore years and to apply for the education licensure program no later than the spring of their
sophomore year.
Students must work with advisors in both the English Department and the Education Department in order to meet the
professional requirements within the Education Department as well as the requirements for the major. Should licensure
not be possible, graduation can be achieved through an English major or a Communication Studies major, both of which
would require additional coursework.
Prerequisite: ENL 111
Major Requirements (eight courses in English):
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ENL 220 - Critical and Analytical Writing
ENL 240 - Foundations of Literary and Cultural Study
ENL 365 - Contemporary Postcolonial Theory and Literature
ENL 380 - Introduction to the English Language
One of ENL 394 or ENL 396
o ENL 394 - Teaching Writing: Theory and Practice
o ENL 396 - Internship in Teaching Writing
One upper division ENL British literature course
One upper division ENL American literature course
One additional ENL literature, language, or theory course chosen from ENL 360, ENL 361, ENL 371, ENL 372, ENL 375,
ENL 395, or ENL 400
Experiential Requirement (no credit):
One college-level experience required in forensics, debate, newspaper, literary journal, theater, media production, or
other related activity (subject to department approval)
Additional Courses (outside the English Department):
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COM 111 - Public Speaking
COM 120- Mass Media and Popular Culture
One of COM 254 or COM 329
o COM 254 - Interpersonal Communication
o COM 329 - Intercultural Communication
One additional communications elective, chosen from NMS220, NMS242, FLM180, COM243, COM247, COM351, or
POL342
Special Methods (two courses):
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ESE 350 - 5-12 Methods: Literature and Reading
ESE 351 - 5-12 Methods: Speaking and Listening
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Additional ESE and EDC courses are required for licensure. See the Education Department section for a listing of
secondary education licensure requirements. In addition to consulting your designated ENL advisor, contact an Education
Department advisor for information about education courses.
Graduation Skills
Graduation Skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
The Quantitative Reasoning (QR) graduation skill is met with one of the following courses: DST 164, HIS 369, MAT 111,
MAT 145, MAT 146, MAT 163, PHI 230, PHY 119, POL 483, or the QR from a second major.
Departmental Honors
GPA of 3.5 in the major and 3.0 overall; submit proposal to department chair by early October in senior year for
department approval. Submit and defend paper before faculty committee. Honors projects may receive independent
study credit (refer to departmental guidelines).
MFA Master Class Option
Upper-level students (Junior or Senior) with the recommendation of a creative writing instructor, a writing sample, and a
GPA of 3.00 in English courses, and the permission of the MFA program director, may join a MFA summer residency
course in their genre. Upon successful completion of the same residency requirements as graduate students, master
class students will earn the same number of credits towards their Augsburg undergraduate degree (maximum 6 credits).
Additionally, if they enroll in the Augsburg MFA program in the future, they will have satisfied the first of their three
summer residency course requirements.
The MFA Master Class Option is not repeatable.
The MFA Master Class Option is open to undergrad students from other institutions as well as Augsburg University.
Transfer Students
Note: Transfer undergraduate English majors must take at least three of their English courses at Augsburg. Transfer
students who minor in English must take at least two of their English courses at Augsburg.
Transfer English education students with a BA in English from another college must take at least three of their English
courses at Augsburg (preferably upper division courses). These courses must be taken before the department can
recommend a student for student teaching.
The English Placement Test
A writing sample is required of students to determine their placement in an appropriate writing class. Students having
completed AP (Advanced Placement) courses in composition must have a score of 4 or 5. Students who need to develop
competence in composition skills—such as stating and supporting a thesis, organizing clearly, and constructing
paragraphs and sentences—are required to enroll in Effective Writing I (ENL 101) where they receive more individual
instruction than is possible in Effective Writing II (ENL 111). These students must pass Effective Writing I (ENL 101) with a
grade of P, C-, or higher before enrolling in Effective Writing II (ENL 111).
Note: Students must register for ENL 101 during the first semester of attendance, if possible. ENL 111 should be
completed, if possible, during the first year.
Students in Effective Writing I (ENL 101) or Effective Writing II (ENL 111) can elect the traditional grading system or
P/LP/N grading in consultation with their instructor up through the last week of class (without special
permission/petition).
Service Courses
The department offers these service courses for students as required by a placement test.
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Foundational Courses
The 200-level courses in the English major develop foundational competencies in reading and interpreting literary texts,
and provide opportunities for diverse literary discovery. These courses require ENL 111 as a prerequisite or co-requisite.
Upper Level Courses
The 300-level literature courses concentrate on primary texts in historical and cultural contexts. These courses ask
students to practice interpreting literary texts by employing techniques, terminology, and research methods of the
discipline, resulting in effective and substantive expository writing about the subject. The 300-level writing courses ask
students to deeply engage and analyze published work as well as their own work and that of their peers. Unless
otherwise indicated, students must take at least one of the 200-level requirements or gain the consent of the instructor
as a prerequisite for a 300-level course.
The 400-level course emphasizes writing, scholarship, criticism, and/or theory at an advanced level. Any 300-level course
or permission of the instructor serves as a prerequisite for the 400-level. The 400-level course must fulfill the keystone
requirement.
Writing Courses
Note: First day attendance in all writing courses is mandatory for a student to hold their place in the course.
For a complete list of courses and descriptions, see the Course Description Search.
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Environmental Studies
Environmental Studies is the interdisciplinary investigation of human relations with the natural world. Augsburg’s
program focuses on the study of urban environmental justice, drawing on the natural sciences, social sciences,
humanities, and professional studies to examine the interdependence between humans and the natural world. It
provides an understanding of the ecological, social, and cultural processes and problems that bind that world together.
Augsburg’s Environmental Studies students study the most pressing local, regional, national, and global issues of our day,
and gain the knowledge and skills needed to go out into the world as problem-solvers and change agents.
Augsburg University’s location in a diverse inner-city neighborhood adjacent to the Mississippi River offers an
opportunity for the close study of complex urban environments and their relationship to wider ecological systems.
Although many equate environmental issues with rural areas, most people live in cities. Urban residents shape nature in
innumerable ways, including through energy, food, and water consumption; transportation; and industrial production. In
turn, environmental injustice is often found in urban settings. With that in mind, Augsburg’s Environmental Studies
program simultaneously studies ecological quality and social justice.
The program provides undergraduate training leading to a BA or a minor in Environmental Studies. Upon completion of
the program, students will be able to understand and analyze ecological processes, recognize the many and varied forms
of nature in the city, distinguish stakeholders’ interests in policy debates, decipher the context and variety of human
experiences in nature, identify inequities in the access to and use of natural resources, and articulate responses
grounded in multiple disciplinary insights to current urban environmental challenges. Drawing on their experiences in
settings as diverse as the Cedar-Riverside neighborhood, the upper Mississippi River Valley, and Mexico, graduates of the
program pursue vocations in nonprofit organizations, government policy and planning positions, law and graduate
school, education, ministry, and corporate settings.
Environmental Studies Faculty
Matthew Beckman (Biology), Amanda Case (Chemistry), Kristen Chamberlain (Communication Studies), Christina
Erickson (Social Work), Nancy Fischer (Sociology/Urban Studies), Sarah Greenfield (English), Michael Lansing (History),
Emily Schilling (Biology/Environmental Studies), Liaila Tajibaeva (Economics), Keith Gilsdorf (Economics), Joseph Underhill
(Political Science, Program Director), John Zobitz (Mathematics).
Degree and Major Requirements
Environmental Studies Major
A total of 14 courses, as follows:
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BIO 152 and 152L - Ecology, Evolution and Diversity and Lab
ECO 113 - Principles of Microeconomics
ECO 365 - Environmental Economics
ENV 100 - Environmental Connections
ENV 301 - Environmental Seminar (.5 credit) students must take 2 sections; advanced transfer students (entering
with more than 63 credits) must take 1 section
ENV 320 and 320L - Environmental Science and Lab
ENV Internship (ENV 396, 397, 398, or 399)
HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History
One of SWK 210 or ENV 340
o SWK 210 - Environmental Justice and Social Change
o ENV 340 - Climate and Environmental Justice
One of CHM 102 or CHM 115
o CHM 102 and 102L - Chemistry for Changing Times
o CHM 115 and 115L- General Chemistry I and Lab
One lower division elective chosen from:
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o AIS 105 - Introduction to American Indian Studies
o AIS 205 - Contemporary American Indian Issues
o COM 260 - Environmental Communication
o POL 241 - Environmental and River Politics
o SOC/URB 111 - City Life: Introduction to Urban Sociology
One research methods course chosen from:
o COM 301 - Research Methods in Communication Studies
o DST 164 - Introduction to Statistics (with R)
o ENV 360 - Field Research Methods and Investigation
o MAT 163 - Introductory Statistics
o MIS 379 - Quantitative Methods for Business and Economics
o POL 483 - Political Statistics and Methodology
o PSY 215 - Research Methods and Statistics I
o SOC 362 - Statistical Analysis
One additional upper division elective chosen from:
o BIO 420 - Conservation Biology
o BIO 425 and 425L - Freshwater Ecology
o BIO 481 and 481L - Ecology and Lab
o ECO 370 - International Economic Development
o ENV 310 - Environmental Politics Field Seminar
o ENV 330 - Topics in Environmental Studies
o ENV 340 - Climate and Environmental Justice
o ENV 350 - Ecology and Socio-Ecological Systems Change
o ENV 370 - Environmentalism and the Arts: Building a Sustainable Humanities
o POL 325 - Politics and Public Policy
o POL/WST 341 - Globalization, Social Struggle and the Environment
o RLN 333/WST 313 - Environmental Theology and Ethics
o SOC 380 - Disaster and Resilience
o SOC/URB 381 - City and Regional Planning
One of ENV 492 or ENV 490
o ENV/URB 492 - The City and Environment Keystone
o ENV 490 - Environmental Studies Independent Project
Environmental Studies Minor
Five courses:
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ENV 100 - Environmental Connections
ENV 301 - Environmental Seminar (.5 credit)
SWK 210 - Environmental Justice and Social Change
Complete four courses from at least two of the three divisions; at least two of the electives must be numbered 300
or above:
o Humanities
▪ COM 260 - Environmental Communication
▪ ENL/ENV 370 - Environmentalism and the Arts: Building a Sustainable Humanities
▪ HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History
▪ RLN 333/WST 313 - Environmental Theology and Ethics
o Social Sciences
▪ ECO 365 - Environmental Economics
▪ ENV 310 - Environmental Politics Field Seminar
▪ POL 241 - Environmental and River Politics
▪ POL 325 - Politics and Public Policy
▪ POL/WST 341 - Globalization, Social Struggle and the Environment
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▪ SOC 380 - Disaster and Resilience
Natural Sciences
▪ BIO 152 and 152L - Evolution, Ecology, and Diversity
▪ BIO 420 - Conservation Biology
▪ BIO 425 and 425L - Freshwater Ecology
▪ BIO 481 and 481L - Ecology
▪ CHM 115 and CHM 115L- General Chemistry I
▪ ENV 320 and 320L - Environmental Science
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The Quantitative Reasoning (QR) requirement is met by the Quantitative Methods
requirement.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
For a complete list of courses and descriptions, see the Course Description Search.
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Gender, Sexuality, and Women’s Studies
The Gender, Sexuality, and Women’s Studies program provides students with the opportunity to critically examine
women’s contributions and experiences in various historical and cultural contexts. This is an inter-college program with
course offerings at Augsburg University, Hamline University, St. Catherine University, and the University of St. Thomas.
Courses are drawn from many disciplines and combine theoretical, practical, and research components that focus not
only on gender, but also acknowledge that race, class, and sexual identity are crucial aspects of women’s experiences.
The Gender, Sexuality, and Women’s Studies program offers both a major and a minor, and provides students with
academic preparation for careers in human services, education, and social work as well as graduate study.
Faculty
Adriane Brown (director), Kristin M. Anderson, Janelle Bussert, Kristin Chamberlain, Sarah Combellick-Bidney, Ankita
Deka, Jacqueline deVries, Grace B. Dyrud, Darcey Engen, Nancy Fischer, Milda Hedblom, Sophia Jacobsen, Michael
Lansing, Mary Lowe, Ann Lutterman-Aguilar, M. Elise Marubbio, Kathleen McBride, Norma Noonan, Pary
Pezechkian-Weinberg, Timothy Pippert, Beverly J. Stratton, Kathryn Swanson, James Vela-McConnell, Mzenga Wanyama
Degree and Major Requirements
Major
Ten courses that must include:
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WST 201 - Introduction to Gender, Sexuality, and Women’s Studies
WST 315 or another mid-level course in feminist theory selected from an approved list
WST 485 - Senior Seminar
WST 199/399 – Internship
The remaining six electives are to be selected from approved Gender, Sexuality, and Women’s Studies courses, and
should include one course with a racial, ethnic, or global emphasis and one course with a sexuality emphasis. At least
three of the six electives must be upper division courses. Students may take courses at any of the colleges
participating in the Gender, Sexuality, and Women’s Studies program. However, at least three courses must be
completed at Augsburg.
Each student’s program must have the written approval of the Gender, Sexuality, and Women’s Studies program
coordinator.
Both majors and minors are encouraged to participate in one of the gender-focused semester study abroad programs
offered through Augsburg’s Center for Global Education. Two programs have been pre-approved for Gender, Sexuality,
and Women’s Studies credit: Crossing Borders: Gender and Social Change in Mesoamerica (offered fall semester) and
Migration and Globalization: Engaging Our Communities (offered spring semester).
Graduation Skills
The Speaking (S), Writing (W), and Critical Thinking (CT) graduation skills are embedded at all levels and are met by
completing the major. The Quantitative Reasoning (QR) graduation skill can be met by completing MAT 163 or DST 164.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Minors and Concentrations
Students majoring in Gender, Sexuality, and Women’s Studies can pursue a concentration in Sexuality Studies and/or
Global Women’s and Gender Studies. A concentration will be noted on the transcript at the point of graduation, not a
minor.
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Gender, Sexuality, and Women’s Studies Minor
Five courses that must include WST 201; WST 315; and three electives, one of which must be upper division. Courses
may be taken from the other ACTC colleges as well as Augsburg. Each student’s program must have the written approval
of the Gender, Sexuality, and Women’s Studies Program Coordinator.
Sexuality Studies Minor or Concentration
The 20-credit minor/concentration in Sexuality Studies offers students the opportunity to explore the history, social
construction, and physiology of sexuality and to examine the cultural meanings of gender, sexual orientation, and sexual
practice on a global level. Students are required to take three core courses plus two electives (one of which must be
upper division), as follows:
Core Courses in Sexuality Studies:
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WST 201 - Introduction to Gender, Sexuality, and Women’s Studies
SOC 266 - Sociology of Love, Intimacy, and Sexuality
WST 305 - Introduction to Queer Studies
Two electives, including at least one upper division elective, chosen from:
o WST 250 - Global Perspectives on Gender and Sexuality
o WST 315 - Margins as Center: Feminist Theory
o HPE 316 - Human Sexuality
o WST 281/481 - Topics
Global Women’s and Gender Studies Minor or Concentration
The 20-credit minor/concentration in Global Women’s and Gender Studies offers students the opportunity to focus on
women’s roles, experiences, and worldviews in a global context. Students are required to take three core courses plus
two electives (one of which must be upper division), as follows:
Core Courses in Global Women’s and Gender Studies:
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POL 359 - Topics: Women in Comparative Politics
WST 201 - Introduction to Gender, Sexuality, and Women’s Studies
WST 315 - Margins as Center: Feminist Theory
Two electives, including at least one upper division elective, chosen from:
o WST 250 - Global Perspectives on Gender and Sexuality
o WST 281/481 – Topics
o WST 313 - Environmental Theology and Ethics
o WST 341 - Globalization, Social Struggles and the Environment
o WST 357 - Mexican History, Culture and Cosmovision
o WST 362 - Walking the Truth: Culture, Gender and Millennium Development Goals in Sub Saharan Africa
o WST 366 - Latin American Liberation Theologies and Social Change
o AIS 208 - Native American/First Nations Women and Film
o AIS 305 - Indigenous Issues of Central America
o ENL 365 - Contemporary Postcolonial Theory and Literature
o HIS 195 - Topics in History: Promoting Justice and Seeking Equality - Globalization and Women’s Grassroots
Movements in Latin America
Students are strongly encouraged to study abroad or to take at least one travel seminar.
Transfer Students
Students who transfer to Augsburg University and wish to complete a major or minor in Gender, Sexuality, and Women’s
Studies are urged to consult with the director of Gender, Sexuality, and Women’s Studies immediately upon transfer. The
Gender, Sexuality, and Women’s Studies program has an articulation agreement with Century College and with Inver Hills
Community College that governs students from these institutions with a Women’s Studies certificate who transfer to
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Augsburg. Transfers from other colleges and universities must consult with the director of Gender, Sexuality, and
Women’s Studies for approval of courses for the major or minor.
For a complete list of courses and descriptions, see the Course Description Search.
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Health, Physical Education, and Exercise Science
All students at Augsburg University interact with the Department of Health, Physical Education, and Exercise Science.
Departmental goals include providing quality experiences and preparation for careers in education, allied health, and
fitness professions, along with an education that leads to lifelong participation in wellness activities. The department
ensures that all students - recreational participants as well as student athletes - will find ample opportunity for
developmental activities.
The Physical Education program prepares students for careers in physical education endeavors in schools and in allied
professions.
The Health Education program prepares students for careers in school health education, wellness, and allied professions.
This program offers a comprehensive view of wellness that examines prevention and promotion needs for individuals,
schools, and the community.
The Exercise Science program prepares students with practical application of the knowledge needed to become a health
fitness or community health professional. Interested students will also be prepared to move on to graduate or
professional school in allied health professions such as physical therapy, occupational therapy, athletic training, and
chiropractic studies.
Faculty
Nick Brundy, Anthony Clapp (Chair), Christopher Dixon,, Jill Everett, Aaron Griess, Mike Humphreys, Holly LaBerge,
Melissa Lee, Marissa Lindback, Tara Mader, Brianna McMichael-Bretscher, Michael Navarre, Ana Ribeiro, Eric Rolland,
Missy Strauch, Nathan Tenut, Macey Terhell, Steve Verlennich, Jackie Voigt, Hanan Zavala
Degree and Major Requirements
Health Education Major - The Health Education major is currently suspended and not accepting new students.
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HPE 104 - Components of Fitness Training
HPE 110 - Personal and Community Health - No longer taught; contact HPE Department for substitution information.
HPE 115 - Chemical Dependency Education
HPE 214 - Health and Safety Education
HPE 215 - Health and Exercise Psychology
HPE 316 - Human Sexuality
HPE 320 - School Health Curriculum
HPE 357 - Research Methods and Measurement in Health, Physical Education, and Exercise Science
HPE 358 - Assessment in Health and Physical Education
HPE 390 - Instructional Methods and Materials in Health Education
HPE 410 - Administration and Supervision of the School Health Program
HPE 450 - Current Health Issues
BIO 103 - Human Anatomy and Physiology
One of PSY 250 or PSY 252
o PSY 250 - Child Development
o PSY 252 - Adolescent and Young Adult Development
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
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Health Education Minor - The Health Education minor is currently suspended and not accepting new students.
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HPE 104 - Components of Fitness Training
HPE 110 - Personal and Community Health - No longer taught; contact HPE Department for substitution information.
HPE 115 - Chemical Dependency Education
HPE 214 - Health and Safety Education
HPE 316 - Human Sexuality
HPE 320 - School Health Curriculum
HPE 390 - Instructional Methods and Materials in Health Education
HPE 450 - Current Health Issues
BIO 103 - Human Anatomy and Physiology
(The Minnesota Board of Teaching does not license minors in teaching.)
Teaching Licensure
The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after
the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Education Department
to identify current Minnesota teacher licensure requirements.
A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty
mentor concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option.
All students seeking teaching licensure must receive a minimum grade of C- in all required courses with an HPE prefix.
Physical Education Major
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HPE 104 - Components of Fitness Training
HPE 115 - Chemical Dependency Education
HPE 150 - Introduction to Health, Physical Education, and Exercise Science
HPE 214 - Health and Safety Education
HPE 254 - Introduction to Developmental/Adapted Physical Education
HPE 321 - Motor Learning and Development
HPE 324 - K-6 Physical Education Games and Activities
HPE 334 - 7-12 Sport Skills and Activities
HPE 335 - Outdoor Education
HPE 340 - Organization and Administration of Physical Education Programs
HPE 350 - Kinesiology
HPE 357 - Research Methods and Measurement in Health, Physical Education, and Exercise Science
HPE 358 - Assessment in Health and Physical Education
HPE 370 - Prevention and Care of Athletic Injuries
HPE 451 - Physiology of Exercise
HPE 473 - Physical Education Curriculum
BIO 103 - Human Anatomy and Physiology
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Physical Education Minor
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HPE 104 - Components of Fitness Training
HPE 115 - Chemical Dependency Education
HPE 150 - Introduction to Health, Physical Education, and Exercise Science
HPE 324 - K-6 Physical Education Games and Activities
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HPE 334 - 7-12 Sport Skills and Activities
HPE 451 and 451L - Physiology of Exercise
(The Minnesota Board of Teaching does not license minors in teaching.)
Coaching Certification
The Minnesota Board of Teaching does not require coaching certification. The following courses are recommended for
those interested in coaching in Minnesota public schools:
HPE 214 - Health and Safety Education
HPE 280 - Coaching Theory
HPE 370 - Prevention and Care of Athletic Injuries
The Minnesota State High School League (MSHSL) requires all head varsity coaches of interscholastic sports to complete
a coaching effectiveness program offered through the MSHSL.
Teaching Licensure
The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after
the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Education Department
to identify current Minnesota teacher licensure requirements.
A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty
mentor concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option.
All students seeking teaching licensure must receive a minimum grade of C- in all required courses with an HPE prefix.
Exercise Science Major, BA
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HPE 104 - Components of Fitness Training
HPE 150 - Introduction to Health, Physical Education, and Exercise Science
HPE 203 and 203L - Human Anatomy and Physiology
HPE 214 - Health and Safety Education
HPE 240 - Medical Terminology
HPE 300 - Nutrition for Exercise Science
HPE 303 and 303L - Advanced Human Anatomy and Physiology
HPE 315 - Exercise Testing and Prescription
HPE 321 - Motor Learning and Development
HPE 350 and 350L - Kinesiology
HPE 357 - Research Methods and Measurement in Health, Physical Education, and Exercise Science
HPE 370 and 370L - Prevention and Care of Athletic Injuries
HPE 397/399 - Internship in Exercise Science
HPE 404 - Advanced Fitness Training
HPE 450 - Current Health Issues
HPE 451 and 451L - Physiology of Exercise
HPE 452 - Advanced Biomechanics
HPE 490 - Exercise Science Seminar and Keystone
Exercise Science Major, BS
Pre-Health Science Track
This major is available for those wishing to satisfy the prerequisites for graduate school in physical therapy. Students
wishing to apply for admission to an accredited Physical Therapy program are advised to take INDI 2220 – Medical
Terminology, and one of MAT 114 – Precalculus or MAT 145 – Calculus.
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HPE 104 - Components of Fitness
HPE 150 - Introduction to Health, Physical Education, and Exercise Science
HPE 214 - Health and Safety Education
HPE 300 - Nutrition for Exercise Science
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HPE 315 - Exercise Testing and Prescription
HPE 321 - Motor Learning and Development
HPE 350 and 350L - Kinesiology
HPE 357 - Research Methods and Measurement in Health, Physical Education, and Exercise Science
HPE 370 and 370L - Prevention and Care of Athletic Injuries
HPE 397/399 - Internship
HPE 404 - Advanced Fitness Training
HPE 450 - Current Health Issues
HPE 451 and 451L - Physiology of Exercise
HPE 452 - Advanced Biomechanics
HPE 490 - Exercise Science Seminar and Keystone
Supporting courses:
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BIO 151 and 151L - Introductory Biology
BIO 152 and 152L - Evolution, Ecology and Diversity
Complete an anatomy and physiology two course sequence
o HPE 203 and HPE 303
▪ HPE 203 and 203L - Human Anatomy and Physiology
▪ HPE 303 and 303L - Advanced Human Anatomy and Physiology
o BIO 320 and BIO 473
▪ BIO 320 and 320L - Human Anatomy
▪ BIO 473 and 473L - Physiology of Humans and Other Animals
o BIOL 2610 and BIOL 2620 (St. Catherine)
▪ BIOL 2610 - Human Anatomy and Physiology I
▪ BIOL 2620 - Human Anatomy and Physiology II
CHM 115 and CHM 115L- General Chemistry I
CHM 116 and CHM 116L - General Chemistry II
PHY 107 and 107L - College Physics I
PHY 108 and 108L - College Physics II
PSY 105 - Principles of Psychology
Complete one of PSY 215, MAT 163, or DST 164
o PSY 215 - Research Methods and Statistics I
o MAT 163 - Introductory Statistics
o DST 164 - Introduction to Statistics (with R)
Complete one of PSY 203 or PSY 262
o PSY 203 - Lifespan Development
o PSY 262 - Psychopathology
Complete four credits of electives chosen from:
o HPE 115 - Chemical Dependency Education
o HPE 215 - Exercise and Health Psychology
o HPE 282 - Motor Learning and Development
o INDI 2220 - Medical Terminology (at St Catherine University)
o MAT 114 - Precalculus
o MAT 145 - Calculus I
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
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Exercise Science Minor
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BIO 103 - Human Anatomy and Physiology
HPE 104 - Components of Fitness Training
HPE 350 and 350L - Kinesiology and lab
HPE 451 and 451L - Physiology of Exercise and lab
Complete eight credits of HPE electives, chosen from the following:
o HPE 214 - Health and Safety Education
o HPE 215 - Health and Exercise Psychology
o HPE 280 - Coaching Theory
o HPE 315 - Exercise Testing and Prescription
o HPE 321 - Motor Learning and Development
o HPE 357 - Research Methods and Measurement in Health, Physical Education, and Exercise Science
o HPE 404 - Advanced Fitness Training
For a complete list of courses and descriptions, see the Course Description Search.
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History
Everything—and everyone—has a history. There’s nothing more human than to wonder about how and why things came
to be. Understanding the past helps us make sense of the present. It also helps us to envision different futures.
In History courses, we cultivate a critical understanding of past and present that helps students become thoughtful,
informed, and engaged participants in the world.
Students who major in history ask careful questions, consider multiple perspectives, analyze information, see
experiences in context, and use their imagination. In doing so, they hone the mindset necessary for success in the 21st
century. They enrich their own lives and develop the skills to help them make significant contributions to the broader
world. After all, history is to a community what memory is to an individual—it is the foundation of identity.
History majors and minors learn how to read critically, write clearly, and speak thoughtfully. This empowers them to
pursue life-long vocations in a wide range of for-profit and non-profit venues. Traditionally, history graduates have found
careers in law, education, or cultural institutions. Today, they also work in media and communication, management,
manufacturing, information technology, administration, finance, social services, data management, and sales. Many
pursue advanced degrees—not only in history, law, and education, but also in public policy, the health professions, and
business.
History Faculty
Jacqueline deVries (Chair), Michael J. Lansing, Taryn Marashi, Wilson Miu
Degree and Major Requirements
History Major
Students must complete HIS 200, HIS 300, HIS 400, and six HIS electives (defined below). Each course can only satisfy
one requirement. At least three of the six electives must be upper division. Four of the nine courses must be taken at
Augsburg. Topics courses and independent study courses not listed here may be substituted as appropriate, depending
on specific offerings.
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HIS 200: Why History Matters
HIS 300: Doing History in Public
HIS 400: Research Seminar
Six total elective courses, with at least three being upper division courses, including:
o Three global area electives from three different global areas:
▪ Asia: HIS 104, 162, 186, 323, 362, 368, or 386
▪ Africa: HIS 104, 187, 327, 346, or 387
▪ Latin America: HIS 150, 155, 156, 188, 350, 355, 357, or 388
▪ North America: HIS 120, 121, 122, 189, 225, 234, 236, 241, 242, 243, 249, 282, 316, 331, 332,
335, 336, 338, 343, 349, or 389
▪ Europe: HIS 101, 102, 103, 190, 311, 348, 352, 354, 360, 361, 369, 370, 374, 378, 390, or 474
o One pre-1800 elective chosen from:
▪ HIS 101, 102, 120, 170, 360, 361, 369, 370, 374, 378, or HUM 120
o Two additional HIS electives
Graduation Skills
The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the
major. Speaking (S) and Writing (W) skills are also developed throughout the major, but are given special emphasis in the
following courses (both required for majors):
S: HIS 400
W: HIS 200 and HIS 400
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The Quantitative Reasoning (QR) graduation skill may be fulfilled by taking HIS 369, MAT 111, MAT 145, MAT 146,
MAT163, or PHI 230.
Teaching Licensure
The State of Minnesota has specific licensing requirements for teachers that differ in emphasis from the Augsburg major
requirements. The state requirements will also be subject to change after publication of this catalog. Students should
consult with Augsburg’s Department of Education to identify current Minnesota teacher licensure requirements in Social
Studies.
Minor
Five HIS courses, at least three of which must be upper division.
Departmental Honors
GPA of 3.60 in the major and 3.00 overall; except in special instances, application before the end of the first term of the
junior year, and an honors thesis (equal to four credits) to be defended before a faculty committee.
Other Requirements
100-level courses are introductory. 200-level courses are basic. 300-level courses are intermediary. 400-level courses are
advanced. Upper division courses are numbered 300 and above.
Prerequisites
Satisfactory completion of ENL 111 (or its equivalent) is required before enrolling in an upper division (300- and
400-level) course. Satisfactory completion of HIS 200 is required before enrolling in HIS 400. See instructor for permission
to waive prerequisites.
Transfer Students
Transfer students planning a major must normally take at least four of their courses at Augsburg including HIS 200, HIS
300, and HIS 400. A minor normally requires two courses taken at Augsburg.
For a complete list of courses and descriptions, see the Course Description Search.
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Interdisciplinary Studies
Bachelor of Arts in Interdisciplinary Studies
The B. A. in Interdisciplinary Studies degree includes the following requirements:
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A student must complete at least 40 credits for the major.
Within the 40 credit minimum, a student must complete 24 credits of 300- or 400-level courses and can only include
4 credits of 200-level language courses.
A student must select at least one concentration field of study and take at least 20 credits (including 12 credits at a
300- or 400-level) from that field of study (those from a single course prefix, for example AIS, or courses that are
typically part of a major in that field). If a student elects to have two concentration fields of study, the student will
take 20 credits (including 12 credits at a 300- or 400-level) from each of two fields of study (will have 20 credits from
each of two different course prefixes).
A student must also complete all core and signature curriculum requirements.
A student must complete a capstone and/or keystone as a culminating experience. (Credits for KEY 490 are not
included in the 40 credit total.) Options include:
o A capstone/keystone course in one of their concentration disciplines;
o An internship or faculty mentored research and KEY 490; or
o An independent study capstone experience and KEY 490.
A student must compile a portfolio of learning experiences that demonstrate the achievement of each of the
selected learning outcomes. A template for the portfolios will be developed by the faculty committee proposing this
major in consultation with the Director of Assessment and the Director of General Education.
The name of the major noted on the transcript will be Interdisciplinary Studies, and the concentration(s) will be
noted on the transcript.
The faculty mentor will assist the student in determining which of the institutional learning outcomes align with the
proposed major. Each major will include at least 3 institutional student learning outcomes.
a. use appropriate methods to gather and analyze evidence, identify underlying assumptions, and evaluate
competing claims
b. construct coherent, polished and persuasive arguments, narratives and explications in written, oral and other
formats
c. critically engage their own beliefs and articulate their gifts and goals for meaningful life and work in a pluralistic
context
d. identify the broad foundations for sustainable living and apply them in demonstrable ways
e. employ the fundamental principles of quantitative literacy to arrive at thoughtful judgments articulate and solve
problems in creative, analytical, and integrative ways
f. engage their communities and demonstrate a sense of agency to create change in ethical and informed ways
g. explain diverse positions and collaborate effectively across social, cultural and geographic differences in local and
global contexts
All Interdisciplinary Studies majors will include the following learning outcome.
h. demonstrate the ability to apply, analyze, synthesize, and evaluate theories and/or concepts from one or more
fields studied in depth
The student will work with one faculty member as their advisor and get input from other faculty as needed to develop a
major plan. Specialized training will be developed for faculty mentors who are working with students in this major
developed with input from Academic Advising, the Director of General Education, and the Director of Assessment.
Having one faculty mentor will ensure the consistency of the information for the student and can be accommodated by
our current academic management software. The major plan will be approved by the advisor, the department chair of
each concentration, and the Dean of Arts and Sciences or the Dean of Professional Studies before submission to the
Registrar.
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International Relations
International Relations is an interdisciplinary major which provides students with the basis for informed global
citizenship, preparing them for graduate study or careers in foreign service, nonprofit organizations, or international
business. Students focus on a discipline or geographic area of the world. The program consists of a core of seven courses
and six electives chosen from a wide list of offerings at Augsburg and other colleges. Students are encouraged to
consider foreign study opportunities; most of our majors do study abroad at some point during their time at Augsburg.
Competency in one foreign language is required, and some students study two languages. All majors complete a
significant senior research project and thesis on a topic of their own choosing, such as immigration, conflict resolution,
economic development, or climate change.
The goal of the program is to give students a broad exposure to international studies with considerable freedom to
choose options for specialization. Students often combine this major with a second major in History, Political Science,
International Business, or a foreign language. Numerous combinations of majors and minors are possible with the
international relations major.
Director
Joseph Underhill
Degree and Major Requirements
International Relations Major
Required Core Courses
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One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
One of HIS 103 or HIS 104
o HIS 103 - A Global History of Europe Since 1750
o HIS 104 - Decolonizing Asia and Africa
One of POL 158 or POL 160
o POL 158 - Introduction to Political Science
o POL 160 - World Politics
One of POL 490 or KEY 480
o POL 490 - International Relations Keystone
o KEY 480 - Topics in Global Interdependence
Four terms (or equivalent) of college work in a modern language other than English
One of the following lower division electives:
o ANT 141 - Introduction to Cultural Anthropology
o INS 225 - Introduction to Islam
o POL 241 - Environmental and River Politics
o WST 250 - Global Perspectives on Gender and Sexuality
o or one additional upper division course from the list of required electives listed below.
Two of the following:
o HIS 332 - The U.S. in the World: Diplomacy, Foreign Policy, and International Relations
o POL 368 - Model United Nations
o POL 459 - Topics: Comparative Politics
o POL 461 - Topics: International Politics
Five of the following (not more than three from any one discipline may be counted toward the major):
o BUS 362 - International Business
o BUS 465 - International Management
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COM 329 - Intercultural Communication
ECO 360 - International Economics
ECO 365 - Environmental Economics
ECO 370 - International Economic Development
ENV 310 - Environmental Politics Field Seminar
FIN 460 - International Finance
FRE 332 - French Civilization Today
GER 332 - German Civilization and Culture II
HIS 323 - Modern China
HIS 346 - Namibia and South Africa: A Historical Perspective
HIS 352 - The Holocaust in German History
HIS 354 - Cultures of Empire: A Multinational Britain
HIS 440 - Topics in World History
HIS 474 - Europe and the World
MKT 466 - International Marketing
POL 350 - Topics: European Politics
POL 459 - Topics: Comparative Politics
POL 483 - Political Statistics and Methodology
SPA 331 - Spanish Civilization and Culture
SPA 332 - Latin American Civilization and Culture
Seminars, independent study, topics courses, and courses at other colleges/universities can be considered here with the
approval of the program director, as well as a fourth term or higher of college work in a second foreign language.
Note: Only the fourth or higher term of language counts toward the major; prerequisite courses or competencies cannot
be credited toward the 13 required courses. Students should confer with the program director about regional and
disciplinary concentrations possible within the major; for example, a concentration in a geographic area or one of the
major disciplines in the program.
Graduation Skills
The Critical Thinking (CT) and Writing (W) graduation skills are embedded throughout the offered courses and are met by
completing the major. The graduation skill in Speaking (S) is met by completing ECO 365
The graduation skill in Quantitative Reasoning (QR) may be met by completing the IR elective POL 483 or MAT 163 or DST
164.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
International Relations Major with International Business Concentration
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One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
One of HIS 103 or HIS 104
o HIS 103 - A Global History of Europe Since 1750
o HIS 104 - Decolonizing Asia and Africa
One of POL 158 or POL 160
o POL 158 – Introduction to Political Science
o POL 160 - World Politics
One of POL 490 or KEY 480
o POL 490 - International Relations Keystone
o KEY 480 - Topics in Global Interdependence
Four terms (or equivalent) of college work in a modern language other than English
One of the following lower division electives:
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o ANT 141 - Introduction to Cultural Anthropology
o INS 225 - Introduction to Islam
o POL 241 - Environmental and River Politics
o WST 250 - Global Perspectives on Gender and Sexuality
Two of the following:
o HIS 332 - The U.S. in the World: Diplomacy, Foreign Policy, and International Relations
o POL 368 - Model United Nations
o POL 459 - Topics: Comparative Politics
o POL 461 - Topics: International Politics
Three of the following:
o BUS 362 - International Business
o BUS 465 - International Management
o FIN 460 - International Finance
o MKT 466 - International Marketing
One of the following:
o ECO 360 - International Economics
o ECO 365 - Environmental Economics
o ECO 370 - International Economic Development
One elective from the list of International Relations major electives, excluding other Business, Economics, and
Marketing courses.
Note: Several of the Business courses have prerequisites. Please consult the catalog and your academic advisor before
registering for one of the advanced courses.
Departmental Honors
GPA of 3.50 in the major; 3.00 overall. In addition to fulfilling the requirements for the major, the student must enroll in
an independent study (POL 499) course and complete an honors thesis no later than April 1 of the senior year and must
defend the thesis before a faculty committee. Students should declare their intention to complete an honors major by
the end of their junior year.
International Relations Minor
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One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
One of HIS 103 or HIS 104
o HIS 103 - A Global History of Europe Since 1750
o HIS 104 - Decolonizing Asia and Africa
One of POL 158 or POL 160
o POL 158 - Introduction to Political Science
o POL 160 - World Politics
One of HIS 332 or POL 461
o HIS 332 - The U.S. in the World: Diplomacy, Foreign Policy, and International Relations
o POL 461 - Topics: International Politics
One year of modern language
Three courses from the list of required electives for the major
Not more than two courses from any department can count toward the minor.
Peace and Global Studies Minor
The Peace and Global Studies minor focuses on the centrality of justice, tolerance, and intercultural understanding in
moving toward a less violent world; it takes advantage of the campus resources of the Human Rights Forum (co-hosted
each year by Augsburg University), the Center for Global Education and Experience, and the international diversity of our
surrounding neighborhoods. The minor is structured as a learning community that involves students, faculty, staff, and
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community members; it focuses on experiential learning that emphasizes the interconnections between peace, justice,
and environmental sustainability. Students in the program draw on study abroad in taking local actions to address global
issues.
The minor consists of two required courses, two upper division electives, a senior keystone seminar, a study abroad
requirement, and participation in local peace-related activities. See International Relations program director for full
program description.
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POL 160 - World Politics
SWK 230 - Course has been discontinued – see program director for alternative options
An approved senior keystone course
Study abroad experience
Participation in local peace-related activities
Two upper division electives from:
o ECO 365 - Environmental Economics
o ECO 495 – Topics
o ENL 365 - Contemporary Postcolonial Theory and Literature
o HIS 332 - The U.S. in the World: Diplomacy, Foreign Policy, and International Relations
o HIS 346 - Namibia and South Africa: A Historical Perspective
o HIS 350 - Revolutions, Republics, and Resilience in Latin America
o INS 312 - The Politics of Development in Southern Africa
o POL/WST 341 - Globalization, Social Struggles and the Environment
o POL 353 - Political and Social Change in Namibia
o RLN 333 - Environmental Theology and Ethics
o RLN 336 - Latin American Liberation Theologies
o RLN 376 - Religion and Social Change in Southern Africa
o SOC 240 - Protest and Social Change: The Sociology of Social Movements
o Other topics or study abroad courses with approval of program director
For a complete list of courses and descriptions, see the Course Description Search.
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Languages and Cross-Cultural Studies
The Department of Languages and Cross-Cultural Studies at Augsburg University contributes in many ways to realizing
the university’s mission of providing liberal arts education for service in today’s world. The department is committed to
the view that education should go beyond career preparation and that familiarity with the language and culture of
another people is an essential step in the development of a truly global perspective.
The department offers language, literature, and culture courses leading to a major in Spanish, an interdisciplinary major
in Cross-Cultural Studies, and minors in French, German, or Spanish. Introductory courses in Latin, Dakota, Ojibwe,
Hmong, and American Sign Language are offered at Augsburg, and courses in Ancient Greek, Arabic, Chinese, Japanese,
and Portuguese are available to Augsburg students through Augsburg’s four partner institutions in the Associated
Colleges of the Twin Cities (ACTC) consortium.
Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in
second-language education and translation, but also represents a valuable special qualification in many other
professions. Students anticipating careers in international business, law, social work, the diplomatic corps, the health
professions, or the ministry may wish to take a second major or minor in languages. In addition, a minor in languages is a
valuable research tool for those intending to pursue graduate study in most academic disciplines.
Languages and Cross-Cultural Studies Faculty
Cédric Briand, Sarah Degner-Riveros, Sharon Gerlach, Randy Gresczyk, Michael Kidd, Diane McDonagh, Ethan Neerdaels,
Kate Reinhardt, Joseph Towle (Chair), Pang Yang.
Degree and Major Requirements
Spanish Major
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CCS 100 - Introduction to Cultural Studies
9 courses above SPA 211 including:
o One course in literature
o KEY 480 - Topics in Global Interdependence
A semester of study abroad (15 weeks) is required
Students are expected to take as many courses taught in the Spanish language as possible. Other than CCS 100 and KEY
480, any course taught in English must be approved by the advisor for credit toward the major.
Cross-Cultural Studies Major
The Cross-Cultural Studies major consists of three core courses, a language requirement, a study-abroad requirement,
and three electives, as specified below.
Core courses:
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CCS 100 - Introduction to Cultural Studies
CCS 399 – Internship
KEY 480 - Topics in Global Interdependence
Language requirement:
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Minor in French, German, or Spanish or completion of the 212 level in two different languages. Placement waivers of
the core skill in languages do not fulfill any part of the language requirement for the Cross-Cultural Studies major.
Heritage speakers must earn credit by examination for 212, if following the two-language path, or complete the
coursework for a minor in available languages (consult Academic Advising for testing in less commonly taught
languages).
Study-abroad requirement (consult Augsburg Abroad for offerings):
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One semester (15 weeks) on an approved study abroad program or two short-term international study experiences
approved by the department.
Electives:
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Three upper-division courses in relevant areas. Courses must be chosen in consultation with the student’s academic
advisor and must include comparative study of a non-English speaking culture. Seminars, independent study, topics
courses, and courses at other colleges and universities can be considered here. No more than two courses may be
counted from a single department.
Graduation Skills
For all majors, the Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by
completing the major. The graduation skills in Speaking (S) and Writing (W) are met by completing CCS 100 and KEY 480.
The Quantitative Reasoning (QR) graduation skill is met with one of the following courses: DST 164, HIS 369, MAT 111,
MAT 145, MAT 146, MAT 163, NUR 410, PHI 230, PHY 119, POL 483, or the QR from a second major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Language Minor (French, German, or Spanish)
Four courses above 211
Students are expected to take all courses in the target language. Any course taught in English must be approved by the
advisor for credit toward the minor.
Students interested in the French and German minors are advised that registration through the ACTC exchange program
is required in order to complete those minors.
Departmental Honors
Majors seeking graduation with departmental honors must apply to the chair of the department in their junior year.
Requirements include a 3.50 GPA both in the major and overall, and an honors thesis written in the target language.
Prerequisite
Any prerequisite must be completed with a minimum grade of C- or P.
Transfer Students
Transfer students intending to major or minor in languages must take a minimum of one upper division course per year
at Augsburg. See major/minor above for limits on non-Augsburg courses. Courses accepted for transfer must have been
taken within the past seven years.
Study Abroad
A semester of study abroad (15 weeks) is required for Language majors, and some study abroad is strongly
recommended for minors. See advisor for guidelines on portfolio documentation of coursework taken abroad. Majors in
Cross-Cultural Studies must complete a semester abroad (15 weeks) or two short-term international study experiences
approved by the department.
Internships
An advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199) that links language
skills with community service and career exploration may be arranged pending faculty availability.
For a complete list of courses and descriptions, see the Course Description Search.
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Leadership Studies Minor
The Leadership Studies minor is designed for students who are, and have been, engaged in leadership experiences and to
tie their experiences with the academic study of leadership.
Successful completion of the undergraduate minor in leadership will allow the student advanced standing in the MA in
Leadership program at Augsburg. They would not be required to take ML 505 Foundations and would only have to take
10 courses to complete the MA instead of 11.
Five courses are required for the minor: LST 205, LST 485 and three electives as specified below. Note: some of these
courses may have a prerequisite.
LST 205 - Introduction to Leadership Studies
LST 485 - Leadership Seminar: Integrating Leadership Theory and Practice
At least three electives chosen from the two core areas of leadership focus – communication and cultural competence in
organizations. At least one course from each area. Courses must be selected from at least two different departments.
Students must have a C- grade or above in all of the courses in the minor to qualify for graduation with the minor. Note:
some of these courses may have prerequisites.
Communication
Leaders must have skills in the imparting or exchanging of information. Choose at least one of the courses below, or a
director approved elective:
COM 117- Business and Professional Speaking
COM 345 - Organizational Communication
COM 355 - Small Group Communication
COM 380- Strategic Communication Campaigns
ENL 220 - Critical and Analytical Writing
Director approved elective
Cultural Competence in Organizations
All leadership takes place within the context of an organization. Leaders should be able to understand, appreciate, and
interact with persons from cultures and/or belief systems other than their own within those organizations. Choose at
least one of the courses below, or a director approved elective:
COM 329 - Intercultural Communication
INS 359 - Political Sociology of Building Power, Change, and Equity
SOC 265 - Race, Class and Gender
SOC 349 - Organizations and Society: Understanding Nonprofits and Corporations
SWK 280 - Diversity and Inequality in Professional Practice
Approved CGEE Study Abroad Course
Director approved elective
For a complete list of courses and descriptions, see the Course Description Search.
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Mathematics, Statistics, and Computer Science
Mathematics, Statistics, Computer Science, and Data Science provide tools for solving a wide array of quantitative and
computational problems. Our majors and minors develop the ability to understand both applied and abstract
quantitative relationships, to interpret and communicate with data, to use modern technology to compute, and to
understand and implement algorithms. Based on a strong theoretical foundation and grounded in the liberal arts, these
perspectives and skills are critical not only to today’s top jobs but also to the yet-to-be-discovered jobs of the future.
Students completing a major in Mathematics, Mathematical Economics, Computer Science, or Data Science or a minor in
Mathematics, Statistics, Computer Science, and Data Science go on to careers in Data Analytics/Data Science, Software
Engineering, Finance, Insurance, or to teach in Grades 7-12. They pursue graduate work in Mathematics,
Statistics/Biostatistics, Economics, Finance, Law, Business, or other sciences. The department offers the following
programs:
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Computer Science (BA, BS, and Minor)
Data Science (BS and Minor)
Mathematics (BA, BS, and Minor)
Mathematical Economics (BS)
Statistics (Minor)
Mathematics, Statistics, and Computer Science Faculty
Pavel Bělík (Chair), Nimanthi Atukorala, Larry Crockett, Suzanne Dorée, Rebekah Dupont, Richard Flint, Matthew Haines,
Amy Larson, Sayantica Pattanayak, Christopher Smith, Jody Sorensen, Erik Steinmetz, Jiachen Zhang, John Zobitz
List of Courses Offered and Descriptions
See the Course Description Search.
Degree and Major Requirements
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC, DST, or MAT
course.
Computer Science Major, Bachelor of Arts
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CSC 165 and 165L - Introduction to Computer Programming (Python)
CSC 170 and 170L - Introduction to Object-Oriented Programming (Java)
CSC 341 - Data Structures
CSC 351 - Algorithms
CSC 371 - Computer Organization
CSC 391 - Programming Languages
One systems elective
o CSC 240 - Information Security and Assurance
o CSC 272 - UNIX and C
o CSC 395 - Topics class with “systems” designation
One user-client elective
o CSC 311 - Web Applications and Databases
o CSC 395 - Topics class with “user-client” designation
o CSC 396 - Internship - or 4 credits of CSC 397/398, or CSC399
o CSC 421 - Mobile Computing
One semester-long project elective
o CSC 443 - Software Engineering
o CSC 451 - Compilers
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o CSC 395 - Topics class with “semester-long project” designation
o MIS 476 - Information Systems Projects
One elective chosen from:
o Additional CSC course numbered 200 or above
o DST 234 - Introduction to Data Science (and R)
o MIS 270 - Data Management for Business
One advanced elective chosen from:
o Additional CSC course numbered 300 or above
o DST 314 - Programming for Data Science
MAT 114 - Precalculus (or MPG 4)
One of MAT 202 or MAT 302
o MAT 202 - Discrete Mathematics for Computing (recommended)
o MAT 302 - Discrete Mathematical Structures
Each course may count only once towards the major.
At most 4 credits of internship may count towards the major.
Students must earn a grade of C- or better (or P) in each course that applies toward the BA major in Computer Science.
Students completing a major in Computer Science are not eligible for a minor in Computer Science.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the BA major in Computer Science. The Speaking (S) graduation skill is met by
MAT 201, COM 111, COM 115, or other speaking courses approved by the department.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Computer Science Major, Bachelor of Science
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CSC 165 and 165L - Introduction to Computer Programming (Python)
CSC 170 and 170L - Introduction to Object-Oriented Programming (Java)
CSC 341 - Data Structures
CSC 351 - Algorithms
CSC 371 - Computer Organization
One advanced theory elective
o CSC 385 - Formal Logic and Computation Theory
o CSC 395 - Topics class with “advanced theory” designation
CSC 391- Programming Languages
One systems elective
o CSC 240 - Information Security and Assurance
o CSC 272 - UNIX and C
o CSC 395 - Topics class with “systems” designation
One user-client elective
o CSC 311 - Web Applications and Databases
o CSC 395 - Topics class with “user-client” designation
o CSC 396 - Internship - or 4 credits of CSC 397/398, or CSC399
o CSC 421 - Mobile Computing
One semester-long project elective
o CSC 443 - Software Engineering
o CSC 451 - Compilers
o CSC 395 - Topics class with “semester-long project” designation
o MIS 476 - Information Systems Projects
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One elective chosen from:
o Additional CSC course numbered 200 or above
o DST 234 - Introduction to Data Science (and R)
o MIS 270 - Data Management for Business
o PHY 261 - Electronics
One advanced elective chosen from:
o Additional CSC course numbered 300 or above
o DST 314 - Programming for Data Science
o MAT 455 - Numerical Mathematics and Computation
MAT 145 and 145L - Calculus I
MAT 302 - Discrete Mathematical Structures (students who have already completed MAT 202 may choose to
substitute an additional mathematics elective numbered 300 or above)
One specialized mathematics elective
o MAT 146 - Calculus II
o MAT 315 - Linear Algebra
o MAT 350 - Graph Theory
One additional mathematics elective numbered 250 or above
Each course may count only once towards the major.
Students may apply up to 4 credit hours of internship towards the major.
Students must earn a grade of C- or better (or P) in each course that applies toward the BS major in Computer Science.
Students completing a major in Computer Science are not eligible for a minor in Computer Science.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the BS major in Computer Science. The Speaking (S) graduation skill is met by
MAT 201, COM 111, COM 115, or other speaking courses approved by the department.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Computer Science Minor
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CSC 165 and 165L - Introduction to Computer Programming (Python)
CSC 170 and 170L - Introduction to Object-Oriented Programming (Java)
CSC 341 - Data Structures
One advanced theory elective
o CSC 351 - Algorithms
o CSC 371 - Computer Organization
o CSC 385 - Formal Logic and Computation Theory
o CSC 395 - Topics class with “advanced theory” designation
One additional CSC elective numbered 300 or above
One discrete mathematics course
o MAT 202 - Discrete Mathematics for Computing
o MAT 302 - Discrete Mathematical Structures
Each course may count only once towards the minor.
Internship credits do not apply towards the minor.
Students must earn a grade of C- or better (or P) in each course that applies toward the minor in Computer Science.
Students completing a major in Computer Science are not eligible for a minor in Computer Science.
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Data Science Major, Bachelor of Science
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Introductory statistics course chosen from:
○ DST 164 - Introduction to Statistics (with R)
○ MAT 163 - Introductory Statistics (offered infrequently)
○ MIS 379 - Quantitative Methods for Business and Economics
○ PSY 215 - Research Methods and Statistics I
○ SOC 362 - Statistical Analysis
MAT 145 and MAT 145L - Calculus I
CSC 165 and CSC 165 L - Introduction to Computer Programming (Python)
DST 234 - Introduction to Data Science (and R)
One Introduction to Social Justice course, chosen from:
○ AIS 105 - Introduction to American Indian Studies
○ AIS 205 - Contemporary American Indian Issues
○ ANT 141 - Introduction to Cultural Anthropology
○ CCS 100 - Introduction to Cultural Studies
○ CRS 101 - Introduction to Critical Race and Ethnicity Studies
○ HIS 122 - Gender, Race, Class and Democracy in the Modern U.S.
○ HIS 225 - History of the Twin Cities
○ HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History
○ POL 122/URB 122 - Social Justice in Urban America
○ SOC 265 - Race, Class, and Gender
○ SWK 210 - Environmental Justice and Social Change
○ SWK 280 - Diversity and Inequality in Social Practice
○ WST 201 - Introduction to Gender, Sexuality, and Women’s Studies
One Databases (SQL) course chosen from:
○ MIS 270 - Data Management for Business
○ CSC 311 - Web Applications and Databases
MAT 315 - Linear Algebra
DST 334 - Statistical Modeling
One Machine Learning course chosen from:
○ DST 314 - Programming for Data Science
○ DST 475 - Machine Learning
One additional programming course chosen from:
○ CSC 170 and CSC 170L - Introduction to Object-Oriented Programming (Java)
○ CSC 311 - Web Applications and Databases
○ DST 314 - Programming for Data Science
○ URB 295 - Topics: Geographic Information Systems (this topic only)
One communications course chosen from:
○ ART 102 - Design
○ ART 201 - Introduction to Graphic Design
○ COM 352 - Persuasion
○ ENL 220 - Critical and Analytical Writing
○ ENL 226 - Introduction to Creative Writing
○ NMS 220 - Foundations of New Media
Two advanced electives, completed in one of the following four ways:
○ Option 1: Complete both MAT 302 and MAT 350
■ MAT 302 - Discrete Mathematical Structures
■ MAT 350 - Graph Theory
○ Option 2: Complete both CSC 341 and CSC 351
■ CSC 341 - Data Structures
■ CSC 351 - Algorithms
○ Option 3: Complete both MAT 373 and DST 374
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■ MAT 373 - Probability Theory
■ DST 374 - Mathematical Statistics
○ Option 4: Complete two courses chosen from:
■ ART 315 - Graphic Systems
■ CSC 311 - Web Applications and Databases
■ DST 314 - Programming for Data Science
■ DST 394 - Topics in Statistics
■ DST 395 - Topics in Data Science
■ DST 399 - Data Science Internship (or 4 credits of DST 396, 397, 398)
■ DST 475 - Machine Learning
■ MAT 465 - Modeling and Differential Equations in Biological and Natural Sciences
DST 490 - Data Visualization for Social Justice (keystone)
Note: MPG 4 is a prerequisite to the Data Science major. Students in MPG 3 should complete MAT 114 as soon as
possible. Students in MPG 2 should complete MAT 106 and MAT 114 as soon as possible. It is recommended that
students complete ENL 111 - Effective Writing II (and ENL 101 if needed) and a Speaking skill course early in the major
program.
Each course may count only once towards the major.
At most 4 credits of internship may count towards the major.
Students must earn a grade of C- or better (or P) in each course that applies toward the BS major in Data Science.
Students completing a major in Data Science are not eligible for a minor in Data Science or Statistics.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the BS major in Data Science. The Speaking (S) graduation skill is met by MAT
201, COM 111, COM 115, or other speaking courses approved by the department. Transfer students must consult an
advisor about potential adjustments to their course requirements to fulfill each of these skills.
Data Science Minor
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DST 234 - Introduction to Data Science (and R)
CSC 165 and CSC 165L - Introduction to Computer Programming (Python)
One advanced data science elective:
○ CSC 311 - Web Applications and Databases
○ DST 314 - Programming for Data Science
○ DST 475 - Machine Learning
One additional advanced elective:
○ ART 201 - Introduction to Graphic Design
○ CSC 311 - Web Applications and Databases
○ DST 164 - Introduction to Statistics (with R)
○ DST 314 - Programming for Data Science
○ DST 334 - Statistical Modeling
○ DST 395 - Topics in Data Science
○ DST 475 - Machine Learning
○ MAT 163 - Introductory Statistics
○ MIS 270 - Data Management for Business
○ MIS 379 - Quantitative Methods for Business and Economics
○ NMS 220 - Foundations of New Media
○ PSY 215 - Research Methods and Statistics I
○ SOC 362 - Statistical Analysis
○ URB 295 - Topics: Geographic Information Systems (this topic only)
DST 490 - Data Visualization for Social Justice
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Each course may count only once towards the minor.
Internship credits do not apply towards the minor.
Students must earn a grade of C- or better (or P) in each course that applies toward the minor in Data Science.
Students completing a major in Data Science, a minor in Statistics, or a minor in Business Analytics are not eligible for a
minor in Data Science.
Mathematics Major, Bachelor of Arts
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MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 255 - Multivariable Calculus or MAT 335 - Exploring Geometry
MAT 302 - Discrete Mathematical Structures
MAT 315 - Linear Algebra
Theoretical structures course chosen from: MAT 350 - Graph Theory, MAT 360 - Dynamical Systems, MAT 370 - Real
Analysis, MAT 380 - Abstract Algebra.
Mathematics elective chosen from: MAT courses numbered 300 or above.
Advanced mathematics elective chosen from: MAT courses numbered 350 or above.
Advanced elective chosen from: MAT courses numbered 300 or above, DST courses numbered 300 or above, ECO
416 - Mathematical Economics, PHY 327 - Special Functions of Mathematical Physics.
MAT 491 - Mathematics Colloquium (to be taken during junior and senior years)
Each course may count only once towards the major.
At most 4 credits of internship may count towards the major.
Students must earn a grade of C- or better (or P) in each course that applies toward the BA major in Mathematics.
Students completing a major in Mathematics are not eligible for a minor in Mathematics.
At least two MAT courses numbered 300 or above must be taken at Augsburg.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the BA major in Mathematics. The Speaking (S) graduation skill is met by MAT
201, COM 111, COM 115, or other speaking courses approved by the department. Transfer students must consult an
advisor about potential adjustments to their course requirements to fulfill each of these skills.
Mathematics Major, Bachelor of Science
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MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
One data analysis course
o DST 164 - Introduction to Statistics (with R) (NSM) (recommended)
o DST 234 - Introduction to Data Science (and R) (recommended)
o MAT 163 - Introductory Statistics (offered infrequently)
o Both PHY 395 and PHY 396 - Comprehensive Laboratory I and II
o PSY 215 - Research Methods and Statistics I
One computational reasoning course
o CSC 165 and 165L - Introduction to Computer Programming (Python) (recommended)
o CHM 280 and 280L - Quantitative Analytical Chemistry
o PHY 327 - Special Functions of Mathematical Physics
One geometric perspective course
o MAT 255 - Multivariable Calculus
o MAT 335 - Exploring Geometry
MAT 302 - Discrete Mathematical Structures
MAT 315 - Linear Algebra
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One theoretical structures course
o MAT 350 - Graph Theory
o MAT 360 - Dynamical Systems
o MAT 370 - Real Analysis
o MAT 380 - Abstract Algebra
One applied projects course
o DST 475 - Machine Learning
o DST 490 - Data Visualization for Social Justice
o MAT 455 - Numerical Mathematics and Computation
o MAT 465 - Modeling and Differential Equations in Biological and Natural Sciences
One advanced mathematics course numbered 350 or above
o MAT 350 - Graph Theory
o MAT 360 - Dynamical Systems
o MAT 370 - Real Analysis
o MAT 373 - Probability Theory
o MAT 380 - Abstract Algebra
o MAT 395 - Topics
o MAT 399 - Internship (or 4 credits of MAT 396, 397, 398)
o MAT 455 - Numerical Mathematics and Computation
o MAT 465 - Modeling and Differential Equations in Biological and Natural Sciences
o MAT 499 - Independent Study
One advanced elective course
o BIO/CHM 369 and 369L - Biochemistry
o CHM 362 - Physical Chemistry: Macroscopic Theory
o CHM 368 - Physical Chemistry: Microscopic Theory
o CSC 391 - Programming Languages
o An additional DST elective numbered 300 or above
o ECO 416 - Mathematical Economics
o An additional MAT elective numbered 300 or above
o PHY 327 - Special Functions of Mathematical Physics
o PHY 351 - Classical Mechanics
o PHY 365 - Electricity and Magnetism
One additional supporting course
o ACC 221 - Introduction to Financial Accounting
o BIO/CHM 369 and 369L - Biochemistry
o BIO 444 and 444L - Genomics and Biotechnology
o BIO 481 and 481L - Ecology
o CHM 362 - Physical Chemistry: Macroscopic Theory
o CHM 368 - Physical Chemistry: Microscopic Theory
o CSC 170 and 170L - Introduction to Object-Oriented Programming (Java)
o CSC 341 - Data Structures
o DST 234 - Introduction to Data Science (and R)
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
o ESE 330 - 5-12 Methods: Mathematics
o MIS 270 - Data Management for Business
o MKT 352 - Marketing Research and Analysis
o PHY 121 and 121L - General Physics I
o PSY 315 - Research Methods and Statistics II
o POL 483 - Political Statistics and Methodology
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o SOC 363 - Research Methods
o SWK 401 - Social Work Research and Evaluation
o URB 295 - Topics: Geographic Information Systems (this topic only)
MAT 491 - Mathematics Colloquium (to be taken during junior and senior years)
Students are encouraged to work with a faculty mentor in Mathematics to select electives within a coherent focus area.
Sample focus areas include Actuarial Science (with University of St. Thomas), Business, Computational Mathematics,
Data Science, Economics, Finance, Mathematical Biology, Mathematical Chemistry, Physics, Statistics, Teaching
Mathematics, and Theoretical Mathematics
Each course may count only once towards the major.
At most 4 credits of internship may count towards the major.
Students must earn a grade of C- or better (or P) in each course that applies toward the BS major in Mathematics.
Students completing a major in Mathematics are not eligible for a minor in Mathematics.
At least two MAT courses numbered 300 or above must be taken at Augsburg.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the BS major in Mathematics. The Speaking (S) graduation skill is met by MAT
201, COM 111, COM 115, or other speaking courses approved by the department. Transfer students must consult an
advisor about potential adjustments to their course requirements to fulfill each of these skills.
Mathematics: Secondary Education, Bachelor of Science
The State of Minnesota has specific licensing requirements for mathematics teachers in K-12 schools. The state
requirements are subject to change after publication of this catalog. Students therefore should consult with the
Augsburg Education Department to identify current Minnesota teacher licensure requirements.
Grades 5-12 Teaching Licensure in Mathematics: At the time of publication, undergraduate students seeking secondary
education licensure (Grades 5-12) and a major in Mathematics should complete the requirements for a BS major in
Mathematics with the following choices:
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Data Analysis: DST 164 - Introduction to Statistics (with R) or MAT 163 - Introductory Statistics (offered infrequently)
Computational Reasoning: CSC 165 and 165L - Introduction to Computer Programming (Python)
Geometric Perspective: MAT 335 - Exploring Geometry
Theoretical Structures: MAT 360 - Dynamical Systems or MAT 370 - Real Analysis
Advanced Mathematics Elective: MAT 380 - Abstract Algebra
Advanced Elective: MAT 325 - History of Mathematics
Supporting Course: ESE 330 - 5-12 Methods: Mathematics
Grades 5-8 Teaching Endorsement in Mathematics: At the time of publication, undergraduate students seeking a middle
school (Grades 5-8) endorsement in mathematics and a major in Elementary Education should complete the
requirements for a BS major in Elementary Education and the following courses:
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MAT 114 - Precalculus (or MPG 4)
MAT 145 and 145L - Calculus I
One of: DST 164 - Introduction to Statistics (with R) or MAT 163 - Introductory Statistics (offered infrequently)
MAT 302 - Discrete Mathematical Structures
MAT 325 - History of Mathematics
MAT 335 - Exploring Geometry
ESE 300 - Reading/Writing in the Content Area**
ESE 331 - Middle School Methods: Mathematics**
EDC 482 - Student Teaching: Additional License or Endorsement
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Elementary Education majors seeking middle school mathematics licensure are strongly encouraged to consult with a
Mathematics faculty mentor before enrolling in the 200 level MAT courses.
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course.
Students must also earn a grade of C- or better in each course that applies towards education licensure.
For the Grades 5-12 teaching license, a minimum GPA of 2.50 is required for courses required for the mathematics major.
For the Grades 5-8 endorsement, a minimum GPA of 2.00 for required MAT courses needed for the endorsement.
Mathematics Minor
Five courses including:
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MAT 145 and 145L - Calculus I
Additional calculus course chosen from: MAT 146 and 146L - Calculus II or MAT 255 - Multivariable Calculus
Mathematics elective chosen from MAT course numbered 250 or above
Advanced mathematics elective chosen from MAT 325 or MAT course numbered 350 or above
Advanced elective chosen from MAT course numbered 300 or above, DST course numbered 300 or above, ECO 416 Mathematical Economics, or PHY 327 - Special Functions of Mathematical Physics.
Each course may count only once towards the minor.
Internship credits do not apply towards the minor.
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC, DST, or MAT
course. Students must also earn a grade of C- or better (or P) in each course that applies toward the minor in
Mathematics.
Students completing a major in Mathematics or Mathematical Economics are not eligible for a minor in Mathematics.
At least one MAT course numbered 250 or above must be taken at Augsburg.
Mathematical Economics Major, Bachelor of Science (joint offering with the Department of Economics)
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ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
ECO 490 - Research Methods in Econometrics
One introduction to statistics, chosen from:
o DST 164 - Introduction to Statistics (with R)
o MAT 163 - Introductory Statistics (offered infrequently)
o MIS 379 - Quantitative Methods for Business and Economics (recommended)
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 255 - Multivariable Calculus
MAT 315 - Linear Algebra
Two upper division mathematics/statistics courses, chosen from:
o DST 374 - Mathematical Statistics
o MAT 370 - Real Analysis
o MAT 373 - Probability Theory
o MAT 465 - Modeling and Differential Equations in Biological and Natural Sciences
Three four-credit upper division Economics courses (ECO 416 recommended)
CSC 165 - Introduction to Computer Programming (Python) is also recommended.
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC, DST, or MAT
course. Students must earn a grade of C- or better (or P) in each course that applies toward the major in Mathematical
Economics.
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Students completing the major in Mathematical Economics are not eligible for a major in Economics, Applied Economics,
or the Combined major in Economics and Business Administration or a minor in Mathematics or Economics. Students
completing the major in Mathematical Economics may complete a major in Mathematics.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about
potential adjustments to their course requirements to fulfill each of these skills.
Statistics Minor
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An introduction to statistics - one of:
o DST 164 - Introduction to Statistics (with R)
o MAT 163 - Introduction to Statistics
o MIS 379 - Quantitative Methods for Business and Economics
o PSY 215 - Research Methods and Statistics I
o SOC 362 - Statistical Analysis
DST 234 - Introduction to Data Science (and R)
One advanced statistics course:
o DST 334 - Statistical Modeling
o DST 374 - Mathematical Statistics
One applied statistics course:
o BIO 444 and 444L - Genomics and Biotechnology
o BIO 481 and 481L – Ecology
o CHM 280 and 280L - Quantitative Analytical Chemistry
o DST 334 - Statistical Modeling
o DST 499 - Independent Study, with MSCS approval
o ECO 490 - Research Methods in Econometrics
o MKT 352 - Marketing Research and Analysis
o POL 483 - Political Statistics and Methodology
o PSY 315 - Research Methods and Statistics II
o SOC 363 - Research Methods
o SWK 401 - Social Work Research and Evaluation
o URB 295 - Topics: Geographic Information Systems (this topic only)
One additional elective chosen from:
o CSC 165 and 165L - Introduction to Computer Programming (Python)
o DST 334 - Statistical Modeling
o DST 374 - Mathematical Statistics
o DST 394 - Topics in Statistics
o DST 490 - Data Visualization for Social Justice
o MAT 373 - Probability Theory
o PSY 491 - Advanced Research Seminar
o PSY 495 - Clinical Research and Lab
Either the applied statistics course or the additional elective must be numbered 300 or above. Only one of CHM280,
URB295, and CSC165 may be applied toward the minor.
DST 499 may count towards the minor if it contains a significant, independent statistical research project, typically in an
area where no applied statistics elective is available. Requires prior approval from the MSCS Department Chair. May be
mentored by a faculty member with statistical expertise outside of MSCS.
Each course may count only once towards the minor.
Internship credits do not apply towards the minor.
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Students completing a major or minor in Data Science are not eligible for a minor in Statistics.
Students interested in graduate work in biostatistics or applied statistics are encouraged to complete CSC 165, DST 164,
DST 234, DST 334, DST 374, MAT 145, MAT 146, MAT 255, MAT 315, and MAT 373.
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course.
Students must also earn a grade of C- or better (or P) in each course that applies toward the minor in Statistics.
Departmental Honors in Mathematics, Statistics, and Computer Science
The faculty in the Department of Mathematics, Statistics, and Computer Science awards departmental honors to a few
graduating seniors each year. This honor may be given in one (or more) of the disciplines: Mathematics, Statistics, Data
Science, or Computer Science. Departmental honors recognizes:
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Depth of study in the discipline (minimum of the BS Major in Mathematics; BS degree in Mathematics with focus
area in Statistics and the Statistics minor; BS Major in Data Science or BS Major in Computer Science, respectively);
Excellent performance in courses: Minimum 3.00 overall GPA and 3.50 disciplinary GPA;
Independent investigation or application of the discipline, including public presentation; and
Involvement in the life of the discipline.
Students who might be eligible for departmental honors should discuss the process with their MSCS faculty mentor
during junior year. Detailed requirements and information on the application process are available from the department.
National Honor Society
Membership in the Augsburg chapter of the national Pi Mu Epsilon honor society is by invitation. To be considered,
students must have a declared Mathematics major, junior or senior status, and a GPA of 3.00 in their major and overall.
Detailed requirements are available from the department.
Prerequisites
A course must be completed with a grade of C- or higher to count as a prerequisite for a Mathematics, Data Science, or
Computer Science course.
Math Placement Group (MPG)
Before enrolling in any Mathematics course and many other courses that have Math Placement prerequisites, students
must have the required Math Placement. All students are required to have their Math Placement Group (MPG)
determined. MPG measures students’ current skill in and understanding of Basic Math (MPG 2), Algebra (MPG 3),
Precalculus (MPG 4), and Calculus I (MPG 5).
Students who have taken the ACT test within the last five years are assigned an initial MPG based on their mathematics
subscore, illustrated below. Students who have recently completed a mathematics course at another college or
university are assigned an initial MPG by the Registrar’s Office as part of Transfer Credit Evaluation, if the course covers
Basic Math, Algebra, Precalculus, or Calculus. Students who receive a grade of 4 or 5 on the Advanced Placement Exam
in Calculus (AB or BC) are assigned MPG 5. Students are allowed to take the Math Placement Exam to determine if they
should be placed into a higher MPG than their initial placement. In particular, students whose initial placement is MPG 1
or MPG 2 are expected to take the Math Placement Exam.
All other students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. The exam
is given during Summer Orientation and Registration (SOAR) sessions for first-year students, and before new student
registration appointments for transfer and AU students. Other times can be scheduled on an individual basis. Students
are also permitted to retake the Math Placement Exam once during their first semester of enrollment at Augsburg
University.
Practice questions and other information are available from Academic Advising. Students in MPG 1 take MAT 090 to
advance to MPG 2. Students in MPG 2 take MAT 105 or MAT 106 to advance to MPG 3. Students in MPG 3 may take MAT
114 to advance to MPG 4. No other MAT course changes a student’s MPG.
ACT Math Subscore
Initial Math Placement
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Required Math Placement Exam
18 and below
MPG 1
Basic Math; Algebra
19-21
MPG 2
Algebra
22-23
MPG 2
Algebra
24-25
MPG 3
No exam needed
22-25 and successful high school precalculus,
trigonometry, or calculus
MPG 3
Precalculus (if seek MPG 4)
26+ and successful high school precalculus,
trigonometry, or calculus
MPG 4
No exam needed
For a complete list of courses and descriptions, see the Course Description Search.
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Medieval Studies Minor
Medieval Studies surveys the diverse histories and cultures of the Middle Ages (c. 500–1500 CE) and introduces students
to the skills necessary for their rigorous study. While the focus is on Europe given the central legacy of ancient Rome,
some attention is given to other geographical regions, such as North Africa, that had significant historical, cultural, or
economic ties to Europe during the period. A minor in Medieval Studies is an excellent enhancement to a major in
History or English.
Medieval Studies Faculty
Michael Kidd (Languages and Cross-Cultural Studies, Program Director), Kristin M. Anderson (Art and Design), Merilee
Klemp (Music), Taryn Marashi (History), Hans Wiersma (Religion and Philosophy)
Minor Requirements
LAT 101 and 102 are highly recommended given that Latin is the universal language of the medieval period.
Five courses are required, including HUM 120 and one course each in literature, religion/philosophy, and history of arts,
and one elective.
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HUM 120 - Medieval Life in 12th-Century Europe
One of the following literature courses:
o ENL 330 – Shakespeare
o ENL 360 - The Classical Tradition
o ENL 361 - The Medieval World
o SPA 352 - Survey of Spanish Literature I
One of the following religion or philosophy courses:
o HIS 378 - Pilgrims, Popes, and Penance: History of the Medieval Church
o PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy
o RLN 342 - Martin Luther and the Reformation
One of the following history of arts courses:
o ART 386 - Medieval Art
o ART 387 - Renaissance and Baroque Art
o MUS 231 - History and Literature of Music, Antiquity to 1750
o THR 361 - Theater Histories: Origins to 1800
One of the following elective courses:
o HIS 369 - The Early and High Middle Ages
o HIS 370 - The Late Middle Ages to 1648
o HIS 374 - War and Religion in the Medieval Context
o HIS 440 - Topics in World History: Monks and Heretics (this topic only)
o POL 380 - Western Political Thought
o SPA 331 - Spanish Civilization and Culture
For a complete list of courses and descriptions, see the Course Description Search.
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Music
The Music Department at Augsburg University offers education for music professions in the context of a liberal arts
curriculum through three degrees and five music majors. All Augsburg students with interest and/or background in
music, regardless of major, are eligible to participate in music courses and ensembles. Some music courses fulfill Liberal
Arts Foundation requirements.
Augsburg’s location in the heart of the vibrant artistic and cultural Twin Cities makes it an ideal place to study music, and
the Music faculty seek and encourage opportunities that connect the campus and the greater arts communities. These
opportunities allow students to explore the links between theory and applied knowledge and may take many forms,
including internships; community performances; Music Therapy practica; community-based learning projects; required
off-campus performance and concert attendance assignments; or travel and study within and outside the United States.
The Music programs are accredited by the National Association of Schools of Music, and its music programs fulfill all
NASM curricular standards. The Music Therapy programs are approved by the American Music Therapy Association.
Augsburg University is accredited by the Higher Learning Commission. For more information, see Accreditations,
Approvals, and Memberships.
Faculty
J. Anthony Allen, Mallory Alekna, Rachel Bergman, Kristina Boeger, Jill Dawe, Susan Druck, Merilee Klemp, Ju Young Lee,
Rafael Rodriguez
Part-time Faculty
Anne Ainomae, Trudi Anderson, Thomas Bartsch, Ryan Borden, Deborah Carbaugh, Jane Cords-O’Hara, Ariel Detwiler,
Jessica DeVillers, Bryan De Young, Lynn Erickson, Joan Hutton, Blake Iverson, Mark Kausch, Kathy Kienzle, Mike Krajewski,
Kameron Markworth, Lindsay Markworth, Dawn Miller, Tami Morse, Elise Meichels Parker, Rick Penning,, David
Schmalenberger, Justin Staebell, Andrea Stern
Interim Chair
J. Anthony Allen
Fine Arts Coordinator
Ryan Borden
Departmental Administrator
Tina Brauer
Degrees/Majors
Bachelor of Arts
Music Major
Music Major/Creativity Concentration
Music Major/Music Business Concentration
Music Major/Music Performance Concentration
Bachelor of Music
Music Performance Major
Music Education Major (P-12 state licensure; community music)
Bachelor of Science
Music Therapy Major
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Music Therapy Equivalency
Offers students with an undergraduate degree the preparation necessary to meet the American Music Therapy
Association requirements for becoming a Board Certified Music Therapist (MT-BC).
Music Minors
Creativity
Music
Music Business
Music Production
Degree and Major Requirements
All students interested in majoring in music should consult with the music department prior to or during their first
semester of study at Augsburg University. Applying students are strongly encouraged to schedule a Fine Arts Scholarship
audition during their senior year of high school or, if transferring, in the year prior to entering Augsburg University.
Students intending to pursue a music major in any of the three music degree programs must declare their major, perform
a sophomore/transfer music major qualifying jury, and complete the Music Department degree application by the end of
their fourth semester of study. More detail is included in the Music Department Student Handbook posted on the Music
Students site on Moodle.
Students interested in a double major within music or between music and another discipline should consult with their
advisors before undertaking relevant coursework.
Music Core
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MUS 113 - Music Theory and Aural Skills I
MUS 114 - Music Theory and Aural Skills II
MUS 213 - Music Theory and Aural Skills III
MUS 214 - Music Theory and Aural Skills IV
MUS 361- Music and Identity in the Americas
MUS 362- Musical Philosophy
One of MUS 331, MUS 332, MUS 333, or MUS 334
o MUS 331 - Music of the Baroque Era
o MUS 332 - Music of the Classical Era
o MUS 333 - Music of the Romantic Era
o MUS 334 - Music of the 20th Century
MUS 458 or 459 - Senior Recital
Performance Study on the principal instrument or voice in accordance with degree requirement
Four to eight semesters Large Ensemble/Chamber Music in accordance with degree requirement
Large Ensemble Options:
MUE 111/311 - Augsburg Choir (Chamber Collective or Global Harmony Project sections)
MUE 121/321 - Orchestra
MUE 141/341 - Concert Band
Chamber Music Options:
MUE 113 - Vocal Chamber Music
MUE 122 - String Chamber Music
MUE 125 - Guitar Chamber Music
MUE 131 - Woodwind Chamber Music
MUE 142 - Brass Chamber Music
MUE 144 - Percussion Chamber Music
MUE 145 - Piano Chamber Music
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Additional Requirements
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Pass a piano proficiency test or the Class Piano sequence of MUS 135, MUS 136, MUS 237, and MUS 238
Pass a first-year/transfer music major qualifying jury
Complete the Music Department degree application
Graduation Skills
Bachelor of Arts, Major in Music; Bachelor of Music, Major in Music Education; Bachelor of Music, Major in
Performance
Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by
completing the major. The graduation skills in Speaking (S) and Quantitative Reasoning (QR) are met by completing the
following courses:
S: MUS 341
QR fulfilled with QFA: PHY 119, DST 164, MAT 111, MAT 145, MAT 146, or MAT 163.
Bachelor of Science in Music Therapy
Graduation skills in Critical Thinking (CT), Writing (W), Speaking (S), and Quantitative Reasoning (QR) are embedded
throughout the offered courses and are met by completing the major.
Bachelor of Arts, Music Major, Concentration in Music Business
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the
following courses:
QR fulfilled with QFA: One of MAT 111, MAT 145, MAT 146, MAT163, or PHY119
Transfer Students
Transfer Students and Graduation Skills: Transfer students must consult an advisor about potential adjustments to their
course requirements to fulfill each of these skills.
Music Major, Bachelor of Arts
Offers the broadest education in liberal arts and prepares the student for the greatest range of graduate, business, and
professional opportunities. Students who intend to pursue non-performance graduate study or desire to enter one of the
many music-related business fields most often choose this course of study.
Faculty mentor: Rafael Rodgriguez
Music Core, Additional Requirements and the following:
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MUS 341 - Basic Conducting(S)
MUS 458 - Senior Recital
KEY 470 - The Enterprising Musician
Eight credits of MUS electives
MUP 1xx - Performance Studies (four semesters of 1 credit lessons in principal instrument/voice)
MUP 3xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice)
Large Ensemble - eight semesters on the principal instrument or voice
Chamber Music - two semesters of chamber music/small ensemble courses on the principal instrument/voice
Music Major with Creativity Concentration, Bachelor of Arts
The Creativity Concentration in the Bachelor of Arts is intended for students who seek a deeper engagement with music
composition, creation, improvisation, song-writing, and/or production to deepen their experience and knowledge during
their time at Augsburg. The program will familiarize students to a range of musical techniques, cultures, and expressions
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with an emphasis on developing their musical voices. The program aims to incorporate a variety of different musical
traditions, approaches, and expressions to create a unique program that aims to be student-directed and genre-fluid.
Faculty mentor: Rafael Rodriguez
Music Core (except MUS 331, 332, 333, or 334 requirement), Additional Requirements, and the following:
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MUS 221 - Introduction to Music Technology
MUS 311 - Composition I
MUS 312 - Composition II
MUS 341 - Basic Conducting
MUS 413 - Advanced Analysis
MUS 458 - Senior Recital
MUS 476 - Instrumentation and Arranging
KEY 470 - The Enterprising Musician
One of MUS 220/420, MUS 225, or MUS 306
○ MUS 220/420 - Worlds of Music
○ MUS 225 - Electronic Music Production
○ MUS 306 - Audio Recording
Two semesters of MUP 193 - Performance Study: Composition
Two semesters of MUP 393 - Performance Study: Composition
MUP 1xx - Performance Studies (three semesters of 1 credit lessons in principal instrument/voice)
MUP 3xx - Performance Studies (three semesters of 1 credit lessons in the principal instrument/voice)
Large Ensemble - four semesters on the principal instrument or voice at the 100-level and four semesters at the
300-level
Chamber Music - two semesters of chamber music/small ensemble courses on the principal instrument/voice
Music Major with Music Business Concentration, Bachelor of Arts
The Music Business concentration prepares students to enter today’s music industry and to pursue career opportunities
where the arts and commerce intersect. Courses in music, performing arts, and business combine with field observations
and internships. These experiences prepare students for careers in fields such as arts management, promotion, the
recording industry, and general music business. The program affords both the performing artist and the business student
the opportunity to pursue music business studies. The Music Business concentration has two tracks: the Bachelor of Arts
in Music with Music Business Concentration (designed with a music emphasis) and the Bachelor of Arts in Business
Administration with Specialization in Music Business (designed with business emphasis).
Faculty mentor: J. Anthony Allen
Music Core, Additional Requirements and the following:
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ACC 221 - Introduction to Financial Accounting
ECO 113 - Principles of Microeconomics
MIS 260 - Problem Solving for Business
One of BUS 242 or ENT 254
o BUS 242 - Principles of Management
o ENT 254 – Entrepreneurship
MUS 105 - Careers in Music Business
MUS 162 - Entrepreneurship for Creative Business
MUS 205 - Legal Issues in Music, Entertainment, and the Arts
MUS 336 - Arts Management and Concert Promotion
MUS 408 - Current and Future Issues in the Music Industry
One of MUS 399 or BUS 399
o MUS 399 – Internship
o BUS 399 – Internship
MUS 458 - Senior Recital
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KEY 470 - The Enterprising Musician
MUP 1xx - Performance Studies - four semesters of 1 credit lessons in principal instrument/voice
MUP 3xx - Performance Studies - four semesters of 1 credit lessons in the principal instrument/voice
Large Ensemble - four semesters on the principal instrument or voice at the 100-level and four semesters at the
300-level*
Chamber Music - two semesters of chamber music/small ensemble courses on the principal instrument/voice
*Students wishing to fulfill the large ensemble requirement in a performance area other than their principal instrument
or voice may petition the department.
Business Administration with Specialization in Music Business, Bachelor of Arts
See Business Administration for requirements.
Music Major with Concentration in Music Performance, Bachelor of Arts
Faculty mentor: Jill Dawe
Music Core (except MUS 331, 332, 333, or 334 requirement), Additional Requirements, and the following:
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MUS 341 - Basic Conducting
MUS 358 - Junior Recital
MUS 413 - Advanced Analysis
MUS 420 - Worlds of Music
MUS 458 - Senior Recital
KEY 470 - The Enterprising Musician
At least two credits from MUP 392, MUP 393, MUS 311, MUS 312, and MUS 242
○ MUP 392 - Performance Study: Improvisation
○ MUP 393 - Performance Study: Composition
○ MUS 311 - Composition I
○ MUS 312 - Composition II
○ MUS 242 - Jazz Improvisation
MUP 1xx - Performance Studies (four semesters of 1 credit lessons in principal instrument/voice)
MUP 3xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice)
Large Ensemble - four semesters on the principal instrument/voice at the 100-level and four semesters at the
300-level
Chamber Music - four semesters of chamber music/small ensemble courses on the principal instrument/voice
Four semesters of Performance Seminar
Complete either four credits of diction courses (for voice principals) or four credits of instrumental principals
○ Voice Principals students complete all four diction courses
■ MUS 321 - English Diction
■ MUS 322 - Italian Diction
■ MUS 323 - German Diction
■ MUS 324 - French Diction
○ Instrumental Principles students complete at least two of the following:
■ MUS 355 - Music Methods: Strings
■ MUS 356 - Music Methods: Brass and Percussion
■ MUS 357 - Music Methods: Woodwinds
Classical keyboard principals may substitute a topics course or independent study in keyboard pedagogy for a
methods course; non-classical keyboard principals may select 1-2 courses in pedagogy for jazz, popular, or ethnic
musics to fulfill 4 credits; fretted instrument principals may substitute a topics course or independent study in
appropriate pedagogy and/or relevant pedagogy courses in jazz, popular, or ethnic musics to fulfill 4 credits.
Note about electives: All students must complete at least 128 credits in order to complete an Augsburg degree. While
students may take additional credits in Music beyond those required for the major, students pursuing the Music
Performance concentration must complete at least 8 elective credits outside of Music when fulfilling the 128 credit
requirement.
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Music Education Major, Bachelor of Music
In addition to fulfilling curricular standards of the National Association of Schools of Music, Augsburg's music education
program is approved by the Minnesota Professional Educator Licensing and Standards Board.
The Music Education major offers students preparation to become licensed P-12 music teachers and/or skilled teachers
in studio and community settings. Those seeking licensure must complete requirements as specified by the Minnesota
Professional Educator Licensing and Standards Board, including coursework and student teaching, resulting in
certification to teach at the elementary through secondary levels, with either a vocal/general or instrumental/general
emphasis. Students desiring to enter the Bachelor of Music degree program with a major in music education must
formally apply to the Music Department for admission; those applicants seeking licensure to teach in public school
settings must also apply to the Augsburg University Department of Education for acceptance to the music education
licensure program. All course requirements in and beyond music must be complete prior to the student teaching
semester. Those not pursuing licensure have a wider range of options for their degree programs through the
Community-Based Program, including electives that would best prepare students for their future vocational area to be
taken with approval of the program advisor.
Admission to upper division music education courses requires an overall academic GPA of at least 2.50 and a music GPA
of at least 2.75. Approval for student teaching and internships requires an overall minimum academic GPA of 2.75 and a
music GPA of 2.75. For licensure students, a minimum grade of C is required in all Music Core courses, Music Education
Core courses, and approved courses and internships, with the exception of the recital courses (MUS 358 and MUS 459)
and student teaching classes, for which P grades are accepted. For community-based students, a minimum grade of C- is
required in all Music Core courses, Music Education Core courses, and approved courses and internships. In addition to
grades, applicants for student teaching placements and internships are reviewed in addition to GPA criteria, to assure
appropriate professionalism, dispositions, and attitudes for school and occupational settings appropriate for one’s future
vocation.
Faculty mentor: Mallory Alekna
Music Core (except for MUS 331, 332, 333, or 334*) and the following:
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MUS 220 or MUS420 - Worlds of Music
MUS 303 - Introduction to Learning, Teaching, and Technology in Music
MUS 311 - Composition I
MUS 341 - Basic Conducting
MUS 352 - General Music Education Methods
MUS 353 - Special Education in Music Education
MUS 358 - Junior Recital
MUS 459 - Senior Recital
AIS 105 - Introduction to American Indian Studies
EDC 310 - Learning and Development in an Educational Setting
MUS 355 - Music Methods: Strings****
MUS 356 - Music Methods: Brass and Percussion****
MUS 357 - Music Methods: Woodwinds****
MUS 359 - Music Methods: Vocal****
Choose one of the following areas of emphasis:
o Vocal Emphasis:
▪ MUS 321 - English Diction
▪ MUS 322 - Italian Diction
▪ MUS 323 - German Diction
▪ MUS 324 - French Diction
▪ MUS 342 - Choral Conducting***
▪ MUS 478 - Choral Methods in Music Education
o Instrumental Emphasis:
▪ MUS 344 - Instrumental Conducting***
▪ MUS 477 - Instrumental Methods in Music Education
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Performance Studies and Ensembles - Students should choose the following courses in accordance with their area of
emphasis**. Complete all of the following:
o MUP 1xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice )
o MUP 3xx - Performance Studies (three semesters or 1 credit lessons in the principal instrument/voice)
o Large Ensemble - four semesters on the principal instrument or voice at the 100-level and three semesters at the
300-level
o Chamber Music - two semesters of chamber music/small ensemble courses
Additional Courses for Licensure Students
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HPE 115 - Chemical Dependency Education
EDC 200 - Critical Histories and Philosophies of Education
ESE 300 - Reading/Writing in the Content Area
EDC 481 - Student Teaching: Initial License for Undergraduate Students
MUS 494 - Music Teacher Performance Assessment & Student Teaching Seminar
Additional Courses for Community-Based Students
Minimum of 8 credits to be fulfilled with electives approved by the program advisor. 12 credits of MUS 397 and/or MUS
399 to be taken during the final semester of degree career
* Students majoring in music education are exempted from the Music Core requirement to complete one of MUS 331,
MUS 332, MUS 333, or MUS 334.
** A Music Education major whose major instrument is piano, organ, or guitar is required to take a minimum of four
additional semesters of lessons on an instrument/voice that corresponds with their large ensemble requirement.
*** Students not seeking licensure are exempted from the requirement to complete MUS 342 and MUS 344.
**** For MUS 355, MUS 356, MUS 357, and MUS 359, students not seeking licensure must complete two of these four
courses, including one that addresses their principal performance medium.
Music Performance Major, Bachelor of Music
This major is a focused classical training program designed to develop the skills, artistic voice, and performing ability of
the individual musician. This degree best prepares students who are interested in graduate school, professional
performance opportunities, or private studio teaching. Acceptance to the program requires a half-hour formal audition
and interview.
Faculty mentor: Jill Dawe
Requirements:
Music Core, Additional Requirements and the following:
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MUP 1xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice)
MUP 3xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice)
MUS 358 - Junior Recital
MUS 459 - Senior Recital
KEY 470 - The Enterprising Musician
Large Ensemble - four semesters on the principal instrument or voice at the 100-level and four semesters at the
300-level*
Chamber Music - four semesters of chamber music/small ensemble courses on the principal instrument/voice
*For guitarists, harpists and pianists: either eight semesters of large ensemble or four semesters of large ensemble and
four additional semesters of chamber music or other assignments in consultation with advisor.
Voice Majors:
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MUS 321- English Diction
MUS 322- Italian Diction
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MUS 323- German Diction
MUS 324- French Diction
MUS 435 - Voice Repertoire
MUS 359 - Music Methods: Vocal
*MUS Elective (2 credits)
*Voice students are strongly encouraged to take MUS/THR 235 Skills of Music Theater and/or MUE 294 or 494 - Opera
Workshop.
Keyboard Majors:
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MUS 436 - Piano Repertoire
MUS 456 - Piano Pedagogy
MUS Elective (2 credits)
Instrumentalists:
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One of MUS 355, MUS 356, or MUS 357
o MUS 355 - Music Methods: Strings
o MUS 356 - Music Methods: Brass/Percussion
o MUS 357 - Music Methods: Woodwinds
MUS Elective (4 credits)
Additional requirements:
BM performance major candidates must pass an extended performance audition and interview that is scheduled after
completion of the sophomore/transfer music major qualifying jury.
Music Therapy Major, Bachelor of Science
Fulfills the academic and clinical requirements for eligibility to take the Music Therapy Board Certification Examination.
The BS in Music Therapy is a four-and-one-half-year degree program, which includes a six month full-time internship in a
clinical facility approved by the American Music Therapy Association (AMTA) or at a university-affiliated site. This course
of study is chosen by students who wish to become professional music therapists. A minimum grade of C in all music
therapy courses is required.
Faculty mentor: Juyoung Lee
Requirements:
Music Core (except for MUS 331, 332, 333, or 334*), Additional Requirements and the following:
● MUS 135 - Class Piano 1
● MUS 136 - Class Piano 2
● MUS 152 - Class Voice
● MUS 158 - Class Guitar 1
● MUS 237 - Class Piano 3
● MUS 238 - Class Piano 4
● MUS 258 - Class Guitar 2
● MUS 271 - Introduction to Music Therapy
● MUS 273 - Functional Music Skills
● MUS 315 - Psychology, Culture, and Community in Music
● MUS 340 - Music Therapy Methods I
● MUS 345 - Music Therapy Methods II
● Two 300-level Music Therapy practica (MUS 374 or MUS 375)
● MUS 376 - Music Therapy Assessment, Treatment and Clinical Processes
● MUS 385 - Music Therapy Clinical Improvisation
● MUS 458 - Senior Recital
● Two 400-level Music Therapy practica (MUS 474 or MUS 475)
● MUS 480 - Music Therapy Senior Seminar
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MUS 481 - Music Therapy Clinical Internship
BIO 103 - Human Anatomy and Physiology
PSY 105 - Principles of Psychology
PSY 203 - Lifespan Development
PSY 215 - Research Methods and Statistics I
PSY 262 - Psychopathology
MUP 1xx - Performance Studies (four semesters of 1 credit lessons in principal instrument/voice)
MUP 3xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice)
Large Ensemble - four semesters on the principal instrument or voice at the 100-level and four semesters at the
300-level
Chamber Music - two semesters of chamber music/small ensemble courses on the principal instrument/voice
Pass guitar proficiency test, piano proficiency test, and voice proficiency test
* Students majoring in Music Therapy are exempted from the Music Core requirement to complete one of MUS 331, MUS
332, MUS 333, or MUS 334.
Music Therapy Equivalency/Certification Program
The Music Therapy equivalency program is available to students who already have a bachelor’s degree in music and wish
to meet the requirements set by the American Music Therapy Association (AMTA) to become a board-certified music
therapist (MT-BC). This equivalency program prepares students for eligibility to take the Music Therapy Board
Certification Examination. Depending upon the student’s degree and skill level, individual requirements will be outlined
by the director of Music Therapy. There is a minimum two-year residency requirement, which includes participation in a
major ensemble for four terms. Acceptance to the degree program requires the following:
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Pass the sophomore/transfer music major jury and Music Department degree application
Pass guitar proficiency, piano proficiency, and voice proficiency
Creativity Minor
The Creativity minor allows students interested in music composition, creation, improvisation, song-writing, and/or
production to deepen their experience and knowledge during their time at Augsburg. The program is intended to be
useful for students in any music degree who are interested in composition, song writing, music production, etc. The
program aims to incorporate a variety of different musical traditions, approaches, and expressions to create a unique
program that aims to be student-directed and genre-fluid.
This minor is open only to students majoring in a Music Department field.
Faculty mentor: Reinaldo Moya
Requirements:
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MUS 113 - Music Theory and Aural Skills I
Two semesters of MUP 193 - Performance Study: Composition
MUS 220 or MUS420 - Worlds of Music
MUS 221 - Introduction to Music Technology
MUS 311 - Composition I
MUS 312 - Composition II
MUS 413 - Advanced Analysis
MUS 476 - Instrumentation and Arranging
One of MUP 192, MUS 242, or THR 116
o MUP 192 - Performance Study: Improvisation
o MUS 242 - Jazz Improvisation 1
o THR 116 - Acting and Improvisation for Non-Majors
Four additional credits from:
o MUS 207 - From Boogie Woogie to Rock and Hip Hop: The Culture, Artists, and Sounds of Pop Music
o MUS 241 - History of Jazz
o MUS 331 - Music of the Baroque Era
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MUS 332 - Music of the Classical Era
MUS 333 - Music of the Romantic Era
MUS 334 - Music of the 20th Century
MUS 392 - Topics
Music Minor
Faculty mentor: Merilee Klemp
Requirements:
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MUS 113 - Music Theory and Aural Skills I
MUS 114 - Music Theory and Aural Skills II
MUS 341 - Basic Conducting
One of MUS 361or MUS 362
o MUS 361- Music and Identity in the Americas
o MUS 362- Musical Philosophy
One additional course (2 credits or above) in music history or conducting (Other music courses may be approved by
departmental petition)
MUP 1xx - Performance Studies (four semesters of 0.5 credit performance studies in the principal instrument/voice)
Large Ensemble - four semesters in a large Augsburg ensemble
Additional requirements:
Submit a Music Department application for minor by spring semester, sophomore year
Music Business Minor
The Music Business minor is a course of study designed both for the Music major desiring additional preparation in
business and for the non-music major interested in pursuing a career in the music industry. With the Music Business
minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that
address specific professional skills necessary to enter today’s music industry. The minor is a collaborative program
between the Music and Business departments.
Faculty mentor: J. Anthony Allen
Requirements:
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ACC 221 - Introduction to Financial Accounting
ECO 113 - Principles of Microeconomics
MIS 260 - Problem Solving for Business
MUS 105 - Careers in Music Business
MUS 162 - Entrepreneurship for Creative Businesses
MUS 205 - Legal Issues in Music, Entertainment, and the Arts
MUS 408 - Current and Future Issues in the Music Industry
MUS/BUS 399 - Internship (approved for the music business minor)
One of the following:
o MUS 336 - Arts Management and Concert Promotion
o BUS 301 - Business Law
o ENT 254 - Entrepreneurship
Music Production Minor
The Music Production minor is a course of study designed both for the Music major desiring additional preparation in
audio recording and production and for the non-music major interested in integrating music technology into their career.
With the Music Production minor, students are given the opportunity to enroll in coursework and participate in on-site
field experiences that address specific professional skills necessary to enter today’s music industry. Students in the minor
will primarily be working in the Grangaard Record Studio.
Faculty mentor: J. Anthony Allen
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Requirements:
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MUS 221 – Introduction to Music Technology
MUS 225 – Electronic Music Production
MUS 306 – Audio Recording
MUS 307 – Music Production and Distribution
One of the following:
o MUS 113 – Music Theory and Aural Skills I
o MUS 160 – Fundamentals of Music
One of the following:
o MUS 205 – Legal Issues in Music, Entertainment, and the Arts
o Both MUS 135 and MUS 136 – Class Piano 1 and Class Piano 2
o Two semesters of music ensemble (two credits of MUE)
o MUS 158 – Class Guitar 1
Departmental Honors
Senior Music majors with a cumulative GPA of 3.5 or higher in Music courses may apply for Music departmental honors
by completing extended original work in their area of interest. Such work could include, but is not limited to, one of the
following: defending a senior thesis, presenting an additional recital, composing a substantial piece(s), conducting a
program, presenting a research paper, or some combination of any of the above.
Consideration for departmental honors requires a clearly written proposal that includes a project title, a transcript, and a
brief music résumé to be submitted to the music faculty by November 1 of the senior year with outlined plans to
complete the project by spring break of the senior year.
Piano Proficiency
All Augsburg Music majors are required to have basic piano skills that are either demonstrated by passing MUS 238 or by
meeting the standard required by the Piano Proficiency Test offered at the end of each semester. Students come to
Augsburg with a wide variety of prior training and experience in piano, and therefore can elect to develop their piano
skills and prepare for the proficiency test in several ways. Students with extensive training may be able to simply pass the
test; those with some training may register for private piano lessons; the majority of students are advised to take a piano
placement test that determines their appropriate placement within a sequence of four class piano courses (MUS
135/136/237/238) designed to teach the skills of the piano proficiency test. To maximize student learning, it is strongly
recommended that piano training is started during the first year, when piano study will complement and strengthen the
student’s experience in the music theory and aural skills curriculum. Consult Jill Dawe for class piano placement and
proficiency testing (Music Therapy majors will schedule proficiency testing with Music Therapy faculty).
For a complete list of courses and descriptions, see the Course Description Search.
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Natural Science Teaching Licensure
The Natural Science licensure program is designed to combine a strong content focus with early and ongoing teaching
preparation courses that meet Minnesota licensure requirements. Courses are designed to provide a broad background
in science and allow for specialization in an area. The following programs assume that the student will meet the general
education requirements of the university, the requirements for appropriate majors, required education courses (see
Secondary Education requirements), and, in the physical sciences, have at least one year of calculus. Early consultation
with the Education Department (in your sophomore year) is essential to complete undergraduate major and licensure
requirements on a timely basis.
Degree and Major Requirements
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Education Department to identify current licensure requirements.
All upper division courses required for the Biology major must be completed before student teaching.
Licensure Requirements
General Science Endorsement (for grades 5-8):
Introductory Geology (taken off campus, offered through ACTC program)
● SCI 106 - Introductory Meteorology
● BIO 121 - Human Biology
● BIO 102 - The Biological World
● Complete PHY 116 or both PHY 121 and PHY 122 (see advisor before registering for physics)
o PHY 116 - Introduction to Physics
o PHY 121, 122 - General Physics I, II
● CHM 115 - General Chemistry I
● CHM 116 - General Chemistry II
*See the Biology, Chemistry, or Physics Department sections for teaching major requirements in those disciplines.
For a complete list of courses and descriptions, see the Course Description Search.
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Nursing (BSN) Bachelor of Science Completion
The Augsburg University BSN Completion program is designed exclusively for registered nurses (RNs) who want to
advance their education, increase their career opportunities, and address changing health needs in a variety of rapidly
changing care settings and communities.
The BSN program at Augsburg prepares nurses to synthesize knowledge from the liberal arts with the art and science of
nursing. Educational opportunities are provided that challenge students’ interests and engage their creativity as they
increase skills in critical thinking, speaking, writing, ethics, nursing theories, community assessment, leadership,
decision-making, and the role of citizen nurse.
Faculty
Martha Aleman, Kathleen Clark, Katherine Martin, Joyce Miller, Amy Nelson, Deborah Schuhmacher
Staff
Colleen Hagerman
Mission
Within the context of the liberal arts and Christian values, the baccalaureate in nursing program prepares students to
uphold and improve health and human potential among persons, families, groups and communities across care settings
with particular emphasis on health inequities locally and globally.
Program Goals
The program goals at the baccalaureate level:
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Prepare graduates of associate degree and diploma nursing programs for professional nursing practice in
contemporary and emerging roles.
Provide a sound scholarly foundation for transformative nursing practice and graduate study.
Create and sustain a teaching-learning environment that promotes personal growth, lifelong learning, and a
vocation of professional service in a global society.
Degree and Major Requirements
Nursing Major, BSN
Seven 4-semester credit hour courses, including:
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NUR 300 - Trends and Issues in Nursing
NUR 305 - Communication
NUR 306 - Paradigms in Nursing
NUR 403 - Families and the Life Cycle
NUR 410 - Community Health Nursing I
NUR 411 - Practicum: Community Health Nursing II
NUR 490 - Leadership/Management
A minimum grade of C in each nursing course and a cumulative major GPA of 2.5 are required. Students also must
complete Augsburg’s residence and general education requirements.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded
throughout the required courses in the Nursing major and are met by completing the major.
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Students petitioning to transfer in upper division nursing courses from another institution to meet requirements in the
nursing major at Augsburg must consult a nursing advisor about potential adjustments to their course requirements to
fulfill each of these graduation skills.
Other Information
The BSN program has been planned so that courses in the nursing major can be completed over 12 months of full-time
study taking three courses per semester or 24 months on a part-time basis, based on personal choice.
More time may be required to complete the total course of study depending on the number of liberal arts (general
education) courses individual students need to complete the BSN degree and the number of credits each student
transfers to Augsburg University from other colleges or universities. Students need 36 upper division courses to graduate.
Students in Nursing may take non-nursing courses in both the Day and Adult Undergraduate programs. Students will
meet with the program coordinator to develop a plan of study and be assigned to a nursing faculty adviser to assist with
academic advising.
Admission to the Nursing Major
In addition to meeting admission requirements for Augsburg, admission to the Nursing major requires the following:
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An earned associate of science degree in nursing
Cumulative GPA of 2.5 or higher in one’s basic nursing program
Unencumbered RN license–applicant must be a registered nurse who is licensed and currently registered to practice
in Minnesota prior to beginning the Nursing major
Special conditions:
o Students may be provisionally admitted to the Bachelor of Science in Nursing program at Augsburg with a
cumulative GPA of less than 2.5 in their basic nursing program. Full admission to the program requires
students to achieve a GPA of 3.00 or better in two liberal arts courses at Augsburg before being fully
admitted to the BSN program.
o Students may apply to Augsburg prior to completion of their associate nursing degree program. However, all
BSN program admission requirements must be met prior to matriculating into the BSN program at Augsburg.
Admissions are handled throughout the year. Students are admitted for fall, spring, or summer semesters.
Credit for Previous Nursing Courses
Registered nurses transferring into Augsburg’s BSN completion program will be awarded up to 34 semester credits in
recognition of their previous lower division nursing coursework if the following standards are met:
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Prior nursing education in the United States is taken in an associate degree in nursing (ADN) program or a diploma in
nursing program. Both must be state board-approved programs.
Nursing coursework taken outside of the United States requires a professional credit evaluation. See the
International Students section of this catalog for details about how to submit this evaluation. In addition, nursing
coursework must be verified for authenticity by the Commission on Graduates of Foreign Nursing Schools (CGFNS).
Applicants must request CGFNS (www.cgfns.org) to forward the educational credentials report to the Minnesota
State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and demonstrate
successful passing of the National Council Licensure Examination (NCLEX). Nurses who have previously submitted
CGFNS credential verification in a state other than Minnesota, and who have passed the NCLEX, will be considered
for admission and must meet the same residency requirements expected of all students.
Class Schedules
Augsburg recognizes that nurses have a variety of time schedules, personal responsibilities, and work demands that must
be taken into account in any decision to work toward a degree. For this reason, Augsburg offers full- and part-time
sequential alternatives for pursuing a Nursing degree.
Courses in the Nursing major are offered in a hybrid format using Zoom technology, synchronous and asynchronous
instruction on Monday, Tuesday, or Thursday evenings. . Nursing classes meet synchronously 4 to 6 times a semester for
four-hour time blocks.
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Optional immersion practica at home and abroad are scheduled throughout the year. Students complete their
community health practicum locally or have the opportunity to go to Pine Ridge, SD or abroad. Check with the
Department of Nursing for details.
It is recommended to work with the program coordinator for advice on liberal arts courses.
Transfer of Upper Division Nursing Courses
BSN students who are provisionally accepted into the Master of Arts in Nursing program at Augsburg may enroll in up to
three designated MAN courses, which can be used to fulfill elective credits in the BSN program as well as fulfill credits in
the MAN program. Note that these graduate courses may not transfer into another college or university as graduate
courses if they have been used to complete the BSN; Augsburg University, however, accepts the courses as also fulfilling
requirements in the MAN. The three graduate Nursing courses plus the practica include the following:
NUR 500 - Transcultural Health Care (3 semester credits)
NUR 500P - Practicum: Transcultural Health Care (1 semester credit)
NUR 532 - Transcultural Healing and Self Care (3 semester credits)
NUR 532P - Practicum: Transcultural Healing Practices and Self Care (1 semester credit)
NUR 541 - The Politics of Health Care (3 semester credits)
NUR 541P - Practicum: Politics of Health Care (1 semester credit)
Note: Students who decelerate for more than five years may be asked to audit courses already taken. There is a fee to
audit courses.
Departmental Honors
Admission to the honors major requires a GPA of at least 3.60 in the major and 3.30 overall, application to the
department chair by November 1 of the senior year, recommendation by nursing faculty, and an honors thesis to be
presented before a faculty committee by April 15. Candidates register for NUR 499 to complete the honors requirement.
Latin Honors
To be eligible for Latin honors, a student must meet minimum GPA standards as well as complete a minimum of 56
traditionally-graded credits at Augsburg. For further information, see the Latin Honors section in Academic Information.
Accreditation
The baccalaureate degree program in nursing/master’s degree program in nursing and Doctor of Nursing Practice
program at Augsburg University are accredited by the Commission on Collegiate Nursing Education, 655 K Street NW,
Suite 750, Washington, DC 20001, (202) 887-6791.
For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation,
Approvals, and Memberships section.
For a complete list of courses and descriptions, see the Course Description Search.
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Philosophy
See Religion and Philosophy for details about the Philosophy major and minor.
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Physics
Physicists are a curious and ambitious lot. Their aim is to understand the fundamental principles that describe and
govern all physical aspects of the universe. Historically called “natural philosophers,” physicists investigate by means of
controlled experimentation and mathematical analysis. Physics includes the study of systems ranging from sub-atomic
particles to the largest galaxies and from the relative stillness of near absolute zero to the fiery activity of stars. Physics
plays an important role in many of the liberal arts disciplines and contributes to society’s understanding of such areas as
energy, weather, medical science, and space exploration. A good background in physics (and the associated problem
solving skills obtained therein) will prepare you well for a multitude of careers.
Recognizing the importance of physics in contemporary life and the need to keep abreast of rapid technological
advances, the department strives to give students not only an understanding of basic concepts, but also insights into
recent developments. A rigorous major provides students with the preparation required for graduate study in physics. It
also provides flexibility, serving as a stepping stone to advanced work in related areas such as astronomy, engineering,
materials science, atmospheric science and meteorology, oceanography, biophysics, environmental science, and the
medical and health-related fields. The department serves the liberal arts by offering courses for non-science students
that enable them to attain a general understanding of a particular area of science. These courses provide the basis for
further study and enable students to follow new developments in science with heightened awareness and
comprehension.
The department administers Augsburg University’s portion of funds designated for the Minnesota Space Grant College
Consortium, funded by NASA. It also maintains active research programs through its Center for Atmospheric and Space
Sciences and the Sverdrup Laboratory for Biophysics, with support from the National Science Foundation, NASA, and
other private and public sources. Several students work as research assistants in these efforts during the academic year
and in the summer. Cooperative education, internship, and undergraduate research programs provide opportunities for
students to apply their knowledge and problem-solving skills in practical situations in industrial, governmental, and
academic settings.
Faculty
Moumita Dasgupta, Mark Engebretson (professor emeritus), Daniel Hickox-Young, Ben Stottrup (Chair)
Degree and Major Requirements
Physics Major, BA
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PHY 121 and PHY 121L - General Physics I
PHY 122 and PHY 122L - General Physics II
PHY 245 and PHY 245L - Modern Physics
PHY 351 - Classical Mechanics
PHY 365 - Electricity and Magnetism
PHY 395 - Comprehensive Laboratory I
PHY 396 - Comprehensive Laboratory II
PHY 484 - Quantum Mechanics Supplement
CHM 368 - Physical Chemistry: Microscopic Theory
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 255- Multivariable Calculus
One of PHY 327 or MAT 369
o PHY 327 and PHY 327L - Special Functions of Mathematical Physics
o MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences
Eight elective credits, with at least four in physics, chosen from:
o PHY 261 and 261L - Electronics
o PHY 317 and 317L - Biophysics
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BIO 473 and 473L - Physiology of Humans and Other Animals
BIO 475 and 475L - Neurobiology
CHM 362 - Physical Chemistry: Macroscopic Theory
CHM 430 - Advanced Thermodynamic and Separation Lab
CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
CHM 481 - Instrumental Analysis
CHM 482 - Advanced Inorganic Chemistry
CSC 371- Principles of Computer Organization
CSC 431 - Introduction to A I Robotics
DST 334 - Statistical Modeling
MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences (if not used in place of PHY 327
above)
MAT 455 - Numerical Mathematics and Computation
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the
offered courses and are met by completing the major.
The graduation skill in Speaking (S) is met by completing one of the following courses—COM 111, COM 115, HON 130, or
MAT 201.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Physics Major, BS
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PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics II
PHY 245 and 245L - Modern Physics
PHY 261 and 261L - Electronics
PHY 351 - Classical Mechanics
PHY 365 - Electricity and Magnetism
PHY 395 - Comprehensive Laboratory I
PHY 396 - Comprehensive Laboratory II
PHY 484 - Quantum Mechanics Supplement
CHM 115 and 115L - General Chemistry I and lab
CHM 116 and 116L - General Chemistry II and lab
CHM 368 - Physical Chemistry: Microscopic Theory
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 255- Multivariable Calculus
One of PHY 327 or MAT 369
o PHY 327 and 327L - Special Functions of Mathematical Physics
o MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences
Eight elective credits, with at least four in physics, chosen from:
o PHY 317 and 317L - Biophysics
o BIO 473 and 473L - Physiology of Humans and Other Animals
o BIO 475 and 475L - Neurobiology
o CHM 362 - Physical Chemistry: Macroscopic Theory
o CHM 430 - Advanced Thermodynamic and Separation Lab
o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
o CHM 481 - Instrumental Analysis
o CHM 482 - Advanced Inorganic Chemistry
o CSC 371- Principles of Computer Organization
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CSC 431 - Introduction to A I Robotics
DST 334 - Statistical Modeling
MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences (if not used in place of PHY 327
above)
MAT 455 - Numerical Mathematics and Computation
Graduation Skills
Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by
completing the major. Consult your department chair or academic advisor for requirements for meeting the Quantitative
Reasoning (QR) graduation skill.
The graduation skill in Speaking (S) is met by completing one of the following courses—COM 111, COM 115, HON 130, or
MAT 201.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Physics Major with Concentration in Biophysics, BS
It is the same as the Physics BS major, with PHY 317 replacing the required PHY elective, the addition of one independent
project (PHY, CHM, BIO, or MAT 499), and one additional elective from the following:
BIO 253 and 253L - Introductory Cellular Biology
BIO 255 and 255L - Genetics
BIO 369 and 369L - Biochemistry
BIO 471 and 471L - Advanced Cellular and Molecular Biology
BIO 475 and 475L - Neurobiology
BIO 476 and 476L - Microbiology
BIO 486 - Immunology
CHM 280 and 280L - Quantitative Analytical Chemistry
CHM 464 - Advanced Organic Chemistry
CHM 481 - Instrumental Analysis
Departmental Honors
A GPA of 3.50 in physics and 3.30 overall. An original research project on a significant topic in Physics with an oral
presentation and written report. Project proposals should be made to the department by November 30 of the senior
year. Final project submissions are due by April 1st.
Other Requirements
In planning their courses of study, students are encouraged to work closely with members of the Physics faculty.
Normally, students should have MAT 145, 146, and PHY 121, 122 during the first year, and MAT 255 and 369 (or PHY 327)
during the sophomore year.
Graduation Skills
Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by
completing the major. Consult your department chair or academic advisor for requirements for meeting the Quantitative
Reasoning (QR) graduation skill.
The graduation skill in Speaking (S) is met by completing the following course—COM 115
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
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.
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Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
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PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics I
PHY 245 and 245L - Modern Physics
PHY 351 - Classical Mechanics
PHY 365 - Electricity and Magnetism
PHY 395 - Comprehensive Laboratory I
PHY 396 - Comprehensive Laboratory II
SCI 490 - Integrated Science or other approved Keystone
Two additional physics courses above 122; PHY 261 recommended
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 255- Multivariable Calculus
PHY 327 and 327L - Special Functions of Mathematical Physics
CHM 115 and 115L - General Chemistry I and lab
CHM 116 and 116L - General Chemistry II and lab
Physics Minor
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PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics II
MAT 145 and 145L- Calculus I
MAT 146 and 146L - Calculus II
Three elective physics courses (12 credits) numbered above PHY 122
Society of Physics Students
The Augsburg chapter of the Society of Physics Students provides students the opportunities of membership in a national
physics society and of participating in the physics community on a professional basis. Membership in the society is open
to all students interested in physics.
Sigma Pi Sigma
Membership in the Augsburg chapter of this national physics honor society is open to those students who have
completed the equivalent of a minor in physics, have a GPA of 3.00 in physics and overall, and rank in the upper third of
their class.
For a complete list of courses and descriptions, see the Course Description Search.
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Political Science
Political Science at Augsburg University helps prepare you for many paths: political engagement, pursuit of an advanced
degree, a successful career. Political science focuses on the role of power and authority in human affairs, something
relevant to any field you might choose. Understanding power and authority is also necessary for anyone interested in
political and social change.
Political Science majors pursue many options after graduation, including law school, or graduate work in areas such as
political science, public administration, and public policy. Our majors have gone on to work in government, business,
communications, the nonprofit sector, education, and numerous other fields.
Internships are within easy reach of the campus, because of our location in the heart of the Twin Cities metro area.
Grounded in the diverse and international community around Augsburg, the department directly engages the world and
issues around us.
Numerous study abroad programs are also available, as well as learning opportunities throughout the country. Our
Model UN team travels annually to participate in a Model UN in other parts of the country, and is a highlight for many
students. Our majors experience an education which extends from the classroom to the surrounding community to
places around the world.
Experienced faculty teach in all major areas of political science, and also possess special expertise in campaigns and
elections, immigration and ethnic and racial politics, urban and environmental politics, gender and politics, economic
development, comparative and international politics, mass communications and other information technology, and
American public law. Our broad, balanced, and flexible course offerings, combined with the many special educational
opportunities, enhance your potential for graduate study and a successful career.
Faculty
Andrew Aoki, Sarah Combellick-Bidney (Co-chair), Milda Hedblom (Co-chair and Pre-Law Advisor), Elizabeth Klages,
Norma Noonan (emerita), Joseph Underhill
Degree and Major Requirements
A C- minimum grade is required in all courses taken for the major.
Political Science Major
Ten courses:
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POL 158 - Introduction to Political Science
POL 483 - Political Statistics and Methodology
POL 484 - Political Analysis
One elective from the following:
o POL 121 - American Government and Politics
o POL 122 - Social Justice in Urban America
o POL 160 - World Politics
o POL 170 - Law in the United States
At least five other upper division courses in four out of five Political Science areas. A seminar in one of the five areas
may be counted for that area. Only one internship may count for an upper division area.
One other Political Science course in any area, upper or lower division
Political Science Area Courses
This is a list of commonly offered courses that fulfill the upper division area elective requirements. Students may also
satisfy the elective requirements with a variety of courses from study abroad experiences or other programs, with the
permission of the department. POL 495 can be used toward area requirements with advisor approval. The applicable
area will vary based on the topic of the course.
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Area 1 – American Government and Politics: POL 325, 326, 342, or 421
Area 2 – Comparative Politics and Analysis: POL 350, 359, or 459
Area 3 – International Politics: POL 368, 461, or 490
Area 4 – Public Law: POL 370 or 371
Area 5 – Political Theory and Analysis: POL 380 or 381
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing one of the
following courses: POL 325, POL 326, or POL 380
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Pre-Law Concentration in Political Science
11 required courses including:
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POL 121 - American Government and Politics
POL 170 - Law in the United States
POL 483 - Political Statistics and Methodology
POL 484 - Political Analysis
Two of the following three courses:
o No more than one of ENL 220 or ENL 223
▪ ENL 220 - Critical and Analytical Writing
▪ ENL 223 - Writing for Business and the Professions
o PHI 230 – Logic
o COM 111 - Public Speaking
Five Electives:
o Three courses from the choices below:
▪ POL 350 - Topics: European Politics
▪ POL 370 - Constitutional Law
▪ POL 371 – Topics
▪ POL 380 - Western Political Thought
▪ POL 381 - Topics: Democratic Theory
o Two additional upper level courses in Political Science (can come from the list above, or be any other upper level
Political Science course).
Public Policy and Political Change Concentration in Political Science
10 courses plus an internship, including:
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One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
One of POL 121 or POL 122
o POL 121 - American Government and Politics
o POL 122 - Social Justice in Urban America
One of POL 325 or POL 326
o POL 325 - Politics and Public Policy
o POL 326 - Political Parties and Behavior
One of ECO 490, POL 483, or SOC 362
o ECO 490 - Research Methods in Econometrics
o POL 483 - Political Statistics and Methodology
o SOC 362 - Statistical Analysis
POL 484 - Political Analysis
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One Course from the Following:
o POL 121 - American Government and Politics
o POL 122 - Social Justice in Urban America
o POL 124 - American Women and Politics
o POL 158 - Introduction to Political Science
o POL 160 - World Politics
o POL 170 - Law in the United States
Four Courses from the Following:
o POL 241 - Environmental and River Politics
o POL 325 - Politics and Public Policy
o POL 326 - Political Parties and Behavior
o POL 342 - Mass Communication in Society
o POL 370 - Constitutional Law
o POL 371 – Topics
o POL 381 - Topics: Democratic Theory
o POL 421 - Topics: American Politics
o POL 461 - Topics: International Politics
o SOC 381 - City and Regional Planning
o One of ECO 312 or ECO 313
▪ ECO 312 - Intermediate Macroeconomics
▪ ECO 313 - Intermediate Microeconomics
An internship, usually taken as POL 399.
Notes
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If both POL 121 and 122 are completed, one can count for section I and one for section II. The same course cannot
fulfill requirements in both sections.
If both POL 325 and 326 are completed, one can count for section I and one for section III. The same course cannot
fulfill requirements in both sections.
Only one economics course (either 312 or 313) can be counted toward the four courses required in Section III.
The internship can be taken for credit or not-for-credit. A student taking an internship not for credit must still have a
Political Science department faculty member supervising the internship, and must fulfill certain academic
requirements, which will be explained by the supervising faculty member.
Substitutions to the courses above can be approved by the department chair. For example, the department
sometimes offers relevant topics courses under numbers not listed above.
Political Science Areas
(I)
(II)
(III)
(IV)
(V)
American Government and Politics
Comparative Politics and Analysis
International Politics
Public Law
Political Theory and Analysis.
Any course listed in more than one area may be counted in only one area toward major or minor requirements.
Departmental Honors
The honors major in Political Science includes the requirements listed above, plus the following:
The student’s GPA must be 3.50 in Political Science courses and 3.00 overall; the student must take an honors
independent study (to work on the thesis) and a seminar (usually POL 484), and must submit an honors thesis to be
defended before a faculty committee. Students may work with any member of the department on their honors thesis.
For specific requirements, consult the department chair.
For a student to be eligible for departmental honors, all courses in the major must be taken with traditional grading (not
P/LP/N). Exceptions may be made in extraordinary circumstances.
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Political Science Minor
Five courses, including:
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POL 158 - Introduction to Political Science
One of the following lower division electives:
o POL 121 - American Government and Politics
o POL 122 - Social Justice in Urban America
o POL 160 - World Politics
o POL 170 - Law in the United States
o POL 241 - Environmental and River Politics
o POL 282 - Asian American Politics
At least three upper-division courses in three out of five political science areas
POL 483 may not usually be used for a minor.
Pre-Law Minor
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POL 121 - American Government and Politics
POL 170 - Law in the United States
Two of the following:
o No more than one of ENL 220 or ENL 223
▪ ENL 220 - Critical and Analytical Writing
▪ ENL 223 - Writing for Business and the Professions
o PHI 230 – Logic
o COM 111 - Public Speaking
Two electives from the following:
o POL 350 - Topics: European Politics
o POL 370 - Constitutional Law
o POL 371 – Topics
o POL 380 - Western Political Thought
When necessary, substitutions can be approved by the chair (e.g. if a required course has to be canceled).
Public Policy and Political Change Minor
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One of POL 121 or POL 122
o POL 121 - American Government and Politics
o POL 122 - Social Justice in Urban America
One of POL 325 or POL 326
o POL 325 - Politics and Public Policy
o POL 326 - Political Parties and Behavior
POL 399 - Internship
Three of the following:
o POL 241 - Environmental and River Politics
o POL 325 - Politics and Public Policy
o POL 326 - Political Parties and Behavior
o POL 342 - Mass Communication in Society
o POL 381 - Topics in Democratic Theory
o POL 421 - Topics in American Politics
o POL 461 - Topics in International Politics
o SOC 381 - City and Regional Planning
o No more than one of ECO 312 or ECO 313
▪ ECO 312 - Intermediate Macroeconomics
▪ ECO 313 - Intermediate Microeconomics
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Notes
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If both POL 325 and 326 are completed, one can count for section I and one for section II. The same course cannot
fulfill requirements in both sections.
Only one Economics course (either 312 or 313) can be counted toward the three courses required in Section II.
Teaching Major in Political Science and Economics
Total of 12 courses required: five courses in economics, five courses in political science, and two courses in education.
ECO 112 or 113 and POL 121 also fulfill requirements for the social studies core; education courses also fulfill licensure
requirements for secondary education.
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Economics Courses:
o ECO 112 - Principles of Macroeconomics (elective for social science core)
o ECO 113 - Principles of Microeconomics (elective for social science core)
o One of ECO 312 or ECO 315
▪ ECO 312 - Intermediate Macroeconomics
▪ ECO 315 - Money and Banking
o ECO 313 - Intermediate Microeconomics
o One other upper division Economics course
Education Courses:
o EDC 200 - Critical Histories and Philosophies of Education (required for licensure)
o ESE 310 - 5-12 Methods: Social Studies (Capstone course) (required for licensure)
Political Science Courses:
o POL 121 - American Government (social science core course)
o Two upper-level political science courses (must be in two different areas)
o Two other Political Science courses
In addition, in order to graduate with this major, a student must have been admitted into the Department of Education.
To be licensed in social studies, additional education courses and the social studies core are required.
Note: Students interested in secondary education may take a Political Science major or the teaching major in Economics
and Political Science. Either option requires that the student also take courses required for the social studies core. For
more information, see the department chair.
For a complete list of courses and descriptions, see the Course Description Search.
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Psychology
Psychology is the scientific investigation of behavior and mental processes. As an integral part of a liberal arts education,
psychology contributes to the understanding of individual and group behavior. The study of psychology equips students
to understand and use the scientific method to think creatively and critically beyond the classroom. To prepare students
for graduate study and work in psychology, the major emphasizes the complementary components of a strong
foundation in research and theoretical work with the application of knowledge and skills in coursework, research
experiences, and internships within the community. The curriculum’s emphasis on the experiential dimensions of
learning and the integration of liberal arts and professional domains prepares students for careers in many settings
including business, education, social services, research, law, government, religious institutions, and medicine.
Faculty members in the Department of Psychology have varied professional specializations including clinical, counseling,
neurobiological, developmental, social, cognitive, and industrial/organizational psychology as well as expertise in
psychological applications to health, law, and public policy. Students may tap this expertise through a variety of learning
experiences including group and individual projects, Psi Chi Honor Society, and faculty-student research teams.
Faculty
Ben Denkinger, Stacy Freiheit, O. Evren Guler (Chair), Jaeeun Lee, David Matz, Bridget Robinson-Riegler, Henry Yoon
Degree and Major Requirements
Psychology Major
The major is 10 courses including:
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PSY 105 - Principles of Psychology
PSY 215 - Research Methods and Statistics I
PSY 315 - Research Methods and Statistics II
PSY 400 - Keystone Internship
At least two courses from the following:
o PSY 325 - Social Behavior
o PSY 354 - Cognitive Psychology
o PSY 355 - Biopsychology
At least one course from the following:
o PSY 491 - Advanced Research Seminar
o PSY 493 - Seminar: Contemporary Issues
o PSY 495 - Clinical Research and Lab
Electives (three additional courses in psychology)
Majors are encouraged to take more than the minimum 10 required psychology courses.
Note: A minimum of five courses must be from Augsburg. No more than two courses from among PSY 199, 299, 399, 400
and 499 may be counted.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students should consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
All psychology majors must have an advisor in the Psychology department.
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Transfer Students
Transfer-course policy for majors and minors: All transfer courses, including ACTC courses, must be approved by the chair.
Only those psychology courses successfully completed (C- or above) within the last 10 years will be considered. In
general, courses that meet the transfer guidelines may only be applied to elective or PSY 105 credit for the major.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Biopsychology Major
The Psychology and Biology Departments jointly offer a program in Biopsychology. See Biopsychology in the
departmental pages of this catalog.
Concentration in Clinical-Counseling Psychology
The clinical-counseling psychology concentration is designed to prepare students for careers and graduate education in
mental health. Students will learn about the biological, psychological, and social factors related to defining,
understanding, and treating psychological disorders. Emphasis is placed on developing knowledge and skills related to
both the science and practice of psychology. Experiential learning opportunities include collaborating on faculty-student
research projects and completing an internship in a mental health setting. See department chair for specific
requirements.
Students take thirteen courses, including:
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PSY 105 - Principles of Psychology
PSY 215 - Research Methods and Statistics I
PSY 262 - Psychopathology
PSY 315 - Research Methods and Statistics II
PSY 385 - Counseling Psychology
PSY 400 - Keystone Internship
Two biological, cognitive, and social foundation courses from the following:
o PSY 325 - Social Behavior
o PSY 354 - Cognitive Psychology
o PSY 355 - Biopsychology
One course from the following:
o PSY 3xx - Counseling and Interviewing Skills (course currently in development)
o PSY 359 - Assessment
One developmental foundation course from the following:
o PSY 203 - Lifespan Development
o PSY 250 - Child Development
o PSY 252 - Adolescent and Young Adult Development
o PSY 253 - Aging and Adulthood
One cultural foundation course from the following:
o PSY 205 - Global Perspectives in Psychology
o PSY 271 - Psychology of Gender
o PSY 275 - Cultural Psychology
o SOC 265 - Race, Class and Gender
o SOC 395 - Mental Illness and Society
o SWK 280 - Diversity and Inequality in Professional Practice
One additional elective from the following (or a course above that is not already used toward another requirement):
o PSY 201 - Health Psychology
o PSY 261 - Personality and Cultural Context
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o PSY 263 - Sports Psychology
o PSY 291 - Addiction and Recovery
o PSY 292 - Topics in Mental Health
o PSY 357 - Behavior Analysis
o PSY 391 - Individual Differences
o PSY 410 - Clinical Neuropsychology
One course from the following:
o PSY 491 - Advanced Research Seminar
o PSY 493 - Seminar: Contemporary Issues
o PSY 495 - Clinical Research and Lab
Departmental Honors
GPA of 3.50 in the major and overall, and completion of a high-quality research project. A formal application must be
made during the junior year. Consult the department chair for more detailed requirements.
Minor
Five courses, including:
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PSY 105 - Principles of Psychology
Four additional PSY electives
A minimum of two courses must be taken at Augsburg. No more than two of the following courses can count toward the
minor: PSY 199, 299, 396, 399, 400, and 499.
For a complete list of courses and descriptions, see the Course Description Search.
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Religion and Philosophy
The Department of Religion and Philosophy offers courses and programs in the distinct disciplines of religious studies,
theology, and philosophy. All three of these disciplines ask and engage deep questions about the meaning, purpose, and
reality of life for individuals and for communities.
The Department of Religion and Philosophy affirms that human inquiry regarding basic religious, theological,
philosophical, and ethical questions shapes public life. In a similar way, public life shapes the human quest for meaning
and identity. The religion and philosophy programs at Augsburg think historically, respectfully, and critically about these
matters.
The Department of Religion and Philosophy grounds, provokes, empowers, problematizes, collaborates, and nurtures the
critical investigation of faith, religion, identity, ethics, vocation, truth (epistemology), and spiritual inquiry. We do this
critical work as a community of learners, faculty and students together, in the following ways:
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We ground our conversations in sacred texts, historic documents, and contemporary writings as well as in
specific locations, among real people, with lived experiences and concrete issues.
We provoke questions of truth, meaning, and identity and investigate how these claims interact with and inform
public life.
We empower one another to question our own beliefs, practices, ethics, and understanding of vocation, and to
inquire, respectfully and critically, about the claims of others.
We problematize and challenge religious and philosophical claims from a variety of social locations and diverse
perspectives.
We collaborate across faiths and philosophies, across academic departments, and with off-campus faith-based
and humanist communities to create learning, research, and service opportunities.
We nurture our community of learners by raising and reflecting on personal questions of meaning, identity,
values, vocation, and spirituality.
Religion Faculty
Lori Brandt Hale , Mary Lowe, Matthew Maruggi (Chair), Jeremy Myers, Iva Patel, Najeeba Syeed, Shayna Sheinfeld, and
Hans Wiersma
Philosophy Faculty
Larry Crockett
Majors
The Religion and Philosophy Department offers majors in Religion, Philosophy, and Theology and Public Leadership.
General Education Requirements
RLN 100: Religion, Vocation, and the Search for Meaning I
Augsburg embraces a world of many cultures, beliefs, and traditions. This introductory course invites students into that
engagement between religious commitment and the world through an exploration of vocation, pluralism, and diversity.
The course encounters the search for meaning through the narratives of Judaism, Christianity, and Islam, and other
religious and humanist traditions, and encourages students to consider their own religious, philosophical, and ethical
commitments in dialogue with other perspectives. Course related texts, activities, and experiences foster critical
thinking and inquiry.
Religion, Vocation, and the Search for Meaning II
For their second required Religion course, students may choose from a wide range of courses that build on the
foundational themes established in RLN 100 and continue the exploration of vocation, the search for meaning, and role
of religion in public life in the context of particular issues, topics, and people. These courses focus the study of Religion
through a specific topic or issue from the broad field of Religion and its connection to Public Life in a variety of social,
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cultural, and historical settings. One option, RLN 200: Religion, Vocation, and the Search for Meaning II, develops
themes from RLN 100, including vocation, culture, pluralism, and interreligious dialogue. Other courses are described in
the course listings. Any course taken in fulfillment of this requirement may count toward a potential Religion major or
minor.
Degree and Major Requirements
Religion Major, BA
Courses offered toward a major in Religion highlight the theme of Religion in Public Life in four concentrations: 1) Culture
and Society, 2) History and Theology, 3) Sacred Texts and Narratives, 4) Global Religions and Interfaith Studies. Students
majoring in Religion may choose one of these areas as a concentration for their degree by completing four courses within
the concentration out of the 8 total courses (32 credit hours) required for the major. Many students choose to add
religion as a second major. Examples of double majors include students in biology, sociology, and history. The Religion
major prepares students to think critically, read analytically, write clearly, and speak confidently—skills that make our
graduates attractive to graduate schools and employers in any field.
Major/Concentration/Minor Requirements
Religion Major: 8 courses (beyond RLN 100/300; including RLN 209, RLN 400)
Concentration within the major: Minimum 4 courses in the concentration
Religion Minor: 4 courses (beyond RLN 100; can include RLN 209, RLN 400)
Concentrations
Students majoring in Religion can pursue one of the four concentrations listed below.
Culture and Society – Sixteen credits from:
RLN 205: Exploring Topics in Religion (depending on topic)
RLN 216: Religion and Science in Popular Culture
RLN 222: Religion and Popular Culture
RLN 230: Self, Sex & Sin: Human Person in Christian & Contemporary Thought
RLN 251: The Bible and Its Afterlives
RLN 257: Apocalypse Now and Then
RLN 319: Religion at the Movies
RLN 366: Sex, Gender, and the Bible
RLN 380: Theology and Political Resistance
RLN 392: Religion and Trauma
RLN 409: Topics (depending on topic)
RLN 441: Contemporary Theology
History and Theology – Sixteen credits from:
RLN 205: Exploring Topics in Religion (depending on topic)
RLN 214/MUS 234: Church Music and Worship
RLN 216: Religion and Science in Popular Culture
RLN 230: Self, Sex & Sin: Human Person in Christian & Contemporary Thought
RLN 240: Religion and the Rise of Science
RLN 243: Religion in America
RLN 257: Apocalypse Now and Then
RLN 319: Religion at the Movies
RLN 330: Theology of Death and Dying
RLN 342: Martin Luther and the Reformation
RLN 340/HIS 378: The Medieval Church
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RLN 370: American Indian Spirituality and Philosophical Thought
RLN 374: Ethics and World Religions
RLN 380: Theology and Political Resistance
RLN 409: Topics (depending on topic)
RLN 441: Contemporary Theology
Sacred Texts and Narratives – Sixteen credits from
RLN 205: Exploring Topics in Religion (depending on topic)
RLN 251: The Bible and Its Afterlives
RLN 256: Creation and Destruction in the Bible and Beyond
RLN 257: Apocalypse Now and Then
RLN 261: Jesus and His Interpreters
RLN 366: Sex, Gender, and the Bible
RLN 409: Topics (depending on topic)
Global Religions and Interfaith Studies – Sixteen credits from:
RLN 205: Exploring Topics in Religion (depending on topic)
RLN 248: Interfaith Eating and Ethics
RLN 275: Judaism
RLN 278: Asian Philosophies of Life, Death, and In-Between
RLN 370: American Indian Spirituality and Philosophical Thought
RLN 374: Ethics and World Religions
RLN 407: Interfaith Scholars Seminar I (2 semester credits)
RLN 408: Interfaith Scholars Seminar II (2 semester credits)
RLN 409: Topics (depending on topic)
Theology and Public Leadership Major, BA
The Theology and Public Leadership major is an interdisciplinary major that forms leaders for work at the intersections of
church and society. Students in this major are equipped with the necessary theological and theoretical frameworks,
leadership skills and servant hearts to lead a variety of communities in their expression of faith and their work for justice
in the world. This happens through the disciplined study of theology, scripture, the social sciences, and ministry. A
distinctive element of the major is the combination of practical and theological training: students have many
opportunities to apply knowledge and skills in specific ministry contexts, including a supervised internship.
Graduates of this program work in the areas of youth ministry, congregational ministry, community organizing, public
policy and advocacy, nonprofits and graduate school. Our vision is a generation of Christian leaders equipped to lead the
Christian church into the public square for the common good.
Students in this program earn a Bachelor of Arts in Theology and Public Leadership and combine this degree with a
concentration, minor or second major in an area of interest.
A Word about Youth and Family Ministry: For decades, Augsburg University has been a leader in the field of youth and
family ministry. The Youth and Family Ministry degree program has a long and storied history of pushing the envelope
with cutting edge approaches to ministry. This new version of the degree program stands proudly on that storied past.
Students who are pursuing a call to ministry with children, youth and families can prepare for this career by combining
the Theology and Public Leadership major with the Youth Studies concentration or minor.
Theology and Public Leadership Major (40-56 credits)
● Theology core (20 credits):
o RLN 209 - Research Methods in Religion
o RLN 251 - The Bible and Its Afterlives
o RLN 342 - Martin Luther and the Reformation
o RLN 400 - Religion Keystone
o RLN 441 - Contemporary Theology
● Public ministry core (16 credits):
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o
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RLN 290 - Foundations for Public Ministry
RLN 295 - Church: Past, Present, Future
RLN 390 - The Art of Public Ministry
RLN 399 - Internship
● Cross-Disciplinary Elective (4 credits) OR Concentration (16-20 credits)
o Complete 4 credits in one of the concentrations listed below or complete the entire concentration
Concentrations
Students majoring in Theology & Public Leadership can pursue one of the concentrations listed below. A concentration
will be noted on the transcript at the point of graduation, not a minor.
Youth Studies Concentration
The 20-credit concentration in Youth Studies offers students the opportunity to explore the history and practice of work
with children and youth, to form a critical and constructive framework for understanding and appreciating young people,
and to develop the necessary skill set for effective work with children and youth.
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YST 210 - Rethinking Children and Youth
YST 320 - Working With Children and Youth
One human development course from:
o PSY 203 - Lifespan Development
o PSY 250 - Child Development
o PSY 252 - Adolescent and Young Adult Development
o SWK 303 - Human Development and the Social Environment
EDC 330, 331, 332, and 333 – Public Achievement sequence - no longer taught; see program director for alternatives
Complete 4 credits in a YST elective from the courses listed below
o HPE 115 - Chemical Dependency Education (2 cr.)
o HPE 335 - Outdoor Education (2 cr.)
o POL 122 - Social Justice in Urban America
o POL 325 - Politics and Public Policy
o PSY 262 - Psychopathology
o PSY 291 - Addiction and Recovery
o SOC 231 - Family Systems: Cross Cultural Perspectives
o SOC 265 - Race, Class, and Gender
o SOC 387 - Juvenile Delinquency
o SOC 395 - Mental Illness and Society
o WST 281/481 – Topics: Girls, Culture, and Identity (this topic only)
Leadership and Management Concentration
This 16-credit concentration prepares students to manage and lead organizations, especially non-profits.
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SOC 349 – Organizations and Society: Understanding Nonprofits and Corporations
BUS 242 – Principles of Management
COM 345 – Organizational Communication
NMS 230 – Social Media
Community Engagement Concentration
This 16-credit concentration prepares students to be effective community organizers and leaders who help organizations
effectively connect with their surrounding communities.
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SOC 111 - City Life: Introduction to Urban Sociology or POL 122 – Social Justice in Urban America
SOC 240 - Protest and Social Change: The Sociology of Social Movements
SWK 406 - Social Work Practice 3: With Communities and Policies
COM 329 - Intercultural Communication
Worship and Music Concentration
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This 16-credit concentration prepares students to be worship and music leaders in congregations and other faith
communities.
● RLN 214/MUS 234 - Church Music and Worship
● COM 111 - Public Speaking
● Two other courses (yet to be determined; see program director for more information)
Environmental Stewardship Concentration
This 16-credit concentration prepares students to organize and educate faith communities and other non-profits around
practices of environmental stewardship.
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ENV 100 - Environmental Connections
ENV 320 - Environmental Science
SWK 210 - Environmental Justice and Social Change
COM 260 - Environmental Communication
Advocacy & Public Policy Concentration
This 16-credit concentration prepares students to lead faith communities and other non-profits in their work around
advocacy and public policy.
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POL 325 - Politics and Public Policy
SOC 390 - Intersections of Race and Immigration
SOC 265 - Race, Class, and Gender
COM 329 - Intercultural Communication
Human Services Concentration
This 16-credit concentration prepares students to work in faith communities and other non-profits serving individuals
and families in need.
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PSY 203 - Lifespan Development
PSY 262 - Psychopathology or SOC 395 - Mental Illness and Society
SOC 231 - Family Systems: Cross Cultural Perspectives
SWK 100 - Introduction to Professional Social Work
Cross-Cultural Relations Concentration
This 16-credit concentration prepares students to help faith communities and other non-profits work effectively across
cultural differences.
● Two semesters (8 credits) of a modern language at the 200-level or above, or equivalency.
● CCS 100 - Introduction to Cultural Studies
● COM 329 - Intercultural Communication
Philosophy Major
Eight courses including, including at least four upper division courses:
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One of PHI 230 or PHI 385
o PHI 230 – Logic
o PHI 385 - Formal Logic and Computation Theory
PHI 241 - History of Philosophy I: Ancient Greek Philosophy
PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy
PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy
PHI 344 - History of Philosophy IV: 20th-21st Century Philosophy
A 400-level Philosophy course (other than PHI 499)
Two elective courses in Philosophy
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Note: The Philosophy department at present does not offer a keystone PHI 499 course of its own. We recommend that
majors take the keystone course offered in the Religion Department, or (in the case of double majors) in the department
of the other major.
Philosophy Minor
Five courses:
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Two of PHI 241, PHI 242, PHI 343, or PHI 344
o PHI 241 - History of Philosophy I: Ancient Greek Philosophy
o PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy
o PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy
o PHI 344 - History of Philosophy IV: 20th-21st Century Philosophy
Three additional PHI electives
Graduation Skills for Religion and Theology and Public Leadership Majors
The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the
major. The graduation skills in Quantitative Reasoning (QR), Speaking (S) and Writing (W) are met by completing the
following courses:
Quantitative Reasoning: DST 164, MAT 145, MAT 146, MAT 163, or PHI 230; or by the QR requirement for a second major
Speaking: Consult with advisor for an approved course outside the major
Writing: RLN 400 and one of the following: RLN 342, 370, or 441
Transfer students must consult a Religion Department advisor about potential adjustments to their course requirements
to fulfill each of these skills.
Graduation Skills for Philosophy major
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The Quantitative Reasoning (QR) graduation skill can be met by taking PHI 230.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Prerequisites
Completion of either RLN 100 or RLN 300 is required before all other RLN courses.
Transfer Courses
All transfer courses for majors and minors, including ACTC courses, must be approved in writing by the chair. Only
courses successfully completed within the last 10 years will be considered. In general, courses that meet the transfer
guidelines may only be applied to elective credit for the major.
Advising
All majors must have an advisor in the Religion and Philosophy Department.
Departmental Honors
GPA of 3.50 in the major and 3.00 overall, research project approved by the department, and colloquium with the
department. Application must be received by the department by December 30 of the student’s senior year.
For a complete list of courses and descriptions, see the Course Description Search.
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Social Studies Teaching Licensure
The social studies licensure program is designed to combine a strong content focus with early and ongoing teaching
preparation courses that meet Minnesota licensure requirements. Students preparing to teach social studies at the
secondary level must complete a broad foundation program in the social sciences and professional requirements within
the Education Department.
Coordinators
Michael Lansing, History, Content Liaison
Jason Lukasik, Secondary Education
Social Studies Teaching Licensure
Core requirements:
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ECO 113 - Principles of Microeconomics
ESE 220 - Introduction to Human Geography
One of HIS 121 or HIS 122
o HIS 121 - An Empire for Liberty: U.S. History To 1877
o HIS 122 - Gender, Race, Class and Democracy in the Modern U.S.
One of HIS 103 or HIS 104
o HIS 103 - A Global History of Europe Since 1750
o HIS 104 - Decolonizing Asia and Africa
HIS 200 - Why History Matters
POL 121 - American Government and Politics
PSY 105 - Principles of Psychology
SOC 121 - Introduction to Sociology
ANT 141 - Introduction to Cultural Anthropology
Plus a major in one of five fields—Economics, History, Political Science, Psychology, or Sociology. Geography and
anthropology are also acceptable fields, although they are not offered as majors on the Augsburg campus.
An interdisciplinary Social Studies major is available for persons holding a bachelor’s degree and seeking licensure only.
Consult with Jason Lukasik and Michael Lansing for details.
Students considering a career in social studies education should consult the Augsburg Education Department and the
Social Studies coordinator by the beginning of their sophomore year.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. Students should consult with the Augsburg Education Department to identify current
Minnesota teacher licensure requirements.
For a complete list of courses and descriptions, see the Course Description Search.
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Social Work
Professional social work is for students who have the desire to better the lives of people and communities through
reducing social oppression of individuals and groups and advancing social justice. Social workers are licensed
professionals who work in various sectors of society. Social workers are found in nearly all major social settings from
clinics and hospitals, to schools, non-profit organizations, faith communities and government entities. Augsburg’s
program immerses students in the skills and theories of social work and interweaves that body of knowledge with
biology, psychology, sociology, economics, statistics, and political science. The curriculum also prepares students for
professional social work through a year-long practicum in a range of human service agencies during the senior year.
Students graduating with this major will receive a Bachelor of Science degree (BS). The degree qualifies students near or
after graduation to sit for the national social work licensing exam and allows you to be licensed in any state in the U.S. as
a Licensed Social Worker.
Students interested in a graduate degree in social work are encouraged to apply to our Master of Social Work program
(MSW). The undergraduate degree provides advanced standing toward the foundation year of an MSW program,
allowing graduates to complete the master’s degree in one calendar year. The undergraduate and graduate Social Work
programs are accredited by the national accrediting body, the Council on Social Work Education. For more information
about completing the MSW program in one year, consult the Graduate Catalog.
Social Work Faculty
Christina Erickson (Chair), Ankita Deka (MSW Program Director), Erin Sugrue, Melissa Hensley (BSW Program Director),
Kao Nou Moua (BSW Field Director), Susan Carlin, Alexander Fink, Genevieve Sabala (MSW Field Director), Richard
Spratt, Christopher Thyberg
Admission to the Major
Students must apply to be admitted to the degree program in social work. This application process begins in the fall
semester of the sophomore year at Augsburg or in the spring and summer months for junior transfer students. Each
social work major must complete all application materials and be officially admitted to the Social Work program before
beginning the junior year. Social work majors must have a cumulative 2.50 GPA to apply to the program. Students who do
not meet this minimum GPA standard will be given an opportunity to explain their GPA and may be considered for
conditional admission. Admission to the program is required as a prerequisite for the 300 and 400 level courses
restricted to social work majors.
Degree and Major Requirements
The Social Work degree consists of eight upper-level courses and a total of seven supporting courses. Social work courses
that are open to non-majors are designated with an asterisk.
The Supporting Courses
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BIO 121 - Human Biology
PSY 105 - Principles of Psychology
SOC 121 - Introduction to Sociology
SWK 280 - Diversity and Inequality in Professional Practice*
Select one of these two courses:
o SWK 100 - Introduction to Professional Social Work*
o SWK 210 - Environmental Justice and Social Change*
Select one of these four courses:
o ECO 112 - Principles of Macroeconomics
o POL 121 - American Government and Politics
o POL 122 - Social Justice in Urban America
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o POL 325 - Politics and Public Policy
Select one of these three courses:
o SOC 362 - Statistical Analysis
o MAT 163 - Introductory Statistics
o DST164 - Introduction to Statistics (with R)
Graduation Skills
The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the curriculum and
are met by completing the major. The Quantitative Reasoning (QR) graduation skill is met by taking SWK 401 and MAT
163, DST 164 or SOC 362.
GPA Requirement
After admission to the program, a cumulative 2.50 GPA is required (in the supporting courses, upper division courses,
and overall) to remain in good program standing. A grade of C is required for each required upper division social work
course. All Social Work majors must take their social work courses with traditional grading.
Social Work Major
Ten upper-level courses:
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SWK 301 - History and Analysis of Social Policy*
SWK 303 - Human Development and the Social Environment*
SWK 306 - Social Work Practice 1: With Individuals
SWK 316 - Social Work Practice 2: With Families and Groups
SWK 401 - Social Work Research and Evaluation
SWK 406 - Social Work Practice 3: With Communities and Policies*
SWK 407 - Fall Practicum: Integrative Seminar
SWK 417 - Spring Practicum: Integrative Seminar (Senior Keystone course)
Courses with an asterisk are open to non-social work students.
Social Work Semester in Mexico
Each spring social work majors who are juniors may attend our Social Work In Mexico Semester and complete
coursework toward their degree at Augsburg’s Mexico Campus:
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SWK 261 - Social Welfare: The U.S. Mexican Context
SWK 271 - Comparative Social Policy: Social Policy and Social Change in Mexico and the United States
SWK 316 - Social Work Practice 2: With Families and Groups
LAF or Signature Curriculum
Spanish Language Requirements are often taken
Students who go to the Social Work in Mexico Semester are not required to take SWK 280
Social Welfare Minor (for non-social work majors)
The goal of the social welfare minor is to give non-majors an understanding of the impact of social work on society and a
means to apply social work perspectives to their chosen career.
Six courses including:
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SWK 100 - Introduction to Professional Social Work
SWK 301 - History and Analysis of Social Policy
SWK 303 - Human Development and the Social Environment
SWK 406 - Social Work Practice 3: With Communities and Policies
SOC 265 - Race, Class and Gender
And one course from:
o POL 121 - American Government and Politics
o POL 158 - Introduction to Political Science
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o
POL 325 - Politics and Public Policy
Required Social Work Professional Practicum
Students are required to complete a practicum at a social service agency in their senior year. The professional practicum
placements are a total 420 hours over the course of two semesters. The BSW FIeld Director assists students in finding
and retaining practicum placements. Augsburg has relationships with hundreds of organizations, public and private,
across the Twin Cities.
Social Work Course Sequence
The social work major offers two ways to begin the degree: SWK 100 is for those students interested in the breadth of
the profession; SWK 210 is for students whose interest is in environmental justice and social change strategies. Both
courses are equal as introductions to the major. Each course features an experiential learning component.
Social work upper-level courses (300s and 400s) are taught in a two-year sequence and offered once a year. Students
move through the program in a cohort allowing for deep peer relationships and strong connections to faculty.
Social Work Study Abroad Opportunities
All social work students are encouraged to study abroad at some point in their academic career. Through The Center for
Global Education and Experience, the BSW program offers an award-winning semester study abroad program in
Cuernavaca, Mexico. Students are also encouraged to study abroad for elective credit.
No credit for non-academic work
In accordance with national social work accreditation standards, the Social Work Department cannot grant credit for life
experience or previous work experience.
Departmental Honors
The Social Work Department offers eligible students the opportunity to earn departmental honors through the
completion of an applied or scholarly project during a student's senior year. Students may apply for departmental honors
if they have earned and maintained an overall GPA of 3.50 and maintain a cumulative GPA of 3.80 in all Social Work
classes at the 300-level and above. Honors applicants may take up to two non-social work courses as P/LP/N (pass/low
pass/no credit) and must complete a minimum of 56 traditionally-graded Augsburg credits.
Departmental honors requires the successful completion of a paper or project designed to demonstrate a deep and
critical understanding of one area in the field of social work. A faculty mentor will guide and supervise work on this paper
or project. Please consult with your faculty mentor or the BSW Program Director for complete details and deadlines.
Social Work Honor Society
Phi Alpha Omicron Delta is the Augsburg University chapter of the national social work honor society. Phi Alpha fosters
high standards of education for social workers and invites into membership those who have attained excellence in
scholarship and achievement in social work.
The national honor society requirements allow membership to juniors and seniors who have completed at least one
semester in the social work program and who rank in the top 33 percent of student cumulative GPA’s. Invitations are sent
in the spring of each year.
For a complete list of courses and descriptions, see the Course Description Search.
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Sociology
With roots in the humanistic tradition of concern for the human condition and the betterment of society, sociology takes
a scientific approach to the study of society and of social interaction in groups. Our examination of social organization
provides the opportunity to improve the world we have created and in which we live. The sociological perspective
provides an important way to critically understand how people come to think and act as they do in a variety of social
contexts.
The goal of the Sociology Department is to guide students in gaining knowledge of social processes and the social order,
how it affects them in their daily lives, and how it can be applied to their lives and future careers. Sociology majors
develop an understanding of the theories of society and social groups, learn to create and use social scientific tools of
analysis, and practice the application of sociological concepts to the solution of social problems.
The Department urges students to use Augsburg’s metropolitan and international settings as a laboratory for learning.
Internships enable majors to draw upon the theories and research skills of sociology while they explore career
alternatives. Students also may take an independent study, special topics course, or field study toward that end.
Career Opportunities
The major in Sociology has equipped our alumni to understand and function more effectively in the social world as
professionals, citizens, and persons, providing the necessary knowledge base and analytical, writing, and critical thinking
skills. Augsburg alumni who have majored in Sociology are currently employed in the nonprofit sector (for example, as
analysts, counselors, case managers, community organizers, and lobbyists). They work in the criminal justice field (as
lawyers, police and probation officers). They can also be found in offices of Human Resources, conducting research for
corporations, as well as teaching high school or at universities as professors of sociology. Others have used their
preparation for advanced study in areas such as law, human services, public health, counseling, social work, urban
planning, and ministry. To learn more about career opportunities visit the Sociology Department website.
Sociology Faculty
Ashley Baber, Nancy Fischer, Tim Pippert, James Vela-McConnell (Chair), Lars Christiansen (Emeritus), Garry Hesser
(Emeritus), Diane Pike (Emeritus)
Degree and Major Requirements
Sociology Major
Sociology has a long-standing tradition as an intellectually challenging undergraduate major that produces a sound
foundation for a number of fields including human services, criminal justice, business and public service. The Sociology
major at Augsburg provides a clearly organized curriculum that is intellectually engaging, develops concepts and theories
over the course of the major, and builds a highly useful set of important skills including: abstract thinking, writing, public
speaking, critical analysis, research design, integration of theory, analysis of quantitative and qualitative data, and the
connection between the individual and collective perspectives reflected in the sociological imagination. The five core
courses intentionally develop those skills in our students. The electives allow students to focus on more specialized
content areas and develop additional skills and perspectives related to areas of career interest.
The major includes a total of 10 courses: five required core courses and five electives, at least three of which are upper
division courses from the specified list below. Majors must have a C- or higher in each required core course (SOC 121,
362, 363, 485, and 490) to receive credit in the major, and at least a cumulative 2.00 GPA in courses counting toward the
major.
Core courses (complete all five):
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SOC 121 - Introduction to Sociology
SOC 362 - Statistical Analysis
SOC 363 - Research Methods
SOC 485 - Sociological Theory
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SOC 490 - Senior Seminar and Keystone
Five elective courses, at least three of which must be upper division:
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Lower division elective options
o SOC 111 - City Life: Introduction to Urban Sociology
o SOC 231 - Family Systems: Cross Cultural Perspectives
o SOC 240 - Protest and Social Change: The Sociology of Social Movements
o SOC 265 - Race, Class and Gender
o SOC 266 - Sociology of Love, Intimacy, and Sexuality
o SOC 277 - Introduction to Criminology
o SOC 290 - Cultures of Violence
o SOC 295 - Topics
o SOC 299 - Directed Study
Upper division elective options (minimum of three required; SOC121 prerequisite)
o SOC 300 - Topics
o SOC 320 - Sociology of Law
o SOC 375 - Social Psychology
o SOC 381 - City and Regional Planning
o SOC 387 - Juvenile Delinquency
o SOC 390 - Intersections of Race and Immigration
o SOC 395 - Mental Illness and Society
o SOC 399 - Internship
o SOC 499 - Independent Study/Research
Please note that Directed Studies and Independent Studies with Sociology faculty must be taken for at least 4 credits in
order to count as electives for the major.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements.
Interest Tracks
In order to focus preparation for careers and further study, the Department offers interest tracks within the major. These
interest tracks are: City and Community; Law, Crime, and Deviance; and Social Psychology. Interest tracks guide majors in
selecting elective courses in a way that tailors their sociological training, experiences, and skills. Working with an advisor,
Sociology majors can design a pathway through the major that directs them toward particular careers or graduate work
in criminal justice, law, organizational development, public relations, public health, social services, and urban studies.
Students who are interested in pursuing an interest track should discuss this with their advisor or the Sociology
Department chair. A full description of each interest track may be found at the Sociology Department website.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Departmental Honors
To complete departmental honors in Sociology, the student must have a minimum GPA of 3.50 in the major and overall.
See department chair and website for specific requirements. An application for departmental honors/graduation with
distinction must be completed by spring of the junior year. For an in-depth description of departmental honors, including
project options, visit the Sociology Department website.
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Minor
Five courses including SOC 121 and at least two upper division courses taken at Augsburg University. Students are
required to have a C- or higher in SOC 121 and at least a cumulative 2.00 GPA in courses counting toward the minor.
For a complete list of courses and descriptions, see the Course Description Search.
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Theater
Theater is an ever-changing field that is important to understand in cultural and societal context. In our courses,
productions, recitals, and artist series, the Theater Department explores both classical and new forms, examines global
and local perspectives, and encourages in-depth creative exploration. Students are challenged to deepen their critical
thinking abilities and to master professional skills while also exploring new approaches to theater through their studies in
design, directing, performing, and playwriting. Students thoughtfully interrogate issues of cultural representation,
diversity, and inclusion as they find and express their own creative visions. The program prepares them well to continue
with their education and/or to become leaders in the field of theater and performance studies.
The study of theater is firmly grounded in the liberal arts, integrating knowledge and principles from many academic and
artistic disciplines, including literature, history, philosophy, religion, speech, art, music, and dance. Both the high quality
curriculum and dramatic productions of our department offer valuable cross-disciplinary connections for students and
the campus, while providing a solid base in classical, modern, and contemporary theater from various cultural traditions.
In order to encourage non-majors to become involved in our department, we offer two Theater minors and welcome all
Augsburg students to become involved in our productions.
Augsburg’s location in the heart of a nationally recognized theater community makes it an ideal place to study theater. At
Augsburg we create every opportunity for students to grow both as theater artists and scholars by encouraging
connections between our campus and the greater arts community, and between theory and practice. Students have the
opportunity to make these connections through course study, theatrical production work, participation in the Artist
Series (an annual series of events featuring visiting theater professionals from the local community who work closely
with students), and attendance at numerous professional productions throughout the Twin Cities. Augsburg productions
are a valuable opportunity for students to enter into creative collaboration with faculty and professional
artists-in-residence. We value and regard theater productions as a critical and vital laboratory for student learning and
training, and we hold our productions to the highest standards of the profession.
Many of the skills acquired by Theater majors or minors are valuable and transferable to other professions: collaboration,
verbal and nonverbal communication, organization, critical thinking, leadership, creativity, and self-expression.
Involvement in theater can help prepare students for successful careers in law, education, business, communication,
journalism, and many other fields, as well as in professional or academic theater, television, or film.
Theater Faculty
Full-Time
Darcey Engen (Chair), Michael Burden, Beliza Torres Narváez
Adjunct
Charles Adams Jr, Sarah Bahr, Jason Ballweber, Pedro Bayon, Barbra Berlovitz, Monica Birrenkott, Warren C. Bowles,
Adlyn Carreras, Marlina Gonzalez, Brian Grandison, Taous Khazem, Karen Mulhausen, Stacey Palmer, Richard Remedios,
Kimberly Richardson, Joel Sass, Tylie Shider, Stephanie Walseth, and Randy Winkler
Degree and Major Requirements
Bachelor of Arts
The Theater Department currently offers both a Theater major with one (or more) concentrations, a Theater major
without a concentration and two Theater minors. There are three choices for concentrations within the major:
performance, directing/dramaturgy/playwriting, and design/technical.
The Theater major with a concentration requires the following: The Theater core curriculum, three concentration
courses, plus two Theater major electives (12 total courses). The Theater major with no concentration requires the
following: The Theater core curriculum and two Theater major electives (9 total courses). The general Theater minor
requires any five courses from our department and the Musical Theater minor requires five specified courses (see
Theater minors).
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Each concentration requires 8 Theater Practicum Units (THPs). The Theater major without a concentration requires 4 THP
units. The Theater minors both require 3 THP practicum units. See Theater Practicum courses for specific course
information and transfer requirements.
Graduation Skills
The Theater Department addresses the graduation skills using the embedded model. Every course within the core
curriculum and most electives as part of a specific concentration require various projects that address Critical Thinking
(CT), Writing (W), and Speaking (S). The Quantitative Reasoning (QR) graduation skill can be met by completing DST 164,
MAT 111, MAT 145, MAT 146, MAT 163, PHI 230, or PHY 119.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Theater Major
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THR 228 - Introduction to Stagecraft
THR 229 - Theatrical Design
THR 232 - Acting
THR 250 - Script Analysis: Foundations of Theater
Three from the following:
o THR 245 - Introduction to Pan-Asian Theater
o THR 270 - Introduction to Black Theater
o THR 273 - Latinx Theater and Performance
o THR 361 - Theater Histories: Origins to 1800
o THR 362 - Theater Histories: 1800 to the Present
Two elective courses from the following:
o THR 226 - Movement for Theater
o THR/FLM 230 - Scenic Painting: Painting for Stage, Film and Faux Application
o THR 233 - Acting for the Camera
o THR 235 - Skills of Musical Theater
o THR 237 - Dance for Musical Theater
o THR 245 - Introduction to Pan-Asian Theater
o THR 255 - Introduction to Musical Theater
o THR 265 - Computer Drafting for the Stage and Architecture
o THR 270 - Introduction to Black Theater
o THR 273 - Latinx Theater and Performance
o THR 275 - Lighting and Sound for the Stage
o THR 280 - Costumes and Makeup for Performance
o THR 295 - Topics
o THR/ENL 325 - Playwriting I
o THR/ENL 326 - Playwriting II
o THR 350 - Voice for Speech, Stage and Screen
o THR 355 - Performing Shakespeare
o THR 361 - Theater Histories: Origins to 1800
o THR 362 - Theater Histories: 1800 to the Present
o THR 365 - Advanced Acting
o THR 366 - Stage Direction
o THR 367 - New Methodologies of Stage Direction and Dramaturgy
o THR 490 - Theater Keystone: Exploring Vocation & Artistic Practice
o ENL 330 - Shakespeare
o PWC 300 - Playwriting
o PWC 310 - Topics in Playwriting
o PWC 320 - Writing for Television
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o PWC 330 - Writing for Digital Media
The general Theater major requires four THP credits (Theater Practicum Units) in any area.
Theater Major with Concentration(s)
Theater majors with concentrations require an additional three courses, specified below. No course can be counted twice
as a major requirement and a concentration requirement. A total of twelve courses are required for Theater majors with
concentrations.
Theater majors with concentrations require eight THP credits: 1 performance, 1 stagecraft/crew, 1 lighting, 1 costuming,
and the remaining four in any area.
Transfer students with concentrations should complete the following number of THPs based on their transfer standing: 6
for sophomores, 4 for juniors, and 2 for seniors. The areas in which these THPs are completed should be determined with
an advisor.
Performance Concentration
Choose three from the following:
THR 226 - Movement for Theater
THR 350 - Voice for Stage, Speech, and Screen
THR 355 - Performing Shakespeare
THR 365 - Advanced Acting
Design/Technical Concentration
Choose three from the following:
THR/FLM 230 - Scenic Painting
THR 275 - Lighting and Sound for the Stage
THR 280 - Costumes and Makeup for Performance
THR 285 - Scenery Design
Directing/Dramaturgy/Playwriting Concentration
Choose three from the following:
THR/ENL 325 - Playwriting I
THR/ENL 326 - Playwriting II
THR 366 - Stage Direction
THR 367 - New Methodologies of Stage Direction & Dramaturgy
PWC 300 - Playwriting
PWC 310 - Topics in Playwriting
PWC 320 - Writing for Television
PWC 330 - Writing for Digital Media
Theater Minor
Any five courses offered in Theater or listed above under Theater major electives. The Theater minor requires three
Theater Practicum Units (THPs) in any area.
Musical Theater Minor
Choose five from the following:
THR 232 - Acting
THR/MUS 235 - Skills of Musical Theater
THR 237 - Dance for Musical Theater
THR 255 - Introduction to Musical Theater
THR 365 - Advanced Acting
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MUE 294 - Opera Workshop
Three theater practicum units (THPs) in any area.
Curricular Planning Information
First-years planning to major in Theater should complete THR 228, 232, and 250 during their first year. Students who are
second-year, third-year, or fourth-year majors may choose from the following courses, depending on their concentration
and courses offered: THR 226, 229, 230, 235, 237, 245, 255, 270, 275, 280, 295, 325, 361, and 362. Theater majors who
are juniors or seniors may take THR 326, 350, 361, 362, 365, 366, 425, and 495. Note: While many courses are offered
annually, some courses are offered alternate years only and others are offered only on an occasional basis.
Departmental Honors
Designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to
the student. Departmental Honors students must maintain a 3.75 GPA in the major and a 3.60 GPA overall and complete
a substantial independent project of honors quality within the major. Honors candidates should meet with their
departmental mentor during the spring semester of their junior year to develop a proposal for the honors project to be
submitted by mid-April. The Theater Department will assign an honors project advisor to students submitting successful
proposals.
Transfer Students
Transfer students should meet with a transfer advisor upon acceptance to determine what credits taken at another
institution will transfer into the major. The majority of Theater core classes should, however, be taken at Augsburg.
Additionally, transfers are required to take a minimum of three upper-division Theater courses at Augsburg. Students
pursuing one of the three theater concentrations should complete eight practicum units to fulfill their major
requirements. Students transferring with sophomore standing should complete a minimum of six practicum units within
the department. Students transferring with junior standing should complete a minimum of four practicum units within
the department.
Theater Practicum Units
Theater Practicum Units (THPs) involve practicum teaching and learning in the context of play productions and are
required for the Theater Majors/Minors. Theater majors and minors will register for THPs and the THPs are taken for no
credit with pass/no credit grading. Evaluation by the faculty mentor will be based on: 1) Successful and timely
completion of the practicum area for which the student is registered; 2) Positive and professional attitude and work ethic
demonstrated by the student; and 3) Demonstrated competency in the practicum area. The positive evaluation of each
of the areas must be sufficient enough to lead to a minimum grade of C- in order to receive a P grade.
Theater Practicum Units require:
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Consent and signature of instructor
Supervision by Theater faculty
A minimum of 25 hours of assessed participation by the student
Registration for THP in the semester the practicum is completed
THP course registration must meet the Registrar’s Office deadlines
Please Note:
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THPs may be repeated
Crew work required for classes/coursework does not count toward practicum credits
Student employment hours do not count towards practicum credit
3 THP credits are given for large stage management projects and 2 THP credits are given for small stage management
projects because of the extraordinary amount of time required of the student.
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Theater Major THP (Theater Practicum Units) Requirements for Major, Minor, and Transfer students:
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Theater majors without a concentration are required to complete 4 THPs in any area.
Theater majors with a concentration are required to complete 8 THP units in the following areas: 1 performance, 1
stagecraft/crew, 1 lighting, 1 costuming, and the remaining four in any area.
Transfer Theater majors in all three concentrations should complete the following number of THPs at Augsburg based
on their transfer standing: 6 for Sophomores, 4 for Juniors, and 2 for Seniors. The areas in which these THPs are
completed should be determined with an advisor.
All Theater minors are required to complete 3 THPs in any area.
Theater Practicum Courses - Groupings
Performance
THP 111/121/131/141/151 - Theater Practicum: Acting/Performance
Students who complete participation as an actor in one midterm and one final student directing project for THR 366 may
be given one THP 151 credit.
Production
THP 112/122/132 - Theater Practicum: House Management
THP 113 - Theater Practicum: Sets
THP 123 - Theater Practicum: Costumes
THP 133 - Theater Practicum: Lights
THP 114/124/134 - Theater Practicum: Running Crew
THP 115/125/135 - Theater Practicum: Stage Management-Small Project
THP 116/126/136 - Theater Practicum: Stage Management-Large Project
THP 117/127/137 - Theater Practicum: Artistic
For a complete list of courses and descriptions, see the Course Description Search.
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Urban Studies
Urban Studies is the study of cities as social, political, economic, and cultural entities. Urban Studies brings different
disciplinary perspectives to the study of urban life. It is an interdisciplinary major where students use the tools of
sociology, political science, political philosophy, history, environmental studies, art, and architecture to understand
metropolitan areas in terms of complex relationships that contribute to opportunities and challenges. The major is
designed with experiences that utilize the city as our classroom, demonstrating the interplay of urban design, policy, and
lived experience. Coursework often includes walking tours, site visits, guest speakers, and field research.
Augsburg University’s Urban Studies program emphasizes the themes of planning urban, suburban, and rural areas to be
more environmentally sustainable, promoting the health and civic engagement of citizens, and achieving effective
engagement in all aspects of city making.
The Urban Studies major helps prepare students for careers and graduate work in community organizing, urban
planning, public administration, environmental advocacy, sustainability and resilience planning, government service,
social welfare and non-profit work, and architecture. All students participate in internships that reflect their career
interests as part of their experience.
Many students who major in Urban Studies often double-major in related disciplines such as Environmental Studies,
Political Science or Sociology. If you’re interested in double-majoring, please consult the director of Urban Studies about
how to best plan your academic schedule to accommodate both majors.
Faculty
Nancy Fischer (Director, Sociology), Kristin Anderson (Art), Andrew Aoki (Political Science), Lars Christiansen (Emeritus),
Keith Gilsdorf (Economics), Stella Hofrenning (Economics), Michael Lansing (History), Liaila Tajibaeva (Economics), and
Joseph Underhill (Political Science).
Degree and Major Requirements
Urban Studies Major
A total of 11 courses, with the following required courses. A minimum GPA of 2.00 in the core courses is required for the
major.
Core Courses:
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SOC/URB 111 - City Life: Introduction to Urban Sociology
POL/URB 122 - Social Justice in Urban America
ECO 113 - Principles of Microeconomics
SOC/URB 381 - City and Regional Planning
SOC/URB 399 - Internship
URB 492 - The City and the Environment Keystone
One of SOC 362 or POL 483
o SOC 362 - Statistical Analysis
o POL 483 - Political Statistics and Methodology
One of SOC 363 or POL 484
o SOC 363 - Research Methods
o POL 484 - Political Analysis
One of the following:
o ART/HIS 249/349 - The Designed Environment
o HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History
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And two additional urban-related electives. For electives, please see the following list, which is not exhaustive.
Please consult the Director of Urban Studies for other elective possibilities that suit your career interests, including
off-campus study, ACTC courses, and/or study abroad.
o ART 243 - History of Architecture to 1750
o ART 244 - History of Architecture after 1750
o ART/HIS 249/349 - The Designed Environment
o ECO 365 - Environmental Economics
o ENV 100 - Environmental Connections
o GEOG225 Introduction to Geographic Information Systems (Macalester)
o GEOG241 Urban Geography (Macalester)
o GEOG321 Geographic Information Systems (St. Thomas)
o HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History
o POL 241 - Environmental and River Politics
o POL 325 - Politics and Public Policy
o SOC 265 - Race, Class and Gender
o SOC 349 - Organizations and Society: Understanding Nonprofits and Corporations
o SOC 380 - Disaster and Resilience
o URB 199 - Internship
o URB 295 - Special Topic
o URB 299 - Directed Study
o URB 395 - Special Topic
Students who are thinking of careers in urban planning are highly encouraged to take courses in Geographic Information
Systems (GIS) at Macalester College (Geography 225, 363 and 365) or at the University of St. Thomas (Geography 221,
321 and 322).
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), Quantitative Reasoning (QR), and Writing (W) are embedded
throughout the core courses and are met by completing the Urban Studies major.
Transfer students must consult the Director of Urban Studies about potential adjustments in their course requirements
to fulfill these skills.
Urban Studies Minor
A total of five courses including:
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SOC/URB 111 - City Life: Introduction to Urban Sociology
POL/URB 122 - Social Justice in Urban America
SOC/URB 381 - City and Regional Planning
One of the following:
o HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History
o ART/HIS 249/349 - The Designed Environment
o SOC 380 - Disaster and Resilience
o URB 492 - The City and Environment Keystone
And an approved Urban Studies Elective (see list above).
Off-Campus Study and Study Abroad
Off-campus study is highly recommended for Urban Studies majors. Urban Studies faculty frequently lead short-term
study abroad courses over the winter break and summer. Please check the Center for Global Education and Experience
(CGEE) and ask Urban Studies faculty about upcoming short-term abroad courses in the major.
Please see the program websites, CGEE and the Director of the Urban Studies Program for completing Urban Studies
coursework in off-campus programs.
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For a complete list of courses and descriptions, see the Course Description Search.
235
Youth Studies Minor
This program is currently on hold; some required courses are not currently taught.
The Youth Studies minor is an interdisciplinary exploration of the lived realities of children and youth in today’s shifting
cultures. The minor is intended to supplement a student’s current course of study particularly if that student is
considering child or youth work in the future. The courses in this minor will help students develop a constructive and
critical lens for understanding how young people are viewed and treated within society and how young people interact
with and construct meaning and culture. Students in this minor will also gain practical skills through hands-on experience
working with children and youth in various settings. The underlying philosophy of the Youth Studies minor is one of
youth empowerment. Young people are often targeted as a menace to society, but we see young people as gifted and
empowered agents of positive change. Students in this minor will learn to take this approach to youth work into their
chosen professions.
Minor Requirements
20 credits including:
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YST 210 - Rethinking Children and Youth
YST 320 - Working with Children and Youth
One human development course from:
o PSY 203 - Lifespan Development
o PSY 250 - Child Development
o PSY 252 - Adolescent and Young Adult Development
o SWK 303 - Human Development and the Social Environment
EDC 330, 331, 332, and 333 – Public Achievement sequence - no longer taught; see program director for alternatives
Complete 4 credits in a YST elective from the courses listed below
o HPE 115 - Chemical Dependency Education (2 cr.)
o HPE 335 - Outdoor Education (2 cr.)
o POL 122 - Social Justice in Urban America
o POL 325 - Politics and Public Policy
o PSY 262 - Psychopathology
o PSY 291 - Addiction and Recovery
o SOC 231 - Family Systems: Cross Cultural Perspectives
o SOC 265 - Race, Class, and Gender
o SOC 387 - Juvenile Delinquency
o SOC 395 - Mental Illness and Society
o WST 281/481 – Topics: Girls, Culture, and Identity (this topic only)
For a complete list of courses and descriptions, see the Course Description Search.
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Augsburg University Board of Regents
For more details, go to augsburg.edu/about/leadership/regents.
Sylvia Bartley, PhD
Cyrus Batheja ‘08, ‘11 MBA, EdD
Cheryl T. Chatman, EdD
Karim El-Hibri ‘06
Ellen Ewald
Nicholas C. Gangestad ’86, MBA
James Hereford
Pahoua Yang Hoffman
Kenneth Holmen ‘74, MD
Veena Iyer, JD
Diane L. Jacobson, PhD
Eric Jolly, PhD
Cyndi Jones ‘81, PhD
Wayne D. Jorgenson ‘71
Ethelind Kaba
Karolynn Lestrud ‘68
Terry Lindstrom ‘73, PhD
Michael C. Maxey
Dennis J. Meyer ‘78
Pamela Hanson Moksnes ‘79
Nancy Mueller ’85
John O’Brien, PhD
Paul C. Pribbenow, PhD
John Schwartz ‘67
Bishop Laurie Skow-Anderson, ex officio
Dean A. Sundquist ‘81
Bishop Ann Svennungsen, ex officio
Jill N. Thomas, JD
Rev. Mark N. Wilhelm, PhD, ELCA advisory member
Noya Woodrich, ‘92, ‘94 MSW
ELCA Vocation and Education Program Unit
Program Director for Colleges and Universities
Rev. Mark N. Wilhelm, PhD
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Faculty and Administration
Beginning year of service of faculty and staff is indicated with parentheses.
University Cabinet
Paul C. Pribbenow (2006). President. BA, Luther College; MA, PhD, University of Chicago.
Paula O’Loughlin (2022). Provost and Senior Vice President. BA, Smith College PhD, University of Minnesota.
Amy Alkire (2013). Vice President for Institutional Advancement. BA, Concordia College, Moorhead; MEd, Northern
Arizona University.
Leif Anderson (1996). Vice President and Chief Strategy Officer. BA, MPP, University of Minnesota.
Catherine Bishop (2010). Vice President for Student Experience and Success. BA, Macalester College; JD William Mitchell
College of Law.
John Coskran (2020). Associate Vice President, Chief Financial Officer. BS, Carleton College; MBA, Augsburg University;
MS, DePaul University.
Robert Gould (2018). Vice President for Strategic Enrollment Management. BS, State University of New York at Utica; MS,
Ithaca College.
Rebecca John (2010). Vice President and Chief Operating Officer. BA, University of St. Thomas; MA, University of Phoenix,
MBA, Augsburg University.
Joanne Reeck (2008). Vice President for Equity and Inclusion. BA, MA, University of Minnesota.
Administration
Gabby Allan (2022). American Indian Student Services Program Manager. BA, Dartmouth College; MSW, Washington
University in St. Louis.
Kezía Burrows (2022). Pan-Afrikan Student Services Program Manager. BA, College of Saint Benedict and Saint John’s
University.
Amy Cram Helwich (2009). Executive Director of the Minnesota Urban Debate League. BS, University of Wyoming; MPA,
University of Pittsburgh.
Tristan Crowell (2022). LGBTQIA+ Student Services Program Manager. BS, University of Minnesota - Twin Cities.
Firi Dawid (2020). Director of Campus Life. BA, Augsburg University; MA, University of Minnesota.
Monica Devers (2017). Dean of Professional Studies and Graduate Education. MA, MSc, University of Glasgow; MA, PhD,
University of Minnesota.
Rebekah Dupont (1995, 2008). Director, STEM Programs and Associate Professor of Mathematics. BA, University of
Wisconsin, Madison; MS, PhD, Washington State University.
Leah Durnin Hoover (2023). Director of Residence Life. BA, University of Arizona; MS, EdD, University of Wisconsin - La
Crosse.
Elaine Eschenbacher. Assistant Provost for Experiential Learning and Meaningful Work. BA, University of Minnesota; MA,
Augsburg University.
Michael Grewe (2008). Dean of Students. BS, University of Minnesota; MSW, Augsburg University; PhD, University of
Minnesota.
Ryan Haaland (2019). Dean of Arts and Sciences. BA, Concordia College; MS, University of California, Los Angeles; DPhil
University of Oxford.
Erika Hernández (2022). Latinx Student Services Program Manager. BA, University of Minnesota.
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Mary A. Hollerich (2015). Director of Library Services. AB, MS, University of Illinois at Urbana-Champaign.
Marah Jacobson (2018). Assistant Provost for Academic Administration. BS, MS, EdD, St. Cloud State University.
Tom Kelsey (2000). Registrar. BA, Gustavus Adolphus College; MA, University of Minnesota.
Scott Krajewski (2000). Director of IT and Chief Information Officer. BS, Augsburg University; MS, Iowa State University.
David Matz (2001). Associate Dean for Academic Affairs and Professor of Psychology. BA, Bemidji State University; MS,
North Dakota State University, PhD Texas A&M University.
Dawn Miller (2016). Human Resources Director. BA, University of Minnesota.
Patrick Mulvihill (2017). Assistant Provost for Global Education and Experience. BA, St. Olaf College; MPA, University of
Minnesota, Humphrey School of Public Affairs.
Alyson C. Olson (2001). Director, Student Support Services/TRiO. BA, Grinnell College; MA, University of Minnesota.
Steve Peacock (2008). Director of Community Relations, Institutional Advancement. BA, College of Wooster; MURP,
University of Minnesota.
Kelsey Richardson Blackwell (2007). Senior Director of Advising and Registration. BA, St Olaf College; MA, University of
St Thomas.
Dixie Shafer (2000). Director, Office of Undergraduate Research and Graduate Opportunity. BA, Moorhead State
University; EdM, Rutgers University.
Leah Spinosa de Vega (2008). Executive Director of Global Initiatives, Center for Global Education and Experience . BA,
MA, University of Minnesota.
David St. Aubin (2008). Director, Athletic Facilities. BS, University of Minnesota.
Jeffrey F. Swenson (1986). Athletic Director. BA, Augsburg University; MA, University of Minnesota.
Tina Maria Tavera (2001, 2008). Director, McNair Scholars Program. BA, MA, University of Minnesota.
Martha Truax (2007). Director of Leadership Gifts. BA, Macalester College; MA, Augsburg University.
Jeremy Updike (2018). Director of Rochester Programs and Advanced Placement Summer Institute. BS, University of
Wisconsin-Platteville; MS, University of Wisconsin-La Crosse.
Paul Vang (2023). Pan-Asian Student Services Program Manager. BS, St Cloud State University; MA, Crown College.
239
Faculty (Full-time)
A
Sarah Addicks Hayes (2022). Assistant Clinical Professor of Psychology. BA, New York University, MS, MPH, PhD, West
Virginia University.
J. Anthony Allen (2018). Assistant Professor of Music. BA, Grand Valley State University; MM, Peabody Conservatory of
Music of the Johns Hopkins University; PhD, University of Minnesota.
Gabriella Amberchan (2023). Assistant Professor of Chemistry. BA, Mills College; PhD, University of California, Santa
Cruz.
Kristin M. Anderson (1984). Professor of Art. AB, Oberlin College; MA, University of Minnesota; MA,
Luther-Northwestern Seminary; PhD, University of Minnesota.
Andrew L. Aoki (1988). Professor of Political Science. BA, University of Oregon; MA, PhD, University of
Wisconsin-Madison.
Nimanthi Atukorala (2019). Assistant Professor of Mathematics, Statistics, and Computer Science. BS, University of
Peradeniya; PhD, Iowa State University.
B
Ashley Baber (2023). Assistant Professor of Sociology. AA, William Rainey Harper College; BA, Northeastern Illinois
University; MA, Roosevelt University; PhD, Loyola University, Chicago.
Jennifer Bankers-Fulbright (2008). Associate Professor of Biology. BA, College of Saint Benedict; PhD, Mayo Clinic College
of Medicine.
Matthew Beckman (2008). Associate Professor of Biology. BA, Brandeis University; PhD, University of Alabama.
Pavel Bělík (2008). Professor of Mathematics, Statistics, and Computer Science. PhD, University of Minnesota.
Marcia Bennett (2019). Professor of Clinical Psychology. BA, University of South Dakota; MA, PhD, University of
Nebraska-Lincoln.
Rachel Bergman (2023). Leland B. Sateren ’35 Professor and Endowed Chair of Music. BA, Skidmore College; Ph.D. Yale
University.
Margit Berman (2019). Associate Professor of Clinical Psychology. BA, PhD, University of Minnesota.
Vanessa Bester (2017). Associate Professor and Program Director, Physician Assistant Studies. BS, University of
Pittsburgh. MPA, University of Florida.
Jeanne M. Boeh (1990). Professor of Economics. BS, MA, PhD, University of Illinois.
Kristina G. Boerger (2018). Schwartz Professor in Choral Leadership. BS, MM, and DMA, University of Illinois.
Richard Breaux (2023). Associate Professor of Critical Race and Ethnicity Studies. AB, Dartmouth College; MA and PhD,
University of Iowa.
Adriane Brown (2012). Associate Professor of Gender, Sexuality, and Women’s Studies. BA, Wichita State University; MS,
Minnesota State University, Mankato; PhD, Ohio State University.
Eric L. Buffalohead (1997). Associate Professor of American Indian Studies. BA, MA, PhD, University of Minnesota.
Michael R. Burden (1990). Associate Professor of Theater (Designer and Technical Director). BA, Augsburg University;
MFA, University of Minnesota.
C
William C. Capman (1994). Associate Professor of Biology. BA, University of Illinois-Chicago; PhD, University of Illinois at
Urbana-Champaign.
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Amanda S. Case (2016). Associate Professor of Chemistry. BS, University of Wisconsin-Stevens Point; PhD, University of
Wisconsin-Madison.
Kristen A. Chamberlain (2007). Associate Professor of Communication Studies, Film, and New Media. BS, PhD, North
Dakota State University.
Anthony J. Clapp (2001). Associate Professor of Health, Physical Education, and Exercise Science. AA, Golden Valley
Lutheran College; BA, Texas Lutheran College; MA, Southwest Texas State University; PhD, University of Alabama.
Kathleen Clark (2009). Associate Professor of Nursing. BSN, University of Wisconsin; MA and DNP, Augsburg University.
Stephan Clark (2011). Associate Professor of English. BA, University of Southern California; MA, University of California,
Davis; PhD, University of Southern California.
Jeff Clement (2023). Assistant Professor of Business Administration. BS, Georgia Institute of Technology; MBS, University
of Maryland Smith School of Business.
Sarah Combellick-Bidney (2009). Associate Professor of Political Science. BA, Oberlin College; MA, PhD, Indiana
University-Bloomington.
Susan Conlin (2015). Instructor of Social Work. BA, University of Minnesota; MS, University of Wisconsin-Madison; MS;
University of Wisconsin-Stout.
Robert J. Cowgill (1991). Associate Professor of English. BA, MA, PhD, University of Minnesota.
Larry J. Crockett (1985). Professor of Computer Science. BA, MA, Pacific Lutheran University; MDiv, Luther Theological
Seminary; PhD, University of Minnesota
David Crowe (2008). Associate Professor of Biology. BA, Gustavus Adolphus College; PhD, University of Minnesota.
D
Moumita Dasgupta (2019). Associate Professor of Physics. BS, St. Xavier’s College; MA, PhD, Clark University.
Jill A. Dawe (1994). Associate Professor of Music. BM, Memorial University of Newfoundland; MM, DMA, Eastman
School of Music.
Sarah Degner Riveros (2015). Lecturer in Languages and Cross-Cultural Studies. BA, University of Illinois at
Urbana-Champaign; MA, Ph.D, Columbia University.
Ankita Deka (2008). Associate Professor of Social Work. BA, Delhi University; MA, Tata Institute of Social Sciences; PhD,
Indiana University.
Benjamin Denkinger (2011). Associate Professor of Psychology. BA, Hamline University; PhD, University of Minnesota.
Jacqueline R. deVries (1994). Professor of History. BA, Calvin College; MA, PhD, University of Illinois at
Urbana-Champaign.
Jennifer D. Diaz (2015). Associate Professor of Education. BS, MS, PhD, University of Wisconsin-Madison.
George Dierberger (2012). Associate Professor of Business Administration. BA, University of Minnesota; MBA, Fairleigh
Dickinson University; MIM, EdD, University of St. Thomas.
Suzanne I. Dorée (1989). Professor of Mathematics, Statistics, and Computer Science. BA, University of Delaware; MA,
PhD, University of Wisconsin-Madison.
Susan Druck (1993). Instructor of Music. BA, Iowa State University; MA, University of Iowa.
Rebekah Dupont (2012). Associate Professor of Mathematics, Statistics, and Computer Science, and Director, STEM
Programs. BA, University of Wisconsin-Madison; PhD, Washington State University.
E
Rachel Elbing (2022). Clinical Assistant Professor, Physician Assistant Studies. BA, University of Wisconsin, MPH,
University of Minnesota.
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Darcey K. Engen (1997). Professor of Theater. BA, Augsburg University; MFA, University of Wisconsin-Madison.
Jacob Enger (2017). Instructor of Business Administration. BA, St. John’s University; MPAcc, University of Washington.
Christina L. Erickson (2004). Professor of Social Work. BS, University of Minnesota; MSW, University of
Minnesota–Duluth; PhD, University of Illinois-Chicago.
Joseph A. Erickson (1990). Professor of Education. BA, MA, College of St. Thomas; MA, Luther-Northwestern Theological
Seminary; PhD, University of Minnesota.
F
Alexander Fink (2022). Assistant Professor of Social Work. BA, MSW, PhD, University of Minnesota.
Nancy L. Fischer (2005). Professor of Sociology. BA, Hamline University; MA, The American University; PhD, State
University of New York – Albany.
Richard M. Flint (1999). Assistant Professor of Mathematics, Statistics, and Computer Science. BA, St. Olaf College; MS,
Iowa State University.
Jennifer R. Forsthoefel (2018). Assistant Professor of English. BA, ME, University of Florida; MA, PhD, Georgia State
University.
Stacy R. Freiheit (2005). Professor of Psychology. BA, University of Central Florida; MA, PhD, Case Western Reserve
University.
G
Keith F. Gilsdorf (2001). Professor of Economics. BS, Moorhead State University; MA, North Dakota State University; PhD,
University of Nebraska-Lincoln.
Sarah Greenfield (2016). Associate Professor of English. BA, Westmont College; MA, PhD, University of
Wisconsin-Madison.
Robert C. Groven (1997). Associate Professor of Communication Studies, Film, and New Media. BA, Concordia
College-Moorhead; MA, JD, University of Minnesota.
Evren Guler (2011). Associate Professor of Psychology. BA, University of North Carolina; PhD, University of Minnesota.
H
Matthew J. Haines (2001). Professor of Mathematics, Statistics, and Computer Science. BA, St. John’s University; MS,
PhD, Lehigh University.
Lori Brandt Hale (1998). Professor of Religion. BA, University of Iowa; MA, University of Chicago; PhD, University of
Virginia.
David R. Hanson (2006). Assistant Professor of Chemistry. BA, PhD, University of Minnesota.
Jenny L. Hanson (2013). Associate Professor of Communication Studies, Film, and New Media. BA, Augsburg University;
MFA, Donau-Universität Krems.
Milda K. Hedblom (1971). Professor of Political Science. BA, Macalester College; MA, JD, PhD, University of Minnesota.
Laurie Helgoe (2023). Associate Professor of Clinical Psychology. BA, Gustavus Adolphus College; PhD, University of
Nevada-Reno.
Melissa Hensley (2010). Associate Professor of Social Work. AB, MSW, Washington University; MHA, University of
Missouri–Columbia; PhD, Washington University.
Daniel Hickox-Young (2023). Assistant Professor of Physics. BA, St. Olaf College; PhD, Northwestern University.
Stella K. Hofrenning (2000). Professor of Economics. BS, University of Maryland; PhD, University of Illinois.
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Patricia Hopkins-Smith (2021). Assistant Clinical Professor of Psychology. BA, Minnesota State University; MS, PhD, West
Virginia University.
Christopher Houltberg (2011). Associate Professor of Art. BA, Azusa Pacific University; MFA, Art Institute of Boston.
Michael J. Humphreys (2022). Instructor of Physical Education. BA, Brown University; MA, Johns Hopkins University, PhD,
George Mason University.
I
Marc D. Isaacson (1998). Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic
Institute.
K
Phyllis Kapetanakis (2015). Associate Professor of Business Administration. BA, BS, Creighton University; MT, Arizona
State University.
Michael Kidd (2008). Professor of Languages and Cross-Cultural Studies. BA, Pomona College; PhD, Cornell University.
Won Yong Kim (2016). Associate Professor of Business Administration. BA, MA, Yonsei University; MBA, Thunderbird
School of Global Management, Arizona State University; PhD, Drexel University.
Merilee I. Klemp (1980). Professor of Music. BA, Augsburg University; MA, University of Minnesota; PhD, Eastman School
of Music.
Jenny Kluznik (2014). Assistant Professor of Physician Assistant Studies. BA, Hamline University; MPH, George
Washington University; MPA, Augsburg University.
Jayoung Koo (2015). Associate Professor of Business Administration. BA, MA, Yonsei University; PhD, University of
Minnesota.
Teresa R. Krause (2018). Lecturer of Biology. BS, Boise State University; PhD, Montana State University.
Terrance Kwame-Ross (2016). Associate Professor of Education. BA, National Louis University; Med, PhD, University of
Minnesota.
L
Michael J. Lansing (2005). Professor of History. AB, College of William and Mary; MA, Utah State University; PhD,
University of Minnesota.
David V. Lapakko (1986). Associate Professor of Communication Studies, Film, and New Media. BA, Macalester College;
MA, PhD, University of Minnesota.
Martha Laskar-Aleman (2008). Assistant Professor of Nursing. BS, University of Minnesota; MA, Augsburg University.
Amy C. Larson (2019). Assistant Professor of Mathematics, Statistics, and Computer Science. BS, University of
Massachusetts at Amherst; PhD, University of Minnesota.
Jaeeun Lee (2022). Assistant Professor of Psychology. BA, Carleton College; MS, PhD, University of Maryland.
Juyoung Lee (2019). Assistant Professor of Music. BA, Chon-Buk National University; MM, PhD, University of Melbourne.
Audrey Lensmire (2011). Associate Professor of Education. BA, Indiana University; MAT, National-Louis University; PhD
University of Minnesota.
Jil Leverone (2019). Assistant Professor of Clinical Psychology. BA, Miami University; MAEd, PhD, University of Cincinnati.
Dallas H. Liddle (1999). Professor of English. BA, Grinnell College; PhD, University of Iowa.
Kristen J. Lindvall (2018). Clinical Assistant Professor of Physician Assistant Studies. BA, Gustavus Adolphus College;
MSPAS, Augsburg College.
Rachel Lloyd (2014). Associate Professor of Education. BA, Carleton College; MA, PhD, University of Minnesota.
Lori L. Lohman (1990). Professor of Business Administration. BA, MBA, PhD, University of Minnesota.
243
Mary E. Lowe (2003). Professor of Religion. BA, Pacific Lutheran University; MDiv, Luther Northwestern Theological
Seminary; PhD, Graduate Theological Union.
Jason Lukasik (2016). Associate Professor of Education and Director, Master of Arts in Education. BA, Med, PhD,
University of Illinois at Chicago.
M
Tara Mader (2018). Assistant Professor of Health, Physical Education, and Exercise Science. BS, University of Wisconsin,
River Falls; MA, PhD, University of Minnesota.
Sergio Madrid-Aranda (2022). Assistant Professor of Special Education. BA, Chihuahua Autonomous University; MEd,
Juarez Autonomous University, PhD, New Mexico State University.
Taryn Marashi (2022). BA, Agnes Scott College; MA, Washington University; PhD, Vanderbilt University.
Katherine Martin (2021). Assistant Professor of Nursing. BS, University of Wisconsin-Stevens Point; MS, PhD, University
of Minnesota.
M. Elise Marubbio (2003). Professor of American Indian Studies. BFA, Cleveland Institute of Art; MA, PhD, University of
Arizona.
Matthew Maruggi (2008). Associate Professor of Religion. BA, MA, University of Dayton; PhD, University of St. Thomas.
David C. Matz (2001). Professor of Psychology. BA, Bemidji State University; MS, North Dakota State University; PhD
Texas A & M University.
Marc C. McIntosh (2007). Associate Professor of Business Administration. BS, DePaul University; MBA, Harvard
University; DBA, Argosy University.
Jenna McNallie (2016). Associate Professor of Communication Studies, Film, and New Media. BA, Concordia College; MA,
University of Wisconsin, Milwaukee; PhD, Purdue University.
Joyce P. Miller (2004). Associate Professor of Nursing. AA, Rochester State Junior College; BS, MA, Augsburg University.
Wilson Miu (2023). Visiting Assistant Professor of History. BA University of Chicago; MA, PhD, University of
California-Santa Cruz.
Kao Nou Moua (2021). Assistant Professor of Social Work. BA, MSW, University of Montana; PhD, University of
Minnesota.
Jeremy P. Myers (2006). Associate Professor of Religion. BS, University of Minnesota; MA, PhD, Luther Seminary.
O
Jill A. Oswald (2018). Instructor of Nursing. BS, Northern Michigan University; MS, Viterbo University.
P
Iva Patel (2020). Assistant Professor of Religion. BA, BS, University of Maryland, Baltimore County; MA, University of
Pennsylvania; MFA, PhD, University of Iowa.
Sayantica Pattanayak (2023). Assistant Professor of Computer Science. BS, Bhadrak Institute of Technology (India); MA,
National Institute of Technology (India); MA, PhD University of North Dakota.
Timothy D. Pippert (1999). Professor of Sociology. BA, MA, PhD, University of Nebraska-Lincoln.
R
Kathy J. Reinhardt (1997). Instructor of Languages and Cross-Cultural Studies. MA, Middlebury College.
Ana Ribeiro (2014). Associate Professor of Health, Physical Education, and Exercise Science. BA, UniverCidade; MS, St.
Cloud State University; PhD, University of Minnesota.
M. Bridget Robinson-Riegler (1994). Professor of Psychology. BS, Indiana University; MS, PhD, Purdue University.
244
Rafael Rodriguez (2017). Lecturer of Music. BS, United States Naval Academy; MS, National University; MM, San Diego
State University; PhD, University of Colorado.
S
Anna Sanchez (2016). Lecturer in Nursing. BA, St. Olaf College; MS, University of Wisconsin, Eau Claire.
Emily Schilling (2014). Associate Professor of Biology and Environmental Studies. BA, Colgate University; MS, PhD,
University of Maine.
John S. Schmit (1990). Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University
of Texas.
Deborah Schuhmacher (2014). Associate Professor of Nursing. BS, University of North Dakota; MA, DNP, Augsburg
University.
Shayna Sheinfeld (2022). Assistant Professor of Religion. BA, DePaul University; MA, MTS, Harvard Divinity School, PhD,
McGill University.
Christopher Smith (2011). Associate Professor of Education. BS, MS, Purdue University; PhD, University of Minnesota.
Jody M. Sorensen (2005). Professor of Mathematics, Statistics, and Computer Science. BA, St. Olaf College; MA, PhD,
Northwestern University.
Lindsay Starck (2016). Associate Professor of English. BA, Yale University; MFA, University of Notre Dame; PhD, University
of North Carolina.
Erik S. Steinmetz (1998). Associate Professor of Computer Science. BA, Augsburg University; MS, University of
Minnesota.
Benjamin L. Stottrup (2005). Professor of Physics. BA, University of Minnesota, Morris; PhD, University of Washington.
Erin P. Sugrue (2018). Assistant Professor of Social Work. BA, Grinnell College; MPP, MSW, PhD, University of Minnesota.
Erika Svanoe (2016). Lecturer in Music. BME, University of Wisconsin, Eau Claire; MM, Oklahoma State University; DMA,
Ohio State University.
Najeeba Syeed (2022). Professor of Religion. B.S. Guilford College; J.D. Indiana University School of Law
T
Liaila Tajibaeva (2017). Associate Professor of Economics. BS, University of Minnesota; MA, University of
Wisconsin-Madison; PhD, University of Minnesota.
Jason Tan (2019). Assistant Professor of Biology. BA, Minnesota State University Moorhead; PhD, Mayo Clinic.
Christopher Thyberg (2023). Assistant Professor of Social Work. BASW, Calvin University; MSW, PhD, University of
Pittsburgh School of Social Work.
Robert K. Tom (2002). Associate Professor of Art. BFA, University of Hawaii; MFA, Temple University.
Beliza Torres Narváez (2015). Associate Professor of Theater. BA, University of Puerto Rico; MA, New York University;
PhD, University of Texas.
Joseph Towle (2011). Associate Professor of Languages and Cross-Cultural Studies. BA, North Dakota State University;
MA, PhD, University of Minnesota.
Jacob Troutman (2023). Assistant Professor of Chemistry. BS, Wingate University; MSW, PhD, University of Texas at
Austin.
U
Michelle Ullery (2022). Program Director and Clinical Instructor, DNP and FNP. BA, College of St. Scholastica, MS, DNP,
University of North Dakota.
245
Joseph Underhill (1998). Associate Professor of Political Science. BA, University of California-Berkeley; MA, San Francisco
State University; PhD, University of Michigan.
V
Raziel Valiño (2021). Instructor of Sociology and the Center for Global Education and Experience. BA, Autonomous
University of the State of Morelos; MA/MPhil, and PhD, Columbia University.
Lisa Van Getson (2012). Assistant Professor of Nursing. BS, College of St. Teresa; MA, St. Catherine University; MS,
Winona State University.
Eric R. Van Hecke (2018). Instructor of Physician Assistant Studies. BA, North Dakota State University; MSPAS, Augsburg
University.
James A. Vela-McConnell (1997). Professor of Sociology. BA, Loyola University; PhD, Boston College.
W
Jeff Walter (2019). Assistant Professor of Physics. BS, Hamline University. PhD, University of Minnesota.
Mzenga A. Wanyama (2006). Associate Professor of English. BA, MA, University of Nairobi; PhD, University of Minnesota.
Michael T. Wentzel (2011). Associate Professor of Chemistry. BS, Creighton University; MS, University of Pennsylvania;
PhD, University of Minnesota.
Hans H. Wiersma (2004). Associate Professor of Religion. BA, University of California, San Diego; MDiv, PhD, Luther
Seminary.
X-Y-Z
Henry Yoon (2009). Associate Professor of Psychology. BA, University of California; MA, PhD, University of Minnesota.
Jiachen Zhang (2023). Assistant Professor of Statistics. BBA Hong Kong Baptist University; MS, Brown University; MS,
PhD, University of Notre Dame.
John M. Zobitz (2007). Professor of Mathematics, Statistics, and Computer Science. BA, St. John’s University; MA, PhD,
University of Utah.
Faculty Emeriti
Ruth L. Aaskov. Professor Emerita, Modern Languages. BA, Augsburg University; MA, Middlebury College; PhD,
University of Wisconsin.
Earl R. Alton. Professor Emeritus, Chemistry/Dean Emeritus. BA, St. Olaf College; MS, PhD, University of Michigan.
Stuart M. Anderson. Professor Emeritus, Physics. BA, Augsburg University; PhD, University of Minnesota.
Elizabeth Ankeny. Professor Emerita, Education. BA, Augustana College; MA, Morningside College; PhD, Colorado State
University.
David B. Apolloni. Professor Emeritus, Philosophy. BA, University of Minnesota; MDiv, Luther-Northwestern Seminary;
PhD, University of Minnesota.
John E. Benson. Professor Emeritus, Religion. BA, Augsburg University; B.D., Luther Theological Seminary; MA, PhD,
Columbia University.
Anthony A. Bibus, III. Professor Emeritus, Social Work. BA, University of St. Thomas; MA, University of Virginia; PhD,
University of Minnesota.
Laura S. Boisen. Professor Emerita, Social Work. BA, Wartburg College; MS, University of Wisconsin-Madison; MPA, Iowa
State University; PhD, University of Minnesota.
Julie H. Bolton. Professor Emerita, Theater. BS, MFA, University of Minnesota.
Richard A. Borstad. Professor Emeritus, Health and Physical Education. BA, MA, PhD, University of Minnesota.
246
Lois A. Bosch. Professor Emerita, Social Work. BA, Northwestern College; MSW, University of Iowa; PhD, University of
Illinois at Urbana-Champaign.
Nora M. Braun. Professor Emerita, Business Administration. BSBA, University of Missouri-Columbia; MBA, PhD,
University of Minnesota.
Maria L. Brown. Professor Emerita, Social Work. BA, MA, American University; MSW, University of Minnesota.
John C. Cerrito. Professor Emeritus, Business Administration. BA, Rhode Island College; MS, University of
Wisconsin-Stout; EdD, University of Minnesota.
Lars D. Christiansen. Professor Emeritus, Sociology. BA, Clark University; MS, PhD, Florida State University.
David A. Conrad. Professor Emeritus, Business Administration. BA, Winona State University; MA, EdD, St. Mary’s
University of Minnesota.
Cathleen A. Dalglish. Professor Emerita, English. BA, Saint Catherine University; MFA, Vermont College; PhD, The Union
Institute and University.
Grace Dyrud. Professor Emerita, Psychology. BA, MA, PhD, University of Minnesota.
Mark J. Engebretson. Professor Emeritus, Physics. BA, Luther College; MDiv, Luther Theological Seminary; MS, PhD,
University of Minnesota.
Carol A. Enke. Professor Emerita, Health, Physical Education, and Exercise Science. BS, MEd, University of Minnesota.
Kenneth N. Erickson. Professor Emeritus, Physics. BA, Augsburg University; MS, Michigan State University; PhD, Colorado
State University.
Ronald L. Fedie. Professor Emeritus, Chemistry. BA, University of St. Thomas; PhD, University of Minnesota.
Marilyn E. Florian. Professor Emeritus, Health and Physical Education. BA, Augsburg University; MS, St. Cloud State
University.
Douglas E. Green. Professor Emeritus, English. BA, Amherst College; MA, PhD, Brown University.
William D. Green. Professor Emeritus, History. BA, Gustavus Adolphus College; MA, PhD, JD, University of Minnesota.
Jeanine Gregoire. Professor Emerita, Education. BS, MA, PhD, University of Minnesota.
Arlin E. Gyberg. Professor Emeritus, Chemistry. BS, Mankato State University; PhD, University of Minnesota.
Daniel S. Hanson. Professor Emeritus, Communication Studies. BA, Augsburg University; MA, University of Minnesota.
Edwina L. Hertzberg. Professor Emerita, Social Work. BA, Cedar Crest College; MSW, PhD, University of Minnesota.
Garry W. Hesser Professor Emeritus, Sociology. BA, Phillips University; MDiv, Union Theological Seminary; MA, PhD,
University of Notre Dame.
Norman D. Holen. Professor Emeritus, Art. BA Concordia College-Moorhead; MFA, University of Iowa.
Bradley P. Holt. Professor Emeritus, Religion. BA, Augsburg University; BD, Luther Theological Seminary; MPhil, PhD, Yale
University.
Gretchen Kranz Irvine. Professor Emerita, Education. BS, College of St. Teresa; MS, University of Wisconsin-River Falls;
PhD, University of Minnesota.
Irene Khin Khin Jensen. Professor Emerita, History. BA, Rangoon University, Burma; MA, Bucknell University; PhD,
University of Wisconsin.
Duane E. Johnson. Professor Emeritus, Psychology. BA, Huron College; BA, University of Minnesota; ME, South Dakota
State University; PhD, University of Minnesota.
Jeffrey E. Johnson. Professor Emeritus, Physics. BS, MS, MBA, PhD, University of Minnesota.
Martha Johnson. Professor Emerita, Theater. BA, MA, PhD, University of Wisconsin.
247
Amin Kader. Professor Emeritus, Business Administration. BComm, University of Cairo; MBA, University of Michigan.
Roberta S. Kagin. Professor Emerita, Music. BA, Park College; BMusicEd, MMusicEd, University of Kansas; PhD, Temple
University
Kenneth S. Kaminsky. Professor Emeritus, Mathematics. AB, MS, PhD, Rutgers University.
Ashok K. Kapoor. Professor Emeritus, Business Administration. BA, MA, University of Delhi; MA, MBA, University of
Minnesota; PhD, Temple University.
Anne M. Kaufman. Professor Emerita, Education. BS, MA, PhD, University of Minnesota.
Mary A. Kingsley. Professor Emerita, Modern Languages. BA, St. Olaf College; MA, Middlebury College.
Russell C. Kleckley. Professor Emeritus, Religion. BA, Newberry College; MDiv, Lutheran Theological Southern Seminary;
DTh, University of Munich.
Boyd N. Koehler. Professor Emeritus, Journalism. BA, Moorhead State College; MA, University of Minnesota.
Alvin L. Kloppen. Professor Emeritus, Health and Physical Education. BS, Augustana College; MA, University of South
Dakota.
Joan C. Kunz. Professor Emerita, Chemistry. BS, University of Missouri-St. Louis; PhD, University of Wisconsin-Madison.
Steven LaFave. Professor Emeritus, Business Administration. BA, MA, Michigan State University; MBA, University of
Minnesota.
Barbara A. Lehmann. Professor Emerita, Social Work. BA, Knox College; MSW, Tulane University; PhD, Case Western
Reserve University.
Cheryl J. Leuning. Professor Emerita, Nursing. BA, Augustana College; MS, University of Minnesota; PhD, University of
Utah.
Lynn E. Lindow. Professor Emerita, Education. BS, Mankato State University; MS, North Dakota State University; PhD,
University of Minnesota.
Lynne F. Lorenzen. Professor Emerita, Religion. BA, University of Iowa; MDiv, Northwestern Lutheran Theological
Seminary; MA, PhD, Claremont Graduate School.
Dawn B. Ludwig. Professor Emerita, Physician Assistant Studies. BA, University of Colorado, Denver; MS, PA Certification,
University of Colorado Health Science Center; PhD, Capella University.
Esther G. McLaughlin. Professor Emerita, Biology. BA, PhD, University of California-Berkeley.
Fekri Meziou. Professor Emeritus, Business Administration. BA, University of Tunis; MA, PhD, University of Minnesota.
Erwin D. Mickelberg. Professor Emeritus, Biology. BA, Augsburg University; MA, University of Minnesota.
Thomas. F. Morgan. Professor Emeritus, Business Administration. BS, Juniata College; MBA, University of Denver; MS,
University of Oregon; PhD, University of Minnesota.
Mildred “Mike” Mueller. Professor Emerita, Education. BA, MA, Central Michigan University; EdD, University of
Minnesota.
Catherine C. Nicholl. Professor Emerita, English. BA, Hope College; MA, University of Michigan; PhD, University of
Minnesota.
Norma C. Noonan. Professor Emerita, Political Science. BA, University of Pennsylvania; MA, PhD, Indiana University.
Susan E. O’Connor. Professor Emerita, Education. BS, University of Minnesota; MS, PhD, Syracuse University.
Sandra L. Olmsted. Professor Emerita, Chemistry. BA, Augsburg University; MS, University of Wisconsin; PhD, University
of Minnesota.
Vicki L. Olson. Professor Emerita, Education. BS, MA, PhD, University of Minnesota.
248
Magdalena M. Paleczny-Zapp. Professor Emerita, Business Administration. BA, MA, Central School for Planning and
Statistics, Warsaw; PhD, Akademia Ekonomiczna, Krakow.
Patricia A. Parker. Associate Academic Dean Emerita. BA, Eastern Michigan University; MA, PhD, University of Michigan.
Curtis M. Paulsen. Professor Emeritus, Social Work. BA, St. Olaf College; MSW, University of Minnesota; PhD, The Fielding
Institute.
Lauretta E. Pelton. Professor Emerita, Education. MEd, Marquette University.
Noel J. Petit. Professor Emeritus, Computer Science. BA, St. Olaf College; MS, PhD, University of Minnesota.
Joyce M. Pfaff. Professor Emerita, Health and Physical Education. BA, Augsburg University; MEd, University of Minnesota.
Diane L. Pike. Professor Emerita, Sociology. AB., Connecticut College; PhD, Yale University.
Philip Quanbeck, II. Professor Emeritus, Religion. BA, St. Olaf College; MDiv, PhD, Luther Theological Seminary.
Larry C. Ragland. Professor Emeritus, Computer Science. BS, MA, Central Missouri State College; PhD, University of Texas
at Austin.
Deborah L. Redmond. Professor Emerita, Communication Studies. BA, MA, University of Minnesota.
Bruce R. Reichenbach. Professor Emeritus, Philosophy. BA, Wheaton College; MA, PhD, Northwestern University.
Nancy A. Rodenborg. Professor Emerita, Social Work. BS, Indiana University; MSW, University of Minnesota; PhD, Arizona
State University.
Glenda Dewberry Rooney. Professor Emerita, Social Work. BS, University of North Texas; MSW, University of Illinois; PhD,
University of Minnesota.
Marianne B. Sander. Dean of Students Emerita. BA, Valparaiso University; MA, University of Minnesota.
Milo A. Schield. Professor Emeritus, Business Administration. BS, Iowa State University; MS, University of Illinois; PhD,
Rice University.
Michael D. Schock. Professor Emeritus, Social Work. BA, University of Washington; MSW, University of Minnesota; PhD,
University of Washington.
Kathryn Schwalbe. Professor Emerita, Business Administration. BS, University of Notre Dame; MBA, Northeastern
University, PhD, University of Minnesota.
Frankie B. Shackelford. Professor Emerita, Languages and Cross-Cultural Studies. BA, Texas Christian University; PhD,
University of Texas.
Charles M. Sheaffer. Professor Emeritus, Computer Science. BA, Metropolitan State University; MS, PhD, University of
Minnesota.
Robert J. Stacke. Professor Emeritus, Music. Band and Jazz Director. BA, Augsburg University; MACI, College of St.
Thomas; PhD, University of Minnesota.
Nancy K. Steblay. Professor Emerita, Psychology. BA, Bemidji State University; MA, PhD, University of Montana.
Stuart M. Stoller. Professor Emeritus, Business Administration. BS, MS, Long Island University.
Martha E. Stortz. Professor Emerita, Religion. BA, Carleton College; MA, PhD, The Divinity School, The University of
Chicago.
Beverly Stratton. Professor Emerita, Religion. BA, MA, Boston University; ThD, Luther Seminary.
Grace K. Sulerud. Professor Emerita, Library. BA, Augsburg University; MA, University of Minnesota.
Karen T. Sutherland. Professor Emerita, Computer Science. AB, Augustana College; two MS degrees; PhD, University of
Minnesota.
Kathryn A. Swanson. Professor Emerita, English. BA, St. Olaf College; MA, PhD, University of Minnesota.
249
Tara K. Sweeney. Professor Emerita, Art. BS, University of Wisconsin-Stout; MFA, Minneapolis College of Art and Design.
Maryann Syers. Professor Emerita, Social Work. BA, Arizona State University; MSW, PhD, University of Minnesota.
Philip J. Thompson. Professor Emeritus, Art. BA, Concordia College, Moorhead; MFA, University of Iowa.
David L. Tiede. Bernhard M. Christensen Professor Emeritus, Vocation and Religion. BA, St. Olaf College; BD, Luther
Theological Seminary; PhD, Harvard University.
Mark D. Tranvik. Professor Emeritus, Religion. BA, Luther College; MDiv, Yale University; ThD, Luther Seminary.
Eileen Kaese Uzarek. Professor Emerita, Health, Physical Education, and Exercise Science. BA, Gustavus Adolphus College;
MS, Minnesota State University, Mankato.
Rita R. Weisbrod. Professor Emerita, Sociology. BA, MA, University of Minnesota; PhD, Cornell University.
Barbara A. West. Professor Emerita, Education. BS, St. Cloud State University; MS, Syracuse University.
Mary Louise Williams. Professor Emerita, Social Work. BFA, MSW, University of Pennsylvania.
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Augsburg University 2022-2023 Course Descriptions (as of 6/25/2022)
ACA – Academic Advising
ACA100
First Year Transition
1 Semester Credits
This class supports students making the transition from high school to the university. It will explore topics such as
campus resources, time managemen... Show more
Augsburg University 2022-2023 Course Descriptions (as of 6/25/2022)
ACA – Academic Advising
ACA100
First Year Transition
1 Semester Credits
This class supports students making the transition from high school to the university. It will explore topics such as
campus resources, time management, goal setting, career exploration, and financial literacy. This class empowers
students to effectively navigate the university experience and to develop the confidence and tools to be successful.
Core Curriculum Component: None
Prerequisite(s): FIRSTYEAR(First Year Student)
ACC - Accounting
ACC221
Introduction to Financial Accounting
4 Semester Credits
Introduction to business activities, the accounting cycle, preparation of financial statements and introduction to
accounting principles and methods for external financial reporting.
Core Curriculum Component: None
Prerequisite(s): MIS260(Problem Solving for Business) *concurrent registration is acceptable*
ACC222
Introduction to Managerial Accounting
4 Semester Credits
Introduction to cost accounting for internal financial reporting and manufacturing businesses. 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), MIS260(Problem Solving for Business)
ACC250
Accounting for Entrepreneurs
4 Semester Credits
This course walks through the steps to form and create a new business. It will take the viewpoint of the business owner,
giving them the practical knowledge they would need to understand the financial aspects of their business, including a
basic use of the accounting software QuickBooks.
Core Curriculum Component: None
Prerequisite(s): None
ACC322
1
Intermediate Accounting 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.
Core Curriculum Component: None
Prerequisite(s): ACC222(Introduction to Managerial Accounting)
ACC323
Intermediate Accounting 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(C- minimum grade in ACC322)
ACC324
Managerial Cost Accounting
4 Semester Credits
Accounting tools for internal financial reporting and manufacturing systems as well as for managerial decision making.
Planning, budgeting, inventory management, product pricing and cost allocation 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
DST164(Introduction to Statistics (with R)), MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM),
MAT373(Probability Theory), MIS379(Quantitative Methods for Business and Economics), STATSBUS(Approved Statistics
for Business Majors); 1 of DST334(Statistical Modeling), MAT110(Finite Mathematics), MAT111(Mathematics in Society),
MAT114(Precalculus), MAT145(Calculus I), MAT146(Calculus II), MAT171(Discrete Mathematics For Computing),
MAT173(Mathematics of Finance), MAT202(Discrete Mathematics For Computing), MAT273(Statistical Modeling),
MATBUS(Approved Mathematics for Business Majors); ACC221(Introduction to Financial Accounting),
ACC222(Introduction to Managerial Accounting), ECO113(Principles of Microeconomics), MKT252(Principles of
Marketing)
ACC326
Individual Tax Accounting
4 Semester Credits
The course is a basic introduction to federal tax law as it applies to individual taxpayers. The course will include the
preparation of individual income tax form 1040, related schedules and tax preparer ethics.
Core Curriculum Component: None
Prerequisite(s): ACC222(Introduction to Managerial Accounting)
ACC423
Auditing
4 Semester Credits
2
Internal and external auditing procedures. Emphasis on the CPA’s role to form the basis of opinion on a set of financial
statements.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); ACC323(C- minimum grade required)
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(C- minimum grade in ACC323), FIN331(Financial Management)
ACC495
Topics
4 Semester Credits
This course will be on various accounting topics in the form of lectures, discussions, speakers etc. meetings with
members of the staff or visiting faculty regarding research methodology and readings in the areas of accounting.
Core Curriculum Component: None
Prerequisite(s): ACC322(Intermediate Accounting I)
ACC499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS – American Indian Studies
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
AIS193
Topics Workshop: Well-Being and Success in the University
2 Semester Credits
3
This 2-credit workshop is designed to provide strategies for student wellness and success in higher education by focusing
deeply on study and practice of the following skills: reading, research, and writing. Students may take this workshop
once for credit.
Core Curriculum Component: None
Prerequisite(s): None
AIS202
Indigenous Forms of Cultural Expression
4 Semester Credits
This course honors Indigenous contemporary cultural forms of expression including theater, film, new media,
storytelling, literature, dance, and music both in our region and across Turtle Island. Throughout this course students
will engage with the meaning of aesthetics in Indigenous culture, interact with guest artists and speakers, and explore
how Indigenous culture shapes and is shaped by contemporary cultural contexts.
Core Curriculum Component: Humanities
Prerequisite(s): None
AIS205
Contemporary American Indian Issues
4 Semester Credits
This topics-oriented course focuses on issues that face contemporary American Indians, including tribal sovereignty and
identity politics, treaty rights, language retention and education, religious freedom, and Indian activism. It examines
cultural and political experience, and the complex relationship between Native peoples and the United States.
Core Curriculum Component: Humanities
Prerequisite(s): None
AIS208
Native American/First Nations 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: Humanities
Prerequisite(s): None
AIS264
American Indians in the Cinema
4 Semester Credits
This course looks at the effect Hollywood Cinema’s images have on the American publics’ perception of American
Indians. Through this lens, we can explore the various layers of meaning, cultural perspectives put forth by the films and
the reactions to them, our need as people to classify and represent, and our need as thinkers to critique how we do this.
Core Curriculum Component: Humanities
Prerequisite(s): None
AIS295
Topics
4
4 Semester Credits
This topics course is designed to investigate specific topics and approaches to profession that are not regularly offered in
lower division classes such as: tribal entrepreneurship and sustainable development; law and restorative justice;
sustainable agriculture, food sovereignty and bio-piracy; traditional knowledge applied to environmental issues, and
other such focuses. Topics offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
AIS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS302
Indigenous Expressive Forms
4 Semester Credits
This course explores the multiple ways that Native people develop expressions of art, music and literacy in
contemporary contexts. The course examines multiple production modalities, the use of technology, and the
expressions of Indigeneity through creative activity. It will include student-centered inquiry of multiple expressions of
creative activity, focusing on a theme, a medium of expression, or a particular community.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
AIS304
Engaging Native Communities
4 Semester Credits
Engaging with Native Communities explores the Native communities and organizations of this area, their history and
origins as well as the challenges and contributions they make. Our seminar style course combines student research with
community-based learning. Your work informs our classroom discussions and research while also giving back to the
community in valuable and reciprocal ways.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AIS105(Introduction to American Indian Studies), AIS205(Contemporary American Indian Issues)
AIS305
Indigenous Issues of the Americas
4 Semester Credits
This travel seminar explores issues faced by indigenous people of the Americas. 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: Augsburg Experience
5
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.
Core Curriculum Component: None
Prerequisite(s): None
AIS380
Decolonizing Practices: Reading, Writing, Research
4 Semester Credits
This course engages students in examination of methods and practices from an Indigenous, decolonizing approach. We
will explore what it means to read, write and research with an Indigenous perspective. While so much research exists
that is driven and conducted from White/European and male lenses, our studies and work will emerge from
engagement with Indigenous scholars, theories and approaches.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
AIS393
Topics Workshop: Well-Being and Success After University
2 Semester Credits
This workshop is designed to provide strategies for student wellness and success after they graduate by focusing deeply
on practical skills and capacities, such as cv/resumes, writing proposals, interview practice, and thinking about your
future.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
AIS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
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AIS398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
AIS405
Indigenous Activism and Resistance in the Americas
4 Semester Credits
This course explores ongoing and current forms of activism and resistance across North and South America that are
directly related to cultural survival and continuity, issues of sovereignty and peoplehood, autonomy and selfdetermination, and decolonization.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of AIS105(Introduction to American Indian Studies), AIS205(Contemporary American Indian Issues),
AIS305(Indigenous Issues of Central America)
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.
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
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ANT – Anthropology
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 – Art and Design
ART100
Special Topics
4 Semester Credits
Selected courses dealing with special topics, offered occasionally in the department.
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
ART103
Special Topics
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1 Semester Credits
Core Curriculum Component: None
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, watercolor and gouache painting.
Course is acrylic dominant. Color theory, composition, painting methods, painting from observation and individual
expression are emphasized.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART122
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
9
Prerequisite(s): None
ART124
Graphic Design Production: InDesign
1 Semester Credits
This introductory course focuses on some of the basic features of the most current version of Adobe InDesign and
Acrobat Pro so that the student can navigate the software environment and use InDesign tools to create page layouts.
This course explores the process of creating and managing multiple page layouts with variable page content.
Core Curriculum Component: None
Prerequisite(s): None
ART125
Graphic Design Production: Illustrator
1 Semester Credits
This introductory course focuses on foundational skills in the most current version of Adobe Illustrator so that the
student can develop a confident understanding of the software. Focus is placed on hands-on activities that demonstrate
how these techniques can be used in combination to create engaging vector-based art such as illustrations, logos,
advertisements, or other graphic documents.
Core Curriculum Component: None
Prerequisite(s): ART201(Introduction to Graphic Design) *concurrent registration is acceptable*
ART126
Graphic Design Production: Photoshop
1 Semester Credits
This introductory course focuses on some of the basic features of the most current version of Adobe Photoshop so that
the student can navigate the software environment and use Photoshop tools to work with photographic images. Focus is
placed on hands-on activities that demonstrate how these techniques can be used in combination to create innovative
visual effects.
Core Curriculum Component: None
Prerequisite(s): ART201(Introduction to Graphic Design) *concurrent registration is acceptable*
ART127
Graphic Design Production: HTML/CSS
1 Semester Credits
This course provides foundational skills for interactive design. We will cover the following topics in this class: Principles
of Web Design including usability and the tools to accomplish this including HTML5 and CSS3.
Core Curriculum Component: None
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
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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.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART133
Introduction to Digital Photography
4 Semester Credits
This course introduces students to the conceptual and practical principles of digital photography. Fundamental
terminology, concepts, and techniques of digital photography will be explored through lectures, readings, hands-on
assignments, and field trips. Studio work emphasizes photography as a form of creative expression through digital
cameras, software, scanners, and printers.
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
ART201
Introduction to Graphic Design
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. Graphic Design majors are encouraged to take ART 125 and ART 126 before or at the same time as this
course.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART202
Typography
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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 ART201(Introduction to Graphic Design), ART225(Graphic Design I); ART125(Graphic Design
Production: Illustrator) *concurrent registration is acceptable*
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)
ART211
Art of Resistance
4 Semester Credits
Art of Resistance is designed to immerse you within the time/space of Palestine, with an emphasis on exploring a range
of art and culture in the region that is fully engaged historically, spiritually, socially, politically, environmentally,
philosophically. An interdisciplinary course centered on theater/performance and the visual arts that takes place in
various experiential learning environments in Palestine, this course will examine the arts as creative expression of the
human imagination through activities such as creation, historical study, and critical analysis.
Core Curriculum Component: Fine Arts, Augsburg Experience
Prerequisite(s): None
ART215
Introduction to Web Design
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
ART220
Screen Printing I
4 Semester Credits
Screen printing is a fundamental printmaking technique involving layers of stencil images. Students learn a spectrum of
methods — from hand-made stencils and multicolor photographic images, to contemporary textile printing. Students
will also explore the historic connections of screen printing, and the ways this versatile medium has been an essential
tool in influencing cultural change and contributing to new societal ideas.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
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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
ART226
Artist Workshop
1 Semester Credits
This course offers students the opportunity to work with a professional artist or designer. Students participate in
workshops with the artist and complete a project through the approach of the guest artist. Emphasis is on working in a
professional studio atmosphere. Course is repeatable.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ART231
Pre-Columbian, Colonial, and 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
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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
Introduction to traditional and experimental methods and techniques for drawing the human figure. Class lectures,
discussion and projects examine the use of the figure in art, anatomy, proportions, space, and linear, value and gestural
studies. Emphasis is on both skill and individual expression.
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
14
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, 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 MAT090(Prealgebra), MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2)
ART280
Hand Papermaking and Book Arts I
4 Semester Credits
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 II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level
ART299
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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
Mid-Program Portfolio Review
2 Semester Credits
exhibition/project or thesis paper. Majors prepare a portfolio of original creative production, digitally document it, write
and present a statement, and engage a variety of audiences in critical dialogue. Faculty conducts a formal review of the
exhibition, presentation and portfolio. Students who do not pass ART 305 do not continue in the major.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ART306
Advanced Chinese Calligraphic Arts
4 Semester Credits
Advanced practice of Chinese calligraphic painting and writing.
Core Curriculum Component: None
Prerequisite(s): ART106(Introduction to Chinese Calligraphic Arts)
ART315
Graphic Systems
4 Semester Credits
Graphic Systems explores design concepts and production for interactive experiences as seen through publications
(screen/print), wayfinding, and digital platforms. Time, scale, cues, and interface will be considered in both theory and
practice through research and projects. Time in concerned with the rational progression of a story, but also informs the
sequenced order of an exhibit or navigation. Scale refers to the size or breadth of a book as much as it refers to the size
of an image on a page, printed, or electronic.
Core Curriculum Component: None
Prerequisite(s): ART124(Graphic Design Production: InDesign) *concurrent registration is acceptable*; ART127(Graphic
Design Production: HTML/CSS) *concurrent registration is acceptable*; ART202(Typography)
ART322
Plein Air Sketching II
4 Semester Credits
16
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)
ART324
Design Studio I
4 Semester Credits
As part of the design agency, students will become familiar with working on real-world projects. Through an intense,
collaborative, project-based approach, this class explores the practice of graphic design. Students will extend their
learning beyond the classroom and work with community partners to create a variety of design projects.
Core Curriculum Component: None
Prerequisite(s): ART126(Graphic Design Production: Photoshop), ART201(Introduction to Graphic Design),
ART202(Typography)
ART326
Design Studio II
4 Semester Credits
As part of the design agency, students will become competent in the skills necessary to execute real-world projects.
Through an intense, collaborative, project-based approach, this class explores the practice of graphic design. Students
will extend their learning beyond the classroom and work with community partners to create a variety of design
projects.
Core Curriculum Component: None
Prerequisite(s): ART224(Publication Design), ART305(Junior Exhibition and Review), ART324(Design Studio I)
ART332
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.
Core Curriculum Component: None
Prerequisite(s): ART132(Photography I)
ART333
Advanced 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): ART133(Introduction to Digital Photography)
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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
ART347
Advanced Drawing
4 Semester Credits
Advanced study of drawing emphasizes open exploration of drawing media, methods and surfaces. Course focuses on
the development of subject matter, themed series, individual style, and original expression. Concentration on
developing visual conceptualization and visual, written and oral communication skills.
Core Curriculum Component: None
Prerequisite(s): 1 of ART107(Drawing), ART247(Life Drawing)
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 ENL111(Effective Writing II), 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)
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 ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
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ART355
Advanced Painting
4 Semester Credits
Advanced study of painting emphasizes open exploration of painting media, methods and surfaces. Course focuses on
the development of subject matter, themed series, individual style, and original expression. Concentration on
developing visual conceptualization and visual, written and oral communication skills.
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 oflarger 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
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
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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 ENL111(Effective Writing II), 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 ENL111(Effective Writing II), 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 ENL111(Effective Writing II), 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
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.
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Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), 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/Project and Review
4 Semester Credits
This course showcases studio art, art history and graphic design majors’ developing creative production through a thesis
project and review. Majors learn professional practices and writing for the arts, produce themed original creative
production for exhibition or paper, prepare work for presentation, install exhibition, engage a variety of audiences in
critical dialogue, participate in formal faculty review and reflect on vocation.
Core Curriculum Component: Keystone
Prerequisite(s): ART305(Junior Exhibition and Review)
ART424
Advanced Design Studio III
4 Semester Credits
As part of the design agency, students will learn the principles of leading a team through real-world projects. Through an
intense, collaborative, project-based approach, this class explores the practice of graphic design as well as the
components of managing creative projects. Students will extend their learning beyond the classroom and work with
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community partners to create a variety of design projects. Emphasis is placed on cultivating the student's personal
interests and abilities, editing and refining the range and quality of portfolio work.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): ART315(Web Design II), ART326(Design Studio II)
ART425
Advanced Design Studio IV
4 Semester Credits
As part of the design agency, students will lead teams through real-world projects. Through an intense, collaborative,
project-based approach, this class explores the practice of graphic design as well as competencies of managing creative
projects. Students will extend their learning beyond the classroom and work with community partners to create a
variety of design projects.
Core Curriculum Component: Keystone
Prerequisite(s): ART424(Advanced Design Studio III) *concurrent registration is acceptable*
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 – American Sign Language
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
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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 – Augsburg Seminar
AUG101
Augsburg Seminar
1 Semester Credits
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 P/N. 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): FIRSTYEAR(First Year Student)
AUGEX – Augsburg Experience
AUGEX1
Augsburg Experience - Non-credit International Immersion
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX1(Augsburg Experience, Study Abroad)
AUGEX2
Augsburg Experience - Faculty/Student Research
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX2(Augsburg Experience, Faculty/Student Research)
AUGEX3
Augsburg Experience - Non-credit Internship
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX3(Augsburg Experience, Non-credit Internship)
AUGEX4
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Augsburg Experience - Work Connections
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX4(Augsburg Experience, Work Connections)
AUGEX5
Augsburg Experience - Special Immersion
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX5(Augsburg Experience, Special Immersion)
BIO - Biology
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. Concurrent
registration in BIO102L is required. (Does not apply to the major or minor.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT090(Prealgebra), MAT103(Prealgebra), MPL(Math Placement Level 2)
BIO102L
The Biological World Lab
0 Semester Credits
Three hour lab taken concurrently with BIO102.
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. Concurrent registration in BIO103L is required. (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),
MUS113(Music Theory and Aural Skills I)
BIO103L
Human Anatomy and Physiology Lab
0 Semester Credits
Three hour lab taken concurrently with BIO103.
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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. Concurrent registration in BIO118L is
required. 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. Concurrent registration in BIO121L is required. (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
Three hour lab taken concurrently with BIO121.
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.
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Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology) *concurrent registration is required*, CONSENT(Consent of Instructor)
BIO151
Introductory Biology
4 Semester Credits
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. Concurrent registration in BIO151L is
required.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
BIO151L
Introductory Biology Lab
1 Semester Credits
Three hour lab taken concurrently with BIO151.
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
An introduction to evolution, ecology, and biological diversity for science majors. Concurrent registration in BIO152L is
required.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
BIO152L
Evolution Ecology and Diversity Lab
1 Semester Credits
Four hour lab taken concurrently with BIO152.
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)
BIO297
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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: Research in Biology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO320
Human Anatomy
4 Semester Credits
This course is a systems approach to the study of human body structure including histology and gross anatomy. Students
learn to relate structure to function through the use of texts, models and dissection of organs and animals. This course is
intended to meet the requirements of students in the fields of nursing, physical therapy, physician assistant and some
other allied health programs. Concurrent registration in BIO320L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology); BIO151(Introductory
Biology), BIO152(Evolution, Ecology and Diversity)
BIO320L
Human Anatomy Lab
1 Semester Credits
Four hour lab taken concurrently with BIO320.
Core Curriculum Component: None
Prerequisite(s): BIO320(Human Anatomy) *concurrent registration is required*
BIO351
Invertebrate Zoology
4 Semester Credits
A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny.
Concurrent registration in BIO351L is required.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO351L
Invertebrate Zoology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO351.
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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. Concurrent registration in BIO353L is
required.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO353L
Comparative Vertebrate Anatomy Lab
1 Semester Credits
Four hour lab taken concurrently with BIO353.
Core Curriculum Component: None
Prerequisite(s): BIO353(Comparative Vertebrate Anatomy) *concurrent registration is required*
BIO354
Cell Biology
4 Semester Credits
An introduction to structure and function in tissues, cells, and subcellular organelles. Concurrent registration in BIO354L
is required.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), CHM116(General Chemistry II)
BIO354L
Cell Biology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO354.
Core Curriculum Component: None
Prerequisite(s): BIO354(Introductory Cellular Biology) *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. Concurrent registration in BIO355L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity), CHM116(General Chemistry II)
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BIO355L
Genetics Lab
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO355(Genetics) *concurrent registration is required*
BIO361
Plant Biology
4 Semester Credits
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. Concurrent registration in
BIO361L is required.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO361L
Plant Biology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO361.
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. Concurrent registration in BIO369L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology); 1 of CHM251(Organic
Chemistry I), CHM351(Organic Chemistry I); 1 of CHM251L(Organic Chemistry I Lab), CHM351L(Organic Chemistry I Lab);
1 of DST164(Introduction to Statistics (with R)), MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory
Statistics), MAT164(Introductory Biostatistics), PSY215(Research Methods and Statistics I)
BIO369L
Biochemistry Lab
1 Semester Credits
Four hour lab taken concurrently with BIO369.
Core Curriculum Component: None
Prerequisite(s): BIO369(Biochemistry) *concurrent registration is required*
BIO370
Biochemistry II
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4 Semester Credits
Biochemistry II explores structural biology techniques such as protein NMR, crystallography, and fluorescence.
Biochemical challenges and applications, such as drug delivery, manipulation of intercellular signaling, and rational
design of recombinant protein constructs will be studied. Students will use the primary literature in biochemistry as part
of the course.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO369(Biochemistry), CHM369(Biochemistry)
BIO396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology), BIO354(Introductory
Cellular Biology)
BIO420
Conservation Biology
4 Semester Credits
This course will focus on the scientific foundations of biological conservation. Students will explore major threats to
ecosystems and biodiversity and discuss approaches for overcoming these threats in ways that balance the needs of
people and nature.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO255(Genetics), BIO355(Genetics), ENV320(Environmental Science); BIO152(Evolution, Ecology
and Diversity)
BIO425
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Freshwater Ecology
4 Semester Credits
This course provides an introduction to core concepts in limnology, or the study of "inland" aquatic ecosystems,
including lakes, rivers, and wetlands. Students will explore how these diverse systems function both physically and
biologically at multiple spatial scales. Students will examine connections between freshwater ecosystems and their
watersheds and focus on aspects of limnology that inform freshwater ecosystem protection and management.
Concurrent enrollment in BIO425L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO152L(Completed with D grade), BIO152L(Completed with L grade); 1 of BIO255(Genetics),
BIO355(Genetics); 1 of BIO255L(Completed with C- grade), BIO255L(Completed with L grade), BIO355L(Genetics Lab);
BIO152(Evolution, Ecology and Diversity)
BIO425L
Freshwater Ecology Lab
1 Semester Credits
Required lab taken concurrently with BIO425
Core Curriculum Component: Augsburg Experience
Prerequisite(s): BIO425(Freshwater Ecology) *concurrent registration is required*
BIO444
Genomics and Biotechnology
4 Semester Credits
An introduction to genome science and biotechnology, examining how genomes are sequenced and analyzed and the
insights genomics provides into human health and the domestication of our food crops. The course explores the how
and why of plant tissue culture and genetic engineering, and the use of biotechnology for ethical and sustainable living.
Concurrent registration in BIO444L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO255(Genetics), BIO355(Genetics); 1 of DST164(Introduction to Statistics (with R)),
MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), PSY215(Research Methods and Statistics I)
BIO444L
Genomics and Biotechnology Lab
1 Semester Credits
Required lab taken concurrently with BIO444
Core Curriculum Component: None
Prerequisite(s): BIO444(Genomics and Biotechnology) *concurrent registration is required*
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. Concurrent registration in BIO471L is required.
Core Curriculum Component: None
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Prerequisite(s): BIO369(Biochemistry)
BIO471L
Advanced Cellular and Molecular Biology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO471.
Core Curriculum Component: None
Prerequisite(s): BIO471(Advanced Cellular and Molecular Biology) *concurrent registration is required*
BIO473
Physiology of Humans and Other Animals
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. Concurrent registration in BIO473L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology); 1 of
DST164(Introduction to Statistics (with R)), MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics),
MAT164(Introductory Biostatistics), MAT248(Biostatistics), PSY215(Research Methods and Statistics I)
BIO473L
Physiology of Humans and Other Animals Lab
1 Semester Credits
Four hour lab taken concurrently with BIO473.
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. Concurrent registration in
BIO474L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Cell Biology); 1 of BIO255(Genetics),
BIO355(Genetics)
BIO474L
Developmental Biology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO474.
Core Curriculum Component: None
Prerequisite(s): BIO474(Developmental Biology) *concurrent registration is required*
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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. Concurrent registration in
BIO475L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology)
BIO475L
Neurobiology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO475.
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. Concurrent registration in BIO476L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology); 1 of BIO255(Genetics),
BIO355(Genetics)
BIO476L
Microbiology Lab
1 Semester Credits
Two two-hour labs per week, taken concurrently with BIO476.
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. Concurrent
registration in BIO481L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of DST164(Introduction to Statistics (with R)), MAT114(Precalculus), MAT145(Calculus I),
MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), PSY215(Research Methods and Statistics I);
BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity), CHM116(General Chemistry II)
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BIO481L
Ecology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO481. Some Saturday field trips required.
Core Curriculum Component: None
Prerequisite(s): BIO481(Ecology) *concurrent registration is required*
BIO485
Advanced Topics in Biology
2 Semester Credits
An exploration of advanced topics in biology. Students will learn the foundational concepts of a topic of ongoing
research in the biological sciences, and apply that knowledge as they read and discuss current scientific literature in that
subject. Check Records and Registration for the topic and title of a given section. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology); 1 of BIO255(Genetics),
BIO355(Genetics); BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
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.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology); 1 of BIO255(Genetics),
BIO355(Genetics)
BIO488
Special Topics in Biochemistry
2 Semester Credits
Courses covering special topics in biochemistry not otherwise covered by other course offerings. Topics vary.
Core Curriculum Component: None
Prerequisite(s): None
BIO489
Special Topics in Biochemistry
4 Semester Credits
Courses covering special topics in biochemistry not otherwise covered by other course offerings. Topics vary.
Core Curriculum Component: None
Prerequisite(s): None
BIO490
Biology Keystone
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2 Semester Credits
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. Open only to senior students majoring in biology.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology); 1 of BIO255(Genetics),
BIO355(Genetics), BIO369(Biochemistry), CHM369(Biochemistry)
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
1 Semester Credits
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 BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology)
BUS – Business Administration
BUS199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS242
Principles of Management
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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
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): ACC221(Introduction to Financial Accounting), BUS242(Principles of Management), ECO113(Principles of
Microeconomics)
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
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Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of
ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level); ACC221(completed previously) *concurrent registration is acceptable*;
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
BUS397 provides direction and support for students completing internships. Classroom meetings will be scheduled.
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
BUS399 provides direction and support for students completing internships. Classroom meetings will be scheduled.
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)
BUS465
International Management
4 Semester Credits
37
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): BUS362(International Business)
BUS490
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 HON100(Religion, Vocation, and the Search for Meaning I), RLN100(Religion, Vocation, and the
Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II),
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
CAP – General Studies
CAP001
CAP Seminar
0 Semester Credits
Program (CAP). During individual meetings, students will work with an academic skills coach to develop study skills,
address affective needs, and transition to college life. Meeting time is arranged with skills coach. (.0 course; P/N grading
only; Prereq: conditional admit status).
Core Curriculum Component: None
Prerequisite(s): None
CCS – Languages and Cross-Cultural Studies
CCS100
Introduction to Cultural Studies
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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
CCS295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS360
Readings In Comparative Literature
4 Semester Credits
A comparative approach to literary study, with readings from at least two different national literatures and/or periods.
Primary readings in the original language where feasible; language of instruction subject to discretion of the instructor
and needs of the students.
Core Curriculum Component: None
Prerequisite(s): CCS100(Introduction to Cultural Studies)
CCS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
CCS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
CCS495
Topics
4 Semester Credits
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Core Curriculum Component: None
Prerequisite(s): None
CCS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM – Chemistry
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. Note: must earn credit for both 102 and
102L to count as NSM-LAF.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT090(Prealgebra), MAT103(Prealgebra), 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. High school chemistry recommended. Note: must earn credit for both 115 and 115L to count as NSMLAF. (Fall)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
CHM115L
General Chemistry I Lab
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of CHM115(General Chemistry I) *concurrent registration is acceptable*, SCI114(Exploring Science and
Engineering) *concurrent registration is required*
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CHM116
General Chemistry II
4 Semester Credits
A continuation of Chemistry 115. Emphasis on equilibrium and solution chemistry including kinetics and
electrochemistry. Note: must earn credit for both 116 and 116L to count as NSM-LAF.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of CHM115L(General Chemistry I Lab), CHM115L(General Chemistry I Lab); CHM115(General
Chemistry I)
CHM116L
General Chemistry II Lab
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): CHM116(General Chemistry II) *concurrent registration is acceptable*
CHM199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM251
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. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General
Chemistry II)
CHM251L
Organic Chemistry I Lab
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM251(Organic Chemistry I) *concurrent registration is acceptable*
CHM252
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. (Spring)
Core Curriculum Component: None
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Prerequisite(s): 1 of CHM251(Organic Chemistry I), CHM351(Organic Chemistry I); 1 of CHM251L(Organic Chemistry I
Lab), CHM351L(Organic Chemistry I Lab)
CHM252L
Organic Chemistry II Lab
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM252(Organic Chemistry II) *concurrent registration is acceptable*
CHM280
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. (Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); 1 of MAT105(Applied
Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); CHM116(General Chemistry II)
CHM280L
Quantitative Analytical Chemistry Lab
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM280(Quantitative Analytical Chemistry) *concurrent registration is acceptable*
CHM295
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM362
Physical Chemistry: Macroscopic Theory
4 Semester Credits
Studies fundamental macroscopic theories and concepts of physical chemistry with a focus on thermodynamics and
kinetics. (Fall)
Core Curriculum Component: None
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Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General
Chemistry II), MAT146(Calculus II), PHY122(General Physics II)
CHM368
Physical Chemistry: Microscopic Theory
4 Semester Credits
Studies fundamental microscopic theories and concepts of physical chemistry with a focus on quantum mechanics,
molecular structure, spectroscopy, and statistical mechanics. (Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General
Chemistry II), MAT146(Calculus II), PHY122(General Physics II)
CHM369
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. Concurrent registration in CHM369L is required. Chemistry majors should contact the chair of the Chemistry
Department about alternatives to the BIO253 prerequisite.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology); 1 of CHM251(Organic
Chemistry I), CHM351(Organic Chemistry I); 1 of CHM251L(Organic Chemistry I Lab), CHM351L(Organic Chemistry I Lab);
1 of DST164(Introduction to Statistics (with R)), MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory
Statistics), MAT164(Introductory Biostatistics), PSY215(Research Methods and Statistics I)
CHM369L
Biochemistry Lab
1 Semester Credits
Concurrent registration in CHM369 is required.
Core Curriculum Component: None
Prerequisite(s): CHM369(Biochemistry) *concurrent registration is required*
CHM370
Biochemistry II
4 Semester Credits
Biochemistry II explores structural biology techniques such as protein NMR, crystallography, and fluorescence.
Biochemical challenges and applications, such as drug delivery, manipulation of intercellular signaling, and rational
design of recombinant protein constructs will be studied. Students will use the primary literature in biochemistry as part
of the course.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO369(Biochemistry), CHM369(Biochemistry)
CHM397
Internship
2 Semester Credits
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Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General
Chemistry II)
CHM399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General
Chemistry II)
CHM430
Advanced Thermodynamic and Separation Lab
2 Semester Credits
A comprehensive lab course that provides hands-on experience in advanced topics in physical chemistry (kinetics and
thermodynamics) and analytical chemistry (separation science and electrochemistry). 4-hr lab with a 1-hr recitation
session each week.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II
Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative
Analytical Chemistry); 1 of CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry
Lab)
CHM440
Advanced Synthesis Lab
2 Semester Credits
A comprehensive lab course that provides experiences in advanced synthetic techniques in both organic and inorganic
chemistry. 4-hr lab with a 1-hr recitation session each week.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II
Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative
Analytical Chemistry); 1 of CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry
Lab)
CHM450
Advanced Spectroscopy and Computational Chemistry Lab
2 Semester Credits
A comprehensive lab course provides hands-on experience in advanced topics in spectroscopic instruments, both
commercial and home-built. Students will also be exposed to computational modeling using quantum mechanical
principles. 4-hr lab with a 1-hr recitation session each week.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II
Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative
Analytical Chemistry); 1 of CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry
Lab)
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CHM464
Advanced Organic Chemistry
4 Semester Credits
Study of advanced mechanistic analyses and physical organic chemistry principles of modern synthetic transformations.
(Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II
Lab), CHM352L(Organic Chemistry II Lab)
CHM481
Instrumental Analysis
4 Semester Credits
Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, chromatography,
electroanalytical, and surface analysis methods are covered. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative Analytical Chemistry); 1 of
CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry Lab)
CHM482
Advanced Inorganic Chemistry
4 Semester Credits
Study of inorganic bonding and structural models, and a survey of inorganic substances and their reactions. Reactivity
and bonding in coordination, cluster, and organometallic compounds are considered. (Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II
Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM362(Chemical Thermodynamics, Statistical Mechanics, and Kinetics),
CHM368(Quantum Chemistry, Molecular Structure, and Spectroscopy)
CHM488
Special Topics in Biochemistry
2 Semester Credits
Courses covering special topics in biochemistry not otherwise covered by other course offerings. Topics vary.
Core Curriculum Component: None
Prerequisite(s): None
CHM489
Special Topics in Biochemistry
4 Semester Credits
Courses covering special topics in biochemistry not otherwise covered by other course offerings. Topics vary.
Core Curriculum Component: None
Prerequisite(s): None
CHM491
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Chemistry Seminar
0.5 Semester Credits
This seminar 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
CHM494
Topics
2 Semester Credits
Study of a specific area building upon inorganic, analytical, physical, or organic chemistry.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
CHM495
Topics
4 Semester Credits
Study of a specific area building upon inorganic, analytical, physical, or organic chemistry.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
CHM497
Independent Study/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
(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): CONSENT(Consent of Instructor)
CHM498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Consent of Instructor)
CHM499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Consent of Instructor)
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COM – Communication Studies
COM100
Journalism Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
COM101
Sports Production Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
COM102
Audio Storytelling Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
COM103
Forensics Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
COM105
Multimedia Production Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
COM111
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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.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
COM117
Business and Professional Speaking
4 Semester Credits
An introduction to public speaking that explores the skills, research, and forms of communication common in business
and professional careers. There is an emphasis on theory and practice associated with specialized communication skills,
including: professional networking, sales speeches, persuasive policy speeches, business concept or proposal pitches,
leading business meetings, and so much more. Note: Students may earn credit in only one of COM 111, COM 112, COM
115, or COM 117 for credit.
Core Curriculum Component: 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
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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
COM180
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
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.
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Core Curriculum Component: Humanities
Prerequisite(s): None
COM260
Environmental Communication
4 Semester Credits
We are bombarded with messages about the natural world every day from many different sources. Environmental
communication comes to us through commercials, television, movies, public policy debates, the scientific and technical
sphere, and social media. Environmental messages originate from groups, organizations and individuals with a variety of
goals. COM 260 encourages a deeper understanding of our relationship with the world around us.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM290
Writing for Strategic Communication
4 Semester Credits
This is a course in writing skills for persuasive communication for the public relations practitioner. As public relations
continues to evolve from traditional, journalism-based practices to a complex profession requiring a broad range of
writing and media skills for integrated marketing communication, this course will help to ensure that PR students are
well-versed in the differences and similarities within various communication formats and how to write for them. From
traditional press releases and brochures to the constantly evolving world of Internet-based communication, students
will enhance their written and oral skills, and use critical thinking to find engaging and ethical techniques for targeting
their messages to a variety of publics and media.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), WPL(Writing 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
COM301
Research Methods in Communication Studies
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.
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Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Level)
COM305
Interviewing
4 Semester Credits
This course focuses on the process of interviewing and emphasizes the theory and skills needed in effective interviews
for both the interviewer and the interviewee. Students will develop and conduct several types of interviews, which may
include informational, employment, oral history, journalistic, and persuasive interviews.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
COM310
Family Communication
4 Semester Credits
This course is an introduction to communication phenomena in the setting of the family. The overall goal is to help build
an understanding of how we develop, maintain, enhance, or disturb family relationships through communication
processes. Students will learn about theories focusing on the communication patterns and practices that constitute
family life.
Core Curriculum Component: None
Prerequisite(s): None
COM328
Multimedia Communication
4 Semester Credits
Multimedia content is everywhere - good content isn’t. Create content with purpose and add multimedia production to
your list of communication skills. In this course you will explore the elements of effective multimedia communication as
you pick up essential skills in using multimedia tools and technologies to reach an audience in informative, engaging,
persuasive, and entertaining ways. Through creative and intentional practice, you will engage in video production, audio
production, image creation, media writing and editing to create content that is sure to impress and have an impact.
Core Curriculum Component: None
Prerequisite(s): 1 of COM120(Mass Media and Popular Culture), COM290(Writing for Strategic Communication),
FLM180(Film Sight and Sound), NMS220(Foundations of New Media)
COM329
Intercultural Communication
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
COM330
Crisis Communication
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4 Semester Credits
This course examines the variables involved in crisis planning, crisis communication, and crisis management in modern
organizations. Those variables include the organization’s vulnerabilities, the environment in which it thrives, the
stakeholders who can influence its operation, and the strategies best suited to maintaining or enhancing its reputation.
The media play a crucial role in crisis management and the course promotes a deeper understanding of the range of
crises facing organizations and tactics that can be employed to manage them.
Core Curriculum Component: None
Prerequisite(s): COM290(Writing for Strategic Communication)
COM333
Nonverbal Communication
4 Semester Credits
Explores the functions of communication codes like touch, body language, facial expressions, and physical appearance.
Students will gain an understanding of how nonverbal communication is situated with socio-cultural contexts and how
communication is impacted by biology and genetics. Students will do hands-on and experiential learning to build their
skills in projecting and interpreting this prevalent form of communication.
Core Curriculum Component: None
Prerequisite(s): 1 of COM180(Introduction to Communication Studies), COM254(Interpersonal Communication)
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 MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking),
COM117(Business and Professional Speaking); 1 of ENL111(Effective Writing II), 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.
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Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking), COM117(Business and Professional Speaking); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra
and Trigonometry), MPL(Math Placement Level 3)
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
COM356
Advanced Interpersonal Communication
4 Semester Credits
This course explores theories and concepts from Communication Studies related to our understanding of self, other,
relationships, and what it means to lead a compassionate life. As such, it provides students with an opportunity to probe
deeper into theories and concepts introduced in Interpersonal Communication.
Core Curriculum Component: None
Prerequisite(s): None
COM380
Strategic Communication Campaigns
4 Semester Credits
Builds on foundational strategic communication skills. Students will explore and practice the skills necessary to
successfully implement public relations, promotional, and other types of strategic messaging campaigns.
Core Curriculum Component: None
Prerequisite(s): COM290(Writing for Strategic Communication)
COM396
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
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2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
COM415
Diversity and Representation in the Media
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): 1 of COM120(Mass Media and Popular Culture), NMS220(Foundations of New Media)
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
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4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC – Computer Science
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), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
CSC165
Introduction to Computer Programming (Python)
4 Semester Credits
An introduction to Computer Science, thinking algorithmically, and using a structured, high-level programming language
(Python) to implement algorithms. Emphasis on how to design, code, debug, and document computer programs to solve
problems from a wide range of disciplines and to appreciate the power of computation. Concurrent registration in CSC
165L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
CSC165L
Introduction to Computer Programming (Python) Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CSC165(Introduction to Computer Programming (Python)) *concurrent registration is required*
CSC170
Introduction to Object-Oriented Programming (Java)
4 Semester Credits
An introduction to programming in an object-oriented language (Java). Concepts of encapsulation,abstraction,
inheritance, and polymorphism applied to design, code, debug, and document computer programs. Concurrent
registration in CSC 170L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer
Programming (Python)); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math
Placement Level 3)
CSC170L
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Introduction to Object-Oriented Programming (Java) 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
CSC240
Information Security and Assurance
4 Semester Credits
An introduction to data communication with a focus on essential Information Security and Information Assurance.
Experience working with networks, information security and information assurance through practical and real-world
scenarios. Topics typically include applied networking fundamentals, applied fundamentals of distributed systems,
applied fundamentals of cloud systems, cyber attacks and countermeasures, scripting and automation, legal and ethical
considerations, data and user privacy, cyber forensics, risk assessment/management, and recovery management.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer
Programming (Python)), CSC170(Introduction to Object-Oriented Programming (Java)); 1 of MAT105(Applied Algebra),
MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3)
CSC250
Game Programming on the Web
4 Semester Credits
An introduction to game design, HTML5, Javascript, cascading style sheets, HTML5 Canvas, theories of game mechanics
and fiction, psychological flow, game engines, interfaces, knowledge creation, complex decisions, relation of Java to
JavaScript, and videogame history. Prerequisite: CSC 170 or equivalent.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC165(Introduction to Computer Programming (Python)), CSC170(Introduction to Object-Oriented
Programming (Java))
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): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); CSC170(Introduction to Programming)
CSC299
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Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC311
Web Applications and Databases
4 Semester Credits
Concepts of the architecture of the web, websites, web applications, and driving these from information stored in
databases. Topics include the structure of the web; simple web pages; using javascript to dynamically update web pages;
using asynchronous background requests to a server to update pages; writing code on the server; creating, maintaining,
and querying databases.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC165(Introduction to Computer Programming (Python)), CSC170(Introduction to Object-Oriented
Programming (Java)); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Level 3)
CSC341
Data Structures
4 Semester Credits
Data structures such as linked lists, stacks, and queues; recursion.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer
Programming (Python)); 1 of MAT145(Calculus I), MAT171(Discrete Mathematics For Computing), MAT202(Discrete
Mathematics For Computing); 1 of MAT114(Precalculus), MPL(Math Placement Level 4); CSC170(Introduction to
Programming)
CSC351
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 CSC210(Data Structures), CSC341(Data Structures); 1 of MAT114(Precalculus), MPL(Math Placement
Group 4); 1 of MAT171(Discrete Mathematics For Computing), MAT202(Discrete Mathematics For Computing),
MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures)
CSC371
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
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Prerequisite(s): 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT114(Precalculus), MPL(Math Placement
Group 4); 1 of MAT171(Discrete Mathematics For Computing), MAT202(Discrete Mathematics For Computing),
MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical 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): 1 of CSC320(Algorithms), CSC351(Algorithms); 1 of CSC210(Data Structures), CSC341(Data Structures); 1
of MAT114(Precalculus), MPL(Math Placement Group 4); 1 of MAT171(Discrete Mathematics For Computing),
MAT202(Discrete Mathematics For Computing), MAT271(Discrete Mathematical Structures), MAT302(Discrete
Mathematical 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 CSC210(Data Structures), CSC341(Data Structures); 1 of MAT271(Discrete Mathematical Structures),
MAT302(Discrete Mathematical Structures)
CSC391
Programming Languages
4 Semester Credits
Principles that govern the design and implementation of programming languages including formal syntax specification,
typing, scoping, and parameter passing. Study of the major paradigms of programming languages by designing and
coding solutions in various programming languages such as Java, Python, Html5/CSS/Javascript, LISP, Prolog, and SQL
along with using a meta-programming language such as Flex.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC320(Algorithms), CSC351(Algorithms); 1 of CSC345(Principles of Computer Organization),
CSC371(Computer Organization); 1 of MAT171(Discrete Mathematics For Computing), MAT202(Discrete Mathematics
For Computing), MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures); 1 of
MAT114(Precalculus), MPL(Math Placement Group 4)
CSC395
Topics in Computer Science
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of CSC320(Algorithms), CSC345(Principles of Computer Organization), CSC351(Algorithms),
CSC371(Computer Organization)
CSC396
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Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT114(Precalculus), MPL(Math Placement
Group 4)
CSC397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT114(Precalculus), MPL(Math Placement
Group 4)
CSC398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT114(Precalculus), MPL(Math Placement
Group 4)
CSC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT114(Precalculus), MPL(Math Placement
Group 4)
CSC421
Mobile Computing
4 Semester Credits
Concepts of translating ideas for applications into well-designed programs running on mobile hardware. Topics include
the basics of software engineering and project management, iterative design, using version control systems, creating
functionality lists, writing application flow storyboards, using the model-view-controller design pattern, using an objectoriented programming language, and using an integrated development environment to write and test code.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT171(Discrete Mathematics For Computing), MAT202(Discrete Mathematics For Computing),
MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures); CSC341(Data Structures)
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
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Prerequisite(s): 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT114(Precalculus), MPL(Math Placement
Group 4)
CSC443
Software Engineering
4 Semester Credits
An introduction to Software Engineering -- the design, development, testing, use, and management of software systems.
Emphasis on creating intuitive, useful, well-tested, and accessible software that is adaptable, distributive, extensible,
and maintainable. Includes semester-long team project.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of CSC320(Algorithms), CSC351(Algorithms); 1 of CSC345(Principles of Computer Organization),
CSC371(Computer Organization)
CSC451
Compilers
4 Semester Credits
Concepts of the compiling process including computation theory, automata required for language translation, and
computing run-time environments, along with the data and control structures necessary to implement a compiler.
Includes semester-long project building a complete, functional compiler.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of CSC391(Programming Languages), CSC450(Programming Languages)
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 CSC210(Data Structures), CSC341(Data Structures); 1 of MAT114(Precalculus), MPL(Math Placement
Group 4)
CSC495
Advanced Topics in Computer Science
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): 1 of CSC320(Algorithms), CSC345(Principles of Computer Organization), CSC351(Algorithms),
CSC371(Computer Organization)
CSC499
Independent Study
4 Semester Credits
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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 CSC320(Algorithms), CSC345(Principles of Computer Organization), CSC351(Algorithms),
CSC371(Computer Organization)
DAK - Dakota
DAK111
Beginning Dakota I
4 Semester Credits
An introduction to the language and culture of the Dakota people. 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
DAK112
Beginning Dakota II
4 Semester Credits
An introduction to the language and culture of the Dakota people. 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): DAK111(Beginning Dakota I)
DST – Data Science
DST164
Introduction to Statistics (with R)
4 Semester Credits
Concepts and techniques of elementary statistics, with an emphasis on working with data and understanding the role of
variability. Topics include descriptive statistics, data visualization, the Normal distributions, simulation, experimental
design, confidence intervals, hypothesis testing, analysis-of-variance, regression, and the use of modern computational
tools in statistics with the R statistical software program. Applications from natural, health, and applied social science.
This course is designed as an introduction to statistics for students planning to work with data in their future studies or
careers. Students who have successfully completed MAT163, MAT164, MAT248, MIS379, PSY215, or SOC362 may not
register for credit in DST164.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
DST234
Introduction to Data Science (and R)
4 Semester Credits
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Concepts of data science including acquisition, tidying, and managing of data; statistical computation in R;
communicating data visually; exploring ethics, social justice, and careers in data science; and analyzing data using
statistical methods, including statistical modeling and an introduction to machine learning. Students who have
completed MAT 213 may not register for credit. Students in MPG 2 are encouraged to take MAT 106 (instead of MAT
105). Students in MPG 3 who intend to take MAT 114 are encouraged to do so before taking this course.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
DST314
Programming for Data Science
4 Semester Credits
The course is designed for students with a basic Python or programming background and who want to learn the careerbuilding programming skills to succeed in data science and data analytics fields. Topics typically include information
manipulation and visualization, text analysis, social network analysis, and machine learning using popular Python toolkits
such as Matplotlib, NumPy, pandas, SciPy toolkits (Scikit-learn). The course includes hands-on exercises throughout the
course as mini-projects and a final project to demonstrate the new skills.
Core Curriculum Component: None
Prerequisite(s): CSC165(Introduction to Computer Programming (Python))
DST334
Statistical Modeling
4 Semester Credits
Concepts of selecting, assessing the fit, and evaluating statistical models. Topics studied include statistical model
transformations, outlier detection, hypothesis testing and confidence interval construction, evaluation of multicollinearity and correlated predictors on model results, and one-way and multi-Factor ANOVA to assess relationships
among quantitative response variables and categorical predictor variables. This course includes several small group
projects culminating with a final group project.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); 1 of All of 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS379(Quantitative
Methods for Business and Economics), PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis);
DST234(Introduction to Data Science (and R)); DST164(Introduction to Statistics (with R))
DST374
Mathematical Statistics
4 Semester Credits
Concepts of statistical inference including sampling distributions, methods of estimation, confidence intervals,
hypothesis testing, and linear regression/ANOVA. Includes an introduction to advanced topics such as experimental
design, resampling techniques, Bayesian theory, and nonparametric methods.
Core Curriculum Component: None
Prerequisite(s): 1 of DST164(Introduction to Statistics (with R)), MAT163(Introductory Statistics), MAT164(Introductory
Statistics for STEM), MIS379(Quantitative Methods for Business and Economics), PSY215(Research Methods and
Statistics I), SOC362(Statistical Analysis); MAT373(Probability Theory)
DST394
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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 DST164(Introduction to Statistics (with R)), MAT163(Introductory Statistics), MAT164(Introductory
Statistics for STEM), MAT248(Biostatistics), MAT373(Probability Theory); 1 of ENL111(Effective Writing II),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters); 1 of COM111(Public Speaking),
COM115(Scientific and Technical Public Speaking), COM117(Business and Professional Speaking), HON130(Liberating
Letters: Humanist Tradition), MAT201(Communicating Mathematics); MAT146(Calculus II)
DST395
Topics in Data Science
4 Semester Credits
Study of an advanced topic in Data Science.
Core Curriculum Component: None
Prerequisite(s): DST234(Introduction to Data Science (and R))
DST396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 2 of DST164(Introduction to Statistics (with R)), DST334(Statistical Modeling), DST374(Mathematical
Statistics), DST394(Topics in Statistics), DST395(Topics in Data Science), DST499(Independent Study); CONSENT(Consent
of Instructor), DST234(Introduction to Data Science (and R))
DST397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 2 of DST164(Introduction to Statistics (with R)), DST334(Statistical Modeling), DST374(Mathematical
Statistics), DST394(Topics in Statistics), DST395(Topics in Data Science), DST499(Independent Study); CONSENT(Consent
of Instructor), DST234(Introduction to Data Science (and R))
DST398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 2 of DST164(Introduction to Statistics (with R)), DST334(Statistical Modeling), DST374(Mathematical
Statistics), DST394(Topics in Statistics), DST395(Topics in Data Science), DST499(Independent Study); CONSENT(Consent
of Instructor), DST234(Introduction to Data Science (and R))
DST399
Internship
4 Semester Credits
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Core Curriculum Component: Augsburg Experience
Prerequisite(s): 2 of DST164(Introduction to Statistics (with R)), DST334(Statistical Modeling), DST374(Mathematical
Statistics), DST394(Topics in Statistics), DST395(Topics in Data Science), DST499(Independent Study); CONSENT(Consent
of Instructor), DST234(Introduction to Data Science (and R))
DST475
Machine Learning
4 Semester Credits
Concepts of machine learning with an emphasis on the theoretical understanding of machine learning algorithms and
their application to real-world data. Topics include supervised and unsupervised algorithms and meta-learning, including
linear regression, logistic regression, nearest neighbor models, k-means clustering, support vector machines, decision
trees and forests, boosting, bagging, and artificial neural networks. Techniques for evaluating model performance and
estimating future performance are covered.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of MAT246(Linear Algebra), MAT315(Linear Algebra); 1 of All of CSC165(Introduction to Computer
Programming (Python)), DST164(Introduction to Statistics (with R)); DST234(Introduction to Data Science (and R));
MAT145(Calculus I)
DST490
Data Visualization for Social Justice
4 Semester Credits
Advanced statistical programming with R to construct data visualization from datasets involving social justice
implications. Course content will include regular reflection on ethics and vocation in data science with team and
individual applied projects.
Core Curriculum Component: Keystone
Prerequisite(s): DST234(Introduction to Data Science (and R))
DST499
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 DST314(Programming for Data Science), DST334(Statistical Modeling), DST374(Mathematical
Statistics), DST475(Machine Learning), DST490(Data Visualization for Social Justice); DST234(Introduction to Data
Science (and R))
ECO – Economics
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.
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Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), 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), MAT106(Applied Algebra and Trigonometry), 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 ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); ECO112(Principles of Macroeconomics)
ECO313
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
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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), MAT106(Applied Algebra and Trigonometry), 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
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
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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): 1 of MAT245(Calculus III), MAT255(Multivariable Calculus); 1 of MAT246(Linear Algebra),
MAT315(Linear Algebra); ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics)
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
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and
Trigonometry), MPL(Math Placement Level 3); 1 of DST164(Introduction to Statistics (with R)), MAT163(Introductory
Statistics), MAT164(Introductory Statistics for STEM), MIS379(Quantitative Methods for Business and Economics);
ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics)
ECO495
Topics
4 Semester Credits
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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 ENL111(Effective Writing II), 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 – Continuing Education
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
ECS509CE
Paideia: Guided Reading for Great Ideas
2 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
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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
Paideia: Advancing 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 Onsite 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
4 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
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
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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 cont ed 1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS590CE
Topics Grad Edu, General and TPT Cont Ed only-variable credit
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS595CE
Topics AP Not Approved 1stand2nd ti-Variable credit
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS598CE
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS599CE
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDC – Education
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
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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
EDC200
Critical Histories and Philosophies of Education
3 Semester Credits
As a foundational course in the multi-disciplinary field of education, this class will explore a range of ideas from
education, history, philosophy, sociology, psychology, anthropology, political science, economics, and cultural studies.
Together, these perspectives come together to support students in developing a critical consciousness of the complex
pressures on schools that both enable and constrain democratic, inclusive, and socially just schooling experiences. This
historical and philosophical understanding of schools is necessary for impactful teaching in a multi-diverse society.
Through a required field experience, students will be asked to understand the pathways and barriers to education,
examine models of teaching and learning, and evaluate the relationship between schools, multiple cultures, and society.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
EDC201
Topics
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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
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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
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
EDC295
Topics in Education
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EDC299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
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.
Core Curriculum Component: None
Prerequisite(s): None
EDC353
International Education
3 Semester Credits
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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)
EDC375
Learners with Dis/abilities
3 Semester Credits
The study of students with disabilities, special needs, and giftedness. This course is meant to provide a foundation for all
educators to better understand disabilities, the IEP process, and plan modifications and accommodations that work
toward inclusion. Emphasis on techniques and resources to help all students achieve maximum outcomes, and a special
focus on the needs of students with disabilities in the K-12 setting.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EDC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC481
Student Teaching: Initial License for Undergraduate Students
10 Semester Credits
Full-time, supervised classroom experience over a minimum of 12 weeks. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): STUTEACH(Student Teaching Approval)
EDC482
Student Teaching: Additional License or Endorsement
4 Semester Credits
Supervised classroom experience for candidates seeking an initial endorsement, additional endorsement, or additional
license. Required for additional licensure or endorsement.
Core Curriculum Component: Augsburg Experience
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Prerequisite(s): STUTEACH(Student Teaching Approval)
EDC484
Student Teaching: Initial License - Extended Experience (16 weeks)
12 Semester Credits
Full-time, supervised classroom experience. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): STUTEACHEX(Student Teaching, Extended Experience)
EDC485
Student Teaching: Initial License for Graduate Students
4 Semester Credits
Full-time, supervised classroom experience over a minimum of 12 weeks. Required for licensure.
Core Curriculum Component: None
Prerequisite(s): STUTEACH(Student Teaching Approval)
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
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
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Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC502
Critical Histories and Philosophies of Education
3 Semester Credits
As a foundational course in the multi-disciplinary field of education, this class will explore a range of ideas from
education, history, philosophy, sociology, psychology, anthropology, political science, economics, and cultural studies.
Together, these perspectives come together to support students in developing a critical consciousness of the complex
pressures on schools that both enable and constrain democratic, inclusive, and socially just schooling experiences. This
historical and philosophical understanding of schools is necessary for impactful teaching in a multi-diverse society.
Through a required field experience, students will be asked to understand the pathways and barriers to education,
examine models of teaching and learning, and evaluate the relationship between schools, multiple cultures, and society.
Core Curriculum Component: None
Prerequisite(s): None
EDC511
Tools of Inquiry
3 Semester Credits
This course will focus on methods, models and modes of inquiry used by teachers and program organizers. Students in
this course will engage with ethical, theoretical, and methodological issues, as well as learn some practical tools
employed to inform practice and improve programs. This course is specifically designed to assist educators and
community members in how to select appropriate tools and methods for improving practice and for program
evaluation.
Core Curriculum Component: None
Prerequisite(s): None
EDC512
Foundations of Curriculum and Instruction
3 Semester Credits
In this course, we will explore salient ideas in the study of curriculum and develop a foundational understanding of
curriculum form, theory, and history. In particular, this course will examine how curricular approaches have been used
to advance democratic and participatory ideals and practice. To this end, we will consider the theory of integrated
curriculum and examine its contemporary curricular practice in problem based curriculum, project based curriculum,
and social action curriculum. While this course is theoretical in its underpinnings, a major component will be a group
project that focuses on practicing integrated curriculum through a social action curriculum project.
Core Curriculum Component: None
Prerequisite(s): None
EDC521
Teaching Writing: Theory and Practice
4 Semester Credits
Teaching practices presuppose and reflect theoretical positions. Students will complete an internship in a writing class or
writing center as part of this course. This course is appropriate for anyone who expects to teach writing and/or who is
interested in the study of writing.
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Core Curriculum Component: None
Prerequisite(s): None
EDC530
Advanced Technology Integration
3 Semester Credits
Advanced Technology Integration focuses on building learners’ knowledge of technology through developing a techintegrated product of your own design. The course guides you from initial project concept through implementation,
informed by multiple rounds of feedback, resources, and instruction.
Core Curriculum Component: None
Prerequisite(s): None
EDC531
Online Pedagogies
3 Semester Credits
This course provides a theoretical and practical examination of online teaching pedagogies. Students will be exposed to
a variety of learning platforms and discuss meaningful applications of online learning technologies and techniques to be
used across educational settings.
Core Curriculum Component: None
Prerequisite(s): None
EDC532
Digital Empowerment and Engagement in Education
3 Semester Credits
This course examines the theoretical framework of digital equity, identifies pedagogical approaches, and strategies
instructional solutions that provide equitable access and engagement to all learners. The participants will scrutinize the
structural causes of digital inequality and leverage technology in advocating equity, diversity, and inclusion in education.
Participants will also develop skills and knowledge to promote digital equity through specific instructional strategies.
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.
Core Curriculum Component: None
Prerequisite(s): None
EDC541
Introduction to Experiential Education
3 Semester Credits
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An introduction to the theory and practice of experiential education. This course, taken as part of the Boundary Waters
Teacher Institute, will enable students to study experiential education as they are experiencing an outdoor education
curriculum. The course provides theoretical, historical, and practical contexts for experiential education.
Core Curriculum Component: None
Prerequisite(s): None
EDC542
Introduction to Outdoor Education
3 Semester Credits
A wilderness based course designed to enhance practical skills and knowledge to incorporate outdoor education
programming into various educational communities.
Core Curriculum Component: None
Prerequisite(s): None
EDC543
Critical Geography, Culture, and EcoJustice Education
3 Semester Credits
Teaching into the contradictions of the ecological crisis, this course examines both in-school and out-ofschool/community education for EcoJustice. This course examines the cultural and social underpinnings of the ecological
crisis and its relationship to community and school education. What assumptions about human relationships to the
natural world are taught (both implicitly and explicitly) through in-school and out of school experiences? What does it
mean to envisage ecological understanding?
Core Curriculum Component: None
Prerequisite(s): None
EDC544
Learners with Dis/abilities
3 Semester Credits
The study of students with disabilities, special needs, and giftedness. This course is meant to provide a foundation for all
educators to better understand disabilities, the IEP process, and plan modifications and accommodations that work
toward inclusion. Emphasis on techniques and resources to help all students achieve maximum outcomes, and a special
focus on the needs of students with disabilities in the K-12 setting.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC552
Culturally Responsive Pedagogy
3 Semester Credits
This course will guide students to develop a foundational understanding of culturally relevant and responsive
pedagogies. The course work, materials, and discussions will critically examine dominant narratives in schools and
communities regarding cultural difference. Through a co-created and context-embedded curriculum, students in the
course will explore many facets of culturally responsive pedagogy, including prejudice reduction, whiteness, power,
language, and school/social implications of multicultural education.
Core Curriculum Component: None
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Prerequisite(s): None
EDC560
Issues in In/Equity
3 Semester Credits
This course examines the intersectionality of social, political, and cultural inequity along lines of race, class, gender, and
ability. We will interrogate the ways in which sites of learning are impacted through and by social and cultural forces.
Using interdisciplinary perspectives, we will develop an understanding of the relationship between education, culture,
and society.
Core Curriculum Component: None
Prerequisite(s): None
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)
EDC571
Navigating Change in Education
3 Semester Credits
This course explores the situational politics of local schools, organizations, or other work spaces. The course provides
historical and social context for educator organizing (e.g. strikes, militant protest, civic agency). Emphasis is placed on
exploring various forms of agency and tools for engaging others in collaborative work toward change.
Core Curriculum Component: None
Prerequisite(s): None
EDC580
School and Society
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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)
EDC585
Navigating the 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): 1 of EDC514(Research Methods), ML514(Research Methods); CONSENT(Consent of Instructor)
EDC588
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC590
Topics
1 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)
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
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Prerequisite(s): CONSENT(Consent of Instructor), EDC592(Action Research I), GRADEDADMIT(Graduate Education
Department Admission)
EDC594
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)
EDC596
Early Career Teacher Seminar
3 Semester Credits
This seminar course is designed to serve as a bridge between a teacher certification program and the first years of
teaching. The course explores pertinent issues in the lives of practicing teachers in order to foster a classroom
community that empowers teachers in our shared struggles and successes to thrive within our profession. This course
centralizes the specific needs of teachers for the purposes of creating networks of support during the first years of
teaching. Twice a month, the seminar will meet face to face and have ongoing conversations online provoked by
readings and problems of practice.
Core Curriculum Component: None
Prerequisite(s): 1 of EDC481(Student Teaching: Initial License (12-14 weeks)), EDC483(Student Teaching: Initial License
in PE, Music, Art, or ESL), EDC484(Student Teaching: Initial License - Extended Experience (16 weeks))
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)
EDU – Education
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.)
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Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
EDU499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDU599
Special Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EED – Education
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): None
EED295
Topics in Education
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3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EED298
Directed Study
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)
EED314
Transcultural Literacies: An Introduction to Language and Literacy
3 Semester Credits
Pre-service teachers will examine their beliefs in relation to language and literacy. They will begin to develop subject
matter knowledge, an understanding of language learners, and how their beliefs about literacy and children might
contribute to a vision of good teaching. Course topics include oral storytelling; family stories; a history of the global
development of written signs and symbols; how people learn to write and read; and how literacy learning and
expression may contribute to democratic practices and community health and well-being. Finally, students will consider
how literacy learning is conceptualized in public schools to develop a beginning teaching repertoire.
Core Curriculum Component: None
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Prerequisite(s): EDC200(Critical Histories and Philosophies of Education)
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
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
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Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), 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 Social Studies Methods: Decolonizing Curriculum and Classrooms
3 Semester Credits
Critical examination and preparation of materials and resources for teaching K-6 social studies. Students will engage in
concepts, knowledge and instructional methods and methodologies for decolonizing curriculum and classrooms.
Through an interdisciplinary approach to teaching social studies, students are exposed to critical social and human
science methods for exploring, connecting, teaching and decolonizing concepts such as government, culture, citizen,
economics, geography, history, justice, people and decision-making, for example.
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)
EED425
K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom
3 Semester Credits
This course builds upon prior language and literacy study in the Elementary and English as a Second Language
coursework. Preservice teachers will develop subject matter knowledge, a capacity to plan lessons based on
assessments, use culturally relevant methods and materials, develop a beginning repertoire of practices to support
emergent readers and writers, and the tools to study their own teaching. Students will examine how state standards
connect to research in the discipline and apply research-based practical approaches to their curriculum planning and
instruction. Students are expected to be in a K-6 classroom while enrolled in this course. Students will create and
conduct lessons with children and reflect on videos of their own teaching for a department Key Assessment.
Core Curriculum Component: None
Prerequisite(s): 1 of EED225(Foundations of Literacy), EED314(Transcultural Literacies: An Introduction to Langu),
EED524(Transcultural Literacies: An Introduction to Language and Literacy), ESL320(Introduction to Linguistics); 1 of
EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EED489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that
focus on helping student teachers make connections between the student teaching experience and what they have
learned through their education courses and field experiences. These workshops mentor students in the analysis and
completion of the Teaching Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of STUTEACH(Student Teaching Approval), STUTEACH12(Student Teaching, 12 Credits),
STUTEACH4(Student Teaching, 4 Credits), STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching,
Extended Experience)
EED495
Topics in Education
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
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Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EED524
Transcultural Literacies: An Introduction to Language and Literacy
3 Semester Credits
Pre-service teachers will examine their beliefs in relation to language and literacy. They will begin to develop subject
matter knowledge, an understanding of language learners, and how their beliefs about literacy and children might
contribute to a vision of good teaching. Course topics include oral storytelling; family stories; a history of the global
development of written signs and symbols; how people learn to write and read; and how literacy learning and
expression may contribute to democratic practices and community health and well-being. Finally, students will consider
how literacy learning is conceptualized in public schools to develop a beginning teaching repertoire.
Core Curriculum Component: None
Prerequisite(s): None
EED525
K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom
3 Semester Credits
This course builds upon prior language and literacy study in the Elementary and English as a Second Language
coursework. Preservice teachers will develop subject matter knowledge, a capacity to plan lessons based on
assessments, use culturally relevant methods and materials, develop a beginning repertoire of practices to support
emergent readers and writers, and the tools to study their own teaching. Students will examine how state standards
connect to research in the discipline and apply research-based practical approaches to their curriculum planning and
instruction. Students are expected to be in a K-6 classroom while enrolled in this course. Students will create and
conduct lessons with children and reflect on videos of their own teaching for a department Key Assessment.
Core Curriculum Component: None
Prerequisite(s): 1 of EED225(Foundations of Literacy), EED314(Transcultural Literacies: An Introduction to Langu),
EED524(Transcultural Literacies: An Introduction to Language and Literacy), ESL320(Introduction to Linguistics); 1 of
EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
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), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3)
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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
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): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED598
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
ENL – English
ENL000
Writing Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL101
Effective Writing I
4 Semester Credits
This course engages students in university writing practices and introduces them to academic genres. Students develop
skills in critical reading and critical thinking, and analyze written texts in terms of audience, purpose, and context. While
practicing common academic genres such as narrative and exposition, students learn to understand writing as a process
that includes drafting, revising, and editing. Students receive feedback from the instructor throughout the course and
from other students in peer-review sessions.
Core Curriculum Component: None
Prerequisite(s): WPL(Writing Placement Level)
ENL111
Effective Writing II
4 Semester Credits
Students practice understanding complex arguments in written texts and learn to craft complex written arguments of
their own. Students are encouraged to see academic argument as a form of conversation, and to practice the skills
needed to contribute successfully to academic conversations. Assignments emphasize research with electronic and print
libraries, finding and evaluating sources, and developing an understanding of writing as a recursive practice that includes
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drafting, revising, and editing. Students receive feedback from the instructor throughout the course and from other
students in peer-review sessions.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL101(Effective Writing I), WPL(Writing Placement Level)
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
Critical and Analytical 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 ENL111(Effective Writing II), 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: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ENL226
Introduction to Creative Writing
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4 Semester Credits
This course introduces students to the process of creative writing in various genres, emphasizing creative nonfiction,
poetry, and short fiction. It may also include elements of journaling, playwriting, or screenwriting. Students will read
published work, participate in workshops with their peers, and practice pre-writing, drafting, and revision.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ENL230
Literatures of Identity, Power, and Resistance
4 Semester Credits
This course explores the representational strategies of authors and artists who engage difference, identity, and the
engendered relationships of power . Although the emphasis is primarily on contemporary texts, the course also
considers those who had to forge autoethnographic engagement with dominant cultural representations of the past.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II) *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)
ENL240
Foundations of Literary and Cultural 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 ENL111(Effective Writing II) *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
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 ENL111(Effective Writing II) *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)
ENL265
Readings in British Literature
4 Semester Credits
A selective survey of British poetry, fiction, and creative non-fiction. Subject changes based on instructor interest.
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Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II) *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)
ENL275
Readings in American Literature
4 Semester Credits
A selective survey of American poetry, fiction, and creative non-fiction. Subject changes based on instructor interest.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II) *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)
ENL285
Readings in International and Cross-Cultural Literature
4 Semester Credits
A selective survey of international and cross cultural fiction, poetry, drama, and criticism. The material will be board
sourced or regionally focused based on instructor interest.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II) *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)
ENL299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL320
Writing Fiction
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)
ENL322
Writing Poetry
4 Semester Credits
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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)
ENL324
Writing 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(Critical and Analytical 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 ENL111(Effective Writing II), 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)
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 ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ENL330
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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(Critical and Analytical 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)
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)
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)
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
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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)
ENL340
Advanced Topics in Creative Writing
4 Semester Credits
An advanced topics course covering a variety of creative writing styles and concerns. The topic each term will vary
according to instructor interest.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL320(Fiction One), ENL322(Writing Poetry), ENL324(Creative Non-Fiction), ENL325(Playwriting I),
ENL328(Screenwriting)
ENL344
Topics in Professional Writing
4 Semester Credits
Topics may include Business Communication; Leadership Communication; Technical Writing; Grant Writing and
Proposals; Writing in Organizational Settings.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Critical and Analytical Writing), ENL223(Writing for Business and the Professions),
ENL226(Introduction to Creative Writing), ENL230(Literatures of Identity, Power, and Resistance), ENL240(Foundations
of Literary and Cultural Study)
ENL350
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)
ENL354
Contemporary American Poetry
4 Semester Credits
In this course, students will read, discuss, analyze, and write about poems from the early twentieth century through
today. The class covers various poetic schools, movements, and experiments, and emphasizes the ways in which poets
respond to each other, their personal and artistic history, and their current socio-political moment.
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)
ENL357
The American Novel
4 Semester Credits
Though the focus on this course varies according to each instructor, the class centers on the development of the
American novel and pays particular attention to how writers engage with each other across the centuries. Topics may
include: 19th-century American literature, the novel of the American West, 20th-century literature, or contemporary
experimentation, among others.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Critical and Analytical Writing), ENL226(Introduction to Creative Writing),
ENL230(Literatures of Identity, Power, and Resistance), ENL240(Foundations of Literary and Cultural Study)
ENL359
Radical Ideas in American Literature
4 Semester Credits
Examines the strains of radical thinking in American literature from the puritans to post-modern times. The course
covers a variety of moments in American history, exploring themes and echoes that run across the centuries. Emphasis
varies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Critical and Analytical Writing), ENL226(Introduction to Creative Writing),
ENL230(Literatures of Identity, Power, and Resistance), ENL240(Foundations of Literary and Cultural Study)
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
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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)
ENL365
Contemporary Postcolonial Theory and Literature
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.
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)
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)
ENL372
Reading the Body
4 Semester Credits
How do writers describe what it's like to inhabit a body? And how do they describe the bodies of others? This course
looks at ways that language can be used to construct ideas about the body and the limits of language as it tries to
grapple with what it means to be embodied. We'll examine how literature about bodies reinforces or challenges ideas
about gender, gender identity, race, sexuality, and ability. The class integrates feminist, queer, and disability theories;
privileges texts by trans and cis women, as well as nonbinary folk; and is cross-listed with Gender, Sexuality and
Women's Studies. Topics may include: queer literature, feminist memoir, women and fiction, reading race, and the body
poetic.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Critical and Analytical Writing), ENL226(Introduction to Creative Writing),
ENL230(Literatures of Identity, Power, and Resistance), ENL240(Foundations of Literary and Cultural Study)
ENL375
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Imagining the Future
4 Semester Credits
Readings in this class fall within the genre of speculative fiction: stories that imagine what the future might hold, asking
“what if?” In these unreal settings, authors expose very real oppressions in society. By temporarily transporting
ourselves away from our present moment, readers can actively imagine what better futures might be possible if we
commit to their emergence. Readings in this class will explore both dystopias and utopias, and could include examples of
Afrofuturism, Indigenous Futurisms, Latinx Futurism, Cyberpunk, Magical Realism, Climate Fiction, and more.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Critical and Analytical Writing), ENL226(Introduction to Creative Writing),
ENL230(Literatures of Identity, Power, and Resistance), ENL240(Foundations of Literary and Cultural Study)
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)
ENL394
Teaching Writing: Theory and Practice
4 Semester Credits
This course examines how theory, research, and practice have evolved in teaching writing, particularly as is evidenced in
composition studies and creative writing pedagogies. In particular, this course focuses on the ways in which teaching
practices presuppose and reflect theoretical positions. In addition, students will learn approaches to curriculum and
syllabi development, instructor feedback, and workshop strategies. This course is appropriate for anyone who expects to
teach writing and/or who is interested in the study of writing.
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)
ENL395
Topics
4 Semester Credits
Individual courses designed to investigate specific themes, movements, authors, or works.
Core Curriculum Component: None
Prerequisite(s): None
ENL396
Internship in Teaching Writing
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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: Augsburg Experience
Prerequisite(s): None
ENL398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENL400
Advanced Topics in Literature and Writing
4 Semester Credits
This senior seminar serves as a culmination of student learning within the English major, offering opportunities to read,
write, create, and in other ways articulate literary visions and interpretations. Students will practice tenets of literary
theory, aesthetic appreciation, cognitive development, linguistic understanding, and creative expression. Themes and
topics for this course will vary to reflect the expertise and passions of individual faculty members. Each student will
complete a substantial project of their own choosing, assisted in this process by faculty guidance and peer feedback.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL320(Fiction One), ENL322(Writing Poetry), ENL324(Creative Non-Fiction), ENL325(Playwriting I),
ENL326(Playwriting II), ENL328(Screenwriting), 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), ENL340(Advanced Topics in Creative Writing), ENL344(Topics in Professional
Writing), 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), ENL357(The American Novel), ENL358(Readings in
American Drama), ENL359(Radical Ideas in American Literature), 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), ENL372(Reading the Body), ENL375(Imagining
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the Future), ENL380(Introduction to the English Language), ENL385(Language and Power), ENL390(Media Ethics and
Theory), ENL394(Composition Theory and Practice), ENL395(Topics), ENL396(Internship in Teaching Writing)
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
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): None
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): None
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)
ENL531
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Residency in Creative Writing: Fiction
6 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 with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. The course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL532
Residency in Creative Writing: Nonfiction
6 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 with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. The course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL533
Residency in Creative Writing: Poetry
6 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 with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. The course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL534
Residency in Creative Writing: Screenwriting
6 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 with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. The course is repeatable.
Core Curriculum Component: None
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Prerequisite(s): None
ENL535
Residency in Creative Writing: Playwriting
6 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 with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL536
Residency in Creative Writing: Multi-Genre
6 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 with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL541
Mentorship and Critical and Creative Reading: Fiction
6 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 monthly 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. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL542
Mentorship and Critical and Creative Reading: Nonfiction
6 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 monthly 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. Close attention to techniques chosen by
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writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL543
Mentorship and Critical and Creative Reading: Poetry
6 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 monthly 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. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL544
Mentorship and Critical and Creative Reading: Screenwriting
6 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 monthly 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. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL545
Mentorship and Critical and Creative Reading: Playwriting
6 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 monthly 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. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL546
Mentorship and Critical and Creative Reading: Multi-Genre
6 Semester Credits
101
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 monthly 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. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL547
Craft Paper: Fiction
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): None
ENL548
Craft Paper: Nonfiction
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): None
ENL549
Craft Paper: Poetry
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): None
ENL550
Craft Paper: Screenwriting
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): None
102
ENL551
Craft Paper: Playwriting
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): None
ENL552
Craft Paper: Multi-Genre
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): None
ENL553
Thesis: Fiction
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): ENL541(Corequisite for first registration in ENL553) *concurrent registration is required*
ENL554
Thesis: Nonfiction
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): ENL542(Corequisite for first registration in ENL554) *concurrent registration is required*
ENL555
Thesis: Poetry
103
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): ENL543(Corequisite for first registration in ENL555) *concurrent registration is required*
ENL556
Thesis: Screenwriting
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): ENL544(Corequisite for first registration in ENL556) *concurrent registration is required*
ENL557
Thesis: Playwriting
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): ENL545(Corequisite for first registration in ENL557) *concurrent registration is required*
ENL558
Thesis: Multi-Genre
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): ENL546(Corequisite for first registration in ENL558) *concurrent registration is required*
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ENL559
Thesis
3 Semester Credits
Taken after completing all of the required coursework for the degree, the stand-alone thesis course provides a student
with an opportunity to complete and revise a book-length project worthy of publication under the guidance of a faculty
mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a collection of short
stories or poems, a screenplay or play, a memoir, or a book of essays. This course must be repeated if a student’s
manuscript is not deemed ready by his or her mentor.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL553(Thesis: Fiction), ENL554(Thesis: Nonfiction), ENL555(Thesis: Poetry), ENL556(Thesis:
Screenwriting), ENL557(Thesis: Playwriting), ENL558(Thesis: Multi-Genre)
ENL560
Craft Paper
3 Semester Credits
In the craft paper course, students conduct a semester-long investigation of an element of the craft of writing and
produce a paper based on their findings. This paper, totaling approximately 20 pages, should cite numerous sources and
can later be used as the basis for the craft talk that graduating students must deliver during their final residency.
Core Curriculum Component: None
Prerequisite(s): None
ENL561
Mentorship and Critical and Creative Reading - Half-time: Fiction
3 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 bi-monthly 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. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL562
Mentorship and Critical and Creative Reading - Half-time: Nonfiction
3 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 bi-monthly 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. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
105
ENL563
Mentorship and Critical and Creative Reading - Half-time: Poetry
3 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 bi-monthly 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. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL564
Mentorship and Critical and Creative Reading - Half-time: Screenwriting
3 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 bi-monthly 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. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL565
Mentorship and Critical and Creative Reading - Half-time: Playwriting
3 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 bi-monthly 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. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL566
Mentorship and Critical and Creative Reading - Half-time: Multi-Genre
3 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 bi-monthly 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. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
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Core Curriculum Component: None
Prerequisite(s): None
ENT – Entrepreneurial Studies
ENT254
Entrepreneurship
4 Semester Credits
This class is designed for anyone interested in starting a business or being more entrepreneurial within an existing
organization. Part of the class consists of developing a business plan with attention to the resources needed for success
and fostering a culture of innovation in the long run.
Core Curriculum Component: None
Prerequisite(s): None
ENT354
Managing Innovation and Design Thinking
4 Semester Credits
Innovation and creativity are critical components to the long-term success of organizations. The course will focus on
learning to integrate innovation models and design thinking into business that will drive continuous development and
improvement.
Core Curriculum Component: None
Prerequisite(s): 1 of ACC221(Introduction to Financial Accounting), ACC250(Accounting for Entrepreneurs),
BUS254(Entrepreneurship), ECO113(Principles of Microeconomics), ENT254(Entrepreneurship)
ENV – Environmental Studies
ENV100
Environmental Connections
4 Semester Credits
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
ENV295
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV296
107
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV301
Environmental Studies Seminar
0.5 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV310
Environmental Studies Field Seminar
4 Semester Credits
This course will provide students with the opportunity to explore first-hand environmental issues 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), ENV120(Environmental Science), ENV320(Environmental
Science), POL241(Environmental and River Politics), SWK210(Environmental Justice and Social Change)
ENV320
Environmental Science
4 Semester Credits
An introduction to the systematic study of the environment from physical, biological, chemical, and quantitative
perspectives. Concurrent registration in ENV320L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM102(Chemistry for Changing Times), CHM115(General Chemistry I); 1 of MAT105(Applied
Algebra), MPL(Math Placement Level 3); BIO152(Evolution, Ecology and Diversity)
ENV320L
Environmental Science Lab
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): ENV320(Environmental Science) *concurrent registration is required*
ENV330
Topics in Environmental Studies
4 Semester Credits
Exploration and analysis of various environmental topics.
Core Curriculum Component: None
Prerequisite(s): None
108
ENV340
Climate and Environmental Justice
4 Semester Credits
In the twenty-first century, the environmental century, human beings must decide how to deal with the many planetary
consequences of the "Great Acceleration" and its conjunction with the 600-year pattern of conquest, genocide, and
extreme social marginalization of indigenous peoples and poor peoples of color.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENV350
Ecology and Socio-Ecological Systems Change
4 Semester Credits
This course integrates questions regarding sustainability challenges of water, forest, wetland, climate, soil, with those
involving people, cultures, politics, and economy in a comprehensive, integral framework.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENV360
Field Research Methods and Investigation
4 Semester Credits
The Field Methods course provides students with practical socio-technical skills to assess and improve ecosystems and
improve human decision-making in socio-ecological systems. This course is designed to help students develop the
capacity for constant and consistent ecological thinking.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENV370
Environmentalism and the Arts: Building a Sustainable Humanities
4 Semester Credits
This course explores how the arts, literature, and humanities can help theorize, contextualize, and enrich environmental
studies as a field, and environmentalism as a social and political movement. The phrase "sustainable humanities" not
only suggests that art and literature have something to say about environmental sustainability, but also that cultural and
artistic expressions are themselves something that need to be sustained.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); ENV100(Environmental Connections)
ENV396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV397
109
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENV398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENV420
Conservation Biology
4 Semester Credits
This course will focus on the scientific foundations of biological conservation. Students will explore major threats to
ecosystems and biodiversity and discuss approaches for overcoming these threats in ways that balance the needs of
people and nature.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO255(Genetics), BIO355(Genetics), ENV320(Environmental Science); BIO152(Evolution, Ecology
and Diversity)
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.
110
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENV120(Environmental Science), ENV320(Environmental Science); ENV100(Environmental
Connections), 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 – Education
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.
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
111
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)
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. 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
112
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
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.
113
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
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE396
Internship *
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
ESE399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
114
ESE489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that
focus on helping student teachers make connections between the student teaching experience and what they have
learned through their education courses and field experiences. These workshops mentor students in the analysis and
completion of the Teaching Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of STUTEACH(Student Teaching Approval), STUTEACH12(Student Teaching, 12 Credits),
STUTEACH4(Student Teaching, 4 Credits), STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching,
Extended Experience)
ESE498
Independent Study
2 Semester Credits
Core Curriculum Component: None
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. 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,
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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)
ESL – Education
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
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): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 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.
116
Core Curriculum Component: None
Prerequisite(s): ESL310(Second Language Acquisition)
ESL399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
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
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)
ESL489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that
focus on helping student teachers make connections between the student teaching experience and what they have
learned through their education courses and field experiences. These workshops mentor students in the analysis and
completion of the Teaching Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of STUTEACH(Student Teaching Approval), STUTEACH12(Student Teaching, 12 Credits),
STUTEACH4(Student Teaching, 4 Credits), STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching,
Extended Experience)
ESL490
Language, Culture, and Schools
117
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: Keystone
Prerequisite(s): 1 of ESL340(ESL Literacy), ESL520(ESL Literacy); ESL310(Second Language Acquisition)
ESL499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESL510
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): GRADEDADMIT(Graduate Education Department Admission)
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
118
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 – Farsi
FAR295
Special Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): FAR112(Beginning Farsi II)
FIN – Finance
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
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), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3);
ACC221(Introduction to Financial Accounting)
FIN399
Internship
4 Semester Credits
119
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): 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 ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); FIN331(Financial Management)
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.
Core Curriculum Component: None
Prerequisite(s): FIN331(Financial Management)
FLM – Film
FLM110
Film Production Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
FLM124
Monster Movies
4 Semester Credits
120
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
FLM195
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
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)
FLM229
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
FLM230
Scenic Painting: Paint for Stage, Film and Faux Application
4 Semester Credits
121
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
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
FLM251
Mexican Cinema: Past and Present
4 Semester Credits
Core Curriculum Component: Fine Arts
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: Augsburg Experience
Prerequisite(s): COM247(Documentary History and Theory), FLM180(Film Sight and Sound)
FLM295
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM296
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM312
122
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)
FLM348
Intermediate Video Production
4 Semester Credits
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)
FLM372
Producing for Film and Television
4 Semester Credits
This course investigates the role of the producer in film and television: to create, organize, and manage productions.
Students will learn every step of the producing process from shaping the story, budgeting and scheduling the day-to day
activities, legal and rights management, to marketing and distributing the finished work.
Core Curriculum Component: None
Prerequisite(s): FLM180(Film Sight and Sound)
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)
FLM396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM397
Internship
2 Semester Credits
123
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
FLM398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM399
Internship
4 Semester Credits
Junior of senior standing required
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
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
124
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE – French
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
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.
125
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
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
126
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)
FRE360
Readings In Comparative Literature
4 Semester Credits
A comparative approach to literary study, with readings from at least two different national literatures and/or periods.
Primary readings in the original language where feasible; language of instruction subject to discretion of the instructor
and needs of the students.
Core Curriculum Component: None
Prerequisite(s): FRE212(Intermediate French II)
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 ENL111(Effective Writing II), 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
Core Curriculum Component: None
127
Prerequisite(s): None
FRE499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER – German
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
128
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
129
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): GER311(German Conversation and Composition)
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)
GER360
Readings In Comparative Literature
4 Semester Credits
A comparative approach to literary study, with readings from at least two different national literatures and/or periods.
Primary readings in the original language where feasible; language of instruction subject to discretion of the instructor
and needs of the students.
Core Curriculum Component: None
Prerequisite(s): GER212(Intermediate German II)
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 ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); GER311(German Conversation and Composition)
130
GER495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GST – General Studies
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
GST108
AVID Elective
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GST140
Integrated Studies
4 Semester Credits
This course is designed to help students improve the skills important to academic success. Study strategies (critical
thinking, motivation, time management, textbook reading, note-taking) are embedded into content-rich subject matter
to optimize learning. Emphasis is placed on combining leaning/study skills with the content to enhance application to
other courses and contexts. This course may not be taken by students who have completed 28 credits.
Core Curriculum Component: None
Prerequisite(s): None
GST195
Topics
2 Semester Credits
131
Core Curriculum Component: None
Prerequisite(s): None
GST295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GST309
Augsburg Experience Work Connections Semimar
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
GST458
Mayo Innovation Scholars Program
2 Semester Credits
Students in this course evaluate the potential market and applications for a new medical device under development at
the Mayo Clinic and present their findings and recommendations to Mayo's Ventures Department in Rochester,
Minnesota. This course is intended for students accepted into the Mayo Innovation Scholars Program. The program runs
from October to March; students may register in either fall or spring semester. Applications are due in
September/October. Contact the Biology or Economics departments for details.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Application to program required)
HIS – History
HIS101
The World of Late Antiquity
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
Science, Religion, and Enlightenment: The Invention of Modernity, 1350-1815
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
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HIS103
A Global History of Europe Since 1750
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
Decolonizing Asia and Africa
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
Colonizing a Continent and Creating Nations: North America to 1815
4 Semester Credits
A survey of the relations between Indigenous, 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. 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, and the creation of the United States.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS121
An Empire for Liberty: U.S. History To 1877
4 Semester Credits
A survey of the relations between Indigenous, European, and African peoples and their descendants in what became the
United States, up to 1877. Themes include massive ecological and demographic change, Indigenous resistance to
colonization, the enslavement of African Americans, the creation of the United States, industrialization, continental
expansion, reform movements, and the Civil War and its aftermath. The course will also introduce historical thinking and
methods.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS122
Gender, Race, Class and Democracy in the Modern U.S.
4 Semester Credits
A survey of United States history from 1877 to the present. The course will move topically as well as chronologically
through the years in which the United States came to global prominence despite internal dissent and violence. Special
attention will be paid to gender, race, and class and ongoing struggles over the meaning of democracy. The course will
introduce historical thinking and methods.
Core Curriculum Component: Humanities
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Prerequisite(s): None
HIS140
Topics in World History
4 Semester Credits
An introduction to selected world topics not regularly offered in lower division classes. The specific topics to be offered
will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS150
Revolutions, Republics, and Resilience in Latin America
4 Semester Credits
This course examines the history of Latin America from the 1790s to the 2000s. We will examine cultural trends, social
interactions, political institutions, and economic development as well as the relations that diverse Latin American
nations and peoples shared with the United States. Special attention will be paid to independence movements,
liberalism, republicanism, neocolonialism, revolutions, neoliberalism, the struggles of indigenous communities, and the
Latinx diaspora.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS155
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
HIS156
The Crisis in Nicaragua: U.S. Destabilization or a Democratic Movement?
4 Semester Credits
This courses focuses on the Nicaraguan social-political crisis of 2018. The students can observe, learn and reflect on the
historical contexts that have shaped and impacted Nicaraguan politics of the present days. Using historical methods of
analysis and a broad range of sources representing multiple perspectives, the course will examine competing historical
references and their respective usefulness in understanding change and continuity over time, specifically between the
1979 Revolution and the current political crisis of Nicaragua.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS162
Modern South Asia
4 Semester Credits
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This course explores the processes of indigenous political fragmentation, colonialism, nationalism, de-colonization, and
independence in the area now politically known as India, Pakistan, and Bangladesh.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS170
Food: A Global History
4 Semester Credits
This course explores the human and historical dimensions of food. The cultivation and control of food supplies is a basic
function of all organized societies and polities. Shared food traditions and tastes shape cultural identities of particular
groups. In short, food is at the center of human existence, and human history can be told as a story of how food has
been produced, distributed and consumed. Taking a broad approach, the course traces changes in taste, production,
trade and consumption, from the Paleolithic period to the twentieth century. With case studies drawn from China, South
Asia, Europe, and the Americas, it offers a global narrative of world food history. Students will learn about the
fascinating histories certain key foodstuffs (e.g. sugar, wheat, chocolate, potatoes, bugs, etc.) and examine a number of
critical themes, including consumerism, taste, industrialism, famine, and dieting. Learning will be enhanced by
experiential components, including cooking, gardening, and visiting lectures. The course will introduce the concepts of
historical thinking, using the "IGRASP" methodology (Inquire / Gather / Reflect / Analyze / Synthesize / Present.)
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS186
Topics in Asian History
4 Semester Credits
Selected topics in Asian history not regularly examined in other departmental offerings. The specific topics to be offered
will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS187
Topics in African History
4 Semester Credits
Selected topics in African history not regularly examined in other departmental offerings. The specific topics to be
offered will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS188
Topics in Latin American History
4 Semester Credits
Selected topics in Latin American history not regularly examined in other departmental offerings. The specific topics to
be offered will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
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HIS189
Topics in North American History
4 Semester Credits
Selected topics in North American history not regularly examined in other departmental offerings. The specific topics to
be offered will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS190
Topics in European History
4 Semester Credits
Selected topics in European history not regularly examined in other departmental offerings. The specific topics to be
offered will be announced prior to registration.
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
HIS197
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HIS199
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HIS200
Why History Matters
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.
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Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
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
Making Minnesota: People, Power, and Place
4 Semester Credits
An exploration of the social, political, environmental, cultural, and economic history of Minnesota and the Upper
Midwest.
Core Curriculum Component: Humanities
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
Struggle for Freedom, Citizenship, and Racial Equality, 1619-1870
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
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Prerequisite(s): None
HIS243
Struggle for Freedom, Citizenship, and Racial Equality, 1870-1968
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
HIS282
Women and Gender in U.S. History since 1848
4 Semester Credits
This course examines women’s changing political, economic, social, and sexual status in the United States 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
Doing History in Public
4 Semester Credits
Public history is the practice of historical methods with non-academic audiences in mind. This course 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: memory, archives, exhibits, oral histories, digital history, museums, historic sites,
and historic preservation.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
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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): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS316
Nature, Cities, and Justice: U.S. Urban Environmental History
4 Semester Credits
This seminar-style course engages in a chronological exploration of the nineteenth- and twentieth-century interactions
between Americans and the nonhuman world in cities and suburbs. Topics covered include the commodification of
nature, the death of the organic city, political movements organized around nature, ways of knowing nature,
environmental justice, environmental health and the human body, and the relationships shared by American culture
with nature.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
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; the Nationalist and Communist revolutions of the 20th century, and the recent reemergence of
China as a world power.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
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): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS331
Topics in United States History
4 Semester Credits
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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): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS332
The U.S. in the World: Diplomacy, Foreign Policy, and International Relations
4 Semester Credits
U.S. foreign relations emphasizing changing definitions of war and peace, tensions between internationalism and
isolationism, the emergence of the United States as an economic and military power, the Cold War, and the recent shift
from a unipolar to a multipolar world order.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS335
Cities and Suburbs in the Modern United States
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): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS336
Business, Labor, Capitalism, and the American Dream
4 Semester Credits
What is the American Dream? Whom is it for? How is it best attained? This course explores the overlapping histories of
workers and businesses in broad economic context from the end of the nineteenth century to today. Students will
deploy social, political, environmental, economic, and cultural history to examine the emergence of various forms of
capitalism and how they shaped the aspirations and experiences of diverse enterprises and laborers in the United States.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS338
History of American Law
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): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
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HIS343
Empires and Borderlands in North America
4 Semester Credits
This course explores race, ethnicity, gender, politics, the histories of Indigenous people, the contest of European powers,
the American conquest of the continent, ecological transformations, the emergence of a regional West, and U.S. borders
with Mexico, Canada, and the Pacific World.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
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): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS348
Russia and the Soviet Union
4 Semester Credits
Examines Russian history from the late 1800s to the present. It briefly examines Czarist Russia before turning to the
Revolutions of 1917, the creation of the Soviet Union, the rise of Stalin, the Cold War, the emergence of reform, and the
transition to a new Russian state. The course will emphasize political, diplomatic, economic, and cultural history.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
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 ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS350
Revolutions, Republics, and Resilience in Latin America
4 Semester Credits
This course examines the history of Latin America from the 1790s to the 2000s. We will examine cultural trends, social
interactions, political institutions, and economic development as well as the relations that diverse Latin American
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nations and peoples shared with the United States. Special attention will be paid to independence movements,
liberalism, republicanism, neocolonialism, revolutions, neoliberalism, the struggles of indigenous communities, and the
Latinx diaspora.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); 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): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS354
Cultures of Empire: A Multinational Britain
4 Semester Credits
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): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS355
In the Aftermath of War: History, Memory and Transitional Justice in Central America
4 Semester Credits
The objective of this course is to analyze the use of history and memory during the transition from war to peace in
Central America. The course will address the case of Guatemala, focusing on the social and political events that took
place in that country in the last half of the 20th Century and the role of "memory work" in transitional justice actions
that ensued. We will particularly address the participation of Indigenous women in that process and Indigenous Peoples
conceptualization of memory, justice, reparation, and peace.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
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
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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); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating
Letters), WPL(Writing Placement Level)
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): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
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.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS362
Modern South Asia
4 Semester Credits
This course explores the processes of indigenous political fragmentation, colonialism, nationalism, de-colonization, and
independence in the area now politically known as India, Pakistan, and Bangladesh.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS368
Modern Middle East
4 Semester Credits
This course, intended for upper-level undergraduates, is an introduction to the modern history of the region of North
Africa and West Asia between the Atlantic Ocean and Central Asia – commonly known as the Middle East – from the late
18th century until the present.
Core Curriculum Component: None
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Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
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), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating
Letters), WPL(Writing Placement Level)
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): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS374
War and Religion in the Medieval Context
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): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS378
Pilgrims, Popes, and Penance: History of 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 REL378.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), RLN100(Religion, Vocation, and the Search for
Meaning I), RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced
Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
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HIS386
Topics in Asian History
4 Semester Credits
Selected topics in Asian 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): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS387
Topics in African History
4 Semester Credits
Selected topics in African 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): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS388
Topics in Latin American History
4 Semester Credits
Selected topics in Latin 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): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS389
Topics in North American History
4 Semester Credits
Selected topics in North 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): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS390
Topics in European History
4 Semester Credits
Selected topics in European history not regularly examined in other departmental offerings. The specific topics to be
offered will be announced prior to registration.
Core Curriculum Component: None
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Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS400
Research 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 HIS200(Why History Matters), HIS280(The History Workshop); 1 of ENL111(Effective Writing II),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
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): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS474
Europe and the World
4 Semester Credits
Europe’s encounter with the rest of the world, cultural interaction and conflict, the building of European empires, and
the breakdown of these imperial systems in the 20th century.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS497
146
INCE Museum Fellows Program
4 Semester Credits
This semester-long course examines the museum field and the challenges museums face regarding race and diversity. It
includes a museum study trip to meet with various professionals at the nation's leading museums. The fall course is
followed in the spring by a one-semester, paid external internship. Students are placed with external partners who
identify as museums or cultural institutions.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Consent of Instructor)
HIS498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HMO – Hmong
HMO111
Beginning Hmong I
4 Semester Credits
An introduction to the language and culture of Hmong people. 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
HMO112
Beginning Hmong II
4 Semester Credits
An introduction to the language and culture of Hmong people. 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): HMO111(Beginning Hmong I)
HPE – Health, Physical Education and Exercise Science
HPE104
147
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.
Core Curriculum Component: Foundations of Wellness
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
HPE150
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.
Core Curriculum Component: None
Prerequisite(s): None
HPE199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE203
Human Anatomy and Physiology
4 Semester Credits
A survey of the structure and function of the human body. Concurrent registration in HPE203L is required. Students are
strongly encouraged to take CHM 102 or another chemistry course before taking this class.
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training)
HPE203L
Human Anatomy and Physiology Lab
0 Semester Credits
148
Core Curriculum Component: None
Prerequisite(s): HPE203(Human Anatomy and Physiology) *concurrent registration is required*
HPE214
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.
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
HPE254
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
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
HPE282
Sport Psychology
2 Semester Credits
This course reviews the field of Sport Psychology. The course introduces students to constructs, research, theories, and
applications of knowledge within Sport Psychology. It is useful for students who wish to improve performance, work
with athletes or teams, pursue a career in physical education and exercise science, or aspire to work with in the health
and fitness industry.
149
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)
Core Curriculum Component: None
Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology), BIOL2610-C(Human Anatomy and Physiology I),
HPE203(Human Anatomy and Physiology); HPE104(Components of Fitness Training)
HPE303
Advanced Human Anatomy and Physiology
4 Semester Credits
A detailed investigation into the structures and associated functions of the body. This course will provide a
comprehensive, correlated knowledge of the anatomical structures and physiological mechanisms of the human body.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology), HPE203(Human Anatomy and Physiology)
HPE303L
Advanced Human Anatomy and Physiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE303(Concurrent enrollment in HPE303) *concurrent registration is required*
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), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); HPE357(Measurement in Health, Physical Education, and Exercise Science) *concurrent registration is required*
150
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
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)
HPE321
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.
Core Curriculum Component: None
Prerequisite(s): None
HPE324
K-6 Physical Education Games and Activities
4 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): 1 of HPE150(Introduction to Health, Physical Education, and Ex), HPE205(Introduction to Health,
Physical Education, and Exercise Science); HPE104(Components of Fitness Training)
HPE334
7-12 Sport Skills and Activities
4 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): 1 of HPE150(Introduction to Health, Physical Education, and Ex), HPE205(Introduction to Health,
Physical Education, and Exercise Science); HPE104(Components of Fitness Training)
HPE335
151
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): 1 of HPE114(Health and Safety Education), HPE214(Health and Safety Education); 1 of
HPE150(Introduction to Health, Physical Education, and Ex), HPE205(Introduction to Health, Physical Education, and
Exercise Science); HPE104(Components of Fitness Training)
HPE340
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): 1 of HPE150(Introduction to Health, Physical Education, and Ex), 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. Concurrent registration in HPE350L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology), BIOL2610-C(Human Anatomy and Physiology I),
HPE203(Human Anatomy and Physiology); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry),
MPL(Math Placement Level 3)
HPE350L
Kinesiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE350(Kinesiology) *concurrent registration is required*
HPE357
Research Methods and 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)
Core Curriculum Component: None
Prerequisite(s): 1 of HPE110(Personal and Community Health), HPE150(Introduction to Health, Physical Education, and
Ex), HPE205(Introduction to Health, Physical Education, and Exercise Science); 1 of MAT105(Applied Algebra),
MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); HPE104(Components of Fitness Training)
152
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), HPE150(Introduction to Health, Physical Education, and
Ex), 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)
HPE370
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. Concurrent registration in HPE370L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of HPE114(Health and Safety Education), HPE214(Health and Safety Education)
HPE370L
Prevention and Care of Athletic Injuries Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE370(Prevention and Care of Athletic Injuries) *concurrent registration is required*
HPE390
Instructional Methods and Materials in Health Education
4 Semester Credits
153
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
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
HPE404
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): 1 of HPE114(Health and Safety Education), HPE214(Health and Safety Education); 1 of
HPE150(Introduction to Health, Physical Education, and Ex), HPE205(Introduction to Health, Physical Education, and
Exercise Science); 1 of BIO103(Human Anatomy and Physiology), BIOL2610-C(Human Anatomy and Physiology I),
HPE203(Human Anatomy and Physiology); HPE104(Components of Fitness Training)
HPE410
154
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)
HPE451
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. Concurrent registration in HPE451L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology), BIOL2610-C(Human Anatomy and Physiology I),
HPE203(Human Anatomy and Physiology); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
HPE451L
Physiology of Exercise Lab
0 Semester Credits
Lab to be taken concurrently with HPE451.
Core Curriculum Component: None
Prerequisite(s): HPE451(Physiology of Exercise) *concurrent registration is required*
HPE452
Advanced Biomechanics
2 Semester Credits
This course will introduce students to advanced biomechanical analysis of sports movement and injury with an emphasis
on the use of the musculoskeletal system. Movement kinematics and kinetics will be described using Dartfish motion
analysis software and applied to physical education and health and fitness professions; particularly in terms of sports
movement technique, common sports injury mechanisms, and injury prevention.
Core Curriculum Component: None
Prerequisite(s): HPE350(Kinesiology)
HPE473
155
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): 1 of HPE150(Introduction to Health, Physical Education, and Ex), HPE205(Introduction to Health,
Physical Education, and Exercise Science)
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 – Humanities
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
156
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HUM397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
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), THR361(Theater Histories: Origins to
1800); HIS369(The Early and High Middle Ages), HIS370(The Late Middle Ages to 1648), HUM120(Medieval Life in 12thCentury Europe)
HUM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS – Interdisciplinary Studies
INS198
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS199
Internship
157
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS222
The Nobel Laureates: Religious and Political Perspectives
4 Semester Credits
Through studying the lives of prominent peacemakers and the opportunity provided to us by the Nobel Peace Prize
Forum, this course examines peacemaking in the 21st century, utilizing both the lenses of political science and religion.
Prerequistes: REL 100 or 300 (or can be taken concurrently).
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I) *concurrent registration is acceptable*,
RLN100(Religion, Vocation, and the Search for Meaning I) *concurrent registration is acceptable*, RLN300(by exception)
*concurrent registration is acceptable*
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.
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
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
158
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS292
Topics in Study Abroad and Intercultural Development
2 Semester Credits
Core Curriculum Component: Augsburg Experience
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
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
159
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
Understanding the Northern Ireland Conflict
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS327
Environment and Agriculture: Agroecosystems in Context
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS328
Justice and the US Food System
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS330
Arts Praxis: Social Justice Theory and Practice in the Field
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
Art and Culture in Political, Social and Historical Context
4 Semester Credits
160
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
INS334
From Consumers to Creators
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS335
Digital Laboratory
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS345
Urban Environment Field Seminar
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS346
Sustainability, Ecology, and New Zealand Environmental Policy
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS349
Maori Perspectives, Pluralism, and National Identity
4 Semester Credits
Based in Auckland, this new program examines how social and environmental factors shape political and ecological
dimensions of identity and culture, and how New Zealanders from many different backgrounds are envisioning and
creating a shared future. A number of topics explored during the semester include the history of colonization, the treaty
and the truth and reconciliation process that shape contemporary life, Maori protest and social movements, key
strategies used to address sustainability, and many more economic and environmental issues.
Core Curriculum Component: None
Prerequisite(s): None
INS351
Social Dimensions of Environmental Change
4 Semester Credits
161
Core Curriculum Component: None
Prerequisite(s): None
INS352
Field Research Methods and Investigation
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS353
Adaptive Ecosystem Management
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS354
Workshop in Fiction, Poetry, and Creative Nonfiction
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS355
Creative Writing in Political, Social, and Historical Context
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS358
Inequality in America: A Political Economy Approach
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
Political Sociology of Building Power, Change, and Equity
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.
162
Core Curriculum Component: None
Prerequisite(s): None
INS366
Community Participation and Social Change
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS369
Politics and Development in Ecuador
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
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 and Mass Migration in Scandinavia
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS379
The Scandinavian Welfare States
4 Semester Credits
Core Curriculum Component: None
163
Prerequisite(s): None
INS387
Integration Seminar: Advanced Internship: Theory and Practice
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS391
Race in America Then and Now: "Post-Racial" Perspectives on the Civil Rights Movement
6 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
Prerequisite(s): None
INS398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
164
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: Augsburg Experience
Prerequisite(s): None
INS492
Topics in Study Abroad and Intercultural Development
2 Semester Credits
Core Curriculum Component: Augsburg Experience
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
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of POL484(Political Analysis), SOC363(Research Methods)
KEY – Keystone
KEY470
165
The Enterprising Musician
2 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 music professionals in all areas of music. While exploring vocation concepts,
this course balances entrepreneurial awareness, attitudes, and skills with entrepreneurial insights, skills, and financial
literacy.
Core Curriculum Component: Keystone
Prerequisite(s): MUS214(Music Theory and Aural Skills IV), MUS362(Musical Philosophy)
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 HON100(Religion, Vocation, and the Search for Meaning I), RLN100(Religion, Vocation, and the
Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
LAT – Latin
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.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
LAT102
Beginning Latin II
166
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.
Core Curriculum Component: Modern Language 2
Prerequisite(s): LAT101(Beginning Latin I)
LIB – Library
LIB130
Fake News 101 : Research Skills, Information Assessment, and Seeking the Truth
2 Semester Credits
This course provides the tools students need to become skilled researchers, critical thinkers, and informed citizens.
Students will learn how information is created, packaged, and disseminated; how authority is constructed and
conferred; strategies for assessing a source's credibility; the ways in which information is used as a commodity; how to
formulate a research question, select appropriate databases, and develop and refine a search strategy. Students will also
consider their own role in the creation and dissemination of information as well as barriers to participating in the
scholarly conversation.
Core Curriculum Component: None
Prerequisite(s): None
LST – Leadership Studies
LST194
Topics: (non-credit)
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
LST195
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
LST205
Introduction to Leadership Studies
4 Semester Credits
This course lays the groundwork for the study of leadership and enhances the capacity to lead. This course offers an
opportunity to develop and tell your public narrative and leadership story. It serves as an overview of leadership
theories, their definitions, and their theoretical strengths and weaknesses.
Core Curriculum Component: None
Prerequisite(s): None
LST294
167
Topics: (non-credit)
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
LST295
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
LST296
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
LST397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
LST399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
LST485
Capstone: Integrating the Theory and Practice of Responsible Leadership
4 Semester Credits
This seminar is designed to provide a culminating learning experience for Leadership Studies Minor candidates who have
completed all other program requirements. Candidates for program completion will deepen their understanding of
major leadership theories, advance their critical analysis skills, and synthesize their comprehension of the nature of
leadership, and how leadership is manifest in practice. These goals will be accomplished by participation in the seminar
and applied leadership experience. This integration and synthesis of learning will be demonstrated through critical
reading and reflective writing, in-class dialogue, and the development of a leadership portfolio.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Program Director), LST205(Introduction to Leadership Studies)
LST495
Topics
168
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
LST499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MAT – Mathematics
MAT090
Prealgebra
3 Semester Credits
A fast-paced review of basic mathematical skills and concepts including integers, fractions, decimal numbers, ratios,
percents, order of operations, exponents, and an introduction to algebraic expressions, equations, and graphs with an
emphasis on applications to everyday life. P/N grading only. Prior experience with high school algebra is assumed. MAT
090 does not count as credit toward graduation. Grade of P advances student to MPG2. This course does not meet a
NSM-LAF and does not meet QF.
Core Curriculum Component: None
Prerequisite(s): None
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 C- 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. Students who
have successfully completed MAT 106 may not register for credit.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT090(Prealgebra), MAT103(Prealgebra), MPL(Math Placement Level 2)
MAT106
Applied Algebra and Trigonometry
4 Semester Credits
Concepts of linear, exponential, logarithmic, trigonometric, and other models with an emphasis on applications to the
natural sciences, economics, and finance. Grade of C- or higher advances student to MPG3. Intended for students
planning to continue to MAT 114 Precalculus. Students already in MPG3 should consult the department or Academic
Advising Center before enrolling. This course does not meet a NSM-LAF and does not meet QF. Students who have
successfully completed MAT 105 may not register for credit.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT090(Prealgebra), MAT103(Prealgebra), MPL(Math Placement Level 2)
MAT110
169
Finite Mathematics
4 Semester Credits
Concepts of introductory linear algebra and elementary probability theory. Focuses on applications to business,
economics, and social science, with an emphasis on developing quantitative skills needed for further study in those
areas. Topics include linear equations, systems of linear equations, graphing lines and linear inequalities, matrices, sets,
counting, probability axioms, conditional probability, Bayes' theorem, and applications such as supply/demand, breakeven analysis, input-output analysis, least squares, linear programming, Markov chains, game theory, or financial
mathematics. Students who have completed MAT 246 or MAT 373 may not register for credit.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Group 3)
MAT111
Mathematics in Society
4 Semester Credits
Using mathematics to understand quantitative information in daily life and current issues facing society. Concepts
include an introduction to probability and statistics, financial mathematics, and other applications, with an emphasis on
developing skills in quantitative reasoning. Students who have successfully completed a course in introductory statistics
(MAT 163, MAT 164, SOC 362, PSY 215, MIS379) may not register for credit
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Group 3)
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 C- or higher advances student to MPG4.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
MAT140
Calculus Workshop
1 Semester Credits
An elective workshop for students concurrently enrolled in Calculus I 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): 1 of MAT145(Calculus I) *concurrent registration is required*, MAT146(Calculus II) *concurrent
registration is required*
MAT145
Calculus I
170
4 Semester Credits
Concepts of calculus focusing on differentiation and an introduction to integration. Topics include derivatives, their
interpretations and their applications, and the Fundamental Theorem of Calculus. Concurrent enrollment in MAT145L is
required.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4)
MAT145L
Calculus I Lab
0 Semester Credits
Applications of Precalculus and Calculus I concepts and skills to areas such as Biology, Chemistry, Climate/Environmental
Science, Computer Science, Economics, Engineering, Finance, Medicine, and Physics. Emphasis on mathematical
modeling, use of computational technology, and function representations: verbal, algebraic, graphical, and numeric.
Concurrent enrollment in MAT145 is required.
Core Curriculum Component: None
Prerequisite(s): MAT145(Concurrent enrollment required) *concurrent registration is required*
MAT146
Calculus II
4 Semester Credits
Concepts of calculus focusing on integration. Topics include limits, techniques of integration, applications of integrals,
differential equations, sequences, and infinite series. Concurrent enrollment in MAT146L is required.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): MAT145(Calculus I)
MAT146L
Calculus II Lab
0 Semester Credits
Applications of Calculus I-II concepts and skills to areas such as Biology, Chemistry, Climate/Environmental Science,
Computer Science, Economics, Engineering, Finance, Medicine, and Physics. Emphasis on mathematical modeling, use of
computational technology, and function representations: verbal, algebraic, graphical, and numeric . Concurrent
enrollment in MAT146 is required.
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II) *concurrent registration is required*
MAT163
Introductory Statistics
4 Semester Credits
Concepts of elementary statistics, with an emphasis on working with data and understanding the role of variability.
Topics include descriptive statistics, data visualization, confounding and causal associations, confidence intervals,
hypothesis testing, regression, and the use of modern computational tools in statistics. Students who have successfully
completed MAT164, MIS379, PSY215, or SOC362 may not register for credit in MAT163.
Core Curriculum Component: Natural Sciences and Mathematics
171
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), 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 any
theoretical structure or applied project course 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)
MAT202
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. Students who have completed MAT302 may not
register for credit.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer Programming
(Python)), CSC170(Introduction to Object-Oriented Programming (Java)), MAT145(Calculus I), MIS260(Problem Solving
for Business)
MAT204
Mathematics for Elementary Teachers I
4 Semester Credits
Concepts of number, operations, and algebra with an emphasis on the processes of problem solving, reasoning,
connections, communication, and representation. Designed for prospective K-6 elementary school teachers and Special
Education teachers.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); EDC200(Critical Histories and Philosophies of Education) *concurrent registration is acceptable*
MAT205
Mathematics for Elementary Teachers II
172
4 Semester Credits
Concepts of algebra, geometry, measurement, data analysis, and probability with an emphasis on the processes of
problem solving, reasoning, connections, communication, and representation. Designed for prospective K-6 elementary
school teachers.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); EDC200(Critical Histories and Philosophies of Education) *concurrent registration is acceptable*
MAT255
Multivariable Calculus
4 Semester Credits
Concepts of multivariable and vector calculus including functions of several variables, 3D surfaces, partial derivatives,
multiple integrals, vectors and the gradient, parametric representations, polar and other coordinate systems, and vector
calculus. Students who have received transfer credit for MAT 145 are advised to take MAT 146 before MAT 255.
Students intending to take MAT 145, MAT 146, and MAT 255 are encouraged to take the courses in that order.
Core Curriculum Component: None
Prerequisite(s): MAT145(Calculus I)
MAT302
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): MAT145(Calculus I)
MAT315
Linear Algebra
4 Semester Credits
Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector
spaces, determinants, and eigenvalues. Applications, numerical approximations, and the use of vectors and matrices to
store and manipulate data.
Core Curriculum Component: None
Prerequisite(s): 1 of DST234(Introduction to Data Science (and R)), MAT245(Calculus III), MAT255(Multivariable
Calculus), MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures); MAT145(Calculus I)
MAT325
History of Mathematics
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)
173
MAT335
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)
MAT350
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 MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures)
MAT360
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. Focuses on theoretical structures.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures);
MAT146(Calculus II)
MAT370
Real 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 MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures);
MAT146(Calculus II)
MAT373
Probability Theory
4 Semester Credits
Concepts of probability including methods of enumeration, random variables, probability distributions, simulation of
random processes, expectation, moment generating functions, and the Central Limit Theorem.
Core Curriculum Component: None
174
Prerequisite(s): 1 of MAT245(Calculus III), MAT255(Multivariable Calculus), MAT271(Discrete Mathematical Structures),
MAT302(Discrete Mathematical Structures); MAT146(Calculus II)
MAT380
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 MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures); 1 of
MAT246(Linear Algebra), MAT315(Linear Algebra)
MAT395
Topics
4 Semester Credits
Study of an advanced topic such as actuarial mathematics, complex analysis, mathematical biology, combinatorics,
topology, or foundations of mathematics.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), 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), COM117(Business and Professional Speaking), HON130(Liberating
Letters: Humanist Tradition), MAT201(Communicating Mathematics); 2 of MAT245(Calculus III), MAT246(Linear
Algebra), MAT252(Exploring Geometry), MAT255(Multivariable Calculus), MAT269(Modeling and Differential Equations),
MAT271(Discrete Mathematical Structures), MAT287(History of Mathematics), MAT302(Discrete Mathematical
Structures), MAT315(Linear Algebra), MAT325(History of Mathematics), MAT335(Exploring Geometry)
MAT396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of MAT146(Calculus II), MAT245(Calculus III), MAT255(Multivariable Calculus); 1 of MAT246(Linear
Algebra), MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures), MAT315(Linear
Algebra); CONSENT(Consent of Instructor)
MAT397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of MAT146(Calculus II), MAT245(Calculus III), MAT255(Multivariable Calculus); 1 of MAT246(Linear
Algebra), MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures), MAT315(Linear
Algebra); CONSENT(Consent of Instructor)
MAT398
Internship
2 Semester Credits
175
Core Curriculum Component: None
Prerequisite(s): 1 of MAT146(Calculus II), MAT245(Calculus III), MAT255(Multivariable Calculus); 1 of MAT246(Linear
Algebra), MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures), MAT315(Linear
Algebra); CONSENT(Consent of Instructor)
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 MAT146(Calculus II), MAT245(Calculus III), MAT255(Multivariable Calculus); 1 of MAT246(Linear
Algebra), MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures), MAT315(Linear
Algebra); CONSENT(Consent of Instructor)
MAT455
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.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC165(Introduction to Computer Programming (Python)), CSC170(Introduction to Object-Oriented
Programming (Java)), MAT146(Calculus II)
MAT465
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): MAT146(Calculus II)
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
176
Core Curriculum Component: None
Prerequisite(s): 2 of DST374(Mathematical Statistics), MAT350(Graph Theory), MAT355(Numerical Mathematics and
Computation), MAT360(Dynamical Systems), MAT363(Dynamical Systems), MAT369(Modeling and Differential
Equations in Biological and Natural Sciences), MAT370(Real Analysis), MAT373(Probability Theory), MAT374(Statistical
Theory and Applications), MAT377(Operations Research), MAT380(Abstract Algebra), MAT394(Topics in Statistics),
MAT395(Topics), MAT455(Numerical Mathematics and Computation), MAT465(Modeling and Differential Equations in
Biological and Natural Sciences); CONSENT(Consent of Instructor)
MAT498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 2 of DST374(Mathematical Statistics), MAT350(Graph Theory), MAT355(Numerical Mathematics and
Computation), MAT360(Dynamical Systems), MAT363(Dynamical Systems), MAT369(Modeling and Differential
Equations in Biological and Natural Sciences), MAT370(Real Analysis), MAT373(Probability Theory), MAT374(Statistical
Theory and Applications), MAT377(Operations Research), MAT380(Abstract Algebra), MAT394(Topics in Statistics),
MAT395(Topics), MAT455(Numerical Mathematics and Computation), MAT465(Modeling and Differential Equations in
Biological and Natural Sciences); CONSENT(Consent of Instructor)
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): 2 of DST374(Mathematical Statistics), MAT350(Graph Theory), MAT355(Numerical Mathematics and
Computation), MAT360(Dynamical Systems), MAT363(Dynamical Systems), MAT369(Modeling and Differential
Equations in Biological and Natural Sciences), MAT370(Real Analysis), MAT373(Probability Theory), MAT374(Statistical
Theory and Applications), MAT377(Operations Research), MAT380(Abstract Algebra), MAT394(Topics in Statistics),
MAT395(Topics), MAT455(Numerical Mathematics and Computation), MAT465(Modeling and Differential Equations in
Biological and Natural Sciences); CONSENT(Consent of Instructor)
MBA – Master of Business Administration
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, contracts
and ethics. Students develop critical thinking skills and a framework for analyzing business decisions. Successful
completion of corresponding MBA Math module required prior to the start of class.
Core Curriculum Component: None
Prerequisite(s): None
MBA520
Accounting for Business Managers
177
3 Semester Credits
This course will introduce MBA students to managerial accounting in business organizations. The focus of managerial
accounting is to provide accounting data to internal decision-makers (managers/employees). External and internal
decision-makers use accounting information both to make decisions and to evaluate results of those decisions.
Managerial Accounting focuses on the development, interpretation, and application of accounting information for
managerial decision-making. The course stresses the use of financial and non-financial information within a variety of
organizations for the purposes of understanding and analyzing activities and operations. You will examine the linkages
between accounting information and management planning through cost analysis, operational and capital budgeting
and performance measurement. Successful completion of corresponding MBA Math module required prior to the start
of class.
Core Curriculum Component: None
Prerequisite(s): None
MBA530
Managerial Finance
3 Semester Credits
Business Managers need to understand the fundamentals of financial management for optimal decision making. This
course covers the major topics in Finance that a business manager is likely to come across. The course begins with an
introduction to Financial Management and Time Value of Money. We discuss financial statements and cash-flows, the
financial environment of a firm—markets, institutions, interest rates, leading to a discussion of risk and return,
security/corporate valuation, strategic investment and financing decisions. Successful completion of corresponding MBA
Math module required prior to the start of class.
Core Curriculum Component: None
Prerequisite(s): None
MBA532
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
Prerequisite(s): None
MBA535
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
178
Prerequisite(s): None
MBA540
Business and Professional Ethics
3 Semester Credits
The history and theories of business ethics. Each class session will utilize assigned readings, articles, case studies, and
exercises. We will focus on four primary outcomes for participants in this course: An understanding of the ethical
problems faced by people; Convey a means of analysis of ethical problems; Allow students to deliberately, methodically,
and reasonably defend their point of view.
Core Curriculum Component: None
Prerequisite(s): None
MBA545
Organizational Behavior
3 Semester Credits
In-depth exploration and analysis of major theories, concepts, skills and techniques for organization behavior and
development in business and industry, including the conceptual integration and application of these theories. We will
often challenge the traditional assumptions of management by discussing current management and organization
behavior theories, innovations, trends, and the issues faced by today’s managers.
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
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
179
Apply analytical thinking to a variety of business problems and understand the need for analytical models for business
decision-making. Create spreadsheet models to help organize information and solve analytical problems. Topics:
Regression Analysis, Forecasting, Project Management, and Inventory Control. Successful completion of corresponding
MBA Math module required prior to the start of class.
Core Curriculum Component: None
Prerequisite(s): None
MBA571
Business Analytics
3 Semester Credits
Business analytics is changing the way organizations manage and make decisions. All facets of businesses utilize data to
make decisions regarding product design, marketing, organization structure and strategic planning. This course will help
prepare MBA students to understand light duty programming using SQL in order to work with and interpret large data
sets. Students will be able to interpret and present data visually using tableau.
Core Curriculum Component: None
Prerequisite(s): MBA570(Quantitative Decision-Making for Managers)
MBA572
Data Programming
3 Semester Credits
This course will introduce MBA students to Excel, Python, JAVA, Social Media Mining, SQL, Tableau, and Advanced
Statistics. The students will complete projects using real data sets from the worlds of finance, healthcare, government,
social welfare, and entrepreneurial organizations allowing students to build a strong portfolio with a professional
demonstration of basic computer programming.
Core Curriculum Component: None
Prerequisite(s): MBA570(Quantitative Decision-Making for Managers), MBA571(Business Analytics)
MBA573
Predictive Analytics
3 Semester Credits
This is a data visualization and analytics course designed for MBA students and encompasses a variety of statistical
techniques from data mining, predictive modelling, and machine learning. Students will utilize their excel, data
programming and interpretive data skill sets, using the software program, tableau to analyze current and historical data
to make predictions about future or otherwise unknown events.
Core Curriculum Component: None
Prerequisite(s): MBA570(Quantitative Decision-Making for Managers), MBA571(Business Analytics), MBA572(Data
Programming)
MBA580
Management Consulting Project
3 Semester Credits
MBA 580 is a project-based capstone course meant to serve an integrative role, bringing together all the components of
your graduate business education in a summative project. The projects include strategic planning, business plans,
marketing plans and a competitive analysis. The Management Consulting Project provides the opportunity to apply your
MBA program learning to an actual business organization with real issues and opportunities involving multiple functions.
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Field Study teams of four to five students will work as management consultants on comprehensive projects for local
businesses or community organizations.
Core Curriculum Component: None
Prerequisite(s): None
MBA583
Entrepreneurship: Execution, Planning and Strategy
3 Semester Credits
This course is intended to provide prospective entrepreneurs with information and tools on how to start a business. The
course includes the following: how to evaluate opportunities, choose markets for entry, decide when to enter, and
determine what resources and capabilities it will take to enter and provide a platform for future growth. 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): MBA595(Strategic Management)
MBA592
Leadership: Ethics, Vision, and Transformation
3 Semester Credits
Provides learners with well-rounded, comprehensive leadership skills that will enhance personal and organizational
effectiveness. 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. This class begins the work associated with Student Learning Experience 1. Students
will use a variety of assessment tools to learn more about their strengths and weaknesses as a leader. Students will
begin their journal and reflect on their personal development plan. The journal begins in this class and will continue in
the next three courses.
Core Curriculum Component: None
Prerequisite(s): None
MBA595
Strategic Management
3 Semester Credits
We all observe that some organizations (public/private, for profit/not-for-profit) are more successful than others. These
organizations generally survive over the long term and meet customer/client needs effectively, securing and maintaining
a competitive advantage over alternatives. This is accomplished in the context of an environment that changes rapidly.
These organizations continually adapt to new circumstances, usually coordinating change in a variety of different
functional areas. Strategy, in its broadest sense, is a major determinant of long-term performance differentials. Strategy
matches the organization’s capabilities to its market position, facilitates resource allocation, and provides guidance for
decision-making. Student learning experience two is embedded in this course using a business simulation.
Core Curriculum Component: None
Prerequisite(s): None
MBA596
Managing Innovation
3 Semester Credits
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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
Designed for MBA students with a cumulative 3.50 GPA or better after completion of one year in the program and
completion of the quantitative courses.
Core Curriculum Component: None
Prerequisite(s): None
MCN – McNair Program
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): CONSENT(Consent of Instructor)
MDC – Minnesota Department of Corrections Program
MDC094CE
Everyday Mathematics
4 Semester Credits
IHCC Equivalent: MATH 103 Everyday Mathematics: Remedial Math - Specter (4 sem cr) Everyday Math explains the
concepts of integers, fractions, decimal numbers, ratios, percent's, order of operations, exponents, and provides an
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introduction to algebraic expressions and equations. Emphasis is on applications to everyday life. Does not count as a
credit toward graduation. This course does not count as a liberal arts foundation course (or its equivalent).
Core Curriculum Component: None
Prerequisite(s): None
MDC101CE
Lifetime Fitness and Wellness
2 Semester Credits
IHCC Equivalent: HLTH 1155 Lifetime Fitness and Wellness (2 cr) Studies the dimensions of wellness; including physical,
intellectual, social, emotional, spiritual, environmental, and others. Students will do self- assessments and develop a
Wellness program, including a fitness plan, to achieve their goals and overcome any barriers. Students will also analyze
their personal nutrition and develop strategies for improvement. Risk factors related to cardiovascular disease, cancer,
and other diseases will also be discussed. This course may be used to fulfill both the health and physical education
requirements for the A.A. degree.
Core Curriculum Component: None
Prerequisite(s): None
MDC102CE
Mathematical Thinking
4 Semester Credits
IHCC Equivalent: MATH 193 Mathematical Thinking (4 sem cr) Development of problem solving and decision making
strategies using mathematical tools from arithmetic, algebra, geometry, probability, and statistics. Skills to communicate
and defend solutions and decisions.
Core Curriculum Component: None
Prerequisite(s): None
MDC103CE
World Civilizations Since 1500
4 Semester Credits
IHCC Equivalent: HIST 1107 World Civilizations Since 1500 4 cr Explores world civilizations to the present from the
Reformation and Enlightenment in Europe, to Modern East Asia; the rise of transatlantic and transpacific societies to
industrial revolution; and from the emergence of nationalism, and the age of ideologies, to the global marketplace. (Title
changed from World Civilization II and The Modern World)
Core Curriculum Component: None
Prerequisite(s): None
MDC104CE
College Level Mathematics - Specter
4 Semester Credits
IHCC Equivalent: MATH 1050 College Level Mathematics - Spector (4 sem cr) This course covers the basics of college
level algebra, emphasizing understanding of the basic principles through investigation. The topics covered range from a
basic algebra review to exploration of linear, quadratic, exponential, and logarithmic functions, along with a study of
rational expressions, inverse relations, function operations, complex numbers, and systems of equations.
Core Curriculum Component: None
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Prerequisite(s): None
MDC105CE
Introduction to Psychology
4 Semester Credits
IHCC Equivalent: PSYC 1101 Introduction to Psychology (4 sem cr) Presents a survey of psychology including theoretical
and experimental findings and applications. Topics include research methodology, the nervous system, perception,
cognition, learning, memory, human development, emotions, motivation, personality, psychological disorders and their
treatment, attitudes, social influence and growth processes.
Core Curriculum Component: None
Prerequisite(s): None
MDC106CE
Introduction to Art
4 Semester Credits
IHCC Equivalent: ART 1100 Introduction to Art (3 sem cr) Explores the visual arts of a wide range of peoples, cultures,
styles, and movements, as well as the various cultural, religious, economic, and political factors related to their creation.
Major works of painting, sculpture, architecture, and decorative arts from prehistory to the present will be studied.
Core Curriculum Component: None
Prerequisite(s): None
MDC107CE
Historical Geology (with Lab)
4 Semester Credits
IHCC Equivalent: GEOL 1105 Historical Geology (with lab) (4 sem cr) Examines the Earth's planetary materials and
processes as they have evolved and changed over time. Emphasis is placed on the study of evolution and life as it applies
to the succession of plants and animals evidenced in the fossil record and the processes which have altered the
character of the Earth's continents and oceans through time.
Core Curriculum Component: None
Prerequisite(s): None
MDC1101CE
Introduction to Political Science
3 Semester Credits
IHCC Equivalent: POLS 1101 Introduction to Political Science 3 cr Introduces students to major topics, approaches and
methods in Political Science with an emphasis on political ideologies, political behavior, comparative government,
international relations (including causes of war and peace) and relevant social science theory. The course also will
examine power, conflict, ideology, nationalism and revolution by focusing on structure and change in democratic and
non-democratic governments.
Core Curriculum Component: None
Prerequisite(s): None
MDC1102CE
Beginning Spanish II
3 Semester Credits
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IHCC Equvalent: SPAN 1102 Beginning Spanish II (5 cr) A continuation of SPAN 1101 (MDC1111CE). This course focuses
on continued development of listening comprehension, speaking, reading and writing skills. Cultural understanding and
sensitivity are important aspects of this language course.
Core Curriculum Component: None
Prerequisite(s): None
MDC1103CE
Physical Geology (with Lab)
4 Semester Credits
IHCC Equivalent: GEOL 1101 Physical Geology (with Lab) 4cr Studies the nature, properties and processes that shape and
alter the Earth. Analysis and study of the nature and character of materials composing the Earth; and processes that
have formed, altered, and transformed the Earth’s surface.
Core Curriculum Component: None
Prerequisite(s): None
MDC1107CE
Art from Renaissance to Present
3 Semester Credits
IHCC Equivalent: ART 1107 Art from Renaissance to Present (3 sem cr) Explores major works in painting, sculpture,
architecture and decorative arts from the 15th century through the present. Both the styles and methods employed in
the creation of the works of art and the cultural, religious, economic and political philosophies that influenced them will
be studied.
Core Curriculum Component: None
Prerequisite(s): None
MDC110CE
Small Business, Start-Up
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC1111CE
Beginning Spanish I
5 Semester Credits
IHCC Equivalent: SPAN 1101 Beginning Spanish I (5 sem cr) Introduces basic language skills. Development of listening
comprehension, reading, speaking and writing skills to become proficient at the appropriate level. Cultures of the
Spanish-speaking countries are introduced to develop cultural understanding and sensitivity.
Core Curriculum Component: None
Prerequisite(s): None
MDC1112CE
Ethics
3 Semester Credits
185
IHCC Equivalent: PHIL 1112 Ethics (3 sem cr) Examines major classical and contemporary ethical theories, and in light of
these theories, addresses some current contentious topics.
Core Curriculum Component: None
Prerequisite(s): None
MDC111CE
Writing and Research Skills
4 Semester Credits
IHCC Equivalent: ENG 1108 Writing and Research Skills (4 sem cr) 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
MDC1125CE
Creative Problem Solving
3 Semester Credits
MDC1125CE Creative Problem Solving IHCC Equivalent: INTS 1125 Creative Problem Solving 3.0 cr Provides information
and practice to help students become more effective problem solvers in their academic, career, civic, and personal lives.
Students will study findings of current problem-solving research and apply them to ethical and international problems.
The course will emphasize creativity, team problem solving, and conflict management as well as the technical heuristics
of problem-solving, hypothesis testing, and decision-making.
Core Curriculum Component: None
Prerequisite(s): None
MDC112CE
Public Speaking
3 Semester Credits
IHCC Equivalent: COMM 1110 Public Speaking (3 sem cr) Is the introductory study of the theory and practice of public
speaking. Public presentation skills are required for individuals to be successful in our workplaces, communities and
many other contexts in today's society. Students will learn about the different types of public speeches commonly
encountered and learn how to research, organize and write their ideas into clear and understandable forms of public
communication. Students will also practice the delivery skills needed to present ideas effectively. Students will be
required to speak and participate often and will also be required to present their speeches in a classroom setting with an
audience of their peers and an instructor.
Core Curriculum Component: None
Prerequisite(s): None
MDC1130CE
Introduction to Biological Anthropology
3 Semester Credits
IHCC Equivalent: ANTH 1130 Introduction to Biological Anthropology (3 sem cr) Introduces the biological anthropology
field, one of the four sub-fields within anthropology. Sometimes called physical anthropology, biological anthropology is
the study of our collective human origins. Students will accomplish this through three main areas: study of biological
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evolution,including the forces of evolution and cellular biology; comparing primate and human physical and behavioral
practices; and by examining hominid evolution from groups beginning four to five million years ago through today as
they are shaped by environmental and cultural stimuli. Study will be done through a variety of in class discussions and
lectures as well as simulated or dry lab activities. Additionally, students will learn how modern cultural implications
impact our evolution and environment today.
Core Curriculum Component: None
Prerequisite(s): None
MDC1131CE
Introduction to World Politics
3 Semester Credits
IHCC Equivalent: POLS 1131 Introduction to World Politics (3 sem cr) Requires students to examine and compare the
major issues, conflicts and challenges facing today’s global political evironment. The course will focus on the following
main topics: (1) causes and consequences of globalization; (2) the politics of intervention; (3) cooperation and conflict in
global institutions; (4) development, foreign aid and trade; (5) the politics of human rights and the environment; (6) the
politics of arms races; and (7) contemporary case studies of international conflicts. Students will learn about related
institutions and processes, public policies and social scientific theory while examining their own political values,
experiences and behaviors.
Core Curriculum Component: None
Prerequisite(s): None
MDC113CE
Research Writing in the Disciplines
2 Semester Credits
IHCC Equivalent: ENG 1111 Research Writing in the Disciplines (2 sem cr) 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
MDC1146CE
Music in Film
3 Semester Credits
IHCC Equivalent: MUSC 1146 Music in Film (3 sem cr) Film is a form of communication that can be analyzed in terms of
its images, as a historical record, and as a critical statement of the audience for which it is intended. The music is a
discrete, yet complementary component used in some way and to some degree by nearly every filmmaker throughout
history. Through readings, class discussion, and extensive directed viewing of the movies, this course will provide a
framework for analyzing the images and the sounds of film throughout the 20th and 21st centuries.
Core Curriculum Component: None
Prerequisite(s): None
MDC114CE
The Research Paper
3 Semester Credits
IHCC Equivalent: ENG 1114 The Research Paper (3 sem 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.
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Core Curriculum Component: None
Prerequisite(s): None
MDC1152CE
Leadership Skills Development
3 Semester Credits
IHCC Equivalent: BUS 1152 Leadership Skills Development (3 sem cr) Examines the topics related to developing effective
leadership skills. Areas of study include innovative enterprises that thrive on the global dynamics of creative and
versatile leadership, and effective organizational changes. This course is designed to provide entrepreneurs, managers,
and supervisors the opportunity to synthesize their individual and organizational potential.
Core Curriculum Component: None
Prerequisite(s): None
MDC115CE
Introduction to Philosophy
3 Semester Credits
IHCC Equivalent: PHIL 1110 Introduction to Philosophy (3 sem cr) Contends with some of the basic issues in the history
and problems of philosophy, such as theories of knowledge, reality, value and society.
Core Curriculum Component: None
Prerequisite(s): None
MDC121CE
Introduction to Sociology
4 Semester Credits
IHCC Equivalent: SOC 1100 Introduction to Sociology (4 sem cr) Emphasizes methods, basic concepts, terminology, and
perspectives used by sociologists in analysis of social relationships. Sociological analysis will focus on American
government, family, education, religion, and the economy.
Core Curriculum Component: None
Prerequisite(s): None
MDC122CE
20th Century US History
4 Semester Credits
IHCC Equivalent: HIST 2221 20th Century US History *(US History II) (4 sem cr) Studies physical fitness, nutrition and
stress as they relate to health. Through testing and self-assessments, the student's current status is analyzed. After the
information on improving skills in each area is presented, the student will develop a plan for implementation. The course
will include information on cardiovascular and cancer risk reduction, aging and health, sexually transmitted diseases,
and substance abuse control.
Core Curriculum Component: None
Prerequisite(s): None
MDC1230CE
Psychology of Death, Dying and Loss
3 Semester Credits
188
IHCC Equivalent: PSYC 1230 Psychology of Death, Dying and Loss (3 sem cr) Emphasizes a psychological approach to
death, dying and related topics. Explores relevant theories, data, models and ethical issues, and provides an opportunity
to confront and explore personal attitudes and feelings.
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
IHCC Equivalent: PSCI 1021 Urban Politics (4 sem cr) This course is an introduction to urban politics and government in
the United States. We will cover the history of urban politics and development, the basic institutions and processes,
major city services, and several critical issues which cities face today, such as racial/class segregation, concentrated
poverty, and urban sprawl. We will also discuss the issue of metropolitan governance and politics. Throughout the
course, we will examine both how politics works within cities and regions as well as how state and federal policies have
affected local governments over the past several decades. The emphasis will be on grasping the basics of local and
regional government and politics, and on developing a critical perspective on cities and contemporary urban and
regional problems.
Core Curriculum Component: None
Prerequisite(s): None
MDC125CE
State and Local Government
4 Semester Credits
IHCC Equivalent: POLS 1121 State and Local Government (4 sem cr) Examines state and local government political
institutions, behavior, public policies, tax and spending problems. The course will also analyze structure and behavior of
state legislatures, governors, courts, and political parties, including the nomination and election process of state and
local officials. Overall the course emphasis will be on the Minnesota political system.
Core Curriculum Component: None
Prerequisite(s): None
MDC129CE
Mathematics for the Liberal Arts
3 Semester Credits
IHCC Equivalent: MATH 1101 Mathematics for the Liberal Arts (4 sem cr) Is designed to give non-mathematicians an
appreciation of mathematical ideas and the power and utility of mathematical skills in the modern world. Topics will be
selected from: voting and weighted voting systems, fair division and apportionment; routing, minimum network and
scheduling problems; mathematical growth and math of finance; descriptive statistics and data analysis; basic
probability and normal distributions.
Core Curriculum Component: None
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Prerequisite(s): None
MDC130CE
Family and Society
3 Semester Credits
IHCC Equivalent: SOC 1130 Family and Society 3 cr Surveys human relationships from both the sociological and practical
perspectives. Areas of study will include: love, dating, sexuality, singleness, marriage, conflict, parenting, relationship
violence, resingling, and other relevant topics.
Core Curriculum Component: None
Prerequisite(s): None
MDC131CE
American Government
3 Semester Credits
IHCC Equivalent: POLS 1111 American Government and Politics (4 sem cr) Studies processes and policies of United States
national government, political parties, campaigns and elections, public opinion, interest groups, media coverage and
current political issues. The course will also examine principles of the Constitution, and the structure and behavior of the
legislative, executive, and judicial branches.
Core Curriculum Component: None
Prerequisite(s): None
MDC1400CE
Energy, Environment and Climate
4 Semester Credits
IHCC Equivalent: GEOG 1400 Energy, Environment and Climate 4 cr Provides a holistic approach to the workings of the
atmosphere and climatological impacts on global human populations. Topics include weather patterns and long-term
trends, including global climate change. Climatology relative to the United States will be examined in the context of
extreme weather and alternative energy source potential.
Core Curriculum Component: None
Prerequisite(s): None
MDC141CE
Introduction to Cultural Anthropology
3 Semester Credits
IHCC Equivalent: ANTH 1110 Introduction to Cultural Anthropology (3 sem cr) Introduces students to the anthropological
subfield focused on human culture. Culture is that complex whole which includes knowledge, belief, art, morals, law,
custom, and any other capabilities and habits acquired by individuals as a member of society. Examines the tension
between the claim that culture can be both universal as well as particular. This class offers a broad survey allowing for
this comparison of universals and particulars around the world, including larger concepts of identity, cultural
manifestation, operation of institutions, and issues of inequality and globalization.
Core Curriculum Component: None
Prerequisite(s): None
MDC141CE
Introduction to Cultural Anthropology
190
3 Semester Credits
IHCC Equivalent: ANTH 1110 Introduction to Cultural Anthropology (3 sem cr) Introduces students to the anthropological
subfield focused on human culture. Culture is that complex whole which includes knowledge, belief, art, morals, law,
custom, and any other capabilities and habits acquired by individuals as a member of society. Examines the tension
between the claim that culture can be both universal as well as particular. This class offers a broad survey allowing for
this comparison of universals and particulars around the world, including larger concepts of identity, cultural
manifestation, operation of institutions, and issues of inequality and globalization.
Core Curriculum Component: None
Prerequisite(s): None
MDC152CE
Beginning Acting
3 Semester Credits
IHCC Equivalent: THTR 1152 Beginning Acting (3 sem cr) Throughout this course each student actor will explore his own
unique voice, dramatic presence, and the power of connecting with others through story using the works of William
Shakespeare. Along with the instructor students will conduct scene studies and character analysis of scenes and
speeches from William Shakespeare’s The Merchant of Venice. Approaching the material using acting fundamentals, the
student actors will be continually asked to connect the work to their own lives and experiences, sparking their creativity,
exploring their voices, and expanding their imaginative and empathetic powers.
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
IHCC Equivalent: N/A N/A (3 sem cr) This internship was comprised of a series of intensive sessions designed to help
tutors work more effectively with their students. Lessons on teaching reading, improving comprehension, and
interpretive skills were modeled with specific hands-on activities. In addition, tutors were introduced to a variety of
writing pedagogies modeled after writing workshops designed to improve the skills of beginning witters. Participants
submitted sample lesson plans, a philosophy of teaching, did a micro teaching lesson for peers, and reported on 5
lessons they actually executed with their tutees.
Core Curriculum Component: None
Prerequisite(s): None
MDC200CE
Introduction to Business in Society
3 Semester Credits
IHCC Equivalent: BUS 1101 Introduction to Business in Society (3 sem cr) Presents an overview of the role of business in
society. Topics include the historical perspective, the economy, global dimensions of business, ethics and social
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responsibility, and the various forms of business organizations. Various disciplines of business (accounting, finance,
information systems, marketing, operations, etc.) are also introduced in the overall context of the enterprise.
Core Curriculum Component: None
Prerequisite(s): None
MDC201CE
Legal Environment of Business
3 Semester Credits
IHCC Equivalent: BUS 1131 Legal Environment of Business (3 cr) Introduces business students to legal topics that impact
business. This course addresses legal reasoning, legal procedures, constitutional law, torts, contracts, the sale of goods
under the Uniform Commercial Code, business organizations, unfair competition, consumer protection, bankruptcy and
employment law.
Core Curriculum Component: None
Prerequisite(s): None
MDC204CE
History of Rock and Roll
3 Semester Credits
IHCC Equivalent: MUSC 1143 History of Rock and Roll (3 sem cr) As we know it, Rock and Roll has permeated our
airwaves, restaurants, even our churches and political arena. This course will investigate Rock and Roll as it pertains to
American experience. We will explore how we are influenced by it and how it influences music history.
Core Curriculum Component: None
Prerequisite(s): None
MDC210CE
Educational Psychology
4 Semester Credits
(4 sem cr) This course applies basic psychological principles of human development and behavior to learning and
teaching. The course begins with theoretical background on human development. We will examine and critique the
works of such major theorists as Piaget, Erikson, Vygotsky, Kohlberg, and Gilligan. We will then explore a variety of
learning theories. The course then moves to a more specific application of these theories by examining pedagogical
techniques and methods of assessment. We will invoke the reality of today’s classrooms throughout the course as we
attempt to reconcile theory and practice.
Core Curriculum Component: None
Prerequisite(s): None
MDC211CE
Foundations in Women's Studies
4 Semester Credits
This multidisciplinary course introduces students to the foundations in feminist perspectives and the history of the
women’s movement. We explore contributions of women in history, religion, philosophy, sciences and the arts, and how
the questions and methodologies of the disciplines differ when seen from women’s perspectives. Students will study the
diversity of women’s experiences in terms of race, class, and sexual orientation.
Core Curriculum Component: None
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Prerequisite(s): None
MDC222CE
History of the United States Since 1865
4 Semester Credits
IHCC Equivalent: HIST 1115 History of the United States Since 1865 (4 sem cr) Surveys the New South, the industrial
revolution, Progressive era, roaring twenties, Great Depression, World Wars, Cold and post-Cold War eras to the
present. Emphasizes political, social, economic and intellectual developments in the United States, reflecting American
ethnic and cultural diversity.
Core Curriculum Component: None
Prerequisite(s): None
MDC225CE
Creative Writing
3 Semester Credits
IHCC Equivalent: ENG 1112 Creative Writing (3 sem cr) Provides guided practice in various types of creative writing with
the emphasis on skills common to creative expression. Assists students in discovering and developing their own best
medium for expression, whether fiction, poetry, drama, creative non-fiction (Emphasis may vary with instructor.)
Students will identify select portions of writing for small and/or large group presentation.
Core Curriculum Component: None
Prerequisite(s): None
MDC226CE
Human Relations in Business
3 Semester Credits
IHCC Equivalent: BUS 1119 Human Relations In Business (3 sem cr) Examines human behavior and interaction in the
organization. Emphasis is placed on developing more productive working relationships, and achieving desired results.
Topics include: employer/employee relations, communication techniques, conflict management, work force diversity,
and developing and managing effective teams, motivation, training, and development, talent management, developing
leaders, and performance management.
Core Curriculum Component: None
Prerequisite(s): None
MDC231CE
Language and Power
4 Semester Credits
MDC231CE Language and Power (4 sem cr) Augsburg Course: (4 sem cr) This course will focus on the ways in which
language creates and sustains inequalities among speakers and listeners, especially with respect to economic and social
power. Students will read a variety of essays about the ways in which language and social status intersect. They will also
read selected literary works that exemplify linguistic differences within a multicultural society, and they will complete a
series of writing assignments designed to help them explore the political power of language
Core Curriculum Component: None
Prerequisite(s): None
MDC240CE
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Introduction to Literature
4 Semester Credits
IHCC Equivalent: ENG 1140 Introduction to Literature (4 sem cr) Introduces students to the methods of examining and
understanding poetry, drama, novels, short stories and creative nonfiction.
Core Curriculum Component: None
Prerequisite(s): None
MDC241CE
Introduction to Film
3 Semester Credits
IHCC Equivalent: THTR 1101 / FS 1101 Introduction to Film (3 sem cr) Helps students understand, appreciate, and enjoy
motion pictures from their inception to the present as an art form. A beginning approach to the history, theory, and
criticism of the cinema and film industry. The relationship between form and content is basic to this course.
Core Curriculum Component: None
Prerequisite(s): None
MDC242CE
Humanities: Baroque to Modern
4 Semester Credits
IHCC Equivalent: HUM 1111 Humanities: From the Baroque Period to the Modern World (4 sem cr) Examines literature
and other written works, art, architecture, philosophy, religion, and music in their cultural contexts from the European
Enlightenment to the modern world; e.g. such artists, writers, and musicians as Rembrandt, Bach, Voltaire,
Wollstonescraft, Blake, Tolstoy, Stravinsky, and Camus, and such movements as Baroque, Romanticism, Realism,
Impressionism, and Existentialism. Covers primarily Western culture with some global culture added.
Core Curriculum Component: None
Prerequisite(s): None
MDC251CE
Environmental Science (with Lab)
4 Semester Credits
IHCC Equivalent: BIOL 1117 Environmental Science (with Lab) (4 sem cr) 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 includes analysis of factors using the campus landscape.
Core Curriculum Component: None
Prerequisite(s): None
MDC252CE
Principles of Marketing
3 Semester Credits
IHCC Equivalent: BUS 1104 Principles of Marketing (3 sem cr) Provides an overview of the marketing process and
examines the role of government, the marketing environment, consumer behavior and the marketing function within an
enterprise. Students will learn how to develop and implement an effective marketing plan that includes identification of
target markets and the utilization of the appropriate marketing mix (product, price, promotion and distribution). The
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course also covers essential marketing concepts and terminology such as positioning, segmentation, relationship
marketing, marketing information systems, etc.
Core Curriculum Component: None
Prerequisite(s): None
MDC253CE
Chinese Literature
4 Semester Credits
MDC253CE Chinese Literature Not an IHCC Course (4 sem cr) The course aims to provide students with the knowledge
and skills to read, interpret and analyze English translations of traditional Chinese literary texts. The course will provide
students with a good basic knowledge of traditional Chinese literary culture and a useful foundation for further
research.
Core Curriculum Component: None
Prerequisite(s): None
MDC253CE
Chinese Literature
4 Semester Credits
Not an IHCC Course (4 sem cr) The course aims to provide students with the knowledge and skills to read, interpret and
analyze English translations of traditional Chinese literary texts. The course will provide students with a good basic
knowledge of traditional Chinese literary culture and a useful foundation for further research.
Core Curriculum Component: None
Prerequisite(s): None
MDC254CE
Interpersonal Communication
3 Semester Credits
IHCC Equivalent: COMM 1100 Interpersonal Communication (3 sem cr) Is a course that helps students recognize that we
live and work in relationship with others and must communicate effectively with them to achieve our goals. This class
helps students acquire the skills to effectively communicate with family members, intimate others, co-workers, friends,
and acquaintances. After reviewing relevant interpersonal theory, students will examine and identify their own
communication attitudes and behaviors. Students will also learn and apply techniques for improving communication in
their relationships through active practice. Students will participate in multiple activities, both in and outside the
classroom setting, to build their interpersonal communication skills.
Core Curriculum Component: None
Prerequisite(s): None
MDC255CE
Small Group Communication
3 Semester Credits
IHCC Equivalent: COMM 2230 Small Group Communication (3 sem cr) Introduces students to the practice and theory of
communicating in small group settings. Working in groups is an integral part of living in today’s society. Community and
workplace situations require us to be able to lead, participate, and follow effectively. Participating in this course will
assist students in developing the leadership, conflict management, problem solving and discussion skills necessary to
function in group settings. Students will apply small group communication theory in small, task-oriented groups and
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develop presentation skills to showcase their understanding of what it means to be an effective group member.
Evaluating the effectiveness of their own and others’ group communication behaviors is also required.
Core Curriculum Component: None
Prerequisite(s): None
MDC256CE
Religions and Society
3 Semester Credits
IHCC Equivalent: SOC 2140 Religions and Society (3 sem cr) 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.
Core Curriculum Component: None
Prerequisite(s): None
MDC265CE
Social Inequalities: Race, Class and Gender
3 Semester Credits
IHCC Equivalent: SOC 1127 Social Inequalities: Race, Class and Gender (3 sem cr) Describes and analyzes selected
inequality relationships in the United States. Topic areas will include economic inequality-poverty; ethnic inequalityracism; and gender inequality-sexism.
Core Curriculum Component: None
Prerequisite(s): None
MIS – Management Information Systems
MIS260
Problem Solving for Business
4 Semester Credits
This course introduces and applies advanced software capabilities in Microsoft Excel such as macros and Solver. The
course also covers other decision support and business analysis tools including Access and Tableau.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), 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
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unanticipated onsequences. 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), MAT106(Applied Algebra and Trigonometry), 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), MAT106(Applied Algebra and Trigonometry), 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).
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management), MKT252(Principles
of Marketing); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
MIS376
Project Management
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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): MIS260(Problem Solving for Business)
MIS379
Quantitative Methods for Business and Economics
4 Semester Credits
This course is designed for business and economics majors with a focus on the techniques and examples from these
disciplines. The value and the limitations of these statistics will also be considered. The basic tools of collecting,
analyzing and interpreting data for informed business decisions will be covered. Topics including descriptive statistics
(types of data, graphical displays, measures of center and variability), inferential statistics (confidence intervals and
hypothesis testing) along with regression, confounding and causal relationships. All topics are taught with the objective
of helping students make informed business decisions while conducting analysis using Microsoft Excel. Students can not
receive credit for MIS 379 if they previously earned credit for MAT 163, MAT 164, PSY215 or SOC362.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MAT171(Discrete
Mathematics For Computing), MAT202(Discrete Mathematics For Computing), MPL(Math Placement Group 3);
MIS260(Problem Solving for Business)
MIS475
Systems Analysis and Design
4 Semester Credits
Develops skills in using systems development methodologies and Computer Aided Software Engineering (CASE) tools.
Techniques used include data and process modeling, file and database design, and user interface design. A course-long
project is used to complete a rudimentary system design.
Core Curriculum Component: None
Prerequisite(s): MIS260(Problem Solving for Business), MIS270(Data Management for Business), MIS375(E-Commerce)
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): MIS260(Problem Solving for Business), MIS270(Data Management for Business), MIS375(E-Commerce),
MIS376(Project Management), MIS475(Systems Analysis and Design)
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.
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Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
MIS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MKT - Marketing
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
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 DST164(Introduction to Statistics (with R)), MAT163(Introductory Statistics), MAT164(Introductory
Statistics for STEM), MIS264(Statistical Literacy for Managers), MIS379(Quantitative Methods for Business and
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Economics), PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis), STATSBUS(Approved Statistics for
Business Majors); 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. Note: Students cannot earn credit for both MKT355 and MKT357.
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 asimportant elements in modern marketing
and communications. Note: Students cannot earn credit for both MKT355 and MKT357.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT359
Digital Marketing
4 Semester Credits
Digital marketing is all around us. This course will cover some of the major digital components in marketing campaigns,
including websites, analytics, email, paid search, search engine optimization (SEO), and social media.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MKT450
Marketing Management
200
4 Semester Credits
Application of marketing concepts to day-to-day strategies and long-term planning issues, development and
implementation of marketing plans. Students are strongly encouraged to take MKT 352 and one other 300 level course
during their junior year.
Core Curriculum Component: None
Prerequisite(s): 1 of MKT352(Marketing Research and Analysis), MKT355(Marketing Communications),
MKT357(Advertising), MKT359(Digital Marketing); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MKT252(Principles of Marketing)
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
Prerequisite(s): MKT252(Principles of Marketing)
ML – Master of Arts in Leadership
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
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ML512
Leadership in the Community
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
Evaluating Empirical Research
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 and Values: Keys to Authentic Leadership
3 Semester Credits
Before you can successfully lead others, you need to know yourself and consciously choose how to live fully and
authentically. Discovering who you are – at the core – will guide you in learning to find your way along your personal
leadership path. The purpose of this course is to facilitate reflection that deepens your understanding of your
commitments to relationships, work, and self, and how you can engage in conversations that enable you to lead a full,
authentic life. To fulfill that purpose you will explore your own life – the factors that have influenced it, and what it can
teach you about your calling and living an authentic life. You will also explore your vision for the future and how to make
it reality.
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
202
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
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
ML538
Communication Skills for Leadership
3 Semester Credits
This course is designed to provide background in rhetoric as well as practice in speaking, writing, and presentation skills.
Students will perform communicative tasks in a variety of genres and will receive feedback on the effectiveness of their
performances.
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
ML545
203
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
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
ML560
Cultural Competence and Effective Leadership
3 Semester Credits
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
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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): CONSENT(Consent of MAL Program Director)
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
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
ML577
Universal Responsibility and Leadership: A Central American 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 Central America. The Central American portion includes meetings with leaders and visits to
multiple sites and organizations. Topics such as Central American 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
ML585
205
Leadership Capstone: Integrating Theory and Practice
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
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): CONSENT(Consent of MAL Program Director)
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
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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
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
MUE – Music
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 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
1 Semester Credits
The Riverside Singers carry on the long tradition of treble choirs at Augsburg University. 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
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
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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
The Masterworks Chorale is a unique mix of auditioned Augsburg University 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 ensemble 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 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. The group’s repertoire
has included 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 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
208
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 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 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
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
209
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. 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
4 Semester Credits
Experience the process of preparation, rehearsal, and performance of operatic repertoire.
Core Curriculum Component: None
Prerequisite(s): None
MUE311
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. Auditions
are scheduled the first week of the fall semester or by contacting the director.
210
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUE312
Riverside Singers
1 Semester Credits
The Riverside Singers carry on the long tradition of treble choirs at Augsburg University. 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. Auditions are scheduled the first week of the fall semester or by contacting the
director.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUE321
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. The group’s repertoire
has included 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. Auditions are scheduled the first week of the fall
semester or by contacting the director.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUE341
Concert Band
1 Semester Credits
The Augsburg Concert Band 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.
Auditions are scheduled the first week of the fall semester or by contacting the director.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUE343
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: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUE494
Advanced Opera Workshop
211
1 Semester Credits
Experience the process of preparation, rehearsal, and performance of operatic repertoire.
Core Curriculum Component: None
Prerequisite(s): MUE294(Opera Workshop)
MUP – Music
MUP111
Performance Study: Voice
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP116
Performance Study: Electric Bass
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP121
Performance Study: Violin
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP122
Performance Study: Viola
212
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP123
Performance Study: Cello
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP124
Performance Study: Bass
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP131
Performance Study: Oboe
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
213
MUP132
Performance Study: Bassoon
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP133
Performance Study: Clarinet
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP134
Performance Study: Saxophone
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP135
Performance Study: Flute
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
214
Core Curriculum Component: None
Prerequisite(s): None
MUP136
Performance Study: Harpsichord
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP137
Performance Study: Horn
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP141
Performance Study: Trumpet
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP142
Performance Study: Trombone
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
215
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP143
Performance Study: Baritone
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP144
Performance Study: Tuba
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP152
Performance Study: Piano
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP159
Piano Accompanying
1 Semester Credits
216
Consider registering for this course in the semester of a recital. This course is a weekly recital coaching/rehearsal with a
professional staff pianist/accompanist. It is the best way to rehearse your music with a pianist. (MUP lesson fees apply).
Core Curriculum Component: None
Prerequisite(s): None
MUP161
Performance Study: Guitar
2 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP171
Performance Study: Percussion
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP181
Performance Study: Organ
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP191
Performance Study: Harp
1 Semester Credits
217
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP192
Performance Study: Improvisation
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP193
Performance Study: Composition
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP311
Performance Study: Voice
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP316
Performance Study: Electric Bass
218
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP321
Performance Study: Violin
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP322
Performance Study: Viola
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP323
Performance Study: Cello
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP324
Performance Study: Bass
1 Semester Credits
219
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP331
Performance Study: Oboe
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP332
Performance Study: Bassoon
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP333
Performance Study: Clarinet
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP334
Performance Study: Saxophone
1 Semester Credits
220
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP335
Performance Study: Flute
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP336
Performance Study: Harpsichord
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP337
Performance Study: Horn
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP341
Performance Study: Trumpet
1 Semester Credits
221
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP342
Performance Study: Trombone
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP343
Performance Study: Baritone
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP344
Performance Study: Tuba
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP352
Performance Study: Piano
1 Semester Credits
222
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP361
Performance Study: Guitar
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP371
Performance Study: Percussion
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP381
Performance Study: Organ
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP391
Performance Study: Harp
1 Semester Credits
223
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP392
Performance Study: Improvisation
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP393
Performance Study: Composition
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUS – Music
MUS105
Careers in Music Business
4 Semester Credits
Careers in Music Business is a survey course designed to explore the careers in the music business. This course will cover
the creative ways that musicians have formed businesses, study of successful individuals within the music business, and
pathways to successful music-based businesses. Within these constructs, we will explore methods for creating a life in
the music industry.
Core Curriculum Component: None
Prerequisite(s): None
MUS113
Music Theory and Aural Skills I
4 Semester Credits
224
Theory & Aural Skills I is the first semester course of a 4-semester theory and musicianship program that serves as the
foundation for all music majors. Over the course of the 4-semester sequences, the core music curriculum (theory, ear
training, piano courses) students will "do what musicians do." The students will build musical comprehension by hearing,
reading, interpreting, composing, and improvising music; they will develop, and participate in, a community committed
to improving musical skills, and learning from one another. Learning these skills will enable lifelong learning, through
and beyond music.
Core Curriculum Component: None
Prerequisite(s): None
MUS114
Music Theory and Aural Skills II
4 Semester Credits
Theory & Aural Skills II is the second semester course of a 4-semester theory and musicianship program that serves as
the foundation for all music majors. We will focus our learning on developing a more refined understanding of the
musical language in the Western tradition, with a special focus on issues related to harmony. The main goal is to gain a
thorough grasp of music fundamentals and their application to all kinds of music-making (performance, composition,
analysis, improvisation).
Core Curriculum Component: None
Prerequisite(s): MUS113(Music Theory and 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): None
MUS136
Class Piano 2
1 Semester Credits
225
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): MUS135(Class Piano 1)
MUS152
Class Voice
1 Semester Credits
Fundamentals of tone production and singing.
Core Curriculum Component: None
Prerequisite(s): None
MUS158
Class Guitar 1
1 Semester Credits
Beginning techniques of classic guitar.
Core Curriculum Component: None
Prerequisite(s): None
MUS160
Fundamentals of Music
4 Semester Credits
In this course, students will engage in active music making and explore a variety of musical practices from within and
outside their own experiences. Students will leave this course knowing how to further their own musical journey—as
creators, consumers, and thinkers—recognizing that music is an ongoing and everyday part of life as a human being.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS162
Entrepreneurship for Creative Businesses
2 Semester Credits
This course provides students who are interested in careers in the arts, music, or entertainment an opportunity to
explore the skills needed to operate their own creative business, discover alternatives to the standard career paths in
the creative arts, and how to turn a creative passion into a career.
Core Curriculum Component: None
Prerequisite(s): None
MUS205
Legal Issues in Music, Entertainment, and the Arts
4 Semester Credits
This course examines the fundamental legal and ethical issues encountered by artists and professionals in the creative
industries and how the law affects consumers, business relationships, and the economy. Topics include copyright, piracy,
226
trademark, liability, 1st Amendment issues, publicity rights, unions, royalties, Performing Rights Organizations, the
Talent Agency Act, and conflicts of interest.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS207
From Boogie Woogie to Rock and Hip Hop: The Culture, Artists, and Sounds of Pop Music
4 Semester Credits
What is the sound of youth and rebellion? Where does it come from? What effect, if any, has it had on society as a
whole? This study of popular music offers a chance to examine a diverse cross section of music history through the lens
of easily palatable and familiar sounds.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS213
Music Theory and Aural Skills III
4 Semester Credits
Theory & Aural Skills III is the third course in a 4-semester theory and musicianship program that serves as the
foundation for all music majors. We will focus our learning on attention on chromatic harmony and form. We will
continue to gain a thorough grasp of music fundamentals and their application to all kinds of music-making
(performance, composition, analysis, improvisation). We will hone our analytical skills in music through close study of
relevant musical works from a variety of musical traditions.
Core Curriculum Component: None
Prerequisite(s): MUS114(Music Theory and Aural Skills II)
MUS214
Music Theory and Aural Skills IV
4 Semester Credits
Theory & Aural Skills IV is the last course in a 4-semester theory and musicianship program that serves as the foundation
for all music majors. We will focus our learning on finalizing our study of Common-Practice Period harmony and form.
We will explore 20th and 21st century compositional, and analytical techniques. We will apply our analytical tools to a
wider range of musical genres, including, but not limited to, jazz, pop, rock, Latin, and musical theater. Finally, we will
gain a thorough grasp of music fundamentals and their application to all kinds of music-making (performance,
composition, analysis, improvisation).
Core Curriculum Component: None
Prerequisite(s): MUS213(Music Theory and 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
227
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): None
MUS225
Electronic Music Production
4 Semester Credits
This course focuses on using contemporary studio techniques for producing, arranging, and composing original music in
a variety of modern styles. Students will take advantage of the Augsburg Recording Studio to explore techniques in
sound design, synthesis, and digital music making.
Core Curriculum Component: None
Prerequisite(s): None
MUS231
History and Literature of Music, Antiquity to 1750
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): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); 1 of MUS102(Materials of
Music II), MUS114(Music Theory and Aural Skills II)
MUS232
History and Literature of Music, 1750 to Present
4 Semester Credits
Continuation of MUS 231 from 1750 to the present.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); 1 of MUS102(Materials of
Music II), MUS114(Music Theory and Aural Skills II)
MUS234
Church Music and Worship
4 Semester Credits
This course examines the words, music, and ritual actions that have shaped Christian worship throughout the centuries.
Students will be grounded in the biblical, theological, and liturgical traditions of the church while examining current
practices emerging in the digital age. Experiential components to the course will allow students the opportunity to
critically assess and plan worship services.
Core Curriculum Component: Search for Meaning II
228
Prerequisite(s): 1 of REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the
Search for Meaning I+II)
MUS235
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)
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), 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
MUS242
Jazz Improvisation 1
4 Semester Credits
Core Curriculum Component: None
229
Prerequisite(s): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); MUS114(Music Theory and
Aural Skills II)
MUS258
Class Guitar 2
1 Semester Credits
This course focuses on developing functional guitar skills including playing 3-4 chord songs, singing and accompanying
self, transposing to a different key with and without a capo, playing in various major and minor keys, utilizing various
picking and strumming patterns, improvising, barre chords, power chords, and alternate tunings.
Core Curriculum Component: None
Prerequisite(s): MUS158(Class Guitar 1)
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
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
MUS273
Functional Music Skills
2 Semester Credits
This course will focus on development of basic functional music skills as required by the American Music Therapy
Association (AMTA) professional competencies. Specific focus is on developing functional skills with voice, on piano,
guitar, Q-chord, and hand percussion, for use in music therapy clinical settings. Additional areas addressed also include
writing simple composition, transposing simple melodies, and improvisation. Students will engage in individual and
group music making in class.
Core Curriculum Component: None
Prerequisite(s): MUS271(Introduction to Music Therapy)
MUS290
History of Caribbean Music
4 Semester Credits
Core Curriculum Component: Fine Arts
230
Prerequisite(s): None
MUS295
Topics
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS303
Introduction to Learning, Teaching, and Technology in Music
2 Semester Credits
Exploration of music learning and teaching in multiple educational settings, including K-12 schools and community music
settings. Basic teaching principles will be discussed, as well as current sociological issues and their influences on music
learning and teaching.
Core Curriculum Component: None
Prerequisite(s): None
MUS306
Audio Recording
4 Semester Credits
In this course, students will become independent in the studio as they learn to manage and run recording sessions. As
students delve deeper into the many layers of professional audio software, they will begin to discover how this
technology is at its best when it serves the music, its performers, and creators. Students will also further explore digital
signal processing, plug-ins, editing, and mixing. Students will achieve a command of microphone applications and
placement thus producing fully tracked projects of their own.
Core Curriculum Component: None
Prerequisite(s): MUS221(Introduction to Music Technology)
MUS307
Music Production and Distribution
4 Semester Credits
231
Music Production and Distribution is a composition course focused on music production, recording theory, sound design,
and modern genre-specific techniques. While working closely with the instructor, students will be expected to produce
an entire EP over the course of a semester, including mixing, mastering, and digitally releasing the album.
Core Curriculum Component: None
Prerequisite(s): MUS221(Introduction to Music Technology), MUS225(Electronic Music Production)
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): MUS113(Music Theory and Aural Skills I)
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)
MUS315
Psychology, Culture, and Community in Music
2 Semester Credits
This course provides an overview of the impact of musical stimuli on thoughts, emotions and behaviors and how these
compare and contrast from culture to culture. The course focuses on understanding acoustics, how human beings listen
to and process music, and the socio-psychological aspects and the functions of music in society. The course will also
explore the use of music in community and community music therapy.
Core Curriculum Component: None
Prerequisite(s): MUS271(Introduction to Music Therapy)
MUS321
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.
Core Curriculum Component: None
Prerequisite(s): None
MUS322
Italian Diction
1 Semester Credits
232
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.
Core Curriculum Component: None
Prerequisite(s): None
MUS323
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.
Core Curriculum Component: None
Prerequisite(s): None
MUS324
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.
Core Curriculum Component: None
Prerequisite(s): None
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 ENL111(Effective Writing II), 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 ENL111(Effective Writing II), 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)
233
MUS333
Music of the Romantic Era
2 Semester Credits
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 ENL111(Effective Writing II), 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 ENL111(Effective Writing II), 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)
MUS336
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): MUS205(Legal Issues in Music, Entertainment, and the Arts)
MUS340
Music Therapy Methods I
4 Semester Credits
This course provides a comprehensive overview of receptive and re-creative music therapy methods and music therapy
theory underlying these methods. This course is experiential in nature and also examines the student’s personal
relationship to music and the impact and influence of music and all its elements. This course also focuses on expanding
repertoire and building musical skills required for implementing these methods in music therapy practice.
Core Curriculum Component: None
Prerequisite(s): MUS273(Functional Music Skills)
MUS341
234
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): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); MUS114(Music Theory and
Aural Skills II)
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)
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 Methods II
4 Semester Credits
This course provides an introduction and overview of compositional and improvisational music therapy methods.
Application of improvisational and compositional 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 clinical settings
and through experiential learning exercises, to further foster acquisition of clinical practice skills. Students will also
practice synthesizing and translating research surrounding these improvisation and creative methods to discover how to
develop an evidence based clinical practice.
Core Curriculum Component: None
Prerequisite(s): MUS340(Music Therapy Methods I)
MUS352
General Music Education Methods
3 Semester Credits
Current teaching techniques, methods, and materials for teachers of general music and elective classes at the
elementary and secondary levels. Includes field experience hours and prepractica. Enrollment limited to majors except
by permission of the instructor.
Core Curriculum Component: None
235
Prerequisite(s): 1 of MUS303(Introduction to Learning and Teaching in Music), MUS503(Introduction to Learning and
Teaching in Music)
MUS353
Special Education in Music Education
3 Semester Credits
An examination of issues of special education and students with disabilities and giftedness within music education
contexts. Topics include techniques for accommodations and modifications within music education classes and
ensembles to create an inclusive learning environment. Societal and educational attitudes and challenges faced by
individuals with disabilities across the lifespan will be discussed, as will special education law and the role of families and
support networks for students with special needs. Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS352(General Music Education Methods), MUS552(General Music Education Methods)
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
Junior Recital
0 Semester Credits
236
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
MUS361
Music and Identity in the Americas
3 Semester Credits
This first course in a two-semester Music History sequence centers popular music styles of the Americas and the
Caribbean exploring their syncretic roots in European harmony, West African percussion, and Black (U.S.) American vocal
and improvisational practices. Historical and contemporary studies will illuminate music’s centrality in building and
expressing group identities (e.g. religion, race, ethnicity, nationality, gender). Students will also gain an appreciation for
the many global cultures that make up the musical life of the Twin Cities through both study and experiential learning.
Core Curriculum Component: None
Prerequisite(s): MUS113(Music Theory and Aural Skills I), MUS114(Music Theory and Aural Skills II)
MUS362
Musical Philosophy
3 Semester Credits
We will critically consider the concept of “art music” through the lens of philosophical and artistic developments in the
West tracking the cultural shift from the Medieval assumption of a God-permeated universe to the influence of
contemporary humanism. We will then challenge the assumptions that underlie Western philosophical thought by
studying Asian musics and their underlying philosophies. In his 2007 “Tractate on Japanese Aesthetics,” Donald Richie
observes that, in the East, there is a sense that “ordered structure contrives, logical exposition falsifies, and linear,
constructed argument eventually limits.” This course challenges the Western understanding of argumentation and
logical construction that forms the basis for the ways in which we (i.e., inheritors of “Western” culture) assimilate and
process information, providing a basis for greater inter-cultural competencies, as revealed through Eastern writings, art,
and music.
Core Curriculum Component: None
Prerequisite(s): MUS113(Music Theory and Aural Skills I), MUS114(Music Theory and Aural Skills II)
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.
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Core Curriculum Component: None
Prerequisite(s): None
MUS372
Psychological Foundations of Music I
4 Semester Credits
This course provides an overview of the impact of musical stimuli on thoughts, emotions and behaviors and how these
compare and contrast from culture to culture. The course focuses on understanding acoustics, how human beings listen
to and process music, and the socio-psychological aspects of music. The course will explore the role of aesthetics in
music as well as a review of experimental research surrounding the influence music on behavior.
Core Curriculum Component: None
Prerequisite(s): None
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 ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
MUS374
Music Therapy Practicum
1 Semester Credits
Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are
expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4
hours per week.
Core Curriculum Component: None
Prerequisite(s): MUS340(Music Therapy Methods I)
MUS375
Music Therapy Practicum
1 Semester Credits
Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are
expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4
hours per week.
Core Curriculum Component: None
Prerequisite(s): MUS374(Music Therapy Practicum)
MUS376
Music Therapy Assessment, Treatment and Clinical Processes
4 Semester Credits
238
This course is a thorough exploration of the practice of music therapy from assessment, treatment planning,
implementation, and evaluation. Course content includes a focus on comprehensive assessment techniques and
development of assessment tools, effective documentation methods and practices, writing treatment plans to address a
variety of client and patient needs, methods of implementing and evaluating music therapy to address patient needs.
This course also focuses on ways of developing an evidence based practice utilizing various types and levels of evidence.
The role of the music, the client and the music therapist will also be explored in the context of clinical processes and
clinical illustrations.
Core Curriculum Component: None
Prerequisite(s): MUS345(Music Therapy Methods II)
MUS385
Music Therapy Clinical Improvisation
2 Semester Credits
This experiential-based course is designed to strengthen students’ clinical musicianship deepening the connection
between music-centered practice and improvisational methods. The course will focus on the clinical application of
improvisation, creating music with the intention of meeting a specific clinical goal. Students will learn techniques for
clinical improvisation and expand repertoire of musical style for use in therapy. Students will have the opportunity to
design improvisational interventions for a wide range of clinical populations within the context of group and individual
sessions. The course will focus heavily on providing opportunities for practicing these techniques during experiential
learning opportunities with peers. Students will also focus on refining professionalism, clinical writing skills, and verbal
techniques through these experiential learning opportunities.
Core Curriculum Component: None
Prerequisite(s): MUS315(Psychology, Culture, and Community in Music), MUS345(Music Therapy Methods II)
MUS392
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
MUS398
Internship
2 Semester Credits
239
Core Curriculum Component: None
Prerequisite(s): None
MUS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
MUS408
Current and Future Issues in the Music Industry
2 Semester Credits
A look at current and emerging trends in the music industry. Students will analyze case studies, the latest music industry
research, and readings that examine different stake holders' perspectives of the current state of the industry.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS105(Careers in Music Business), MUS335(Music Business); MUS162(Entrepreneurship for
Creative Businesses), MUS205(Legal Issues in Music, Entertainment, and the Arts), MUS336(Arts Management and
Concert Promotion)
MUS413
Advanced Analysis
2 Semester Credits
The course will mainly focus on song analysis. We will take a look at a diverse range of songs and look for ways to
understand them in a deeper way through using a variety of analytical approaches. The songs will be drawn from a
variety of time periods and musical traditions.
Core Curriculum Component: None
Prerequisite(s): MUS214(Music Theory and Aural Skills IV)
MUS420
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: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUS435
Voice Repertoire
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
240
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): None
MUS441
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: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
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
241
Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are
expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4
hours per week.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): MUS375(Music Therapy Practicum)
MUS475
Music Therapy Practicum
1 Semester Credits
Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are
expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4
hours per week.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): MUS474(Music Therapy Practicum)
MUS476
Instrumentation and Arranging
2 Semester Credits
This course will introduce students to the various instruments of the orchestra, as well as those from other music
traditions. Students will learn the qualities, ranges, and idiosyncrasies of these instruments as well as how to write
effectively for them. Special attention will be given to how to turn lead sheets into fleshed-out arrangements for various
ensembles. Some aspects of electronic music arranging will be discussed as well.
Core Curriculum Component: None
Prerequisite(s): MUS214(Music Theory and Aural Skills IV)
MUS477
Instrumental Methods in Music Education
2 Semester Credits
Development of skills necessary for teaching elementary and secondary instrumental ensembles. Role of the
instrumental music educator, purpose of instrumental music in the schools. Field experiences in schools required.
Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education)
MUS478
Choral Methods in Music Education
2 Semester Credits
Techniques for developing choral music programs. Curriculum, pedagogy, materials, and program administration. Field
experiences in schools required. Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education)
MUS480
Music Therapy Senior Seminar
242
4 Semester Credits
This course is the final course of your pre-professional academic development. This course provides an overview of
many professional issues relevant to the professional clinical practice of music therapy. These topics include: ethics,
professional development, board certification and developing professional presentations and materials. This course will
also include a community service oriented project that incorporates your knowledge regarding the therapeutic use of
music to meet the specialized needs of clients.
Core Curriculum Component: Keystone
Prerequisite(s): MUS385(Music Therapy Clinical Improvisation)
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. All other requirements
for graduation must be completed prior to the internship.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUS483
Advanced Music Therapy Practicum
1 Semester Credits
In this course, students will be developing advanced skills in clinical music therapy practice. Students are required to
attend both the course meeting and 3-4 hours per week at a practicum site to be determined by the course instructor.
Students will be expected to engage in experiences which reflect advanced undergraduate-level practice, including but
not limited to research, development of new programs, sustaining funds for music therapy work, work with clinical
populations which require advanced skills and use of advanced music therapy methods (neurological music therapy,
trauma-informed therapy, Guided Imagery and Music, etc.). Site assignments are made based on student strengths,
student needs, creation of well-rounded clinical experiences, and schedule.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), MUS385(Music Therapy Clinical Improvisation)
MUS494
Music Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
Weekly seminars that mentor teacher candidates with analysis and completion of the Teaching Performance
Assessment (edTPA) and help them make connections between coursework, field experience, and the student teaching
experience. Attributes of the successful novice educator and activities related to successful job acquisition are also
discussed.
Core Curriculum Component: None
Prerequisite(s): 1 of STUTEACH(Student Teaching Approval), STUTEACH12(Student Teaching, 12 Credits),
STUTEACH4(Student Teaching, 4 Credits), STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching,
Extended Experience)
MUS498
Independent Study
243
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
Core Curriculum Component: None
Prerequisite(s): None
MUS503
Introduction to Learning, Teaching, and Technology in Music
2 Semester Credits
Exploration of music learning and teaching in multiple educational settings, including K-12 schools and community music
settings. Basic teaching principles will be discussed, as well as current sociological issues and their influences on music
learning and teaching.
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): 1 of MUS515(Advanced Music Therapy Clinical Practice I) *concurrent registration is required*,
MUS520(Advanced Music Therapy Clinical Practice II) *concurrent registration is required*, MUS550(Music
Psychotherapy) *concurrent registration is required*, MUS560(Music and Imagery) *concurrent registration is
required*, MUS570(Music, Neurology, and Physiology) *concurrent registration is required*
MUS515
244
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
MUS525
Cross-Cultural Awareness in Music Therapy
3 Semester Credits
This course provides an in-depth exploration of specific needs of clients from various and diverse cultures and training in
specialized music therapy approaches and methods. This course emphasizes developing the clinical understanding,
acquisition and application of skills in various ethnic musical forms.
Core Curriculum Component: None
Prerequisite(s): None
MUS530
Music Therapy Ethics
2 Semester Credits
This course explores core concepts of the ethical decision-making process as it applies to music therapy practice,
supervision and research. Course content includes a focus on self-awareness, values, professional competencies and
self-care, client rights, relationships and boundaries, confidentiality and privacy, multicultural perspective and diversity
issues, business conduct and digital and social media use.
Core Curriculum Component: None
Prerequisite(s): None
MUS535
Music Therapy Supervision and Professional Development
2 Semester Credits
This course provides an in-depth exploration of music therapy supervision, consultation and professional development.
The course includes an overview of various theories and models of music therapy supervision, with a focus on
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maintaining effective supervisory relationships and evaluating supervisees. The course will also explore practices that
foster self-care and professional development.
Core Curriculum Component: None
Prerequisite(s): None
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
MUS546
Clinical Music Therapy Internship
2 Semester Credits
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
MUS552
General Music Education Methods
246
3 Semester Credits
Current teaching techniques, methods, and materials for teachers of general music and elective classes at the
elementary and secondary levels. Includes field experience hours and prepractica. Enrollment limited to majors except
by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS303(Introduction to Learning and Teaching in Music), MUS503(Introduction to Learning and
Teaching in Music)
MUS553
Special Education in Music Education
3 Semester Credits
An examination of issues of special education and students with disabilities and giftedness within music education
contexts. Topics include techniques for accommodations and modifications within music education classes and
ensembles to create an inclusive learning environment. Societal and educational attitudes and challenges faced by
individuals with disabilities across the lifespan will be discussed, as will special education law and the role of families and
support networks for students with special needs. Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS352(General Music Education Methods), MUS552(General Music Education Methods)
MUS554
Advanced Music Therapy Clinical Improvisation
3 Semester Credits
This course focuses on strengthening and deepening the connection between students’ musical skills and clinical
application of improvisational methods in music therapy. Students will develop an in-depth understanding of techniques
and methods for clinical improvisation through readings, case review, online discussions, and experiential learning.
Students will expand existing as well as develop new musical resources, and design improvisation-based experiences to
address specific clinical goals and objectives. Students will advance their skills with assessment and evaluation tools
while gaining a greater understanding of the meaning within musical behaviors and interactions. Students will explore
advanced techniques and methods for clinical improvisation through researching a model of improvisation in music
therapy.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice
II)
MUS555
Music Therapy, Spirituality, and Well-being
2 Semester Credits
This course offers an in-depth exploration of music therapy in addressing spirituality, spiritual needs and well-being in
the therapeutic context. This course also explores cultural and ethical issues, boundaries and contraindications
surrounding this work.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice
II)
MUS560
Music and Imagery
247
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
MUS565
Advanced Music Therapy with Infants, Children and Family Centered Care
2 Semester Credits
This course provides an in-depth exploration of music therapy methods with infants, children and family centered care
with a focus on addressing the impact of hospitalization and meeting the changing needs of children and families.
Emphasis for the course will be on critical and chronic illness, palliative and hospice care, and working as part of an
integrative treatment team.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice
II)
MUS570
Music, Neurology, and Physiology
3 Semester Credits
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): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice
II)
MUS575
Music Therapy in Palliative Care
2 Semester Credits
This course provides a comprehensive overview and in-depth exploration of music therapy approaches and methods in
palliative and end of life care. This course focuses on music therapy practices in medical and hospice settings, for
patients living with pain, chronic illness, facing a terminal diagnosis and end of life. The course explores clinical practice,
ethical, and cultural issues as they relate to palliative and end of life care. This course includes the exploration and
synthesis of clinical research surrounding palliative and end of life care.
Core Curriculum Component: None
Prerequisite(s): None
MUS576
Music Therapy in Trauma Informed Care
3 Semester Credits
248
This course provides an in-depth exploration of trauma, trauma informed care and the role of music therapy in trauma
informed care. In this course you will explore how trauma impacts one's physical, emotional, and spiritual well-being,
relationships with self, others, communities and environment, often resulting in recurring feelings of shame, guilt, rage,
isolation, and disconnection. Music therapy approaches and methods appropriate for use in trauma informed care will
be explored; contraindications and issues surrounding safety will be reviewed. Topics and issues of competence,
supervision, consultation, and self-care will also be addressed.
Core Curriculum Component: None
Prerequisite(s): MUS511(Advanced Music Therapy Clinical Practicum) *concurrent registration is required*,
MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice II),
MUS530(Music Therapy Ethics)
MUS577
Instrumental Methods in Music Education
2 Semester Credits
Development of skills necessary for teaching elementary and secondary instrumental ensembles. Role of the
instrumental music educator, purpose of instrumental music in the schools. Field experiences in schools required.
Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education)
MUS578
Choral Methods in Music Education
2 Semester Credits
Techniques for developing choral music programs. Curriculum, pedagogy, materials, and program administration. Field
experiences in schools required. Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education)
MUS580
Transcultural Music Therapy I
4 Semester Credits
This course explores meanings and expressions of music, health, illness, and healing transculturally. Focus is on
developing an understanding of individuals, families, groups and communities with diverse cultural backgrounds and the
use of music in community and for healing within their culture. Music is explored as a means of understanding a culture,
human interaction, communication, manner of fostering health and quality of life.
Core Curriculum Component: None
Prerequisite(s): MUS511(Advanced Music Therapy Clinical Practicum) *concurrent registration is required*
MUS582
Transcultural Music Therapy II
4 Semester Credits
This course explores role and meaning of music, health, illness, and healing transculturally with a focus on communities
with diverse cultural backgrounds and how music is a means of understanding a culture, human interaction,
communication, and utilized to foster health, healing and quality of life.
Core Curriculum Component: None
249
Prerequisite(s): MUS511(Advanced Music Therapy Clinical Practicum) *concurrent registration is required*,
MUS525(Cross-Cultural Awareness in Music Therapy)
MUS585
Advanced Music Therapy Group Work
3 Semester Credits
This course provides an in-depth exploration and comprehensive study of group music therapy work in a variety of
clinical settings. This course emphasizes the dynamics of group process including the types, stages, and formation of
groups. Music therapy approaches, methods, techniques, and interventions will be reviewed and applied for group
practice. This course will also explore the use of musical and non-musical means of processing and deepening in the
group process or experience.
Core Curriculum Component: None
Prerequisite(s): MUS510(Advanced Music Therapy Theory)
MUS590
Interdisciplinary Practice and Research Methods in Music Therapy
3 Semester Credits
This course provides an in-depth exploration of the emerging field of interdisciplinary practice and research and its
relevance to music therapy. The course will explore what is driving interdisciplinary practice and research, as well as the
values, traits, and skills that this method of clinical practice and research requires and fosters. The benefits and
challenges, indications and contraindications for this work will be discussed.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I)
MUS595
Thesis or Final Project
2 Semester Credits
This course provides faculty guidance in preparation and completion of material to satisfy the final project or Master's
thesis requirement in an independent study format. This includes clarification of program expectations, review of
literature, project and research development, academic and report writing, and advisory support and feedback.
Core Curriculum Component: None
Prerequisite(s): MUS540(Music Therapy Research I), MUS545(Music Therapy Research II)
MUS599
Directed Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS –New Media
NMS100
Journalism Practicum
1 Semester Credits
250
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
NMS101
Sports Production Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
NMS102
Audio Storytelling Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
NMS105
Multimedia Production Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
NMS110
Exploring Diversity in Mass Media
4 Semester Credits
This course explores big questions about representation in media: Are we all represented in media? How are we
constructed through media? How does mass media shape our identities and communities? How do we shape the
media? We study identity and cultural expression in various media forms, uncover constructions of race, gender, and
power; examine our own positionality within those structures; and use intercultural awareness to expand the frame.
Core Curriculum Component: Humanities
Prerequisite(s): None
NMS115
Introduction to Game History and Design
4 Semester Credits
251
This course introduces students to game design and development terminology, principles, tools and techniques.
Students will examine the history and theories of game design and will explore a variety of game genres. Business
principles, legal and ethical issues and technological developments are discussed in relation to the creation of games.
Core Curriculum Component: None
Prerequisite(s): None
NMS220
Foundations of New Media
4 Semester Credits
Communication, technology, art, and culture will set the context for exploring emergent media. Theory, practice, and
historical developments of new media will be examined. Assignments will take the form of case studies, projects, and
critical yet hands-on analysis and are designed to develop critical skills in thinking and adapting to future media.
Core Curriculum Component: None
Prerequisite(s): None
NMS230
Social Media
4 Semester Credits
Explore the form, function, and context of social media, social media theory, and effective strategies for using social
media. Privacy, media literacy, and ethics will also be examined. Understand how social media functions as a
communication vehicle in society through case studies, a survey of effective campaigns, and live interactions with the
new medium. Includes practical hands-on experience creating and engaging with social media.
Core Curriculum Component: None
Prerequisite(s): None
NMS242
Electronic Literature
4 Semester Credits
Students will discover and apply essential aesthetic practices that lie at the heart of both digital and traditional
literature, focusing on the artist’s commitment to both language and the visual. They will examine multiple genres –
among them hypertext and micro fiction, digital and cinematic poetry, and game narratives – considering interactive,
simultaneous, and non-linear practices of writing emerging in digital culture. It is a course is designed to contextualize
the digital on the literary page, stage, and screen.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
NMS252
Content and Systems Design
4 Semester Credits
If you’ve ever enjoyed the experience of playing a video game, you’ve had a first-hand lesson in how important content
and systems design are. The experience of a game is driven by four major components: content, systems, narrative, and
user experience. This class will help you learn to design all four components, and build a deeper understanding of the
game development process and an introduction to concepts in scripting.
Core Curriculum Component: None
252
Prerequisite(s): None
NMS260
New Media Production
4 Semester Credits
Consider new media technologies and their uses in this introductory course in new media production. Work
collaboratively and independently to produce new media works ranging from Internet memes to interactive videos.
Through hands-on exercises and experiments with images, sounds, text, and motion you will apply new media
principles, understand the importance of user, and learn to communicate ideas effectively.
Core Curriculum Component: None
Prerequisite(s): None
NMS295
Topics in New Media
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS320
Contemporary New Media Practices
4 Semester Credits
Explore global contemporary practices of new media with a focus on technological process, innovation, critique, and
influence. Learn how the interplay between art, science, and technology changes the way we communicate, interact,
and perceive the world. Topics may include privacy, identity, relationships, the virtual, social change, faith, politics,
technoculture, genre revisionism, and mechanical reproduction.
Core Curriculum Component: None
Prerequisite(s): NMS220(Foundations of New Media)
NMS352
Unity I: Working With Unity
4 Semester Credits
The Unity engine powers nearly 50% of all games and nearly 75% of mobile games. This course, built in collaboration
with Unity and the IGDA, will introduce you to developing games in Unity. By the end of this course, you'll learn how to
build a fully functioning game within the Unity system, including all key elements.
Core Curriculum Component: None
Prerequisite(s): None
NMS371
253
Internet Law
4 Semester Credits
Cybercrime. Privacy Breaches. Copyright Infringement. The Internet is chocked full of examples like these where
technology, users, and society have collided in ways that have called for legal or regulatory intervention. Study Internet
governance frameworks and existing laws while exploring the legal principles and regulations that govern the Internet.
Consider the past, present, and future of Internet law as you examine global Internet challenges and key legal conflicts.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking), COM117(Business and Professional Speaking), COM120(Mass Media and Popular Culture),
COM180(Introduction to Communication Studies), COM247(Documentary History and Theory), COM254(Interpersonal
Communication), COM260(Environmental Communication), COM280(Introduction to Communication Studies),
COM290(Writing for Strategic Communication), COM295(Topics), FLM124(Monster Movies), FLM180(Film Sight and
Sound), FLM216(Film Production I), FLM229(Screenwriting), FLM230(Scenic Painting: Paint for Stage, Film and Faux
Application), FLM240(Animation), FLM251(Mexican Cinema: Past and Present), FLM260(Documentary Production I),
FLM295(Film Topics), NMS110(Exploring Diversity in Mass Media), NMS220(Foundations of New Media), NMS230(Social
Media), NMS242(Electronic Literature), NMS260(New Media Production), NMS295(Topics in New Media),
POL121(American Government and Politics), POL122(Social Justice in Urban America), POL158(Introduction to Political
Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics),
POL282(Asian America Politics of Identity), POL295(Topics)
NMS375
Practicum
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
NMS398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS399
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Internship
4 Semester Credits
Junior or senior standing required
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
NMS452
Unity II: Advanced Unity
4 Semester Credits
This course is intended to provide students with the skills and knowledge to bring their mastery of the Unity game
engine and C# programming up to a professional standard. Students will learn how to perform a range of vital codebased tasks within the Unity platform, and will grow their skills in building core gameplay functionality, supporting
systems and platform-specific optimizations. This course was built in collaboration with Unity. Upon successful
completion, students will be prepared to sit for the Unity Certified Associate: Programmer exam.
Core Curriculum Component: None
Prerequisite(s): NMS115(Introduction to Game History and Design), NMS252(Content and Systems Design),
NMS352(Unity I: Working With Unity)
NMS475
Game Design Studio
4 Semester Credits
This course is intended as a culmination of all a student’s work in the Game Design and Development major. Students
will work in groups to build a game in the Unity engine that uses real-time 2D or 3D visuals and showcases their
understanding of the core principles of game design. Students will pitch their game, design, prototype, build and test
their game. Students will be evaluated based on the quality of their game, and their internal project management
processes.
Core Curriculum Component: None
Prerequisite(s): CSC165(Introduction to Computer Programming (Python)), CSC272(Unix and C), CSC311(Web
Applications and Databases), NMS115(Introduction to Game History and Design), NMS252(Content and Systems Design),
NMS352(Unity I: Working With Unity), NMS452(Unity II: Advanced Unity)
NMS490
Vocation and New Media
4 Semester Credits
A synthesis of new media 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 ENL242(Electronic Literature), NMS242(Electronic Literature); NMS220(Foundations of New Media),
POL371(Topics)
NMS495
Topics in New Media
4 Semester Credits
Core Curriculum Component: None
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Prerequisite(s): None
NMS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR – Nursing
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 ENL111(Effective
Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing
Placement Level)
NUR306
Paradigms in Nursing
4 Semester Credits
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*
NUR314
Self-Care I: Health of the Nurse
2 Semester Credits
In this course, you will explore the meaning of self-care, and its application to professional nursing. Multiple modalities
will be introduced to expand the knowledge, understanding, and need for self-care in the nursing profession. A personal
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self-care plan will be developed and implemented into your personal life throughout this course. The plan will also be
evaluated, with in-depth reflection on the process.
Core Curriculum Component: None
Prerequisite(s): NUR300(Trends and Issues in Nursing)
NUR315
Self-Care II: Health of the Nurse
2 Semester Credits
In this course, modalities will be introduced, beyond what you learned in NUR 314. Your personal self-care plan will be
expanded to include self-care at work. This revised plan will be implemented throughout this course, and evaluated,
with in-depth reflection on the process. This process will allow the student to make life-long use of the experiential
opportunities gained regarding their self-care.
Core Curriculum Component: None
Prerequisite(s): NUR314(Self-Care I: Health of the Nurse) *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), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); NUR300(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): NUR410(Community Health Nursing I) *concurrent registration is acceptable*
NUR432
Transcultural Healing Practices
4 Semester Credits
257
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
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.,
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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
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
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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
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
NUR520P
Practicum: Research Methods in Nursing
1 Semester Credits
This practicum is associated with NUR 520 and focuses on the research process to benefit the profession of nursing and
contribute to the knowledge base for practice. during the NUR 520 course students explore quantitative and qualitative
methodologies with an emphasis on utilizing a methodology appropriate to questions of transcultural and
transformational practice. In this practicum, students will design a research study proposal based on their nursing
practice focus.
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
260
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
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): CONSENT(Consent of Instructor)
NUR525P
Practicum: Graduate Field Project
2 Semester Credits
261
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 theorybased 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 Transformation
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,
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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
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
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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
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
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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.
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
NUR715
Practicum: Dismantling White Supremacy Culture
1 Semester Credits
This practicum will explore the culture of white supremacy in which patterns of Western ideology, white superiority, and
systems of racial oppression influence the health and wellbeing of individuals and communities. These pervasive
patterns will be deconstructed and dismantled in community through self work and somatic healing methods. By
learning one’s sympathetic nervous system’s response to racism, as well as how one embodies racial experiences, one
can begin to work effectively towards racial justice to reduce inequities in healthcare. Civic agency skills will be
incorporated into collective group work to address systemic racism in both personal and professional work spaces.
Core Curriculum Component: None
Prerequisite(s): None
NUR721
Practicum: Ancient Healing Practices and Modern Implications
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR722
Practicum: Ancient Healing Practices and Modern Implications
265
2 Semester Credits
This course helps students embody connections to nature that are fundamental in modern day holistic nursing and
healing practices. Participants are immersed in energies present at many ancient sacred sites of England, including
Tintagel, the Chalice Well Peace Garden, Glastonbury Abbey, Stonehenge, and the healing waters of Bath. Through
understanding sacred ceremony, students learn how to consciously merge science with spirit to connect with the healing
energies of the cosmos.
Core Curriculum Component: None
Prerequisite(s): None
NUR731
Practicum: Día de los Muertos
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR732
Practicum: Día 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
NUR741
Practicum: Health and Community Building in Guatemala
1 Semester Credits
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
Prerequisite(s): None
NUR751
Transformation in Practice: Addressing Soul Trauma and Healing
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1 Semester Credits
This practicum will provide students the opportunity to learn and experience soul healing by reconnecting with the roots
of one’s authentic self. Students will incorporate embodied ways of knowing, traditional health and healing practices, as
well as ceremony to understand social and generational trauma. In community, transformation will be supported while
addressing concepts in false belief systems, utilizing emotions constructively, and authentic self-care.
Core Curriculum Component: None
Prerequisite(s): None
NUR755P
Culture, Gender, and the Sustainable Development Goals: Virtual Immersion in Africa
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR762
Toward Global Health Equity in Africa: Building Transcultural Nursing Relationships in Namibia
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) and Formal Evidence
3 Semester Credits
This course provides a foundation for building the scholarship of advanced transcultural and holistic nursing practice.
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 in
context-specific, emic positions and for rigor in empirical procedures based in context-free, etic perspectives. Utilizing
selected evidence suited to particular transcultural and holistic issues, practice models 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 and holistic healthcare issues and relevant to concerns of people marginalized by
health systems. Exploration of how Evidence-Based Practice and Metis-Based Practice is integrated into nursing practice
will be developed.
Core Curriculum Component: None
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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 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 diverse cultural expressions of health and illness.
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
Bio-Cultural Epidemiology: The Ecology of Human Suffering in a World of Extremes
3 Semester Credits
This course embraces a critical social approach to understanding health and illness embodied within populations and
communities. Cumulative illness-producing effects of inequities entrenched in structures of social privilege and
disadvantage are examined in relation to patterns of health, illness, risk perception, and behavior across a broad range
of cultural contexts. Human suffering is viewed as neither coincidental nor inevitable, but related to how social
relationships and institutions promote or erode the health of persons and populations. Ecological and epidemiological
methods are examined for their cultural sensitivity, relevance and ability to expose socio-cultural determinants of health
and illness in local contexts. The role of the advanced practice nursing, gathering evidence, advocating for the
underserved, and providing care and access to health resources is emphasized.
Core Curriculum Component: None
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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
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during
students' practicum experiences that are faculty-led and those that are self-directed; and to foster students' completion
of the DNP scholary capstone project and portfolio. The focus of the seminar is individualized to students' specific
practice interest and goals. As such, students are expected to test ideas for their scholarly capstone project in the
seminars with faculty and peers.
Core Curriculum Component: None
Prerequisite(s): None
NUR812
Seminar 1: Doctor of Nursing Practice - Family Nurse Practitioner Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students'
completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals.
The focus of this seminar is to develop a Scholarly Project Plan and to begin writing a scholarly paper with a particular
focus on chapter one and two.
Core Curriculum Component: None
Prerequisite(s): None
NUR816
Advanced Pathophysiology and Vibrational Energy Medicine
3 Semester Credits
This course examines the interactions and influences of cellular and energy transmission within the human body. The
role of imbalance and inflammation on body systems will articulate how illness and disease results from ongoing states
of imbalances.
Core Curriculum Component: None
Prerequisite(s): None
NUR817
Informatics and Health Policy: The Colonization of Knowledge
1 Semester Credits
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This course examines how knowledge is or is not accessed/utilized throughout transcultural and holistic healthcare
systems. Applying principles of how multidisciplinary healthcare teams share the colonization of knowledge will be
described and applied to the role of advanced practice nurses.
Core Curriculum Component: None
Prerequisite(s): None
NUR818
Pharmacotherapeutics I for Advanced Practice
3 Semester Credits
This course provides the foundation of the principles of pharmacology, pharmacotherapy, and pharmacokinetics. The
knowledge will relate to disease processes of medications used in multiple disease states, acute and chronic illness.
Core Curriculum Component: None
Prerequisite(s): None
NUR819
Physical and Holistic Health Assessment
3 Semester Credits
This course articulates how a Physical and Holistic Health Assessment integrates knowledge from a variety of disciplines:
medicine, Functional Medicine, spirituality, religion, transcultural and holistic nursing. Utilizing a variety of assessment
tools provides the Nurse Practitioner with a systematic and holistic approach to analyze a patient's health history.
Core Curriculum Component: None
Prerequisite(s): None
NUR820
Integrative Illness Prevention and Wellness Promotion
2 Semester Credits
This course provides a comprehensive overview of the conceptual and theoretical continuum of providing holistic
approaches to health and healing. Integrative Illness Prevention and Wellness Promotion encompasses health
promotion strategies and how wellness can be impacted in a variety of cultures and populations through the lifespan
and healthcare systems.
Core Curriculum Component: None
Prerequisite(s): None
NUR821
Second Year Doctoral Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during
students' practicum experiences that are faculty-led and those that are self-directed; and to foster students' completion
of the DNP capstone project and portfolio. The focus of the seminar is individualized to students' specific practice
interests and goals. As such, students are expected to test ideas for their capstone projects in the seminar with faculty
and peers. Students will begin to write their Capstone Project paper during this semester.
Core Curriculum Component: None
Prerequisite(s): NUR811(First Year Doctoral Seminar) *concurrent registration is acceptable*
NUR822
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Seminar 2: Doctor of Nursing Practice - Family Nurse Practitioner Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students'
completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals.
The focus of this seminar is to continue writing the student's scholarly paper with particular focus on chapter three.
Core Curriculum Component: None
Prerequisite(s): 1 of NUR811(First Year Doctoral Seminar), NUR812(Seminar 1: Doctor of Nursing Practice - Family Nu)
NUR824
Integrative Primary Care of Adults I
3 Semester Credits
This course provides the application of medical and complementary and alternative healthcare management to disease
states and body systems. The clinical management is an approach to treating the adult patient with ongoing symptoms
and illness.
Core Curriculum Component: None
Prerequisite(s): NUR819(Physical and Holistic Health Assessment), NUR820(Integrative Illness Prevention and Wellness
Promotion)
NUR825
Integrative Primary Care of Adults II
3 Semester Credits
This course provides the application of medical and complementary and alternative healthcare management to disease
states and body systems. The clinical management is an approach to treating the adult patient with chronic illness and
also addressing women's health issues.
Core Curriculum Component: None
Prerequisite(s): NUR824(Integrative Primary Care of Adults I)
NUR826
Pharmacotherapeutics II for Advanced Practice and Herbal Medicine
3 Semester Credits
This course provides the foundation of the principles of pharmacology, pharmacokinetics, and herbal medicine. The
knowledge will relate to disease processes of medications used in multiple disease states, acute and chronic illness. This
class will also include an in-depth description of how pharmacology and herbs are utilized in treating illness throughout
the life span.
Core Curriculum Component: None
Prerequisite(s): None
NUR827
Integrative Primary Care of Children
3 Semester Credits
This course provides the application of medical and complementary and alternative healthcare management to disease
states and body systems. The clinical management is an approach to treating the pediatric population with ongoing
symptoms, illness and chronic illness and also addressing issues of the pregnant woman. This course also examines the
transcultural families from a multidimensional approach exploring the set of shared worldviews, adaptations, and
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meaning. The student will explore a family's life ways and health care patterns, values and goals via developing an indepth contextual understanding of the family's configuration, social interaction, ethnicity, genetics, religion, nationality,
language and communication styles. Ethical implications of providing cultural and holistic care to marginalized
populations will be examined.
Core Curriculum Component: None
Prerequisite(s): None
NUR831
Third Year Doctoral Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during
students' practicum experiences that are faculty-led and those that are self-directed; and to foster students' completion
of the DNP capstone project and portfolio. The focus of the seminar is individualized to students' specific practice
interests and goals. As such, students are expected to test ideas for their capstone projects in the seminar with faculty
and peers. Students will begin to write their Capstone Project paper during this semester.
Core Curriculum Component: None
Prerequisite(s): NUR821(Second Year Doctoral Seminar)
NUR832
Seminar 3: Doctor of Nursing Practice - Family Nurse Practitioner Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students'
completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals.
The focus of this seminar is to continue writing a scholarly paper with particular focus on chapter four.
Core Curriculum Component: None
Prerequisite(s): NUR822(Seminar 2: Doctor of Nursing Practice - Family Nur)
NUR833
Advanced Pathophysiology II
2 Semester Credits
This course expands on the content of NUR 816 of the interactions and influences of cellular and energy transmission
within the human body. The role of imbalance and inflammation on body systems will articulate how illness and disease
results from ongoing states of imbalance. This course also integrates competency-based case study applications.
Core Curriculum Component: None
Prerequisite(s): NUR816(Advanced Pathophysiology and Vibrational Energy Medicine)
NUR841
Final Year Doctoral Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during the
student's practicum experiences to complete their doctoral capstone project. During this seminar, students will
complete their written scholarly paper describing their capstone project and present their scholarly project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), NUR831(Third Year Doctoral Seminar)
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NUR842
Seminar 4: Doctor of Nursing Practice - Family Nurse Practitioner Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students'
completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals.
The focus of this seminar is to complete the scholarly paper and to develop a manuscript for publication.
Core Curriculum Component: None
Prerequisite(s): NUR832(Seminar 3: Doctor of Nursing Practice - Family Nur)
NUR843
Eyes-Nose-Throat (HEENT) and Complementary and Alternative Medicine (CAM) Skills Lab
0.5 Semester Credits
This course provides the application of competency-based education in treating HEENT and Complementary and
Alternative modalities issues common in primary care. The assessment, clinical management, evidence-based practice
guidelines and learning the skill techniques for treating these conditions will be practiced in this course.
Core Curriculum Component: None
Prerequisite(s): NUR819(Concurrent enrollment in NUR819) *concurrent registration is required*
NUR844
Women's Health Skills Lab
0.5 Semester Credits
This course provides the application of competency-based education in treating Women’s health issues common in
primary care. The assessment, clinical management, evidence-based practice guidelines and learning skills technique for
treating Women’s health conditions will be practiced in this course.
Core Curriculum Component: None
Prerequisite(s): NUR824(Concurrent enrollment in NUR824) *concurrent registration is required*
NUR845
Musculoskeletal Skills Lab
0.5 Semester Credits
This course provides the application of competency-based education in treating musculoskeletal issues common in
primary care. The assessment, clinical management, evidence-based practice guidelines and learning the skill techniques
for treating the musculoskeletal conditions will be practiced in this course.
Core Curriculum Component: None
Prerequisite(s): NUR819(Concurrent enrollment in NUR819) *concurrent registration is required*
NUR846
Dermatology, Suturing and Minor Surgical Procedures Skills Lab
0.5 Semester Credits
This course provides the application of competency-based education in treating dermatology, suturing and minor
surgical procedure issues common in primary care. The assessment, clinical management, evidence-based practice
guidelines and learning skills technique for treating the dermatological conditions will be practiced in this course.
Core Curriculum Component: None
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Prerequisite(s): NUR825(Concurrent enrollment in NUR825) *concurrent registration is required*
NUR850
Integrative Primary Care of Adults Clinical I
3 Semester Credits
This course will provide the student with clinical opportunities and direct patient care to engage in a transcultural and
holistic approach to primary care of patients. Holistic assessment tools will provide the Nurse Practitioner student with
clinical experience in providing a systematic holistic root cause analysis of a patient’s health history. The student will also
develop an Integrative Health Promotion educational project for patient population, culture or healthcare system. This
course will also provide the student with clinical opportunities and direct patient care to provide the application of
medical and complementary and alternative healthcare management to disease states and body systems. The clinical
management is an approach to treating the primary care patient with ongoing symptoms and illness.
Core Curriculum Component: None
Prerequisite(s): NUR816(Advanced Pathophysiology and Vibrational Energy Medicine), NUR817(Informatics and Health
Policy: The Colonization of Knowledge), NUR818(Pharmacotherapeutics I for Advanced Practice), NUR819(Physical and
Holistic Health Assessment), NUR820(Integrative Illness Prevention and Wellness Promotion), NUR824(Integrative
Primary Care of Adults I) *concurrent registration is required*
NUR851
Integrative Primary Care of Adults Clinical II
2 Semester Credits
This course will provide the student with clinical opportunities and direct patient care to provide the clinical application
of medical and complementary and alternative management to disease states and body systems. The clinical
management is an approach to treating the adult patient and women's health issues with chronic illness.
Core Curriculum Component: None
Prerequisite(s): NUR850(Integrative Primary Care of Adults Clinical I)
NUR852
Integrative Primary Care of Adults Clinical III
2 Semester Credits
This course will provide the student with clinical opportunities and direct patient care for clinical application of medical,
complementary and alternative healthcare management of disease states and body systems. The clinical management is
an approach to treating the adult patient with complex comorbidities of altered health states. Students will integrate
safe and effective management strategies for patients requiring multiple pharmacological interventions.
Core Curriculum Component: None
Prerequisite(s): NUR851(Integrative Primary Care of Adults Clinical II)
NUR853
Integrative Primary Care of Children Clinical
2 Semester Credits
This clinical engages students in a transcultural and holistic approach to integrative primary care of children. Clinical
rotations will include experience in assessment, diagnosis, treatment, and ongoing management of illness and health
within a pediatric population.
Core Curriculum Component: None
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Prerequisite(s): NUR852(Integrative Primary Care of Adults Clinical III) *concurrent registration is acceptable*;
NUR827(Integrative Primary Care of Children) *concurrent registration is required*
NUR854
Integrative Primary Care of Adults Clinical IV
3 Semester Credits
This course will provide the student with clinical opportunities and direct patient care to provide the clinical application
of medical, complementary and alternative healthcare management to disease states and body systems. Students will
integrate complex medical and holistic primary care interventions associated throughout the life span (pregnant woman,
pediatrics, adolescences, adult, and geriatric patients) for acute and chronic illness. The clinical plans of care will include
evidence-based practice, management of complex pharmacological application, and the holistic approach to patient
care.
Core Curriculum Component: None
Prerequisite(s): NUR825(Integrative Primary Care of Adults II) *concurrent registration is required*, NUR853(Integrative
Primary Care of Children Clinical)
NUR855
Integrative Primary Care of Adults Clinical V
2 Semester Credits
This clinical intensive rotation is one-two weeks in length. It provides the student with the opportunity to experience the
principles of intra-professional collaboration and referral within the primary care system. Integrate ICD coding and
pharmacological prescribing practices into primary patient care.
Core Curriculum Component: None
Prerequisite(s): NUR854(Integrative Primary Care of Adults Clinical IV)
NUR856
Leading Change Through the Lens of Wholeness: Clinical
1 Semester Credits
This course will provide the student with clinical opportunities and direct patient care to engage in a transcultural and
holistic approach to primary care of patients. Holistic assessment tools will provide the Nurse Practitioner student with
clinical experience in providing a systematic holistic root cause analysis of a patient's health history. This course will
provide the students clinical opportunities and direct patient care to provide the application of medical, complementary
and alternative healthcare management to disease states and body systems. The clinical management is an approach to
treating the primary care patient with ongoing symptom and illness. This course will provide the student with the
opportunity to manage patients in a long term care setting and to practice in an intra-professional collaboration model.
Core Curriculum Component: None
Prerequisite(s): NUR850(Integrative Primary Care of Adults Clinical I), NUR851(Integrative Primary Care of Adults Clinical
II), NUR852(Integrative Primary Care of Adults Clinical III), NUR853(Integrative Primary Care of Children Clinical),
NUR861(NUR861 taken concurrently) *concurrent registration is required*
NUR861
Leading Change Through the Lens of Wholeness
2 Semester Credits
This course will provide an approach to a collaborative medicine case study application of transcultural and holistic
nursing concepts, based on evidence based and metis-based evidence practice. This case study application will develop
critical spiritual, ethical, and integrative health leadership decision-making skills for the nurse practitioner. An analysis of
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barriers to the delivery of integrative health will be described and innovative leadership theory and collaborations skills
be examined.
Core Curriculum Component: None
Prerequisite(s): NUR850(Integrative Primary Care of Adults Clinical I), NUR851(Integrative Primary Care of Adults Clinical
II), NUR852(Integrative Primary Care of Adults Clinical III), NUR853(Integrative Primary Care of Children Clinical)
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
OJB – Ojibwe
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.
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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 – Physician Assistant Studies
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
This is the first in a series of lecture-discussion-laboratory courses designed to demonstrate and apply techniques and
skills essential to interviewing and physical examination of patients across organ systems. Basic genetics and
preventative health care are introduced. Units are coordinated with Clinical Medicine I, Pharmacotherapy I, and Clinical
Practice Seminar I.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA512
History and Physical Exam Skills II
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7 Semester Credits
This is the second in a series of lecture-discussion-laboratory courses designed to demonstrate and apply the techniques
and skills essential to interviewing and physical examination of patients across organ systems. Units are coordinated
with Clinical Medicine II, Pharmacotherapy II, and Clinical Practice Seminar II.
Core Curriculum Component: None
Prerequisite(s): PA511(History and Physical Exam Skills I)
PA521
Pharmacotherapy I
5 Semester Credits
This is the first in a series of courses that will cover pharmacology and pharmacotherapy related to disease processes
across organ systems. This course will include discussion of drug mechanism of action, indications, adverse effects,
contraindications, monitoring, and patient education. Units are coordinated with the Clinical Medicine I, History and
Physical Exam Skills I, and Clinical Practice Seminar I courses.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA522
Pharmacotherapy II
5 Semester Credits
This is the second in a series of courses that will cover pharmacology and pharmacotherapy related to disease processes
across organ systems. This course will include discussion of drug mechanism of action, indications, adverse effects,
contraindications, monitoring, and patient education. Units are coordinated with the Clinical Medicine II, History and
Physical Exam Skills II, and Clinical Practice Seminar II courses.
Core Curriculum Component: None
Prerequisite(s): PA521(Pharmacotherapy I)
PA531
Clinical Medicine I
8 Semester Credits
This is the first in a series of courses that provides background in the epidemiology, etiology, pathophysiology, clinical
presentation, diagnosis, treatment, and prevention of common and serious disorders across organ systems. This course
builds on the foundation laid in Anatomy and Pathophysiology. Units are coordinated with concurrent courses in History
and Physical Exam Skills I, Pharmacotherapy I, and Clinical Practice Seminar I.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA532
Clinical Medicine II
10 Semester Credits
This is the second in a series of courses that provides background in the epidemiology, etiology, pathophysiology, clinical
presentation, diagnosis, treatment, and prevention of common and serious disorders across organ systems. Geriatrics
medicine will be explored and integrated throughout the semester. Students will complete a service-learning experience
with an older adult from the community. Units are coordinated with concurrent courses in History and Physical Exam
Skills II, Pharmacotherapy II, and Clinical Practice Seminar II.
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Core Curriculum Component: None
Prerequisite(s): PA531(Clinical Medicine I)
PA533
Clinical Medicine III
4 Semester Credits
This is the third and final in a series of three courses and will provide a background in the epidemiology, etiology,
pathophysiology, clinical presentation, diagnosis, treatment, and prevention of common and serious disorders in
pediatrics, women's health, and acute, emergent, and inpatient care.
Core Curriculum Component: None
Prerequisite(s): PA532(Clinical Medicine II)
PA542
Professional Issues
2 Semester Credits
This course is a seminar designed to introduce the physician assistant (PA) student to various professional topics and
medical ethics 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 (PA) profession, laws and regulations governing physician
assistant practice, education, professional behavior and some of the most important ethical issues in medicine, public
health, and caring for diverse communities.
Core Curriculum Component: None
Prerequisite(s): None
PA545
Clinical Phase Transition
2 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. The focus will be on written and
verbal communication, professionalism and interpersonal skill development relating to the application of knowledge.
Students will be placed in a clinic or hospital setting for the semester. 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)
PA546
Clinical Practice Seminar I
2 Semester Credits
This course is designed to integrate and apply concepts and knowledge gained through the Clinical Medicine, History
and Physical Exam and Pharmacotherapy series. It will help the student become a critical thinker, introduce the concepts
of clinical decision making, and apply other course content to patient cases. It will be administered in a small group
format and will generally be case based and emphasize common themes/concepts encountered in clinical practice.
Semester I will focus on clinic-based patient cases. Groups will consist of 5-10 students.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
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PA547
Clinical Practice Seminar II
2 Semester Credits
This course is designed to integrate and apply concepts and knowledge gained through the Clinical Medicine, History
and Physical Exam and Pharmacotherapy series. It will help the student become a critical thinker, introduce the concepts
of clinical decision making, and apply other course content to patient cases. It will be administered in a small group
format and will generally be case based and emphasize common themes/concepts in clinical practice. Semester II will
focus on more complex patient cases and include acute care settings (emergency room and hospital admissions). Groups
will consist of 5-10 students.
Core Curriculum Component: None
Prerequisite(s): PA546(Clinical Practice Seminar I)
PA555
Research Tools for the Physician Assistant
2 Semester Credits
The course emphasizes research as a tool at all levels of physician assistant (PA) practice and education; identifies the
linkages between research, theory, and medical practice, and the responsibility of the PA to expand their knowledge
base. Information literacy in relationship to medical literature is integrated throughout the course.
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
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
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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
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 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
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 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
Prerequisite(s): None
PA605
Emergency 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 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
4 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
4 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
4 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
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
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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
PHI – Philosophy
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
283
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
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
284
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), 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 ENL111(Effective Writing II), 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.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI295
Topics
4 Semester Credits
This course introduces students to various topics in the field of philosophy. Students will explore primary texts and
sources on philosophical systems of thought from a variety of time periods, cultures, and thinkers. Students will develop
their own perspectives on the topic(s) under investigation.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), WPL(Writing Placement Level)
PHI315
Philosophy of Human Nature and Human Culture
4 Semester Credits
285
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
PHI365
Philosophy of Science
4 Semester Credits
The course explores what scientific knowledge is, whether the scientist’s knowledge of the world is profoundly different
and better than that of the non-scientist, and what degrees of certainty are yielded by scientific methods. (Suggested
prior course: one course in natural science)
Core Curriculum Component: None
Prerequisite(s): None
PHI370
286
Existentialism
4 Semester Credits
Studies in the writings - both philosophical and literary - of prominent existentialist authors. The course examines what
it means to be a being-in-theworld 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.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT271(Discrete Mathematical Structures),
MAT302(Discrete Mathematical Structures)
PHI399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
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 ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor)
PHI490
287
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
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY – Physics
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 MAT090(Prealgebra), MAT103(Prealgebra), MPL(Math Placement Level 2)
PHY107
College Physics I
4 Semester Credits
This is a rigorous study of classical physics including mechanics and wave motion. This course is focused on the
applications of physics to the biological sciences. This course does not meet requirements for Chemistry and Physics
majors. Some knowledge of trigonometry is required. Students in MPG 2 should take MAT 106 before this course.
Students in MPG 3 who have not studied trigonometry are encouraged to take MAT 114 concurrently with this course.
Concurrent registration in PHY107L is required. (Three one-hour lectures, one three-hour laboratory. Fall)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MAT114(Precalculus),
MPL(Math Placement Level 3)
PHY107L
College Physics I Lab
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY107(College Physics I) *concurrent registration is required*
PHY108
College Physics II
288
4 Semester Credits
A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. This course is focused
on the applications of physics to the biological sciences. This course does not meet requirements for Chemistry and
Physics majors. Concurrent registration in PHY108L is required. (Three one-hour lectures, one three-hour laboratory.
Spring)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of PHY107(College Physics I), PHY121(General Physics I); 1 of ENL111(Effective Writing II) *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)
PHY108L
College Physics II Lab
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY108(College Physics II) *concurrent registration is required*
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. Concurrent registration in PHY116L is required. (Three
one-hour lectures, one three-hour laboratory.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
PHY116L
Introduction to Physics Lab
1 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. Concurrent
registration in PHY119L is required. (Three one-hour lectures, one three-hour laboratory.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
PHY119L
Physics for the Fine Arts Lab
289
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY119(Physics for the Fine Arts) *concurrent registration is required*
PHY121
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. Concurrent registration in PHY121L is required. (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 I Lab
1 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. Concurrent registration in PHY122L is required. (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 ENL111(Effective Writing II)
*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);
PHY121(General Physics I)
PHY122L
General Physics II Lab
1 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
290
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
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.
Concurrent registration in PHY245L is required. (Three one-hour lectures, one two-hour laboratory. Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT245(Calculus III) *concurrent registration is acceptable*, MAT255(Multivariable Calculus)
*concurrent registration is acceptable*; PHY122(General Physics II)
PHY245L
Modern Physics Lab
1 Semester Credits
Laboratory experiments and projects provide students with an introduction to advanced instrumentation and
experimental techniques used in modern science.
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II), PHY122(General Physics II)
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. Concurrent registration in PHY261L is
required.
Core Curriculum Component: None
Prerequisite(s): 1 of PHY116(Introduction to Physics), PHY122(General Physics II); MAT146(Calculus II)
PHY261L
Electronics Lab
1 Semester Credits
Students will develop hands-on skills and experience through laboratory exercises and projects using modern test
instrumentation, simple circuit design, transistors, operational amplifiers, gates, and other devices.
Core Curriculum Component: None
Prerequisite(s): 1 of PHY116(Introduction to Physics), PHY122(General Physics II)
291
PHY295
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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
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. Concurrent registration in
PHY317L is required. (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
1 Semester Credits
Students will develop experimental skills in biophysics (e.g. image processing, microscopy, thermodynamic techniques).
Core Curriculum Component: None
Prerequisite(s): 1 of CSC170(Introduction to Object-Oriented Programming (Java)), PHY122(General Physics II);
MAT146(Calculus II)
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
292
complex variable, and an introduction to computer programming. Concurrent registration in PHY327L is required. (Three
one-hour lectures. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT245(Calculus III), MAT255(Multivariable Calculus); PHY122(General Physics II)
PHY327L
Special Functions of Mathematical Physics Lab
1 Semester Credits
Computer applications to solve relevant physics and engineering problems in including numerical techniques, fitting,
simulation, etc.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT245(Calculus III), MAT255(Multivariable Calculus); PHY122(General Physics II)
PHY351
Classical Mechanics
4 Semester Credits
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation
principles, single particle motion, systems of particles, gravitation, oscillations, central forces, and two-particle
kinematics.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT245(Calculus III), MAT255(Multivariable Calculus), MAT369(Modeling and Differential
Equations in Biological and Natural Sciences), MAT465(Modeling and Differential Equations in Biological and Natural
Sciences), PHY327(Special Functions of Mathematical Physics); PHY122(General Physics II)
PHY365
Electricity and Magnetism
4 Semester Credits
Students will develop an understanding of electric and magnetic fields. Applying vector calculus, forces and fields, the
equations of Laplace and Poisson, and multipole expansions to electric and magnetic phenomenon. Electromagnetic
waves and Maxwell's equations in vacuum and in matter.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), MAT465(Modeling
and Differential Equations in Biological and Natural Sciences), PHY327(Special Functions of Mathematical Physics);
PHY122(General Physics II)
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
293
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor)
PHY396
Comprehensive Laboratory II
2 Semester Credits
Application of experimental techniques to advanced experiments in modern optics, biophysics, colloids and interfaces,
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 ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); PHY122(General Physics II)
PHY397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
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
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)
PHY484
Quantum Mechanics Supplement
2 Semester Credits
294
A complement to the material covered in a typical semester of Physical Chemistry. A focus on the mathematical
development, interpretation, and the strangeness of quantum mechanics. Material appropriate to a traditional
undergraduate quantum mechanics course.
Core Curriculum Component: None
Prerequisite(s): CHM368(Concurrent Enrollment in CHM368) *concurrent registration is required*, PHY327(Special
Functions of Mathematical Physics)
PHY486
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 – Political Science
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
Social Justice in Urban America
4 Semester Credits
Examines politics and public policy in metropolitan areas, emphasizing factors that help some do well while others
struggle. Looks at how urban politics embodies some of the country’s deepest challenges, and considers ways that
people work to address those challenges.
Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences
Prerequisite(s): None
POL124
American Women and Politics
4 Semester Credits
295
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
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
296
Prerequisite(s): None
POL282
Asian American Politics
4 Semester Credits
Asian Americans and their place in American politics and society. Includes some coverage of Asian American history and
looks at the struggle to define Asian Americans.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL310
Citizen Participation within a Globalized Economy
4 Semester Credits
This course explores and analyzes key political, social and economic factors in Central America that are shaping citizens’
participation today with a special emphasis on Costa Rica and Nicaragua. Students are also exposed to forces such as
globalization and neoliberal economic policies applied in the region and how these – among other factors – have
reshaped the role of governments and its relationship with constituents.
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
297
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(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), 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 GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie),
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
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 newsmaking, 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(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), 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 GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie),
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),
298
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
Prerequisite(s): None
POL357
(Im)Migration, Gender and Social Change
4 Semester Credits
At a time when borders between nations are so heavily defended, how do we understand the flow of people and ideas
across those divides? Learn how race, gender, sexuality and social class intersect when they are seen from a lens of
(im)migration in a Latin American context.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL359
Topics: Women in Comparative Politics
4 Semester Credits
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(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), 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 Policie), 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
299
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: Augsburg Experience
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(Introduction to Political Science), POL160(World Politics), POL241(Environmental and
River Politics), POL282(Asian America Politics of Identit), 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
GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), 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 internet, communications, and constitutional law. Content will vary, defined by the subtitle of the
course.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking), COM117(Business and Professional Speaking), COM120(Mass Media and Popular Culture),
COM280(Introduction to Communication Studies), POL121(American Government and Politics), POL158(Introduction to
Political Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics)
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(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), 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),
300
POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian
and Chinese Foreign Policie), 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 ENL111(Effective Writing II), 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(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), 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 GenderandSocialChange/LatinAm), POL363(Russian
and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western
Political Thought), 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 ENL111(Effective Writing II), ENL112(Advanced
Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
POL391
Seminar
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL396
Internship *
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
POL399
Internship
4 Semester Credits
301
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(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), 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 GenderandSocialChange/LatinAm), POL363(Russian
and Chinese Foreign Policie), 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(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), 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 GenderandSocialChange/LatinAm), POL363(Russian
and Chinese Foreign Policie), 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(Introduction to Political Science), POL160(World Politics), POL170(Law in the United
States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics),
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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 GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie),
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), MAT106(Applied Algebra and Trigonometry), 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(Introduction to Political Science), 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 GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), 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:
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 ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
303
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
PRP – Professional Psychology
PRP701
Lifespan Development
3 Semester Credits
This course focuses on the normative transitional aspects of development across the lifespan, including aspects of
physical, cognitive, emotional, and social development. Cross-cultural, gender, familial, and historical perspectives are
emphasized. Applications to the practice of clinical psychology will be considered throughout the course.
Core Curriculum Component: None
Prerequisite(s): None
PRP702
Introduction to Diverse Populations
3 Semester Credits
This course is designed to expose students to the current and historical experiences of diverse groups of people in the
United States. Topics include race, gender, sexual orientation, ethnicity, religion, immigrant status, disability, socioeconomic status, and age. Emphasis will be placed on awareness of the impact of one’s own race, ethnicity and
culture(s) on cross cultural interactions, including assessment and therapy relationships. The course will include both
didactic and experiential components, and students will be expected to consider our cultural, economic, and
sociopolitical systems from multiple perspectives.
Core Curriculum Component: None
Prerequisite(s): None
PRP703
Professional Issues: Ethics, Conduct, and the Law
304
3 Semester Credits
This course explores ethical and legal issues related to professional conduct, including such topics as ethical reasoning,
APA ethical principles, state regulations with respect to licensure and rules of conduct, complaint resolution procedures,
confidentiality, releases, records, and duty to warn. The course addresses ethical issues in areas such as assessment,
therapy, forensics, and consultative and supervisory relationships.
Core Curriculum Component: None
Prerequisite(s): None
PRP704
Cognition and Affective Processes
3 Semester Credits
This course offers a review of current research and theory in cognitive science, focusing on both cognitive and affective
processes. Areas such as memory, attention, perception, problem solving, language, emotion, and decision making are
considered. Clinical applications will be emphasized throughout the course.
Core Curriculum Component: None
Prerequisite(s): None
PRP705
Physiological Psychology
3 Semester Credits
This course introduces brain-behavior correlates, the systematic function of the nervous system and basic
psychopharmacology. Areas covered include anatomy, physiology, synaptic processes, biological foundations of
language, cognition, learning, memory and psychopathology, as well as endocrine processes and the impact of these
systems on behavior and psychopathology.
Core Curriculum Component: None
Prerequisite(s): None
PRP706
History and Systems
3 Semester Credits
This is a graduate survey course designed to thoroughly acquaint the student with the history and philosophical issues
that combine as precursors to modern psychology. Although some consider that psychology was founded in 1879 when
Wilhelm Wundt opened his laboratory, actually psychology emerged from the very origins of philosophy in ancient
times, grew into the disciplines of philosophy and physiology becoming a separate and distinct discipline in the late 19th
century. This course will study the myriad figures, discoveries, and ideas contributing to the rise of psychology. The
course will investigate how psychological thought has paralleled the development of western and non-Western thought,
tradition, culture, religion, medicine, and social institutions.
Core Curriculum Component: None
Prerequisite(s): None
PRP711
Professionalization Group I
1 Semester Credits
During the initial portion of this seminar, students will be oriented to different aspects of the school and program (e.g.,
library, career services, training). Later, time is spent addressing core aspects of professional identity of a graduate
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students and psychologists, including professional behaviors, values of the field (e.g., lifelong learning, diversity and
ethics) and communication and interpersonal skills necessary to be a professional psychologist. Finally, cohort cohesion
is fostered.
Core Curriculum Component: None
Prerequisite(s): None
PRP712
Professionalization Group II
1 Semester Credits
During the initial portion of this seminar, students will be oriented to different aspects of the school and program (e.g.,
library, career services, training). Later, time is spent addressing core aspects of professional identity, including
interpersonal skills necessary to be a professional psychologist. Finally, cohort cohesion is fostered.
Core Curriculum Component: None
Prerequisite(s): None
PRP720
Statistics and Research I
3 Semester Credits
This course is the first of a two-semester sequence in research methodology and statistics in clinical psychology. This
course provides an introduction to research methods in clinical and applied psychology, including classical and modern
approaches to psychological measurement and test construction, psychotherapy process and outcome research,
research ethics, bias and social justice in psychological research, and the application of research to psychotherapy
practice. The course seeks to develop the research design and critical thinking skills required to prepare for the Clinical
Research Project, and to be a responsible consumer of psychological research. Students will identify an appropriate CRP
research topic (and chair), and will develop and apply literature review and critique skills in their CRP topic area, as well
as developing a preliminary rationale for their CRP project, including research design and aims.
Core Curriculum Component: None
Prerequisite(s): None
PRP721
Statistics and Research II
3 Semester Credits
This course is the second of a two-semester sequence in research methodology and statistics in clinical psychology. This
course includes an overview of various research methods and statistical tests commonly used in clinical psychological
research, including basic concepts in descriptive and inferential statistics. Creating a data analytic plan for your own
research (especially the Clinical Research Project) will also be emphasized, and students will develop the skills to conduct
and accurately describe basic statistical analyses. The course emphasizes the development of critical thinking skills and
the methodological tools necessary for functioning as a local clinical scientist in applied settings.
Core Curriculum Component: None
Prerequisite(s): PRP720(Statistics and Research I)
PRP730
Psychopathology I
3 Semester Credits
306
This course concentrates on the description, etiology, assessment, and understanding of the moderate range of
symptomology and behavioral disorders. Developmental and sociopolitical elements are considered in the context of
diagnostic and therapeutic concerns. A methodology for organizing clinical data is presented. Diagnostic systems,
particularly the current edition of the DSM-5, are presented and examined. Brief attention is also given to diagnostic
interviewing, including a review of semi-structured interviews.
Core Curriculum Component: None
Prerequisite(s): None
PRP731
Psychopathology II
3 Semester Credits
This course concentrates on the description, etiology, assessment, and understanding of the moderate range of
symptomology and behavioral disorders. Developmental and sociopolitical elements are considered in the context of
diagnostic and therapeutic concerns. A methodology for organizing clinical data is presented. Diagnostic systems,
particularly the current edition of the DSM-5, are presented and examined. Brief attention is also given to diagnostic
interviewing, assessment of serious and persistent mental illness, comorbidities, and cognitive functioning in the context
of psychopathology.
Core Curriculum Component: None
Prerequisite(s): PRP730(Psychopathology I)
PRP741
Cognitive Assessment
3 Semester Credits
This course introduces the student to the major approaches and techniques for intellectual assessment in children and
adults. The course will cover principles of test construction and psychometrics, the history of intellectual assessment,
theories of intelligence, methods of intellectual assessment, and test protocol interpretation. Particular attention will be
given to the administration and interpretation of the Wechsler intelligence tests. Alternative methods of intellectual
assessment will also be considered. The class will include a laboratory in which skills in administration and interpretation
can be practiced.
Core Curriculum Component: None
Prerequisite(s): None
PRP742
Objective Personality Assessment
3 Semester Credits
This course introduces the student to the major approaches and techniques for objective personality assessment in
adults. Topics covered include general principles and issues in objective assessment, interviewing skills, and methods
and techniques of personality assessment. The primary emphasis will be on the MMPI-2, with some emphasis on the
MCMI-III, the MMPI-A, and the PAI. The course consists of a two-plus hour lecture/profile presentation component and
a one and a half hour laboratory experience. The lab will provide an opportunity to practice and develop skills associated
with the material covered in the lecture.
Core Curriculum Component: None
Prerequisite(s): PRP741(Cognitive Assessment)
PRP743
Projective Personality Assessment
307
3 Semester Credits
This course covers RPAS system for the Rorschach, as well as selected projective tests. In addition to understanding
theoretical underpinnings, the student is expected to develop some competency in the administration, scoring, and
interpretation of these instruments. The class includes a laboratory in which skills in administration and interpretation
can be practiced.
Core Curriculum Component: None
Prerequisite(s): PRP741(Cognitive Assessment)
PRP800
Basic Intervention Skills
3 Semester Credits
This course is designed to help students develop and refine the interpersonal skills necessary for being an effective
clinician. Strong emphasis is placed on foundational skills necessary for establishing rapport with clients. This course is
largely about application, and students are expected to practice these skills in the classroom. Assignments are largely
related to the development of these basic skills.
Core Curriculum Component: None
Prerequisite(s): None
PRP801
Cognitive Behavioral Theory and Therapy
3 Semester Credits
This course will provide an overview of the theory supporting cognitive-behavior therapy and its application in working
with clients of diverse backgrounds and with a variety of mental health challenges. The emphasis is on skilldevelopment, both in conceptualization of the challenges facing clients and in application of intervention skills. Class
time will involve some lecture, short assignments, readings and application of skills via role play. There will be weekly
readings for this course.
Core Curriculum Component: None
Prerequisite(s): PRP800(Basic Intervention Skills)
PRP802
Person Centered and Experiential Theory and Therapy
3 Semester Credits
This course provides an introduction to the theory, research, and practice of person-centered, relational, processexperiential, and existential therapy. Through experiential exercises, students learn the attitudes that build a
therapeutic relationship (e.g., genuineness, empathic understanding, caring, and concreteness), and intervention skills
to help clients express and explore their experience.
Core Curriculum Component: None
Prerequisite(s): PRP800(Basic Intervention Skills)
PRP803
Psychodynamic Theory and Therapy
3 Semester Credits
The course reviews major schools of psychodynamic theories and methodology of each approach in clinical settings.
Both classic psychoanalysis and contemporary theoretical approaches are covered. Attention is given to case
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formulation with a psychodynamic orientation and the application of psychodynamic interventions in psychotherapy.
Case material is used to help students better understand the theories and techniques.
Core Curriculum Component: None
Prerequisite(s): PRP800(Basic Intervention Skills)
PRP804
Systems Theory and Therapy
3 Semester Credits
This course is one of four required theory and therapy courses in the clinical psychology program. This course will
examine basic systems theory and applications to clinical interventions. Examples of systems and of systemic
conceptualizations will include family systems, organizations, and communities. It provides an overview of systems
theory and concepts with specific applications to working in clinical settings where there are multiple clients (e.g.
families, couples). It is designed to be a second year course that facilitates students’ development of basic knowledge in
terms of therapeutic interventions in preparation for the therapy practicum during the third year of the program. This
course includes didactic approaches and significant interactive and role-play components. Students are also expected to
demonstrate knowledge of evidence-based practices in this domain.
Core Curriculum Component: None
Prerequisite(s): PRP800(Basic Intervention Skills)
PRP810
Assessment and Treatment of Children and Families
3 Semester Credits
This course provides an overview of evaluation and treatment issues specific to children and families. Developmental
psychopathology and common issues in child clinical psychology are reviewed. Implications of culture, gender, and
society on child clinical practice are also examined.
Core Curriculum Component: None
Prerequisite(s): PRP800(Basic Intervention Skills)
PRP811
Social Psychology
3 Semester Credits
Concepts from research and theory in social psychology are presented for the understanding of social influence on
personality, human interaction, and behavior. Applications of social psychology to clinical settings are emphasized.
Core Curriculum Component: None
Prerequisite(s): None
PRP812
Assessment and Treatment of Diverse Populations
3 Semester Credits
This course is designed to teach students culturally sensitive and competent assessment and psychotherapeutic skills
necessary to provide effective, evidence based treatment to diverse populations. In addition, the course is designed to
sensitize students to the presence of systematic oppression, bias, and stereotyping that interfere with optimal
understanding and treatment of diverse populations. Theory and research are reviewed so as to understand cultural
differences and the interplay among concepts of pathology, treatment, and cultural stereotyping. In this course, diverse
populations are defined broadly to include issues related to race, class, ethnicity, gender, sexual orientation, gender
309
expression, disability, body type, aging, and religion, and we will consider these as integrated aspects of individual and
group experience and identity.
Core Curriculum Component: None
Prerequisite(s): PRP702(Introduction to Diverse Populations), PRP800(Basic Intervention Skills)
PRP813
Consultation and Supervision
3 Semester Credits
This course provides students with the theoretical knowledge, as well as relevant practical skills needed to function as
consultants and supervisors. Contextual issues related to contemporary models and systems of service delivery are
considered.
Core Curriculum Component: None
Prerequisite(s): PRP821(Practicum I - Assessment), PRP822(Practicum II - Assessment)
PRP814
Capstone Integrative Seminar
3 Semester Credits
Designed as a culminating, integrative end-point to on-campus learning, this course is taken during the year before the
student goes on internship. The course makes extensive use of case materials from diverse populations, focusing on
practical issues touching on all aspects of assessment, treatment planning, and intervention, as well as issues relating to
consultation and supervision. Students examine how they personally impact the therapeutic relationship. The course
requires the successful completion of several tasks designed to demonstrate that the student is ready for internship.
Core Curriculum Component: None
Prerequisite(s): PRP801(Cognitive Behavioral Theory and Therapy), PRP802(Person Centered and Experiential Theory
and Therap), PRP803(Psychodynamic Theory and Therapy), PRP804(Systems Theory and Therapy), PRP823(Practicum III Therapy), PRP824(Practicum IV - Therapy)
PRP821
Practicum I - Assessment
3 Semester Credits
The two years (four semesters) of practicum provide supervised clinical field experience. In addition to the required
hours working at the assigned training site, students enrolled in practicum meet weekly in a practicum seminar led by a
core faculty member. The overall practicum experience may be structured such that the first year of practicum
experience (Practicum I and II) will focus on assessment issues and the second year on psychotherapy (Practicum III and
IV).
Core Curriculum Component: None
Prerequisite(s): PRP741(Cognitive Assessment), PRP742(Objective Personality Assessment), PRP800(Basic Intervention
Skills)
PRP822
Practicum II - Assessment
3 Semester Credits
The two years (four semesters) of practicum provide supervised clinical field experience. In addition to the required
hours working at the assigned training site, students enrolled in practicum meet weekly in a practicum seminar led by a
core faculty member. The overall practicum experience may be structured such that the first year of practicum
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experience (Practicum I and II) will focus on assessment issues and the second year on psychotherapy (Practicum III and
IV).
Core Curriculum Component: None
Prerequisite(s): PRP821(Practicum I - Assessment)
PRP823
Practicum III - Therapy
3 Semester Credits
The two years (four semesters) of practicum provide supervised clinical field experience. In addition to the required
hours working at the assigned training site, students enrolled in practicum meet weekly in a practicum seminar led by a
core faculty member. The overall practicum experience may be structured such that either the first year of practicum
experience (Practicum I and II) will focus on assessment issues and the second year on psychotherapy (Practicum III and
IV), or that both assessment and intervention experience will be intermixed over the two years of practicum. At least
two of PRP801, PRP803, and PRP804 must be completed prior to enrollment in PRP823; if the third course is not
completed in a prior term it must be taken concurrently with PRP823.
Core Curriculum Component: None
Prerequisite(s): 2 of PRP801(Cognitive Behavioral Theory and Therapy), PRP803(Psychodynamic Theory and Therapy),
PRP804(Systems Theory and Therapy); PRP802(Person Centered and Experiential Theory and Therap),
PRP810(Assessment and Treatment of Children and Families), PRP822(Practicum II - Assessment)
PRP824
Practicum IV - Therapy
3 Semester Credits
The two years (four semesters) of practicum provide supervised clinical field experience. In addition to the required
hours working at the assigned training site, students enrolled in practicum meet weekly in a practicum seminar led by a
core faculty member. The overall practicum experience may be structured such that either the first year of practicum
experience (Practicum I and II) will focus on assessment issues and the second year on psychotherapy (Practicum III and
IV), or that both assessment and intervention experience will be intermixed over the two years of practicum.
Core Curriculum Component: None
Prerequisite(s): PRP823(Practicum III - Therapy)
PRP831
Advanced Practicum I
1.5 Semester Credits
The Advanced Practicum Seminar is provided for students placed in an approved advanced practicum placement. This
seminar is a bi-weekly meeting held for two hours that provides students with an opportunity to share their experiences,
raise questions, discuss topics of relevance to the role of a clinical psychologist, and to continue to develop their
professional identity.
Core Curriculum Component: None
Prerequisite(s): PRP823(Practicum III - Therapy)
PRP832
Advanced Practicum II
1.5 Semester Credits
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The Advanced Practicum Seminar is provided for students placed in an approved advanced practicum placement. This
seminar is a bi-weekly meeting held for two hours that provides students with an opportunity to share their experiences,
raise questions, discuss topics of relevance to the role of a clinical psychologist, and to continue to develop their
professional identity.
Core Curriculum Component: None
Prerequisite(s): PRP831(Advanced Practicum I)
PRP850
Clinical Research Project Seminar
1 Semester Credits
The first of six required 1-credit hour Clinical Research Project (CRP) courses, the CRP Seminar meets for an hour once a
week during the Fall Term. It is designed to provide a forum to help students develop their CRP proposal. Students are
encouraged to register for and attend the CRP Seminar once they have a CRP topic and a CRP chairperson, have done
considerable research and are in the process of writing their research proposal.
Core Curriculum Component: None
Prerequisite(s): PRP720(Statistics and Research I), PRP721(Statistics and Research II)
PRP851
Clinical Research Project 1
1 Semester Credits
The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an
original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to
deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop
and apply skills in research, and to experience a scholarly professional working relationship with faculty. There are 5
modules, each corresponding to 1 credit, following completion of PP850, Clinical Research Project Seminar, designed to
guide students through the process of completing the CRP. This course is designed to guide students through the
completion of module 1.
Core Curriculum Component: None
Prerequisite(s): PRP850(Clinical Research Project Seminar)
PRP852
Clinical Research Project 2
1 Semester Credits
The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an
original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to
deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop
and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course
represents the third module of 6 required modules to complete the Clinical Research Project (CRP). This module is
designed to help you make substantial progress on the proposal for your CRP. If you are collecting your own data for
your CRP, by the time you have completed this module, you will have written a complete draft of your CRP proposal,
received the approval of your chair to submit it to your committee for feedback, received your committee’s approval,
submitted the proposal to Departmental Review, and received Departmental Review and IRB approval for your research.
If you are using archival data for your CRP, the goal of this module is to have you complete revisions such that you
receive your committee’s approval for your proposal and submit your proposal to Departmental Review. In the process,
you will develop skills in independent clinical research, including skills in research design, ethics, communication, and
collaboration.
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Core Curriculum Component: None
Prerequisite(s): PRP851(Clinical Research Project 1)
PRP853
Clinical Research Project 3
1 Semester Credits
The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an
original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to
deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop
and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course
represents the fourth module of 6 required modules to complete the Clinical Research Project (CRP). This module is
designed to help you make substantial progress on your CRP research. If you are collecting your own data for your CRP,
by the time you have completed this module, you will have collected most of your data and made any necessary
revisions to your methodology. If you are using archival data for your CRP, the goal of this module is to have you submit
your complete proposal to Departmental Review and IRB, receive both Departmental Review and IRB approval, acquire
your data, and begin data analysis, revising your methodology as needed. In the process, you will develop skills in
independent clinical research, including skills in research methods, data analysis, ethics, communication, and
collaboration.
Core Curriculum Component: None
Prerequisite(s): PRP852(Clinical Research Project 2)
PRP854
Clinical Research Project 4
1 Semester Credits
The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an
original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to
deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop
and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course
represents the fifth module of 6 required modules to complete the Clinical Research Project (CRP). This module is
designed to help you make substantial progress on your CRP. The goal of this module is for you to finish your data
collection (if applicable), your data analysis, and to complete a first draft of your final CRP and submit it to your chair for
review. In the process, you will develop skills in independent clinical research, including skills in research methods, data
analysis, reporting of results, and research collaboration.
Core Curriculum Component: None
Prerequisite(s): PRP853(Clinical Research Project 3)
PRP855
Clinical Research Project 5
1 Semester Credits
The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an
original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to
deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop
and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course
represents the last of 6 required modules to complete the Clinical Research Project (CRP). This module is designed to
help you finish and finalize your CRP project. The goal of this module is for you to revise your CRP such that it receives
your chair’s approval to release to your CRP committee, and to make further revisions such that you receive final
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committee approval. In the process, you will develop skills in independent clinical research, reporting and dissemination
of clinical research, and research collaboration.
Core Curriculum Component: None
Prerequisite(s): PRP854(Clinical Research Project 4)
PRP859
Clinical Research Project Extension
1 Semester Credits
The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an
original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to
deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop
and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course
represents an optional extension credit for students who were not able to complete their CRP on the typical timeline,
through no fault of the student’s own. This optional, repeatable credit allows students to remain enrolled and working
closely with the CRP committee and chair to complete the Clinical Research Project (CRP). A students and their
chair/committee will collaboratively set goals for this extension credit. In the process, they will work towards successful
CRP completion, and develop skills in independent clinical research, reporting and dissemination of clinical research, and
research collaboration.
Core Curriculum Component: None
Prerequisite(s): PRP855(Clinical Research Project 5)
PRP880
Topics
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PRP881
Topics
1.5 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PRP882
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PRP883
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
314
PRP890
Predoctoral Internship
0 Semester Credits
The year-long internship is a required capstone experience for clinical psychologists, where students complete their predoctoral clinical training. Students on internship are expected to develop all aspects of their clinical skills, set and
achieve personalized goals for professional development in clinical work, and solidify their identities as professional
clinical psychologists. Students match to their internship site via the APPIC match process, and internship sites and
supervisors have primary responsibility for the training and supervision of the internship experience. Upon successful
completion of the year-long internship, as certified by the internship site, students will have also successfully completed
all terms of PRP890 and PRP891 that they have taken. PRP890 is a repeatable course taken in each full semester the
student is on internship. PRP891 is a repeatable course taken in each half-semester-length term the student is on
internship. Students may take any combination of PRP890 and PRP891 necessary to be enrolled in these courses for the
duration of their year-long internship.
Core Curriculum Component: None
Prerequisite(s): 1 of PRP890(Predoctoral Internship), PRP891(Predoctoral Internship Supplement); PRP821(Practicum I Assessment), PRP822(Practicum II - Assessment), PRP823(Practicum III - Therapy), PRP824(Practicum IV - Therapy)
PRP891
Predoctoral Internship Supplement
0 Semester Credits
The year-long internship is a required capstone experience for clinical psychologists, where students complete their predoctoral clinical training. Students on internship are expected to develop all aspects of their clinical skills, set and
achieve personalized goals for professional development in clinical work, and solidify their identities as professional
clinical psychologists. Students match to their internship site via the APPIC match process, and internship sites and
supervisors have primary responsibility for the training and supervision of the internship experience. Upon successful
completion of the year-long internship, as certified by the internship site, students will have also successfully completed
all terms of PRP890 and PRP891 that they have taken. PRP890 is a repeatable course taken in each full semester the
student is on internship. PRP891 is a repeatable course taken in each half-semester-length term the student is on
internship. Students may take any combination of PRP890 and PRP891 necessary to be enrolled in these courses for the
duration of their year-long internship.
Core Curriculum Component: None
Prerequisite(s): 1 of PRP890(Predoctoral Internship), PRP891(Predoctoral Internship Supplement); PRP821(Practicum I Assessment), PRP822(Practicum II - Assessment), PRP823(Practicum III - Therapy), PRP824(Practicum IV - Therapy)
PSY – Psychology
PSY100
Topics in Psychology
4 Semester Credits
A topics-based psychology course for non-majors interested in applying psychological principles and methods to
understand and analyze real-world events.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
PSY105
Principles of Psychology
315
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
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)
PSY205
Global Perspectives in Psychology
4 Semester Credits
Examine how culture is related to mental processes and behavior. Topics include the impact of culture on development,
emotion, cognition, personality, social interactions, and psychological disorders. This course is typically reserved for
faculty-led study abroad programs.
Core Curriculum Component: Augsburg Experience, Social and Behavioral Sciences
Prerequisite(s): None
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.
316
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), 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)
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)
317
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
Psychopathology
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
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)
PSY275
Cultural Psychology
4 Semester Credits
This course will provide a comprehensive introduction to how culture and diversity shape psychological processes. We
will survey a broad range of topics in cultural psychology, emphasizing psychological theories and methods that shed
light on how culture influences psychological experiences and social behavior. Topics include cultural contributions to
emotion, cognition, development, social and intergroup relationships, power and oppression, identity and the self,
personality, migration and acculturation, morality, and mental health.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY282
318
Industrial and 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)
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)
PSY292
Topics in Mental Health
2 Semester Credits
Discuss current topics in mental health from biological, psychological, social, and scientific perspectives. Specific topic
will be published prior to registration.
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.
319
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); PSY215(Research Methods and Statistics I)
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
320
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
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)
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 and Psychotherapy Theories
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): 1 of All of CONSENT(Consent of Instructor), PSY105(Principles of Psychology); PSY215(Research Methods
and Statistics I)
PSY390
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY391
Individual Differences
321
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 ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); PSY315(Research Methods and Statistics II)
PSY397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
PSY399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENL111(Effective Writing II), 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.
322
Core Curriculum Component: None
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 ENL111(Effective Writing II), 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)
PSY495
Clinical Science Lab
4 Semester Credits
Conduct psychological research on topics related to mental health and well-being. Clinical research methods, research
ethics, statistical analysis, and writing for research papers and posters will be discussed. Students assist faculty on
research projects.
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
323
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PWC – Playwrights Center
PWC300
Playwriting
4 Semester Credits
An online playwriting workshop taught from the perspective of a professional playwright affiliated with the Playwrights’
Center. Students will learn about playwriting fundamentals, trends in the field, and effective methods for sharing and
receiving creative feedback.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
PWC310
Topics in Playwriting
4 Semester Credits
An online playwriting workshop taught from the perspective of a professional playwright affiliated with the Playwrights’
Center. Students will learn about specific rotating topics in playwriting, including adaptation, revision, exploration of
genre, musical theater writing, social justice theater, various play structures, and related topics.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
PWC320
Writing for Television
4 Semester Credits
An online television writing workshop taught from the perspective of a professional writer affiliated with the
Playwrights’ Center. Students will learn about TV writing fundamentals, with a focus on both show creation and pilot
creation, as well as professional development and issues in the field.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
PWC330
Writing for Digital Media
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PWC510
324
Topics in Writing for Screen and Stage
3 Semester Credits
An online graduate-level writing workshop taught by a professional writer affiliated with the Playwrights’ Center.
Students learn about specific rotating topics in the fields of theater, television, film, or digital media by completing a
major writing project for screen or stage and contributing to an active writing community. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): SPP(Study Abroad/Away Approval)
RLN – Religion
RLN100
Religion, Vocation, and the Search for Meaning I
4 Semester Credits
This introductory course engages students in the search for meaning through the narratives of Judaism, Christianity, and
Islam, explores the concept of vocation, and invites students to consider their own religious, philosophical, and ethical
commitments in dialogue with other perspectives. Critical reading and inquiry will be fostered through course
assignments and activities.
Core Curriculum Component: Search for Meaning I
Prerequisite(s): None
RLN200
Religion, Vocation, and the Search for Meaning II
4 Semester Credits
This course builds on the foundational themes established in RLN 100 by continuing the exploration of vocation and the
search for meaning in Christianity and in other world religions. Particular emphasis will be given to religion in public
discourse, pluralism, and interreligious dialogue. Critical reading and inquiry will be fostered through course assignments
and activities.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), RLN100(Religion, Vocation, and the Search for Meaning I)
RLN201
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere)
RLN202
Directed Study
4 Semester Credits
Core Curriculum Component: None
325
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere)
RLN205
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. *This course can meet the Search
for Meaning II or Humanities LAF requirement but not both.*
Core Curriculum Component: Search for Meaning II, Humanities
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective
Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
RLN209
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
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective
Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
RLN214
Church Music and Worship
4 Semester Credits
This course examines the words, music, and ritual actions that have shaped Christian worship throughout the centuries.
Students will be grounded in the biblical, theological, and liturgical traditions of the church while examining current
practices emerging in the digital age. Experiential components to the course will allow students the opportunity to
critically assess and plan worship services.
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN216
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
326
development of science in its relationship to religion. *This course can meet the Search for Meaning II or Humanities LAF
requirement but not both.*
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN222
Spirituality, Religion, and Popular Culture
4 Semester Credits
This class is designed to introduce students to the role spirituality and religion play in creating and maintaining culture
through such popular venues as motion pictures, television, music, theater, and literature. In particular, the impact
religious values have on popular cultural expressions will be examined. *This course can meet the Search for Meaning II
or Humanities LAF requirement but not both.*
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN230
Self, Sex and Sin: Human Person in Christian and 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. *This course can meet the Search for Meaning II or
Humanities LAF requirement but not both.*
Core Curriculum Component: Search for Meaning II, Humanities
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN237
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. *This course can meet the Search for Meaning II or
Humanities LAF requirement but not both.*
Core Curriculum Component: Search for Meaning II, Humanities
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN240
Religion and the Rise of Science
4 Semester Credits
327
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.
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN243
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), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN245
The Lutheran Heritage
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), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN251
The Bible in Culture and Counterculture
4 Semester Credits
An introduction to the interpretation of the Bible and its relevance to contemporary culture. Reading selected texts from
the Biblical Canon of the Old and New Testaments and how those texts have been read by Jewish and Christian
communities over the centuries. Attention is paid to the ancient world and the literary and cultural contexts, including
the subversive role particular texts played as protest to the dominant culture in their original contexts and in later
interpretations and applications. The class will discuss the range of literary genres in the Bible and the significant arc of
the narrative. Attention will also be paid to the nature of theological interpretation, the role of the reader, and the use
of biblical narratives, images, and themes in various cultural settings where the Bible has been used to support or
undermine the prevailing social order.
Core Curriculum Component: Search for Meaning II
328
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN257
Heaven, Hell, and the End of the World
4 Semester Credits
Heaven, Hell, and the End of the World is a study of ancient traditions, biblical texts and contemporary beliefs about
these great themes. The course will cover biblical apocalyptic literature including the Dead Sea Scrolls, parables of Jesus
and the Book of Revelation. It will also study aspects of Dante's Inferno and Purgatorio, the apocalypticism of the
Crusades and the rise of apocalyptic Islam. This course will also cover popular treatments of these themes in
contemporary film, television, music and post-apocalyptic literature. Finally, students will be challenged to develop a
personal assessment regarding these themes.*This course can meet the Search for Meaning II or Humanities LAF
requirement but not both.*
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN261
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), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN272
Responsible Leadership in an Interfaith World
4 Semester Credits
Augsburg commits itself to educating "responsible leaders;" it values "intentional diversity in its life and work." Mindful
of that mission, this course aims to develop the inter-religious literacy and vocational discernment needed to be a
responsible leader in a religiously diverse world, whatever the student's aspirational goals. *This course can meet the
Search for Meaning II or Humanities LAF requirement but not both.*
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN275
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.
329
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN276
World Religions
4 Semester Credits
An introductory survey of some of the major living religions of the world, including Hinduism, Buddhism, Confucianism,
Taoism, Shinto, and Islam. *This course can meet the Search for Meaning II or Humanities LAF requirement but not
both.*
Core Curriculum Component: Search for Meaning II, Humanities
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN290
Foundations for Public Ministry
4 Semester Credits
As a course that fulfills the Search for Meaning II General Education requirement, this course explores the search for
meaning through an introductory level study into the biblical, theological, and historical foundations of innovative public
Christian ministry. Building on the student's’ introduction to vocation in RLN100, this course will continue to investigate
the meaning of vocation by introducing students to the knowledge, skills and sensibilities necessary to be a public
ministry leader who can discern God’s call to serve the neighbor and neighborhood with individuals and communities of
faith.
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN295
Church: Past, Present, Future
4 Semester Credits
As a course that fulfills the Search for Meaning II General Education requirement, this course explores the search for
meaning through an overview of the manner in which Christianity has carried out its mission throughout the centuries.
Building on the student’s introduction to vocation in RLN100, this course will continue to investigate the meaning of
vocation for individuals and faith communities through an exploration of the issues and challenges facing modern and
"postmodern" Christians and churches. A central 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 HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN300
330
Religion and Vocation in the Public Sphere
4 Semester Credits
This course will provide an introduction to the way religious and/or humanist commitments shape individuals and
communities, and help them understand who they are and how they live in relation to the world around them. It will use
the concept of “vocation” - a term that describes a sense of identity, place, and purpose - as a lens for bringing these
commitments as well as one’s life and work into focus. And, it will examine the views of multiple traditions: Judaism,
Christianity, Islam, Hinduism, and Buddhism.
Core Curriculum Component: Search for Meaning I
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); ADVTRANSFER(Advanced Transfer Status)
RLN301
Internship
2 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), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN302
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), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN303
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), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN304
Contextual Learning in Ministry
3 Semester Credits
This course is specifically designed for students in the Theology and Public Leadership major who are on the 5-year
pathway to ordination. Students in this course will be engaged in contextual learning in a ministry site for 15-hours a
week. They will gather once a week for critical reflection on their contextual learning. Students will enroll in RLN304
each semester during their second and third year. Their responsibilities in their contextual learning sites will change
each semester, therefore their reflection and subsequent learning will also change each semester.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Approved internship registration form)
331
RLN319
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), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN330
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. *This course can meet the Search for Meaning II or
Humanities LAF requirement but not both.*
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN331
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), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN333
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), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN336
Latin American Liberation Theologies and Social Change
332
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
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN340
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.
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN342
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. *This course can meet the Search for Meaning II or
Humanities LAF requirement but not both.*
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective
Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
RLN344
Undocumented, Ecofeminist, and Queer: Contemporary Latin American Liberation Theologies
4 Semester Credits
Is God an undocumented low-income migrant, ecofeminist, and/or queer? Learn about Latin American liberation
theologies and their understandings of the divine as they relate to key social issues in the 21st century. This
interdisciplinary course cannot be taken if you have already taken RLN 336 or WST 366.
Core Curriculum Component: Search for Meaning II, Humanities
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN370
American Indian Spirituality and Philosophical Thought
4 Semester Credits
333
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), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective
Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
RLN374
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. *This course can meet the Search for Meaning II or Humanities LAF
requirement but not both.*
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN376
Religion and Social Change in Southern Africa
4 Semester Credits
This course examines the changing role of religion 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), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN390
The Art of Public Ministry
4 Semester Credits
This course emphasizes the day-to-day sensibilities, skills, and practices needed for the grounding and guiding of public
ministry. 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: None
Prerequisite(s): 1 of RLN290(Foundations for Public Ministry), YFM235(Foundations for Ministry with Youth and
Families)
RLN399
Internship
4 Semester Credits
334
The internship centers around 150 hours of supervised leadership practice focused on public ministry, fulfilled in
partnership with a congregation or other approved ministry setting. A formal learning agreement as well as an
individualized reflection process with a faculty member round out the internship experience.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of RLN290(Foundations for Public Ministry), YFM235(Foundations for Ministry with Youth and
Families); 1 of RLN295(Church: Past, Present, Future), RLN390(The Art of Public Ministry), YFM305(Ministry Practices),
YFM358(Life and Work of the Church)
RLN400
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 REL210(Research Methods in Religion), RLN209(Research Methods in Religion); 1 of
ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level)
RLN401
Independent Study/Research
2 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), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN402
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), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN405
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: Search for Meaning II
335
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); CONSENT(Consent of Instructor)
RLN406
Christensen Scholar Seminar II
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.
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); CONSENT(Consent of Instructor)
RLN407
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: 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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); CONSENT(Consent of Instructor)
RLN408
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: 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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); CONSENT(Consent of Instructor)
RLN409
Topics
4 Semester Credits
Selected topics in religion.
Core Curriculum Component: Search for Meaning II
336
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN441
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), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective
Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
RLN480
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.
Core Curriculum Component: Keystone
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
SCI – Science
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. Concurrent registration in SCI106L is required. (Three one-hour lectures, one two-hour laboratory per week.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT090(Prealgebra), MAT103(Prealgebra), 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
337
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. Concurrent registration in SCI110L is required. (Three one-hour lectures, one threehour laboratory per week. Odd years-Rochester only.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Group)
SCI110L
Natural Science I Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
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. Concurrent registration in SCI111L is required. (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), MAT106(Applied Algebra and Trigonometry), 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*
SCI114
Exploring Science and Engineering
4 Semester Credits
This course is an opportunity to explore what it means to think, reason, and calculate like a scientist. A hands-on
approach to designing experiments, collecting and analyzing data is used. When taken with CHM 115L, this course meets
the NSM-LAF lab science general education requirement. While this course cannot be applied towards any major
(biology, biochemistry, chemistry, physics), it will help the student prepare to engage effectively in entry level science
courses such as BIO 151 and CHM 115.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT106(Take MAT106 concurrently (if at MPG2)) *concurrent registration is required*,
MAT114(Take MAT114 concurrently (if at MPG3)) *concurrent registration is required*, MPL(No concurrent course
required if at MPG4)
SCI123
338
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. Concurrent registration in SCI123L is required. (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 MAT090(Prealgebra), MAT103(Prealgebra), MPL(Math Placement Level 2)
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)
SCI301
Science in the World
1 Semester Credits
A weekly seminar designed especially for students transferring to pursue a STEM degree at Augsburg University which
explores modes of discourse and sets of expectations common to upper-level science courses.
Core Curriculum Component: None
Prerequisite(s): None
SCI490
Integrated Science
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
339
SOC – Sociology
SOC111
City Life: Introduction 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 Sociology
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
SOC197
Internship
2 Semester Credits
Core Curriculum Component: None
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
SOC240
340
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 Love, Intimacy, and Sexuality
4 Semester Credits
Popular songs and movies tell us that love – romantic love – is key to a fulfilled life. What does love mean, and what
happens when we make love a central pursuit of social life? How do our relationships reflect a search for emotional
intimacy, and socially-speaking, what provides a sense of intimacy? How does society shape our sexual relations and
sexual identities?
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
Prerequisite(s): None
341
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 Sociology)
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 Sociology)
SOC349
Organizations and Society: Understanding Nonprofits and Corporations
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 ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); SOC121(Introduction to Sociology)
SOC362
342
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), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); SOC121(Introduction to Sociology)
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 ENL111(Effective Writing II), 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 Sociology)
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 Sociology)
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
343
Prerequisite(s): 1 of SOC111(Human Community and Modern Metropolis), SOC121(Introduction to Sociology)
SOC381
City and Regional Planning
4 Semester Credits
Urban planning applies social science in order to plan urban areas in ways that meet particular goals. It is based on the
idea that the way a place is designed shapes human behavior as people interact with that design. We examine how
urban space typically is developed, and changes, and how this reflects power relations. We also discuss how citizens can
participate and intervene in the planning process.
Core Curriculum Component: None
Prerequisite(s): 1 of SOC111(City Life: Introduction to Urban Sociology), SOC121(Introduction to Sociology), URB111(City
Life: Introduction to Urban Sociology); 1 of ENL111(Effective Writing II), 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): SOC121(Introduction to Sociology)
SOC390
Intersections of Race and Immigration
4 Semester Credits
Often the source of what sociologists call a "moral panic," immigration has produced cultural, economic, and political
tension and conflict not only in the U.S. but throughout the world, particularly when those immigrating are "not like us."
Structured as part seminar and part research practicum, this course pursues a critical examination of immigration in the
United States—both past and present—and its intimate connections with race and ethnic identity.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Sociology)
SOC395
Mental Illness and Society
4 Semester Credits
What are the social conditions that give rise to the mental disorders experienced by individuals? What impact does a
diagnosis have on an individual's perception of self? How has our understanding of mental illness shifted over time and
across cultures? And who benefits? This course will present a sociological approach to the study of mental disorders as a
social phenomenon.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Sociology)
SOC396
344
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SOC397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SOC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SOC485
Sociological Theory
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): 2 of SOC300(Topics), SOC320(Sociology of Law), SOC349(Organizations and Society: Understanding
Nonprofits and Corporations), SOC362(Statistical Analysis), SOC363(Research Methods), SOC375(Social Psychology),
SOC377(Organizational Crime and Deviance), SOC380(Disaster and Resilience), SOC381(City and Regional Planning),
SOC387(Juvenile Delinquency), SOC390(Social Problems Analysis), SOC395(Mental Illness and Society),
SOC396(Internship), SOC397(Internship), SOC399(Internship), SOC495(Topics), SOC499(Independent Study/Research);
SOC121(Introduction to Sociology)
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.
Senior sociology majors only. (Spring)
Core Curriculum Component: Keystone
Prerequisite(s): SOC485(Sociological Theory)
SOC495
Topics
4 Semester Credits
Core Curriculum Component: None
345
Prerequisite(s): 1 of All of SOC121(Introduction to Sociology), 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 Sociology)
SPA – Spanish
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
Prerequisite(s): 1 of SPA111(Beginning Spanish I), SPALANG(Spanish Language Placement)
SPA114
Spanish for Ministry I
4 Semester Credits
If you are planning to go into Christian ministry of any kind and are still a beginning Spanish student, this intensive
Spanish course is for you because you will master basic grammar while learning and practicing vocabulary related to
church and public theology settings, such as migrant ministries.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of SPA111(Beginning Spanish I), SPALANG(Spanish Language Placement)
SPA199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA211
Intermediate Spanish I
346
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)
SPA218
Spanish for Health Care Professionals
4 Semester Credits
This intermediate course is designed for students in the health care fields who seek to develop strong speaking and oral
comprehension skills in Spanish with a focus on the vocabulary and grammar relevant to their intended professions.
Content will include common scenarios and practice cases from the different health care fields as well as an introduction
to the Mexican cultural context in which health care services are provided
Core Curriculum Component: None
Prerequisite(s): SPA212(Intermediate Spanish II)
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
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA225
Spanish for Heritage Speakers I
4 Semester Credits
347
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): SPA212(Intermediate Spanish II)
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.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA212(Intermediate Spanish II), SPALANG(Spanish Language Placement)
SPA295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA299
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA311
Spanish Conversation and Composition
4 Semester Credits
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
348
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): 1 of SPA212(Intermediate Spanish II), SPALANG(Spanish Language Placement)
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): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
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): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
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.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA334
Contemporary Mexican Literature
4 Semester Credits
349
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): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
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): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
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): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
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): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA352
Survey of Spanish Literature I
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): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA353
350
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): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
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): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
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): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
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), SPA312(Spanish Expression), SPALANG(Spanish
Language Placement)
SPA360
Readings In Comparative Literature
4 Semester Credits
A comparative approach to literary study, with readings from at least two different national literatures and/or periods.
Primary readings in the original language where feasible; language of instruction subject to discretion of the instructor
and needs of the students.
Core Curriculum Component: None
Prerequisite(s): SPA212(Intermediate Spanish II)
SPA397
Internship
351
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SPA399
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 SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression); 1 of ENL111(Effective
Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing
Placement Level)
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 – Education
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.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
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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 EDC375(Learners with Dis/abilities), 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
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
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Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that
focus on helping student teachers make connections between the student teaching experience and what they have
learned through their education courses and field experiences. These workshops mentor students in the analysis and
completion of the Teaching Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of STUTEACH(Student Teaching Approval), STUTEACH12(Student Teaching, 12 Credits),
STUTEACH4(Student Teaching, 4 Credits), STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching,
Extended Experience)
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 ENL111(Effective Writing II), ENL112(Advanced Effective Writing), GRADEDADMIT(Graduate Education
Department Admission), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
SPE499
Independent Study
4 Semester Credits
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 recommendatio 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
354
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)
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 EDC375(Learners with Dis/abilities), 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
355
3 Semester Credits
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)
SPE550
Autism Spectrum Disorder: Advanced Issues and Programing
3 Semester Credits
This course is designed for ABS licensed teachers who wish to work with students with ASD in a variety of settings. This
class introduces the characteristics of ASD and focuses on planning and programming from initial evaluation through to
instructional design across settings using evidence-based practices. Students will research and explore issues that affect
individuals with ASD and their families.
Core Curriculum Component: None
Prerequisite(s): None
SPE551
Understanding and Teaching Communication and Social Skills to Students with Autism Spectrum Disorder
3 Semester Credits
This course focuses on programming for students with communication and social skills issues characterized by the
autism spectrum disorder. Students will explore how to create effective learning environments that utilize evidencebased practices. The course aims to further understanding how learning is impacted by differences in communication
and social skills.
Core Curriculum Component: None
Prerequisite(s): SPE550(Autism Spectrum Disorder: Advanced Issues and Prog) *concurrent registration is required*
SPE552
Advanced Methods and Behavioral Strategies for Autism Spectrum Disorder
3 Semester Credits
This course explores the impact of characteristics of autism on behavior with a focus on evidence-based strategies.
Includes state and federal requirements for behavior intervention planning, programming and responding. The course
aims to help students develop a deep understanding of the complexity of behavioral issues and how to promote an
equitable and inclusive learning environment.
Core Curriculum Component: None
Prerequisite(s): SPE550(Autism Spectrum Disorder: Advanced Issues and Prog) *concurrent registration is required*,
SPE551(Understanding and Teaching Communication and Soci) *concurrent registration is required*
SPE553
Advanced Field Placement in Special Education
1 Semester Credits
Observing and facilitating learning in a K-12 classroom serving students with significant needs who receive services
under the category of autism spectrum disorder (ASD). Must hold a license as an academic behavior strategist (ASD).
Supervision of student teachers is performed by Education faculty. Membership in one of the professional teacher
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organizations is required while student teaching. Students may need to complete extra weeks to demonstrate
competency in the standards.
Core Curriculum Component: None
Prerequisite(s): SPE550(Autism Spectrum Disorder: Advanced Issues and Prog), SPE551(Understanding and Teaching
Communication and Soci), SPE552(Advanced Methods and Behavioral Strategies for Aut)
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 – Study Abroad
SPP200
Study Abroad
16 Semester Credits
Core Curriculum Component: None
Prerequisite(s): SPP(Study Abroad/Away Approval)
SPP201
Study Abroad Summer School
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK – Social Work
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
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
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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 relationshipbetween 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
SWK261
Social Welfare: The U.S. Mexican Context
4 Semester Credits
To work for social well-being in Mexico and the U.S.A., social workers need to understand the complex social, economic,
political, and cultural histories of both countries and their complicated relationship. It is important to understand the
role of U.S. foreign policy in Mexico, historically and currently, and learn about intercultural communication and develop
skills that can enable us to work effectively for everyone’s social welfare. This understanding frames our knowledge of
contemporary social work practice with migrants and immigrants. This course is typically taken in the junior year.
Core Curriculum Component: None
Prerequisite(s): None
SWK271
Comparative Social Policy: Social Policy and Social Change in Mexico and the United States
4 Semester Credits
This course prepares Social Work students to function as informed and competent participants in efforts to change
social policies and programs. This course uses Mexico and the United States as comparative contexts for studying policy
formation, implementation, and analysis. The course will examine the influence of values and ideology of the two
countries on these processes.
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
4 Semester Credits
Core Curriculum Component: None
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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. Open only to students who have applied and been admitted to the degree program in Social Work.
Core Curriculum Component: None
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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. Open only to students who have applied and been
admitted to the degree program in Social Work.
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. Open only to students who have applied and been admitted to the degree
program in Social Work.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), 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. Open
only to students who have applied and been admitted to the degree program in Social Work.
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
360
Prerequisite(s): None
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. Open only
to students who have applied and been admitted to the degree program in Social Work.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); 1 of DST164(Introduction to Statistics (with R)), MAT163(Introductory Statistics), MAT164(Introductory Statistics for
STEM), 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. Open only to
students who have applied and been admitted to the degree program in Social Work.
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. Open only to students who have
applied and been admitted to the degree program in Social Work.
Core Curriculum Component: Augsburg Experience, Keystone
Prerequisite(s): None
SWK499
361
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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
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SWK506
Practice Methods and Skills 2: Groups and Families
4 Semester Credits
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
SWK518
Foundation of Addictions
363
2 Semester Credits
This course explores the fundamental knowledge base of substance abuse issues across multicultural groups. Emphasis
is placed on understanding the prevalence, etiology, course of the disorder and practice issues as they relate to
substance use disorders.
Core Curriculum Component: None
Prerequisite(s): None
SWK519
Motivational Interviewing
2 Semester Credits
In this course, students will become grounded in the philosophy and skills of motivational interviewing. Using a variety
of teaching modalities, students will develop motivational interviewing skills.
Core Curriculum Component: None
Prerequisite(s): None
SWK530
Integrated Field Seminar 1
3 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
SWK535
Integrated Field Seminar 2
3 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 relate to dynamics of family, group and community; human behavior; populations-at-risk; policy
analysis and research.
Core Curriculum Component: None
Prerequisite(s): SWK530(Integrated Field Seminar 1)
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
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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
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
2 Semester Credits
This course is based on a dual focus on valuing diversity and understanding social justice. This course studies the history,
demographics, and cultures of various disenfranchised groups. It examines the impact of inequality on people of diverse
backgrounds. In the second semester, students will participate in dialogue group: a stage-based, co-facilitated, face-toface 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. Class discussions, assignments, and small group work will be utilized to explore, analyze, and
understand the myths, realities, and biases related to inequity and the impact on the individual, family and different
populations. This course is offered as a two-credit course.
Core Curriculum Component: None
Prerequisite(s): None
SWK616
Diversity and Inequality 2
2 Semester Credits
This course is based on a dual focus on valuing diversity and understanding social justice. This course studies the history,
demographics, and cultures of various disenfranchised groups. It examines the impact of inequality on people of diverse
backgrounds. In the second semester, students will participate in dialogue group: a stage-based, co-facilitated, face-toface 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. Class discussions, assignments, and small group work will be utilized to explore, analyze, and
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understand the myths, realities, and biases related to inequity and the impact on the individual, family and different
populations. This course is offered as a two-credit course.
Core Curriculum Component: None
Prerequisite(s): None
SWK622
MCCP Field Seminar 5: LADC
2 Semester Credits
Field Seminar 5 allows students to relate academic and theoretical learning focused exclusively on substance use and/or
mental health services. The goal is to strengthen students' sophistication in understanding the interconnections
between culturally appropriate theory and practice skills, substance use and mental health disorders.
Core Curriculum Component: None
Prerequisite(s): None
SWK628
Multicultural Clinical Practice (MCCP) with Individuals
3 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.
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
Multicultural Policy Practice
366
3 Semester Credits
In this course, students learn how social policies affect the delivery of social work services. This course examines
concepts and frameworks for analyzing policy. The course addresses the role of economics, demographics, politics,
values, power 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,
families, and tax policy including tax expenditures. Students learn to analyze, formulate, and change agency and social
policies in relation to current events. Students explore the impact of institutional discrimination and oppression such as
racism in the policy making process. Students learn policy advocacy, and community mobilization with stakeholders to
influence policy development and implementation.
Core Curriculum Component: None
Prerequisite(s): None
SWK631
Multicultural Clinical Practice (MCCP) with Groups
3 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
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
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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
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
SWK660
Multicultural Macro Practice (MCMP) Research Methods
3 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
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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
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)
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
Prerequisite(s): None
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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
THP – Theater
THP111
Theater Practicum: Acting/Performance
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP112
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)
THP113
Theater Practicum: Sets
0 Semester Credits
Production set construction.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
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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
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
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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)
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
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
372
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)
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
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
373
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)
THP152
Theater Practicum: Costume Running Crew
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THR116
Acting and Improvisation for Non-Majors
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
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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
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
THR229
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): THR228(Introduction to Stagecraft)
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
375
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
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 Pan-Asian Theater
4 Semester Credits
A survey of the theatrical performance styles, aesthetic theories, and plays of pan-Asian 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
376
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
Prerequisite(s): 1 of MAT103(Prealgebra), 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
THR273
Latinx Theater and Performance
4 Semester Credits
In this writing- and reading-intensive course we will examine Latina/o cultural practices and artistic expressions in order
to understand how Latina/os challenge mainstream representations through theatre and performance, and how they
articulate identity in their own terms. We will pay special attention to the work of Latina women, Black Latina/os and
queer-identified Latina/os, and interrogate how performance allows them to defy patriarchal, whitening, and
heterosexist constructions of Latinidad.
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: None
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Prerequisite(s): 1 of CONSENT(Consent of Instructor), THR229(Theatrical Design)
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 principles and elements of design, script analysis, collaboration, research, sketching and rendering techniques,
and fabric types, as well as introductory techniques in stage makeup application and design.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), THR228(Introduction to Stagecraft), THR229(Theatrical Design)
THR285
Scenery Design
4 Semester Credits
Scenery Design is an introductory study of the theater scene design process and the practical application of expressing
your design idea. Through presentations, demonstrations, and class projects, we will explore the scene design process
from text, to research, to the expression of a design through modeling. This class combines lecture, demonstrations, and
experiential project work. This is a project-based class.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), THR229(Theatrical Design)
THR294
Topics
2 Semester Credits
Core Curriculum Component: None
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: Fine Arts
Prerequisite(s): None
THR299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THR325
Playwriting I
378
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 ENL111(Effective Writing II), 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 II), ENL112(Advanced
Effective Writing), HON111(Effective Writing for Liberating Letters)
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
THR355
Performing Shakespeare
4 Semester Credits
Students will learn the distinctive linguistic and physical requirements of performing a Shakespearean role. Through the
performance of monologues and scenes, informed by research and analysis, students will apply the dynamic use of body
and voice through imagery, themes, and character traits as well as social, sexual, and political issues in Shakespeare’s
plays.
Core Curriculum Component: None
Prerequisite(s): THR232(Acting), THR250(Script Analysis: Foundations of Theater)
THR361
Theater Histories: Origins to 1800
4 Semester Credits
A seminar-style course focused on diverse histories of theater and performance from their origins to 1800. Students will
encounter various forms of dramatic literature, performance theory, and cultural studies. This course includes in-depth
discussion, embodied practice, production attendance, textual analysis, research, and writing.
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Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); THR250(Script Analysis: Foundations of Theater)
THR362
Theater Histories: 1800 to the Present
4 Semester Credits
A seminar-style course focused on diverse histories of theater and performance from 1800 to the present. Students will
encounter various forms of dramatic literature, performance theory, and cultural studies. This course includes in-depth
discussion, embodied practice, production attendance, textual analysis, research, and writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), 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 Histories: 1800 to
the Present)
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): THR250(Script Analysis: Foundations of Theater)
THR367
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): THR250(Script Analysis: Foundations of Theater)
THR397
380
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
THR398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THR399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
THR490
Theater Keystone: Exploring Vocation and Artistic Practice
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 mindsets important for arts professionals in theater and related fields. While exploring vocation
concepts, this course balances entrepreneurial awareness, attitudes, and skills with personal reflection. Prerequisites:
THR 250 and Junior or Senior class standing
Core Curriculum Component: Keystone
Prerequisite(s): THR250(Script Analysis: Foundations of Theater)
THR499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
TRIO- TRI
TRI101
Navigating the Hidden Curriculum of Higher Education
2 Semester Credits
This course supports TRIO/SSS students making the transition from high school to the University, supplementing a corequisite course with academic skills instruction targeted to the companion course requirements. This course will also
explore topics such as campus resources, time management, goal setting, career exploration, and financial literacy. This
course empowers students to effectively navigate the university experience and to develop the confidence and tools to
be successful.
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Core Curriculum Component: None
Prerequisite(s): None
URB – Urban Studies
URB111
City Life: Introduction 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: Social and Behavioral Sciences
Prerequisite(s): None
URB122
Social Justice in Urban America
4 Semester Credits
Examines politics and public policy in metropolitan areas, emphasizing factors that help some do well while others
struggle. Looks at how urban politics embodies some of the country’s deepest challenges, and considers ways that
people work to address those challenges.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
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
URB381
City and Regional Planning
4 Semester Credits
382
Urban planning applies social science in order to plan urban areas in ways that meet particular goals. It is based on the
idea that the way a place is designed shapes human behavior as people interact with that design. We examine how
urban space typically is developed, and changes, and how this reflects power relations. We also discuss how citizens can
participate and intervene in the planning process.
Core Curriculum Component: None
Prerequisite(s): 1 of SOC111(City Life: Introduction to Urban Sociology), SOC121(Introduction to Sociology), URB111(City
Life: Introduction to Urban Sociology); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
URB395
Topics in Urban Studies
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
URB399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
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)
WEL – Health, Physical Education and Exercise Science
WEL100
Foundations of Wellness
1 Semester Credits
This course is required of all Augsburg students. The class is designed for students to understand the need and assume
the responsibility for maintaining a healthy lifestyle in the areas of physical fitness and wellness. Physical fitness includes
the ability to carry out daily tasks with vigor and alertness and how it is a component of positive lifestyle management.
383
Wellness includes activities, behaviors, and attitudes which improve the quality of life, contributes to longevity, and
reduces stress.
Core Curriculum Component: Foundations of Wellness
Prerequisite(s): None
WEL103
Recreational Wellness: Badminton
1 Semester Credits
This course is designed to improve proficiency in the skills, strategy, and rules associated with both singles and doubles
play. Students will become aware of the physical benefits associated with playing badminton as well as learn the social
benefits gained from active participation.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL104
Recreational Wellness: Bicycling
1 Semester Credits
This course is designed to teach students the physical and social benefits associated with active participation in bicycling.
The students will become familiar with the extensive bike/walk trail system that is accessible from the Augsburg
University Minneapolis campus. Students should be able to perform continuous riding for a minimum of 1.5 hours at a
moderate/intermediate pace. Basic bike maintenance skills and information are also addressed in this class.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL106
Recreational Wellness: Bowling
1 Semester Credits
The purpose of this course is to build a solid foundation in the mechanics and skill of the lifetime sport of bowling. This
course will include technique, selection of equipment, playing of lanes, and proper etiquette of the game. It will also
include team and individual competition. Students bowl two games each class session.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL107
Recreational Wellness: Fitness Walking
1 Semester Credits
This course incorporates cardiovascular fitness into various walking regiments. Students will understand and
demonstrate basic skills and fitness strategies, while engaging in routine walking routes.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL108
Recreational Wellness: Golf
1 Semester Credits
384
This course is designed to learn or improve upon the basic foundation of the golf swing. The lifetime physical and mental
benefits of playing golf are highlighted.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL111
Recreational Wellness: Racquet Sports
1 Semester Credits
This course is designed to improve proficiency in racquet sports. Students will learn rules, basic skills, and singles and
doubles strategies in badminton, pickleball, and racquetball.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL112
Recreational Wellness: Basketball
1 Semester Credits
This course will focus on learning and developing basic basketball skills such as dribbling, passing, shooting, and
footwork. Additionally, team concepts, strategies, rules, terminology, and sportsmanship will be addressed. The goal is
to promote physical fitness through basketball and encourage recreational level participation.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL113
Recreational Wellness: Volleyball
1 Semester Credits
This course is designed to improve proficiency in basic skills, strategy, and rules associated with the sport of volleyball.
The students will practice and perform the skills in a recreational to intermediate competitive environment. Students
will also become aware of the physical and social benefits associated with active participation in volleyball.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL114
Recreational Wellness: Soccer
1 Semester Credits
This course is designed to provide an introduction to the sport of soccer. Topics addressed consist of, but are not limited
to: history, rules, terminology, and basic skills, techniques, and tactics associated with participating in, observing, and
coaching the sport.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL115
Recreational Wellness: Walk, Jog, Run
1 Semester Credits
385
This course incorporates cardiovascular fitness into various walk, run, or jogging regiments. Students will understand
and demonstrate basic skills and fitness strategies while engaging in routine walking or running routes.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL116
Recreational Wellness: Weight Training
1 Semester Credits
This course seeks to improve the student's knowledge and understanding of the components of weight training and how
they contribute to personal lifelong health and well being. The course is designed to not only provide knowledge but
also discuss and analyze ways an individual can assess, monitor, motivate and discipline oneself to maintain a lifestyle of
fitness and wellness.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL117
Recreational Wellness: Women's Weight Training
1 Semester Credits
This course is designed to improve proficiency in resistance training. The purpose of the course is to seek improvement
of the student's knowledge and understanding of the benefits of resistance training, and how those benefits contribute
to lifelong health and well-being. This course has been designed to not only provide knowlege but also discuss and
analyze ways an individual can assess, motivate, and discipline oneself to maintain a resistance training regiment.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL118
Recreational Wellness: Yoga
1 Semester Credits
This course incorporates muscular strength, endurance, and flexibility into the activity of yoga. Beginning through
advanced students are accommodated.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL119
Recreational Wellness: Latin Dance
1 Semester Credits
This course is designed to provide an introduction to Latin Dance. Students will understand the history of salsa, mamba,
and bachata and execute basic steps and patterns individually and with a partner.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL120
Recreational Wellness: Canoeing and Paddling
1 Semester Credits
386
Students in this course will participate in a four-month long canoe expedition down the Mississippi River, in voyageur
canoes. Students will receive instruction in all aspects of canoe handling, paddling, camping, and endurance.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL130
Recreational Wellness: 5K or Half Marathon Training
1 Semester Credits
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL131
Recreational Wellness: Net Games
1 Semester Credits
This course will include but not limited to: pickleball, volleyball, raquetball, badminton, and table tennis.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL132
Recreational Wellness: Field Games
1 Semester Credits
This course will include but not limited to: lacrosse, soccer, and ultimate frisbee.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL150
Recreational Wellness: Student Designed
1 Semester Credits
This course is designed to improve proficiency in one or more selected activities. Students will understand and
demonstrate fundamentals and benefits of the selected activities. This course will be taught in a hybrid format, blended
between an in-person lab experience and online discussions and reporting.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL160
Foundations of Wellness-Adapted
1 Semester Credits
This course is designed to meet the needs of students with disabilities that may not be able to meet the requirements
for Foundations of Wellness. The focus is on helping each student develop a physical activity/stress
management/nutrition plan etc. that meets his or her needs. Plans are designed to focus on abilities as opposed to
limitations.
Core Curriculum Component: Foundations of Wellness
Prerequisite(s): CONSENT(Consent of Instructor)
387
WEL170
Recreational Wellness-Adapted
1 Semester Credits
This course is designed to meet the needs of students with disabilities that may not be able to meet the requirements
for Recreational Wellness. The focus is on helping each student develop a physical activity/stress management/nutrition
plan etc. that meets his or her needs. Plans are designed to focus on abilities as opposed to limitations.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL213
Recreational Wellness: Advanced Volleyball
1 Semester Credits
This course will incorporate cardiovascular fitness into a competitive volleyball atmosphere. Students in this class should
have advanced volleyball experience.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WST – Gender, Sexuality and Women’s Studies
WST199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST201
Introduction to Gender, Sexuality, and 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
WST220
Topics in Gender and the Humanities
4 Semester Credits
Examination of specific topics related to gender and the humanities not covered in other lower-division Gender,
Sexuality, and Women's Studies courses. Specific topic will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
388
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
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
389
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
Undocumented, Ecofeminist, and Queer: Contemporary Latin American Liberation Theologies
4 Semester Credits
Is God an undocumented low-income migrant, ecofeminist, and/or queer? Learn about Latin American liberation
theologies and their understandings of the divine as they relate to key social issues in the 21st century. This
interdisciplinary course cannot be taken if you have already taken RLN 336 or WST 366.
Core Curriculum Component: Humanities
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
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 Struggle 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
(Im)Migration, Gender and Social Change
4 Semester Credits
At a time when borders between nations are so heavily defended, how do we understand the flow of people and ideas
across those divides? Learn how race, gender, sexuality and social class intersect when they are seen from a lens of
(im)migration in a Latin American context.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
390
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
In the Aftermath of War: History, Memory and Transitional Justice in Central America
4 Semester Credits
The objective of this course is to analyze the use of history and memory during the transition from war to peace in
Central America. The course will address the case of Guatemala, focusing on the social and political events that took
place in that country in the last half of the 20th Century and the role of "memory work" in transitional justice actions
that ensued. We will particularly address the participation of Indigenous women in that process and Indigenous Peoples
conceptualization of memory, justice, reparation, and peace.
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
391
WST366
Latin American Liberation Theologies and Social Change
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
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
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
392
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: Keystone
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
Prerequisite(s): None
YST – Youth Studies
YST210
Rethinking Children and Youth
4 Semester Credits
Children and youth are often expected to be seen and not heard. This course will develop an appreciative understanding
of children and youth that will allow us to engage them as assets and agents of positive change. We will explore the
history of childhood in North America as well as the historical emergence and cultural construction of adolescence in the
20th century. We will develop a critical lens of this construction in order to free ourselves from our limited and low
expectations of children and youth in society. We will then construct a new framework that will enable us to understand
and engage young people as powerful, contributing members of society.
Core Curriculum Component: None
Prerequisite(s): None
YST320
Working with Children and Youth
4 Semester Credits
This course will provide students with practical perspectives and experiences in work with children and youth. We will
cover both theoretical frameworks for emancipatory work with youth and focused examinations of different types of
youth work. Throughout the course, we will consider how our own positionality and experiences affect our engagements
in work with youth and children. This course has a significant service learning requirement.
Core Curriculum Component: None
Prerequisite(s): YST210(Rethinking Children and Youth)
393
Show less
Introduction
Undergraduate Catalog
2022-2023
Official Publication of Augsburg University
2211 Riverside Avenue, Minneapolis, MN 55454
The Augsburg University Undergraduate Catalog contains information about academic program requirements and
academic and student policies and procedures for... Show more
Introduction
Undergraduate Catalog
2022-2023
Official Publication of Augsburg University
2211 Riverside Avenue, Minneapolis, MN 55454
The Augsburg University Undergraduate Catalog contains information about academic program requirements and
academic and student policies and procedures for Fall Semester 2022–Summer Semester 2023. It is subject to change
without notice.
The catalog is intended to complement other university publications including the Student Guide and university website.
It is important for students to be familiar with all university policies and procedures. Students are strongly encouraged to
consult their advisor(s) at least once each semester to be certain they are properly completing degree requirements.
Published 2022
Phone: 612-330-1000
www.augsburg.edu
1
Greeting from the President
A university catalog is full of detail and data that offer a map to our lives together as a university community. This is a
map grounded in Augsburg’s mission: To educate students to be informed citizens, thoughtful stewards, critical
thinkers, and responsible leaders.
What has prompted you to study this map of Augsburg University? If you’re already enrolled at Augsburg, I trust you
will continue to find here the awe and wonder of an educational experience that is meaningful and challenging. I
hope you will be reminded of the relationships and commitments you have formed at Augsburg—they will last a
lifetime. I also hope that you find in this map signposts of the progress you have made in your vocational journey and
that you will continue to believe that you have rightly chosen Augsburg as the community in which you will spend
time for the next several years.
If you are studying this map to find out more about Augsburg University and an Augsburg education, welcome. I
believe you will find it not only tells you about the character and essence of our institution, but also about our mission
of service, particularly about the way we work in partnership with our neighbors in a modern, vibrant city. Augsburg is
located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. As you study here, you will find a
setting that not only provides remarkable learning opportunities, but one in which you will be able to share your own
talents and skills. Augsburg’s challenging academic environment is enhanced by both education and service
experiences that transform theory into action and unite the liberal arts with the practical in preparing students as
faithful citizens in a global society.
The experience you are undertaking at Augsburg—or thinking of undertaking—will be based on a small campus in the
core of a great city; it will be led by faculty preoccupied with your welfare and the emergence and refinement of your
vocational plans.
As you join Augsburg University, or consider doing so, please know that those of us who await you here find the
university an exciting place, full of diversity and yet possessed of a community dedicated to higher learning and good
living. Here you can find your way in the world.
May this map be your faithful guide!
Sincerely yours,
Paul C. Pribbenow, PhD
President
2
About Augsburg University
At Augsburg University, we believe that the university experience should be a time of exploration, of discovery, of new
experiences, and of new possibilities. We also believe that a liberal arts education is the best preparation for living in
the fast-paced, changing, and complex world of today and tomorrow. Augsburg graduates will be able to demonstrate
not only the mastery of a major field of study, but also the ability to think critically, creatively solve problems, and
communicate effectively.
Discovering Your Gifts and Talents
The heart of an Augsburg undergraduate education is the Augsburg Core Curriculum—designed to prepare students
to become informed citizens, thoughtful stewards, critical thinkers, and responsible leaders—and thus achieve the
educational goals of our mission. Through “Search for Meaning” courses, students explore their own unique gifts and
interests and find where their own talents intersect with the needs of our global society—their vocation.
At the same time, courses across all disciplines stress the skills that will serve for a lifetime: writing, speaking, critical
thinking, and quantitative reasoning, to name a few.
Thanks to Augsburg’s prime locations in the heart of thriving metropolitan areas, many courses are able to offer rich
and varied learning opportunities in real-life situations through academic internships, experiential education,
volunteer community service, and cultural enrichment. In a sense, the resources of the Twin Cities and Rochester,
Minnesota, are extended campuses for Augsburg students.
Mission Statement
Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as
testaments to the university motto, “Education for Service,” and mission:
Augsburg University educates students to be informed citizens, thoughtful stewards, critical thinkers, and
responsible leaders. The Augsburg experience is supported by an engaged community that is committed to
intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and
professional studies, guided by the faith and values of the Lutheran church, and shaped by its urban and global
settings.
Campus Location
Augsburg University is located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. The campus is
bordered by Riverside Avenue and Interstate 94, near the University of Minnesota—Twin Cities West Bank campus
and the University of Minnesota Medical Center.
Downtown Minneapolis is just minutes away, providing access to internships and careers with some of the country’s
leading companies, as well as entertainment, arts, sports venues, shopping, dining, and transportation. The campus is
blocks from the Metro Transit Green and Blue light rail lines, which provide easy access to destinations in Minneapolis
and St. Paul, as well as the Minneapolis-St. Paul International Airport.
History
A College of the Church
Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith
presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wisconsin,
and moved to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first graduation was in 1879.
Early Leaders Established a Direction
3
August Weenaas was Augsburg’s first president (1869–76). Professor Weenaas recruited two teachers from Norway:
Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate
Norwegian Lutherans to minister to immigrants and to provide such “college” studies that would prepare students for
theological study.
In 1874, they proposed a three-part plan: first, train ministerial candidates; second, prepare future theological
students; and third, educate the farmer, worker, and businessperson. The statement stressed that a good education is
also practical.
Augsburg’s next two presidents also emphatically rejected ivory tower concepts of education. This commitment to
church and community has been Augsburg’s theme for more than 150 years.
Education for Service
Keeping the vision of the democratic college, Georg Sverdrup, Augsburg’s second president (1876–1907), required
students to gain pre-ministerial experience in city congregations. Student involvement in the community gave early
expression to the concept of Augsburg’s motto, “Education for Service.”
In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was
a group of independent congregations committed to congregational autonomy and personal Christianity. This change
made Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was
still important primarily as an attachment to the seminary.
The Focus Changed
Traditional attitudes began to change after World War I. In 1911, George Sverdrup Jr. became president. He worked to
develop college departments with an appeal to a broader range of students than just those intending to be ministers.
Augsburg admitted women in 1922 under the leadership of longtime dean of women, Gerda Mortensen.
The college’s mission assumed a double character: ministerial preparation together with a more general education for
life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president
(1938–62). His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life.
After World War II, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the
college had become a larger part of the institution than the seminary and received the most attention.
Accreditation for the College
Augsburg added departments essential to a liberal arts college, offering a modern college program based on general
education requirements and elective majors. Full accreditation of the college was achieved in 1954.
A study in 1962 defined the college’s mission as serving the good of society first and the interests of the Lutheran Free
Church second. The seminary moved to Luther Theological Seminary (now Luther Seminary) in St. Paul in 1963, when
the Lutheran Free Church merged with the American Lutheran Church. Subsequently, the American Lutheran Church
merged with two other Lutheran bodies in 1988 to form today’s Evangelical Lutheran Church in America.
A College in the City
Under the leadership of President Oscar A. Anderson (1963–80), Augsburg became a vital and integral part of the city
of Minneapolis. The College began to reach out to nontraditional student populations, ensuring educational
opportunity for all students. Also in these years, Augsburg added Charles S. Anderson Music Hall, Mortensen
Residence Hall, Urness Tower, Christensen Center, Ice Arena, and Murphy Place.
Charles S. Anderson led the college next (1980–97). He guided Augsburg’s commitment to liberal arts education,
spiritual growth and freedom, diversity in enrollment and programs, and a curriculum that draws on the resources of
the city as extensions of campus and classroom. Some of the accomplishments during his tenure include instituting
two graduate degree programs, hosting national and international figures at college-sponsored forums and events,
increasing accessibility, and the addition of the Foss Lobeck Miles Center, the Oscar Anderson Residence Hall, and the
James G. Lindell Library.
4
William V. Frame became president in August 1997 and retired in 2006. Under his leadership, the college sharpened
its identity as a college of the city, providing an education grounded in vocational calling that provides students both
theoretical learning and the practical experience to succeed in a global, diverse world. Augsburg’s Rochester learning
site was added in 1998, further expanding Augsburg’s presence in key cities in the state of Minnesota.
Paul C. Pribbenow became president in July 2006. Under his leadership, Augsburg aims to educate students of all
ages—in the midst of a great city—to be faithful citizens of the world. Augsburg became Augsburg University on
September 1, 2017.
5
Augsburg Today
Augsburg continues to reflect the commitment and dedication of the founders who believed:
●
●
●
An Augsburg education should be preparation for service in community and church.
Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative,
and successful citizens.
The city—with all its excitement, challenges, and diversity—is an unequaled learning laboratory for Augsburg
students.
The vision of the university’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.”
Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg
prepares its students to become effective, ethical citizens in a complex global society.
In addition to Augsburg’s undergraduate program of liberal arts and sciences, Augsburg offers numerous master’s
degree programs as well as doctoral programs in nursing practice and clinical psychology. For information about
graduate programs, visit augsburg.edu/grad.
Undergraduate and graduate education is offered in a variety of formats. In addition to its Minneapolis campus,
Augsburg has a learning site in Rochester, Minnesota, and international locations around the world.
Centers of Commitment
The four centers of commitment articulate core values that inform the institutional mission of Augsburg University
both internally and externally. These centers are:
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Center for Global Education and Experience
Sabo Center for Democracy and Citizenship
Christensen Center for Vocation
Strommen Center for Meaningful Work
Each center provides a bridge between curriculum and community; each works to realize the university’s strategic
intention to "educate for lives of meaning and purpose," as well as to ensure the university is "at the table" with
community partners in relationships of mutual benefit that enhance the university’s distinctive identity and deepen
the educational experiences of our students. Their themes are reflected in Augsburg's mission to educate students to
be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders.
Minneapolis-Based Day Program
Augsburg’s Minneapolis-based day program offers more than 50 majors—or students can create their own major,
either on campus or through the Associated Colleges of the Twin Cities. The day program provides an educational
opportunity for students who want to earn a bachelor’s degree through courses that meet during the day. Students in
the day program pay comprehensive tuition that allows them to register for 12 to 19 semester credits per term. ACTC
is a five-college consortium that allows day program students to take courses on other campuses without additional
charge while a full-time student at Augsburg. The ACTC consortium includes Augsburg University, St. Catherine
University, Hamline University, Macalester College, and the University of St. Thomas. (See Associated Colleges of the
Twin Cities section).
Adult Undergraduate Program
Augsburg’s adult undergraduate program provides an educational opportunity for adults who want to earn a
bachelor’s degree with a flexible schedule and with a learning environment that acknowledges the real life experience
adult students bring to the classroom. It is a means by which students can gain skills for professional advancement,
prepare for a career change, or pursue a personal interest in one or more areas of the liberal arts and professional
studies.
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Minneapolis – Adult Undergraduate Program
Augsburg’s adult undergraduate program is designed to help students finish a bachelor’s degree quickly and
efficiently, in as little as two years. Delivered in a hybrid-learning format, it combines the benefits of face-to-face
classroom instruction with the convenience of online learning.
Augsburg also offers courses from several day program majors during the evening in a traditional classroom setting.
Not all of the required courses for the day program majors are offered in the evening. For a complete list of degree
completion programs offered in the adult undergraduate program, visit augsburg.edu/pro/majors.
Rochester – Adult Undergraduate Program
Augsburg’s instructional site in Rochester, Minnesota, was established in 1998 as a natural extension of the
institution’s mission and its expertise in teaching working adults. A variety of undergraduate majors are offered.
Rochester is a city that enjoys a rich ethnic diversity and superior technological resources. The Rochester site
classrooms and offices are located at Bethel Lutheran Church (Evangelical Lutheran Church in America), a few blocks
south of the heart of the city, which is home to more than 100,000 residents. Bethel Lutheran Church is located at 810
3rd Ave SE, Rochester, MN, 55904.
In Rochester, students complete the same degree requirements as students in the Minneapolis undergraduate
program. Augsburg classes in Rochester meet on a semester schedule with classes taking place on weekday evenings,
making them accessible to working adults. As with the adult undergraduate program in Minneapolis, Rochester
classes are delivered in a hybrid-learning format, combining the benefits of face-to-face classroom instruction with
the convenience of online learning. There are eight majors offered in Rochester, some of which must be completed by
taking courses at the Minneapolis campus. In addition to the degree programs that can be completed entirely in this
location, students may work on a variety of other majors through a combination of Rochester- and Minneapolis-based
evening courses.
Students at the Rochester site are Augsburg University students. They are supported through an array of e-learning
resources ranging from Lindell Library databases to the use of online course management software. Information
about the Rochester site is available at augsburg.edu/rochester or by calling the Rochester office at 507-288-2886.
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Minneapolis Campus Facilities
Instruction facilities and student housing at Augsburg’s main campus are conveniently located near each other. A
tunnel/ramp/skyway system connects the two tower residence halls, the five buildings on the Quadrangle, plus the
Music Hall, Lindell Library, Oren Gateway Center, Hagfors Center, and the Foss Lobeck Miles Center for Worship,
Drama, and Communication.
Admissions Office—The Admissions Office is located on the lower level of Christensen Center.
Anderson Residence Hall (1993)—Named in honor of Oscar Anderson, president of Augsburg from 1963 to 1980, this
residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192 students,
as well as the Center for Wellness and Counseling, the Sabo Center for Democracy and Citizenship, and the Office of
Marketing and Communication.
Center for Wellness and Counseling—The Center for Wellness and Counseling, located in Anderson Hall, offers
programs and services that enhance student learning by promoting personal development and well-being.
Christensen Center (1966)—The university center includes the Admissions Office, a student lounge, the Strommen
Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, the copy center
and mailroom, University Events, Latinx Student Services, American Indian Student Services, Pan-Afrikan Student
Services, Pan-Asian Student Services, Campus Life, LGBTQIA+ Student Services, and the Auggie’s Nest, a meeting place
for student organizations.
Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the
Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use.
Foss Lobeck Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition
of the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also
housed in this complex, which provides space for Campus Ministry; the departments of Theater and Communication
Studies, Film, and New Media; classrooms; and administrative offices (Facilities Management and the Enterprise
Information Systems and Systems and Networking teams in IT).
Hagfors Center (2017) - The Norman and Evangeline Hagfors Center for Science, Business, and Religion houses eight
academic departments (Biology, Business, Chemistry, Physics, Psychology, Religion, and Mathematics, Statistics, and
Computer Science), the office of Undergraduate Research and Graduate Opportunities, the McNair Scholars Program,
and the office of the Dean of Arts and Sciences. The Hagfors Center is the largest academic building on the Augsburg
campus and contains 139,000 square feet of collaborative learning space, including 24 labs and 6,000 square feet of
student-faculty research facilities.
Ice Arena (1974)—Two skating areas provide practice space for hockey and figure skating, and recreational skating for
Augsburg and the metropolitan community.
Kennedy Center (2007)—Completed in 2007 as a three-story addition to Si Melby Hall and named for Dean (’75) and
Terry Kennedy, it features a state-of-the-art wrestling training center, fitness center, classrooms for health and physical
education, and hospitality facilities.
The James G. Lindell Family Library (1997)—This library and information technology center houses all library
functions and is located on the corner of 22nd Avenue and 7th Street. It houses the TechDesk and User Support team
in IT and the Gage Center for Student Success: the Deidre Middleton Office of Academic Advising, the Center for
Learning and Adaptive Student Services (CLASS), and TRIO/Student Support Services.
Luther Residence Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story apartment complex
along 20th Avenue, between 7th and 8th Streets, that houses juniors and seniors in units from efficiencies to
two-bedroom suites.
Si 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 Patricia Piepenburg Women’s Locker Room, the Claudia Murray Women’s Soccer Locker
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Room, the Donny Wichmann Weight Room, the Olivia Dahl/Hoyt Messerer Sport Medicine Center, and general
auditorium purposes. The Ernie Anderson Center Court was dedicated in 2001.
Mortensen Residence Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has
104 one- and two-bedroom apartments that house 312 upper-class students, the Department of Public Safety and a
lounge area.
Charles S. Anderson Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two
rehearsal halls, music libraries, practice studios, and offices for the Music department faculty.
Old Main (1900)—Home for the Department of Art and the Department of Languages and Cross-Cultural Studies,
with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency
with architectural details from the past. It is included on the National Register of Historic Places.
Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP®
collegiate recovery program, Institutional Advancement offices, the Alumni Relations Offices, the Master of Arts in
Leadership program, the Master of Fine Arts in Creative Writing program, and substance-free student housing. It also
houses the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art Gallery, and the Johnson Conference
Center.
Science Hall (1949)—Houses the department of Nursing, International Student and Scholar Services, and
Administrative Accounting.
Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment Center (Registrar’s
Office and Student Financial Services), the Women’s Resource Center, classrooms and computer labs, and the
departments of Education and Computer Science.
Sverdrup-Oftedal Memorial Hall (1938)—Built as a residence hall and named in honor of Augsburg’s second and third
presidents, it contains the President’s Office, Human Resources, Norway Hub, the Academic Affairs Office, Student
Affairs Offices, the Christensen Center for Vocation (CCV), and faculty offices for Political Science, History, Philosophy,
American Indian Studies, English, and Sociology.
Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324
first-year students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge,
study, and utility areas.
9
Accreditation, Approvals, and Memberships
Accreditation is a process by which colleges and universities are regularly evaluated by third-party agencies to ensure
they are meeting standards for educational quality for the degrees they offer.
Augsburg University has been continuously accredited since 1954 by the Higher Learning Commission. The Higher
Learning Commission is an institutional accreditation agency that accredits colleges and universities in the United
States. HLC conducts periodic reviews of accredited institutions to ensure they are meeting their standards of quality.
Several degree programs at Augsburg are also eligible for accreditation or approval by specialized agencies that
ensure the quality of those programs in meeting their professional standards. The following Augsburg programs are
accredited or approved by the appropriate agencies.
Agency
Description
Degree Programs
Accreditation Council for Business Schools
and Programs (ACBSP)
Global accreditor for business
education
MBA
BA Accounting, Business
Administration (Music
Business), Business
Administration/Economics,
Finance, International
Business, Management,
Management Information
Systems, Marketing
Accreditation Review Commission on
Education for the Physician Assistant (ARC-PA)
Accredits physician assistant
programs in the United States
MS Physician Assistant Studies
American Music Therapy Association (AMTA)
Advanced the music therapy
profession and approves music
therapy degree programs
BS Music Therapy
Master of Music Therapy
American Chemical Society (ACS)
Scientific organization for advancing
chemistry practice, approves
baccalaureate chemistry programs
BS Chemistry
American Psychological Association
Commission on Accreditation (APA-CoA)
Scientific and professional
organization for psychology in the
United States, accrediting doctoral
programs in clinical, counseling, and
school psychology
Doctor of Psychology
Commission on Collegiate Nursing Education
(CCNE)
National accreditor for
baccalaureate, graduate, and
residency/fellowship programs in
nursing
BS Nursing
MA Nursing
Doctor of Nursing Practice
Council on Social Work Education (CSWE)
National accrediting agency for social
work education in the United States
Bachelor of Social Work
Master of Social Work
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Minnesota Board of Nursing
State board that approves nursing
programs and regulates licensure
DNP – Family Nurse
Practitioner
National Association of Schools of Music
(NASM)
National accreditor for
undergraduate, graduate, and other
credentials for music and
music-related disciplines
BA Music
BS Music Therapy
Bachelor of Music
Master of Music Therapy
Professional Educator Licensing and
Standards Board (PELSB)
Approves programs in Minnesota
that prepare candidates for teacher
licensure
BA/BS Elementary Education
BA English as a Second
Language
BA Special Education:
Academic Behavioral
Strategist
(See Education Department
for full list of approved
programs for licensure and
endorsements)
Augsburg University is also an institutional member of the following associations
Agency
Description
American Association of Colleges and
Universities (AAC&U)
Advances the democratic purposes of higher education by
promoting equity, innovation, and excellence in liberal
education
American Association of Colleges of
Teacher Education (AACTE)
Represents institutions dedicated to high-quality
evidence-based preparation of educators who are ready to
teach all learners
American Association of Higher Education
(AAHE)
Dedicated to the advancement of higher education
Associated Colleges of the Twin Cities
(ACTC)
Consortium of private liberal arts colleges in the Twin Cities of
Minnesota that shares academic programs and promotes
student exchange
Campus Compact
National coalition of colleges and universities committed to
building democracy through civic engagement and community
development
Council of Independent Colleges (CIC)
Association of independent nonprofit colleges and universities
that provides services to improve the quality of education,
administrative, and financial performance
Lutheran Education Conference of North
America (LECNA)
Promotes cooperation among Lutheran colleges and
universities in the United States and Canada
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Minnesota Private College Council
Represents the private liberal arts colleges of Minnesota
National Council of Schools of Professional
Psychology (NCSPP)
Advances the development of the highest quality of graduate
training in professional psychology
Physician Assistant Education Association
(PAEA)
Works to ensure quality physician assistant education
Augsburg University is registered with the Minnesota Office of Higher Education pursuant to sections 136A.61 to
136A.71. Registration is not an endorsement of the institution. Credits earned at the institution may not transfer to all
other institutions.
Policies
Non-Discrimination Policy
In accordance with applicable federal and state laws, such as Titles VI and VII of the Civil Rights Act of 1964, Title IX of
the Education Amendments of 1972, the Age Discrimination in Employment Act, and the Americans with Disabilities
Act and ADA Amendments, Augsburg does not discriminate on the basis of sex, race, color, national or ethnic origin,
religious belief, age, disability, gender, sexual orientation, gender identity or expression, marital status, familial status,
pregnancy, citizenship, creed, genetic information, veteran status, status with regard to public assistance, membership
in a local human rights commission, or any other legally protected status in its education programs and activities,
employment policies and practices, or any other areas of the University, except in those instances where there is a
bona fide occupational qualification or to comply with state or federal law. Augsburg University is committed to
providing reasonable accommodations to its employees and students with disabilities.
(Approved by Board of Regents January 2021)
For further information, please contact the university’s Title IX Coordinator:
Katie Bishop| Vice President for Student Experience and Success
Memorial Hall, Room 118A| 612-330-1117| bishopc@augsburg.edu
Additionally, the university has four Deputy Officers:
Deputy Officer for Students:
Mike Grewe | Dean of Students
Memorial Hall, Room 118F| 612-330-1499| grewe@augsburg.edu
Deputy Officer for Employees:
Dawn Miller| Director, Human Resources
Memorial Hall, Room 19| 612-330-1216| millerd1@augsburg.edu
Deputy Officer:
Leif Anderson| Vice President and Chief Strategy Officer
Memorial Hall, Room 124| 612-330-1497| andersol@augsburg.edu
The Deputies work with the Title IX Coordinator to identify any patterns or systemic problems that arise and may
assist as investigators of complaints.
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Family Educational Rights and Privacy Act
The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students
regarding their education records. Each year Augsburg University is required to give notice of the various rights
accorded to students pursuant to FERPA. In accordance with FERPA, you are notified of the following:
Right to inspect and review education records
You have the right to review and inspect substantially all of your education records maintained by or at Augsburg
University. The student must request to review their education records in writing with their signature. The university
will respond in a reasonable time, but no later than 45 days after receiving the request.
Right to request amendment of education records
You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate,
misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence
that the record should be changed if Augsburg decides not to alter your education records according to your request.
Right to give permission for disclosure of personally identifiable information
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 educational interests. A school official is a person employed by the university in
an administrative, supervisory, academic or research, or support staff position (including law enforcement unit
personnel and health staff); person or company with whom the university has contracted (such as an attorney,
auditor, or collection agent); a person serving on the board of regents, or a student serving on an official committee,
such as a disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school
official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or
her professional responsibility.
Right to withhold disclosure of “directory information”
FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that
may be released for any purpose at the discretion of Augsburg University without notification of the request or
disclosure to the student.
Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider
very carefully the consequences of any decision by you to withhold directory information. Should you decide to
inform Augsburg University not to release Directory Information, any future request for such information from
persons or organizations outside of Augsburg University will be refused.
“Directory information” includes the following:
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The student’s name
The student’s address
The student’s telephone number
The student’s email 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
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Augsburg University will honor your request to withhold all Directory Information but cannot assume responsibility to
contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that
such information be withheld. The Registrar’s Office must be notified in writing of your intent to withhold your
Directory Information.
Right to complain to FERPA Office
You have the right to file a complaint with the Family Policy Compliance Office, US Department of Education, 400
Maryland Ave. SW, Washington, DC, 20202, concerning Augsburg’s failure to comply with FERPA.
Reporting Educational Information
Letters of reference must be requested in writing and explicitly indicate what information may be reported in the
letter.
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Annual Security Report
The Annual Security Report (ASR) for Augsburg University contains statistics on reported crimes on and near Augsburg
property and campus, as well as institutional policies concerning campus security and crime. The Department of
Public Safety prepares this annual Crime Report to comply with the Jeanne Clery Disclosure of Campus Security Policy
and Crime Statistics Act. The report is available on the Department of Public Safety webpage. For a printed copy,
contact Augsburg’s Department of Public Safety at 612-330-1717.
Professional Licensure Standards Disclosure
For all programs at Augsburg University which have the potential to lead to professional licensure, students are
responsible for contacting the appropriate agency or board to confirm requirements and ensure program
compatibility prior to beginning any course of study. Only licensing agencies or boards can determine whether a
student’s program of study has met requirements. Augsburg University cannot guarantee an individual’s attainment of
any professional licensure or certification, in any field, in any jurisdiction.
Completing an academic program is typically only one aspect of meeting professional licensure requirements. Many
states require that individuals meet additional requirements in order to qualify for licensure, including but not limited
to additional coursework and training, supervised clinical experiences, and successful passage of state or national
exams. Other licensure requirements may include background checks, years of work experience, fingerprinting
requirements, etc. State laws, regulations, and policies governing professional licensure may change at any time.
For more information on your program’s state licensing board and requirements for licensure, please visit the
Augsburg University Professional Licensure Disclosure website.
As a reminder, students are responsible for updating Augsburg University of any changes in address or phone
numbers through Inside Augsburg Records and Registration, or by submitting an Address Change form to the
Registrar’s Office.
Student Rights
The university has adopted a statement of student rights and responsibilities and has procedures for disciplinary
action, grievances, and grade appeals, as outlined in the Augsburg Student Guide at
inside.augsburg.edu/studentaffairs/studentguide.
Official Notices
A university-provided email account is the official means of communication with students, faculty, and staff of
Augsburg University. Students, faculty, and staff are responsible for all information sent to them via the
university-provided email account. Students should regularly check their email 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 email account. Students will also receive official notices via the A-Mail online publication and should
routinely review the A-Mail. Resident day program students will be assigned a campus mailbox; commuter day
program students may request a campus mail box. Students should check their campus mailbox regularly.
15
Admission
Augsburg University strives to create a strong, rich, and vibrant campus community with students representing a large
number of backgrounds, viewpoints, experiences, talents, and cultures. Selection of students for Augsburg University
is based upon careful consideration of each candidate’s academic achievement, personal qualities and interests,
participation in activities and employment, and potential for development as a student and as a graduate of Augsburg
University.
Augsburg is committed to ensuring the admissions process is accessible for all prospective students. Augsburg
admissions counselors are here to assist students in completing the application process.
Augsburg University asks all applicants for admission and readmission whether they have been convicted of a felony.
A felony conviction does not automatically preclude an applicant from being accepted to Augsburg University. The full
process and policy can be found in the Augsburg Student Guide.
Visit Campus
Firsthand appraisal of programs, facilities, and academic atmosphere is valuable. First-year and transfer applicants are
encouraged to visit the campus and meet with an admission counselor. Arrangements can be made to meet with a
member of the faculty and to attend classes when school is in session. Augsburg’s undergraduate admission staff is
ready to help students and families with planning. Visit our website or call any weekday between 8:30 am and 5:00
pm—612-330-1001 or toll-free 1-800-788-5678—and we’ll assist with your questions and arrange a tour for you.
Admission visits and tours are available Monday through Friday and selected Saturdays. The Office of Admission is
located on the lower level of the Christensen Center and serves traditional undergraduates, post-traditional
undergraduates, and graduate students.
Application Procedures
First-year Day Program Students
Application for Admission
● Students must submit a completed application for admission and may apply online at augsburg.edu/firstyear or
commonapp.org without any fee..
● Students with an unweighted GPA of 2.75 or higher are automatically admitted through the Augsburg Applies to
2U (direct admission) process. Students with a GPA of 2.74 or below will be evaluated and reviewed through the
standard, holistic review process.
Transcripts
● An official transcript from the high school is required of first-year applicants.
o Students with a 2.74 or lower GPA must submit an official transcript. First-year applicants who are still
high school students at the time of application should have their most recent transcript sent, followed by
a final and official transcript upon graduation. If the student has taken college courses, including while in
high school, an official transcript from each institution should also be sent prior to registration and
orientation. General Education Development (GED) scores may be presented instead of the high school
transcript.
o For students with a 2.75 or higher GPA (who qualify for direct admissions), will need to submit an
unofficial transcript at the time of applying. An official transcript will be required upon enrollment to the
University.
Test Scores
● Beginning in Fall 2021, submission of ACT or SAT test scores are no longer required for incoming (first-year or
transfer) students applications. For more information please refer to our Test-Free Admissions Policy. For
additional information please refer to Augsburg’s Admission Application Requirements.
Recommendations
● Letter(s) of recommendation are no longer required for admission but may be requested by discretion of the
admissions office.
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Essay
● First Year applicants may be asked to submit written responses to essay questions if they do not qualify for the
direct admissions process.
Additional Information
● If there is additional information that may have affected the applicant’s previous academic performance, it may
be included within the application and discussed individually with an admission counselor. On occasion, the
Admission Committee may defer a decision on a candidate’s admission until additional information has been
received. For example, results of the present semester’s coursework, additional letters of recommendation, or
writing samples may be requested by the committee. If any additional credentials are needed, the Office of
Undergraduate Admission will inform the candidate.
Notification of an Admission Decision
● Under direct admissions, or Augsburg Applies 2U program, students with a 2.75 or higher GPA will be notified
immediately of their admission decision. Students who are applying to Augsburg outside of those programs, will
be notified within two weeks after the application file is complete and has been evaluated. Notification is on a
rolling basis and begins in September.
Confirmation of Admission
● Accepted students are asked to make a $150 enrollment deposit* to the Office of Undergraduate Admission.
Students who wish to live in university housing must submit a housing contract to the Residence Life Office.
*Nonrefundable after May 1.
Note: Admission to a major—a separate process from admission to the university—is sometimes required. Check
with the Office of Admission and consult the specific department’s section of this catalog.
Undergraduate Day Transfers
Information regarding transfer credit policies is found in the Academic Information section of the catalog.
Application for Admission
● Students should complete the application for admission, including the essay question(s), and submit them to the
Admission Office. Students may apply online with no application fee at augsburg.edu/transfer.
Transcripts
● Official transcripts from all previous postsecondary institutions at which you registered must be sent directly to
the Admission Office. An official high school transcript and/or official GED test scores may be required upon
request. Official transcripts are marked with institutional security features, date, and appropriate signature.
Augsburg University accepts official transcripts directly from another institution’s Office of the Registrar or a
secure authenticated designated party. The transcript must arrive at Augsburg University in an envelope sealed by
the issuing institution or via an encrypted electronic method (adapted from AACRAO, 2018). If any transcripts
show in-progress coursework, an updated official transcript will need to be received by Augsburg in order to verify
that the in-progress coursework was later dropped, withdrawn from, or graded. Upon receipt, new official college
transcripts will be evaluated for possible transfer credit. Failure to submit the replacement official transcript in a
timely manner will result in a registration hold.
Recommendations
● One letter of recommendation is optional for all transfer applicants. Letters may be submitted by a supervisor,
counselor, professor, or spiritual leader.
Additional Information
● If there is personal information that may have affected the applicant’s previous academic performance, it may be
included with the application and discussed individually with an admission counselor. Academic
recommendations may be required by the Admission Committee before an admission decision is made. On
occasion, the Admission Committee may also defer a candidate’s admission until other information has been
received. For example, test scores, results of current coursework, additional letters of recommendation, or writing
samples may be requested by the committee. If any additional credentials are needed, the Admission Office will
inform the candidate.
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Notification of Admission Decision
● Augsburg University uses a rolling admission policy. Students are notified of the admission decision usually within
two weeks after the application file is complete and has been evaluated by the Admission Committee.
Note: Admission to a major—a separate process from admission to the university—is sometimes required. Check with
the Admission Office and consult the specific department’s section of this catalog.
Adult Undergraduate Students
Information regarding transfer credit policies is found in the Academic Information section of the catalog.
The Adult Undergraduate (AU) program is a degree completion program for post-traditional students. Applicants are
required to meet the following requirements for admission consideration for any Adult Undergraduate program:
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Have a minimum of 12 transferable credits and
Are applying to one of the 11 eligible Adult Undergraduate majors and
Students must meet one of the following requirements:
o Majoring in English as a Second Language, B.A.; Special Education: ABS B.A., or RN to BSN, B.S. with 60 or
more transferable credits
o Have 3+ years full-time work experience since high school graduation
o Have 3+ years of significant family care commitment since high school graduation
o Have 3+ years of a mix of non-full time college enrollment, work, family etc. since high school graduation
o Have military service since high school graduation
o 24 years or older at the date of matriculation
AU students may not be eligible for day undergraduate co-curricular activities, intercollegiate athletics, and residence
life (on campus housing) without permission from the Dean of Students and/or Dean of Professional Studies. Students
enrolled in either the Auggie Plan or College Transfer Pathways are encouraged to consult with their Augsburg
University advisor when considering the Adult Undergraduate program.
Application for Admission
● Students should complete the application for admission and submit it to the Admission Office. Students may
apply online with no application fee at augsburg.edu/transfer or commonapp.org.
Transcripts
● Official transcripts from all previous postsecondary institutions at which you registered must be sent directly to
the Admission Office. An official high school transcript and/or official GED test scores may be required upon
request. Official transcripts are marked with institutional security features, date, and appropriate signature.
Augsburg University accepts official transcripts directly from another institution’s Office of the Registrar or a
secure authenticated designated party. The transcript must arrive at Augsburg University in an envelope sealed by
the issuing institution or via an encrypted electronic method (adapted from AACRAO, 2018). If any transcripts
show in-progress coursework, an updated official transcript will need to be received by Augsburg in order to verify
that the in-progress coursework was later dropped, withdrawn from, or graded. Upon receipt, new official college
transcripts will be evaluated for possible transfer credit. Failure to submit the replacement official transcript in a
timely manner will result in a registration hold.
Notification of Admission Decision
● Augsburg University uses a rolling admission policy. Students are notified of the admission decision usually within
two weeks after the application file is complete and has been evaluated by the Admission Committee.
Note: Admission to a major—a separate process from admission to the university—is sometimes required. Check with
the Admission Office and consult the specific department’s section of this catalog.
Readmission
Day students who have not registered for courses at Augsburg University for one semester or more, and AU/Rochester
students who have not registered for courses at Augsburg University for two or more semesters, must apply for
readmission through the Registrar’s Office to resume attendance. Students who have attended other institutions
during their absence from Augsburg must have an official transcript sent from each institution to the Registrar’s
Office. Readmitting students do not pay an application fee.
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To apply for readmission after withdrawing from the university, students must submit an Application for Readmission.
●
●
●
●
●
●
The last day to be approved for readmission is the Friday prior to the start of the term. Please note that
processing may take up to 10 business days.
Students who must withdraw solely due to military service obligations will be able to readmit by submitting the
Application for Readmission to the Registrar’s Office. Currently serving members of the military are encouraged to
review Augsburg’s Military Called to Active Duty policy if a call to service will interrupt a semester in progress.
If the student has attended other institutions since leaving Augsburg, official transcripts must be submitted to the
Registrar’s Office. If any transcripts show in-progress coursework, an updated official transcript will need to be
received by Augsburg in order to verify that the in-progress coursework was later dropped, withdrawn from, or
graded. Upon receipt, new official college transcripts will be evaluated for possible transfer credit. Failure to
submit the replacement official transcript in a timely manner will result in a registration hold.
All financial holds must be cleared before a student can be approved for readmission.
If the student was academically suspended, withdrew while on academic warning or probation, or has a GPA
below 2.0, they will need to submit a personal statement explaining their circumstances for review by the Student
Standing Committee.
If the student withdrew for medical reasons, a doctor’s note indicating the student is well enough to resume
studies must be submitted with the application.
Non-Degree Students
Individuals may take coursework at Augsburg University as non-degree seeking students, enrolling on a
space-available basis. Registration dates are included in the university’s Academic Calendar. To apply for admission as
a non-degree seeking student, submit the completed application, academic intent, and all necessary unofficial
transcripts to the Admission Office. Individuals who intend to become degree-seeking in the future must submit
official transcripts. Contact the Admission Office regarding which unofficial/official transcripts you may need for your
application file.
Non-degree seeking students who wish to pursue a degree must reapply for admission by submitting the completed
application, academic intent, and all official transcripts to the Admission Office.
Second Degree Students
Students with an existing baccalaureate degree from Augsburg or another institution may enroll to complete an
additional major(s) or minor(s). Students will not be awarded a second degree unless it is different from the original
degree awarded (BA, BM, BS). Students cannot earn multiple degrees for the same major, though it is possible to earn
multiple degrees from the same academic department if the majors are distinct.
Second degree requirements include a minimum of 32 semester credits earned at Augsburg, completion of a major,
and completion of any liberal arts requirements not covered by a previous degree. Depending on the student’s
previous degree, completion of a second major (non-degree) may also be an option.
International Students
International students are a vital part of the Augsburg community. We welcome students from all over the world
wishing to start or complete their degrees at Augsburg. Any student requiring a student (F-1) visa to study in the
United States will be considered an international applicant.
For admission and/or financial aid questions, please contact us by emailing internationaladmissions@augsburg.edu or
calling 612-330-1359.
Foreign Credential Evaluation
Students who have attended a college or university outside of the United States are required to submit international
transcript(s) accompanied by a professional credit evaluation.
This evaluation should include the following:
●
Course-by-course evaluation to show a complete course listing with credit values and grades received for each
course
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●
●
●
Calculation of grade point average to demonstrate the cumulative grade point average using the standard US
grading system, i.e., A=4.0, B=3.0, C=2.0, D=1.0, F=0.0
Translation to English (if applicable)
Analysis of credentials (if applicable)
The evaluation report must be sent directly to Augsburg’s Office of Admission. Preferred evaluation services are World
Education Services (www.wes.org) or Educational Credential Evaluators (www.ece.org), though Augsburg will accept
evaluations from any member of the National Association of Credential Evaluators (www.naces.org).
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Financing Your Education
The Board of Regents approves the costs for the academic year. The board reviews costs annually and makes changes
as required. Augsburg reserves the right to adjust charges should economic conditions necessitate.
Full-Time vs. Half-Time
Students will need to be enrolled in 6 credits to be considered half-time and 12-19 credits to be considered full-time.
This is an important distinction for charges and for accessing financial aid.
Day Program Tuition and Fees
Tuition and fees are published online at augsburg.edu/studentfinancial/tuition/undergraduate-day.
Fees (full-time enrollment)
The standard program fees are the Student Activity Fee, Technology Fee, and the Campus Greening Fee. Specific
courses or programs may have additional fees associated with them, such as lab or supply fees.
Full-Time Cost – Fall and Spring 2022-2023
Semester
Year
●
●
●
$20,642.00
$390.00
$1,290 per credit
$41,284.00
$780.00
$5,160 per 4 credits
Tuition – Full-Time (12-19 credits per term)
Fees – (12-19 credits per term)
Overload Fee – (over 19 credits)
Part-Time Cost – Fall and Spring 2021-2022
●
●
Tuition –Part-Time (less than 12 credits)
Fees – (less than 12 credits)
$1,290 per credit
$212.00 per term
$5,160 per 4 credits
Other Costs
●
●
●
●
Audit Fee (taking a class for no credit)
Music Lesson Fees
½ Hour Lesson
1 Hour Lesson
$1,000.00 per course
$400.00
$800.00
Room and Board Costs
●
●
Detailed housing rates are available through Residence Life Office at www.augsburg.edu/residencelife/rates.
Detailed meal plan rates and flex point options can be found at https://www.augsburg.edu/residencelife/rates/.
Adult Undergraduate Tuition and Fees
Tuition and fees are published online at www.augsburg.edu/studentfinancial/tuition/weekendevening-undergraduate.
Tuition
Students are charged per credit. Students are charged based on their program regardless if they take a course through
a different program. All associated costs must be paid by the beginning of each semester to avoid accruing finance
charges, unless you have enrolled in an official payment plan through Student Financial Services.
Fees
Specific courses or programs may have additional fees associated with them, such as lab or supply fees.
●
●
Adult Undergraduate - Minneapolis
Adult Undergraduate - Rochester
$440.00 per credit
$440.00 per credit
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$1,760.00 per 4.0 credits
$1,760.00 per 4.0 credits
Payments
Semester Charges
Prior to the start of each semester, a statement of estimated charges showing charges and financial aid credits
designated by the Student Financial Services Office is sent to the student via email. All statements are available online
through AugNet’s Records and Registration site. Payments can be made online at
www.augsburg.edu/studentfinancial/header-make-paymentaccount-activity/payments. Augsburg may charge late
fees and interest on delinquent accounts. Review the full policy regarding past due balances online at
www.augsburg.edu/studentfinancial/disclosure.
Payment Options
Augsburg University offers payment plan options for all students. Information about payment plans is available online
at www.augsburg.edu/studentfinancial/payment-plans-and-discounts.
Payment Policy
Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each
academic term. “Term Fees” include tuition, room and board charges and other fees initiated during your time as a
student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or
employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under
the Augsburg University Tuition Refund Policy.
Augsburg accepts the following forms of payment:
Cash
Students and guest payers may make cash payments in-person at the Enrollment Center. Cash should never be
mailed. Students will receive a receipt of their cash payment.
Check
Students and guest payers may pay their term fees via check either in-person at the Enrollment Center, through mail,
or online using e-check/ACH. A $30 NSF Fee will be added for any payment returned by the bank for Non-Sufficient
Funds. A receipt will automatically be sent electronically for any online payments. Students who pay in-person or
through mail may request a receipt of the check payment.
Credit Card/Debit Card
Students and guest payers may make student account payments online with a Visa, MasterCard, Discover, or
American Express credit card. As of June 10th, 2016, Augsburg will no longer accept credit card or debit card
payments in-person, over the phone, or through the mail. Credit cards will only be accepted online via Cashnet, a
vendor contracted by Augsburg.
Because Cashnet charges Augsburg for their services, a credit card service fee of 2.75 percent will be associated with
any credit card payment made to the university. This is to offset the approximately $250,000 in costs that Augsburg
accrues annually for providing credit card payment options to our students. Augsburg will not receive any part of the
service fee and will not be profiting from it.
Financial Aid
All students who wish to be considered for financial assistance must reapply each year. In addition to reapplying for
aid, students must make satisfactory academic progress toward the attainment of their degree or certificate as
stipulated in the Satisfactory Academic Progress (SAP) section of this catalog.
Financial assistance awarded through Augsburg may be a combination of scholarships, grants, loans, and part-time
work opportunities. The university cooperates with federal, state, church, and private agencies in providing various
aid programs.
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The primary responsibility for financing a university education rests upon the student and family. Financial aid
supplements student and family resources.
The Free Application for Federal Student Aid (FAFSA) helps determine the amount of assistance for which a student is
eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent
family members, other educational expenses, retirement needs, and special considerations.
Types of Aid
A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or
grant (except as noted).
Augsburg may offer both merit-based and need-based financial aid to undergraduate students at the time of
admission. First year students can find specific information at www.augsburg.edu/firstyear/scholarships. Transfer
students can find information at www.augsburg.edu/transfer/financial-aid-and-scholarships.
Augsburg will also determine students’ eligibility to receive financial aid grants from both federal and state entities.
These grants include Minnesota State Grant, Federal Supplemental Educational Opportunity Grant (SEOG), Federal
Pell Grant, Federal TEACH Grant, and Bureau of Indian Affairs/Tribal and State Indian Scholarship. Contact Student
Financial Services if you need additional information about any of these programs.
In addition to aid administered by Augsburg University, students are urged to investigate the possibility of scholarships
and grants that might be available in their own communities. It is worthwhile to check with churches, the company or
business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid
available to students who meet their requirements. In addition to these sources, some students are eligible for aid
through Rehabilitation Services, Educational Assistance for Veterans, and Educational Assistance for Veterans’
Children, and other sources.
Loan Assistance
Students must be enrolled at least half-time (6 or more credits) to be eligible for any federal loans.
●
●
Federal Direct Student Loan
o Subsidized Direct Loans are need-based loans that the federal government subsidizes by paying the
interest while the student is in school and during the grace period.
o For the Unsubsidized Direct Loan, interest begins accruing on the date of disbursement and the borrower
is responsible for all interest. The borrower may choose to make payments while in school or may defer
payments and allow interest to accrue and be capitalized (added to the balance of the loan).
Federal Parent Loan Program (PLUS)
o PLUS is a loan program to help parents meet university costs of their dependent children. Parents may
borrow up to the cost of attendance (minus all other student financial aid). Repayment begins within 60
days of final disbursement.
Further information about all student and parent loan programs can be found at
www.augsburg.edu/studentfinancial/loans.
Student Employment
Students are able to apply for work study positions through Augsburg’s Human Resources Office. Part-time work
provided by the university is considered financial aid, just like scholarships, loans, and grants. Students are limited to a
maximum of 20 hours of on-campus employment per week. The number of hours a student can work is dependent on
the position and the needs of the department. However, work is not guaranteed.
All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each
placement. Payment is made bi-weekly by check to the student employee.
●
Federal College Work Study Program and Minnesota State Work Study Program
o Under these programs, the federal or state government supplies funds on a matching basis with the
university to provide part-time work opportunities.
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Satisfactory Academic Progress (SAP)
Federal regulations require that all higher education institutions establish and implement a policy to measure
whether students receiving financial aid are making satisfactory academic progress toward the completion of a
degree. The purpose of this policy is to make sure that students who receive financial aid are using this money wisely.
It is meant to curtail the use of financial aid by students who fail to successfully complete their course work. Failure to
meet the following standards makes a student ineligible for all institutional, federal, and state financial aid.
Augsburg’s Financial Aid Satisfactory Academic Progress Policy follows the Satisfactory Academic Policy.
Student Account Financial Disclosure
Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each
academic term. “Term Fees” include tuition, room and board charges and other fees initiated during their time as a
student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or
employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under
the Augsburg University Tuition Refund Policy. Statements and account history are available online through AugNet
Records and Registration.
Augsburg University may require someone to co-sign on the student’s obligations in special cases, such as when a
student has a history of late or missed payments. When a co-signer’s signature is required, both students and
co-signers are responsible for payment of all costs incurred (including collection costs and fees of any collection
agency and/or attorney, if applicable) and all other conditions outlined on the Student Account Financial Disclosure.
Results of Balances Not Paid in Full
Augsburg may charge late fees and interest on delinquent accounts. Missed or late payments will be subject to a late
payment charge and/or a finance charge on the overdue balance from the date the balance was due until payment in
full is received. If your account is not paid in full on the first day of the term, finance charges at the rate of 8% per
year (.67% per month) will be added onto your student account balance. For example, this means that for every
$1,000 owed you will receive $6.70 a month in finance charges. A $30 NSF Fee will be added for any payment
returned by the bank for Non-Sufficient Funds.
Past Due Accounts
If the student does not set up a formal payment plan with Augsburg’s Student Financial Services department,
Augsburg reserves the right to demand payment of the entire balance owed by that student and to take steps to
collect it. Augsburg may cancel the student’s registration, prevent the student from registering for future terms,
withhold transcripts or diplomas, remove the student from on-campus housing, turn the student’s account over to a
collection agency, or take legal action to collect any past due balance. Each student authorizes Augsburg to release
financial information about her or his account and other pertinent information such as address and phone number to
third parties who are dealing with the collection of the account balance. By providing us with a telephone number for
a cellular phone or other wireless device, you are expressly consenting to receive communications – including but not
limited to prerecorded or artificial voice message calls, text messages, and calls made by an automatic telephone
dialing system – from us and our affiliates and agents at that number. This express consent applies to each such
telephone number that you provide to us now or in the future and permits such calls regardless of their purpose. Calls
and messages may incur access fees from your cellular provider. Each student also agrees to reimburse Augsburg
University, or its agents, the fees of any collection agency, which may be based on a percentage at a maximum of 40%
of the debt, and all costs and expenses, including reasonable attorneys’ fees, we incur in such collection efforts.
Please note that, due to the Bankruptcy Reform Act, educational benefits are generally exempt from discharge
under bankruptcy. The terms of this agreement remain in effect until all Term Fees and other charges are paid in
full.
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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 canceling courses through the Registrar’s Office (or online) in order to be eligible for any
refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible
for all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund
calculations are based on the date that the drop/add form is processed.
Medical Refund
If a student is forced to withdraw from one or more courses in a term due to illness or an accident, a request for a
medical refund should be made through the Academic/Financial Petition. Petition forms are available through the
Registrar’s Office website. An extra medical refund may be granted by the Committee upon submission of
documentation from the attending doctor, on letterhead, verifying the medical circumstances.
Unofficial Withdrawal
Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be
reviewed. If courses are not completed (e.g., unofficial withdrawal, stopped attending), the university is required to
refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last
recorded date of attendance. Students are responsible for the entire cost of the term, including the portion previously
covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete
withdrawal from the university. If there are extenuating circumstances, a petition to have the cost of tuition refunded
can be made. Petition forms are available online through the Registrar’s Office website.
Financial Aid Policy
Financial aid such as federal, state, and institutional grants and scholarships are awarded based upon the total
number of registered credits on the “Last day to add with faculty signature – Full Semester class” as noted on the
Academic Calendar. Students must register for internships, Time 2 classes, and ACTC classes before the “Last day to
add with faculty signature-Full Semester class.” Financial aid will not be adjusted for classes added after this date.
Students must earn the financial aid they are awarded each semester by actively attending and participating in classes
throughout the semester. Financial aid is recalculated when students do any of the following: drop classes without a
“W” grade, fail to begin classes, cease to attend classes, fail all classes, or fully withdraw from all classes.
Financial Aid – Return of Title IV Funds Policy
Students must earn the financial aid they are awarded each semester. A student can earn their aid by attending
classes. Augsburg must always return any unearned Title IV funds it is responsible for returning within 45 days of the
date the school determined the student withdrew.
The withdrawal date used in the return to title IV calculation of a student’s federal financial aid is the actual date
indicated on the official withdraw record. If a student stops attending classes without notifying the university, the
withdrawal date will be the last date of academic activity determined by the university.
Federal/State Aid Adjustments
Augsburg is required to return unearned federal/state aid for students who fully withdraw from their courses. The
Return to Title IV calculation is based on the total number of days in the semester compared to the total number of
days that a student attended classes before the last date of attendance. If the student receives more aid than they
25
‘earned’, then the ‘unearned portion’ of the student’s aid must be returned to the U.S. Department of Education.
After 60% of the term has passed, students are eligible to keep all of their federal/state aid. If you are planning to
completely withdraw from your courses, please see a Student Financial Services counselor to determine what aid may
need to be returned.
Financial aid will be returned to the aid program from which it came. If returned to a loan program, your outstanding
balance will be reduced by the amount of the return. Aid will be returned in the following order:
1.
2.
3.
4.
5.
6.
Unsubsidized Direct Loan
Subsidized Direct Loan
Direct PLUS Loans
Federal Pell Grants
Federal Supplemental Educational Opportunity Grant (SEOG)
TEACH Grant
Institutional Aid Adjustments
Augsburg will return institutional aid for students who partially withdraw or fully withdraw from courses. If students
withdraw from their courses, they will receive a 50% tuition refund and 50% of their institutional aid will be removed.
If a student withdraws after the last day to receive a tuition refund, there will be no adjustment to their institutional
aid.
Post-Withdrawal Disbursement
If a student earned more aid than was disbursed to him/her, the student may be eligible for a post-withdrawal
disbursement. Augsburg’s financial aid office will notify the student in writing if he/she is eligible for a
post-withdrawal disbursement of Title IV loan funds.
A student or parent borrower must first confirm in writing whether he/she accepts/declines all or some of the loan
funds offered as a post-withdrawal disbursement. A post-withdrawal disbursement of Federal grant funds does not
require student acceptance or approval. The university will seek the student’s authorization to use a post-withdrawal
disbursement for all other educationally related charges in addition to tuition and fees.
Credit Refund
Augsburg students may be eligible to receive a credit refund if their financial aid exceeds tuition and fee charges for a
term. Credit refunds are issued within two weeks after the last day to drop courses without recorded notation.
Financial aid needs to be finalized and applied to a student’s account before the credit refund can be issued. (You can
verify your financial aid status online through Track Your Financial Aid. You can check your transaction history online
to verify that all of your financial aid has been applied to your account and nothing is left pending.)
Changes in enrollment status, housing status, and program status may affect financial aid eligibility and credit refunds.
Students who are enrolled less than half-time (less than 6.0 credits for undergraduates; less than 3.0 credits for
graduates) may not be eligible for financial aid; however, students may apply for private alternative loans. Registration
changes made from the first week of the term through midterm may require a return of financial aid funds. Students
who drop courses may receive a tuition refund, but some forms of financial aid may have to be adjusted before a
refund will be available. Financial aid return of funds may take up to 45 days to be processed.
Bookstore
Students who are registered for the upcoming term will be allowed to charge up to $750 to their student account.
Students do not need to request a bookstore account.
Please plan ahead and purchase books and supplies before the scheduled cut-off dates. Plan ahead for courses that
start midterm as you will be unable to charge anything to your student account after the cut-off date.
Students’ accounts will be billed for only what was spent on their bookstore accounts before credit refunds were
issued. If your bookstore charges create a balance on your account, you need to make payments in accordance with
your statement. Bookstore purchases charged to a student account are intended for students who have excess
26
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 $750 in one term, you have enough financial aid to cover the
additional costs, and you would like to charge the additional amount to your student account, please send the
following information to Student Financial Services (studentfinances@augsburg.edu). All requests need to be in
writing.
Subject: Request for Additional Funds
Full Name:
Student ID number:
Additional request:
Students will receive an email when the additional request has been processed. Accounts are opened as quickly as
possible, but it could take up to two business days for activation.
Consumer Information
Loss of Financial Aid Eligibility Due to a Drug Offense
A student convicted of a state or federal offense involving the possession or sale of an illegal drug that occurred while
the student was enrolled in school and receiving Title IV aid is not eligible for Title IV funds. [An illegal drug is a
controlled substance as defined by the Controlled Substance Act and does not include alcohol and tobacco.]
A borrower’s eligibility is based on the student’s self-certification on the Free Application for Federal Student Aid
(FAFSA). Convictions that are reversed, set aside or removed from the student’s record, or a determination arising
from a juvenile court proceeding do not affect eligibility and do not need to be reported by the student.
A student who is convicted of a drug-related offense that occurred while the student was enrolled in school and
receiving Title IV aid loses Title IV eligibility as follows:
For the possession of illegal drugs
First offense: one year from the date of conviction
Second offense: two years from the date of the second conviction
Third offense: indefinitely from the date of the third conviction
For the sale of illegal drugs
First offense: two years from the date of conviction
Second offense: indefinitely from the date of the second conviction
A school must provide a student who loses Title IV eligibility due to a drug-related conviction with a timely, separate,
clear, and conspicuous written notice. The notice must advise the student of his or her loss of Title IV eligibility and
the ways in which the student may regain that eligibility.
Regaining Eligibility after a Drug Conviction
A student may regain eligibility at any time by completing an approved drug rehabilitation program and by informing
the school that he or she has done so. A student regains Title IV eligibility on the date he or she successfully
completes the program. A drug rehabilitation program is considered approved for these purposes if it includes at least
two unannounced drug tests and meets one of the following criteria:
27
●
●
●
●
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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Residence Life
Students who choose to make Augsburg their home find a friendly, 23-acre village in the midst of a major
metropolitan area. They make many new friends among roommates and classmates. They are just steps away from
Lindell Library, classrooms, Hoversten Chapel, the ice arena, fitness center, and Christensen Center. With just over
1,000 students living on campus, most students and faculty greet each other by name.
Augsburg recognizes the importance of the residential experience during the college years. Studies show that
students who live on campus are more likely to persist academically, to be involved on campus, and tend to have a
higher grade point average. Residence Life staff are professional and student team members available to support
students in their academic and co-curricular experiences. Through their efforts residential community members
become acquainted with life at Augsburg through educational and social opportunities.
Living on campus offers many opportunities for learning, leadership, and fun. Numerous events are planned to
welcome students to the community, including dances, movie nights, open mic nights, and weeks devoted to special
themes or issues.
Resident students have access to a 24-hour computer lounge, wireless internet, study lounges, 24-hour security,
laundry facilities, and vending. All rooms and apartments are equipped with cable and internet access. A skyway
connecting the lobby of Urness Hall and Mortensen Hall to Christensen Center and Oren Gateway Center to the
Lindell Library keeps students out of the weather on the way to class.
To secure housing on campus, students need to submit the following items:
●
Residence Life and Dining contract
During spring semester, current Augsburg students are provided with information on the process to secure housing
for the next academic year.
Facilities
Urness Hall—One home to new Auggies and upper-class resident advisors, this nine-story high-rise houses 313
students. Each floor is considered a house-unit providing 36 students (two to a room) with their own lounge, study,
and utility areas. In Urness Hall, rooms are furnished with a bed, dresser, desk, and chair. Meal plans are required.
Mortensen Hall—This building is a 13-story high-rise apartment building. It contains 104 one-bedroom and
two-bedroom apartments to accommodate 312 upper-class students. Mortensen Hall is carpeted and contains
kitchenette units. It is furnished with beds and dressers. Meal plans are required.
Anderson Hall—Contains four types of living units: two-bedroom apartments, two-room suites, floor houses, and
townhouses. This residence houses 192 upper-class students, and the Neighborhood program. All rooms are
furnished with beds, dressers, desks, and chairs. Meal plans are required.
Anderson Hall Neighborhoods—This is available to students who are interested in creating a living/learning
environment by designing their own house system. All members meet to determine their program focus, educational
goals, and community agreement guidelines.
Luther Hall—Opened in 1999, this apartment residence includes studios and two- and four-bedroom apartments with
full kitchens. Beds, dressers, desks, and chairs are provided. Underground parking is available at an additional cost.
Meal plans are optional.
Oren Gateway Center—Oren Gateway Center offers substance-free living connected to a dining area, underground
parking, and classrooms. Opened in 2007, Oren Gateway Center houses the StepUP first-year and upper class students
committed to an alcohol- and drug-free environment. Flats, apartments, and studios are furnished with beds, desks,
and dressers.
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Food Service
Commons—Situated on the top floor of Christensen Center, this is the main food service facility for students, faculty,
and staff. This spacious room features small-table units for easy conversation overlooking the university quadrangle
and Murphy Square. Students on board plans who live in residence halls eat their meals in the Commons. We offer a
meal-to-go program for those on a tight schedule. Students have the option of using one meal exchange each week at
Einsteins or Nabo to supplement the Commons.
Einstein Bros. Bagels—On the main level of Christensen Center, Einstein Bros. Bagels sells coffee, smoothies, hot and
cold sandwiches, wraps, soups, salads, and snacks.
Nabo—This eatery is located in the Oren Gateway Center. Pronounced “náh-bu,” with the accent on the first syllable,
featured food options include pasta, cold and hot sandwiches, a pasta bar, pastries, and beverages.
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Student Activities and Organizations
Augsburg’s mission focuses on student learning in the broadest sense. Experiences in the classroom are an important
part of college life, yet learning and development also occur in formal and informal activities of the university and the
surrounding area. Whether students take classes in the day or evening, the climate for learning and living at Augsburg
will add dimension to their education. There are over 50 student organizations that students can join, and students
may also create their own with three additional peers. For more information, visit Augsburg.edu/campuslife.
Athletics and Sports
Intercollegiate Athletics
Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National
Collegiate Athletic Association (NCAA) Division III. Men annually compete in football, soccer, cross country, basketball,
ice hockey, wrestling, baseball, indoor and outdoor track and field, and golf. Women annually compete in lacrosse,
volleyball, cross country, soccer, basketball, ice hockey, softball, swimming, wrestling, indoor and outdoor track and
field, and golf.
Facilities
At Augsburg, the facilities are for all students, faculty and staff. Check schedules for times when there is open use of
the gymnasium and ice arena. On-campus facilities include a double-rink ice arena, a 3-court gymnasium, a
multi-purpose athletic field, fitness center with workout machines, a weight room, and an air-supported dome over
the athletic field for winter fitness, rentals, and spring sport practices.
Intramurals
Every student is urged to participate in activities for recreation and relaxation. An intramural program provides
competition in a variety of team sports as well as individual performance activities. Check schedules on the Athletics
website for times when there is open use of the athletic field/dome, gymnasium, and ice arena.
Campus Life
About Campus Life
Mission Statement
Campus Life aims to create an environment where students can connect, engage, and invest in the Augsburg
community.
Philosophy
Campus Life recognizes the benefits associated with student engagement outside of the classroom. We work to
enhance and supplement the liberal arts instruction at Augsburg University through quality transitional programs for
new students as well as through leadership and developmental education.
Program Areas
Campus Involvement
Augsburg Day Student Government is the official governing body of the Day Student population at Augsburg
University. It advocates for ideas, concerns, needs, and activities of the Day Student Body.
Augsburg Student Activities Council (ASAC) seeks to build community and provide opportunities for students to grow
holistically through intentional and diverse programming. ASAC plans and orchestrates some of the largest student
programming on campus, including Homecoming, concerts, comedy shows, late night programming activities, movies,
and much more.
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Student recognition includes honoring student leaders and student organizations at the Augsburg Leadership Awards,
including Act Six Scholar graduates, Augsburg Senior Leadership Society inductees, and other award recipients.
Student organizations provide students the opportunity to become involved in various interests, passions, and
activities at Augsburg University. Participation allows students to meet fellow classmates, have fun, and lead and
develop an organization around a common purpose while making an impact on both the Augsburg and greater
community.
Commuter Student Life
The Student Lounge, located on the Main Level of the Christensen Center, is a community space available for students
to gather, study, watch television, play games, and just relax.
Lockers are available for free for commuter students to reserve for the academic year on the ground floor of Anderson
Residence Hall and the ground floor of Science Hall.
Leadership Development
Act Six Scholars is a scholarship program that provides full tuition and room/board at Augsburg University for up to
seven incoming undergraduate students each year. It aims to provide extensive leadership development and
mentorship opportunities in order for this select group of students to engage and to invest fully in the Augsburg and
greater communities.
Emerging Leaders Program (ELP) is an initiative designed to develop new leadership at Augsburg University by
empowering first-year students to cultivate and apply their inherent leadership skills through a semester-long
skill-building training program.
Student Leader Training for AugSem Leaders and Orientation Leaders is designed to grow the existing awareness,
knowledge, and skills of student leaders so that they may successfully create welcoming and inclusive environments
for incoming first-year and transfer students by learning to work across social identities and backgrounds while
implementing orientation programming.
Student Leadership Institute focuses on developing students’ knowledge, awareness, and skills on various topics of
leadership.
Orientation Programs
SOAR is a required two-day, overnight orientation experience for incoming first-year students designed to help with
the transition to Augsburg University. Students will meet fellow classmates, faculty, and staff; learn about university
resources and services; and get a taste of life on campus.
Transfer SOAR / Spring SOAR is a required day-long orientation experience for transfer students designed to help with
the transition to Augsburg University. Students will learn about university resources and services, hear about
academic programs, and discover why being a part of the Augsburg community is so rewarding.
Auggie Days is a required week-long orientation experience for incoming first-year students designed to complement
SOAR, provide opportunities to enhance academic and personal success, and offer a helpful advantage in starting at
Augsburg University.
Military and Veteran Services
The Student Veteran Representative is available to provide assistance to active military personnel and student
veterans around concerns such as financial aid, military benefits, and student programming. To connect with them,
email studentvetrep@augsburg.edu.
The Student Veterans’ Lounge is located in Oren Gateway Center 110 and is available exclusively to all students who
are active military personnel and student veterans to lounge, study, and connect with each other.
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Campus Ministry
At Augsburg University, we are “guided by the faith and values of the Lutheran Church.” Because of this tradition, we
seek to support individuals who are exploring, questioning, and deepening their faith. Augsburg advocates for and
develops an environment where people are encouraged to discover and share their gifts for the sake of the world. As
a university of the church, we emphasize the development of this through attending to the sacred, living into radical
hospitality, and shaping community. The University Pastors, Muslim Student Program Associate, and campus ministry
staff have offices in Foss, Lobeck, Miles Center for Worship, Drama, and Communication and are available for spiritual
guidance, counseling, support, vocational discernment or information.
Our concern for spiritual care is evident in the opportunities we encourage and provide for students to explore their
own faith. Daily weekday worship, Wednesday Night Holy Communion worship, Bible studies, community outreach,
retreats, peace and justice events, concerts and gatherings, Friday Jummah Prayer, and interfaith initiatives are
examples of the wide variety of activities on campus.
Community Engagement
The Sabo Center for Democracy and Citizenship is Augsburg's civic and community engagement center. We equip
students, faculty, staff, and community members to address public issues, make change, and build a more trustworthy
democracy.
Sabo Center Vision: A more equitable and democratic world where all people develop agency and power to shape
their lives and communities.
The Sabo Center serves as a:
Community Connector: We steward Augsburg’s commitments to place-based community engagement, connecting
campus and community through partnerships, classes, and more.
Leadership Incubator: We cultivate transformational public leadership through programs that build individual and
collective power.
Change Catalyst: We coach, consult, train, and host events that build public skills and educate participants to make
change in their own communities.
Democracy Laboratory: Our work integrates civic and community engagement, experiential education, and
democracy building. Utilizing a public work framework, we engage with students, scholars, and community members
to co-create democracy in our communities and in our institutions.
Bonner LEAD Fellows
In Fall of 2008 Augsburg University launched its first year of the Bonner Leaders Program, which is now called Bonner
LEAD Fellows (Leaders for Equity, Action, and Democracy). Through this program, students have paid positions in
community based organizations and community serving programs. Those selected to be Bonner LEAD Fellows are
students with diverse racial, ethnic and geographical backgrounds and experience in community and public work.
Through placements with partner nonprofit organizations and community programs, students work an average of 220
hours each academic year supporting ELL classrooms, running an employment education computer lab, coordinating a
low-income housing program, community health outreach, tutoring in afterschool programs, and more. Beyond their
work-study placements, students participate in civic engagement efforts on and off campus.
Campus Kitchen
Campus Kitchen connects the campus community with the larger neighborhood by using food as a tool to nourish
bodies, develop leadership, and educate students through service learning. To accomplish these goals, four programs
focus on this engagement:
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Food to Share
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Meals served and grocery bags distributed by student employees, volunteers, and service learners to
youth programs, seniors, and community centers. Most of the meals are created with the surplus food
from Augsburg’s dining services, and some prepared from scratch. Grocery bags and other food
distributions are sourced mostly from Twin Cities Food Justice and Loaves and Fishes.
Food to Grow
o The Augsburg Community Garden provides plots for neighbors, organizations, and Augsburg community
members to grow their own food. Communal plots are open for anyone to harvest from, and excess
produce is incorporated into the meal program.
Food to Know
o Understanding our food system and community health through programs that educate on issues of
hunger and poverty, and cooking and gardening classes in the community and on campus. Participants
learn about the connections between food, health, and the environment; and develop cooking and
gardening skills.
Environmental Stewardship
Living out an intentional commitment to responsibly nurture all aspects of sustainability – environmental, economic,
and social – on our campus, in our neighboring community, and among our institutional partners, the Sabo Center
hosts a team of paid student interns who work alongside the Sustainability Officer to make positive environmental
changes in our practices, facilities, curriculum, and campus culture.
Community Engaged Learning
Community Engaged Learning provides students with opportunities to understand and respond to social issues
through course-embedded service experiences and civic engagement activities. A key component of community
engaged learning is reflection on and analysis of community issues in order to promote personal and educational
growth and civic responsibility. By connecting classroom content with service-learning experiences in the city,
Augsburg students deepen their understanding of abstract course concepts while learning about pertinent and
related community issues.
Workshops
The Sabo Center offers workshops and training sessions on topics related to civic, community organizing, and political
engagement. Workshops are open to students, staff, faculty, and community members.
Fine Arts
Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the
city, the Augsburg Choir, Concert Band, and Orchestra may perform on regional, national, and international tours.
Many other ensembles are available to cover the entire range of musical styles and previous musical experience.
Students stage several plays on campus each year under the direction of the Theater Program and have the
opportunity to attend a series of on-campus workshops with visiting arts professionals.
Student Center
Christensen Center, the Augsburg student union, serves students, faculty, staff, alumni, and guests. Traditionally
considered the “living room” of the campus, the student union provides a central gathering place for the diverse
populations of residential, commuter, Adult Undergraduate, and graduate students at Augsburg through the merging
of curricular and co-curricular programs and activities. Christensen Center also houses several student services, such
as the Admission Office, Campus Life, the Strommen Center for Meaningful Work, Multicultural Life, Equity and
Inclusion Initiatives, American Indian Student Services, Latins Student Services, LGBTQIA+ Student Services,
Pan-Afrikan Student Services, Pan-Asian Student Services, University Events, the Copy Center, Shipping and Receiving,
Dining Services, and Mail Services.
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The Auggie’s Nest, located on the ground floor of Christensen Center, serves as the student organization office area
and houses offices of the Augsburg Echo (campus newspaper) and KAUG (campus radio). Lockers are also available in
this area for student organization use.
Day Student Government
The Augsburg Day Student Government supports and advocates for student concerns, needs, and activities. Day
Student Government serves as the primary voice and liaison between Day students and the administration, faculty,
and staff of Augsburg University.
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Student Resources/Academic and Support Services
Lindell Library Resources
The James G. Lindell Family Library is home to a collection of almost 400,000 books, more than half of which are
ebooks that can be read online or downloaded at your convenience. Students also have access to millions of journal
articles, over 60,000 streaming videos, nearly 200 databases, and a wide assortment of movies on DVD or VHS. Lindell
also houses significant collections of juvenile literature and K-12 curriculum materials, as well as the university’s
archives and special collections. Our digital collections include full runs of campus publications such as The
Augsburgian, The Echo, Library and Murphy Square as well as numerous audio and video recordings documenting the
university’s history.
If that still isn’t enough, Lindell Library offers an interlibrary loan (ILL) service free of charge. Augsburg students can
borrow any type of research material - books, journal articles, videos, music scores, and more - from almost any
library in the world and these materials will be delivered directly to Lindell Library at no cost to you.
Research Support
Research help is always available, either online or in person, at Lindell Library’s Learning Commons. Our research
guides, available on the library’s website, provide access to key research materials on topics as wide-ranging as health
and physical education, film studies, computer science, or music therapy. Students can set up individual research
consultations with a librarian at Lindell’s Learning Commons desk, by phone at 612-330-1604, by email at
refdesk@augsburg.edu, or chat with an expert 24/7 through our Ask-A-Librarian service at library.augsburg.edu.
Other Cool Stuff
Libraries are more than just books and databases, they are places to gather for collaborative research or quiet study
and reflection. At Lindell Library, you can do both. Ten group study rooms are available on the top floor of Lindell
Library, and can be reserved up to two weeks in advance. The lower level is a designated quiet study space for those
who prefer to work alone. Whether working on individual research or a large group project, Augsburg students can
check out all sorts of equipment from the Library’s Circulation Desk, including laptops, cameras, microphones, and
other AV equipment.
If your research takes you off campus or you just want to explore the Twin Cities, you can check out a bike or a
MetroTransit Go-To Card for use on buses and the light rail. Both are available at no cost.
The staff at Lindell Library are eager to help you with all your research needs. Stop by anytime that the library is open
(hours are always posted on the library’s website), or contact us at:
library.augsburg.edu
refdesk@augsburg.edu
612-330-1604
Information Technology Resources
Augsburg University has built a reputation as a leader in its commitment to provide students with relevant and timely
access to information technology and training. Visit the Student Technology website,
https://sites.augsburg.edu/techdesk/, for more on Information Technology at Augsburg.
Computer Labs
Students have access to more than 200 on-campus computers. Both PC and Macintosh desktop computers are
available in the Lindell Library Learning Commons and computer lab, and in the 24-hour Urness computer lab. The
university has four computer classrooms, 40+ technology-enhanced classrooms and nine video conferencing-enabled
classrooms. The circulation desk in Lindell Library has over 100 laptops available for use in the library.
Several computer clusters are available for more specific student use within academic departments. A high-speed
fiber optic campus network provides access to AugNet online services, printing, and to the internet. Network-ready
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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.
Clair and Gladys Strommen Center for Meaningful Work
The Clair and Gladys Strommen Center for Meaningful Work provides career education and planning services that
equip students to make effective choices about their major and career path. We help students develop lifelong career
management skills that honor their unique gifts and aspirations, aligned with active citizenship in the world. The
Strommen Center plays an essential role in students’ overall education and includes a comprehensive resource center
that emphasizes the importance and value for all students to engage in internships, career development, and the
exploration of vocation.
We help students and alumni:
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Assess their values, interests, personality, strengths, and skills
Explore meaningful work options and majors that align with these elements
Link academic majors with career paths
Consider the role that vocation plays in their lives
Clarify their personal definition of meaningful work
Build experience through volunteer and internship opportunities
Prepare for the job search and/or graduate school
Build lifelong career management skills to successfully navigate the changing job market
Make a difference in our communities by contributing their unique gifts to the world
Augsburg offers several opportunities for students to gain on-the-job and internship experience. Our faculty and staff
have developed partnerships with community organizations and employers that provide learning opportunities to
students, many of which fulfill the Augsburg Experience requirement for graduation.
Internships
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Internships for Academic Credit
o An internship for credit is a carefully planned, work-based learning experience where a student focuses on
specific learning objectives. 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. A learning
agreement plan, negotiated with the faculty supervisor and work supervisor, outlines the academic
objectives, strategies, and evaluation methods for receiving credit. Students complete internships in
nonprofits, small and large businesses, government agencies, museums, arts organizations, schools and
churches.
o Internships for credit are available in all majors and can be taken during any semester. Students must be
registered for their internship during the term in which they are completing the majority of their
experience. Credit will not be awarded for past experiences. Internships can be registered for 2 or 4
semester credits. A two credit internship involves a minimum time commitment of, on average, 6 hours
per week or 80 total hours for the semester. Internships for four credits require a minimum time
commitment of, on average, 12 hours per week or 160 total hours for the semester. A maximum of 16
semester credits of internship may count toward the total credits required for the degree. Upper division
internships completed off-campus for credit will fulfill the Augsburg Experience graduation requirement.
Non-credit internships
o Internships related to a student’s major or career interests can be registered for a zero-credit internship
(AUG EX3) to fulfill the Augsburg Experience graduation requirement. The goal is for students to apply
theory to practice in a real world setting and reflect on the experience. Internship opportunities are
typically part-time during the academic year and/or full-time during the summer, but may have flexible
start dates and schedules. Students choosing to complete this option will register for the internship
during the term in which they will be completing the experience, set learning goals, complete a minimum
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of 80 hours, and reflect on their experience. Strommen Center staff supervise non-credit internships and
evaluate the reflection process.
Work Connections (Available to AU students only)
o Work Connections is a non-credit option available to AU students who are currently working full or
part-time. The Work Connections option allows AU students to utilize their rich and often extensive work
history to meet the Augsburg Experience graduation requirement in lieu of a traditional internship. AU
students choosing to complete this option will register for the Work Connections course (AUG EX4) during
the term in which they intend to complete their project and reflection work. Students write learning
outcome goals that integrate their on-the-job experience with classroom learning and complete reflection
assignments describing an academic and work connection. Strommen Center staff supervise and evaluate
the Work Connections reflection process.
Gage Center for Student Success
The Gage Center assists all Augsburg students in setting and achieving optimal academic goals here at the university
and beyond. The Gage Center is located on the Link Level of Lindell Library. The center consists of four collaborating
units:
Academic Advising
The professional academic advisors in the Deidre Middleton Office of Academic Advising work directly with students
in identifying academic interests and satisfying the curricular requirements. The office advises all new Day and Adult
Undergraduate (AU) students with course selection and registration, and provides orientation to academic policies,
procedures, and resources. In addition, Academic Advising administers placement tests, interprets graduation
requirements, provides degree planning resources, assists students in filing their graduation paperwork, answers
academic progress questions, and provides comprehensive academic support (e.g., training in time management,
note-taking, reading, testing, motivation/procrastination, problem solving, troubleshooting).
Academic advisors work with all new first-year students for the first year at Augsburg. At the end of the first year,
students declare their major and are assigned to a faculty mentor in their major department, developing the
faculty-student mentoring relationship.
While all students are required to meet with their faculty mentor(s) each term prior to registration, students are
encouraged to meet with their advisor(s) as often as necessary to support their academic progress. Students must
declare their major(s) by the end of their sophomore year. Majors and minors are declared online in Augnet Records
and Registration. Students confirm their majors and minors on an annual basis until the Intent to Graduate form is
submitted.
Auggie Achievers Program
Each year, students are admitted to Augsburg as part of our Auggie Achievers Program. Auggie Achievers participate in
one of several courses designed to develop and enhance important study habits and life skills needed to aid in
academic success. In addition, the program helps students transition to college through one-on-one meetings with
their academic advisor.
Tutoring/Supplemental Instruction Services
Academic Advising coordinates free tutoring (individual and group drop-in) for most classes and supplemental
instruction in specific courses. Visit our website at augsburg.edu/advising for a list of available courses and/or to
complete the Tutor Request Form. Response time varies based on tutor availability. You will receive an email as soon
as a tutor is available.
Satisfactory Academic Progress Probation
Students who do not meet the university’s Satisfactory Academic Progress (SAP) standards, will be placed on
Probation or Suspension. Students on Probation are required to meet with their academic advisor and complete all
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necessary requirements as outlined on the Academic Advising website at augsburg.edu/advising. A registration hold is
placed on the student’s record, which will prevent registration until the necessary Probation requirements have been
completed. Students who do not complete the requirements as needed, may be suspended. For more information see
the Satisfactory Academic Progress (SAP) section of this catalog.
Center for Learning and Accessible Student Services (CLASS)
The Center for Learning and Accessible Student Services (CLASS) provides individualized accommodations and support
for students with documented learning disabilities, autism, ADHD, mental health conditions, traumatic brain injury,
sensory and physical disabilities, as well as those with temporary disabilities. CLASS has been recognized as a leader in
its field, ensuring these students have equal access to Augsburg’s programs and services. Its mission reflects
Augsburg’s commitment to providing a rigorous and challenging, yet supportive, liberal arts education to students
with diverse backgrounds, abilities, preparations, and experiences.
Each term, Disability Specialists work directly with students to develop a plan for equal access to Augsburg courses,
programs, activities, and facilities. Students have the option to meet regularly with their specialist, and discussions
may include:
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Accommodations for testing and coursework (e.g., extended time, audio books)
Referrals to other campus resources (e.g., tutoring, student technology assistance, academic advising,
counseling, financial aid)
Training and use of assistive technology through the Groves Accommodations Lab
Coaching on academic, organizational, and time management skills
Campus living accommodations
The Disability Specialists may also consult with instructors, academic advisors, and other members of the faculty, staff,
or administration as they work to facilitate equal access for each student. Taking advantage of these accommodations
and services, however, remains the student’s responsibility.
Any Augsburg student who wants to establish eligibility for accommodations and services should schedule a meeting
with a Specialist to discuss their needs.
Academic accommodations are intended to ensure access to educational opportunities for students with disabilities
and may not fundamentally alter the basic nature or essential components of Augsburg’s courses or programs.
The services and technology provided by CLASS are enhanced by the generous support of the Gage, Groves, and Klas
families. For further information, call 612-330-1053, visit www.augsburg.edu/class, or email class@augsburg.edu.
TRIO Programs
TRIO programs are funded by the US Department of Education, and hosted with additional funding by Augsburg
University. TRIO Programs seek to help students overcome class, social, academic, and cultural barriers to higher
education. They help students prepare for college, adjust to college life, persist in college, and maintain good
academic standing to graduate with a bachelor’s degree, as well as assist with preparation for graduate school.
TRIO/Student Support Services
Student Support Services (SSS) is a TRIO program designed to help students persist in college, maintain good
academic standing, and graduate within six years. The program serves students who are low-income, first-generation
college students (neither parent has a four-year degree) and/or students with disabilities to develop the skills and
motivation necessary to successfully pursue a bachelor’s degree. Participants in TRIO/SSS must also be US citizens or
permanent residents or refugees, must demonstrate academic need for program services, and must be committed to
succeed in college.
Augsburg TRIO/SSS serves 160 students from the point of admission through graduation, including transfer students.
TRIO/SSS typically admits 40 new students to the program each year. Students meet regularly with their TRIO/SSS
staff advisor to address academic success issues through:
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Individual academic advising and support, including appropriate goal attainment strategies and self-advocacy
skill-building
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Academic degree planning, including registration planning each term, major and career decision-making, and
long-term course planning
Preemptive tutoring during the first seven weeks of the semester
Financial aid counseling and financial literacy education
Information on and assistance with FAFSA renewal and supplemental scholarship applications
Academic progress monitoring, with interventions when needed
Weekly adjustment-to-university meetings for participants in their first semester with TRIO/SSS
Weekly progress meetings for students on SAP Probation
Career, academic and personal skills development, with referrals to appropriate resources
Information, preparation, and referral to on- and off-campus leadership, internship, job and service opportunities
Academic success workshops, group academic skill development
Graduate and professional school information and application assistance
Equipment lending program for short-term use of laptops, graphing calculators, Smart Pens
Five-week residential Summer Bridge program for 25 incoming first-year students, including free summer-term
university coursework, academic seminars, adjustment-to-college workshops, and advising
Need-based college completion scholarships for junior and senior students actively participating in TRIO/SSS
Admission to TRIO/SSS is not automatic. Students may apply for TRIO/SSS any time after admission to Augsburg
University; however, preference is given to students who apply for TRIO/SSS within their first term of enrollment at
Augsburg. For more information or an application, go to www.augsburg.edu/triosss or contact program staff directly
at 612-330-1311 or triosss@augsburg.edu.
TRIO-McNair Scholars Program
The Ronald E. McNair Post-Baccalaureate Achievement (McNair Scholars) Program, a federal TRIO program funded by
the U.S. Department of Education, is designed to prepare participants for graduate school through involvement in
research and other scholarly activities. The goal is to increase the number of students in doctoral degree programs
who are low-income, first-generation and/or underrepresented in graduate education.
The Augsburg McNair program serves 26 students per year who are admitted during their sophomore or junior year.
Admission is competitive as students must demonstrate strong academic potential and have an interest in pursuing
doctoral studies. To be eligible for the program the student must be: (1) enrolled full-time at Augsburg University; (2)
a permanent resident or U.S. citizen; (3) qualify as BOTH low-income AND first generation; AND/OR a member of a
group underrepresented in graduate study—African American, American Indian, Alaskan Native, or Hispanic/Latino. A
major component of the Augsburg McNair Scholars Program is a summer research experience in collaboration with a
faculty mentor. Scholars receive a $6,000 research stipend, plus a room and board stipend, and funding for research
supplies. Stipends are also available for attending and presenting research at a professional conference.
McNair Scholars participate in:
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A motivated, diverse, and supportive learning community;
Graduate school preparation and application assistance;
Intensive preparation for the Graduate Records Examination (GRE), the test required for admittance into most
graduate programs;
Social and cultural activities to enrich participants’ academic lives and perspectives;
Conference travel and professional presentation of participants’ research;
Financial aid exploration and financial incentives such as fee waivers for graduate school applications and the fee
reduction waivers for GRE, as well as McNair-designated national fellowships;
Academic workshops and the 2 credit course McNair 301: Research in the Disciplines;
3-Day Graduate School Application Bootcamp
Workshops to sharpen writing, library, technology, and oral presentation skills.
The McNair Scholars program is rigorous and highly respected among graduate institutions nationwide.
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Office of Undergraduate Research and Graduate Opportunity (URGO)
The Office of Undergraduate Research and Graduate Opportunity is a resource for Augsburg students seeking
research, scholarship, and graduate and pre-health science opportunities. URGO also supports faculty and staff in
their work to engage students in these areas. Services include:
Undergraduate Research
● Summer Research Program
URGO Summer Research is an 11-week, on-campus program where students join a faculty member’s ongoing
research/creative line or carry out an individually designed project. Students receive $6,000, a supply budget and
a housing stipend.
● Academic year research
$1,200 to pursue scholarship with a faculty mentor
● Off-campus Summer Research Opportunities
URGO maintains a comprehensive website, listing off-campus research opportunities. URGO staff work with students
to craft and submit high-quality applications for research experiences across the U.S. and some outside the U.S.
Nationally-Competitive Fellowships
Provide application assistance and interview preparation for awards such as the:
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Fulbright U.S. Student Program
Goldwater ($7,500 science scholarship)
Rhodes (two years at Oxford)
Truman (graduate fellowship for public service)
Mitchell (one-year study at Irish institution)
Rotary Global Grant
Marshall (two-year study at UK institution)
Udall ($7,000 for undergrad interested in environmental or tribal policy)
UK Summer Fulbright (first and second years study abroad at UK institution)
NSF (graduate fellowship)
Gates/Cambridge (two years at Cambridge)
Obama Voyager Scholarship
Public Policy and International Affairs
Pickering, Payne and Rangel Fellowship
Graduate School and Pre-Health Sciences Advising
Individualized advising and application assistance for:
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Graduate school
Pre-health sciences (medical school, physician assistant program, pharmacy school, veterinary medicine, physical
therapy, occupational therapy, public health. etc.)
Other Initiatives
● Zyzzogeton is our annual on-campus festival showcasing undergraduate research and creative activity.
● Fund student travel to national academic conferences to present research findings.
● Mayo Innovation Scholars Program is a collaborative research experience among select Minnesota private
colleges, Augsburg undergraduates, Augsburg’s MBA program, and the Mayo Clinic Office of Intellectual Property.
Bernhard Christensen Center for Vocation
Augsburg University has a deep and long-standing commitment to the concept of vocation--the idea that all people
are called by God to use their individual gifts to serve the neighbor. The Christensen Center for Vocation works with
students, faculty, staff, and off-campus partners to explore how each person’s contributions can be uniquely valuable
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and how we might best live in freedom and responsibility for the sake of the world. The commitment to keep this
understanding of vocation central to Augsburg’s mission is carried out by embedding the exploration of vocation in
the curriculum as well as through the center’s various initiatives.
The Christensen Center for Vocation is committed to working with diverse religious communities, nonprofit
organizations and other schools of higher education as we live out Augsburg’s commitment to educate students to be
informed citizens, thoughtful stewards, critical thinkers and responsible leaders.
StepUP® Program
The StepUP program at Augsburg University strives to help students champion lives of recovery, achieve academic
success, and thrive in a residential community of accountability and support. The culture of StepUP is shaped by its
core elements: abstinence-based recovery models, mutual support groups, peer-to-peer recovery support, and other
proven pathways to healthy recovery - along with the residential component of the program. Our holistic approach to
recovery focuses around students developing healthy minds, bodies, spirits, and emotions.
Students live in on-campus recovery housing, have individual support meetings with licensed alcohol and drug
counseling staff as well as mental health staff, and participate in community-building activities. Students have access
to campus support services in order to ensure their educational success. Participation in StepUP offers students
leadership opportunities within the program, on campus, and in the greater Twin Cities community. Our students give
back through leadership and service and thrive in an alcohol- and drug-free environment. In StepUP, students join
together to form a community in which recovery is celebrated as a normal part of personal growth. Many of the
friendships and bonds that students form while participating in the program last a lifetime.
In order to qualify for the program, students must be committed to a 12-step or other proven, abstinence-based
recovery program, have a minimum of six months of continuous sobriety, agree to abide by the StepUP student
agreement, and live in StepUP housing.
Multicultural Life
The Department of Multicultural Life strives to be a national leader in multicultural student success and social justice
education within higher education. Through collaboration with key departments, offices, and individuals; the
development and implementation of cultural- and social-critical educational programming; and the focused
mentoring and support of historically underrepresented student populations, the department works to co-create a
university environment that allows for all members to fully engage in the entirety of their collegiate experience.
MLife is the sister department of Equity and Inclusion Initiatives (EII). EII’s department mission is to facilitate the
creating and maintaining of a University environment that affirms, engages, and values the wholeness of all
individuals so that they may fully immerse themselves in the Augsburg experience.
List of Programs in Multicultural Life:
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American Indian Student Services
Latinx Student Services
LGBTQIA+ Student Services
Pan-Afrikan Student Services
Pan-Asian Student Services
For more information, visit https://www.augsburg.edu/multicultural-life/. You can also find us on Facebook
@Multicultural Life- Augsburg University and Instagram at @aumulticulturallife.
American Indian Student Services
The American Indian Student Services program has been assisting American Indian students to further their academic
careers at Augsburg University since 1978.
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Under the department of Multicultural Life and shared mission and vision, our focus is to support and advocate for
Native students.
For more information, visit https://www.augsburg.edu/aissp/.
Latinx Student Services
Originally established in January 1994 to support a growing population of international and second generation
Hispanic and Latinx students, the office of “Hispanic/Latino Student Services” was rebranded in 2017 to “Latinx
Student Services” in recognition of the changing demographics and varied needs of current Latinx students at
Augsburg University.
Under the department of Multicultural Life and shared mission and vision, our focus is to support and advocate for
Latinx students.
For more information, please visit https://www.augsburg.edu/lss/.
LGBTQIA+ Student Services
Originally a student group named BAGLS (Bi-sexual and Gay Lesbian Services), Lesbian, Gay, Bisexual, Transgender,
Queer, Intersex, and Asexual (LGBTQIA+) Student Services was transformed into a program when the first permanent
staff person was hired in 2003.
Now LGBTQIA+ Student Services works to improve the campus climate for all students at Augsburg University by
developing and supporting inclusive understandings of gender and sexuality, as well as fostering a community that
honors and affirms the wholeness of all identities.
Under the department of Multicultural Life and shared mission and vision, our focus is to support and advocate for
Latinx students.
For more information, please visit www.augsburg.edu/lgbtqia. You can also find us on Facebook & Instagram at
@augsburglgbtqia.
Pan-Afrikan Student Services
Pan-Afrikan Student Services traces its roots to the 1968 event, “One Day in May” when Augsburg students compelled
faculty and staff to respond to the Civil Rights era through sit-ins and teach-ins held on and off campus. As a result,
Black Student Affairs was born and it has evolved over the years into Pan-Afrikan Student Services.
Under the department of Multicultural Life and shared mission and vision, our focus is to support and advocate for
Pan-African students.
For more information, please visit https://www.augsburg.edu/panafrikan/.
Pan-Asian Student Services
The Pan-Asian Student Services program was created at Augsburg University in 1992 to help recruit and retain
Asian-American students and to enhance the quality of their overall collegiate experience.
Under the department of Multicultural Life and shared mission and vision, our focus is to support and advocate for
Pan-Asian students.
For more information, please visit https://www.augsburg.edu/panasian/.
Scholastic Connections
Scholastic Connections is a scholarship and mentorship program for achievement-oriented, undergraduate students of
color. The goal of the program is to form a mentoring community that provides a network of belonging that
recognizes, supports, challenges, and inspires scholars to ensure their success at Augsburg and beyond.
Each year new scholars are selected as program participants via an application process. Scholars receive a $5,000
scholarship for the academic year. Scholastic Connections is a scholarship program for high-achieving undergraduate
students of color at Augsburg University. It is designed to assist students succeed in completing their undergraduate
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degree and prepare them to be engaged, successful citizens of the world on graduation by facilitating career
development and planning.
First-Time Applicants Eligibility Criteria:
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A GPA of 2.5 or higher
Must have completed at least one full semester at Augsburg University or currently working to complete one
semester by award date.
Must have at least one full academic year of their education remaining.
Be enrolled as a full-time student in the Augsburg Day program for the academic year.
Meet the university’s standard of conduct
Must demonstrate financial need, defined by Student Financial Services.
Complete application and submitted prior to deadline
Previous Recipients Renewal Criteria:
● Meet satisfactory academic progress as defined by the university which includes maintaining a minimum
cumulative GPA of 2.0
● Meet the university’s standard of conduct
● Have an updated academic/graduation plan
● Complete application the renewal application
Women’s Resource Center
The Anne Pederson Women’s Resource Center at Augsburg University is located in Sverdrup Hall 207, offering a
variety of programming for Augsburg students of all gender identities and a meeting place for students, faculty, and
staff alike. It houses a Women’s Studies library, a seminar room for films and discussions, and a lounge space for
studying, relaxing, and just hanging out.
The Women’s Resource Center sponsors numerous programs and activities on topics such as sexuality education and
sexual assault advocacy, as well as broader topics such as The Vagina Monologues, monthly film showings, and
monthly brown-bag lunch discussions. The WRC’s largest event is the annual Koryne Horbal Convocation Lecture,
which features women and men who speak about the many issues important to women’s, as well as everyone’s, lives.
The center also regularly co-sponsors annual events for the Muslim Student Association’s Women in Islam Day and for
Queer and Straight in Unity. The WRC is also the home of the Student Feminist Collective.
We would love to support you as an intern or volunteer, or simply to co-sponsor your event! Contact us or friend us
on Facebook to find out about upcoming events and other opportunities for participation. Student staff positions at
the WRC are posted online with Human Resources as they become available.
Health and Fitness
Center for Wellness and Counseling (CWC)
CWC provides short-term, confidential, strengths-based counseling, from a stance of cultural humility which seeks to
honor each student’s goals, cultural background, and identities. Counseling services are provided by licensed
counselors with extensive experience working with a college population. Counseling is free, confidential, and available
to all students enrolled at Augsburg. Through counseling, students can name personal strengths and challenges,
identify self-care and support resources, learn new relationship and coping skills, and increase awareness of values
and choices. Counseling services to students include individual counseling, group counseling, assessment and referral
to additional campus and mental health resources, educational workshops, and consultations in the case of concern
for another student.
Students bring many concerns to counseling, including stress, anxiety, depression, mood swings, relationship
concerns, grief and loss, roommate issues, intimacy and sexuality, alcohol and other drug concerns, family issues,
eating concerns, coming out and other sexual identity concerns, cultural identity, self-esteem, sleep difficulties, and
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other concerns. Professional counseling can help increase student academic success both by increasing the
opportunity for increased self-understanding and personal growth, and by directly addressing potential barriers to
academic success. If CWC staff are not the right source of support for addressing a student’s concerns, assistance with
referrals to community support and specialized services is available.
CWC also offers wellness educational programs for the Augsburg community. This includes activities and events to
increase student awareness and utilization of health and wellness related skills and tools. CWC staff collaborate with
classes, departments, and student groups to support the overall health and well-being of the Augsburg community. A
weekly Wellness Wednesday series offers opportunities to de-stress, develop connections, and learn about wellness
related tools and skills. To find out more about wellness related activities offered by CWC throughout the year, follow
them on instagram @augsburgcwc.
Health Insurance
Augsburg University does not require that students have health insurance, with the exception of international
students and student athletes. If a student is not covered by a health insurance plan, they may contact the Center for
Wellness and Counseling for more information on student health insurance plans.
Health Clinic Services
The university offers basic health care services to students through a contract with The People’s Center, located just
across the street from campus. For students without health insurance, People’s Center provides certain clinic health
services (addressing basic health concerns, some immunizations, flu shots) with a minimal $5 co-pay at the time of
the visit. Emergency services of any kind are not covered through the contract between Augsburg and People’s Center.
People’s Center has dedicated staff available to assist students in accessing insurance if they would like to explore that
option. Students with health insurance can also access People’s Center for a variety of clinic or other health services.
A student’s health insurance provider will be billed for medical services and the student will be responsible for any
co-pays or deductibles associated with their insurance.
For more information regarding counseling, health promotion, health insurance, or health clinic services, call
612-330-1707 or visit www.augsburg.edu/cwc.
Fitness Centers
Located on the lower level of Kennedy Center and Melby Hall, the fitness centers are equipped with stationary
bicycles, stair steppers, treadmills, and other aerobic workout machines. They include a weight room with universal
and free weight systems. All staff, students, and faculty may use the centers; some hours are reserved for classes.
International Student and Scholar Services (ISSS)
ISSS is responsible for advising exchange students and degree-seeking international students. Members of the ISSS
team serve as Designated School Officials (DSO) for the university’s F-1 student visa program and as Responsible
Officer (RO) for the university’s J-1 student/scholar exchange program. A DSO ensures institutional and individual
compliance with the law and government policies pertaining to F-1 students. The RO ensures institutional and
individual compliance with the law and government policies pertaining to J-1 exchange students and scholars. ISSS
advises students regarding the F and J regulations so that students maintain their immigration status while completing
their academic programs.
Examples of ISSS responsibilities include:
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Advising students in all areas related to F and J immigration regulations
Managing the recruitment, application, orientation, registration and advising for exchange students from our
international partner schools
Advocating on policy matters affecting international students
Advising the International Student Organization
Coordinating the International Student Mentor Program
Providing intercultural competence training and mentoring for students, faculty and staff
Implementing a mandatory international student orientation program each semester
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Making referrals and providing guidance on issues related to health insurance, taxes, banking, and acquiring a
driver’s license, MN State ID or social security card
Special Academic Programs
Center for Global Education & Experience (CGEE)
Study abroad and away (in the USA) at Augsburg aims to provide students the skills needed to be successful in today’s
highly interconnected world. The university’s mission states, “An Augsburg education is defined by excellence in the
liberal arts and professional studies guided by the faith and values of the Lutheran Church, and shaped by its urban
and global settings.” This strong commitment to a global perspective provides the foundation to include study abroad
or away in every student’s degree program.
Using an experiential education model that focuses learning on social justice issues, Augsburg’s own CGEE programs
challenge students academically and personally to become “informed citizens, thoughtful stewards, critical thinkers,
and responsible leaders.”
Students can study a variety of disciplines in a wide variety of countries. For example, students have the opportunity
to examine Environmental Sustainability in the USA, study social work and education in Mexico, study social change in
Central America, carry out business simulations in Norway and Germany, intern with community organizations in
Northern Ireland, do an internship in Namibia, door gain fluency in a foreign language in many countries around the
world. Programs vary in length from one week to a year abroad.
Schedule a virtual or in-person appointment to learn how you can study abroad or study away in the USA.
studyabroad.augsburg.edu.
Exchange Programs
The Center for Global Education & Experience partners with universities around the world to provide semester and
academic year exchange opportunities to students. Currently, Augsburg has active exchanges in Austria, China,
Greece, Hong Kong, Japan, Lebanon, Norway, South Korea, and the United Kingdom. Diverse disciplines are available
and all coursework is in English, with the opportunity to study the host country language. Travel grants are available
for these programs. For further information on these programs and scholarships visit the CGEE website.
Short-term Faculty-led Programs
Faculty-led programs in winter break, spring break, and summer offer opportunities to take a course abroad or
elsewhere in the US with an Augsburg professor and other Augsburg students. Program travel length ranges from
eight days to five weeks and offerings change annually. Scholarships are available for some programs.
Augsburg CGEE Programs in Africa, Europe, Latin America and the USA
The purpose of Augsburg’s CGEE programs in Africa, Europe, Latin America and the USA is to provide transformative
international and intercultural educational opportunities in order to foster critical analysis of local and global issues so
that personal and systemic change takes place leading to a more just and sustainable world. Students on Augsburg’s
signature programs experience distinct types of living situations: living with other students in a community house,
spending several days in a rural setting, living several weeks with host families in urban settings, and camping (on the
River Semester program). Scholarships are available.
Augsburg in Central America
New Activisms, Human Rights and Social Justice in Central America, Yucatan & Chiapas – Fall or Spring
This program explores the struggles of people in Mesoamerica, a region that stretches from central Mexico to Costa
Rica. While learning or polishing your Spanish, you will know more about the human rights crisis the region currently
faces from the perspective of historically marginalized communities (such as: Indigenous and Afro-descendant people,
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peasant communities, women, members of LGTBQ+, and youth). You will explore the historical causes of social, ethnic,
racial, and political conflicts that have shaped the region and engage with communities, groups and individuals who
are organizing themselves to respond to the challenges they face today: From the use of history and memory in local
struggles for reparation and justice; to reflections about how religion has informed feminist, Afro-descedant, queer,
and environmental initiatives; to sharing time with people carving out new economic and social alternatives or forced
to flee their homes due to political, environmental, or economic causes. See full program description on the program
website.
Augsburg in Mexico
Language and Culture in Mexico—Summer
CGEE offers four, 3 1/2 week sessions (blocks) focusing on Spanish language and Mexican culture in which students
can take one course per session, and take up to four courses throughout the summer. Students can complete their full
Modern Language requirement in just 7 weeks. Students can also take Spanish (beginning to advanced, including
Spanish for Healthcare Professionals, Heritage speakers, and Ministry). Seven-week Internships are available in a
number of disciplines (e.g., business, communications, religion, and more).
This community-based program includes homestays, a trip to Mexico City, the pyramids of Teotihuacan, optional
weekend excursions, and numerous guest speakers designed to help students learn about history, culture, and
contemporary struggles for peace, justice, and human rights. See a full program description on the program website.
Medical Spanish and Clinical Observership in Mexico – Summer
With a growing Spanish-speaking population in the United States, there is a critical need for our future medical
professionals to understand the language in order to better serve their patients. With CGEE’s summer Medical
Spanish and Clinical Observership program, students will focus on Spanish language and Mexican culture in a medical
context. Students take a specialized language course, Spanish for Healthcare Professionals, taught by a bi-lingual
Mexican Physician. In addition, we are able to place students in a Clinical Observership, for practical real-world
experiences. See a full program description on the program website.
Liberal Arts, Migration and Social Change– Fall and Spring
In this experiential, community-based program, students will cross borders constructed by language, nationality, race
and ethnicity, gender, sexuality, socioeconomic class, religion, politics, and economics. Students are immersed in
various Mexican realities by meeting directly with people of diverse backgrounds, gaining essential skills for future
academic and professional pursuits. This is an excellent program for those who also need to meet General Education
Requirements. Students can satisfy general education requirements in Fine Arts, Natural Sciences (with a lab), Social
Science, Humanities, Recreational Wellness, and Language. There are also internships and independent study options
available. See courses listed in the other Augsburg CGEE in Mexico fall and spring programs for specific enrollment
options. See a full program description on the program website.
Communication and Media Studies: Migration & Social Change in Mexico — Fall
The mission of this program is to develop socially-conscious media professionals equipped for the challenges of
modern-day media, including responsible journalism on critical issues such as (im)migration and the environment.
Through hearing stories from those traditionally marginalized by society such as migrants, deportees, immigrant
returnees from the U.S. and Canada, indigenous people, women, LGBTQ people, and low-income people, participants
will engage deeply with critical issues facing the U.S. and Mexico and will learn to look through the intersectional
lenses of people from diverse cultural backgrounds. Courses available in Communication Studies, New Media Studies,
and Film. Practica and internships are also available, as well as courses fulfilling general education requirements. See a
full program description on the program website.
Student Teaching for ESL and Special Education —Spring
Based at Augsburg's study center in Cuernavaca, Mexico, this program provides the opportunity for undergraduate
and MAE students to complete part of their ESL student teaching hours in Mexican schools. See a full program
description on the program website.
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Social Work in a Latin American Context—Spring
This program was created to satisfy the curricular requirements for the Bachelor in Social Work degree program. Its
goal is to develop cross-culturally competent, ethical social work professionals with a global perspective by providing a
semester of transformative, experiential learning focused on social and economic justice. It includes Spanish language
study and social work courses. Social work field experience is also available for qualified students. Students live with
Mexican host families for six weeks.
All students are expected to take SWK 294 as a core course. Other course offerings include SWK 295, SWK 316, a field
placement in social work, and the choice of one Spanish course from 16 different options (including SPA/ART 231,
which meet the LAF in Fine Arts). A Recreational Wellness course (Latin Dance) is also available.
Prerequisites: Approval of the Social Work Department and one college-level Spanish course or the equivalent highly
recommended. Students may choose to study Spanish in Mexico during the month of January prior to the start of the
semester. See a full program description on the program website.
Augsburg in Northern Ireland
Conflict, Peace, and Transition in Northern Ireland - Fall or Spring
Students will critically examine the work of justice, reconciliation, and repair while learning about the Northern
Ireland conflict, often referred to as “The Troubles”. This conflict and its legacy ripple out into the language,
governance, and everyday life of Northern Irish citizens.
Students will complete an intensive internship, lasting seven weeks of the program, coupled with an internship
seminar. Internships will allow students to be actively involved in the ongoing work of peacebuilding and community
development in the region. Additional courses include “Understanding the Politics of Northern Ireland,” and “Building
a Sustainable Democracy,” earning 16 credits on this program. Throughout the semester, students will meet with
community members directly impacted by violence, who now work to share stories and foster healing dialogue. See a
full program description on the program website.
Augsburg in South Africa and Namibia
Decolonizing the Mind: Racial and Environmental Justice in South Africa and Namibia —Fall or Spring
This program examines the crucial issues of justice and decolonizing the mind, from the perspectives of the new
democracies in southern Africa. Namibia won its independence in 1990 after decades of apartheid under South
African colonization. South Africa had its first democratic election in 1994. As these nations struggle to build
nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges posed by
today’s world—climate change, rapid globalization as well as under- and unequal development. Decolonizing the mind
is a long-term project. The program includes seminars in Johannesburg and Cape Town, South Africa. Available
courses are: HIS 327, POL 353, RLN 376, ENV 100 and POL 354. Internships are also available in eight different
departments, and a Recreational Wellness course (Yoga) is also available. See a full program description on the
program website.
River Semester Fall
Travel from the Headwaters to the Gulf of Mexico as part of this unique educational expedition. Students earn a full
semester of college credits with a customized curriculum focused on environmental justice and social change in the
Mississippi watershed. This is a chance to explore new ways of learning and living, outside the carbon-intensive
confines of mainstream educational practices. By traveling outdoors in a relatively isolated group, the River Semester
provides a COVID-safe alternative to on-campus classes and living in the dorms. See more information on the
program website.
Application Process
In order to Study Abroad or Away, students should follow these steps:
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Attend an information session (in person or online).
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Research programs.
Discuss with others. Talk to faculty and staff advisors about how courses fit into your major or general
requirements. Talk with Student Financial Services staff about payment options. Talk with family members and
other staff on campus you work with (such as CLASS or TRiO advisors)
Apply by the deadline.
Application Deadlines
October 1 - Spring semester and winter-break faculty-led programs
November 1 - Spring-break faculty-led programs
February 1 - Summer Session faculty-led programs
March 1 - Fall semester and other summer programs
Students applying to Affiliate programs must meet the Augsburg application deadlines above, but also complete the
affiliate application. Affiliate program deadlines and eligibility requirements vary; students must meet all deadlines
and eligibility requirements set by their programs.
Academic Requirements and Credit
Students automatically fulfill the Augsburg Experience requirement when they participate in approved study abroad
and study away programs. Courses taken off-campus can also fulfill graduation requirements including major, minor,
language, Liberal Arts Foundation, Recreational Wellness, Honors, and internship requirements. The application
process includes a required Course Equivalency Form, where students list the courses they want to take on their
program and obtain approvals by faculty mentor(s), a Registrar’s Office representative, department chairs or other
assigned faculty to meet the course equivalencies.
Credits, Grades and Residency
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Students studying off-campus for a semester/year must take a full load of credits.
Students must take courses with traditional A-F grading (P/LP/N is not permitted).
Grades received on affiliate and most exchange programs are reported as transfer credit on the transcript, and
thus are not factored into the GPA.
A grade of “C-” equivalent or higher must be received for the credit to transfer to Augsburg.
Courses taken on off-campus programs during the senior year meet the Augsburg residency requirement since
students remain enrolled at Augsburg while on their programs.
Eligibility
Following are Augsburg University’s requirements for Study Abroad and Away:
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Students must have a minimum 2.00 GPA at the time of application. Some programs/courses may require a higher
GPA.
Students must be at sophomore, junior, or senior standing when they participate in the program. Short-term,
faculty-led programs may allow participation as a first-year if the student receives approval from the
faculty-leader and if space allows.
Transfer students must complete one semester at Augsburg before studying off campus.
Students must be in good academic and social standing. Students placed on academic or disciplinary probation
after admittance to an off-campus study program may be withdrawn from the program. In that case, the student
is responsible for all non-recoverable program costs incurred.
Students must resolve any outstanding balances on student accounts before studying off campus.
Note: Students applying to short-term faculty-led programs who meet the above criteria are accepted to these
programs on a first come, first served basis. Space is limited, so early application is recommended.
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Costs and Financial Aid
The cost of semester off-campus study experiences vary from program to program. Augsburg University pays program
fees on the student’s behalf and then bills the Augsburg student account. This allows students to apply their regular
financial aid to their off-campus study program costs.
Program fees generally include tuition at Augsburg’s rate, housing, international health insurance, some meals,
excursions, and off campus study fees. Expenses such as airfare, personal travel or souvenirs, books, and other
expenses are not included in the price of semester programs. To assist students with good financial planning, the
Study Abroad and Away team partners with Student Financial Services to create a cost estimate for each student
considering a semester, academic year, or long summer program. Cost estimates include both program fees billed to a
student account as well as out-of-pocket expenses. They also include an estimate of students' financial aid that can
apply toward the program costs. Students should talk to the Study Abroad and Away team about additional
scholarships that are available for semester and academic year programs.
Students who receive financial aid, loans, scholarships, and/or grants to study at Augsburg can use that entire package
to pay their off-campus study program costs. Institutionally-funded aid (e.g., President’s, Regents’, Legacy, Promise,
and other Augsburg gift aid/scholarships, and tuition benefit) may be used to study off campus multiple times on
Augsburg programs but only once for an Affiliate program. Be aware that certain restrictions apply.
The program fee for short-term faculty-led programs typically includes tuition, meals, airfare, ground transportation,
and interpretation/translation services. However, students on winter and spring-break programs pay no additional
tuition beyond comprehensive spring semester tuition. These costs are on top of any semester/year tuition charges.
Some scholarships are available, but are limited for short-term programs. Students may use loans to fund the
additional cost of these programs.
Students are required to attend the information session and read the advising handbook for any updates to
scholarships and financial aid policies.
Students are required to notify CGEE immediately if they choose to withdraw from their off-campus study experience
after being accepted. When we receive notification, non-recoverable costs and a cancellation fee will be assessed and
charged to the student account. Depending on when the notification of withdrawal is received, students may owe
only the cancellation fee; or they may owe the off-campus study fee, the deposit, or a percentage or all of the
program fee. Students are also subject to the cancellation and refund policies of their affiliate program provider, if
applicable.
Scholarships
The Center for Global Education & Experience offers a range of scholarships and financial aid to students with
demonstrated financial need and whose participation in a semester or summer academic program contributes to a
community of co-learners that values a variety of cultures and backgrounds.
Accessibility
CGEE and the Center for Learning and Accessible Student Services (CLASS) work closely with students with disabilities
to assist them in ensuring that reasonable accommodations are made while studying off-campus. Nevertheless,
students are responsible for requesting accommodations as far ahead of departure as possible, ideally as early as
program selection. Some accommodations cannot be effectively arranged if requested on short notice.
In addition, students should be prepared for the fact that disability is culturally defined differently around the world.
Attitudes toward disability and levels of accessibility can vary greatly from country to country. The Americans with
Disabilities Act mandates equal access to university-sponsored programs and services to students with disabilities.
However, providing access by US standards can present unique challenges in international settings. The expectation
on the part of US students and US institutions is that reasonable accommodations will be made. Depending on the
country and culture, there may be different ways to define accessibility and different expectations in terms of
accommodations that can or should be made. To start exploring accommodations for off-campus study, schedule an
appointment with CLASS.
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Continuing Education Program
The mission of Augsburg University's continuing education program is to provide working adults with lifelong learning
opportunities that will enable them to continue to grow personally, professionally, and spiritually in their homes,
workplaces, and communities. The program strives to meet the needs of the community by offering credit and
noncredit programs consistent with the mission of Augsburg University.
Programs are developed through collaborations between academic and administrative departments of the university
and community organizations. These collaborations have included the Departments of Business, Biology, Education,
Nursing, Religion, Social Work, the Center for Leadership Studies, Institutional Advancement, and organizations
including Minneapolis and St. Paul public school districts, Minnesota Department of Education, and the Midwest
Regional Office of the College Board. Augsburg University is a Lifelong Learning Partner with the ELCA.
Inter-Institutional Programs
Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs.
Cooperating Libraries in Consortium (CLIC)
Through CLIC, the Twin Cities private college’s library consortium, the Augsburg community has direct access to more
than 2.5 million volumes and media resources of the 14 libraries.
Associated Colleges of the Twin Cities (ACTC)
Full-time Day students at Augsburg University, Hamline University, Macalester College, St. Catherine University, and
the University of St. Thomas may elect to take one course each semester (fall and spring) at one of the other
campuses. No additional fee is required for such an exchange, except for private instruction in music or approved
independent studies. Exchange courses are not transfer courses, and thus courses taken through ACTC are considered
Augsburg University courses and do not impact the residency requirement. The permanent record of courses for
which an Augsburg student has cross-registered is kept in the Registrar’s Office at Augsburg University, not at the host
ACTC institution. Students may elect to participate in the cooperative program to gain new perspectives, to get better
acquainted with the other schools, or to undertake a specific course or major not offered on the home campus.
AU/Rochester programs are not part of the ACTC consortium, and students in those programs may not register for
ACTC courses or complete ACTC majors under the terms of the ACTC consortium agreements.
Air Force ROTC
AFROTC is a nationwide program that allows students to pursue commissions (become officers) in the United States
Air Force (USAF) while simultaneously attending college. AFROTC classes are held on college campuses throughout
the United States and Puerto Rico; students can register through normal course registration
processes. AFROTC consists of four years of Aerospace Studies classes (Foundations of the USAF, Evolution of USAF
and Space Power, Air Force Leadership Studies, and National Security Affairs/Preparation for Active Duty), and a
corresponding Leadership Laboratory for each year (where students apply leadership skills, demonstrate command
and effective communication, develop physical fitness, and practice military customs and courtesies). College
students enrolled in the AFROTC program (known as “cadets”) who successfully complete both AFROTC training and
college degree requirements will graduate and simultaneously commission as Second Lieutenants in the Active Duty
Air Force.
The AFROTC program is currently offered at University of St. Thomas, which has a crosstown agreement that allows
Augsburg students to enroll in AFROTC and become full-fledged cadet participants. For more information on
the AFROTC program, please review the St Thomas Air Force ROTC website or contact the Department of Aerospace
Studies at the University of St. Thomas at (651) 962-6320.
Army ROTC
Augsburg Day students may participate in the Army ROTC program at the University of Minnesota under an
agreement between Augsburg, the University of Minnesota, and the program. ROTC credits serve as electives at
Augsburg. For more information, visit the University of Minnesota Army ROTC website.
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Exchange Course Programs
Augsburg undergraduate students have the opportunity to enroll in classes through two course sharing consortia,
with individual course requests subject to review and approval by Augsburg faculty and staff. The primary purpose of
these agreements is to help students remain on track toward degree requirements if Augsburg is unable to offer a
class when needed. Registrations through these partnerships will be included in Augsburg tuition charges and
factored into student financial aid awards.
Students may take no more than one course each term through Augsburg’s exchange programs, including ACTC.
Requests to take more than one must be approved by academic petition.
Acadeum Course Share
Acadeum Course Share is a group of accredited colleges and universities that share select online courses to support
students in their educational goals. Students request enrollment within Acadeum, at which point Augsburg staff are
notified and will review the request. Please note that only courses included in the CIC Online Course Sharing
Consortium are available to Augsburg students.
The credit value, grading system, attendance policies, and all course dates are determined by the teaching institution
rather than Augsburg. If you have any questions about Acadeum, contact the Augsburg Registrar’s Office at
registrar@augsburg.edu.
Rize Education
Augsburg participates in the Rize course sharing agreement to supplement offerings for the Game Design major.
Interested students should contact Professor Jenny Hanson for more information.
Additional subjects through Rize may be approved in the future.
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Academic Policies and Procedures
Registration
Students must be officially registered for all courses for which they are participating. All registered courses will be
reflected on a student’s AugNet Records and Registration page. Web registration through AugNet is the primary
method of registration, although registration can be processed through the Registrar’s Office with a Registration Form
in instances where online registration is not possible. Students are responsible for verifying the accuracy of their
registrations.
First-year students are required to meet with their academic advisor prior to registration for their first year. All other
students are required to meet with their faculty mentor. As some courses are offered only in alternate years, students
should also consult with departmental advisors when planning their academic program.
Students with registration holds will be ineligible to register until the hold is cleared. The registration hold will appear
as an alert on the student’s Records & Registration Welcome page. It will also be listed in an email that the student
will receive several weeks before registration opens. Registration holds can be placed for a variety of reasons by a
number of offices. Some examples of reasons are unsatisfied academic requirements, unpaid student balances,
missing immunization forms, unmet financial aid requirements, and overdue library books.
Another possible reason for a registration hold is an overdue missing official transcript from another institution.
Typically, the "Transcript Not Received" hold is a result of an official transcript on file showing in-progress coursework.
Such transcripts need to be replaced with an official, final transcript in order to verify that the in-progress courses
were dropped, withdrawn from, and/or graded. Upon receipt, the updated, official transcript will be evaluated for
possible credit.
Specific registration dates and deadlines for each semester are listed in the Academic Calendar.
Students who are missing prerequisites for a course may be eligible for a prerequisite waiver if, after discussion with
the course instructor, the instructor determines that the prerequisite learning objectives have been met. Students
who believe they have already completed the prerequisite in question should contact the Registrar’s Office at
612-330-1036 or registrar@augsburg.edu.
The following registrations cannot be completed online and must be processed with a Registration Form:
●
●
●
●
●
THP courses (Theater practicum courses)
100-level MUP courses (Variable-credit music lessons)
Independent Study and Directed Study (Independent Study form available on the Registrar’s Office webpage)
Internships (Internship Registration form available on the Registrar’s Office webpage)
ACTC courses (Course listings are available online through each ACTC institution and should be checked to verify
the correct meeting times and room assignment.)
Credit Loads
Full-time day students normally register for 16 credits each semester. Students in the AU/Rochester programs typically
register for 4-8 credits each semester. Students registered for 12 or more credits in a semester are classified as
full-time students. Students registered for at least 6 credits are classified as half-time students.
To register for more than 19 semester credits, students must petition the Student Standing Committee unless the
following apply: Students with a cumulative GPA at Augsburg of 3.00 or greater may take a total of 20 semester
credits without petitioning; students with a cumulative GPA at Augsburg of 3.50 or greater may take a total of 22
semester credits without petitioning. All overload registrations must be done through a Registration Form. (Note: For
students in the Day program there is an additional tuition charge for course loads over 19 semester credits. This
includes combining the credit load from both the DAY and AU programs. Auditing classes over the 19 semester credit
limit will also incur a tuition charge.)
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Non-Attendance/Non-Participation Policy
Attendance/participation in class is important for academic success and financial aid. Therefore, students are dropped
for non-attendance/non-participation after the 10th business day of the term if reported by the instructor and billed a
Failure to Withdraw Fee of up to $300. Students are ultimately responsible for dropping classes if they no longer plan
to attend/participate. Students who have been dropped and wish to re-enroll must submit an Academic/Financial
Petition.
Internship Registration
A complete step-by-step guide is available on the Strommen Center website under the Internships & Augsburg
Experience section. International students completing an internship will follow steps outlined on the Strommen
Center website under the International Student Internship Registration section.
Registration of internships for credit consists of the following steps:
●
●
Students must register the internship for the academic term that coincides with the internship experience.
Complete the online Internship Site Agreement form and the Internship Registration Form found on the
Strommen Center website under the Internships & Augsburg Experience section. The following signatures
must be secured prior to the start of your internship.
o Faculty Signature: If registering your internship for academic credit you will need to find a faculty
member willing to supervise and approve the internship based on major discipline requirements.
o Department Chair Signature: Requires approval that the proposed internship experience meets the
major discipline requirements.
o Strommen Center Signature: Requires staff to review important university-wide internship
information and ensure all required documents have been submitted.
Once the completed internship registration form is submitted to the Enrollment Center, additional requirements to
receive credit for an internship include:
●
●
●
Watch a short video about successful internships on the Strommen Center website under the Internship
Registration Guide section.
Complete the Learning Goals Form on the Strommen Center website under the Internships & Augsburg
Experience Requirements section. Copies of the completed form are emailed to the student, their faculty
supervisor, and the Strommen Center.
Academic assignments (journals, reflection papers, projects, etc.) as determined by the faculty supervisor
and/or department guidelines.
Final evaluations are sent at the end of the semester. The student and the site supervisor will each complete an
evaluation of the student’s internship experience. Results are emailed to the student and the faculty supervisor.
Dropping or Withdrawing
Courses may be dropped or withdrawn online through AugNet Records and Registration or with a Registration Form.
For drop and withdrawal deadlines see the Academic Calendar.
Crossover Registration
Undergraduate students are enrolled in a home program (DAY, AU, ROCH) and may register online for fall and spring
semester courses outside of their home program based on course availability and subject to the restrictions listed
below. Students have registration priority in their home program. Students are charged the tuition rate of their home
program for crossover courses.
DAY Program Students
- Juniors and Seniors (based on earned credits) are permitted to crossover into AU courses without special permission.
- Pay the overload fee for any credits over 19 in their combined DAY/AU load each semester.
AU Program Students
- Are permitted to crossover into DAY courses.
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ROCH Program Students
- Are permitted to register for AU courses as soon as their registration windows open and do not have to wait until
Crossover Registration begins.
Graduate Courses
Students must have completed an undergraduate degree and be admitted to a graduate program before taking
graduate level courses from that program. Exceptions are made for approved courses in the Department of Nursing,
the joint BA Accounting/MAL program, the Master of Business Administration, and the Master of Fine Arts in Creative
Writing. Undergraduate students enrolled in graduate courses will pay their standard undergraduate rate for those
courses. Any student enrolled in an Augsburg graduate level program wishing to take an undergraduate course will
pay their program's graduate rate for those courses.
Evaluation and Grading
Evaluation of academic performance is based on letter grades using an A ‐ F scale.
Student achievement in courses is measured by final examinations, shorter tests, written papers, oral reports, and
other types of evaluation.
Most courses are offered with grading options—traditional grading on an A - F scale or the Pass/Low Pass/No Pass
grading system.
Explanation of grades:
Grade
Grade Points Description
A
4.00
A3.67
B+
3.33
B
3.00
B2.67
C+
2.33
C
2.00
C1.67
D+
1.33
D
1.00
D0.67
F / FN
0.00
Failure
P
0.00
Pass*
LP
0.00
Low Pass**
N
0.00
No Pass
*The letter grade equivalent of a P grade is a C- / 1.67 or higher for undergraduate courses.
**The letter grade equivalent of an LP grade is a D-, D, or D+ for undergraduate courses. It is not used for graduate
courses.
Pass/Low Pass/No Pass Grades
Students who choose the P/LP/N option are cautioned:
●
●
●
In order to receive a grade of P, a student must achieve at least a grade of C-. An LP grade requires achievement of
at least a D-.
Some graduate and professional schools do not look favorably on a large number of P-graded courses, or rank
each as a C.
The maximum number of semester credits with P or LP grades that may be applied to graduation is 24 semester
credits.
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●
Students may apply no more than eight semester credits with P or LP grades toward a major and no more than
four semester credits with a P or LP grade toward a minor unless otherwise specified by an academic department.
Departments with major or minor programs that allow a different number of P-graded credits have defined those
limitations along with their major and minor requirements in the catalog.
Certain courses have restrictions and are offered on one grading system only (e.g., lifetime wellness courses are
graded only P/LP/N). In courses where there is a choice, students will be graded on the traditional system unless they
indicate they wish to use the P/LP/N grading option. Students may submit a request to change a grade to P, LP, or N by
the deadline published in the Academic Calendar. Course instructors will not be notified of the request. The
Registrar's Office will manually change the earned letter grade to P, LP or N after final grades are posted.
Incomplete (I) Grades
Incomplete grades (I) are to be given only in the case of extreme emergency (e.g. illness, family emergency, death in
the family, military commitment).
Faculty must submit the grade that the student has earned at the end of the semester, even if the student has
requested an incomplete. Once an Application for Incomplete Grade has been received and approved by the
Registrar’s Office, the grade will automatically be replaced with an I grade. At the end of the time allotted for the
incomplete, which is determined by the faculty member in consultation with the student but must not exceed the
time period described below, faculty must send an email to registrar@augsburg.edu to indicate the grade the student
earned. If no grade is sent by the incomplete deadline, the I grade will be converted to the previously entered grade.
To receive an incomplete, a student must be making satisfactory progress in the course and have completed 60% (or
more) of the course requirements at the time the petition is filed. Incompletes are granted at the instructor's
discretion. If granted, the deadline for completion of the work is no more than eight weeks after the last day of
classes in the session in which the course is offered. The instructor may extend the due date beyond the eight weeks if
the student requests an extension and special circumstances warrant the extension.
The application for an incomplete must be signed by the student, the faculty member, and department chair. (Email
approvals are considered the equivalent of a signature.) In rare or extraordinary circumstances, the dean may approve
a longer extension.
Extension (X) Grades
Internships, independent studies, and directed studies may sometimes last longer than one semester. When this is the
case, they must be completed by the grading deadlines within one year from the beginning of the semester of
registration. A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected
that students given X extensions will continue to communicate with their instructor and demonstrate that satisfactory
progress is being maintained. A final grade will be issued at the end of the semester in which the work is completed
and evaluated (but not longer than one year). An instructor has the right to not grant an extension where satisfactory
progress is not demonstrated. If the course is not completed, a grade of F will be assigned.
Withdrawal (W) Grade
A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a W
grade and before the last day to withdraw. Withdrawals negatively impact credit completion rate but do not
negatively impact the grade point average.
Repeated Courses
A course in which a grade of F, FN, D-, D, D+, C-, or N has been received may be repeated for credit, including topics
courses with the same course number. Courses in which higher grades have been earned may not be repeated for
credit and a grade, but may be audited (exceptions are made for academic programs with minimum grade
requirements of a C+ or higher or other catalog policies that require a course to be retaken). All courses taken each
semester and grades earned, including W and N, will be recorded on the academic record.
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A course may only be repeated at Augsburg University one time. A student who wishes to repeat a course more than
one time must petition the Student Standing Committee. If approved to take a course more than twice, a student will
not receive financial aid for a course that has been previously passed twice.
If a course is retaken, the highest grade earned for the course will be counted in the grade point average and for
graduation purposes. All attempts will, however, remain on the student’s transcript.
Auditing Courses
Students who wish to take courses without credit or grade may do so by registering for Audit (V) on a space-available
basis. Full-time Day students will be charged an audit fee if their total credit load is over 19 credits. The charge to
audit a course is $1,000 for part-time DAY/AU/ROCH students. The signature of the instructor is required to register an
audit. Students who audit a course should confer with the instructor within two weeks of the beginning of the term to
determine expectations, attendance, and any other requirements. If expectations have been met, the course will be
listed on the transcript with a V grade. If expectations have not been met, the course will be listed with a grade of W.
Audited courses do not count toward graduation and do not fulfill general education requirements.
Grade Point Average
The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade
points for work transferred from other institutions.
The formula for calculating the GPA is as follows:
GPA = Total grade points divided by number of credits attempted with A to F grades assigned.
The following grading symbols are not included in the GPA calculation:
Symbol Explanation
Fall 2017 to Present: Pass, C- or higher undergraduate or B or higher graduate work;
P
Prior to Fall 2017: Pass, 2.0 or higher undergraduate or 3.0 or higher graduate work
LP
Low Pass, D-, D, or D+ achievement (undergraduate courses only)
S
Satisfactory
N
No pass, no credit
V
Audit, no credit
W
Withdrawn
I
Incomplete
X
Extension, incomplete
IP
In progress
R
Repeat
GRT
Credit granted
Required lab component (a credit-bearing grade was earned in the corresponding
L
lecture course)
NG
Not graded, no credit
Assessment of Student Learning
The faculty at Augsburg University is actively engaged in research about student learning and the efficacy of the
curriculum. To support such assessment of student learning activities, faculty may collect student work for evaluation
beyond grading. Any information or student work collected will be treated confidentially; the student's identity will
not be public information. Students who do not want their work collected for assessment purposes can opt out by
contacting the Office of Academic Affairs.
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Classification
Students are classified when grades are posted at the end of each semester. Classification is based on the number of
semester credits completed/earned.
Classification
First Year
Sophomore
Junior
Senior
Completed Semester Credits
0 – 27.99
28 – 59.99
60 – 91.99
92 or more
Academic Status Changes
Change of Program
Students may apply to change their “home program” by completing a Change of Program form. Applications are
reviewed by a committee. If approved, the change will take effect for the following semester. Changes are limited to
once each academic year. A Change of Program form must be submitted before the semester begins.
Withdrawal from University
Students are urged not to abandon courses for which they are registered because this will result in failing grades on
their official academic record. If necessary, students should instead submit a Withdrawal from University form. The
deadline to file a Withdrawal from University is the last Friday prior to finals week. Withdrawal from University and
any consequential adjustments in accounts are effective as of the date the Withdrawal from University form is
submitted to the Registrar’s Office. Students must submit an Application for Readmission to re-enroll.
Students are responsible for keeping the Registrar’s Office informed of their current mailing address while away.
Leave of Absence (DAY Program Students)
Students in the Day Program may apply for a Leave of Absence for one semester. The Leave of Absence allows
continued access to Augsburg email and AugNet Services. If a student on a Leave of Absence does not register for the
subsequent semester, the student’s file will be deactivated and the student must submit an Application for
Readmission to re-enroll. The deadline to file a Leave of Absence form is the end of the drop/add period at the start of
each semester.
Term Off (AU/ROCH Program Students)
Students in the AU/ROCH Programs may take up to two semesters off and have continued access to Augsburg email
and AugNet Services. If a student is not registered after the 10th business day of the third semester, the student’s file
will be deactivated and the student must submit an Application for Readmission to re-enroll.
Military Called to Active Duty
Augsburg University will allow students to withdraw from courses without penalty if they are called to active duty.
This shall include a 100 percent refund of tuition and fees for dropped/withdrawn courses upon verification of call to
active duty. Students must submit an Academic/Financial Petition and provide a copy of their orders to the Registrar’s
Office.
If the student is called to active duty after the deadline to drop a course, the Registrar’s Office will place a W for the
course(s) along with a notation on the transcript that the student was called to active duty. This is to assist the student
with any financial aid complications that may arise and also indicate that the withdrawal was outside of the student’s
control.
Alternatively, the university supports faculty in enabling students who are called to active duty and have substantially
completed a course, to assign a grade based upon the coursework completed, or to work out an incomplete
agreement. Students who are able to complete some of their courses would have their refunds adjusted to reflect
this.
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Students who are being placed on active duty should contact the Registrar’s Office so the university can notify all
parties and aid in this process.
Student Standing Committee
The Student Standing Committee is a standing committee of the university that reviews requests for exceptions to
academic and financial policy. Representatives from the faculty, Academic Advising, Registrar’s Office, Student
Financial Services, and Student Affairs serve on the committee.
Academic / Financial Petitions
Students who wish to request exceptions to academic and financial policies should carefully review and complete the
Academic/Financial Petition. Petitions must be submitted within 6 months from the end of the semester of the
deadline being petitioned. The Committee typically meets to review petitions and Applications for Readmission every
other week during fall and spring semesters and once each month during the summer semester.
Satisfactory Academic Progress (SAP) Suspension Appeals
Students who have been academically suspended have the right to appeal their suspension to the Student Standing
Committee.
Applications for Readmission
Students seeking to re-apply to the university after being placed on academic probation or academic suspension must
submit an Application for Readmission for review by the Student Standing Committee.
Catalog Applicability
Only one catalog year may be elected and will apply toward all of a student's general education, major, minor, and
concentration requirements. All policies in that year's catalog apply. By default, a student's catalog year will be
determined by their first semester of enrollment at Augsburg, or re-enrollment as noted below. Students can request
a different catalog year by sending an email to graduation@augsburg.edu.
Active Students (Registered, Leave of Absence, Term Off)
●
May elect to satisfy the general education and departmental requirements outlined in the catalog in effect during
their first semester of enrollment or any of the subsequent catalogs in effect while an active student.
Inactive Students (Withdrawn)
●
●
Three or Fewer Years Away
o Inactive students who are readmitted after three or fewer years away (nine semesters, including
summers) may elect to satisfy the general education and departmental requirements outlined in the
catalog in effect during their first semester of initial enrollment or any of the subsequent catalogs in effect
while an active student.
More than Three Years Away
o Inactive students who are readmitted after more than three years away (10 or more semesters, including
summers) must complete the general education and departmental requirements of the catalog in effect
at the time of re-enrollment or any of the subsequent catalogs in effect while an active student.
Second Majors and Degrees
Students with an existing baccalaureate degree from Augsburg or another institution may enroll to complete an
additional major(s) or minor(s). Students will not be awarded a second degree unless it is different from the original
degree awarded (BA, BM, BS). Students cannot earn multiple degrees for the same major, though it is possible to earn
multiple degrees from the same academic department if the majors are distinct.
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Evaluation of Transfer Credit
The evaluation of transfer credits is completed by the Registrar’s Office and is based on a student’s official
transcript(s). Credit is granted for college-level coursework completed at regionally accredited institutions with a
grade of C- or better. Credit from non-regionally accredited institutions may be approved if there is a transfer
agreement in place or by petition.
Courses that may be developmental, professional, or occupational in nature are evaluated on a course-by-course basis
in collaboration with faculty from corresponding or similar departments. Augsburg does not grant transfer credit for
continuing education units (CEUs). Competency credits and exam credits issued by another institution will be
evaluated on an individual basis.
The Registrar’s Office evaluates coursework for credit and for applicability toward Augsburg's Core Curriculum
requirements. Academic departments are responsible for evaluating the applicability of coursework toward a
student’s major or minor. The university requires that certain courses and a minimum number of credits be taken at
Augsburg. (Refer to the Graduation section of the catalog.)
Augsburg credits are calculated in semester hours. Credits transferred from an institution using quarter hours will be
converted to semester hours. One quarter hour equates to two-thirds of a semester hour.
The number of credits transferred is equal to the number of credits earned at the transfer institution, not the number
of credits that would have been earned had the equivalent course(s) been completed at Augsburg.
The number of upper-division credits earned from transfer work is based on the course level of the transfer course(s)
at the transfer institution, not the course level of the equivalent Augsburg course(s).
Transferred coursework with the Augsburg equivalents are captured on the Transfer Evaluation and the degree audit,
both of which are accessed from Records and Registration. Credits accepted in transfer are reported on the student’s
transcript. Transfer evaluation comments (if any) are sent to the student email address and stored on the comments
tab of the degree audit.
Grades and grade points from other institutions are not transferred to Augsburg and are not included in the student’s
cumulative grade point average. Because of this, students who receive a low grade on a course at Augsburg should
retake the course at Augsburg rather than take an equivalent course elsewhere. A transferred equivalent will not
improve their Augsburg GPA, nor will their transcript show that a higher grade was earned later for the course (or its
equivalent).
Students should consult with their academic advisor, faculty mentor, and the Registrar’s Office before taking courses
at other institutions to ensure compliance with transfer credit policy and residency requirements and to be assured
that a transfer course will achieve the student’s desired objective(s). Additional resources about transferring credit are
available on the Registrar’s Office website. The resources include access to a free, powerful tool called Transferology.
Transferology can be used by students and advisors to research transfer course equivalencies and/or develop transfer
pathways from universities across the country.
Definition of Official Transcript
Official transcripts are marked with institutional security features, date, and appropriate signature. Augsburg
University accepts official transcripts directly from another institution’s Office of the Registrar or a secure
authenticated designated party. The transcript must arrive at Augsburg University in an envelope sealed by the issuing
institution or via an encrypted electronic method (adapted from AACRAO, 2018).
Minnesota Transfer Curriculum
Completion of the Minnesota Transfer Curriculum (MnTC) will satisfy Augsburg’s Liberal Arts Foundation requirements
and will reduce the Search for Meaning requirement to one course (RLN 100 or RLN 300).
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Associate of Arts Degree / Bachelor’s Degree
Completion of an Associate of Arts (A.A.) degree or a bachelor’s degree from a regionally accredited institution will
satisfy Augsburg’s Liberal Arts Foundation requirements, reduce the Search for Meaning requirement to one course
(RLN 100 or RLN 300), and will waive one of two Health and Wellness requirements.
Note: Additional prerequisite coursework beyond the AA degree or bachelor’s degree may be required in some
Augsburg majors. Students are advised to consult an academic advisor in the major department to discuss major
requirements.
Advanced Transfer Students
Students who enter Augsburg with 52 or more semester credits accepted in transfer are considered Advanced
Transfer Students. The Augsburg Core Curriculum will be adjusted for advanced transfer students as outlined below:
●
●
●
Waiver of Search for Meaning II
Waiver of Augsburg Seminar / Engaging Minneapolis
Waiver of both Health and Wellness requirements
All Augsburg Core Curriculum requirements not mentioned above remain unchanged for Advanced Transfer Students.
Waivers for Advanced Transfer are determined at the time of initial entry into Augsburg and will not be granted for
courses completed after initial enrollment.
Transfer Credit for Military Experience
Students are welcome to submit their military transcripts to the Registrar’s Office for transfer credit evaluation. A
military transcript will contain credit recommendations from the American Council on Education (ACE) for training and
courses completed in the US Armed Services. Augsburg will review a military transcript to determine if any of the
credit recommendations contained within it meet transfer credit guidelines.
Army, Coast Guard, Marine Corps, and Navy records are maintained on a Joint Services Transcript (JST).
Air Force records: Air University and Community College of the Air Force are regionally accredited institutions.
Students should submit official transcripts from these schools during the admission process.
Assessment of Previous Learning (APL) Program
Augsburg University recognizes that learning can and does take place in many life situations. Some of this learning
may be appropriate for credit recognition within the disciplines that comprise the academic program of a liberal arts
college. The Assessment of Previous Learning program (APL) at Augsburg provides a means by which a student’s
previous learning, other than that which is transferred from another accredited institution, may be presented for
examination for possible credit toward the completion of a bachelor’s degree.
Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such
learning must meet two essential criteria: (1) it is relevant to coursework in a field of study within the Augsburg liberal
arts curriculum, and (2) it can be objectively demonstrated either by comprehensive examination or committee
evaluation.
The APL program at Augsburg provides several means by which students may have previous learning assessed for
credit recognition. The following is a brief description of each of these means of assessment:
International Baccalaureate Program (IB)
Courses earned from the International Baccalaureate program will be considered by the university for appropriate
credit. IB exams may fulfill general education and/or major requirements. Credit granting guidelines are available on
the Registrar’s Office webpage.
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Advanced Placement Program (AP)
Augsburg allows students to earn credit for scores of 3, 4, or 5 on selected Advanced Placement tests. For some
exams, a minimum score of 4 is required. AP exams may fulfill general education and/or major requirements. Credit
granting guidelines are available on the Registrar’s Office webpage.
The College Level Examination Program (CLEP)
This is a series of standardized tests developed by the College Board that are offered to students for a small fee at
regional testing centers. Students who score at or above the American Council on Education’s recommended score on
an approved examination may receive academic credit for that subject at Augsburg University. CLEP exams may fulfill
general education and/or major requirements. Credit granting guidelines are available on the Registrar’s Office
webpage.
DSST Exams
DSST Exams are a series of standardized tests in college subjects that are comparable to the final examinations in
undergraduate courses. Exams are offered at testing centers worldwide for a small fee. Students who score at or
above the American Council on Education’s recommended score on an approved examination may receive academic
credit for that subject at Augsburg University. Credit granting guidelines are available on the Registrar’s Office
webpage.
Minnesota Bilingual and Multilingual Seals and World Languages Proficiency Certificates
Augsburg will award college credit to students with the Minnesota bilingual and multilingual language proficiency
certificates. These certificates are awarded to graduating Minnesota high school students who demonstrate the
required level of language proficiency on a language other than English. Steps to submit the seal to Augsburg are
outlined on the Registrar’s website.
The American Council on the Teaching of Foreign Languages
These tests assess written and/or spoken proficiency in world languages. For a small fee, students can assess their
level of knowledge in world languages to earn college credit and/or waive the modern language requirement. More
information about eligibility and qualifying languages is available from Academic Advising.
Departmental Comprehensive Exams
These are available for students to use in obtaining credit for previous learning if the following conditions are met:
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There is a departmental exam available for the subject area in question.
There is a faculty member designated by the department to administer the exam.
The Registrar approves the student’s request to take the exam.
Credit for departmental exams is not computed in the GPA, and there is a charge per exam of $100 per semester
credit.
Portfolio Assessment Program
This is a credit assessment alternative in which a faculty team completes a credit evaluation of a learning portfolio
submitted by the student. The faculty team is composed of two faculty members from fields of study directly related
to the student’s previous learning. Students who wish to prepare a portfolio of previous learning for credit
assessment should consult the Registrar’s Office. In completing the evaluation of a student’s previous learning, the
faculty team applies the following criteria:
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There is documentable evidence of a cognitive component in the previous learning experience that involved
prescribed or systematic study of content material found within liberal arts coursework.
The learning has been objectively verified by individuals in addition to the presenting student.
The learning lends itself to both qualitative and quantitative measurement.
The learning relates well to the student’s educational goals.
The learning and skills involved are current and could be used at the present time.
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Students may apply for the credit assessment process after completing at least one term of academic work at
Augsburg University with a cumulative Augsburg GPA of at least 2.50. It is strongly recommended that the process not
be used when four or fewer courses remain for graduation. There is a non-refundable application deposit of $200 to
initiate the credit assessment process for each course presented in a portfolio. An additional $200 is charged upon
approval of each course. Credit granted by portfolio review is not computed in the GPA.
Transcript credit will be recorded with the equivalent Augsburg course numbers as determined by faculty reviewers.
Maximum Credit Accepted for Previous Learning
While Augsburg University recognizes the validity of learning that takes place outside the traditional classroom, this
learning must be placed in the context of formal study in campus-based liberal arts courses. Therefore, Augsburg
allows a maximum of 32 credits (one-fourth of a bachelor’s degree) to be obtained through previous experiential
learning. In compiling the 32 credits for previous experiential learning, the student may use any combination of the
assessment processes available in the APL Program: AP, CLEP, IB, DSST, ACTFL, departmental comprehensive exams,
and credit granted through portfolio assessment.
Graduation
Requirements
Degree requirements include completion of a minimum number of credits, a major, the Augsburg Core Curriculum, a
minimum GPA in major(s)/minor(s) and in total coursework, and residence.
1. Completion of 128 semester credits—No more than these maximums may be applied toward the 128 total
semester credits required:
o Eight semester credits by independent/directed study
o 16 semester credits of internship
o 24 semester credits with a grade of Pass (P) or Low Pass (LP)
o Students may apply no more than eight semester credits with P/LP grades toward a major and no more than
four semester credits with a P/LP grade toward a minor unless otherwise specified by an academic
department. Departments with major or minor programs that allow a different number of P-graded credits
have defined those limitations along with their major and minor requirements in the catalog.
2. Completion of 36 upper division credits (numbered 300 or above).
3. Completion of a Major—Requirements for each major are listed under the departmental headings.
4. Completion of the Augsburg Core Curriculum—Requirements for the Augsburg Core Curriculum are listed under
the Augsburg Curriculum section.
5. Grade Point Average —Students must earn a minimum cumulative grade point average of 2.00. Additionally, all
majors and minors require at least a 2.00 grade point average in coursework for the major or minor. Some
academic programs require a higher grade point average or a specific minimum grade in each course. See the
departmental section for details about the grade and grade point average for individual majors and minors.
6. Residence Requirement — A minimum of 32 semester credits must be completed at Augsburg or within the ACTC
exchange program or study abroad/away through the Augsburg Center for Global Education and Experience.
Senior Residence Requirement
No fewer than 24 of the last 32 semester credits must be completed at Augsburg or within an approved
exchange program.
● Transfer courses count against the senior residence requirement. Therefore, students are encouraged
to complete transfer work prior to the final 32 credits for the degree.
● Assessment of Prior Learning (APL) credits -- including AP, CLEP, IB, DSST, ACTFL, departmental
comprehensive exams, and credit granted through portfolio assessment -- are not counted against the
senior residence requirement.
Some departments have a minimum number of credits that are required in residence within the major or minor.
Consult the departmental pages of this catalog for further information.
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The responsibility for ensuring that all degree requirements are satisfied rests with the student. Students should
regularly review their degree audits and follow up with an academic advisor or faculty mentor about any questions or
concerns. In conjunction with their faculty mentor or advisor, students should consult their degree audits when
preparing for registration. Faculty mentors, the Academic Advising staff, department chairs, and the Registrar’s Office
are available for counsel and assistance in program planning.
Each student is required to file an Intent to Graduate application within the last 12 months of their program.
Application forms are available on the Registrar’s Office webpage. Submission of a complete Intent to Graduate
application is what makes a student eligible for commencement ceremony communications and the conferral of their
degree upon program completion.
Students who enter an academic program with a bachelor’s or higher degree should contact the Registrar’s Office
about specific requirements for a second bachelor’s degree or for the equivalent of a major.
All degree and course requirements must be completed and verified in the Registrar’s Office in order for the degree to
be conferred. There may be no incomplete or open courses on the academic record.
Latin Honors
Augsburg recognizes those students who have demonstrated exemplary academic achievement by conferring Latin
honors upon completion of a bachelor’s degree.
Students may also receive honors recognition for departmental honors. (See individual department and program
descriptions for details.)
Qualification for Latin honors is determined as follows:
Summa Cum Laude
Magna Cum Laude
Cum Laude
3.90-4.00 GPA
3.80-3.89 GPA
3.60-3.79 GPA
To be eligible, a student must complete a minimum of 56 traditionally-graded credits at Augsburg.
Visit the Registrar’s Office webpage for additional information.
Commencement
Though the terms are often confused, the words “graduation” and “commencement” carry different meanings.
Graduation refers to the completion of all degree requirements. Students graduate when all requirements for the
degree have been fulfilled, meaning that one can graduate at any point during the academic year provided that all
requirements are complete.
Commencement is a ceremony. It is an opportunity for students, family, friends, and the Augsburg University
community to celebrate academic achievement. Participation in commencement, however, does not mean that a
student has graduated. A student will not graduate and a degree will not be conferred until all requirements are met,
regardless of participation in commencement.
Augsburg University holds one commencement ceremony in the spring for all students – undergraduate and graduate.
Undergraduate students who have not completed all degree requirements may participate in commencement if: (1)
no more than three requirements will remain in their program at the conclusion of spring semester; and (2) the
remaining requirements will be completed in the summer or fall semesters immediately following commencement.
Students who have submitted an Intent to Graduate application for one ceremony may later defer to a future
ceremony. The deadline for deferring to a future commencement ceremony is the day prior to the commencement
ceremony selected on the Intent to Graduation application.
Diploma
Each graduate will receive their diploma and a copy of their unofficial transcript in the mail 6-8 weeks upon
completion of the final degree requirement. This mailing will be sent to the address that displays in their Records &
Registration record. Graduates are responsible for ensuring the accuracy of this mailing address. Incorrect mailing
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addresses will result in the student paying for reshipment or being required to pick up the mailing at the Registrar’s
Office.
Augsburg University diplomas note the degree earned and the date of conferral. Diplomas do not list the program or
major(s) completed. Augsburg offers the following undergraduate degrees: Bachelor of Science, Bachelor of Arts, and
Bachelor of Music.
Final, Official Transcript
Each graduate who has satisfied all Student Financial account obligations at the time of the diploma mailing will
receive their official transcript in a sealed envelope as part of the diploma mailing. To remain official, the sealed
transcript envelope must remain sealed.
Each graduate who has not satisfied all obligations at the time of the diploma mailing will be responsible for taking
care of their Student Financial account obligations. Once met, their official transcript will be mailed to them and
additional copies can be ordered and released.
Satisfactory Academic Progress (SAP)
Federal regulations require that all higher education institutions establish and implement a policy to measure
whether students are making satisfactory academic progress toward the completion of a degree. Failure to meet the
following standards could result in suspension from the university.
Requirements
At the end of each fall, spring and summer term, the university will review the academic progress of all registered
undergraduate students. In order to remain in good academic and financial aid standing, you are required to maintain
a cumulative Augsburg GPA of 2.00 and complete at least 66.67% of the credits you have attempted (including
transfer credits).
Students who do not meet these requirements will be placed on Academic Probation.
GPA Calculation
Refer to the Evaluation and Grading section of this catalog.
Minimum Credits Completed
Students must earn a cumulative 66.67% of the credits attempted based on the entire academic record. A completed
credit is any credit with a grade of A - D-, LP, or P. Credits earned and completed will include accepted transfer credits
as defined by the Registrar’s Office.
Grades of “W (Withdrawn)”, “I (Incomplete)”, “X (Extension)”, “F”, “FN (Failed for Non-Attendance)”, and “N (Not
Passing)” are counted towards the cumulative attempted credits. The credits associated with grades that have not
been submitted when SAP is run will count against completion rate.
Repeat courses and remedial courses are not counted towards the cumulative attempted credits.
Credit Completion Rate Calculation
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Attempted credits: Includes transferred credits and unsatisfactory grades (W, X, I, F, FN, N, IP).
o Remedial and repeated courses do not count as attempted credits, so should be subtracted from the total
number of attempted credits.
Earned credits: Transferred credits and satisfactory Augsburg grades (A - D-, LP, P).
Divide earned credits by attempted credits (do not round numbers up or down)
o Example: 19 earned credits / 27 attempted credits = .7037 or 70.37%
o Example: 17 earned credits / 27 attempted credits = .6296 or 62.96%
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Monitoring and Evaluating Progress
In order to ensure SAP standards are being met, the Registrar’s Office will evaluate and monitor students' academic
achievement at the end of each term. If a student’s record is evaluated and determined to be unsatisfactory, the
student will be placed on Probation or Suspension. Students will be notified through their Augsburg email if they fail
to meet SAP standards and appropriate notation will be placed on the permanent transcript.
Probation
Students who do not meet cumulative standards (cumulative GPA or cumulative credit completion rate) will be placed
on Academic Probation/Financial Aid Warning. Notation of “Academic Probation” for the semester will be placed on
the permanent transcript. Students are required to complete and follow an Academic Plan of Assistance
(augsburg.edu/advising).
Students on Probation will have their registration limited to 16 credits. Students may appeal this restriction through a
petition to the Student Standing Committee.
At the end of the next attempted semester, students meeting cumulative standards (both cumulative GPA and
cumulative completion rate) will be removed from Academic Probation/Financial Aid Warning.
If cumulative standards are not met, the student’s term GPA and term completion rate will be evaluated. Students
earning a minimum of a 2.00 term GPA and 66.67% term completion rate in addition to completing all other Probation
requirements (augsburg.edu/advising/majors/probation-advising/) will continue on Academic Probation/Financial Aid
Warning. Notation of “Academic Probation” for the term will be placed on the permanent transcript. Students will
again be required to complete and follow an Academic Plan of Assistance
(augsburg.edu/advising/majors/probation-advising/). Students’ eligibility for financial aid may be impacted if they do
not follow through with SAP requirements.
Students on Probation who voluntarily withdraw from Augsburg may apply for readmission. At that time, the Student
Standing Committee will review their application for readmission.
If cumulative and term standards are not met, students will be Suspended.
For more information about Probation requirements, visit augsburg.edu/advising/majors/probation-advising/.
Suspension
Students on Probation who do not meet cumulative and term standards will be suspended from the university.
Notation of “Academic Suspension” will be placed on the permanent transcript. Students may appeal their Suspension
to the Student Standing Committee or designee. The Committee’s decision is final. Instructions for appeal are
included in the Letter of Suspension. Students who have been suspended may apply for readmission after one full
academic year (including fall, spring, and summer semesters). At that time, the Student Standing Committee will
review the application for readmission. Recommendations on how to be successful in the readmission process may be
outlined in the suspension letter.
Augsburg University reserves the right to intervene with students who earn less than a 2.00 term GPA and/or less
than 66.67% term completion rate in a semester but are otherwise meeting cumulative standards. Students who earn
less than a 1.00 GPA during their first term at Augsburg will be suspended.
Professional Program Dismissal
Students may also be dismissed from professional programs, such as social work, education, and nursing. A student
dismissed from a program may appeal the decision through the Program Dismissal Appeal Process. The process is
available at inside.augsburg.edu/studentaffairs/studentguide.
Dean’s List
The Dean’s List, compiled after each semester, recognizes undergraduate students for outstanding achievement
during the term. Students can qualify for the Dean’s List in two ways:
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Earning a semester GPA of 3.50 or higher based on 12 or more traditionally-graded credits
Earning a semester GPA of 3.75 or higher based on 6-11 traditionally-graded credits
Incomplete courses and other classes without final grades at the time the Dean’s List is compiled will not be
considered. The Dean’s List is published on Inside Augsburg and students can choose to submit announcements to
their hometown newspapers.
Enrollment/Degree Verification
Augsburg University has authorized the National Student Clearinghouse to act as its agent for verification of student
enrollment and degree status. Contact information is as follows:
National Student Clearinghouse
2300 Dulles Station Blvd, Suite 300
Herndon, VA 20171
Web: www.studentclearinghouse.org
Phone: 703-742-4200
Veterans Education Benefits
Augsburg University proudly supports military veterans, those who actively serve in the U.S. Armed Forces, and their
families. Our faculty and staff are committed to helping veterans and active military succeed in their academic and
professional endeavors.
Augsburg is approved by the state approving agency for VA education benefits. Veterans, eligible spouses and
dependents should consult with the VA School Certifying Officials in the Registrar’s Office and Student Financial
Services about completion of enrollment verification and the forwarding of other information to the Department of
Veterans Affairs.
An individual who qualifies for VA education benefits will be asked to provide a Certificate of Eligibility, Statement of
Benefits, or documentation from a vocational rehabilitation counselor to confirm eligibility for their benefit.
For students who qualify for and are currently utilizing Chapter 31 or Chapter 33 VA education benefits, Augsburg will
not impose financial penalties or restrict access to registration or other campus services based solely on delayed
payments from the VA. Please note that students are responsible for expenses beyond those covered by their VA
education benefit; fees or other penalties may be assessed for failure to pay charges not covered by the VA. Students
should contact the VA School Certifying Official in the Registrar’s Office if they have questions about what expenses
are covered by their benefit.
Additional information about veterans’ education benefits can be found at va.gov.
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Augsburg Core Curriculum
Augsburg University is dedicated to educating students intellectually, physically, and spiritually. To live fully and act
effectively, humans must have a broad grasp of the world from which they have come, as well as the world in which
they live. Through providing courses in the humanities, fine arts, natural sciences, and social sciences, the core
curriculum introduces students to the breadth and complexity of human knowledge and our world.
“Search for Meaning” courses invite students to explore vocation, diversity, and pluralism through the study of
Judaism, Christianity, and Islam, and encourages students to consider their own religious, philosophical, and ethical
commitments in dialogue with other perspective. The Language courses introduce students to the skills and
sensibilities necessary to cross cultures and work across differences. Wellness courses offer students opportunities to
develop skills and habits of healthful living.
Students choose from more than 50 major areas of study to gain a depth of knowledge in a discipline and to prepare
for a career or further study. Thus, through a balance of curricular activities supported by full programs in student life
and religious life, an Augsburg University education strives to educate its students in a real world for the real world.
Undergraduate Student Learning Outcomes
The university’s mission statement offers a series of educational values:
Augsburg University educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible
leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in
its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by
the faith and values of the Lutheran Church, and shaped by its urban and global settings.
As part of this mission, Augsburg’s faculty have identified a set of outcomes for student learning
These areas reflect our shared commitment to offering a vibrant liberal arts education in tandem with career
preparation and vocational discovery. We expect students to achieve these outcomes cumulatively, through the
completion of the core curriculum, majors / minors, electives and co-curricular experiences.
As Informed Citizens, students are learning to …
● engage their communities and demonstrate a sense of agency to create change in ethical and informed ways
● explain diverse positions and collaborate effectively across social, cultural and geographic differences in local and
global contexts
As Thoughtful Stewards, students are learning to …
● critically engage their own beliefs and articulate their gifts and goals for meaningful life and work in a pluralistic
context
● identify the broad foundations for sustainable living and apply them in demonstrable ways
As Critical Thinkers, students are learning to …
● use appropriate methods to gather and analyze evidence, identify underlying assumptions, and evaluate
competing claims
● construct coherent, polished and persuasive arguments, narratives and explications in written, oral and other
formats
As Responsible Leaders, students are learning to …
● employ the fundamental principles of quantitative literacy to arrive at thoughtful judgments
● articulate and solve problems in creative, analytical, and integrative ways
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Overview of the Curriculum
The Augsburg Curriculum is comprised of three main components: core curriculum (or general education
requirements), major requirements, and electives. Some students may need to complete entry-level skill courses
before enrolling in college-level classes. The general education requirements include a liberal arts foundation,
signature courses and experiences, skills development, and a keystone.
Entry Level Placement Tests
Math, Writing, English (if applicable), and language placement for Language courses.
The Augsburg Core Curriculum
The Augsburg First Year
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Augsburg Seminar
Engaging Minneapolis
Many Voices Project
The Augsburg Signature Curriculum
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Religion, Vocation, and the Search for Meaning I and II
Augsburg Experience
Senior Keystone
The Liberal Arts Foundation
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Natural Sciences and Math
Social and Behavioral Sciences
Humanities
Fine Arts
Electives
Majors
Skills
The Augsburg Curriculum is designed to help students develop the skills necessary for successful careers and fulfilling
lives, including:
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Writing
Critical Thinking
Oral Communication
Information Literacy
Quantitative Literacy
Religious Literacy
Problem Solving
Intercultural Competence
Civic Agency and Engagement
Health and Wellness
Entry Level Placement Tests
Prior to their first registration, students will complete placement tests in:
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Mathematics
Writing
Language Placement
and, if applicable, English Language Learning
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First-year students entering Augsburg in the fall of 2013 or later must complete developmental and writing courses by
the end of their fourth term. Transfer students entering Augsburg in the fall of 2013 or later must complete all
required developmental and writing courses by the end of their third term. The developmental courses subject to this
policy are:
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ENL 101
ENL 111
ENL 217 / 218
MAT 090/ 105
Mathematics
For a strong start at Augsburg, students will take an entry-level exam to determine their math placement group
(MPG.) In some cases, students who have transferred a mathematics course taken at another college may have their
MPG determined by the Registrar’s Office. All other students must take the Augsburg Math Placement Test,
administered by Academic Advising. Students are required to take the Math Placement Test before registering for the
first term. Practice questions and other information are available on the Academic Advising website -- students are
encouraged to study for the exam. Students may retake the Math Placement Test once during their first term of
enrollment.
Based on the math placement test result, students will be enrolled in the appropriate courses or advised on
preparation for retaking the Math Placement Test. Students in Math Placement Group (MPG) 1 must take MAT 090:
Prealgebra to advance to MPG 2. Students in MPG 2 must take MAT 105 or MAT 106 to advance to MPG 3. Students in
MPG 3 must take MAT 114: Precalculus to advance to MPG 4, if planning to take calculus. No other MAT course
changes a student’s MPG. A grade of Pass or C- or higher is required to advance to the next math level.
Students are encouraged to advance their MPG as soon as possible. Students must achieve Math Placement Group
(MPG) 3 or higher to graduate. In addition, many courses require MPG 2, 3, or 4 as a prerequisite.
Writing
A writing sample is required of students to determine placement in an appropriate writing class. Students who
transfer an equivalent English composition course from another institution or Advanced Placement English Language
and Composition will be waived from the placement test. If we have official access to an ACT writing sample, we can
use that sample in place of the writing placement test. All other students must take the Writing Placement Test,
administered by Academic Advising.
Based on the writing sample, students are placed into the appropriate writing course. Students placed at Effective
take Effective Writing II (or Advanced Effective Writing or Honors Effective Writing). Students placed at Developmental
take Effective Writing I (ENL 101) before taking Effective Writing II. These students must pass Effective Writing I (ENL
101) with a grade of P, C-, or higher before enrolling in Effective Writing II (ENL 111/112/HON 111).
Modern Language Placement Test
Students with proficiency or experience in French, German, or Spanish complete a placement test. Students begin
their exploration of modern language at the level identified by the placement test. This online placement is
administered by Academic Advising. Placement for American Sign Language and Ojibwe is administered by faculty
representing those specific languages. Students speaking other languages can take a test through Language Testing
International and receive credit for the test by ordering a transcript of a score to be sent to Augsburg.
English Language Learners Assessment
Students whose primary language is other than English will complete a placement to determine preparedness for
classes taught in English and may need to complete an English Language Learning course(s). This placement is
administered by Academic Advising.
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Core Skills Requirements
Effective Writing
Students must pass ENL 111 - Effective Writing II with a grade of C-, P, or higher, or transfer in an equivalent course.
Attendance on the first day of class is required.
Language
For students who have not previously studied a second language, completion of a two-course sequence in the same
language with a minimum grade of C- or P in both courses is required. For a language previously studied, placement
into the 211 level or successful completion (minimum grade of C- or P) of 112 satisfies the graduation requirement.
Placement into French, German, and Spanish courses is based on assessment results from an online Brigham Young
University evaluation tool. Students proficient in other languages may seek a placement evaluation through faculty
fluent in the specified language at Augsburg or other ACTC schools. Details are available from Academic Advising.
Availability of assessment in all languages is not guaranteed.
Assessment is used for placement only and does not result in credit. Students may audit, but will not receive credit for
any course taken below their placement level. The Department of Languages and Cross-Cultural Studies may review
and sometimes override assessment results as deemed appropriate.
Language courses accepted in transfer may be applicable to this skills area for partial or full completion of the
requirement.
Students who have demonstrated competence in American Sign Language by passing an approved course sequence
will have fulfilled the Language Core Skill.
Students whose first language is not English and whose score is below the minimum on the English Language Learners
(ELL) placement test must fulfill the ELL requirement. The requirement is satisfied by successfully completing the ELL
course(s) and achieving a score above the minimum on the ELL placement exam. Students who complete the ELL
requirement will receive credit for the Language Core Skill requirement. Contact Academic Advising or the English
Department for additional information.
Health and Wellness
Two health and wellness courses are required for students admitted into the Day Program. WEL100 - Foundations of
Wellness is required of all Day students. The second course may be chosen from a variety of different Recreational
Wellness courses. Both courses must be completed with a P or LP. Students may test out of the Recreational Wellness
course by demonstrating proficiency from a selected Recreational Wellness activity. Proficiency exams are offered
through the Health and Physical Education Department each semester. There is a fee to take the Recreational
Wellness Activity Proficiency Test. Intercollegiate athletes and Health and Physical Education majors may not test out
of this requirement.
The Augsburg Core Curriculum
The Augsburg Core Curriculum is designed to prepare students to become effective, informed, and ethical citizens
through their engagement in a curriculum that:
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Provides a liberal arts foundation and promotes the acquisition of intellectual and professional skills
Calls for common inquiry into questions of faith and the search for meaning
Cultivates the transformative discovery of, and appreciation for, the student’s place of leadership and service in a
diverse world
The curriculum has three major components:
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Liberal Arts Foundation
Signature Curriculum
Skills Development
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The Augsburg First Year
To smooth the transition to higher education and their new community, first-year weekday program students are
required to take courses containing the following components:
Augsburg Seminar and Engaging Minneapolis
The Engaging Minneapolis requirement builds on Augsburg’s national leadership in experiential education as well as
its commitment to its urban location. Embedded in the first-year Augsburg Seminar experience, Engaging
Minneapolis introduces students to the city as a resource for intentional learning, typically through civic engagement,
cultural engagement, and/or service-learning.
Many Voices Project
Embedded in ENL 111, 112, and HON 111 (see Core Skills requirements), the Many Voices Project engages first-year
students in discussion of a common text addressing themes of cultural diversity and global awareness. Emphasizing
ways in which written communication can promote understanding and productive engagement among different
cultures and points of view, the Many Voices Project is intended to teach skills and methods that promote successful
communication among diverse writers and readers.
The Augsburg Signature Curriculum
Religion, Vocation, and the Search for Meaning
Guided by the faith and values of the Lutheran Church, the Search for Meaning courses encourage inquiry, welcome
diversity, wrestle with life’s complexities, and engage the world. Two required courses (RLN 100 plus a Search for
Meaning II course) highlight Augsburg’s commitment to developing religious literacy and nurturing students to think
critically about the concept of vocation.
Students from all faith traditions will find a generous spirit of hospitality in these courses. Whether you are Jewish or
atheist, Buddhist or seeker, Catholic or Muslim, Baptist, Lutheran, uncertain, disinterested, or someone who is
“spiritual but not religious,” these courses promote respect and understanding across faith traditions. All religion
courses engage with the concept of vocation and an understanding that we are called to live and serve as neighbors.
RLN 100 explores the idea that vocation is a model and lens for viewing the connections between our basic beliefs
and the commitments and actions we make in life.
The Liberal Arts Foundation
The Liberal Arts Foundation courses introduce students to knowledge and modes of inquiry across a wide range of
disciplines and subjects. The course offerings in the liberal arts provide the opportunity for students to acquire a
broad and solid foundation for their specialized study and professional preparation.
Students choose two approved LAF courses from two different departments in each domain: Natural Sciences and
Mathematics, Social and Behavioral Sciences, Humanities, and Fine Arts.
The official list of approved LAF courses is found on the Registrar’s Office webpage.
Natural Sciences and Mathematics
Two approved courses from two different departments: Biology, Chemistry, Environmental Science, Mathematics,
Physics. One must be a lab science course.
Social and Behavioral Sciences
Two approved courses from two different departments: Anthropology, Economics, Environmental Studies, Political
Science, Psychology, Sociology.
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Humanities
Two approved courses from two different departments/programs: American Indian Studies, Communication Studies,
English, History, Philosophy, Religion, Languages and Cross-Cultural Studies (literature and culture courses), and
Gender, Sexuality, and Women’s Studies.
Note: The signature Search for Meaning (RLN 100, 200, and 300) courses do not count as humanities Liberal Arts
Foundation requirements. If a student opts to take another approved RLN course to fulfill the Search for Meaning II
requirement, that course may not count toward a Humanities LAF.
Fine Arts
Two approved courses or approved activities from two different departments: Art, Film, Music, Theater.
One fine arts LAF requirement can be met by participating in one of the following:
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Four semesters in any combination of the major choral ensembles listed (MUE 111, 112, 114, 115)
Four semesters of orchestra (MUE 121)
Four semesters of concert band (MUE 141)
Senior Keystone
The Senior Keystone course provides a final opportunity for exploring the central themes of an Augsburg
education—vocation and the search for meaning in a diverse and challenging world. In this course, students reflect on
the meaning of their educational experiences and consider issues of transition as they prepare for their lives after
Augsburg. Many Keystone courses also meet major requirements.
The Senior Keystone course in each department connects the broad liberal arts foundation with the professional skills
and in-depth study of the major. It asks graduating students to think critically, reflectively, and ethically about their
place in the world as leaders and servants.
Electives
A student must complete a minimum of 128 semester credits in order to graduate. If the Core Curriculum and Major
requirements do not reach 128 semester credits, the student may take electives for credit in any subject area to reach
the minimum credit requirement.
Majors
For major requirements, see the appropriate departmental page(s) of this catalog or consult the department chair.
Graduation Skills
An Augsburg education aims to develop certain key skills during the years in college. Critical thinking, quantitative
reasoning, speaking, writing and information literacy are deliberate components of certain courses. Graduation skill
requirements typically are embedded in required courses in the major. Some departments, however, designate
courses outside the major or elective courses in the major that fulfill these requirements.
The Quantitative Reasoning (QR) skill incorporates both foundational mathematical skills and the application of those
skills. MPG 3 (Math Placement Group 3) is a prerequisite for all quantitative reasoning courses. See the appropriate
departmental page(s) in this catalog or consult the department chair for more information.
Core Curriculum Modifications
Some majors that result in a Bachelor of Science degree give students the ability to modify their Core Curriculum
requirements. For majors that allow both options, please note that students must choose either the Liberal Arts
Foundation waiver or the Language waiver. The two waiver options cannot be combined for a student.
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Bachelor of Science/Liberal Arts Foundation (LAF) Waiver
Students who elect the Bachelor of Science/LAF Waiver must complete at least six of the eight LAF requirements,
provided at least one course is taken in each of the four domains. (e.g., two Natural Science and Mathematics courses,
two Social and Behavioral Science courses, one Fine Arts course, and one Humanities course) The following majors are
approved for the Bachelor of Science/LAF Waiver:
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Actuarial Science (St. Thomas)
Biochemistry
Biology
Biopsychology
Chemistry
Computer Science
Data Science
Elementary Education
Exercise Science
Health Education (teaching licensure only)
Mathematical Economics
Mathematics
Music Therapy
Nursing
Physical Education (teaching licensure only)
Physics
Bachelor of Science/Language Waiver
Students who elect the Bachelor of Science/Modern Language Waiver are not required to complete modern language
courses as part of their degree. The following majors are approved for the Bachelor of Science/Modern Language
Waiver:
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Actuarial Science (St. Thomas)
Biochemistry
Biology
Biopsychology
Chemistry
Computer Science
Data Science
Mathematical Economics
Mathematics
Music Therapy
Nursing
Physics
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Majors and Minors
Majors, or concentrations of study, may be within one department, within one division, or may cross academic
disciplines.
Students are required to declare a major upon completion of 48 semester credits, and earlier in some disciplines.
Details of majors and minors are in the departmental pages of this catalog. Unless otherwise indicated, majors are
part of the Bachelor of Arts degree. Students are not required to complete a minor for graduation. Minors completed
after a bachelor’s degree is awarded are noted on the transcript.
Below is a complete list of majors, minors, and emphases. Listings that are in bold type are offered through both the
Day Program and the Adult Undergraduate (AU) program. Students are encouraged to discuss scheduling rotation of
major courses with their faculty mentors.
Majors and Areas of Emphasis
Accounting
American Indian, First Nations, and Indigenous Studies
Art Education
Art History
Biochemistry (BS)
Biology (BS)
Biopsychology (BS)
Business Administration
Economics/Business Administration
Music Business
Chemistry (BA or BS)
Communication Arts/Literature
Communication Studies
Computer Science (BA or BS)
Critical Race and Ethnicity Studies
Cross-Cultural Studies
Data Science (BS)
Economics
Applied Economics
Economics
Economics/Business Administration
Economics/Political Science
Mathematical Economics (BS)
Education
Elementary Education (BA or BS)
Kindergarten-Elementary (BA or BS- licensure)
English as a Second Language
Special Education: Academic Behavioral
Strategist
Health Education (BA or BS)
History
Interdisciplinary Studies
International Business
International Relations
Management
Management Information Systems
Marketing
Mathematics (BA or BS)
Music
Music (BA)
Music Education (BM)
Music Education (Community-Based,
non-licensure track) (BM)
Music Therapy (BS)
New Media
Nursing (BSN - offered through AU only)
Philosophy
Physical Education (BA or BS)
Physics (BA or BS)
Political Science
Political Science
Political Science/Economics (teacher licensure)
Pre-Law
Public Policy/Political Change
Psychology
Religion
Social Work (BSW)
Sociology
Spanish
Student-Designed Major
Studio Art
Theater
Theology and Public Leadership
Urban Studies
English
Environmental Studies
Exercise Science (BA or BS)
Film
Finance
Gender, Sexuality, and Women’s Studies
Graphic Design
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Minors
Accounting
American Indian, First Nations, and Indigenous Studies
Art
Architecture
Art History
Graphic Design
Studio Art
Biology
Business Administration
Business Minor for Science Majors
Entrepreneurial Studies
Chemistry
Communication Studies
Computer Science
Critical Race and Ethnicity Studies
Culture and Social Justice
Data Science
Economics
English
Literature, Language, and Theory
Writing
Creative Writing
Environmental Studies
Exercise Science
Film
Gender, Sexuality, and Women’s Studies
Global Women’s and Gender Studies
Sexuality Studies
Health Education
History
International Business
International Relations
Languages and Cross-Cultural Studies
French
German
Spanish
Leadership Studies
Management Information Systems
Business Analytics
Marketing
Mathematics
Statistics
Medieval Studies
Music
Creativity
Music
Music Business
Music Production
New Media
Peace and Global Studies
Philosophy
Physical Education
Physics
Political Science
Pre-Law
Public Policy and Political Change
Psychology
Religion
Social Welfare
Sociology
Special Education
Theater
Musical Theater
Urban Studies
Youth Studies
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Student-Designed Major
Students may design their own major with the assistance and approval of three advisors from relevant fields and
subsequent final approval by the Augsburg University Academic Affairs Committee (AAC). A student-designed major
allows flexibility in selecting major courses. Any student wishing to design a major must complete a proposal, submit it
with approval and supporting letters from three faculty advisors, and obtain AAC approval of the program. Students
should seek AAC approval as early as possible so that any changes suggested by AAC may be incorporated into the design
without affecting the student’s proposed completion date. The deadline for initial submission of the program design to
AAC is the first term in which the student has achieved junior status; the final version must be approved the term before
the student achieves senior status.
Students wishing to design majors must:
1. Develop the student-designed major in concert with three faculty advisors from relevant fields, who together
constitute the Review Team. All advisors must sign the proposal cover sheet and submit supporting letters of
approval to AAC. Supporting letters should assess both the student’s ability to complete the proposed major and the
validity and value of the proposed major, including (in at least one of the letters) the proposed capstone course. The
advisors’ signatures and supporting letters represent their approval of the program, including the capstone course,
and their commitment to oversee the student’s progress.
2. Develop a student-designed major program proposal that includes:
● A statement of learning goals and objectives
● A list of proposed courses (minimum of 36 semester credits, no more than one of which is a lower-level language
course, and at least five of which are upper division) and a discussion of how the courses are related to the
program goals. Indicate how the proposed courses collectively support a specialized and cohesive plan usually
associated with an academic major. Proposals must include research describing comparable programs of study at
a minimum of three other academic institutions. In addition, students should consult with the Clair & Gladys
Strommen Center for Meaningful Work for additional information regarding career objectives. The proposal
should provide information showing how the Augsburg Core Curriculum requirements (including graduation
skills) are to be fulfilled.
● A description of the student-designed major capstone to be taken some time during the senior year. The student
should devise the capstone in consultation with advisors. It should require an integrative project/paper that
draws together the coursework up to that point and/or prepares one for further study. In addition, at least one
of the advisors must specifically address the rationale for the proposed capstone in his or her supporting letter,
though approval of the student-designed major program by all advisors presumes their approval of the capstone
course.
● Submit the completed proposal and supporting documentation to the Office of Academic Affairs.
If AAC approves the proposed major program, the student will be expected to complete the program designed and still
meet all of the other Augsburg degree requirements as stated in the university catalog.
Students who design their own majors will meet with their advisors regularly throughout the design and subsequent
evaluation of their program. Changes in the approved student-designed major may be made through the normal petition
process to the Student Standing Committee with advisor approval.
ACTC Majors
Full-time Day students may complete other majors through the Associated Colleges of the Twin Cities (ACTC). Students
who wish to complete a major or minor offered at one of the other ACTC colleges must submit a completed ACTC Major
or Minor Declaration Form to the Registrar’s Office. This form must list all ACTC courses required and be signed by the
ACTC school advisor. Some majors may not be available or may have a competitive application process with acceptance
determined by the major department.
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Students choosing an ACTC major will need to work with an advisor at the other campus to plan course schedules so that
the student is making progress towards the degree. Students should know that registration for ACTC courses can be
limited and are advised to submit registration materials at the earliest possible time.
Pre-Professional Programs
Students who plan to enter the fields of law, medicine, dentistry, ministry, veterinary science, or pharmacy can profit
from a liberal arts education at Augsburg.
It is recommended that requirements for admission to graduate schools or seminaries be reviewed and the course of
study at Augsburg planned accordingly. A faculty mentor is available in each field to assist students in their planning. In
addition, the Undergraduate Research and Graduate Opportunities (URGO) office includes a Health Science Advisor who
works directly with students pursuing health care fields. Students who want to plan a pre-professional program should
contact Academic Advising prior to or early in their first year to arrange for faculty advising.
List of Pre-Professional Programs
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Pre-Health Science
o See Biology Departmental page
Pre-Law
o Students considering a career in law should examine the handbook published by the Association of American
Law Schools. Pre-law students major in disciplines of their own choosing; most law school entrance
requirements will be satisfied with a record of solid achievement coupled with an acceptable Law School
Admission Test (LSAT) score.
Pre-Pharmacy
o Augsburg has a program designed to fulfill minimum requirements of the College of Pharmacy at the
University of Minnesota: BIO 151, 353, 476; CHM 115, 116, 351, 352; COM 111 or 115; ECO 112 or 113; ENL
111, 220; MAT 145; PHY 121, 122; and two courses in behavioral sciences such as PSY 105 and SOC 121.
Requirements at other universities may vary.
Pre-Seminary
o A student may enter a theological seminary with any of several different majors, such as history, philosophy,
English, psychology, sociology, or religion. Recommended preparation includes RLN 100, 200; at least two
semesters of history (Western civilization); one or more courses in the history of philosophy; and Greek in
the junior and/or senior year. The Bernhard Christensen Center for Vocation provides resources and support,
including scholarship opportunities, for students considering seminary.
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Academic Organization and Departments
As a liberal arts institution, Augsburg University believes that knowledge and truth are interrelated and are integrated
into a whole. The tradition of the academic world, however, divides this unified truth into more manageable parts: the
academic disciplines. The knowledge of individual disciplines is subdivided into courses that make it more accessible to
students. These courses can be arranged in various ways to construct majors, to create the substance of a broad general
education, and to give students the opportunity to study areas of particular individual interest.
Degrees Offered
Augsburg offers the following undergraduate degrees:
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Bachelor of Arts
Bachelor of Music
Bachelor of Science
Faculty
The heart of any educational institution is its faculty. Augsburg University is particularly proud of the excellence and
commitment of its professors. Most faculty hold a doctorate or the highest degree in their field, and all consider teaching
to be the focus of their activity. Faculty are also involved in a variety of professional and research activities that support
their teaching. They are actively involved in an exciting faculty development program that introduces them to current
thought in many fields, but especially in teaching techniques and theories.
Augsburg’s size and small classes encourage its tradition of close involvement between professors and students. Faculty
act as academic advisors and participate regularly in campus activities. Every incoming student is assigned both a faculty
and staff academic advisor. In this close interaction, faculty act as mentors for students, and the staff advisor primarily
guides course planning.
Course Descriptions
Course descriptions offer a brief summary of the subject matter to aid students in planning a program. Course
descriptions can be found at our Course Description Search. A syllabus containing a more detailed explanation of
content, approach, requirements, and evaluations for a particular course can be obtained from the instructor.
Internships and Independent Studies
Every department offers opportunities for internships and independent study. The course description and process for
registering for credit is normally the same for each department. Some departments have additional requirements that
are noted in the course description. Interdisciplinary internships are also available.
Internships
198 – Internship/On-campus
199 - Internship/Off-campus (4 credits)
A work or service-based learning experience typically at the sophomore level in which a student, faculty member, and
site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities
inherent in the placement. Prior to the beginning of the term/registration, interested students must consult with the
departmental internship coordinator or a faculty member and the Strommen Center regarding requirements and
permission to register.
396 - Internship/On-campus (4 credits)
397 - Internship/Off-campus (2 credits)
398 - Internship/On-campus (2 credits)
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399 - Internship/Off-campus (4 credits)
A work or service-based learning experience at the junior/senior level in which a student, faculty member, and site
supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities
inherent in the placement. For some majors, participation in a concurrent seminar may be expected. Prior to the
beginning of the term/registration, interested students must consult with the departmental internship coordinator or a
faculty member and the Strommen Center regarding requirements and permission to register. (Off-campus 397/399
internships are one option for the Augsburg Experience graduation requirement.)
Directed and Independent Studies
299 - Directed Study
An opportunity to study topics not covered in the scheduled offerings under the direction of an instructor. Approval must
be secured in writing from the instructor and the department chairperson before the term in which the study is
undertaken.
499 - Independent Study/Research
An opportunity for advanced and specialized research projects. Approval must be secured in writing from the instructor
and the department chairperson before the term in which the study is undertaken.
Academic Year
All Augsburg programs follow the semester calendar with fall, spring, and summer semester lengths ranging from 14-16
weeks.
In Augsburg’s Day Program full-time students normally take 16 credits per semester. Day Program students are able to
take courses from the other four Associated Colleges of the Twin Cities during fall or spring semester.
Adult Undergraduate (AU) classes typically meet on the same night of the week, Monday through Thursday for
three-and-a-half hours, on an alternating bi-weekly schedule. The alternating weeks of the semester are labeled
“Maroon,” and “Silver.” Online and out-of-class work occurs during the non-class meeting week. Students may take up to
19 credits per semester.
Rochester (ROCH) campus classes are held on weekday evenings and meet alternate weeks. There are seven to eight
class sessions supplemented by online instruction each semester with each class meeting for 3.5 to 4 hours. Students
may take up to 19 credits per semester.
Courses and majors offered through AU/ROCH are equivalent to their Day Program counterparts. However, the
curriculum is limited to selected liberal arts courses and majors.
Course Offerings
In general, most courses are offered at least once per year unless otherwise indicated. Since some courses are offered
alternate years, it is important that the student review major requirements and course offerings with an advisor to
ensure that all requirements can be met.
Note: Not all courses are offered in all programs. Refer to AugNet Records and Registration for information on when
specific courses are offered.
Credit Hour Definition
Augsburg’s credit hour policy follows the federal guidelines in defining a semester credit hour as one fifty-minute period
of instruction and 100 minutes of out-of-class work per week for fifteen weeks, or the equivalent amount of student
work completed over a different time frame or via a different delivery method.
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Numbering
Courses numbered 100 -299 are classified as lower division. Courses numbered 300 and above are classified as upper
division. In general, courses in the 100s are primarily for first-years, 200s for sophomores, 300s for juniors, and 400s for
seniors.
Prerequisites
Courses that must be taken before enrolling in a higher level course are listed in the online Course Description Search as
prerequisites. While it is not recommended, a student may enroll in a course when a prerequisite has not been fulfilled if
there is prior approval by the professor teaching the course. Effective Writing II (ENL111) and math placement
prerequisites cannot be waived by the instructor. Students may be dropped from a course they have registered for if they
do not earn a satisfactory grade in the prerequisite for that course in the preceding semester.
Divisions and Departments
The university curriculum is offered by academic departments that are grouped into three divisions for administrative
and instructional purposes:
Fine Arts and Humanities
Natural and Social Sciences
Professional Studies
American Indian, First Nations, and
Indigenous Studies
Biology
Business Administration
Art and Design
Chemistry
Education
Communication Studies, Film, and
New Media
Clinical Psychology
Health, Physical Education, and
Exercise Science
Critical Race and Ethnicity Studies
Economics
Nursing
English
Mathematics, Statistics, and
Computer Science
Gender, Sexuality, and Women’s
Studies
Physics
History
Political Science
Languages and Cross-Cultural
Studies
Psychology
Music
Sociology
Religion and Philosophy
Theater
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Social Work
Full explanation of departments and academic programs including major/minor requirements, graduation skills, and
other academic information is provided in the following pages, alphabetically by department.
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American Indian, First Nations, and Indigenous Studies
American Indian, First Nations and Indigenous Studies is a major that gives students the opportunity to learn about the
original, indigenous cultures of North America. Students will be provided with a multidisciplinary understanding of the
history and present situation of American Indians. The program emphasizes the interrelations among history, culture,
language, literature, the arts, philosophy, religion, political and social forces, and the legal status and sovereignty of
American Indians. This course of study exposes students to the richness and beauty of North American Indigenous
cultures.
Faculty
Eric Buffalohead (Chair), Elise Marubbio, , Vinodh Kutty, Jennifer Simon
Degree and Major Requirements
American Indian, First Nations, and Indigenous Studies Major
Ten courses, including:
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AIS 105 - Introduction to American Indian Studies
AIS 202 - Indigenous Forms of Cultural Expression
AIS 205 - Contemporary American Indian Issues
AIS 304 - Engaging Native Communities
AIS 380 - Decolonizing Practices: Reading, Writing, Research
AIS 405 - Indigenous Activism and Resistance in the Americas
Four elective courses, of which at least two must be upper division, chosen from the following:
o AIS 193 - Topics Workshop: Well-Being and Success in the University
o AIS 208 - Native American/First Nations Women and Film
o AIS 264 - American Indians in the Cinema
o AIS 295 - Topics
o AIS 299 - Directed Study
o AIS 302 - Indigenous Expressive Forms
o AIS 305 - Indigenous Issues of the Americas
o AIS 364 - Indigenous Filmmakers
o AIS 393 - Topics Workshop: Well-Being and Success After University
o AIS 396 - Internship
o AIS 397 - Internship
o AIS 398 - Internship
o AIS 399 - Internship
o AIS 495 - Topics
o AIS 498 - Independent Study/Research
o AIS 499 - Independent Study
o ART 290 - Native American Art
o DAK 111 - Beginning Dakota I
o DAK 112 - Beginning Dakota II
o HIS 236 - American Indian History
o OJB 111 - Beginning Ojibwe I
o OJB 112 - Beginning Ojibwe II
o RLN 370 - American Indian Spirituality and Philosophical Thought
*AIS Majors complete the Keystone requirement by taking AIS 405.
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Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by DST 164, MAT 111,
MAT 145, MAT 146, MAT 163, or PHI 230. Transfer students must consult an advisor about potential adjustments to their
course requirements to fulfill each of these skills.
American Indian, First Nations, and Indigenous Studies Minor
Five courses including AIS 105. At least two courses must be upper division.
For a complete list of courses and descriptions, see the Course Description Search.
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Art and Design
Art is essential. It teaches us to see, claim beauty, make sense of pain, explore the world, and express ourselves.
At Augsburg University, inspiration and creativity flourish with diversity. A solid foundation of drawing, design, and
history is balanced with the development of technical skills, critical thinking, and creative exploration in a range of
media, including graphic design, drawing, painting, printmaking, ceramics, sculpture, photography, hand papermaking,
book arts, art history, architecture, and digital media. Through experiential learning and critical engagement, we foster
understanding of and respect for the crucial contributions of art to society. We are a small campus in the heart of a major
metropolitan area with an innovative faculty. Our classrooms extend into the city creating opportunities for community
engagement and real-life experiences.
On-campus galleries showcase student and professional artwork. Nearby museums, galleries, studio visits, and guest
artists provide art in real time. Service learning, internships, and study abroad are integral to our program.
We reach nearly 1,000 students a year from all disciplines, and graduate 10-15 majors annually with Bachelor of Arts
degrees in art history, graphic design, studio art, and art education. Minors in studio art, art history, graphic design, and
architecture provide additional opportunities for specialization.
For more than half a century, students have been earning degrees in art and art history at Augsburg University. We’re
excited to be here in the center of the city. You will be, too.
Art and Design Faculty and Staff
Kristin M. Anderson, Dahn Gim, Christopher Houltberg, Daniel Ibarra, Robert K. Tom, Lyz Wendland
Jenny Wheatley: Gallery Coordinator
Degree and Major Requirements
Note: All studio courses require 3-6 work hours per week outside of class sessions. Most studio courses have student
supply kit fees.
Graduation Skills
The Critical Thinking (CT), Writing (W) and Speaking (S) graduation skills are embedded throughout the offered courses
and are met by completing the majors.
Quantitative Reasoning (QR) requirement is met by completing one of the following courses:
MAT 111, MAT 145, MAT 146, MAT 163, PHI 230, or PHY 119.
Studio Art Major
Majors should begin their programs with the required studio arts foundations and Art 240 Art History Survey:
● ART 102 - Design
● ART 107 – Drawing
● ART 240 - Art History Survey
● One course in two-dimensional art chosen from the following
o ART 118 - Painting I
o ART 201 - Introduction to Graphic Design
o ART 220 - Screen Printing I
o ART 223 - Print Making I
o ART 257 - Watercolor Painting I
● One course in three-dimensional art chosen from the following
o ART 221 - Sculpture I
o ART 250 - Ceramics I
o ART 280 - Hand Papermaking and Book Arts I
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Five additional studio arts courses
Two additional upper division art history courses
o ART 349 - The Designed Environment
o ART 352 - Women and Art
o ART 382 - Scandinavian Arts
o ART 385 - Prehistoric and Ancient Art
o ART 386 - Medieval Art
o ART 387 - Renaissance and Baroque Art
o ART 388 - Modern Art
o ART 389 - American Art
o ART 390 - Native American Art
ART 305 - Mid-Program Portfolio Review (only offered in Spring semester)
ART 405 - Senior Exhibition/Project and Review (only offered in Fall semester)
Studio majors must participate in a group exhibition and review in their junior year, followed by a solo or two-person
show or group exhibition with a faculty review in their senior year, and the annual senior group exhibition.
Art Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that differ slightly in emphasis from the Augsburg
major requirements. The state requirements may also be subject to change after publication of this catalog. Students
therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure
requirements.
Majors should begin their programs with the required studio arts foundations and Art 240 Art History Survey:
● ART 102 - Design
● ART 107 – Drawing
● ART 240 - Art History Survey
● One course in painting from:
o ART 118 - Painting I
o ART 257 - Watercolor Painting I
● One course in three-dimensional art from:
o ART 221 - Sculpture I
o ART 250 - Ceramics I
● One course in graphic arts from:
o ART 132 - Photography I
o ART 220 - Screen Printing I
o ART 223 - Print Making I
● One course in fibers: ART 280 - Hand Papermaking and Book Arts I
● One course in computer design from:
o ART 201 - Introduction to Graphic Design
o ART 202 – Typography
● Two second-level courses in two different disciplines
● Two additional upper division art history courses from:
o ART 349 - The Designed Environment
o ART 352 - Women and Art
o ART 382 - Scandinavian Arts
o ART 385 - Prehistoric and Ancient Art
o ART 386 - Medieval Art
o ART 387 - Renaissance and Baroque Art
o ART 388 - Modern Art
o ART 389 - American Art
o ART 390 - Native American Art
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ART 305 - Mid-Program Portfolio Review (only offered in Spring semester)
ART 405 - Senior Exhibition/Project and Review (only offered in Fall semester)
Studio majors must participate in a group exhibition and portfolio review in their junior year, followed by public
presentation of their senior project with a faculty review in their senior year, and the annual senior group exhibition in
the spring semester.
Graphic Design Major
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All of the following skill and workshop courses:
o ART 124 - Graphic Design Production: InDesign
o ART 125 - Graphic Design Production: Illustrator
o ART 126 - Graphic Design Production: Photoshop
o ART 127 - Graphic Design Production: HTML/CSS
o ART 226 - Artist Workshop
All of the following core courses:
o ART 133 - Introduction to Digital Photography
o ART 201 - Introduction to Graphic Design
o ART 202 - Typography
o ART 240 - Art History Survey
o ART 315 - Graphic Systems
o ART 324 - Design Studio I
o ART 326 - Design Studio II
o ART 424 - Advanced Design Studio III
o ART 425 - Advanced Design Studio IV
One of the following courses in drawing:
o ART 107 - Drawing
o ART 122 - Plein Air Sketching I
One of the following courses in three-dimensional art form:
o ART 105 - Introduction to Architectural Drawing
o ART 221 - Sculpture I
o ART 250 - Ceramics I
o ART 280 - Hand Papermaking and Book Arts I
One of the following courses in art history:
o ART 349 - The Designed Environment
o ART 352 - Women and Art
o ART 382 - Scandinavian Arts
o ART 385 - Prehistoric and Ancient Art
o ART 386 - Medieval Art
o ART 387 - Renaissance and Baroque Art
o ART 388 - Modern Art
o ART 389 - American Art
o ART 390 - Native American Art
One elective ART course (4 credits):
o Any other ART course not listed above
ART 305 - Mid-Program Portfolio Review (only offered in Spring semester)
ART 405 - Senior Exhibition/Project and Review (only offered in Fall semester)
Art History Major
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Eight art history or architectural history courses including:
o ART 240 - Art History Survey
o ART 388 - Modern Art
o Six other art history or architectural history courses
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Two studio courses:
o ART 102 - Design or ART 107 - Drawing
o ART 118 - Painting I or ART 221 - Sculpture I
ART 305 - Mid-Program Portfolio Review (only offered in Spring semester)
ART 405 - Senior Exhibition/Project and Review (only offered in Fall semester)
Art History majors must participate in a group exhibition and review in their junior year, followed by creating and
curating a research-based exhibition with faculty review in their senior year.
Double Major
Students planning a double major in studio art and art history or a major/minor combination should meet with a
department advisor to plan appropriately.
Departmental Honors
GPA of 3.50 in the major and overall, portfolio of artwork (studio majors) or research (art history majors) reflecting the
highest quality work, and Department of Art & Design-approved special projects and/or research. Application should be
made to the department chair before the last term of the senior year.
Architecture Minor
Five courses including:
● ART 105 - Introduction to Architectural Drawing
● ART 210 - Drawing for Design in Architecture
● ART 243 - History of Architecture to 1750
● ART 244 - History of Architecture after 1750
● ART 249/349 - The Designed Environment
Art History Minor
Five art history courses including ART 240 - Art History Survey.
Graphic Design Minor
The following skill courses:
● ART 124 - Graphic Design Production: InDesign
● ART 125 - Graphic Design Production: Illustrator
● ART 126 - Graphic Design Production: Photoshop
● ART 127 - Graphic Design Production: HTML/CSS
The following core courses:
● ART 107 - Drawing or ART 122 - Plein Air Sketching I
● ART 201 - Introduction to Graphic Design
● ART 202 - Typography
● ART 315 - Graphic Systems
● ART 324 - Design Studio I
Studio Art Minor
Five courses including:
● ART 107 – Drawing
● ART 240 – Art History Survey
● Three additional studio courses.
For a complete list of courses and descriptions, see the Course Description Search.
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Biochemistry
Biochemistry is the study of chemical processes within and relating to living systems. This includes information flow
through biochemical signaling, and energy flow through metabolism. Biochemical processes give rise to the rich
complexity and variety of life.
Biochemistry serves as a vital bridge between macroscopic and molecular worlds, encompassing the broad study of
chemical processes within and relating to living systems. The mechanisms that sustain life are rich and complex, and
biochemists are trained to appreciate those mechanisms on a uniquely fundamental level.
Augsburg’s core curriculum in biochemistry encourages students to build their understanding of key fields within the
biological sciences—including anatomy, physiology, cell biology, genetics, and medicinal chemistry—using the underlying
molecular interactions as a solid foundation for their mastery. The breadth and depth of this approach serves as a robust
platform for a vast array of careers for aspiring health professionals, researchers, and industry technicians.
The Biochemistry major is a joint major between the Biology and Chemistry Departments. As such, students have the
support of a large pool of faculty mentors while completing their studies, as well as dedicated members of both
departments who focus specifically on biochemistry for their academic vocation.
Biochemistry Faculty
Matthew Beckman, Jennifer Bankers-Fulbright, William Capman, David Crowe (Chair), Teresa Krause, Emily Schilling,
Jason Tan, Leon Van Eck, Joan Kunz, Benjamin Binder, Amanda Case, Vivian Feng, Michael Wentzel (Chair).
Degree and Major Requirements
Bachelor of Science in Biochemistry
Students majoring in Biochemistry may not simultaneously major in Chemistry, due to the significant overlap in courses.
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BIO 151 and 151L - Introductory Biology
BIO 354and 354L - Cell Biology
BIO/CHM 369 and 369L – Biochemistry
BIO/CHM 370 - Biochemistry II
CHM 115 and 115L - General Chemistry I and Lab
CHM 116 and 116L - General Chemistry II and Lab
CHM 251 and 251L - Organic Chemistry I
CHM 252 and 252L - Organic Chemistry II
CHM 280 and 280L - Quantitative Analytical Chemistry
CHM 362 - Physical Chemistry: Macroscopic Theory
PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics II
MAT 145 and 145L - Calculus I
One of MAT 146 or MAT 255
o MAT 146 and 146L - Calculus II
o MAT 255- Multivariable Calculus
Two semesters of CHM 491 - Chemistry Seminar
Minimum 8 additional credits from:
o BIO 355and 355L- Genetics
o BIO 361 and 361L - Plant Biology
o BIO 471 and 471L - Advanced Cellular and Molecular Biology
o BIO 473 and 473L - Physiology of Humans and Other Animals
o BIO 474 and 474L - Developmental Biology
o BIO 475 and 475L - Neurobiology
o BIO 476 and 476L - Microbiology
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o BIO 486 - Immunology
o CHM 368 - Physical Chemistry: Microscopic Theory
o CHM 464 - Advanced Organic Chemistry
o CHM 481 - Instrumental Analysis
o CHM 482 - Advanced Inorganic Chemistry
o PHY 317 - Biophysics
o BIO 488 / CHM 488 (2 credits) - Special Topics in Biochemistry (maximum of 4 credits toward the major)
o BIO 489 / CHM 489 (4 credits) - Special Topics in Biochemistry
o BIO 499 / CHM 499 - Independent Study (maximum 4 credits)
Four credits from:
o CHM 430 - Advanced Thermodynamic and Separation Lab
o CHM 440 - Advanced Synthesis Lab
o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
One Keystone course chosen from:
o BIO 490 - Biology Keystone
o SCI 490 - Integrated Science
o HON 490 - Honors Senior Seminar
o Another keystone with departmental approval
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the
offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing COM 115
(preferred) or COM 111 or HON 130.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
General Education Accommodation
BS biochemistry majors may reduce their general education program by one or two courses. See Bachelor of
Science/Liberal Arts Foundation (LAF) Waiver in the Academic Information section of the catalog.
Transfer Course Policy for Majors and Minors
Chemistry and Biology have articulation agreements with many of the local CCs as well as ACTC schools. Any transfer
courses not part of existing articulation agreements must be approved in writing by the departments, subject to review
by the chairs. Only those biology and chemistry courses successfully completed (C- or above) within the last 10 years will
be considered. Both biochemistry courses and four credits of upper division (300 level and higher) electives must be
completed in residence (at Augsburg University).
Departmental Honors in Biochemistry
The awarding of Departmental Honors recognizes a student’s outstanding achievement(s) in the Biochemistry Major.
Only students who have a major GPA of 3.5 or higher may earn Departmental Honors by successfully completing the
following:
Continuation of a summer or academic year biology, chemistry, or biophysics research or internship via successful
completion of BIO 297, BIO/CHM 399, CHM 498, BIO/CHM 499 or HON 499 (minimum of 400 hours total research).
Before registering for one of these options, students must submit a formal letter of intent to an Honors Committee of
three biology or chemistry or physics faculty (to be determined by the mentor and student). This formal letter of intent
will be composed of no more than one page of text providing the following: (1) Title of project; (2) abstract describing
the project with special focus given to the questions that will be addressed, the methods to be used and the expected
outcomes; (3) name and signature (with date) of your faculty mentor; and (4) list of the three Biology, Chemistry and/or
Physics Department faculty who have agreed to serve as your Honors Committee. A decision whether or not to approve
registration will be made by the Honors Committee within one week of submission. Successful completion of the Honors
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process requires a public presentation of your research and an oral discussion of your project with the Honors Faculty
committee, typically no later than March 15, so that successful recipients of departmental honors can be recognized
during graduation ceremonies.
The formal letter of intent for Honors in Biochemistry is typically submitted early in the fall semester of the senior year.
Other Requirements
In planning their courses of study, students are encouraged to work closely with members of the biology and chemistry
faculty. Biochemistry majors must have an advisor in either the biology or chemistry departments. In order to complete
all major requirements in four years, BIO 151 and CHM 115 and 116 should be taken in the first year; and BIO 253 and
CHM 251 and 252 and 280 are recommended in the second year. Students should complete their math requirements
early in their academic careers. Students must earn a minimum grade of C- in all courses that are prerequisite for higher
level courses. Supporting course requirements in mathematics, physics, and communication must be satisfied with a
grade of C- or higher to satisfy major requirements. A C- or higher average must be maintained in all upper division
biology and chemistry courses applied toward meeting the requirements of a major. All biology and chemistry courses
applied toward the major must be traditionally graded.
Students completing majors in biochemistry will be required to take the ETS Major Field Test in either biology or
chemistry during their final year of the program. The exam will appear on the graduation checklist.
Biochemistry for Health Sciences
Prerequisite requirements for health sciences vary with the program and the institution. Care should be taken to study
the requirements for every program well in advance of making an application. In general, the pre-medical curriculum
includes a year each of biology, general chemistry, organic chemistry, calculus and physics. Courses in biochemistry,
statistics, advanced biology, and social and behavioral sciences are also important preparation for the MR5 Medical
College Admissions Exam. Programs in physician assistant training, veterinary medicine, physical therapy, and such
typically have a more extensive list of prerequisites. Students considering a post-baccalaureate program in these areas
should consult early and often with health science advisors Catherina Kipper, and Kelsey Richardson Blackwell.
Graduate Training in Biochemistry
Graduate programs in biochemistry typically require two semesters of general chemistry, organic chemistry, calculus, and
physics. A course in statistics is highly recommended. Also required is extensive involvement in faculty-student research
through URGO, McNair and other research opportunities which satisfy the Augsburg Experience.
Students also participate in research off campus through internships and summer research experiences. Careful
consultation with a biology or chemistry faculty mentor is recommended to select among coursework and research
options.
For a complete list of courses and descriptions, see the Course Description Search.
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Biology
From transgenic crops to emerging diseases to being a member of the human species, biology affects – literally – every
part of your life. Because biology is such a broad field, the biology program at Augsburg emphasizes integration across
many sub-disciplines, including molecular, cellular, organismal, evolutionary, and ecological biology. Additionally, the
biology program at Augsburg coordinates with the mathematics, chemistry, and physics programs to ensure that our
students acquire the necessary knowledge to fully understand biological phenomena.
Augsburg’s Biology program is designed to provide students with the opportunities to (1) understand the fundamental
knowledge of the discipline, (2) know how scientific knowledge is generated and disseminated, (3) effectively
communicate scientific information in written and oral forms, (4) be proficient in common biological lab techniques, and
(5) demonstrate professionalism in the sciences. Additionally, Augsburg has a strong commitment to undergraduate
research, both on and off campus. There are a variety of opportunities to work on research projects with Biology faculty
and subsequently present your research at regional, national, and international meetings.
Graduates of our Biology program follow many different paths. Most of our graduates use their undergraduate major in
Biology as a springboard for further study. Augsburg graduates have gone on to graduate studies leading to careers in
post-secondary teaching, basic and applied research, and public health or have entered professional programs in
medicine, veterinary medicine, and dentistry. In addition, many of our students go directly into the workforce as
laboratory technologists and teachers.
Biology Faculty
Matthew Beckman, Jennifer Bankers-Fulbright, William Capman, David Crowe (Chair), Teresa Krause, Emily Schilling,
Jason Tan, Leon Van Eck
Degree and Major Requirements
Students majoring in Biology will earn a Bachelor of Science degree. BS biology majors may reduce their general
education program by one or two courses. See Bachelor of Science/Liberal Arts Foundation (LAF) Waiver in the Academic
Information section of the catalog.
The total number of required courses in the department is nine courses. There are additional required supporting
courses that must be taken in other disciplines.
All of the following courses are required for the major:
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BIO 151 and 151L - Introductory Biology
BIO 152 and 152L - Evolution, Ecology and Diversity
BIO 354 and 354L - Cell Biology
BIO 355 and 355L - Genetics
CHM 115 and 115L- General Chemistry I
CHM 116 and 116L - General Chemistry II
CHM 251 and 251L - Organic Chemistry I
One of PHY 107, PHY 116, or PHY 121
o PHY 107 and 107L - College Physics I
o PHY 116 and 116L - Introduction to Physics
o PHY 121 and 121L - General Physics I
MAT 114 - Precalculus (or achievement of MPG 4)
One of DST 164, MAT 145, MAT 163, or PSY 215
o DST 164 - Introduction to Statistics (with R)
o MAT 145 and 145L - Calculus I
o MAT 163 - Introductory Statistics
o PSY 215 - Research Methods and Statistics I
One Keystone course chosen from:
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o BIO 490 - Biology Keystone
o SCI 490 - Integrated Science
o HON 490 - Honors Senior Seminar
o Another keystone with departmental approval
Five additional upper division electives, at least one of which must be BIO 351, BIO 361, BIO 420, BIO 425, BIO 481,
or ENV 320. Four of the five upper division electives must have an accompanying 1-credit lab. Students may take two
different BIO485 courses in place of one upper division elective:
o BIO 351 and 351L - Invertebrate Zoology
o BIO 353 and 353L - Comparative Vertebrate Anatomy
o BIO 361 and 361L - Plant Biology
o BIO 369 and 369L - Biochemistry
o BIO 420 - Conservation Biology
o BIO 425 and 425L - Freshwater Ecology
o BIO 444 and 444L - Genomics and Biotechnology
o BIO 471 and 471L - Advanced Cellular and Molecular Biology
o BIO 473 and 473L - Physiology of Humans and Other Animals
o BIO 474 and 474L - Developmental Biology
o BIO 475 and 475L - Neurobiology
o BIO 476 and 476L - Microbiology
o BIO 481 and 481L - Ecology
o BIO 485 - Advanced Topics in Biology (completed twice)
o BIO 486 - Immunology
o BIO 495 - Special Topics in Biology
o ENV 320 and 320L - Environmental Science
o PHY 317 and 317L - Biophysics
General Education Accommodation
BS biology majors may reduce their general education program by one or two courses. See Bachelor of Science/Liberal
Arts Foundation (LAF) Waiver in the Academic Information section of the catalog.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the
offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing COM 115
(preferred) or COM 111 or HON 130.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Transfer course policy for majors and minors
All transfer courses, including ACTC courses, must be approved in writing by the department, subject to review by the
chair. Only those biology courses successfully completed (C- or above) within the last 10 years will be considered. At least
four upper division electives must be completed in residence (at Augsburg University). Some students take a 2 semester
sequence of human anatomy and physiology either out of interest or to meet a prerequisite for Physician Assistant or
other programs. The Biology Department accepts the 2 semester sequence of Human Anatomy and Physiology from
several colleges as a replacement for 1 of the upper division electives, without written approval. Consult with a Biology
Department advisor to learn which anatomy and physiology courses at other colleges are accepted.
Custom Biology Programs
Students who have completed BIO 151, 152, 253, 255 and at least one upper division elective may, in consultation with
their advisor, seek approval from the department to complete major requirements with as many as four upper division
courses from other institutions.
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Departmental Honors
The awarding of Departmental Honors recognizes a student’s outstanding achievement(s) in the Biology Major. Only
students who have a major GPA of 3.5 or higher and an overall GPA of 3.0 or higher may earn Departmental Honors by
successfully completing one of the following:
1. Continuation of a summer or academic year biology research internship via successful completion of BIO 297, BIO 399,
BIO 497, BIO 499 or HON 499. Before registering for one of these options, students must submit a formal letter of intent
to an Honors Committee of three biology faculty (to be determined by the mentor and student) at least 2 weeks prior to
the registration deadline. This formal letter of intent will be composed of no more than one page of text providing the
following: (1) Title of project; (2) abstract describing the project with special focus given to the questions that will be
addressed, the methods to be used and the expected outcomes; (3) name and signature (with date) of your faculty
mentor; and (4) list of the three Biology Department faculty who have agreed to serve as your Honors Committee. A
decision whether or not to approve registration will be made by the Honors Committee within one week of submission.
Successful completion of the Honors process requires a public presentation of your research and a written report in the
style of a typical peer-reviewed biological discipline journal article. The written report will be accepted or rejected by the
Honors Committee within 2 weeks of submission. Although there is no formal deadline for the submission of the final
paper it is advised that the student and committee establish a date for submission, typically no later than March 1, at the
time of the proposal submission so that successful recipients of departmental honors can be recognized during
graduation ceremonies.
2. Selection for, participation in, and completion of the Mayo Innovation Scholars Program (including the final
presentation).
Minor
A course sequence in general chemistry and five biology courses including BIO 151, 152, and three additional BIO courses
(200 level or above). The majority of courses in biology must be taken at Augsburg University.
Other Requirements
In planning their courses of study, students are encouraged to work closely with members of the biology faculty. Biology
majors must have an advisor in the biology department. In order to complete all major requirements in four years, BIO
151 and 152 and General Chemistry should be taken in the first year, and BIO 354, BIO 355 and Organic Chemistry in the
second year. Students should complete their math requirements early in their academic careers.
Students must earn a minimum grade of D and an average grade of C- in BIO 151 and 152. Supporting course
requirements in chemistry, mathematics, physics, and communication must be satisfied with a grade of C- or higher to
satisfy either major or prerequisite requirements. A grade of C- or higher is required in BIO 354 and BIO 355 in order to
fulfill major requirements and to fulfill the prerequisite requirements of several upper division biology electives.
Biology for Health Sciences
Prerequisite requirements for health sciences vary with the program and the institution. Care should be taken to study
the requirements for every program well in advance of making an application. In general, the pre-medical curriculum
includes a year each of biology, general chemistry, organic chemistry, calculus and physics. Courses in biochemistry,
statistics, advanced biology, and social and behavioral sciences are also important preparation for the MR5 Medical
College Admissions Exam. Programs in physician assistant training, veterinary medicine, physical therapy, and such
typically have a more extensive list of prerequisites. Students considering a post-baccalaureate program in these areas
should consult early and often with health science advisors Catherina Kipper, Dixie Shafer, Matt Beckman, and Kelsey
Richardson Blackwell. Post-baccalaureate programs generally discourage students from taking courses with the Pass/Low
Pass/No Pass option.
Graduate Training in Biology
Graduate programs in biological fields typically require two semesters of general chemistry, organic chemistry, calculus,
and physics. Also required is extensive involvement in faculty-student research through URGO, McNair and other
research opportunities which satisfy the Augsburg Experience. Students also participate in research off campus through
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internships and summer research experiences. Careful consultation with a biology advisor is recommended to select
among coursework and research options.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for Life Science teachers, the science portions of which are
satisfied by the Biology major only if BIO 476 Microbiology and BIO 481 Ecology are selected as upper division electives.
Additionally, students interested in Earth Science licensure should also take two of the following: PHY 101, SCI 106, or an
introductory geology course. All upper division biology requirements for secondary licensure must be completed before
beginning student teaching. The state requirements may be subject to change after the publication of this catalog.
Students should therefore consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Post-Baccalaureate Teaching Licensure
Students who have earned a bachelor’s degree elsewhere and seek life science teaching licensure at Augsburg are
required to complete a minimum of two upper division biology courses at Augsburg with a GPA of 2.5 or higher. Required
or elective courses are determined by the department following review of transcripts and prior to matriculation.
Beta Beta Beta
Membership in the Augsburg chapter of this national biology honor society is open to students who have completed at
least three semester courses in Biology, including at least one 200-level or higher biology course at Augsburg University.
Students must have a GPA of 3.0 in biology.
Cooperative Education and Service-Learning
The department works with the Strommen Center for Meaningful Work in identifying and defining cooperative education
experiences in laboratories and other settings in the Twin Cities.
For a complete list of courses and descriptions, see the Course Description Search.
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Biopsychology
The biopsychology major is designed to offer students an integrative perspective on the biological basis of behavior.
Towards this end, students will take courses in both psychology and biology to gain exposure to a broad range of theories
and research covering a variety of topics such as cognition, motor control, sensation/perception, emotion, and
psychopathology. These topics will be studied at multiple levels of analysis including genetic, neural, and environmental.
The biopsychology major will provide students with a strong foundation of courses in neuroscience, statistics, and
chemistry. This broad training can help prepare students for careers in research, medicine, public health, education, and
pharmaceutical or biotechnology industries.
Biopsychology Faculty
Matthew Beckman (Biology), Ralph Butkowski (Biology), David Crowe (Biology), Ben Denkinger (Psychology), Stacy
Freiheit (Psychology), David Matz (Psychology), Bridget Robinson-Riegler (Psychology), Henry Yoon (Psychology).
Degree and Major Requirements
Major
Thirteen courses, including at least five courses numbered 300 or above:
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BIO 151 and 151L - Introductory Biology
BIO 152 and 152L - Ecology, Evolution and Diversity
BIO 354and 354L- Cell Biology
BIO 475 and 475L - Neurobiology
CHM 115 and CHM 115L- General Chemistry I
CHM 116 and CHM 116L - General Chemistry II
PSY 105 - Principles of Psychology
PSY 215 - Research Methods and Statistics I
PSY 315 - Research Methods and Statistics II
PSY 355 – Biopsychology
Two Psychology electives from the following:
o PSY 253 - Aging and Adulthood
o PSY 262 - Psychopathology
o Either PSY 299 or two semesters of PSY 360
▪ PSY 299 - Directed Study (Research in Biopsychology)
▪ PSY 360 - Psychology Laboratory (two semesters)
o PSY 325 - Social Behavior
o PSY 354 - Cognitive Psychology
o PSY 391 - Individual Differences
o PSY 410 - Clinical Neuropsychology
o PSY 491 - Advanced Research Seminar
o PSYC 322 - Sensation and Perception (St. Thomas)
o PSYC 407 - Seminar in Behavioral Neuroscience (St. Thomas)
o PSYC 378 - Psychology of Language (Macalester)
o PSYC 486 - Seminar in Neuropharmacology (Macalester)
Two Biology electives from the following:
o BIO 355and 355L- Genetics
o BIO 369 and 369L - Biochemistry
o BIO 471 and 471L - Advanced Cell and Molecular Biology
o BIO 473 and 473L- Physiology of Humans and Other Animals
o BIO 474 and 474L - Developmental Biology
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o BIO 495 - Special Topics in Biology: Animal Behavior (this topic only)
o BIOL 356 - Cellular and Molecular Neuroscience (Macalester)
o PHY 317 and 317L – Biophysics
One Keystone course chosen from:
o BIO 490 - Biology Keystone
o PSY 400 - Keystone Internship
o SCI 490 - Integrated Science
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) are embedded throughout the
offered courses and are met by completing the major. The graduation skill in speaking (S) is met by completing COM 111
or 115. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill
these skills.
Other Requirements
An average grade of C-, with no grade below a D is required for BIO 151 and 152. At least two of the electives applied
towards the major must be upper division (300- or 400-level). A minimum of five courses must be from Augsburg.
Transfer Course Policy for Majors
All transfer courses, including ACTC courses, must be approved in writing by the department chair(s). Only those biology
and psychology courses successfully completed (C- or above) within the last 10 years will be considered. In general,
courses that meet the transfer guidelines may only be applied to introductory or elective credit for the major.
Biopsychology Honors
GPA of 3.5 in the major, and 3.3 overall. Students must complete a high-quality research project, approved and evaluated
by three members of the Biopsychology faculty. Formal application must be made no later than the junior year.
For a complete list of courses and descriptions, see the Course Description Search.
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Department of Business Administration
Our mission is to prepare students for professional careers in business or for graduate studies. This preparation involves a
curriculum that stresses analysis and communication, emphasizes both theory and practice, and is shaped by the needs
of the business community. The department fosters close ties with the corporate community that provide a wealth of
practical expertise, a variety of internship opportunities, and future job prospects. The faculty believe they can best serve
both the student and the community by providing an education that is technically competent, ethically based, and
socially aware.
Faculty
Jeanne Boeh (Chair), George F. Dierberger (MBA Director), Jacob Enger, Cory Erickson, Marc D. Isaacson, Soebin Jang,
Phyllis Kapetanakis, Ibrahim Keita, Won Yong Kim, Jayoung Koo, Lori L. Lohman, Marc C. McIntosh, Milo A. Schield
General Requirements
Majors
The Department of Business Administration offers seven majors: Business Administration (Music Business Specialization),
Accounting, Finance, International Business, Management, Management Information Systems, and Marketing. There is
also a combined Business and Economics major, which incorporates courses from both the Departments of Business
Administration and Economics.
Minors
Minors provide students the opportunity to study and obtain a professional credential in an area of study that is in
addition to their major. The Department of Business Administration offers eight minors: Business Administration (for
non-business majors only), Business Analytics, Business Minor for Science Majors, Entrepreneurial Studies, International
Business, Music Business, Accounting, Management Information Systems, and Marketing.
Transfer Students
Transfer students must complete at least four of the upper division courses required in the major at Augsburg, or at least
three courses in the minor, or obtain an exemption from the department. Transfer courses must be approved by the
department. Transfer courses taken more than 10 years ago will not be accepted. Business courses (ACC, BUS, FIN, MIS,
MKT) taken at Augsburg more than 10 years ago will not be applied toward a major unless approved by a faculty member
in the student's designated major area or the chair.
Advising
Students who plan to pursue any of our business majors are strongly encouraged to select a departmental advisor who
teaches in their major. This should be done by the end of sophomore year at the latest. In addition to advising,
departmental faculty can counsel students on their careers, assist in obtaining internships or jobs, and provide letters of
recommendation for prospective employers or graduate programs. The Business Administrator is also available for
advising questions relating to degree progress, course selection, and international courses abroad.
Departmental Honors
To complete departmental honors in the Department of Business Administration, students need to consult with the
Department Chair. Students need to apply to the department by the beginning of the term of graduation. It is
recommended students start the process during their junior year. More information is available on the Departmental
Moodle site for Majors and Minors. Please contact the Department Chair(s) for more specific information.
Internships
Students are strongly encouraged to work with the Strommen Center for Meaningful Work and department faculty to
obtain an internship during their junior or senior year. Internships can provide students with experience that may be
valuable in competing for jobs after graduation. Faculty mentors should be consulted about internships. The department
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offers an internship course which can be taken for 2.0 or 4.0 credits (BUS 397/399). This course aids students in finding
an internship placement within an organization which supports their major and provides direction and support.
Study Abroad
The Department of Business Administration faculty actively support international study. For additional details, see the
section on Special Academic Programs: Study Abroad and Study Away in this catalog, or consult the Department Chair for
international business courses or other overseas opportunities.
Master of Business Administration Classes
Undergraduate Business Administration students of Augsburg University are eligible to register for up to two graduate
courses in the MBA program in lieu of comparable undergraduate courses required for the major, and to count those
courses towards their undergraduate degree. Students must meet the following criteria:
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Undergraduate business students in good academic standing with an overall GPA of 3.50 or better
Undergraduate students who have taken all of the prerequisite courses
Advisor approval required
Permission of the MBA Director required
Undergraduate senior business students may take up to a maximum of two graduate courses.
If MBA courses are taken after a student has completed all 128 hours required for the baccalaureate degree, the MBA
courses may satisfy graduate requirements for the MBA at Augsburg if the student earns a B or better for the course.
Undergraduate students considering whether to enroll in graduate coursework should be aware of the following policies:
No undergraduate degree can be completed with fewer than 128 credits. The master’s degree includes a minimum of 42
additional credits beyond the 128 required for the baccalaureate degree. Students in undergraduate programs should
seek advice from their program advisor and from the graduate program to which they plan to apply, to ensure that the
courses selected will count toward the appropriate programs (at Augsburg or elsewhere).
P/LP/N Grades
Students may apply no more than 8 semester credits with P or LP grades toward a major and no more than 4 semester
credits with a P or LP grade toward a minor. Please refer to the Graduation section of this catalog for specific details
regarding P/LP/N grades.
Business Core Requirements*
*The exceptions are the Business/Economics major and the Music Business major.
Thirteen courses including:
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ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
BUS 301 - Business Law
BUS 362 - International Business
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
FIN 331 - Financial Management
MIS 260 - Problem Solving for Business
One of MIS 264 or MIS379 (MIS 379 is required for Accounting and Finance majors)
o MIS 264 - Statistical Literacy for Managers
o MIS 379 - Quantitative Methods for Business and Economics
MKT 252 - Principles of Marketing
One of the following mathematics courses:
o MAT 110 - Finite Mathematics
o MAT 111 - Mathematics in Society
o MAT 114 – Precalculus
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MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 202- Discrete Mathematics for Computing (MAT 202 is required for Management Information Systems
majors)
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o DST 334 - Statistical Modeling
One of the following communications courses:
o COM 111 - Public Speaking
o COM 112 - Contest Public Speaking
o COM 115 - Scientific and Technical Public Speaking
o ENL 223 - Writing for Business and the Professions
o ENL 240 - Foundations of Literary and Cultural Study
o ENL 241 - Introduction to Cinema Art
o HIS 102 - Science, Religion, and Enlightenment: The Invention of Modernity, 1350-1815
o HIS 103 - A Global History of Europe Since 1750
o HIS 282 - Women and Gender in U.S. History since 1848
Further explanation of the above:
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The mathematics requirement is fulfilled by any MAT course numbered 110 and above with LAF status (excluding DST
164, MAT 204, MAT 205, MAT 163, and MAT 325).
The communication requirement is fulfilled by courses identified for writing and speaking with Humanities LAF
status.
For a complete list of courses and descriptions, see the Course Description Search.
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Business Administration
The major in Business Administration prepares students for professional careers in business administration or for
graduate studies. Within this area, there is one specialization available to Day students called Music Business and
another option available to both Day and AU students called the Combined Business and Economics major. These two
areas provide students with a broad foundation so they can readily adapt to internal changes in interests and goals and
to external changes in circumstances and opportunities. These majors involve substantial courses from outside the
Department. The major requirements for these majors are shown below.
Degree and Major Requirements
Business Administration Major with a Specialization in Music Business
Eight business and economics courses including:
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ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management (Music Business majors may substitute ENT 254 in place of BUS 242)
FIN 331 - Financial Management
MIS 260 - Problem Solving for Business
MKT 252 - Principles of Marketing
Two allied requirements in economics:
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Music Courses:
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MUS 105 - Careers in Music Business
MUS 205 - Legal Issues in Music, Entertainment, and the Arts
MUS 336 - Arts Management and Concert Promotion
MUS/BUS 399 – Internship
MUS 162 – Entrepreneurship for Creative Businesses**
MUS 408 – Current and Future Issues in the Music Industry**
**Students may substitute 4 credits of business elective (chosen in consultation with the faculty adviser) in place of
MUS162 and MUS408
12 elective credits in MUS or 8 semester credits in MUS credits and 4 semester credits in MUE (8 credits must be in
residence at Augsburg), selected from:
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MUS 113 - Music Theory and Aural Skills I
MUS 114 - Music Theory and Aural Skills II
MUS 130 - Introduction to Music in the Fine Arts
MUS 220 or MUS 420 - Worlds of Music
MUS 241 or MUS441 - History of Jazz
(other MUS courses as approved by advisor)
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses.
The Quantitative Reasoning (QR) graduation skill is met by completing two courses: MIS 260 (QF) and either MIS 264 or
MIS 379 (QA).
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
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Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Combined Major in Business Administration and Economics
Eleven courses including:
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ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
MKT 252 - Principles of Marketing
One of MIS 379 or FIN 331
o MIS 379 - Quantitative Methods for Business and Economics
o FIN 331 - Financial Management
One additional upper division BUS, ACC, FIN, MIS, or MKT course (excluding MIS379 and FIN331)
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
One other upper division ECO course (ECO399 may not be applied to this requirement)
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the combined major in Business Administration and Economics. The Quantitative Reasoning
(QR) graduation skill is met by completing: ECO 112 or 113 (QF) and either MIS 379, ECO 318, or ECO490 (QA).
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Minor in Business Administration
*This minor is not available to students majoring in Accounting, Finance, International Business, Management,
Marketing, MIS, Music Business, or the combined major in Business Administration and Economics. Augsburg cannot
grant two academic credentials for the same set of courses.
Six courses including:
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ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
MKT 252 - Principles of Marketing
BUS 242 - Principles of Management
One of MIS 379, MIS 264, or FIN 331
o MIS 379 - Quantitative Methods for Business and Economics
o MIS 264 - Statistical Literacy for Managers
o FIN 331 - Financial Management
One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
Other configurations may be permitted with approval of the Department Chair.
Business Minor for Science Majors (open only to students majoring in Biology, Biopsychology, Chemistry, Computer
Science, Mathematics, Physics, Psychology)
Six courses including:
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ACC 221 - Introduction to Financial Accounting
One of BUS 242 or ENT 254
o BUS 242 - Principles of Management
o ENT 254 - Entrepreneurship
ECO 113 - Principles of Microeconomics
MKT 252 - Principles of Marketing
PHI 120 - Ethics
One of BUS 399 or BUS 397
o BUS 399 - Internship
o BUS 397 - Internship
Minor in Entrepreneurial Studies
The Entrepreneurial Studies minor is open to all students. The minor is designed to provide opportunities for students to
learn about innovation, creativity, entrepreneurship, unique value propositions, develop business plans and work with
local entrepreneurs. Those students interested in social entrepreneurship will also find this minor to be useful. The five
required courses are intended to be completed during the last three years of school with the capstone class taken during
their senior year.
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One of ACC 221 or ACC 250
o ACC 221 - Introduction to Financial Accounting
o ACC 250 - Accounting for Entrepreneurs
ECO 113 - Principles of Microeconomics
ENT 254 - Entrepreneurship
ENT 354 - Managing Innovation and Design Thinking
One of BUS/ECO 399 or the ENT Senior Incubation Project
o BUS/ECO 399 – Internship
o ENT 400-level Senior Incubation Project (course currently in development)
Minor in Music Business
The Music Business minor is a course of study designed both for the music major desiring additional preparation in
business and for the non-music major interested in pursuing a career in the music industry. With the Music Business
minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that
address specific professional skills necessary to enter today’s music industry. The minor is a collaborative program
between the music and business departments. See the Music Department for requirements.
For a complete list of courses and descriptions, see the Course Description Search.
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Accounting
Accountants perform an important function in society by providing high-quality financial information. Augsburg
Accounting majors learn the requisite skills to do this through the study of theories and practices associated with the
areas of financial accounting, managerial accounting, tax accounting, and auditing. In addition, Accounting majors take
courses in other business areas necessary so that they have a broad understanding of how accounting serves the needs
of business managers and others who rely on accounting information.
Students completing the Accounting major will be prepared for entry-level positions as auditors and public accountants,
management accountants, tax accountants, and internal auditors. Their education will give them knowledge and skills to
work as accountants in business, government, and nonprofit organizations and to work in other positions requiring
engagement with financial information.
The Augsburg Accounting major also provides students with the accounting and business coursework required to take
the Uniform Certified Public Accountant (CPA) exam. Students can sit for the CPA exam after they have completed their
Bachelor of Arts in Accounting. Students should note, however, that in order to be licensed as a CPA they must have
completed a total of 150 credit hours in either undergraduate or graduate coursework and have one year of relevant
work experience in auditing or taxation. Students will also have met the coursework requirements to take the Certified
Management Accountant (CMA) exam.
Accounting majors are encouraged to consider taking one of the professional accounting examinations upon graduation.
Students interested in learning more can find information at the following websites:
CPA exam general information: https://www.aicpa.org/becomeacpa/cpaexam.html
State of Minnesota CPA exam requirements: www.revisor.mn.gov/rules
CMA exam: www.imanet.org/cma_certification
Degree and Major Requirements
Accounting Major
Business Core Requirements
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Must take MIS 379 rather than MIS 264
Required Accounting Courses:
Six courses including:
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ACC 322 - Intermediate Accounting I
ACC 323 - Intermediate Accounting II
ACC 324 - Managerial Cost Accounting
ACC 326 - Individual Tax Accounting
ACC 423 - Auditing
ACC 425 - Advanced Accounting
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
Joint Bachelor of Arts in Accounting and Master of Arts in Leadership
A BA in Accounting and an MA in Leadership (MAL) can be earned in this five-year program designed for students who
wish to qualify for CPA certification and obtain a Master’s degree. By the end of the fifth year and successful completion
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of all requirements, the student receives both a BA in Accounting and an MA in Leadership and will have fulfilled the
150-hour requirement to qualify for the CPA certification. Refer to the Graduate Studies Catalog for a complete list of
courses.
It is recommended that students meet with an Accounting advisor to create an effective plan for successful completion
of the five-year program.
Accounting students planning to pursue the five-year degree must apply for admission to the MAL program at the end of
their junior year. The application process includes submission of:
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Completed application form
Two letters of recommendation (one from an Augsburg professor and one from an employer)
Personal statement
Example of their writing in an academic paper
GPA of at least 3.30
Interview with the Director of the MAL program
Students must also have faculty endorsement from the Accounting program. Students must complete at least one year of
accounting work experience (either a job or internship) by the time they graduate from the MAL program.
Program Coordinator: Phyllis Kapetanakis
Minor in Accounting
Six courses including:
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ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
ACC 322 - Intermediate Accounting I
ACC 323 - Intermediate Accounting II
ACC 324 - Managerial Cost Accounting
One of the following:
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
o FIN 331 - Financial Management
o MIS 260 - Problem Solving for Business
o MIS 379 - Quantitative Methods for Business and Economics
For a complete list of courses and descriptions, see the Course Description Search.
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Finance
The Finance major prepares students for professional careers in corporate finance and the financial services industry.
Augsburg Finance majors learn requisite skills through courses focused on financial theory and practice, investment and
portfolio theory, intermediate accounting theory, money and banking, and international finance. In addition, Finance
majors take courses in other business areas necessary so that they have a broad understanding of how finance serves the
needs of business managers and others who rely on financial information. Besides careers in the finance/accounting area
in all businesses large and small, this major leads to careers in banking, asset management, insurance, and investment
banking. Students will gain the knowledge and skills to work as financial analysts and financial managers in business,
government, and nonprofit organizations, and to work in other positions requiring engagement with financial
information.
Students are encouraged to complete an internship prior to graduation. Proficiency in the use of spreadsheets such as
Excel is expected. Coursework provides a foundation for graduate school and professional career examinations such as
the Chartered Financial Analyst (CFA), conducted by the CFA Institute, and the Certified Financial Planner (CFP).
Degree and Major Requirements
Finance Major
Business Core Requirements
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Must take MIS 379 rather than MIS 264
Required Finance Courses
Five courses including:
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ACC 322 – Intermediate Accounting I
ECO 315 - Money and Banking
FIN 433 - Financial Theory: Policy and Practice
FIN 438 - Investment Theory
FIN 460 - International Finance
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
For a complete list of courses and descriptions, see the Course Description Search.
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International Business
The objective of the international business major is to prepare students for the increasingly competitive and
interdependent international business world with which they must cope. It is absolutely necessary for American
graduates to be fully informed about how to compete and do successful business outside the US as well as in the US
market where much of their competition is from foreign firms.
Students will learn about business transactions between and within countries, exchange rates, the laws and logistics of
international trade, and investments made in foreign markets. Knowledge of other cultures is crucial to being a
successful international business person. Besides your studies in business, finance, banking, and the like, you will also
learn about different cultures and societies. A major in international business will lead you to exciting careers in a global
context.
Degree and Major Requirements
International Business Major
Business Core Requirements
Required International Business Courses:
Four courses including:
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BUS 465 - International Management
MKT 466 - International Marketing
One of ECO 360, ECO 370, or FIN 460
o ECO 360 - International Economics
o ECO 370 - International Economic Development
o FIN 460 - International Finance
Complete three semesters of a foreign language
o FRE 211 - Intermediate French I
o GER 211 - Intermediate German I
o SPA 211 - Intermediate Spanish I
o Another language in transfer
Further explanation of the above:
Students must complete three semesters of a foreign language (or equivalent). This does not include American Sign
Language. The language requirement may be waived for international students. Contact the International Business
Coordinator for details on language equivalents or other configurations, including transfer equivalencies.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the international business major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
Minor in International Business
Six courses including:
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One of ACC 221 or ACC 250
o ACC 221 - Introduction to Financial Accounting
o ACC250 - Accounting for Entrepreneurs
One of BUS 242 or MKT 252
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o BUS 242 - Principles of Management
o MKT 252 - Principles of Marketing
One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
Three courses in International Business (one may be in international economics). Options include:
o BUS 362 - International Business
o BUS 465 - International Management
o ECO 360 - International Economics
o ECO 370 - International Economic Development
o FIN 460 - International Finance
o MKT 466 - International Marketing
Students should consult the area coordinator concerning acceptable alternatives in international economics.
For a complete list of courses and descriptions, see the Course Description Search.
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Management
The major in management prepares the student for a wide variety of careers in supervision and senior management.
Peter Drucker once commented that effective management is probably the main resource of developed countries and
the most needed resource in developing ones.
The role of a manager is to guide the organization and its employees toward the accomplishment of goals. The skills
developed in the study of this major are applicable in businesses of any size and in both the for-profit and nonprofit
sectors.
In addition to the general business core courses, students take courses in human resources, strategy, international
management, project management and/or quantitative methods of management.
Degree and Major Requirements
Management Major
Business Core Requirements
Required Management Courses:
Four courses including:
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BUS 340 - Human Resource Management
BUS 440 - Strategic Management
BUS 465 - International Management
One of MIS 376 or ECO 318
o MIS 376 - Project Management
o ECO 318 - Management Science
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the Management major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
For a complete list of courses and descriptions, see the Course Description Search.
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Management Information Systems
The major in Management Information Systems prepares students for professional careers in information systems such
as application developer, business systems analyst, IT consultant, or project manager. MIS studies information systems as
both a resource and a tool for decision-making. Students learn to analyze and evaluate existing systems and to design
and develop new systems. MIS is an extensive major and includes courses from Computer Science, Economics, Business,
Accounting, Finance, and Marketing as well as from MIS.
Degree and Major Requirements
Management Information Systems Major
Business Core Requirements
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Must take MAT 202 as math course
Required MIS Courses:
Seven courses including:
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MIS 270 - Data Management for Business
MIS 375 - E-Commerce
MIS 376 - Project Management
MIS 475 - Systems Analysis and Design
MIS 476 - Information Systems Projects
One of CSC 160 or CSC 165
o CSC 160 - Introduction to Computer Science and Communication
o CSC 165 - Introduction to Computer Programming (Python)
One of CSC 170 or CSC 240
o CSC 170 - Introduction to Object-Oriented Programming (Java)
o CSC 240 - Information Security and Assurance
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Minor in Business Analytics
Seven courses including:
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CSC 170 - Introduction to Object-Oriented Programming (Java)
MIS 270 - Data Management for Business
MIS 375 - E-Commerce
MIS 479 - Business Analytics - Course has been discontinued – see director chair for alternative options
One of DST164, MAT 163, or MIS 379
o DST 164 - Introduction to Statistics (with R)
o MAT 163 - Introductory Statistics
o MIS 379 - Quantitative Methods for Business and Economics
One of MAT 202, MAT 145, or MAT 122
o MAT 202- Discrete Mathematics for Computing
o MAT 145 and 145L - Calculus I
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MAT 122 - Calculus for Social and Behavioral Sciences
Minor in MIS
Six courses including:
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ACC 221 - Introduction to Financial Accounting
One of BUS 242 or MKT 252
o BUS 242 - Principles of Management
o MKT 252 - Principles of Marketing
ECO 113 - Principles of Microeconomics
MIS 260 - Problem Solving for Business
Two courses selected from the following (no more than one of MIS376 or ECO318 may be applied to the minor):
o MIS 270 - Data Management for Business
o MIS 375 - E-Commerce
o MIS 376 - Project Management
o ECO 318 - Management Science
For a complete list of courses and descriptions, see the Course Description Search.
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Marketing
The Marketing major prepares students for professional careers in a wide variety of marketing functions within both
businesses and nonprofit organizations. Career avenues include marketing research, product management, marketing
communications (such as advertising, public relations and sales promotion), and sales. Marketing courses focus on
integrating both theory and practical applications, with an emphasis on hands-on projects. Augsburg’s metropolitan
location makes it easy for marketing students to complete marketing plans, research studies, and other projects for
leading Twin Cities companies and nonprofit organizations, and provides opportunities for working in the marketing field
after graduation.
Degree and Major Requirements
Marketing Major
Business Core Requirements
Required Marketing Courses:
Five courses including:
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MKT 352 - Marketing Research and Analysis
MKT 450 - Marketing Management
MKT 466 - International Marketing
One of MKT 350 or MKT 354
o MKT 350 - Consumer Behavior
o MKT 354 - Sales Management
One of MKT 355, MKT 357, or MKT359
o MKT 355 - Marketing Communications
o MKT 357 - Advertising
o MKT 359 - Digital Marketing
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
Minor in Marketing
Five courses including:
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MKT 252 - Principles of Marketing
MKT 352 - Marketing Research and Analysis
One of MKT 355, MKT 357, or MKT359
o MKT 355 - Marketing Communications
o MKT 357 – Advertising
o MKT 359 - Digital Marketing
Two additional marketing courses
For a complete list of courses and descriptions, see the Course Description Search.
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Chemistry
Chemistry is the science that examines and works toward understanding matter and changes in matter. Chemistry has
been described as the central science because matter includes the entire physical world, such as the things we use, the
food we eat, and even ourselves. Correlating the insights of chemistry with physics, mathematics, and molecular biology
opens vistas that excite and offer opportunities to benefit the entire world.
Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of
providing a public understanding of their work, including potential problems as well as benefits.
Chemists as people must be broadly educated in order to understand themselves and their society. The liberal arts as
offered in the general education curriculum are imperative if a chemist is to be both truly human and truly scientific.
Augsburg’s Chemistry department is approved by the American Chemical Society (ACS) and offers a Chemistry major that
meets the chemistry background required by many fields.
Consonant with these ideals, the Chemistry Department has established the following objectives to help its students
develop into mature scientists:
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To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS Chemistry
major to compete successfully with their peers of similar ability in graduate school or research positions, as well as
professional goals other than traditional positions as chemists.
To provide an atmosphere of learning so that students will want to remain lifelong learners, thereby remaining
competent in their field, however that may change after graduation, and be able to move into new areas as
opportunities arise.
To encourage students to take a broad view of their education and to integrate varied study areas with the sciences.
As science majors, they will be knowledgeable problem solvers who care and connect with the community.
To present the excitement of chemistry to non-science majors as an example of the methodology of the natural
sciences in examining, understanding and appreciating the world around us. The presentation of major concepts
underlying the changes in matter, the opportunity to examine change in the physical world, and the reflection of the
implications and limitations of science in our society will enhance the ability of non-science persons to make better
value judgments concerning science questions in their own endeavors.
Chemistry Faculty
Michael Wentzel (Chair), Jessica Allen, Benjamin Binder, Amanda Case, Vivian Feng, Arlin E. Gyberg (Emeritus), David R.
Hanson, Joan C. Kunz
Degree and Major Requirements
Bachelor of Arts
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CHM 115 and 115L- General Chemistry I
CHM 116 and 116L - General Chemistry II
CHM 251 and 251L - Organic Chemistry I
CHM 252 and 252L - Organic Chemistry II
CHM 280 and 280L - Quantitative Analytical Chemistry
CHM 369 and 369L - Biochemistry
One of CHM 362 or CHM 368
o CHM 362 - Physical Chemistry: Macroscopic Theory
o CHM 368 - Physical Chemistry: Microscopic Theory
CHM 491 - Chemistry Seminar (four semesters)
SCI 490 - Integrated Science or other approved Keystone
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
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PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics II
4 additional credits from:
o CHM 362 - Physical Chemistry: Macroscopic Theory
o CHM 368 - Physical Chemistry: Microscopic Theory
o CHM 370 - Biochemistry II
o CHM 464 - Advanced Organic Chemistry
o CHM 481 - Instrumental Analysis
o CHM 482 - Advanced Inorganic Chemistry
o CHM 494 - Topics in Chemistry (2 cr.)
o CHM 495 - Topics in Chemistry
o CHM 498 - Independent Study/Research (can be repeated once)
o PHY 317 and 317L – Biophysics
2 credits from:
o CHM 430 - Advanced Thermodynamic and Separation Lab
o CHM 440 - Advanced Synthesis Lab
o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
Because upper division courses have Mathematics and Physics prerequisites, students should plan to take MAT 145, 146
in the first year and PHY 121, 122 in the sophomore year.
BA Chemistry majors are required to take either the ETS or DUCK standard exam in College Chemistry prior to
graduation.
Teaching Licensure in Physical Science
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
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CHM 115 and CHM 115L- General Chemistry I
CHM 116 and CHM 116L - General Chemistry II
CHM 251 and CHM 251L - Organic Chemistry I
CHM 252 and CHM 252L - Organic Chemistry II
CHM 280 and CHM 280L - Quantitative Analytical Chemistry
CHM 362 - Physical Chemistry: Macroscopic Theory
CHM 369 and CHM 369L - Biochemistry
CHM 491 - Chemistry Seminar (four semesters)
CHM 499 - Introduction to Chemical Research
SCI 490 - Integrated Science or other approved Keystone
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics II
COM 115 or COM 111 - a public speaking course
One course from:
o CHM 464 - Advanced Organic Chemistry
o CHM 482 - Advanced Inorganic Chemistry
2 credits from:
o CHM 430 - Advanced Thermodynamic and Separation Lab
o CHM 440 - Advanced Synthesis Lab
o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
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Chemistry for Pre-Professional Students
Pre-medical students should plan to take at least three courses (and usually more) in Biology. Other pre-health and
pre-professional students (physician assistant, pharmacy, etc.—see pre-professional program listings in the Academic
Information section) should consult the Chemistry Department for assistance in course planning early in their academic
careers.
Bachelor of Science (non-ACS-Approved)
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CHM 115 and 115L- General Chemistry I
CHM 116 and 116L - General Chemistry II
CHM 251 and 251L - Organic Chemistry I
CHM 252 and 252L - Organic Chemistry II
CHM 280 and 280L - Quantitative Analytical Chemistry
One of CHM 362 or CHM 368
o CHM 362 - Physical Chemistry: Macroscopic Theory
o CHM 368 - Physical Chemistry: Microscopic Theory
CHM 369 and 369L - Biochemistry
CHM 491 - Chemistry Seminar (four semesters)
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics II
SCI 490 - Integrated Science or other approved Keystone
12-credits from:
o CHM 362 - Physical Chemistry: Macroscopic Theory
o CHM 368 - Physical Chemistry: Microscopic Theory
o CHM 370 - Biochemistry II
o CHM 464 - Advanced Organic Chemistry
o CHM 481 - Instrumental Analysis
o CHM 482 - Advanced Inorganic Chemistry
o CHM 494 - Topics in Chemistry (2 cr.)
o CHM 495 - Topics in Chemistry
o CHM 498 - Independent Study/Research (can be repeated once)
o PHY 317 and 317L – Biophysics
4 credits from:
o CHM 430 - Advanced Thermodynamic and Separation Lab
o CHM 440 - Advanced Synthesis Lab
o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
Bachelor of Science (American Chemical Society Approved Major)
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CHM 115 and 115L- General Chemistry I
CHM 116 and 116L - General Chemistry II
CHM 251 and 251L - Organic Chemistry I
CHM 252 and 252L - Organic Chemistry II
CHM 280 and 280L - Quantitative Analytical Chemistry
CHM 362 - Physical Chemistry: Macroscopic Theory
CHM 368 - Physical Chemistry: Microscopic Theory
CHM 369 and 369L - Biochemistry
CHM 430 - Advanced Thermodynamic and Separation Lab
CHM 440 - Advanced Synthesis Lab
CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
CHM 464 - Advanced Organic Chemistry
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CHM 481 - Instrumental Analysis
CHM 482 - Advanced Inorganic Chemistry
CHM 491 - Chemistry Seminar (four semesters)
SCI 490 - Keystone or other approved Keystone
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 255- Multivariable Calculus
PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics II
4-credits from:
o CHM 370 - Biochemistry II
o CHM 494 - Topics in Chemistry (2 cr.)
o CHM 495 - Topics in Chemistry
o CHM 498 - Independent Study/Research (can be repeated once)
o PHY 317 and 317L - Biophysics
BS and BS-ACS Chemistry majors are required to take either the ETS or DUCK standard exam in College Chemistry prior to
graduation.
Recommended: PHY 245 - Modern Physics, additional mathematics, research experience, and computer proficiency.
General Education Accommodation
BS Chemistry majors are allowed a two-course reduction in the general education program. See the Core Curriculum
Modifications section of this catalog for details.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the
chemistry major for the BA and both BS degrees. ENL 111 should be taken in the first year. The Speaking (S) skill is met
through COM 115 (or COM 111 or HON 130 or other approved speaking course) and further developed in upper division
chemistry courses.
Departmental Honors
The awarding of Departmental Honors recognizes a student’s outstanding achievement(s) in the Chemistry Major. Only
students who have completed a BS or BS-ACS major in Chemistry with a GPA of 3.5 or higher may earn Departmental
Honors by successfully completing the following:
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A summer or academic year chemistry, biochemistry or biophysics research or internship via successful
completion of CHM 399, CHM 498, CHM 499 (minimum of 400 hours total research).
Submit a formal letter of intent to an Honors Committee of three Faculty members: two in the Chemistry
Department and one outside of the Chemistry Department (to be approved by the research mentor). This formal
letter of intent will be composed of no more than one page of text providing the following:
1. Title of project;
2. Abstract describing the project with special focus given to the questions that will be addressed, the
methods to be used and the expected outcomes;
3. Name and signature (with date) of your faculty mentor; and
4. List of the three Faculty (two in the Chemistry Department and one outside of the Chemistry
Department) who have agreed to serve as your Departmental Honors Committee.
A decision whether or not to approve the application for Departmental Honors will be made by the Departmental Honors
Committee within one week of submission. Successful completion of the Honors process requires a public presentation
of your research and an oral discussion of your project with the Honors Faculty committee, typically no later than March
15, so that successful recipients of departmental honors can be recognized during graduation ceremonies. The formal
letter of intent for Departmental Honors in Chemistry is typically submitted early in the Fall semester of the senior year.
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Minor in Chemistry
Five courses that must include: CHM 115 (and 115L), 116 (and 116L), CHM 280 (and 280L), and any two other Chemistry
courses above 200. At least one of the elective courses numbered above 200 must be taken at Augsburg.
Transfer Course Policy for Majors and Minors
Chemistry has articulation agreements with many of the local community colleges as well as ACTC schools. Any transfer
courses not part of existing articulation agreements must be approved in writing by the department, subject to review by
the chair. Only those chemistry courses successfully completed (C- or above) will be considered.
Other Requirements
At least three CHM courses numbered above 200 must be taken at Augsburg for the BA, BS or BS-ACS majors. At least
two CHM courses numbered above 200 must be taken at Augsburg for the chemistry minor.
Students must earn a minimum average GPA of 2.0 or better in the courses that apply toward the major or minor in
chemistry. A course must be completed with a grade of C- or higher to count as a prerequisite for any chemistry course. A
minimum average GPA of 2.0 in chemistry courses is required for any chemistry major.
Note: Other restrictions and prerequisites are in the course descriptions.
Transfer students must consult with a Chemistry Department Advisor about potential adjustments to their course
requirements for the major.
For a complete list of courses and descriptions, see the Course Description Search.
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Communication Studies, Film, and New Media
Communication studies is a discipline that utilizes quantitative, qualitative, rhetorical, and critical research to understand
and create effective messaging over a wide variety of different contexts. Communication professionals must understand
the role that audience and situation play in the creation and dissemination of effective messages. Successful
communicators have strong skills in written and oral communication, and in critical and analytical thinking. At Augsburg,
the study and practice of communication is grounded in an attempt to understand the role communication plays in
creating, maintaining, and challenging relationships and social systems.
Students majoring in communication will choose either a concentration in strategic communication or a concentration in
applied communication.
Faculty
Communication Studies
Kristen Chamberlain (co-chair), Robert Groven (co-chair), Jenny Hanson, David Lapakko, Michelle Mcateer, Jenna
McNallie
Film Studies
Jenny Hanson (Program Director), Michael Burden, Robert Cowgill, Darcey Engen, Raven Johnson, Elise Marubbio
New Media
Jenny Hanson (Program Director), Kristen Chamberlain, Milda Hedblom, Christopher Houltberg, Jenna McNallie
Degree and Major Requirements
Communication Studies Major, Bachelor of Arts
For transfer students, at least six of these courses must be taken at Augsburg.
Required of all Communication Studies majors:
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One of COM 111, COM 115, or COM 117
o COM 111 - Public Speaking
o COM 115 - Scientific and Technical Public Speaking
o COM 117 - Business and Professional Speaking
COM 254 - Interpersonal Communication
COM 301 - Research Methods in Communication Studies
COM 329 - Intercultural Communication
COM 351 – Argumentation
COM 490 - Keystone: Critical Conversations about Vocation
Complete one of the following concentrations
o Strategic Communication
▪ COM 290 - Writing for Strategic Communication
▪ COM 328 - Multimedia Communication
▪ COM 330 - Crisis Communication
▪ COM 380 - Strategic Communication Campaigns
o Applied Communication
▪ COM 305 - Interviewing
▪ COM 345 - Organizational Communication
▪ COM 352 – Persuasion
▪ COM 355 - Small Group Communication
Complete two additional electives, including at least one numbered 300 or above, chosen from:
o COM 120 - Mass Media and Popular Culture
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COM 180 - Introduction to Communication Studies
COM 260 - Environmental Communication
COM 295 - Topics
COM 299 - Directed Study
COM 310 - Family Communication
COM 333 - Nonverbal Communication
COM 399 - Internship
COM 415 - Diversity and Representation in the Media
COM 495 - Communication Topics
COM 499 - Independent Study
NMS 230 - Social Media
Strategic Communication Concentration
Strategic communication focuses on the creation and evaluation of messages in the fields of journalism, public relations,
advertising and marketing. Professionals in strategic communication have an understanding in how research drives both
message creation and the assessment of the effectiveness of those messages. The impact of messages on various
audiences is an integral part of this concentration. Strategic communication emphasizes strong written, oral, and visual
communication skills.
Applied Communication Concentration
Applied communication is a versatile concentration that prepares communication professionals for a wide range of
careers and practices. Courses in this concentration will prepare students for careers in business and management,
human relations, nonprofit programming and operations, and community organizing. Students will develop skills that
make them more effective and ethical practitioners of communication in one-on-one situations, in working groups and
teams, and in organizational contexts. The applied communication concentration emphasizes relationship building as a
key component of effective communication.
Communication Arts/Literature Teacher Licensure Major
This major, which includes secondary education coursework and student teaching requirements in the Education
Department, offers students the preparation necessary to become teachers of communication arts and literature in
public schools and allows them to become licensed to teach at the middle school through the secondary level.
Recommendation for teacher licensure is granted only to students who complete the requirements for this program with
a minimum grade of C- in major courses and with a minimum cumulative GPA of 2.50 in the major. All requirements in
the major must be completed prior to student teaching. The course requirements for this program are listed in the
English Department section of the catalog.
Departmental Honors
Departmental Honors is designed to encourage overall excellence as well as outstanding achievement on a specific
project of special interest to the student. Departmental Honors students must maintain a 3.50 GPA in the major and a
3.00 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality
(COM 499 registration). Honors candidates should meet with their faculty mentor prior to their senior year to develop a
proposal for the honors project.
Communication Studies Minor
For transfer students, at least three of these six courses must be courses completed at Augsburg.
Six courses including:
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COM 111 - Public Speaking
COM 180- Introduction to Communication Studies
COM 329 - Intercultural Communication
COM 351 - Argumentation
Two elective courses chosen from the following 4-credit courses:
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COM 120 - Mass Media and Popular Culture
COM 243 - Studio Production
COM 247 - Documentary History and Theory
COM 254 - Interpersonal Communication
COM 260 - Environmental Communication
COM 301 - Research Methods in Communication Studies
COM 299 - Directed Study
COM 333 - Nonverbal Communication
COM 345 - Organizational Communication
COM 352 - Persuasion
COM 355 - Small Group Communication
COM 380 - Strategic Communication Campaigns
COM 399 - Internship
COM 415 - Diversity and Representation in the Media
COM 490 - Keystone: Critical Conversations about Vocation
COM 495 - Communication Topics
COM 499 - Independent Study
Film Major
The Augsburg Film major reflects our belief that students are transformed through a well-rounded curriculum that
encourages creativity, critical analysis and inquiry, ethical considerations, and an understanding of the synergy between
theory and practice. The major explores the tension between art and commerce through dialogues with film industry
members, internship and mentorship opportunities, film symposia, and Study Abroad. Students will gain experience in
scripting, directing, editing, acting, and producing for both 16mm film and digital. Students will be introduced to the
study of film theory, criticism, and culture. Students are encouraged to double major or to seek minors in related fields
such as Art, English, Theater, Communication Studies, American Indian Studies, and Gender, Sexuality, and Women’s
Studies, to name a few.
Required of all Film Majors:
Nine core courses plus three electives from one of two tracks of study:
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FLM 180 - Film Sight and Sound
FLM 216 - Film Production I
FLM 260 - Documentary Production I
FLM 420 - Issues in Contemporary Cinema
FLM 490 - Film Studies Keystone: Critical Conversations about Film and Vocation
COM 247 - Documentary History and Theory
ENL 241 - Intro to Cinema Arts
ENL 371 - History of Cinema
One of THR 232 or THR 233 (Production track majors may substitute FLM 372: Producing for Film and Television)
o THR 232 – Acting
o THR 233 - Acting for Camera
Three electives must be chosen from one of the two defined tracks below in consultation with your advisor, who is
designated by the program director. Note that not all elective courses are offered every year, so alternatives within
the track may need to be chosen.
Track 1: Production
Students interested in producing films or videos choose from:
ART 132 - Photography
ART 215 - Introduction to Web Design
ART 315 - Graphic Systems
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ART 340 - Digital Imaging
COM 243 - Studio Production
ENL 328- Screenwriting
FLM 124 - Monster Movies
FLM 240 - Animation
FLM 312 - Film Production II
FLM 348 - Intermediate Video Production
FLM 399 - Internship
FLM 495- Topics
FLM 499 - Independent Study
MUS 130 - Introduction to Music in the Fine Arts
PHY 119 - Physics for the Fine Arts
THR 328 - Theatrical Design
Track 2: Theory and Culture
Students interested in analysis of film, film genres, and cultural context choose from:
AIS 264 - American Indians in the Cinema
AIS 364 - Indigenous Filmmakers
AIS 208 - Native American/First Nations Women and Film
ART 240 - Art History Survey
ENL 240 - Foundations of Literary and Cultural Study
ENL 328 - Screenwriting
ENL 430 - Advanced Studies in Theory and Method
FLM 124 - Monster Movies
FLM 399 - Internship
FLM 495- Topics
FLM 499 - Independent Study
PHI 120 - Ethics
PHY 119 - Physics for the Fine Arts
RLN 319 - Religion at the Movies
SPA 248 - Spanish and Latin American Culture Through Film
Film Minor
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COM 120 - Mass Media and Popular Culture
COM 247 - Documentary History and Theory
ENL 241 - Introduction to Cinema Arts
ENL 371 - History of Cinema
FLM 180 - Film Sight and Sound
FLM 420 - Issues in Contemporary Cinema
New Media Major, Bachelor of Arts
The transdisciplinary New Media major is a course of study designed to engage students from all fields in an exploration
of new and emergent media, preparing them for achievement and scholarship in multifarious new media environments.
The program fosters learning to manage change in media, creating effective expressions (communications, creative
works, applications) in digital environments, and exploring the interrelationship of new media with other fields of study
to understand the relationships between technology and culture. The major involves options for courses in art, business,
communication, computer science, education, English, music, political science, and more. Students are encouraged to
double major and select a concentration in Game Design, Promotional Communication, or Web Design or design a path
of study as approved by the program advisor.
Required of all New Media Majors:
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NMS 220 - Foundations of New Media
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NMS 242 - Electronic Literature
COM 415 - Diversity and Representation in the Media
POL 371 - Internet Law
One of the following:
o NMS 399 - Internship
o NMS 375 Practicum
o Internship, Practicum, or Workshop in Concentration
NMS 490 - Vocation and New Media (or Keystone in Concentration)
Four courses (or at least 16 credits) from the new media electives list:
o ART 102 - Design
o ART 124 - Graphic Design Production: InDesign (1cr)
o ART 125 - Graphic Design Production: Illustrator (1cr)
o ART 126 - Graphic Design Production: Photoshop (1cr)
o ART 133 - Introduction to Digital Photography
o ART 180 - Intro to Community-based Photography
o ART 201 - Introduction to Graphic Design
o ART 202 - Typography
o ART 215 - Introduction to Web Design
o ART 226 - Artist Workshop (1cr)
o ART 315 - Graphic Systems
o ART 340 - Digital Imaging
o COM 243 - Studio Production
o CSC 250 - Game Programming on the Web
o CSC 431 - Intro to AI Robotics
o CSC 495 - Topics: Mobile Applications
o EDC 220 - Educational Technology
o ENL 226 - Introduction to Creative Writing
o ENL 241 - Introduction to Cinema Art
o ENL 324 - Creative Non-Fiction
o ENL 328 - Screenwriting
o ENL 371 - History of Cinema
o FLM 180 - Film, Sight, and Sound
o FLM 240 - Animation
o FLM 260 - Documentary Production I
o FLM 372 - Producing for Film and Television
o INS 330 - Art Praxis: Social Justice Theory and Practice in the Field
o INS 331 - Art and Culture in Political, Social and Historical Context
o MUS 221 - Intro to Music Technology
o MUS 272 - Human Identity through the Creative Arts
o MUS 336 - Arts Management and Concert Promotion
o NMS 230 - Social Media
o NMS 260 - New Media Production
o NMS 295 - Topics in New Media
o NMS 320 - Contemporary New Media Practices
o NMS 495 - Topics in New Media
o NMS 499 - Independent Study
o PHI 260 - Philosophy and the Arts
o PHY 261 - Electronics
o POL 342 - Mass Communication and Society
o POL 495 - Impact of the Internet
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RLN 216 - Religion and Science in Popular Culture
New Media Concentration in Promotional Communication
This concentration emphasizes the importance of understanding message, purpose, goals, and audience to make
effective use of new media technologies.
Students are required to take the New Media core and four of the following courses:
COM 120 - Mass Media and Popular Culture
COM 380- Strategic Communication Campaigns
NMS 230 - Social Media
NMS 260 - New Media Production
NMS 320 - Contemporary New Media Practices
New Media Concentration in Web Design
This concentration emphasizes visual design, interactivity, and web development. Students will obtain a foundation in
design, learn coding, and obtain valuable skills in understanding the impact of such on society.
Students are required to take the New Media core and the following courses:
ART 124 - Graphic Design Production: InDesign
ART 127 - Graphic Design Production: HTML/CSS
ART 201 - Introduction to Graphic Design
ART 202 - Typography
ART 215 - Introduction to Web Design
ART 315 - Graphic Systems
POL 495 - Impact of the Internet
Game Design and Development Major
This major emphasizes the social significance of computational problem solving within the game narrative and
game-based environments.
Students are required to take the following courses:
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NMS 220 - Foundations of New Media
NMS 242 - Electronic Literature
COM 415 - Diversity and Representation in the Media
NMS / POL 371 - Internet Law
NMS 490 - Vocation and New Media
NMS 115 - Introduction to Game History and Design
NMS 252 - Content and Systems Design
NMS 352 - Unity I: Working With Unity
NMS 452 - Unity II: Advanced Unity
NMS 475 - Game Design Studio
CSC 165 and 165L - Introduction to Computer Programming (Python)
CSC 311 - Web Applications and Databases
Complete both CSC 170 and CSC 272, or just GDM4 through Rize Education
○ Both CSC 170 and CSC 272
■ CSC 170 - Introduction to Object-Oriented Programming (Java)
■ CSC 272 - UNIX and C
○ GSM4 - C# Programming
New Media Minor
Four core courses and 8 elective credits:
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NMS 220 - Foundations of New Media
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NMS 242 - Electronic Literature
COM 415 - Diversity and Representation in the Media
POL 371 - Topics: Internet Law
Two courses or 8 credits from the new media elective list.
Departmental Honors
Departmental Honors is designed to encourage overall excellence as well as outstanding achievement on a specific
project of special interest to the student. Departmental Honors students must maintain a 3.25 GPA in the major and a
3.00 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality
(COM 499/FLM 499/NMS 499 registration). Honors candidates should meet with their faculty mentor prior to their
senior year to develop a proposal for the honors project.
Graduation Skills
The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses
and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the COM
351 for Communication Studies majors and one of DST 164, MAT 111, or PHY 119 for Film and New Media majors.
Note: For transfer students, at least three of these six courses must be courses offered at Augsburg.
For a complete list of courses and descriptions, see the Course Description Search.
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Critical Race and Ethnicity Studies
The outline of the Critical Race and Ethnicity Studies major and minor have been approved by the Augsburg faculty;
Augsburg is currently seeking approval through both the Higher Learning Commission and the Minnesota Office of
Higher Education.
Some courses listed below are still in development.
Degree and Major Requirements
A minimum of 16 of the 40 major credits must be completed at Augsburg, and at least 5 of the 10 required major courses
must be numbered 300 or above. Each course for the major can only satisfy one requirement.
The major requires three core courses, five focus area courses, and eight credits of additional electives, as outlined
below.
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CRS 101- Introduction to Critical Race and Ethnicity Studies
CRS 300 - Critical Race and Ethnicity Studies Theory and Methods
CRS 490 - Critical Race and Ethnicity Studies Senior Seminar
Complete five focus area courses, with three in the primary focus area and one from each of the other two areas.
o Africana Studies
▪ CRS 120 - Topics in Africana Studies
▪ CRS 320 - Topics in Africana Studies
▪ CRS 420 - Colloquium in Africana Studies
o Asian American and Pacific Islander Studies
▪ CRS 140 - Topics in Asian American and Pacific Islander Studies
▪ CRS 141 - History Untold: Southeast Asian American Refugee Experiences
▪ CRS 340 - Topics in Asian American and Pacific Islander Studies
▪ CRS 440 - Colloquium in Asian American and Pacific Islander Studies
o Latine/x Studies
▪ CRS 160 - Topics in Latine/x Studies
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CRS 161 - Introduction to Cultural Studies in Latin American and the Caribbean
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CRS 261 - Tell Me What You Eat and I Will Tell You Who You Are: Food and Identity in Latin America and the
Caribbean
▪ CRS 360 - Topics in Latine/x Studies
▪ CRS 460 - Colloquium in Latine/x Studies
Complete eight credits of additional CRS electives, beyond those applied to requirements above
Graduation Skills
The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the
major. Fulfillment of the graduation skills in Speaking (S) and Writing (W) is not yet determined.
The Quantitative Reasoning (QR) graduation skill is met with one of the following courses: DST 164, MAT 111, MAT 145,
MAT 146, MAT 163, PHI 230, or the QR from a second major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Minor in Critical Race and Ethnicity Studies
Complete CRS 101 plus sixteen credits of CRS electives, with at least eight credits of electives numbered 300 or above.
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Culture and Social Justice Minor
The Culture and Social Justice minor is an interdisciplinary program committed to engaging students with the histories,
struggles, knowledge, and agency of marginalized groups throughout our global society. Drawing on the diversity of
current and past voices from the Augsburg neighborhood, the minor connects local and national efforts to larger global
struggles for justice. The program explores the interplay of experiences that form and reform the current landscapes of
globalization, including Indigenous origins, diaspora, immigration, the impact of colonialism, postcolonialism, and
neocolonialism, cross-cultural and multicultural integration, and cultural thrivance. The interdisciplinary character of this
minor helps students develop professional skills for working across cultures and disciplinary audiences, enhances writing
and speaking skills for multicultural audiences, and provides preparation for the increasingly diverse and globalized
marketplace.
Coordinators
Andrew Aoki and Elise Marubbio
Minor Requirements
A total of six courses – one introductory course, four cluster courses, and one capstone course – are required. No more
than two classes from the same department can count toward the minor. At least 2 courses must be upper division. No
class can fulfill a requirement in more than one area. Courses noted with an asterisk have prerequisites. Some topics
courses not listed here may be used for one of the requirements; please contact one of the coordinators (above) for
approval.
One introductory course:
AIS 105 - Introduction to American Indian Studies
ANT 141 - Introduction to Cultural Anthropology
CCS 100 - Introduction to Cultural Studies
One course is required from each of the four clusters:
Theory cluster: Courses from this cluster will help students develop the ability to use a variety of theoretical approaches
to understanding globalization and marginalization. One course is required.
AIS 208 - Native American/First Nations Women and Film
AIS 364 - Indigenous Filmmakers
COM 329 - Intercultural Communication
PSY 261 - Personality and Cultural Context
SOC 240 - Protest and Social Change: Sociology of Social Movements
SOC 265 - Race, Class, and Gender
SOC 290 - Cultures of Violence
THR 245 - Introduction to Pan-Asian Theater
WST 305* - Introduction to Queer Studies
WST 315 - Margins as Center: Feminist Theory
WST 324* - Undocumented, Ecofeminist, & Queer: Contemporary Latin American Liberation Theologies
Local community cluster: Students will be able to describe the histories, politics, and cultures of the communities in
which Augsburg resides, and be able to explain how those communities have been shaped by and responded to
marginalization. One course is required.
AIS 105 - Introduction to American Indian Studies
AIS 205 - Contemporary American Indian Issues
AIS 302 - Indigenous Expressive Forms
AIS 304 - Engaging Native Communities
POL 122/URB 122 - Social Justice in Urban America
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National cluster: Courses in this cluster will help students be able to explain the ways that the United States has been
constructed from a variety of cultures, and the economic, political, and social consequences of that. One course is
required.
AIS 105 - Introduction to American Indian Studies
AIS 205 - Contemporary American Indian Issues
AIS 264 - American Indians in the Cinema
ART 290/ ART 390 - Native American Art
ENL 350* - African American Literature
ENL 365* - Contemporary Postcolonial Theory and Literature
HIS 236 - American Indian History
HIS 241, 242, 243 - African American History
POL 282 - Asian American Politics
THR 270 - Introduction to Black Theater
Global cluster: Courses in this cluster will help students be able to describe issues and questions that cross national
boundaries, and the ways that people around the world are adapting to changing environments. One course is required.
AIS 305† - Indigenous Issues of the Americas [Travel or Virtual Travel seminar]*
ART 100† - special topic on pottery & spirituality; taught in Guatemala*
ART 231 - Pre-Columbian, Colonial, and Contemporary Mexican Art
HIS 150/350 - Revolutions, Republics, and Resilience in Latin America
HIS 155/355 - Cultural Conflict and Change in Latin America
HIS 162/362 - Modern South Asia
HIS 327† - Racism and Resistance in Southern Africa and the United States*
HIS 357†* - Mexican History, Culture, and Cosmovision
POL 158 - Introduction to Political Science
POL 359* - Topics
POL 459* - Topics in Comparative Politics
SPA 332* - Latin American Civilizations and Culture
WST 250 - Global Perspectives on Gender and Sexuality
WST 335†* - Contemporary Latin American Women
WST 341†* - Globalization, Social Struggles, and the Environment
CGEE programs in Mexico, Namibia, and Central America can count toward 1 class requirement.
Note: Courses marked with a dagger (†) are not offered in the United States. Some are offered through the Center for
Global Education and Experience at one of their international locations, while others may be done through a study
abroad seminar.
Courses marked with an asterisk have one or more prerequisites.
One capstone course:
In this capstone to the minor, students will review the connections between local, national, and global dynamics, and be
able to describe the ways that people around the world adapt to the forces of globalization, and the role that those
forces play in creating or reinforcing pressures of marginalization.
AIS 405: Indigenous Activism and Resistance in the Americas
INS 495: Topics
For a complete list of courses and descriptions, see the Course Description Search.
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Economics
The Department of Economics offers a program that stresses a strong theoretical background, quantitative analysis, and
an emphasis on national and international issues. Students who graduate with an economics major are well prepared to
continue their education in a variety of fields or to work successfully in business and government because of the strong
liberal arts emphasis within the major.
The department offers six majors: Economics, Applied Economics, Mathematical Economics, Business and Economics,
and Economics and Political Science (Education majors only).
The Economics major and the Applied Economics majors lead to careers in the business world or government. The
Mathematical Economics major is designed for students who intend to attend graduate school in economics or another
quantitative field such as finance or operations research. It is also designed to serve students to work in quantitative
fields immediately upon graduation, e.g., research analysts or actuaries. The combined Economics/Business
Administration major allows students great flexibility in order to explore both fields. Finally, the teaching major in
Political Science/Economics allows secondary education licensure students to obtain a solid background for teaching
economics.
The study of economics provides a firm foundation for confronting change because it presents a disciplined way to
analyze and make choices. An Economics major prepares students for community leadership and leads to a great
diversity of career opportunities including law, teaching, journalism, and private and public international service. Pre-law
and potential Master of Business Administration students are especially encouraged to consider Economics as a major or
a minor.
Students are able to combine an Economics major with other disciplines such as Business Administration, International
Relations, Mathematics, Management Information Systems, Political Science, History, and area study programs. Students
who are interested in any type of quantitatively-oriented graduate program in economics or in business are encouraged
to either major or minor in Mathematics. These students should also take courses in Computer Science. Consult an
advisor for specific course suggestions.
For the Economics and Applied Economics majors, the capstone experience is ECO 490 - Research Methods in
Econometrics. Students in other majors should consult their advisor for alternatives. Internships are recommended.
Students must consult with the department chair and the Strommen Center before registering for an internship for
academic credit.
Note: Transfer students must complete at least three upper division economics courses for a major and two for a minor.
Transfer classes must have been completed in the last 10 years with at least a C- grade.
Economics Faculty
Stella Hofrenning (Chair), Jeanne Boeh, Keith Gilsdorf, Liaila Tajibaeva
Degree and Major Requirements
Major in Economics, BA
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ECO 112- Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
ECO 490 - Research Methods in Econometrics
Three four-credit upper division economics electives (ECO399 may not be applied to this requirement)
One of DST 164, MIS 379, or MAT 163
o DST 164 - Introduction to Statistics (with R)
o MIS 379 - Quantitative Methods for Business and Economics
o MAT 163 - Introductory Statistics
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One of MAT 114, MAT 145, or MAT 146
o MAT 114 – Precalculus
o MAT 145 and 145L - Calculus I
o MAT 146 and 146L - Calculus II
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about
potential adjustments to their course requirements to fulfill each of these skills.
Major in Applied Economics, BA
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ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
One of ECO 312 or ECO 315
o ECO 312 - Intermediate Macroeconomics
o ECO 315 - Money and Banking
ECO 313 - Intermediate Microeconomics
ECO 318 - Management Science
ECO 350 - Labor Economics
ECO 360 - International Economics
ECO 490 - Research Methods in Econometrics
ENL 223 - Writing for Business and the Professions
One of ECO 399 or ECO 499
o ECO 399 - Internship Program
o ECO 499 - Independent Study
One of DST 164, MIS 379, or MAT 163
o MIS 379 - Quantitative Methods for Business and Economics
o MAT 163 - Introductory Statistics
o DST164 - Introduction to Statistics (with R)
One of PHI 120 or PHI 125
o PHI 120 - Ethics
o PHI 125 - Ethics and Human Identity
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Combined Major in Economics and Business Administration, BA
Five Economics courses and supporting courses in other departments:
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ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
MKT 252 - Principles of Marketing
One of FIN 331 or MIS 379
o FIN 331 - Financial Management
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o MIS 379 - Quantitative Methods for Business and Economics
One four-credit upper division Economics course elective (ECO399 may not be applied to this requirement)
One four-credit upper division Business elective
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The Quantitative Reasoning (QR) graduation skill can be met by completing two
courses: (1) ECO 112 or 113 (QF) and (2) MIS 379 or ECO 318 or ECO 490 (QA). Consult your department chair or
academic advisor if you wish to choose an alternative approach to meeting the QR graduation skill.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Major in Mathematical Economics, BS (joint offering with the Department of Mathematics, Statistics, and Computer
Science)
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ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
ECO 490 - Research Methods in Econometrics
One introduction to statistics (MIS379 recommended), chosen from:
o DST 164 - Introduction to Statistics (with R)
o MAT 163 - Introductory Statistics (offered infrequently)
o MIS 379 - Quantitative Methods for Business and Economics
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 255- Multivariable Calculus
MAT 315- Linear Algebra
Two upper division mathematics/statistics courses, chosen from:
o DST 374 - Mathematical Statistics
o MAT 370 - Real Analysis
o MAT 373 - Probability Theory
o MAT 465 - Modeling and Differential Equations in Biological and Natural Sciences
Three four-credit upper division Economics courses (ECO 416 recommended)
CSC 165 - Introduction to Computer Programming (Python) is also recommended.
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC, DST, or MAT
course. Students must earn a grade of C- or better (or P) in each course that applies toward the major in Mathematical
Economics.
Students completing the major in Mathematical Economics are not eligible for a major in Economics, Applied Economics,
or the Combined major in Economics and Business Administration or a minor in Mathematics or Economics. Students
completing the major in Mathematical Economics may complete a major in Mathematics.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about
potential adjustments to their course requirements to fulfill each of these skills.
Teacher Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students, therefore, should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
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Teaching Major in Political Science and Economics
See Political Science.
Departmental Honors
GPA of 3.50 in the major and 3.00 overall; a senior thesis and comprehensive oral examination in the major field of
concentration.
Minor in Economics
This minor is not available to students majoring in the combined major of Business Administration and Economics.
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ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
One additional four-credit upper division economics course
Other configurations may be permitted by consulting with the department chair.
Note: Students who plan to major in the department are strongly encouraged to select a faculty mentor as soon as
possible in order to carefully plan their program of study.
For a complete list of courses and descriptions, see the Course Description Search.
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Education
The Department of Education maintains liberal arts-based teacher education programs that are approved by the
Professional Educator Licensing and Standards Board. These programs lead to recommendation for licensure to the State
of Minnesota for:
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Elementary (grades K-6)
Secondary—grades 5-12 in communication arts/literature, health, mathematics, and social studies; grades 9-12 in life
science, chemistry, and physics
K-12 licenses in visual arts, physical education, music, English as a Second Language (ESL) and the special education:
Academic Behavioral Strategist (ABS) license. (Note the ESL and ABS programs are available in weekday evening
program only*)
General Science (5-8) initial license
Optional endorsements for a K-6 elementary license include: mathematics (grades 5-8), general science (grades 5-8),
social studies (grades 5-8), or communication arts/literature (grades 5-8).
Program Availability
Degree and/or licensure programs are available in both the Day and AU (weekday evening*) programs. Augsburg
Undergraduate (AU) degree and licensure programs are limited to elementary, secondary communication arts/literature
and social studies, and K-12 visual arts, ESL and ABS. Additional licensure programs are available through the Day
program and open to AU students who can take courses on a weekday schedule. All prerequisite courses, elementary
core courses, and professional education courses are available on a weekday evening schedule*. P-12 field service
requirements associated with courses and student teaching must be completed during regular P-12 school hours. All
students must have some time available each term for field service in P-12 educational settings.
Licensure only
Students who have completed a BA/BS degree may complete a licensure only program within the day or AU*
undergraduate program. Contact the Education Department or the Office of Admission for information.
Program Overview
Students in all degree and/or licensure programs must apply for acceptance into the licensure program prior to
beginning most 300-400 level courses. (EDC 310 may be taken prior to admission). It is highly recommended that
candidates apply for acceptance to the licensure program before they are enrolled in EDC 310 in order to be ready to
register for most other 300-400 level courses in a timely manner. Additional criteria for acceptance into the licensure
program are available through the department website. Students complete a semester of full-time student teaching at
the conclusion of their degree and/or licensure. Students must complete the EdTPA during their student teaching
semester. State law requires passing appropriate exams (pedagogy and content exams) prior to recommendation for
licensure. Students who entered Augsburg University under earlier catalogs must comply with the requirements of the
new licensure programs.
The Education Department offers non-licensure majors in Elementary Education and Education Studies. Contact the
department for details. The department also offers a Special Education minor which is described at the end of this
section.
Students are assigned an Education Department program advisor upon request or at the outset of EDC coursework. All
students are expected to become knowledgeable about programs and follow through with department policies.
Handbooks outlining programs and policies are available through the Education Department and website.
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Student Teaching Abroad
Selected Education Department students may participate in an international student teaching program. Those interested
in further information should contact the Education Department at least one year prior to student teaching. Students
who teach abroad will do part of their student teaching in the Twin Cities area under direct Augsburg faculty supervision.
In addition to gaining Education Department approval for student teaching abroad, students must apply through the
Study Abroad and Study Away Office in the Center for Global Education and Experience.
Education Faculty
Joseph Erickson, Jennifer Diaz (Chair), Terrance Kwame-Ross , Audrey Lensmire, Rachel Lloyd, Jason Lukasik, Sergio
Madrid Aranda
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Elementary Education
Major and Licensure Requirements
Elementary Education majors are required to complete the following non-major and major courses. To be licensed they
must also complete a student teaching experience. Degree-seeking students follow the Bachelor of Science Liberal Arts
Foundation requirements.
Non-departmental Core Courses
AIS 105 - Introduction to American Indian Studies
Math sequence for students
(Do NOT take if seeking 5-8 math endorsement.) MPG 3 prerequisite.
MAT 204 - Mathematics for Elementary Teachers I (fall)
MAT 205 - Mathematics for Elementary Teachers II (spring)
Science sequence for students
(Do NOT take if seeking 5-8 general science endorsement.)
Option A is for Day students who do not have college-level science courses in their background.
BIO 102 - The Biological World
and
PHY 203 - Physics and Earth Science for Elementary Education Teachers
Option B is for weekday, AU, and/or transfer students with at least one college-level science course accepted in transfer,
or for weekday students who have already started this sequence.
PHY 203 - Physics and Earth Science for Elementary Education Teachers
or
EED 203 - Physical Science for Elementary Teachers (summer session, Time 1 only) and EED 200 - Elementary Education
Earth Science (summer session, Time 2)
and
BIO 102 - The Biological World
Option C (Rochester only).
SCI 110 - Natural Science I (Physical Science)
SCI 111 - Natural Science II (Biological and Earth Science)
Major Courses
Required education courses:
● EDC 200 - Critical Histories and Philosophies of Education
● EDC 220 - Educational Technology
● EED 314 - Transcultural Literacies: An Introduction to Language and Literacy
● EDC 310 - Learning and Development in an Educational Setting
Elementary Major coursework: (Courses from this point on require admission to the licensure program)
● EED 311 - K-6 Methods: Health
● EED 312 - K-6 Methods: Physical Education
● ESL 320 - Introduction to Linguistics
● EED 425 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom
● EED 341 - K-6 Methods: Art
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EED 342 - K-6 Methods: Music
EED 350 - K-6 Methods: Mathematics
EED 360 - K-6 Methods: Science
EED 370 - K-6 Social Studies Methods: Decolonizing Curriculum and Classrooms
EDC 375 - Learners with Dis/abilities
EDC 490 - School and Society or ESL 490 - Language, Culture, and Schools
Student Teaching
Student teaching is required for licensure. Students with an Elementary major who do not complete student teaching can
graduate through the Elementary Education non-licensure major or the Interdisciplinary Studies major.
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EDC 481 - Student Teaching: Initial License for Undergraduate Students (or EDC 482 - Student Teaching: Additional
License or Endorsement, for students completing an additional license)
EED 489 - Teacher Performance Assessment and Student Teaching Seminar
Endorsements (optional to add on to elementary license, secondary biology, chemistry, physics)
Communication Arts (5-8)
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ENL 220 - Critical and Analytical Writing
ENL 240 - Foundations of Literary and Cultural Study
One of COM 254, COM 329, COM 351, or COM 355
o COM 254 - Interpersonal Communication
o COM 329 - Intercultural Communication
o COM 351 – Argumentation
o COM 355 - Small Group Communication
EED 331 - Middle School Methods Writing
ESE 300 - Reading/ Writing in the Content Area**
ESE 350 - 5-12 Methods: Literature and Reading**
EDC 482 - Student Teaching: Additional License or Endorsement
Social Studies (5-8th grade)
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POL 121 - American Government and Politics
One of HIS 120, HIS 121, or HIS 122
o HIS 120 - Colonizing a Continent and Creating Nations: North America to 1815
o HIS 121 - An Empire for Liberty: U.S. History To 1877
o HIS 122 - Gender, Race, Class and Democracy in the Modern U.S.
ECO 113 - Principles of Microeconomics
One of HIS 103, HIS 104, PSY 105, SOC 121, or ANT 141
o HIS 103 - A Global History of Europe Since 1750
o HIS 104 - Decolonizing Asia and Africa
o PSY 105 - Principles of Psychology
o SOC 121 - Introduction to Sociology
o ANT 141 - Introduction to Cultural Anthropology
ESE 220 - Introduction to Human Geography
ESE 300 - Reading/Writing in the Content Area**
ESE 311 - Middle School Methods: Social Studies**
EDC 482 - Student Teaching: Additional License or Endorsement
Mathematics (5-8th grade)
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MAT 114 - Precalculus (or MPG 4)
MAT 145 and 145L - Calculus I
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One of MAT 163: Introductory Statistics, DST164: Introduction to Statistics (with R) (recommended), or MAT 373:
Probability Theory
MAT 302 - Discrete Mathematical Structures
MAT 325 - History of Mathematics
MAT 335 - Exploring Geometry
ESE 300 - Reading/Writing in the Content Area**
ESE 331 - Middle School Methods: Mathematics**
EDC 482 - Student Teaching: Additional License or Endorsement
General Science (5-8th grade)
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BIO 102 and 102L - The Biological World
BIO 121 and 121L - Human Biology
CHM 115 and 115L - General Chemistry I
CHM 116 and 116L - General Chemistry II
PHY107 and 107L - Introduction to Physics
SCI 106 and 106L - Introductory Meteorology
Geology - (take elsewhere—see Education Department for suggestions)
ESE 300 - Reading/Writing in the Content Area**
ESE 341 - Middle School Methods: Natural Science**
EDC 482 - Student Teaching: Additional License or Endorsement
Graduation and Licensure/ Endorsement Requirements
A minimum GPA of 2.50 overall, 2.50 in the major, 2.00 in the specialty area, and grades of P in student teaching courses
are required for licensure as well as C- or better in all required core, specialty, and education major courses.
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
For a complete list of courses and descriptions, see the Course Description Search.
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K-12 English as a Second Language
The K-12 English as a Second Language (ESL) undergraduate major is available as an initial license as well as an
endorsement to an existing license. This license qualifies teachers to work with K-12 students for whom English is a
second language across a range of subject areas. A prerequisite to program admission is two years of high school level or
one year of college level language instruction.
The K-12 ESL program is offered in a hybrid format with a mix of face-to-face and online instruction throughout the
semester. Program courses are offered in a weekday evening framework during the academic year and summer semester
to make them accessible to working adults.
Major and Licensure Requirements
Required Non-major Courses:
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AIS 105 - Chemical Dependency Education
ENL 111 - Effective Writing II
Modern language prerequisites (2 years high school or 1 year college language)
Required Education Courses for ESL:
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EDC 200 - Critical Histories and Philosophies of Education
EDC 220 - Educational Technology
EDC 310 - Learning and Development in an Educational Setting
EDC 375 - Learners with Dis/abilities
EED 425 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom
ESE 325 - Creating Learning Environments
ESL Major Courses
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ESL 310 - Second Language Acquisition
ESL 320 - Introduction to Linguistics
ESL 330 - History and Structure of the English Language
ESL 340 - ESL Literacy
ESL 410 - ESL Testing and Evaluation
ESL 420 - ESL Methods
ESL 490 - Language, Culture, and Schools (Keystone requirement)
EDC 481 - Student Teaching: Initial License for Undergraduate Students (or EDC 482 - Student Teaching: Additional
License or Endorsement, for students completing an additional license)
ESL 489 - Teacher Performance Assessment and Student Teaching Seminar
A minimum GPA of 2.50 overall, 2.50 in the major, and grades of P in student teaching courses are required for licensure
as well as C- or better in all required core and education major courses.
Graduation Skills
Graduation Skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
For a complete list of courses and descriptions, see the Course Description Search.
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Secondary Education
It is the responsibility of each student to meet all specific requirements of the Education Department and the subject
area major. Secondary and K-12 licensure students are expected to have advisors in both their subject area major and in
the Education Department. K-12 licensure is available in art, music, health and physical education. A 5-12 secondary
licensure program is available in communication arts/literature, mathematics, and social studies. A 9-12 secondary
licensure program is available in life science, chemistry, and physics with an additional general science endorsement for
grades 5-8.
Licensure requirements in the state of Minnesota for teaching in secondary schools are met through the Augsburg
University Education Department licensure program. These requirements are: bachelor’s degree, academic major in an
approved teaching area, and completion of an approved licensure program.
Consult with your subject matter advisor for Graduation Skills requirements in Critical Thinking (CT), Quantitative
Reasoning (QR), Speaking (S), and Writing (W).
Major and Licensure Requirements
Non-Departmental Requirements
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HPE 115 - Chemical Dependency Education
Program Requirements
Foundations Block I
● AIS 105 - Introduction to American Indian Studies
● EDC 200 - Critical Histories and Philosophies of Education
● EDC 220 - Educational Technology
Foundations Block II
● EDC 310 - Learning and Development in an Educational Setting
Courses from this point and on require admission to the licensure program .
Methods Block I
● ESE 300 - Reading/Writing in the Content Area
● ESE 325 - Creating Learning Environments
Methods Block II
● ESE 3XX - K-12 or 5-12 Methods in Content Area
Capstone Block
● EDC 375 - Learners with Dis/abilities
● EDC 490 - School and Society
Student Teaching Block
● EDC 481 - Student Teaching: Initial License for Undergraduate Students (or EDC 482 - Student Teaching: Additional
License or Endorsement, for students completing an additional license)
● ESE 489 - Teacher Performance Assessment and Student Teaching Seminar
A minimum GPA of 2.50 overall, 2.50 in education, 2.50 in the teaching major, and P (pass) in student teaching are
required for licensure. All required major, non-departmental requirements, and education program courses must have a
grade of C- or better.
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Art, Music, and Physical Education Licensure (K-12)
Students preparing for licensure in one of these areas follow the Secondary Education program even though they may
plan to teach at the elementary school level. A person with a major in one of these special areas will take three to four
courses in student teaching and do some student teaching at both the secondary and elementary levels. Note:
Recommendation for teacher licensure in music is granted only to students who successfully complete the requirements
for the Music Education (K-12 licensure track)major. Art, music, and physical education teacher education programs lead
to licensure for grades K-12. Students may no longer license in a minor field of study.
A graduate level licensure option is available through the AU* evening program. Licensure is obtained through a
combination of graduate and undergraduate credits. Contact the Education Department or the Undergraduate and
Graduate Admission Offices for information.
For a complete list of courses and descriptions, see the Course Description Search.
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Special Education: Academic Behavioral Strategist
The special education ABS major is available only through the AU* program. This major is ideally suited to people who
are currently working in schools with K-12 special education students. Students must complete field experience
requirements in K-12 special education and general education mainstreamed settings as part of course and program
requirements; field service requirements are during the regular school times and calendar year.
A graduate-level licensure option is available through AU*. Licensure is obtained through a combination of graduate and
undergraduate credits.
Major and Licensure Requirements
Special Education Major
Non-departmental core courses - These requirements should be taken during the first year or sophomore year; many of
these courses will also fulfill liberal arts requirements:
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ENL 111 - Effective Writing II
HPE 115 - Chemical Dependency Education
MAT 204 - Mathematics for Elementary Teachers I (MPG 3 prerequisite)
AIS 105 - Introduction to American Indian Studies
Required Education Courses for ABS:
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EDC 200 - Critical Histories and Philosophies of Education
EDC 220 - Educational Technology
EDC 310 - Learning and Development in an Educational Setting
EED 314 - Transcultural Literacies: An Introduction to Language and Literacy
Students must be admitted to the licensure program to take courses beyond this point.
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EED 350 - K-6 Methods: Mathematics
EED 360 - K-6 Methods: Science
ESL 320 - Introduction to Linguistics for Teachers
EED 425 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom
EDC 375 - Learners with Dis/abilities
SPE 410 - Implementing Assessment Strategies
SPE 411 - Etiology and Theory of Mild to Moderate Disabilities
SPE 415 - Theory to Practice
SPE 425 - Transition and Community
SPE 430 - Instructional and Behavioral Practices
SPE 490 - Parent and Professional Planning
EDC 481 - Student Teaching: Initial License for Undergraduate Students
SPE 489 - Teacher Performance Assessment and Student Teaching Seminar
A minimum GPA of 2.50 overall, 2.50 in the major, and grades of P in student teaching courses are required for licensure
as well as C- or better in all required core and education major courses.
Graduation Skills
Graduation Skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
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Special Education Minor
The Special Education minor requires six courses (five plus one prerequisite psychology course) that encompass an
interdisciplinary perspective on the field of disability. The minor is designed to fit the needs of students in various
disciplines interested in disability issues. This minor is available through the weekday program.
Required courses:
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EDC 375 - Learners with Dis/abilities
EDU 491 - Practicum and Seminar in Special Education
PSY 105 - Principles of Psychology
SOC 231 - Family Systems: A Cross-Cultural Perspective
One of PSY 250, PSY 252, or PSY 253
o PSY 250 - Child Development
o PSY 252 - Adolescent and Young Adult Development
o PSY 253 - Aging and Adulthood
One of PSY 357, PSY 359, SOC 265, or SWK 301
o PSY 357 - Behavior Analysis
o PSY 359 - Assessment
o SOC 265 - Race, Class and Gender
o SWK 301 - History and Analysis of Social Policy
Interested students should contact the director of Special Education at the outset of coursework
For a complete list of courses and descriptions, see the Course Description Search.
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English
The Augsburg English Major is designed for students who love good stories. Professors in the department believe that
the best stories are those that challenge us, shock us, confuse us, unsettle us, change us, and demand that we respond.
The purpose of literature is to make a familiar world feel strange and new again; to expand our sense of empathy; to
“arrest our attention,” according to Saul Bellow, “in the midst of distraction.” Although English literature is steeped in
histories of oppression, colonization, sexism, racism, and other forms of violence, it has also been a vehicle for the
subversion of dominant ideologies and histories. Students who major in English encounter texts that are both
problematic and poetic, unsettling and beautiful, worldly and transcendent.
English majors may be poets, book lovers, activists. They might become grantwriters or teachers or editors, yes, but they
might also become lawyers, web designers, engineers, physical therapists, social workers, or business moguls. Whatever
path students choose, the English major will provide them with essential skills to guide their way: creative and critical
thinking and writing, research methods, argumentation, collaborative problem-solving, close reading, project
management, and leadership.
Most importantly, the major empowers students to strengthen and hone their interpretations, opinions, and voices.
“Powerlessness and silence,” as Margaret Atwood writes, “go together.” James Baldwin puts the same idea differently:
“You write in order to change the world.”
English Faculty
Robert Cowgill, Stephan Clark, Sarah Greenfield, Dallas Liddle, John Schmit, Lindsay Starck, Kathryn Swanson, Mzenga
Wanyama (Chair)
Degree and Major Requirements
The major requires ten courses. Students may choose the general English Major, the major with a Creative Writing
Concentration, or the major with a Professional Writing Concentration.
All students majoring in English must complete five core courses and five electives.
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ENL 220 - Critical and Analytical Writing
ENL 226 - Introduction to Creative Writing
ENL 230 - Literatures of Identity, Power, and Resistance
ENL 240 - Foundations of Literary and Cultural Study
ENL 400 - Advanced Topics in Literature and Writing
Five ENL electives, including at least four numbered 300 or above
Students choose their electives from a variety of topics, some of which are offered yearly, others on an alternating basis.
Always check the department website for the offerings in any given four-year period.
Optional Concentrations Within the Major
English majors can choose to use the five electives for the major to complete a concentration.
Majors with a Creative Writing concentration must take exactly three Creative Writing (CW) designated courses (beyond
ENL 226). Creative Writing concentration courses are chosen from ENL 320, ENL 322, ENL 324, ENL 325, ENL 326, ENL
328, ENL340, and the MFA master class (ENL 531, ENL 532, ENL 533, ENL 534, or ENL 535).
Majors with a Professional Writing concentration must take exactly three Professional Writing (PW) designated courses
(beyond ENL 220). Professional Writing concentration courses are chosen from ENL 223, ENL 324, ENL 344, ENL 380, or
ENL 394.
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English Minor
Students choosing to minor in English must take five courses: two of the 200-level core courses and three electives, with
at least two electives at the 300-level.
To complete the minor with a Creative Writing concentration, exactly two of the three electives must be designated
“CW”.
To complete the minor with a Professional Writing Concentration, exactly two of the three electives must be designated
“PW”.
Communication Arts/Literature Teacher Licensure Major
The Communication Arts/Literature Teacher Licensure concentration is for students who seek to be licensed to teach
English, Communication Arts, and Literature in Minnesota. Students are encouraged to take courses toward their major
during the first and sophomore years and to apply for the education licensure program no later than the spring of their
sophomore year.
Students must work with advisors in both the English Department and the Education Department in order to meet the
professional requirements within the Education Department as well as the requirements for the major. Should licensure
not be possible, graduation can be achieved through an English major or a Communication Studies major, both of which
would require additional coursework.
Prerequisite: ENL 111
Major Requirements (eight courses in English):
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ENL 220 - Critical and Analytical Writing
ENL 240 - Foundations of Literary and Cultural Study
ENL 365 - Contemporary Postcolonial Theory and Literature
ENL 380 - Introduction to the English Language
One of ENL 394 or ENL 396
o ENL 394 - Teaching Writing: Theory and Practice
o ENL 396 - Internship in Teaching Writing
One upper division ENL British literature course
One upper division ENL American literature course
One additional ENL literature, language, or theory course chosen from ENL 360, ENL 361, ENL 371, ENL 372, ENL 375,
ENL 395, or ENL 400
Experiential Requirement (no credit):
One college-level experience required in forensics, debate, newspaper, literary journal, theater, media production, or
other related activity (subject to department approval)
Additional Courses (outside the English Department):
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COM 111 - Public Speaking
COM 120- Mass Media and Popular Culture
One of COM 254 or COM 329
o COM 254 - Interpersonal Communication
o COM 329 - Intercultural Communication
One additional communications elective, chosen from NMS220, NMS242, FLM180, COM243, COM247, COM351, or
POL342
Special Methods (two courses):
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ESE 350 - 5-12 Methods: Literature and Reading
ESE 351 - 5-12 Methods: Speaking and Listening
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Additional ESE and EDC courses are required for licensure. See the Education Department section for a listing of
secondary education licensure requirements. In addition to consulting your designated ENL advisor, contact an Education
Department advisor for information about education courses.
Graduation Skills
Graduation Skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
The Quantitative Reasoning (QR) graduation skill is met with one of the following courses: DST 164, HIS 369, MAT 111,
MAT 145, MAT 146, MAT 163, PHI 230, PHY 119, POL 483, or the QR from a second major.
Departmental Honors
GPA of 3.5 in the major and 3.0 overall; submit proposal to department chair by early October in senior year for
department approval. Submit and defend paper before faculty committee. Honors projects may receive independent
study credit (refer to departmental guidelines).
MFA Master Class Option
Upper-level students (Junior or Senior) with the recommendation of a creative writing instructor, a writing sample, and a
GPA of 3.00 in English courses, and the permission of the MFA program director, may join a MFA summer residency
course in their genre. Upon successful completion of the same residency requirements as graduate students, master
class students will earn the same number of credits towards their Augsburg undergraduate degree (maximum 6 credits).
Additionally, if they enroll in the Augsburg MFA program in the future, they will have satisfied the first of their three
summer residency course requirements.
The MFA Master Class Option is not repeatable.
The MFA Master Class Option is open to undergrad students from other institutions as well as Augsburg University.
Transfer Students
Note: Transfer undergraduate English majors must take at least three of their English courses at Augsburg. Transfer
students who minor in English must take at least two of their English courses at Augsburg.
Transfer English education students with a BA in English from another college must take at least three of their English
courses at Augsburg (preferably upper division courses). These courses must be taken before the department can
recommend a student for student teaching.
The English Placement Test
A writing sample is required of students to determine their placement in an appropriate writing class. Students having
completed AP (Advanced Placement) courses in composition must have a score of 4 or 5. Students who need to develop
competence in composition skills—such as stating and supporting a thesis, organizing clearly, and constructing
paragraphs and sentences—are required to enroll in Effective Writing I (ENL 101) where they receive more individual
instruction than is possible in Effective Writing II (ENL 111). These students must pass Effective Writing I (ENL 101) with a
grade of P, C-, or higher before enrolling in Effective Writing II (ENL 111).
Note: Students must register for ENL 101 during the first semester of attendance, if possible. ENL 111, 112, or HON 111
should be completed, if possible, during the first year.
Students in Effective Writing I (ENL 101) or Effective Writing II (ENL 111) can elect the traditional grading system or
P/LP/N grading in consultation with their instructor up through the last week of class (without special
permission/petition).
Service Courses
The department offers these service courses for students as required by a placement test.
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Foundational Courses
The 200-level courses in the English major develop foundational competencies in reading and interpreting literary texts,
and provide opportunities for diverse literary discovery. These courses require ENL 111 as a prerequisite or co-requisite.
Upper Level Courses
The 300-level literature courses concentrate on primary texts in historical and cultural contexts. These courses ask
students to practice interpreting literary texts by employing techniques, terminology, and research methods of the
discipline, resulting in effective and substantive expository writing about the subject. The 300-level writing courses ask
students to deeply engage and analyze published work as well as their own work and that of their peers. Unless
otherwise indicated, students must take one of the 200-level requirements or gain the consent of the instructor as a
prerequisite for a 300-level course.
The 400-level course emphasizes writing, scholarship, criticism, and/or theory at an advanced level. Any 300-level course
or permission of the instructor serves as a prerequisite for the 400-level. The 400-level course must fulfill the keystone
requirement.
Writing Courses
Note: First day attendance in all writing courses is mandatory for a student to hold their place in the course.
For a complete list of courses and descriptions, see the Course Description Search.
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Environmental Studies
Environmental Studies is the interdisciplinary investigation of human relations with the natural world. Augsburg’s
program focuses on the study of urban environmental justice, drawing on the natural sciences, social sciences,
humanities, and professional studies to examine the interdependence between humans and the natural world. It
provides an understanding of the ecological, social, and cultural processes and problems that bind that world together.
Augsburg’s Environmental Studies students study the most pressing local, regional, national, and global issues of our day,
and gain the knowledge and skills needed to go out into the world as problem-solvers and change agents.
Augsburg University’s location in a diverse inner-city neighborhood adjacent to the Mississippi River offers an
opportunity for the close study of complex urban environments and their relationship to wider ecological systems.
Although many equate environmental issues with rural areas, most people live in cities. Urban residents shape nature in
innumerable ways, including through energy, food, and water consumption; transportation; and industrial production. In
turn, environmental injustice is often found in urban settings. With that in mind, Augsburg’s Environmental Studies
program simultaneously studies ecological quality and social justice.
The program provides undergraduate training leading to a BA or a minor in Environmental Studies. Upon completion of
the program, students will be able to understand and analyze ecological processes, recognize the many and varied forms
of nature in the city, distinguish stakeholders’ interests in policy debates, decipher the context and variety of human
experiences in nature, identify inequities in the access to and use of natural resources, and articulate responses
grounded in multiple disciplinary insights to current urban environmental challenges. Drawing on their experiences in
settings as diverse as the Cedar-Riverside neighborhood, the upper Mississippi River Valley, and Mexico, graduates of the
program pursue vocations in nonprofit organizations, government policy and planning positions, law and graduate
school, education, ministry, and corporate settings.
Environmental Studies Faculty
Matthew Beckman (Biology), Amanda Case (Chemistry), Kristen Chamberlain (Communication Studies), Christina
Erickson (Social Work), Z. Vivian Feng (Chemistry), Nancy Fischer (Sociology/Urban Studies), Sarah Greenfield (English),
Joan Kunz (Chemistry), Michael Lansing (History), Emily Schilling (Biology/Environmental Studies), Liaila Tajibaeva
(Economics), Keith Gilsdorf (Economics), Joseph Underhill (Political Science, Program Director), John Zobitz
(Mathematics).
Degree and Major Requirements
Environmental Studies Major
A total of 14 courses, as follows:
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BIO 152 and 152L - Ecology, Evolution and Diversity and Lab
ECO 113 - Principles of Microeconomics
ECO 365 - Environmental Economics
ENV 100 - Environmental Connections
ENV 301 - Environmental Seminar (.5 credit) students must take 2 sections; advanced transfer students (entering
with more than 63 credits) must take 1 section
ENV 320 and 320L - Environmental Science and Lab
ENV Internship (ENV 396, 397, 398, or 399)
HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History
One of SWK 210 or ENV 340
o SWK 210 - Environmental Justice and Social Change
o ENV 340 - Climate and Environmental Justice
One of CHM 102 or CHM 115
o CHM 102 and 102L - Chemistry for Changing Times
o CHM 115 and 115L- General Chemistry I and Lab
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One lower division elective chosen from:
o AIS 105 - Introduction to American Indian Studies
o AIS 205 - Contemporary American Indian Issues
o COM 260 - Environmental Communication
o POL 241 - Environmental and River Politics
o SOC/URB 111 - City Life: Introduction to Urban Sociology
One research methods course chosen from:
o COM 301 - Research Methods in Communication Studies
o DST 164 - Introduction to Statistics (with R)
o ENV 360 - Field Research Methods and Investigation
o MAT 163 - Introductory Statistics
o MIS 379 - Quantitative Methods for Business and Economics
o POL 483 - Political Statistics and Methodology
o PSY 215 - Research Methods and Statistics I
o SOC 362 - Statistical Analysis
One additional upper division elective chosen from:
o BIO 420 - Conservation Biology
o BIO 425 and 425L - Freshwater Ecology
o BIO 481 and 481L - Ecology and Lab
o ECO 370 - International Economic Development
o ENV 310 - Environmental Politics Field Seminar
o ENV 330 - Topics in Environmental Studies
o ENV 340 - Climate and Environmental Justice
o ENV 350 - Ecology and Socio-Ecological Systems Change
o ENV 370 - Environmentalism and the Arts: Building a Sustainable Humanities
o POL 325 - Politics and Public Policy
o POL/WST 341 - Globalization, Social Struggle and the Environment
o RLN 333/WST 313 - Environmental Theology and Ethics
o SOC 380 - Disaster and Resilience
o SOC/URB 381 - City and Regional Planning
One of ENV 492 or ENV 490
o ENV/URB 492 - The City and Environment Keystone
o ENV 490 - Environmental Studies Independent Project
Environmental Studies Minor
Five courses:
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ENV 100 - Environmental Connections
ENV 301 - Environmental Seminar (.5 credit)
SWK 210 - Environmental Justice and Social Change
Complete four courses from at least two of the three divisions; at least two of the electives must be numbered 300
or above:
o Humanities
▪ COM 260 - Environmental Communication
▪ ENL/ENV 370 - Environmentalism and the Arts: Building a Sustainable Humanities
▪ HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History
▪ RLN 333/WST 313 - Environmental Theology and Ethics
o Social Sciences
▪ ECO 365 - Environmental Economics
▪ ENV 310 - Environmental Politics Field Seminar
▪ POL 241 - Environmental and River Politics
▪ POL 325 - Politics and Public Policy
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▪ POL/WST 341 - Globalization, Social Struggle and the Environment
▪ SOC 380 - Disaster and Resilience
Natural Sciences
▪ BIO 152 and 152L - Evolution, Ecology, and Diversity
▪ BIO 420 - Conservation Biology
▪ BIO 425 and 425L - Freshwater Ecology
▪ BIO 481 and 481L - Ecology
▪ CHM 115 and CHM 115L- General Chemistry I
▪ ENV 320 and 320L - Environmental Science
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The Quantitative Reasoning (QR) requirement is met by the Quantitative Methods
requirement.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
For a complete list of courses and descriptions, see the Course Description Search.
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Gender, Sexuality, and Women’s Studies
The Gender, Sexuality, and Women’s Studies program provides students with the opportunity to critically examine
women’s contributions and experiences in various historical and cultural contexts. This is an inter-college program with
course offerings at Augsburg University, Hamline University, St. Catherine University, and the University of St. Thomas.
Courses are drawn from many disciplines and combine theoretical, practical, and research components that focus not
only on gender, but also acknowledge that race, class, and sexual identity are crucial aspects of women’s experiences.
The Gender, Sexuality, and Women’s Studies program offers both a major and a minor, and provides students with
academic preparation for careers in human services, education, and social work as well as graduate study.
Faculty
Adriane Brown (director), Kristin M. Anderson, Janelle Bussert, Kristin Chamberlain, Sarah Combellick-Bidney, Ankita
Deka, Jacqueline deVries, Grace B. Dyrud, Darcey Engen, Nancy Fischer, Milda Hedblom, Sophia Jacobsen, Michael
Lansing, Mary Lowe, Ann Lutterman-Aguilar, M. Elise Marubbio, Kathleen McBride, Norma Noonan, Pary
Pezechkian-Weinberg, Timothy Pippert, Beverly J. Stratton, Kathryn Swanson, James Vela-McConnell, Mzenga Wanyama
Degree and Major Requirements
Major
Ten courses that must include:
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WST 201 - Introduction to Gender, Sexuality, and Women’s Studies
WST 315 or another mid-level course in feminist theory selected from an approved list
WST 485 - Senior Seminar
WST 199/399 – Internship
The remaining six electives are to be selected from approved Gender, Sexuality, and Women’s Studies courses, and
should include one course with a racial, ethnic, or global emphasis and one course with a sexuality emphasis. At least
three of the six electives must be upper division courses. Students may take courses at any of the colleges
participating in the Gender, Sexuality, and Women’s Studies program. However, at least three courses must be
completed at Augsburg.
Each student’s program must have the written approval of the Gender, Sexuality, and Women’s Studies program
coordinator.
Both majors and minors are encouraged to participate in one of the gender-focused semester study abroad programs
offered through Augsburg’s Center for Global Education. Two programs have been pre-approved for Gender, Sexuality,
and Women’s Studies credit: Crossing Borders: Gender and Social Change in Mesoamerica (offered fall semester) and
Migration and Globalization: Engaging Our Communities (offered spring semester).
Graduation Skills
The Speaking (S), Writing (W), and Critical Thinking (CT) graduation skills are embedded at all levels and are met by
completing the major. The Quantitative Reasoning (QR) graduation skill can be met by completing MAT 163 or DST 164.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Minors and Concentrations
Students majoring in Gender, Sexuality, and Women’s Studies can pursue a concentration in Sexuality Studies and/or
Global Women’s and Gender Studies. A concentration will be noted on the transcript at the point of graduation, not a
minor.
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Gender, Sexuality, and Women’s Studies Minor
Five courses that must include WST 201; WST 315; and three electives, one of which must be upper division. Courses
may be taken from the other ACTC colleges as well as Augsburg. Each student’s program must have the written approval
of the Gender, Sexuality, and Women’s Studies Program Coordinator.
Sexuality Studies Minor or Concentration
The 20-credit minor/concentration in Sexuality Studies offers students the opportunity to explore the history, social
construction, and physiology of sexuality and to examine the cultural meanings of gender, sexual orientation, and sexual
practice on a global level. Students are required to take three core courses plus two electives (one of which must be
upper division), as follows:
Core Courses in Sexuality Studies:
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WST 201 - Introduction to Gender, Sexuality, and Women’s Studies
SOC 266 - Sociology of Love, Intimacy, and Sexuality
WST 305 - Introduction to Queer Studies
Two electives, including at least one upper division elective, chosen from:
o WST 250 - Global Perspectives on Gender and Sexuality
o WST 315 - Margins as Center: Feminist Theory
o HPE 316 - Human Sexuality
o WST 281/481 - Topics
Global Women’s and Gender Studies Minor or Concentration
The 20-credit minor/concentration in Global Women’s and Gender Studies offers students the opportunity to focus on
women’s roles, experiences, and worldviews in a global context. Students are required to take three core courses plus
two electives (one of which must be upper division), as follows:
Core Courses in Global Women’s and Gender Studies:
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POL 359 - Topics: Women in Comparative Politics
WST 201 - Introduction to Gender, Sexuality, and Women’s Studies
WST 315 - Margins as Center: Feminist Theory
Two electives, including at least one upper division elective, chosen from:
o WST 250 - Global Perspectives on Gender and Sexuality
o WST 281/481 – Topics
o WST 313 - Environmental Theology and Ethics
o WST 341 - Globalization, Social Struggles and the Environment
o WST 357 - Mexican History, Culture and Cosmovision
o WST 362 - Walking the Truth: Culture, Gender and Millennium Development Goals in Sub Saharan Africa
o WST 366 - Latin American Liberation Theologies and Social Change
o AIS 208 - Native American/First Nations Women and Film
o AIS 305 - Indigenous Issues of Central America
o ENL 365 - Contemporary Postcolonial Theory and Literature
o HIS 195 - Topics in History: Promoting Justice and Seeking Equality - Globalization and Women’s Grassroots
Movements in Latin America
Students are strongly encouraged to study abroad or to take at least one travel seminar.
Transfer Students
Students who transfer to Augsburg University and wish to complete a major or minor in Gender, Sexuality, and Women’s
Studies are urged to consult with the director of Gender, Sexuality, and Women’s Studies immediately upon transfer. The
Gender, Sexuality, and Women’s Studies program has an articulation agreement with Century College and with Inver Hills
Community College that governs students from these institutions with a Women’s Studies certificate who transfer to
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Augsburg. Transfers from other colleges and universities must consult with the director of Gender, Sexuality, and
Women’s Studies for approval of courses for the major or minor.
For a complete list of courses and descriptions, see the Course Description Search.
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Health, Physical Education, and Exercise Science
All students at Augsburg University interact with the Department of Health, Physical Education, and Exercise Science.
Departmental goals include providing quality experiences and preparation for careers in education, allied health, and
fitness professions, along with an education that leads to lifelong participation in wellness activities. The department
ensures that all students - recreational participants as well as student athletes - will find ample opportunity for
developmental activities.
The Physical Education program prepares students for careers in physical education endeavors in schools and in allied
professions.
The Health Education program prepares students for careers in school health education, wellness, and allied professions.
This program offers a comprehensive view of wellness that examines prevention and promotion needs for individuals,
schools, and the community.
The Exercise Science program prepares students with practical application of the knowledge needed to become a health
fitness or community health professional. Interested students will also be prepared to move on to graduate or
professional school in allied health professions such as physical therapy, occupational therapy, athletic training, and
chiropractic studies.
Faculty
Nick Brundy, Anthony Clapp (Chair), Christopher Dixon,, Jill Everett, Aaron Griess, Mike Humphreys, Holly LaBerge,
Melissa Lee, Marissa Lindback, Tara Mader, Brianna McMichael-Bretscher, Michael Navarre, Ana Ribeiro, Eric Rolland,
Missy Strauch, Nathan Tenut, Macey Terhell, Steve Verlennich, Jackie Voigt, Hanan Zavala
Degree and Major Requirements
Health Education Major
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HPE 104 - Components of Fitness Training
HPE 110 - Personal and Community Health - No longer taught; contact HPE Department for substitution information.
HPE 115 - Chemical Dependency Education
HPE 214 - Health and Safety Education
HPE 215 - Health and Exercise Psychology
HPE 316 - Human Sexuality
HPE 320 - School Health Curriculum
HPE 357 - Research Methods and Measurement in Health, Physical Education, and Exercise Science
HPE 358 - Assessment in Health and Physical Education
HPE 390 - Instructional Methods and Materials in Health Education
HPE 410 - Administration and Supervision of the School Health Program
HPE 450 - Current Health Issues
BIO 103 - Human Anatomy and Physiology
One of PSY 250 or PSY 252
o PSY 250 - Child Development
o PSY 252 - Adolescent and Young Adult Development
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
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Health Education Minor
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HPE 104 - Components of Fitness Training
HPE 110 - Personal and Community Health - No longer taught; contact HPE Department for substitution information.
HPE 115 - Chemical Dependency Education
HPE 214 - Health and Safety Education
HPE 316 - Human Sexuality
HPE 320 - School Health Curriculum
HPE 390 - Instructional Methods and Materials in Health Education
HPE 450 - Current Health Issues
BIO 103 - Human Anatomy and Physiology
(The Minnesota Board of Teaching does not license minors in teaching.)
Teaching Licensure
The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after
the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Education Department
to identify current Minnesota teacher licensure requirements.
A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty
mentor concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option.
All students seeking teaching licensure must receive a minimum grade of C- in all required courses with an HPE prefix.
Physical Education Major
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HPE 104 - Components of Fitness Training
HPE 115 - Chemical Dependency Education
HPE 150 - Introduction to Health, Physical Education, and Exercise Science
HPE 214 - Health and Safety Education
HPE 254 - Introduction to Developmental/Adapted Physical Education
HPE 321 - Motor Learning and Development
HPE 324 - K-6 Physical Education Games and Activities
HPE 334 - 7-12 Sport Skills and Activities
HPE 335 - Outdoor Education
HPE 340 - Organization and Administration of Physical Education Programs
HPE 350 - Kinesiology
HPE 357 - Research Methods and Measurement in Health, Physical Education, and Exercise Science
HPE 358 - Assessment in Health and Physical Education
HPE 370 - Prevention and Care of Athletic Injuries
HPE 451 - Physiology of Exercise
HPE 473 - Physical Education Curriculum
BIO 103 - Human Anatomy and Physiology
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Physical Education Minor
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HPE 104 - Components of Fitness Training
HPE 115 - Chemical Dependency Education
HPE 150 - Introduction to Health, Physical Education, and Exercise Science
HPE 324 - K-6 Physical Education Games and Activities
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HPE 334 - 7-12 Sport Skills and Activities
HPE 451 - Physiology of Exercise
(The Minnesota Board of Teaching does not license minors in teaching.)
Coaching Certification
The Minnesota Board of Teaching does not require coaching certification. The following courses are recommended for
those interested in coaching in Minnesota public schools:
HPE 214 - Health and Safety Education
HPE 280 - Coaching Theory
HPE 370 - Prevention and Care of Athletic Injuries
The Minnesota State High School League (MSHSL) requires all head varsity coaches of interscholastic sports to complete
a coaching effectiveness program offered through the MSHSL.
Teaching Licensure
The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after
the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Education Department
to identify current Minnesota teacher licensure requirements.
A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty
mentor concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option.
All students seeking teaching licensure must receive a minimum grade of C- in all required courses with an HPE prefix.
Exercise Science Major, BA
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HPE 104 - Components of Fitness Training
HPE 115 - Chemical Dependency Education
HPE 150 - Introduction to Health, Physical Education, and Exercise Science
HPE 214 - Health and Safety Education
HPE 215 - Health and Exercise Psychology
HPE 300 - Nutrition for Exercise Science
HPE 315 - Exercise Testing and Prescription
HPE 321 - Motor Learning and Development
HPE 350 - Kinesiology
HPE 357 - Research Methods and Measurement in Health, Physical Education, and Exercise Science
HPE 370 - Prevention and Care of Athletic Injuries
HPE 397/399 - Internship in Exercise Science
HPE 404 - Advanced Fitness Training
HPE 450 - Current Health Issues
HPE 451 - Physiology of Exercise
HPE 452 - Advanced Biomechanics
HPE 490 - Exercise Science Seminar and Keystone
BIO 103 - Human Anatomy and Physiology
Exercise Science Major, BS
Pre-Health Science Track
This major is available for those wishing to satisfy the prerequisites for graduate school in physical therapy. Students
wishing to apply for admission to an accredited Physical Therapy program are advised to take INDI 2220 – Medical
Terminology, and one of MAT 114 – Precalculus or MAT 145 – Calculus.
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HPE 104 - Components of Fitness
HPE 150 - Introduction to Health, Physical Education, and Exercise Science
HPE 214 - Health and Safety Education
HPE 300 - Nutrition for Exercise Science
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HPE 315 - Exercise Testing and Prescription
HPE 321 - Motor Learning and Development
HPE 350 - Kinesiology
HPE 357 - Research Methods and Measurement in Health, Physical Education, and Exercise Science
HPE 370 - Prevention and Care of Athletic Injuries
HPE 397/399 - Internship
HPE 404 - Advanced Fitness Training
HPE 450 - Current Health Issues
HPE 451 - Physiology of Exercise
HPE 452 - Advanced Biomechanics
HPE 490 - Exercise Science Seminar and Keystone
Supporting courses:
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BIO 151 and 151L - Introductory Biology
BIO 152 and 152L - Evolution, Ecology and Diversity
Complete an anatomy and physiology two course sequence
o BIO 320 and BIO 473
▪ BIO 320 and 353L - Comparative Vertebrate Anatomy
▪ BIO 473 and 473L - Physiology of Humans and Other Animals
o HPE 203 and HPE 303
▪ HPE 203 and 203L - Human Anatomy and Physiology
▪ HPE 303 and 303L - Advanced Human Anatomy and Physiology
o BIOL 2610 and BIOL 2620 (St. Catherine)
▪ BIOL 2610 - Human Anatomy and Physiology I
▪ BIOL 2620 - Human Anatomy and Physiology II
CHM 115 and CHM 115L- General Chemistry I
CHM 116 and CHM 116L - General Chemistry II
PHY 107 and 107L - College Physics I
PHY 108 and 108L - College Physics II
PSY 105 - Principles of Psychology
Complete one of PSY 215, MAT 163, or DST 164
o PSY 215 - Research Methods and Statistics I
o MAT 163 - Introductory Statistics
o DST 164 - Introduction to Statistics (with R)
Complete one of PSY 203 or PSY 262
o PSY 203 - Lifespan Development
o PSY 262 - Psychopathology
Complete four credits of electives chosen from:
o HPE 115 - Chemical Dependency Education
o HPE 215 - Exercise and Health Psychology
o HPE 282 - Motor Learning and Development
o INDI 2220 - Medical Terminology (at St Catherine University)
o MAT 114 - Precalculus
o MAT 145 - Calculus I
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
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Exercise Science Minor
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BIO 103 - Human Anatomy and Physiology
HPE 104 - Components of Fitness Training
HPE 350 and 350L - Kinesiology and lab
HPE 451 and 451L - Physiology of Exercise and lab
Complete eight credits of HPE electives, chosen from the following:
o HPE 214 - Health and Safety Education
o HPE 215 - Health and Exercise Psychology
o HPE 280 - Coaching Theory
o HPE 315 - Exercise Testing and Prescription
o HPE 321 - Motor Learning and Development
o HPE 357 - Research Methods and Measurement in Health, Physical Education, and Exercise Science
o HPE 404 - Advanced Fitness Training
For a complete list of courses and descriptions, see the Course Description Search.
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History
Everything—and everyone—has a history. There’s nothing more human than to wonder about how and why things came
to be. Understanding the past helps us make sense of the present. It also helps us to envision different futures.
We cultivate a critical understanding of past and present that helps students become thoughtful, informed, and engaged
participants in the world.
Students who major in history ask careful questions, consider multiple perspectives, analyze information, see
experiences in context, and use their imagination. In doing so, they hone the mindset necessary for success in the 21st
century. They enrich their own lives and develop the skills to help them make significant contributions to the broader
world. After all, history is to a community what memory is to an individual—it is the foundation of identity.
History majors and minors learn how to read critically, write clearly, and speak thoughtfully. This empowers them to
pursue life-long vocations in a wide range of for-profit and non-profit venues. Traditionally, history graduates found
careers in law, education, or cultural institutions. Today, they also work in media and communication, management,
manufacturing, information technology, administration, finance, social services, data management, and sales. Many
pursue advanced degrees—not only in history, law, and education, but also in public policy, the health professions, and
business.
History Faculty
Michael J. Lansing (Chair), Jacqueline deVries, Taryn Marashi
Degree and Major Requirements
History Major
Students must complete HIS 200, HIS 300, HIS 400, and six HIS electives (defined below). Each course can only satisfy
one requirement. At least three of the six electives must be upper division. Four of the nine courses must be taken at
Augsburg. Topics courses and independent study courses not listed here may be substituted as appropriate, depending
on specific offerings.
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HIS 200: Why History Matters
HIS 300: Doing History in Public
HIS 400: Research Seminar
Six total elective courses, with at least three being upper division courses, including:
o Three global area electives from three different global areas:
▪ Asia: HIS 104, 162, 186, 323, 362, 368, or 386
▪ Africa: HIS 104, 187, 327, 346, or 387
▪ Latin America: HIS 150, 155, 156, 188, 350, 355, 357, or 388
▪ North America: HIS 120, 121, 122, 189, 225, 234, 236, 241, 242, 243, 249, 282, 316, 331, 332,
335, 336, 338, 343, 349, or 389
▪ Europe: HIS 101, 102, 103, 190, 311, 348, 352, 354, 360, 361, 369, 370, 374, 378, 390, or 474
o One pre-1800 elective chosen from:
▪ HIS 101, 102, 120, 170, 360, 361, 369, 370, 374, 378, or HUM 120
o Two additional HIS electives
Graduation Skills
The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the
major. Speaking (S) and Writing (W) skills are also developed throughout the major, but are given special emphasis in the
following courses (both required for majors):
S: HIS 400
W: HIS 200 and HIS 400
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The Quantitative Reasoning (QR) graduation skill may be fulfilled by taking HIS 369, MAT 111, MAT 145, MAT 146,
MAT163, or PHI 230.
Teaching Licensure
The State of Minnesota has specific licensing requirements for teachers that differ in emphasis from the Augsburg major
requirements. The state requirements will also be subject to change after publication of this catalog. Students should
consult with Augsburg’s Department of Education to identify current Minnesota teacher licensure requirements in Social
Studies.
Minor
Five HIS courses, at least three of which must be upper division.
Departmental Honors
GPA of 3.60 in the major and 3.00 overall; except in special instances, application before the end of the first term of the
junior year, and an honors thesis (equal to four credits) to be defended before a faculty committee.
Other Requirements
100-level courses are introductory. 200-level courses are basic. 300-level courses are intermediary. 400-level courses are
advanced. Upper division courses are numbered 300 and above.
Prerequisites
Satisfactory completion of ENL 111 (or its equivalent) is required before enrolling in an upper division (300- and
400-level) course. Satisfactory completion of HIS 200 is required before enrolling in HIS 400. See instructor for permission
to waive prerequisites.
Transfer Students
Transfer students planning a major must normally take at least four of their courses at Augsburg including HIS 200, HIS
300, and HIS 400. A minor normally requires two courses taken at Augsburg.
For a complete list of courses and descriptions, see the Course Description Search.
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Interdisciplinary Studies
Bachelor of Arts in Interdisciplinary Studies
The B. A. in Interdisciplinary Studies degree includes the following requirements:
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A student must complete at least 40 credits for the major.
Within the 40 credit minimum, a student must complete 24 credits of 300- or 400-level courses and can only include
4 credits of 200-level language courses.
A student must select at least one concentration field of study and take at least 20 credits (including 12 credits at a
300- or 400-level) from that field of study (those from a single course prefix, for example AIS, or courses that are
typically part of a major in that field). If a student elects to have two concentration fields of study, the student will
take 20 credits (including 12 credits at a 300- or 400-level) from each of two fields of study (will have 20 credits from
each of two different course prefixes).
A student must also complete all core and signature curriculum requirements.
A student must complete a capstone and/or keystone as a culminating experience. (Credits for KEY 490 are not
included in the 40 credit total.) Options include:
o A capstone/keystone course in one of their concentration disciplines;
o An internship or faculty mentored research and KEY 490; or
o An independent study capstone experience and KEY 490.
A student must compile a portfolio of learning experiences that demonstrate the achievement of each of the
selected learning outcomes. A template for the portfolios will be developed by the faculty committee proposing this
major in consultation with the Director of Assessment and the Director of General Education.
The name of the major noted on the transcript will be Interdisciplinary Studies, and the concentration(s) will be
noted on the transcript.
The faculty mentor will assist the student in determining which of the institutional learning outcomes align with the
proposed major. Each major will include at least 3 institutional student learning outcomes.
a. use appropriate methods to gather and analyze evidence, identify underlying assumptions, and evaluate
competing claims
b. construct coherent, polished and persuasive arguments, narratives and explications in written, oral and other
formats
c. critically engage their own beliefs and articulate their gifts and goals for meaningful life and work in a pluralistic
context
d. identify the broad foundations for sustainable living and apply them in demonstrable ways
e. employ the fundamental principles of quantitative literacy to arrive at thoughtful judgments articulate and solve
problems in creative, analytical, and integrative ways
f. engage their communities and demonstrate a sense of agency to create change in ethical and informed ways
g. explain diverse positions and collaborate effectively across social, cultural and geographic differences in local and
global contexts
All Interdisciplinary Studies majors will include the following learning outcome.
h. demonstrate the ability to apply, analyze, synthesize, and evaluate theories and/or concepts from one or more
fields studied in depth
The student will work with one faculty member as their advisor and get input from other faculty as needed to develop a
major plan. Specialized training will be developed for faculty mentors who are working with students in this major
developed with input from Academic Advising, the Director of General Education, and the Director of Assessment.
Having one faculty mentor will ensure the consistency of the information for the student and can be accommodated by
our current academic management software. The major plan will be approved by the advisor, the department chair of
each concentration, and the Dean of Arts and Sciences or the Dean of Professional Studies before submission to the
Registrar.
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International Relations
International Relations is an interdisciplinary major which provides students with the basis for informed global
citizenship, preparing them for graduate study or careers in foreign service, nonprofit organizations, or international
business. Students focus on a discipline or geographic area of the world. The program consists of a core of seven courses
and six electives chosen from a wide list of offerings at Augsburg and other colleges. Students are encouraged to
consider foreign study opportunities; most of our majors do study abroad at some point during their time at Augsburg.
Competency in one foreign language is required, and some students study two languages. All majors complete a
significant senior research project and thesis on a topic of their own choosing, such as immigration, conflict resolution,
economic development, or climate change.
The goal of the program is to give students a broad exposure to international studies with considerable freedom to
choose options for specialization. Students often combine this major with a second major in History, Political Science,
International Business, or a foreign language. Numerous combinations of majors and minors are possible with the
international relations major.
Director
Joseph Underhill
Degree and Major Requirements
International Relations Major
Required Core Courses
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One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
One of HIS 103 or HIS 104
o HIS 103 - A Global History of Europe Since 1750
o HIS 104 - Decolonizing Asia and Africa
One of POL 158 or POL 160
o POL 158 - Introduction to Political Science
o POL 160 - World Politics
One of POL 490 or KEY 480
o POL 490 - International Relations Keystone
o KEY 480 - Topics in Global Interdependence
Four terms (or equivalent) of college work in a modern language other than English
One of the following lower division electives:
o ANT 141 - Introduction to Cultural Anthropology
o INS 225 - Introduction to Islam
o POL 241 - Environmental and River Politics
o WST 250 - Global Perspectives on Gender and Sexuality
o or one additional upper division course from the list of required electives listed below.
Two of the following:
o HIS 332 - The U.S. in the World: Diplomacy, Foreign Policy, and International Relations
o POL 368 - Model United Nations
o POL 459 - Topics: Comparative Politics
o POL 461 - Topics: International Politics
Five of the following (not more than three from any one discipline may be counted toward the major):
o BUS 362 - International Business
o BUS 465 - International Management
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COM 329 - Intercultural Communication
ECO 360 - International Economics
ECO 365 - Environmental Economics
ECO 370 - International Economic Development
ENV 310 - Environmental Politics Field Seminar
FIN 460 - International Finance
FRE 332 - French Civilization Today
GER 332 - German Civilization and Culture II
HIS 323 - Modern China
HIS 346 - Namibia and South Africa: A Historical Perspective
HIS 352 - The Holocaust in German History
HIS 354 - Cultures of Empire: A Multinational Britain
HIS 440 - Topics in World History
HIS 474 - Europe and the World
MKT 466 - International Marketing
POL 350 - Topics: European Politics
POL 459 - Topics: Comparative Politics
POL 483 - Political Statistics and Methodology
RLN 276 - World Religions
SPA 331 - Spanish Civilization and Culture
SPA 332 - Latin American Civilization and Culture
Seminars, independent study, topics courses, and courses at other colleges/universities can be considered here with the
approval of the program director, as well as a fourth term or higher of college work in a second foreign language.
Note: Only the fourth or higher term of language counts toward the major; prerequisite courses or competencies cannot
be credited toward the 13 required courses. Students should confer with the program director about regional and
disciplinary concentrations possible within the major; for example, a concentration in a geographic area or one of the
major disciplines in the program.
Graduation Skills
The Critical Thinking (CT) and Writing (W) graduation skills are embedded throughout the offered courses and are met by
completing the major. The graduation skill in Speaking (S) is met by completing ECO 365
The graduation skill in Quantitative Reasoning (QR) may be met by completing the IR elective POL 483 or MAT 163 or DST
164.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
International Relations Major with International Business Concentration
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One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
One of HIS 103 or HIS 104
o HIS 103 - A Global History of Europe Since 1750
o HIS 104 - Decolonizing Asia and Africa
One of POL 158 or POL 160
o POL 158 – Introduction to Political Science
o POL 160 - World Politics
One of POL 490 or KEY 480
o POL 490 - International Relations Keystone
o KEY 480 - Topics in Global Interdependence
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Four terms (or equivalent) of college work in a modern language other than English
One of the following lower division electives:
o ANT 141 - Introduction to Cultural Anthropology
o INS 225 - Introduction to Islam
o POL 241 - Environmental and River Politics
o WST 250 - Global Perspectives on Gender and Sexuality
Two of the following:
o HIS 332 - The U.S. in the World: Diplomacy, Foreign Policy, and International Relations
o POL 368 - Model United Nations
o POL 459 - Topics: Comparative Politics
o POL 461 - Topics: International Politics
Three of the following:
o BUS 362 - International Business
o BUS 465 - International Management
o FIN 460 - International Finance
o MKT 466 - International Marketing
One of the following:
o ECO 360 - International Economics
o ECO 365 - Environmental Economics
o ECO 370 - International Economic Development
One elective from the list of International Relations major electives, excluding other Business, Economics, and
Marketing courses.
Note: Several of the Business courses have prerequisites. Please consult the catalog and your academic advisor before
registering for one of the advanced courses.
Departmental Honors
GPA of 3.50 in the major; 3.00 overall. In addition to fulfilling the requirements for the major, the student must enroll in
an independent study (POL 499) course and complete an honors thesis no later than April 1 of the senior year and must
defend the thesis before a faculty committee. Students should declare their intention to complete an honors major by
the end of their junior year.
International Relations Minor
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One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
One of HIS 103 or HIS 104
o HIS 103 - A Global History of Europe Since 1750
o HIS 104 - Decolonizing Asia and Africa
One of POL 158 or POL 160
o POL 158 - Introduction to Political Science
o POL 160 - World Politics
One of HIS 332 or POL 461
o HIS 332 - The U.S. in the World: Diplomacy, Foreign Policy, and International Relations
o POL 461 - Topics: International Politics
One year of modern language
Three courses from the list of required electives for the major
Not more than two courses from any department can count toward the minor.
Peace and Global Studies Minor
The Peace and Global Studies minor focuses on the centrality of justice, tolerance, and intercultural understanding in
moving toward a less violent world; it takes advantage of the campus resources of the Human Rights Forum (co-hosted
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each year by Augsburg University), the Center for Global Education and Experience, and the international diversity of our
surrounding neighborhoods. The minor is structured as a learning community that involves students, faculty, staff, and
community members; it focuses on experiential learning that emphasizes the interconnections between peace, justice,
and environmental sustainability. Students in the program draw on study abroad in taking local actions to address global
issues.
The minor consists of two required courses, two upper division electives, a senior keystone seminar, a study abroad
requirement, and participation in local peace-related activities. See International Relations program director for full
program description.
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POL 160 - World Politics
SWK 230 - Course has been discontinued – see program director for alternative options
An approved senior keystone course
Study abroad experience
Participation in local peace-related activities
Two upper division electives from:
o ECO 365 - Environmental Economics
o ECO 495 – Topics
o ENL 365 - Contemporary Postcolonial Theory and Literature
o HIS 332 - The U.S. in the World: Diplomacy, Foreign Policy, and International Relations
o HIS 346 - Namibia and South Africa: A Historical Perspective
o HIS 350 - Revolutions, Republics, and Resilience in Latin America
o INS 312 - The Politics of Development in Southern Africa
o POL/WST 341 - Globalization, Social Struggles and the Environment
o POL 353 - Political and Social Change in Namibia
o RLN 333 - Environmental Theology and Ethics
o RLN 336 - Latin American Liberation Theologies
o RLN 376 - Religion and Social Change in Southern Africa
o SOC 240 - Protest and Social Change: The Sociology of Social Movements
o Other topics or study abroad courses with approval of program director
For a complete list of courses and descriptions, see the Course Description Search.
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Languages and Cross-Cultural Studies
The Department of Languages and Cross-Cultural Studies at Augsburg University contributes in many ways to realizing
the university’s mission of providing liberal arts education for service in today’s world. The department is committed to
the view that education should go beyond career preparation and that familiarity with the language and culture of
another people is an essential step in the development of a truly global perspective.
The department offers language, literature, and culture courses leading to a major in Spanish, an interdisciplinary major
in Cross-Cultural Studies, and minors in French, German, or Spanish. Introductory courses in Latin, Dakota, Ojibwe,
Hmong, and American Sign Language are offered at Augsburg, and courses in Ancient Greek, Arabic, Chinese, Japanese,
and Portuguese are available to Augsburg students through Augsburg’s four partner institutions in the Associated
Colleges of the Twin Cities (ACTC) consortium.
Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in
second-language education and translation, but also represents a valuable special qualification in many other
professions. Students anticipating careers in international business, law, social work, the diplomatic corps, the health
professions, or the ministry may wish to take a second major or minor in languages. In addition, a minor in languages is a
valuable research tool for those intending to pursue graduate study in most academic disciplines.
Languages and Cross-Cultural Studies Faculty
Cédric Briand, Sarah Degner-Riveros, Sharon Gerlach, Randy Gresczyk, Michael Kidd, Diane McDonagh, Ethan Neerdaels,
Kate Reinhardt, Joseph Towle (Chair), Pang Yang.
Degree and Major Requirements
Spanish Major
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CCS 100 - Introduction to Cultural Studies
9 courses above SPA 211 including:
o One course in literature
o KEY 480 - Topics in Global Interdependence
A semester of study abroad (15 weeks) is required
Students are expected to take as many courses taught in the Spanish language as possible. Other than CCS 100 and KEY
480, any course taught in English must be approved by the advisor for credit toward the major.
Cross-Cultural Studies Major
The Cross-Cultural Studies major consists of three core courses, a language requirement, a study-abroad requirement,
and three electives, as specified below.
Core courses:
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CCS 100 - Introduction to Cultural Studies
CCS 399 – Internship
KEY 480 - Topics in Global Interdependence
Language requirement:
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Minor in French, German, or Spanish or completion of the 212 level in two different languages. Placement waivers of
the core skill in languages do not fulfill any part of the language requirement for the Cross-Cultural Studies major.
Heritage speakers must earn credit by examination for 212, if following the two-language path, or complete the
coursework for a minor in available languages (consult Academic Advising for testing in less commonly taught
languages).
Study-abroad requirement (consult Augsburg Abroad for offerings):
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One semester (15 weeks) on an approved study abroad program or two short-term international study experiences
approved by the department.
Electives:
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Three upper-division courses in relevant areas. Courses must be chosen in consultation with the student’s academic
advisor and must include comparative study of a non-English speaking culture. Seminars, independent study, topics
courses, and courses at other colleges and universities can be considered here. No more than two courses may be
counted from a single department.
Graduation Skills
For all majors, the Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by
completing the major. The graduation skills in Speaking (S) and Writing (W) are met by completing CCS 100 and KEY 480.
The Quantitative Reasoning (QR) graduation skill is met with one of the following courses: DST 164, HIS 369, MAT 111,
MAT 145, MAT 146, MAT 163, NUR 410, PHI 230, PHY 119, POL 483, or the QR from a second major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Language Minor (French, German, or Spanish)
Four courses above 211
Students are expected to take all courses in the target language. Any course taught in English must be approved by the
advisor for credit toward the minor.
Departmental Honors
Majors seeking graduation with departmental honors must apply to the chair of the department in their junior year.
Requirements include a 3.50 GPA both in the major and overall, and an honors thesis written in the target language.
Prerequisite
Any prerequisite must be completed with a minimum grade of C- or P.
Transfer Students
Transfer students intending to major or minor in languages must take a minimum of one upper division course per year
at Augsburg. See major/minor above for limits on non-Augsburg courses. Courses accepted for transfer must have been
taken within the past seven years.
Study Abroad
A semester of study abroad (15 weeks) is required for Language majors, and some study abroad is strongly
recommended for minors. See advisor for guidelines on portfolio documentation of coursework taken abroad. Majors in
Cross-Cultural Studies must complete a semester abroad (15 weeks) or two short-term international study experiences
approved by the department.
Internships
An advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199) that links language
skills with community service and career exploration may be arranged pending faculty availability.
For a complete list of courses and descriptions, see the Course Description Search.
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Leadership Studies Minor
The Leadership Studies minor is designed for students who are, and have been, engaged in leadership experiences and to
tie their experiences with the academic study of leadership.
Successful completion of the undergraduate minor in leadership will allow the student advanced standing in the MA in
Leadership program at Augsburg. They would not be required to take ML 505 Foundations and would only have to take
10 courses to complete the MA instead of 11.
Five courses are required for the minor: LST 205, LST 485 and three electives as specified below. Note: some of these
courses may have a prerequisite.
LST 205 - Introduction to Leadership Studies
LST 485 - Leadership Seminar: Integrating Leadership Theory and Practice
At least three electives chosen from the two core areas of leadership focus – communication and cultural competence in
organizations. At least one course from each area. Courses must be selected from at least two different departments.
Students must have a C- grade or above in all of the courses in the minor to qualify for graduation with the minor. Note:
some of these courses may have prerequisites.
Communication
Leaders must have skills in the imparting or exchanging of information. Choose at least one of the courses below, or a
director approved elective:
COM 117- Business and Professional Speaking
COM 345 - Organizational Communication
COM 355 - Small Group Communication
COM 380- Strategic Communication Campaigns
ENL 220 - Critical and Analytical Writing
Director approved elective
Cultural Competence in Organizations
All leadership takes place within the context of an organization. Leaders should be able to understand, appreciate, and
interact with persons from cultures and/or belief systems other than their own within those organizations. Choose at
least one of the courses below, or a director approved elective:
COM 329 - Intercultural Communication
INS 359 - Political Sociology of Building Power, Change, and Equity
SOC 265 - Race, Class and Gender
SOC 349 - Organizations and Society: Understanding Nonprofits and Corporations
SWK 280 - Diversity and Inequality in Professional Practice
Approved CGEE Study Abroad Course
Director approved elective
For a complete list of courses and descriptions, see the Course Description Search.
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Mathematics, Statistics, and Computer Science
Mathematics, Statistics, Computer Science, and Data Science provide tools for solving a wide array of quantitative and
computational problems. Our majors and minors develop the ability to understand both applied and abstract
quantitative relationships, to interpret and communicate with data, to use modern technology to compute, and to
understand and implement algorithms. Based on a strong theoretical foundation and grounded in the liberal arts, these
perspectives and skills are critical not only to today’s top jobs but also to the yet-to-be-discovered jobs of the future.
Students completing a major in Mathematics, Mathematical Economics, Computer Science, or Data Science or a minor in
Mathematics, Statistics, Computer Science, and Data Science go on to careers in Data Analytics/Data Science, Software
Engineering, Finance, Insurance, or to teach in Grades 7-12. They pursue graduate work in Mathematics,
Statistics/Biostatistics, Economics, Finance, Law, Business, or other sciences. The department offers the following
programs:
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Computer Science (BA, BS, and Minor)
Data Science (BS and Minor)
Mathematics (BA, BS, and Minor)
Mathematical Economics (BS)
Statistics (Minor)
Mathematics, Statistics, and Computer Science Faculty
Pavel Bělík (Chair), Nimanthi Atukorala, Larry Crockett, Suzanne Dorée, Rebekah Dupont, Richard Flint, Matthew Haines,
Amy Larson, Christopher Smith, Jody Sorensen, Erik Steinmetz, John Zobitz
List of Courses Offered and Descriptions
See the Course Description Search.
Degree and Major Requirements
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC, DST, or MAT
course.
Computer Science Major, Bachelor of Arts
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CSC 165 and 165L - Introduction to Computer Programming (Python)
CSC 170 and 170L - Introduction to Object-Oriented Programming (Java)
CSC 341 - Data Structures
CSC 351 - Algorithms
CSC 371 - Computer Organization
CSC 391 - Programming Languages
One systems elective
o CSC 240 - Information Security and Assurance
o CSC 272 - UNIX and C
o CSC 395 - Topics class with “systems” designation
One user-client elective
o CSC 311 - Web Applications and Databases
o CSC 395 - Topics class with “user-client” designation
o CSC 396 - Internship - or 4 credits of CSC 397/398, or CSC399
o CSC 421 - Mobile Computing
One semester-long project elective
o CSC 443 - Software Engineering
o CSC 451 - Compilers
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o CSC 395 - Topics class with “semester-long project” designation
o MIS 476 - Information Systems Projects
One elective chosen from:
o Additional CSC course numbered 200 or above
o DST 234 - Introduction to Data Science (and R)
o MIS 270 - Data Management for Business
One advanced elective chosen from:
o Additional CSC course numbered 300 or above
o DST 314 - Programming for Data Science
MAT 114 - Precalculus (or MPG 4)
One of MAT 202 or MAT 302
o MAT 202 - Discrete Mathematics for Computing (recommended)
o MAT 302 - Discrete Mathematical Structures
Each course may count only once towards the major.
At most 4 credits of internship may count towards the major.
Students must earn a grade of C- or better (or P) in each course that applies toward the BA major in Computer Science.
Students completing a major in Computer Science are not eligible for a minor in Computer Science.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the BA major in Computer Science. The Speaking (S) graduation skill is met by
MAT 201, COM 111, COM 115, or other speaking courses approved by the department.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Computer Science Major, Bachelor of Science
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CSC 165 and 165L - Introduction to Computer Programming (Python)
CSC 170 and 170L - Introduction to Object-Oriented Programming (Java)
CSC 341 - Data Structures
CSC 351 - Algorithms
CSC 371 - Computer Organization
One advanced theory elective
o CSC 385 - Formal Logic and Computation Theory
o CSC 395 - Topics class with “advanced theory” designation
CSC 391- Programming Languages
One systems elective
o CSC 240 - Information Security and Assurance
o CSC 272 - UNIX and C
o CSC 395 - Topics class with “systems” designation
One user-client elective
o CSC 311 - Web Applications and Databases
o CSC 395 - Topics class with “user-client” designation
o CSC 396 - Internship - or 4 credits of CSC 397/398, or CSC399
o CSC 421 - Mobile Computing
One semester-long project elective
o CSC 443 - Software Engineering
o CSC 451 - Compilers
o CSC 395 - Topics class with “semester-long project” designation
o MIS 476 - Information Systems Projects
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One elective chosen from:
o Additional CSC course numbered 200 or above
o DST 234 - Introduction to Data Science (and R)
o MIS 270 - Data Management for Business
o PHY 261 - Electronics
One advanced elective chosen from:
o Additional CSC course numbered 300 or above
o DST 314 - Programming for Data Science
o MAT 455 - Numerical Mathematics and Computation
MAT 145 and 145L - Calculus I
MAT 302 - Discrete Mathematical Structures (students who have already completed MAT 202 may choose to
substitute an additional mathematics elective numbered 300 or above)
One specialized mathematics elective
o MAT 146 - Calculus II
o MAT 315 - Linear Algebra
o MAT 350 - Graph Theory
One additional mathematics elective numbered 250 or above
Each course may count only once towards the major.
Students may apply up to 4 credit hours of internship towards the major.
Students must earn a grade of C- or better (or P) in each course that applies toward the BS major in Computer Science.
Students completing a major in Computer Science are not eligible for a minor in Computer Science.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the BS major in Computer Science. The Speaking (S) graduation skill is met by
MAT 201, COM 111, COM 115, or other speaking courses approved by the department.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Computer Science Minor
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CSC 165 and 165L - Introduction to Computer Programming (Python)
CSC 170 and 170L - Introduction to Object-Oriented Programming (Java)
CSC 341 - Data Structures
One advanced theory elective
o CSC 351 - Algorithms
o CSC 371 - Computer Organization
o CSC 385 - Formal Logic and Computation Theory
o CSC 395 - Topics class with “advanced theory” designation
One additional CSC elective numbered 300 or above
One discrete mathematics course
o MAT 202 - Discrete Mathematics for Computing
o MAT 302 - Discrete Mathematical Structures
Each course may count only once towards the minor.
Internship credits do not apply towards the minor.
Students must earn a grade of C- or better (or P) in each course that applies toward the minor in Computer Science.
Students completing a major in Computer Science are not eligible for a minor in Computer Science.
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Data Science Major, Bachelor of Science
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Introductory statistics course chosen from:
○ DST 164 - Introduction to Statistics (with R)
○ MAT 163 - Introductory Statistics (offered infrequently)
○ MIS 379 - Quantitative Methods for Business and Economics
○ PSY 215 - Research Methods and Statistics I
○ SOC 362 - Statistical Analysis
MAT 145 and MAT 145L - Calculus I
CSC 165 and CSC 165 L - Introduction to Computer Programming (Python)
DST 234 - Introduction to Data Science (and R)
One Introduction to Social Justice course, chosen from:
○ AIS 105 - Introduction to American Indian Studies
○ AIS 205 - Contemporary American Indian Issues
○ ANT 141 - Introduction to Cultural Anthropology
○ CCS 100 - Introduction to Cultural Studies
○ CRS 101 - Introduction to Critical Race and Ethnicity Studies
○ HIS 122 - Gender, Race, Class and Democracy in the Modern U.S.
○ HIS 225 - History of the Twin Cities
○ HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History
○ POL 122/URB 122 - Social Justice in Urban America
○ SOC 265 - Race, Class, and Gender
○ SWK 210 - Environmental Justice and Social Change
○ SWK 280 - Diversity and Inequality in Social Practice
○ WST 201 - Introduction to Gender, Sexuality, and Women’s Studies
One Databases (SQL) course chosen from:
○ MIS 270 - Data Management for Business
○ CSC 311 - Web Applications and Databases
MAT 315 - Linear Algebra
DST 334 - Statistical Modeling
One Machine Learning course chosen from:
○ DST 314 - Programming for Data Science
○ DST 475 - Machine Learning
One additional programming course chosen from:
○ CSC 170 and CSC 170L - Introduction to Object-Oriented Programming (Java)
○ CSC 311 - Web Applications and Databases
○ DST 314 - Programming for Data Science
○ URB 295 - Topics: Geographic Information Systems (this topic only)
One communications course chosen from:
○ ART 102 - Design
○ ART 201 - Introduction to Graphic Design
○ COM 352 - Persuasion
○ ENL 220 - Critical and Analytical Writing
○ ENL 226 - Introduction to Creative Writing
○ NMS 220 - Foundations of New Media
Two advanced electives, completed in one of the following four ways:
○ Option 1: Complete both MAT 302 and MAT 350
■ MAT 302 - Discrete Mathematical Structures
■ MAT 350 - Graph Theory
○ Option 2: Complete both CSC 341 and CSC 351
■ CSC 341 - Data Structures
■ CSC 351 - Algorithms
○ Option 3: Complete both MAT 373 and DST 374
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■ MAT 373 - Probability Theory
■ DST 374 - Mathematical Statistics
○ Option 4: Complete two courses chosen from:
■ ART 315 - Graphic Systems
■ CSC 311 - Web Applications and Databases
■ DST 314 - Programming for Data Science
■ DST 394 - Topics in Statistics
■ DST 395 - Topics in Data Science
■ DST 399 - Data Science Internship (or 4 credits of DST 396, 397, 398)
■ DST 475 - Machine Learning
■ MAT 465 - Modeling and Differential Equations in Biological and Natural Sciences
DST 490 - Data Visualization for Social Justice (keystone)
Note: MPG 4 is a prerequisite to the Data Science major. Students in MPG 3 should complete MAT 114 as soon as
possible. Students in MPG 2 should complete MAT 106 and MAT 114 as soon as possible. It is recommended that
students complete ENL 111 - Effective Writing II (and ENL 101 if needed) and a Speaking skill course early in the major
program.
Each course may count only once towards the major.
At most 4 credits of internship may count towards the major.
Students must earn a grade of C- or better (or P) in each course that applies toward the BS major in Data Science.
Students completing a major in Data Science are not eligible for a minor in Data Science or Statistics.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the BS major in Data Science. The Speaking (S) graduation skill is met by MAT
201, COM 111, COM 115, or other speaking courses approved by the department. Transfer students must consult an
advisor about potential adjustments to their course requirements to fulfill each of these skills.
Data Science Minor
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DST 234 - Introduction to Data Science (and R)
CSC 165 and CSC 165L - Introduction to Computer Programming (Python)
One advanced data science elective:
○ CSC 311 - Web Applications and Databases
○ DST 314 - Programming for Data Science
○ DST 475 - Machine Learning
One additional advanced elective:
○ ART 201 - Introduction to Graphic Design
○ CSC 311 - Web Applications and Databases
○ DST 164 - Introduction to Statistics (with R)
○ DST 314 - Programming for Data Science
○ DST 334 - Statistical Modeling
○ DST 395 - Topics in Data Science
○ DST 475 - Machine Learning
○ MAT 163 - Introductory Statistics
○ MIS 270 - Data Management for Business
○ MIS 379 - Quantitative Methods for Business and Economics
○ NMS 220 - Foundations of New Media
○ PSY 215 - Research Methods and Statistics I
○ SOC 362 - Statistical Analysis
○ URB 295 - Topics: Geographic Information Systems (this topic only)
DST 490 - Data Visualization for Social Justice
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Each course may count only once towards the minor.
Internship credits do not apply towards the minor.
Students must earn a grade of C- or better (or P) in each course that applies toward the minor in Data Science.
Students completing a major in Data Science, a minor in Statistics, or a minor in Business Analytics are not eligible for a
minor in Data Science.
Mathematics Major, Bachelor of Arts
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MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 255 - Multivariable Calculus or MAT 335 - Exploring Geometry
MAT 302 - Discrete Mathematical Structures
MAT 315 - Linear Algebra
Theoretical structures course chosen from: MAT 350 - Graph Theory, MAT 360 - Dynamical Systems, MAT 370 - Real
Analysis, MAT 380 - Abstract Algebra.
Mathematics elective chosen from: MAT courses numbered 300 or above.
Advanced mathematics elective chosen from: MAT courses numbered 350 or above.
Advanced elective chosen from: MAT courses numbered 300 or above, DST courses numbered 300 or above, ECO
416 - Mathematical Economics, PHY 327 - Special Functions of Mathematical Physics.
MAT 491 - Mathematics Colloquium (to be taken during junior and senior years)
Each course may count only once towards the major.
At most 4 credits of internship may count towards the major.
Students must earn a grade of C- or better (or P) in each course that applies toward the BA major in Mathematics.
Students completing a major in Mathematics are not eligible for a minor in Mathematics.
At least two MAT courses numbered 300 or above must be taken at Augsburg.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the BA major in Mathematics. The Speaking (S) graduation skill is met by MAT
201, COM 111, COM 115, or other speaking courses approved by the department. Transfer students must consult an
advisor about potential adjustments to their course requirements to fulfill each of these skills.
Mathematics Major, Bachelor of Science
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MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
One data analysis course
o DST 164 - Introduction to Statistics (with R) (NSM) (recommended)
o DST 234 - Introduction to Data Science (and R) (recommended)
o MAT 163 - Introductory Statistics (offered infrequently)
o Both PHY 395 and PHY 396 - Comprehensive Laboratory I and II
o PSY 215 - Research Methods and Statistics I
One computational reasoning course
o CSC 165 and 165L - Introduction to Computer Programming (Python) (recommended)
o CHM 280 and 280L - Quantitative Analytical Chemistry
o PHY 327 - Special Functions of Mathematical Physics
One geometric perspective course
o MAT 255 - Multivariable Calculus
o MAT 335 - Exploring Geometry
MAT 302 - Discrete Mathematical Structures
MAT 315 - Linear Algebra
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One theoretical structures course
o MAT 350 - Graph Theory
o MAT 360 - Dynamical Systems
o MAT 370 - Real Analysis
o MAT 380 - Abstract Algebra
One applied projects course
o DST 475 - Machine Learning
o DST 490 - Data Visualization for Social Justice
o MAT 455 - Numerical Mathematics and Computation
o MAT 465 - Modeling and Differential Equations in Biological and Natural Sciences
One advanced mathematics course numbered 350 or above
o MAT 350 - Graph Theory
o MAT 360 - Dynamical Systems
o MAT 370 - Real Analysis
o MAT 373 - Probability Theory
o MAT 380 - Abstract Algebra
o MAT 395 - Topics
o MAT 399 - Internship (or 4 credits of MAT 396, 397, 398)
o MAT 455 - Numerical Mathematics and Computation
o MAT 465 - Modeling and Differential Equations in Biological and Natural Sciences
o MAT 499 - Independent Study
One advanced elective course
o BIO/CHM 369 and 369L - Biochemistry
o CHM 362 - Physical Chemistry: Macroscopic Theory
o CHM 368 - Physical Chemistry: Microscopic Theory
o CSC 391 - Programming Languages
o An additional DST elective numbered 300 or above
o ECO 416 - Mathematical Economics
o An additional MAT elective numbered 300 or above
o PHY 327 - Special Functions of Mathematical Physics
o PHY 351 - Classical Mechanics
o PHY 365 - Electricity and Magnetism
One additional supporting course
o ACC 221 - Introduction to Financial Accounting
o BIO/CHM 369 and 369L - Biochemistry
o BIO 444 and 444L - Genomics and Biotechnology
o BIO 481 and 481L - Ecology
o CHM 362 - Physical Chemistry: Macroscopic Theory
o CHM 368 - Physical Chemistry: Microscopic Theory
o CSC 170 and 170L - Introduction to Object-Oriented Programming (Java)
o CSC 341 - Data Structures
o DST 234 - Introduction to Data Science (and R)
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
o ESE 330 - 5-12 Methods: Mathematics
o MIS 270 - Data Management for Business
o MKT 352 - Marketing Research and Analysis
o PHY 121 and 121L - General Physics I
o PSY 315 - Research Methods and Statistics II
o POL 483 - Political Statistics and Methodology
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o SOC 363 - Research Methods
o SWK 401 - Social Work Research and Evaluation
o URB 295 - Topics: Geographic Information Systems (this topic only)
MAT 491 - Mathematics Colloquium (to be taken during junior and senior years)
Students are encouraged to work with a faculty mentor in Mathematics to select electives within a coherent focus area.
Sample focus areas include Actuarial Science (with University of St. Thomas), Business, Computational Mathematics,
Data Science, Economics, Finance, Mathematical Biology, Mathematical Chemistry, Physics, Statistics, Teaching
Mathematics, and Theoretical Mathematics
Each course may count only once towards the major.
At most 4 credits of internship may count towards the major.
Students must earn a grade of C- or better (or P) in each course that applies toward the BS major in Mathematics.
Students completing a major in Mathematics are not eligible for a minor in Mathematics.
At least two MAT courses numbered 300 or above must be taken at Augsburg.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the BS major in Mathematics. The Speaking (S) graduation skill is met by MAT
201, COM 111, COM 115, or other speaking courses approved by the department. Transfer students must consult an
advisor about potential adjustments to their course requirements to fulfill each of these skills.
Mathematics: Secondary Education, Bachelor of Science
The State of Minnesota has specific licensing requirements for mathematics teachers in K-12 schools. The state
requirements are subject to change after publication of this catalog. Students therefore should consult with the
Augsburg Education Department to identify current Minnesota teacher licensure requirements.
Grades 5-12 Teaching Licensure in Mathematics: At the time of publication, undergraduate students seeking secondary
education licensure (Grades 5-12) and a major in Mathematics should complete the requirements for a BS major in
Mathematics with the following choices:
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Data Analysis: DST 164 - Introduction to Statistics (with R) or MAT 163 - Introductory Statistics (offered infrequently)
Computational Reasoning: CSC 165 and 165L - Introduction to Computer Programming (Python)
Geometric Perspective: MAT 335 - Exploring Geometry
Theoretical Structures: MAT 360 - Dynamical Systems or MAT 370 - Real Analysis
Advanced Mathematics Elective: MAT 380 - Abstract Algebra
Advanced Elective: MAT 325 - History of Mathematics
Supporting Course: ESE 330 - 5-12 Methods: Mathematics
Grades 5-8 Teaching Endorsement in Mathematics: At the time of publication, undergraduate students seeking a middle
school (Grades 5-8) endorsement in mathematics and a major in Elementary Education should complete the
requirements for a BS major in Elementary Education and the following courses:
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MAT 114 - Precalculus (or MPG 4)
MAT 145 and 145L - Calculus I
One of: DST 164 - Introduction to Statistics (with R) or MAT 163 - Introductory Statistics (offered infrequently)
MAT 302 - Discrete Mathematical Structures
MAT 325 - History of Mathematics
MAT 335 - Exploring Geometry
ESE 300 - Reading/Writing in the Content Area**
ESE 331 - Middle School Methods: Mathematics**
EDC 482 - Student Teaching: Additional License or Endorsement
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Elementary Education majors seeking middle school mathematics licensure are strongly encouraged to consult with a
Mathematics faculty mentor before enrolling in the 200 level MAT courses.
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course.
Students must also earn a grade of C- or better in each course that applies towards education licensure.
For the Grades 5-12 teaching license, a minimum GPA of 2.50 is required for courses required for the mathematics major.
For the Grades 5-8 endorsement, a minimum GPA of 2.00 for required MAT courses needed for the endorsement.
Mathematics Minor
Five courses including:
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MAT 145 and 145L - Calculus I
Additional calculus course chosen from: MAT 146 and 146L - Calculus II or MAT 255 - Multivariable Calculus
Mathematics elective chosen from MAT course numbered 250 or above
Advanced mathematics elective chosen from MAT 325 or MAT course numbered 350 or above
Advanced elective chosen from MAT course numbered 300 or above, DST course numbered 300 or above, ECO 416 Mathematical Economics, or PHY 327 - Special Functions of Mathematical Physics.
Each course may count only once towards the minor.
Internship credits do not apply towards the minor.
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC, DST, or MAT
course. Students must also earn a grade of C- or better (or P) in each course that applies toward the minor in
Mathematics.
Students completing a major in Mathematics or Mathematical Economics are not eligible for a minor in Mathematics.
At least one MAT course numbered 250 or above must be taken at Augsburg.
Mathematical Economics Major, Bachelor of Science (joint offering with the Department of Economics)
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ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
ECO 490 - Research Methods in Econometrics
One introduction to statistics, chosen from:
o DST 164 - Introduction to Statistics (with R)
o MAT 163 - Introductory Statistics (offered infrequently)
o MIS 379 - Quantitative Methods for Business and Economics (recommended)
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 255 - Multivariable Calculus
MAT 315 - Linear Algebra
Two upper division mathematics/statistics courses, chosen from:
o DST 374 - Mathematical Statistics
o MAT 370 - Real Analysis
o MAT 373 - Probability Theory
o MAT 465 - Modeling and Differential Equations in Biological and Natural Sciences
Three four-credit upper division Economics courses (ECO 416 recommended)
CSC 165 - Introduction to Computer Programming (Python) is also recommended.
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC, DST, or MAT
course. Students must earn a grade of C- or better (or P) in each course that applies toward the major in Mathematical
Economics.
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Students completing the major in Mathematical Economics are not eligible for a major in Economics, Applied Economics,
or the Combined major in Economics and Business Administration or a minor in Mathematics or Economics. Students
completing the major in Mathematical Economics may complete a major in Mathematics.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about
potential adjustments to their course requirements to fulfill each of these skills.
Statistics Minor
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An introduction to statistics - one of:
o DST 164 - Introduction to Statistics (with R)
o MAT 163 - Introduction to Statistics
o MIS 379 - Quantitative Methods for Business and Economics
o PSY 215 - Research Methods and Statistics I
o SOC 362 - Statistical Analysis
DST 234 - Introduction to Data Science (and R)
One advanced statistics course:
o DST 334 - Statistical Modeling
o DST 374 - Mathematical Statistics
One applied statistics course:
o BIO 444 and 444L - Genomics and Biotechnology
o BIO 481 and 481L – Ecology
o CHM 280 and 280L - Quantitative Analytical Chemistry
o DST 334 - Statistical Modeling
o DST 499 - Independent Study, with MSCS approval
o ECO 490 - Research Methods in Econometrics
o MKT 352 - Marketing Research and Analysis
o POL 483 - Political Statistics and Methodology
o PSY 315 - Research Methods and Statistics II
o SOC 363 - Research Methods
o SWK 401 - Social Work Research and Evaluation
o URB 295 - Topics: Geographic Information Systems (this topic only)
One additional elective chosen from:
o CSC 165 and 165L - Introduction to Computer Programming (Python)
o DST 334 - Statistical Modeling
o DST 374 - Mathematical Statistics
o DST 394 - Topics in Statistics
o DST 490 - Data Visualization for Social Justice
o MAT 373 - Probability Theory
o PSY 491 - Advanced Research Seminar
o PSY 495 - Clinical Science Lab
Either the applied statistics course or the additional elective must be numbered 300 or above. Only one of CHM280,
URB295, and CSC165 may be applied toward the minor.
DST 499 may count towards the minor if it contains a significant, independent statistical research project, typically in an
area where no applied statistics elective is available. Requires prior approval from the MSCS Department Chair. May be
mentored by a faculty member with statistical expertise outside of MSCS.
Each course may count only once towards the minor.
Internship credits do not apply towards the minor.
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Students completing a major or minor in Data Science are not eligible for a minor in Statistics.
Students interested in graduate work in biostatistics or applied statistics are encouraged to complete CSC 165, DST 164,
DST 234, DST 334, DST 374, MAT 145, MAT 146, MAT 255, MAT 315, and MAT 373.
Students must earn a grade of C- or better (or P) in each course that applies as a prerequisite for a CSC or MAT course.
Students must also earn a grade of C- or better (or P) in each course that applies toward the minor in Statistics.
Departmental Honors in Mathematics, Statistics, and Computer Science
The faculty in the Department of Mathematics, Statistics, and Computer Science awards departmental honors to a few
graduating seniors each year. This honor may be given in one (or more) of the disciplines: Mathematics, Statistics, Data
Science, or Computer Science. Departmental honors recognizes:
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Depth of study in the discipline (minimum of the BS Major in Mathematics; BS degree in Mathematics with focus
area in Statistics and the Statistics minor; BS Major in Data Science or BS Major in Computer Science, respectively);
Excellent performance in courses: Minimum 3.00 overall GPA and 3.50 disciplinary GPA;
Independent investigation or application of the discipline, including public presentation; and
Involvement in the life of the discipline.
Students who might be eligible for departmental honors should discuss the process with their MSCS faculty mentor
during junior year. Detailed requirements and information on the application process are available from the department.
National Honor Society
Membership in the Augsburg chapter of the national Pi Mu Epsilon honor society is by invitation. To be considered,
students must have a declared Mathematics major, junior or senior status, and a GPA of 3.00 in their major and overall.
Detailed requirements are available from the department.
Prerequisites
A course must be completed with a grade of C- or higher to count as a prerequisite for a Mathematics, Data Science, or
Computer Science course.
Math Placement Group (MPG)
Before enrolling in any Mathematics course and many other courses that have Math Placement prerequisites, students
must have the required Math Placement. All students are required to have their Math Placement Group (MPG)
determined. MPG measures students’ current skill in and understanding of Basic Math (MPG 2), Algebra (MPG 3),
Precalculus (MPG 4), and Calculus I (MPG 5).
Students who have taken the ACT test within the last five years are assigned an initial MPG based on their mathematics
subscore, illustrated below. Students who have recently completed a mathematics course at another college or
university are assigned an initial MPG by the Registrar’s Office as part of Transfer Credit Evaluation, if the course covers
Basic Math, Algebra, Precalculus, or Calculus. Students who receive a grade of 4 or 5 on the Advanced Placement Exam
in Calculus (AB or BC) are assigned MPG 5. Students are allowed to take the Math Placement Exam to determine if they
should be placed into a higher MPG than their initial placement. In particular, students whose initial placement is MPG 1
or MPG 2 are expected to take the Math Placement Exam.
All other students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. The exam
is given during Summer Orientation and Registration (SOAR) sessions for first-year students, and before new student
registration appointments for transfer and AU students. Other times can be scheduled on an individual basis. Students
are also permitted to retake the Math Placement Exam once during their first semester of enrollment at Augsburg
University.
Practice questions and other information are available from Academic Advising. Students in MPG 1 take MAT 090 to
advance to MPG 2. Students in MPG 2 take MAT 105 or MAT 106 to advance to MPG 3. Students in MPG 3 may take MAT
114 to advance to MPG 4. No other MAT course changes a student’s MPG.
ACT Math Subscore
Initial Math Placement
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Required Math Placement Exam
18 and below
MPG 1
Basic Math; Algebra
19-21
MPG 2
Algebra
22-23
MPG 2
Algebra
24-25
MPG 3
No exam needed
22-25 and successful high school precalculus,
trigonometry, or calculus
MPG 3
Precalculus (if seek MPG 4)
26+ and successful high school precalculus,
trigonometry, or calculus
MPG 4
No exam needed
For a complete list of courses and descriptions, see the Course Description Search.
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Medieval Studies Minor
The objective of Medieval Studies is to introduce students to the culture of the Middle Ages—its diverse history and
beliefs, its arts and literature, its legacy to the modern period —and to the disciplinary and interdisciplinary skills
necessary for its serious study.
Medieval Studies Faculty
Michael Kidd (Languages and Cross-Cultural Studies, Program Director), Kristin M. Anderson (Art), Merilee Klemp
(Music), Philip A. Quanbeck II (Religion), Hans Wiersma (Religion), Maheen Zaman (History)
Minor Requirements
LAT 101 and 102 are highly recommended given that Latin is the universal language of the medieval period.
Five courses are required, including HUM 120 and one course each in literature, religion/philosophy, and history of arts,
and one elective.
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HUM 120 - Medieval Life in 12th-Century Europe
One of the following literature courses:
o ENL 330 – Shakespeare
o ENL 360 - The Classical Tradition
o ENL 361 - The Medieval World
o SPA 352 - Survey of Spanish Literature I
One of the following religion or philosophy courses:
o HIS 378 - Pilgrims, Popes, and Penance: History of the Medieval Church
o PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy
o RLN 342 - Martin Luther and the Reformation
One of the following history of arts courses:
o ART 386 - Medieval Art
o ART 387 - Renaissance and Baroque Art
o MUS 231 - History and Literature of Music, Antiquity to 1750
o THR 361 - Theater Histories: Origins to 1800
One of the following elective courses:
o HIS 369 - The Early and High Middle Ages
o HIS 370 - The Late Middle Ages to 1648
o HIS 374 - War and Religion in the Medieval Context
o HIS 440 - Topics in World History: Monks and Heretics (this topic only)
o POL 380 - Western Political Thought
o SPA 331 - Spanish Civilization and Culture
For a complete list of courses and descriptions, see the Course Description Search.
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Music
The Music Department at Augsburg University offers education for music professions in the context of a liberal arts
curriculum through three degrees and five music majors. All Augsburg students with interest and/or background in
music, regardless of major, are eligible to participate in music courses and ensembles. Some music courses fulfill Liberal
Arts Foundation requirements.
Augsburg’s location in the heart of the vibrant artistic and cultural Twin Cities makes it an ideal place to study music, and
the Music faculty seek and encourage opportunities that connect the campus and the greater arts communities. These
opportunities allow students to explore the links between theory and applied knowledge and may take many forms,
including internships; community performances; Music Therapy practica; community-based learning projects; required
off-campus performance and concert attendance assignments; or travel and study within and outside the United States.
The Music programs are accredited by the National Association of Schools of Music, and its music programs fulfill all
NASM curricular standards. The Music Therapy programs are approved by the American Music Therapy Association.
Augsburg University is accredited by the Higher Learning Commission. For more information, see Accreditations,
Approvals, and Memberships.
Faculty
Full-time
J. Anthony Allen, Mallory Alekna, Kristina Boeger, Jill Dawe, Susan Druck, Annie Heiderscheit, Merilee Klemp, Ju Young
Lee, Emma Moonier, Reinaldo Moya, Rafael Rodriguez, Erika Svanoe, Sonja Thompson
Part-time Faculty
Trudi Anderson, Thomas Bartsch, Colleen Bertsch, Deborah Carbaugh, Jane Cords-O’Hara, Jessica DeVillers, Lynn
Erickson, Erin Fox, Jennifer Gerth, Emily Heuschele, Charles Hodgson, Joan Hutton, Linh Kauffman, Mark Kausch, Kathy
Kienzle, Steve Lund, Kameron Markworth, Lindsay Markworth, Xenia Sandstrom-McGuire, Laurie Merz, Dawn Miller,
Tami Morse, Elise Parker, Shon Parker, Rick Penning, O. Nicholas Raths, David Schmalenberger, Mark Sedio, Andrea Stern
Interim Chair
J. Anthony Allen
Fine Arts Coordinator
In transition
Departmental Administrator
Tina Brauer
Degrees/Majors
Bachelor of Arts
Music Major
Music Major/Creativity Concentration
Music Major/Music Business Concentration
Music Major/Music Performance Concentration
Bachelor of Music
Music Performance Major
Music Education Major (P-12 state licensure; community music)
Bachelor of Science
Music Therapy Major
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Music Therapy Equivalency
Offers students with an undergraduate degree the preparation necessary to meet the American Music Therapy
Association requirements for becoming a Board Certified Music Therapist (MT-BC).
Music Minors
Creativity
Music
Music Business
Music Production
Degree and Major Requirements
All students interested in majoring in music should consult with the music department prior to or during their first
semester of study at Augsburg University. Applying students are strongly encouraged to schedule a Fine Arts Scholarship
audition during their senior year of high school or, if transferring, in the year prior to entering Augsburg University.
Students intending to pursue a music major in any of the three music degree programs must declare their major, perform
a sophomore/transfer music major qualifying jury, and complete the Music Department degree application by the end of
their fourth semester of study. More detail is included in the Music Department Student Handbook posted on the Music
Students site on Moodle.
Students interested in a double major within music or between music and another discipline should consult with their
advisors before undertaking relevant coursework.
Music Core
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MUS 113 - Music Theory and Aural Skills I
MUS 114 - Music Theory and Aural Skills II
MUS 213 - Music Theory and Aural Skills III
MUS 214 - Music Theory and Aural Skills IV
MUS 361- Music and Identity in the Americas
MUS 362- Musical Philosophy
One of MUS 331, MUS 332, MUS 333, or MUS 334
o MUS 331 - Music of the Baroque Era
o MUS 332 - Music of the Classical Era
o MUS 333 - Music of the Romantic Era
o MUS 334 - Music of the 20th Century
MUS 458 or 459 - Senior Recital
Performance Study on the principal instrument or voice in accordance with degree requirement
Four to eight semesters Large Ensemble/Chamber Music in accordance with degree requirement
Large Ensemble Options:
MUE 111/311 - Augsburg Choir
MUE 112/312 - Riverside Singers
MUE 114 - Masterworks Chorale
MUE 115 - Cedar Singers
MUE 121/321 - Orchestra
MUE 141/341 - Concert Band
Chamber Music Options:
MUE 113 - Vocal Chamber Music
MUE 122 - String Chamber Music
MUE 125 - Guitar Chamber Music
MUE 131 - Woodwind Chamber Music
MUE 142 - Brass Chamber Music
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MUE 144 - Percussion Chamber Music
MUE 145 - Piano Chamber Music
Additional Requirements
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Pass a piano proficiency test or the Class Piano sequence of MUS 135, MUS 136, MUS 237, and MUS 238
Pass a first-year/transfer music major qualifying jury
Complete the Music Department degree application
Graduation Skills
Bachelor of Arts, Major in Music; Bachelor of Music, Major in Music Education; Bachelor of Music, Major in
Performance
Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by
completing the major. The graduation skills in Speaking (S) and Quantitative Reasoning (QR) are met by completing the
following courses:
S: MUS 341
QR fulfilled with QFA: PHY 119, DST 164, MAT 111, MAT 145, MAT 146, or MAT 163.
Bachelor of Science in Music Therapy
Graduation skills in Critical Thinking (CT), Writing (W), Speaking (S), and Quantitative Reasoning (QR) are embedded
throughout the offered courses and are met by completing the major.
Bachelor of Arts, Music Major, Concentration in Music Business
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the
following courses:
QR fulfilled with QFA: One of MAT 111, MAT 145, MAT 146, MAT163, or PHY119
Transfer Students
Transfer Students and Graduation Skills: Transfer students must consult an advisor about potential adjustments to their
course requirements to fulfill each of these skills.
Music Major, Bachelor of Arts
Offers the broadest education in liberal arts and prepares the student for the greatest range of graduate, business, and
professional opportunities. Students who intend to pursue non-performance graduate study or desire to enter one of the
many music-related business fields most often choose this course of study.
Faculty mentor: Reinaldo Moya
Music Core, Additional Requirements and the following:
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MUS 341 - Basic Conducting(S)
MUS 458 - Senior Recital
KEY 470 - The Enterprising Musician
Eight credits of MUS electives
MUP 1xx - Performance Studies (four semesters of 1 credit lessons in principal instrument/voice)
MUP 3xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice)
Large Ensemble - eight semesters on the principal instrument or voice
Chamber Music - two semesters of chamber music/small ensemble courses on the principal instrument/voice
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Music Major with Creativity Concentration, Bachelor of Arts
The Creativity Concentration in the Bachelor of Arts is intended for students who seek a deeper engagement with music
composition, creation, improvisation, song-writing, and/or production to deepen their experience and knowledge during
their time at Augsburg. The program will familiarize students to a range of musical techniques, cultures, and expressions
with an emphasis on developing their musical voices. The program aims to incorporate a variety of different musical
traditions, approaches, and expressions to create a unique program that aims to be student-directed and genre-fluid.
Faculty mentor: Reinaldo Moya
Music Core (except MUS 331, 332, 333, or 334 requirement), Additional Requirements, and the following:
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MUS 221 - Introduction to Music Technology
MUS 311 - Composition I
MUS 312 - Composition II
MUS 341 - Basic Conducting
MUS 413 - Advanced Analysis
MUS 458 - Senior Recital
MUS 476 - Instrumentation and Arranging
KEY 470 - The Enterprising Musician
One of MUS 220/420, MUS 225, or MUS 306
○ MUS 220/420 - Worlds of Music
○ MUS 225 - Electronic Music Production
○ MUS 306 - Audio Recording
Two semesters of MUP 193 - Performance Study: Composition
Two semesters of MUP 393 - Performance Study: Composition
MUP 1xx - Performance Studies (three semesters of 1 credit lessons in principal instrument/voice)
MUP 3xx - Performance Studies (three semesters of 1 credit lessons in the principal instrument/voice)
Large Ensemble - four semesters on the principal instrument or voice at the 100-level and four semesters at the
300-level
Chamber Music - two semesters of chamber music/small ensemble courses on the principal instrument/voice
Music Major with Music Business Concentration, Bachelor of Arts
The Music Business concentration prepares students to enter today’s music industry and to pursue career opportunities
where the arts and commerce intersect. Courses in music, performing arts, and business combine with field observations
and internships. These experiences prepare students for careers in fields such as arts management, promotion, the
recording industry, and general music business. The program affords both the performing artist and the business student
the opportunity to pursue music business studies. The Music Business concentration has two tracks: the Bachelor of Arts
in Music with Music Business Concentration (designed with a music emphasis) and the Bachelor of Arts in Business
Administration with Specialization in Music Business (designed with business emphasis).
Faculty mentor: J. Anthony Allen
Music Core, Additional Requirements and the following:
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ACC 221 - Introduction to Financial Accounting
ECO 113 - Principles of Microeconomics
MIS 260 - Problem Solving for Business
One of BUS 242 or ENT 254
o BUS 242 - Principles of Management
o ENT 254 – Entrepreneurship
MUS 105 - Careers in Music Business
MUS 162 - Entrepreneurship for Creative Business
MUS 205 - Legal Issues in Music, Entertainment, and the Arts
MUS 336 - Arts Management and Concert Promotion
MUS 408 - Current and Future Issues in the Music Industry
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One of MUS 399 or BUS 399
o MUS 399 – Internship
o BUS 399 – Internship
MUS 458 - Senior Recital
KEY 470 - The Enterprising Musician
MUP 1xx - Performance Studies - four semesters of 1 credit lessons in principal instrument/voice
MUP 3xx - Performance Studies - four semesters of 1 credit lessons in the principal instrument/voice
Large Ensemble - eight semesters on the principal instrument or voice*
Chamber Music - two semesters of chamber music/small ensemble courses on the principal instrument/voice
*Students wishing to fulfill the large ensemble requirement in a performance area other than their principal instrument
or voice may petition the department.
Business Administration with Specialization in Music Business, Bachelor of Arts
See Business Administration for requirements.
Music Major with Concentration in Music Performance, Bachelor of Arts
Music Core (except MUS 331, 332, 333, or 334 requirement), Additional Requirements, and the following:
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MUS 341 - Basic Conducting
MUS 358 - Junior Recital
MUS 413 - Advanced Analysis
MUS 420 - Worlds of Music
MUS 458 - Senior Recital
KEY 470 - The Enterprising Musician
At least two credits from MUP 392, MUP 393, MUS 311, MUS 312, and MUS 242
○ MUP 392 - Performance Study: Improvisation
○ MUP 393 - Performance Study: Composition
○ MUS 311 - Composition I
○ MUS 312 - Composition II
○ MUS 242 - Jazz Improvisation
MUP 1xx - Performance Studies (four semesters of 1 credit lessons in principal instrument/voice)
MUP 3xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice)
Large Ensemble - four semesters on the principal instrument/voice at the 100-level and four semesters at the
300-level
Chamber Music - four semesters of chamber music/small ensemble courses on the principal instrument/voice
Four semesters of Performance Seminar
Complete either four credits of diction courses (for voice principals) or four credits of instrumental principals
○ Voice Principals students complete all four diction courses
■ MUS 321 - English Diction
■ MUS 322 - Italian Diction
■ MUS 323 - German Diction
■ MUS 324 - French Diction
○ Instrumental Principles students complete at least two of the following:
■ MUS 355 - Music Methods: Strings
■ MUS 356 - Music Methods: Brass and Percussion
■ MUS 357 - Music Methods: Woodwinds
Classical keyboard principals may substitute a topics course or independent study in keyboard pedagogy for a
methods course; non-classical keyboard principals may select 1-2 courses in pedagogy for jazz, popular, or ethnic
musics to fulfill 4 credits; fretted instrument principals may substitute a topics course or independent study in
appropriate pedagogy and/or relevant pedagogy courses in jazz, popular, or ethnic musics to fulfill 4 credits.
Note about electives: All students must complete at least 128 credits in order to complete an Augsburg degree. While
students may take additional credits in Music beyond those required for the major, students pursuing the Music
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Performance concentration must complete at least 8 elective credits outside of Music when fulfilling the 128 credit
requirement.
Music Education Major, Bachelor of Music
In addition to fulfilling curricular standards of the National Association of Schools of Music, Augsburg's music education
program is approved by the Minnesota Professional Educator Licensing and Standards Board.
The Music Education major offers students preparation to become licensed P-12 music teachers and/or skilled teachers
in studio and community settings. Those seeking licensure must complete requirements as specified by the Minnesota
Professional Educator Licensing and Standards Board, including coursework and student teaching, resulting in
certification to teach at the elementary through secondary levels, with either a vocal/general or instrumental/general
emphasis. Students desiring to enter the Bachelor of Music degree program with a major in music education must
formally apply to the Music Department for admission; those applicants seeking licensure to teach in public school
settings must also apply to the Augsburg University Department of Education for acceptance to the music education
licensure program. All course requirements in and beyond music must be complete prior to the student teaching
semester. Those not pursuing licensure have a wider range of options for their degree programs through the
Community-Based Program, including electives that would best prepare students for their future vocational area to be
taken with approval of the program advisor.
Admission to upper division music education courses requires an overall academic GPA of at least 2.50 and a music GPA
of at least 2.75. Approval for student teaching and internships requires an overall minimum academic GPA of 2.75 and a
music GPA of 2.75. For licensure students, a minimum grade of C is required in all Music Core courses, Music Education
Core courses, and approved courses and internships, with the exception of the MUS 358 and MUS 459 recital courses, for
which P grades are accepted. For community-based students, a minimum grade of C- is required in all Music Core
courses, Music Education Core courses, and approved courses and internships. In addition to grades, applicants for
student teaching placements and internships are reviewed in addition to GPA criteria, to assure appropriate
professionalism, dispositions, and attitudes for school and occupational settings appropriate for one’s future vocation.
Music Core (except for MUS 331, 332, 333, or 334*) and the following:
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MUS 220 or MUS420 - Worlds of Music
MUS 303 - Introduction to Learning, Teaching, and Technology in Music
MUS 311 - Composition I
MUS 341 - Basic Conducting
MUS 352 - General Music Education Methods
MUS 353 - Special Education in Music Education
MUS 358 - Junior Recital
MUS 459 - Senior Recital
Complete either EDC 206 or both EDC 210 and EDC 211
o EDC 206 - Diversity/Minnesota American Indians
o EDC 210 - Diversity in the School (or EDC 110) and EDC 211 - Minnesota American Indians
EDC 310 - Learning and Development in an Educational Setting
MUS 355 - Music Methods: Strings****
MUS 356 - Music Methods: Brass and Percussion****
MUS 357 - Music Methods: Woodwinds****
MUS 359 - Music Methods: Vocal****
Choose one of the following areas of emphasis:
o Vocal Emphasis:
▪ MUS 321 - English Diction
▪ MUS 322 - Italian Diction
▪ MUS 323 - German Diction
▪ MUS 324 - French Diction
▪ MUS 342 - Choral Conducting***
▪ MUS 478 - Choral Methods in Music Education
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Instrumental Emphasis:
▪ MUS 344 - Instrumental Conducting***
▪ MUS 477 - Instrumental Methods in Music Education
Performance Studies and Ensembles - Students should choose the following courses in accordance with their area of
emphasis**. Complete all of the following:
o MUP 1xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice )
o MUP 3xx - Performance Studies (three semesters or 1 credit lessons in the principal instrument/voice)
o Large Ensemble - seven semesters on the principal instrument or voice
o Chamber Music - two semesters of chamber music/small ensemble courses
Additional Courses for Licensure Students
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HPE 115 - Chemical Dependency Education
EDC 200 - Critical Histories and Philosophies of Education
ESE 300 - Reading/Writing in the Content Area
EDC 481 - Student Teaching: Initial License for Undergraduate Students
MUS 494 - Music Teacher Performance Assessment & Student Teaching Seminar
Additional Courses for Community-Based Students
Minimum of 8 credits to be fulfilled with electives approved by the program advisor. 12 credits of MUS 397 and/or MUS
399 to be taken during the final semester of degree career
* Students majoring in music education are exempted from the Music Core requirement to complete one of MUS 331,
MUS 332, MUS 333, or MUS 334.
** A Music Education major whose major instrument is piano, organ, or guitar is required to take a minimum of four
additional semesters of lessons on an instrument/voice that corresponds with their large ensemble requirement.
*** Students not seeking licensure are exempted from the requirement to complete MUS 342 and MUS 344.
**** For MUS 355, MUS 356, MUS 357, and MUS 359, students not seeking licensure must complete two of these four
courses, including one that addresses their principal performance medium.
Music Performance Major, Bachelor of Music
This major is a focused classical training program designed to develop the skills, artistic voice, and performing ability of
the individual musician. This degree best prepares students who are interested in graduate school, professional
performance opportunities, or private studio teaching. Acceptance to the program requires a half-hour formal audition
and interview.
Faculty mentor: Jill Dawe
Requirements:
Music Core, Additional Requirements and the following:
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MUP 1xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice)
MUP 3xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice)
MUS 358 - Junior Recital
MUS 459 - Senior Recital
KEY 470 - The Enterprising Musician
Large Ensemble - eight semesters on the principal instrument or voice*
Chamber Music - four semesters of chamber music/small ensemble courses on the principal instrument/voice
*For guitarists, harpists and pianists: either eight semesters of large ensemble or four semesters of large ensemble and
four additional semesters of chamber music or other assignments in consultation with advisor.
Voice Majors:
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MUS 321- English Diction
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MUS 322- Italian Diction
MUS 323- German Diction
MUS 324- French Diction
MUS 435 - Voice Repertoire
MUS 359 - Music Methods: Vocal
*MUS Elective (2 credits)
*Voice students are strongly encouraged to take MUS/THR 235 Skills of Music Theater and/or MUE 294 or 494 - Opera
Workshop.
Keyboard Majors:
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MUS 436 - Piano Repertoire
MUS 456 - Piano Pedagogy
MUS Elective (2 credits)
Instrumentalists:
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One of MUS 355, MUS 356, or MUS 357
o MUS 355 - Music Methods: Strings
o MUS 356 - Music Methods: Brass/Percussion
o MUS 357 - Music Methods: Woodwinds
MUS Elective (4 credits)
Additional requirements:
BM performance major candidates must pass an extended performance audition and interview that is scheduled after
completion of the sophomore/transfer music major qualifying jury.
Music Therapy Major, Bachelor of Science
Fulfills the academic and clinical requirements for eligibility to take the Music Therapy Board Certification Examination.
The BS in Music Therapy is a four-and-one-half-year degree program, which includes a six month full-time internship in a
clinical facility approved by the American Music Therapy Association (AMTA) or at a university-affiliated site. This course
of study is chosen by students who wish to become professional music therapists. A minimum grade of C in all music
therapy courses is required.
Faculty mentor: Emma Moonier
Requirements:
Music Core (except for MUS 331, 332, 333, or 334*), Additional Requirements and the following:
● MUS 135 - Class Piano 1
● MUS 136 - Class Piano 2
● MUS 152 - Class Voice
● MUS 158 - Class Guitar 1
● MUS 237 - Class Piano 3
● MUS 238 - Class Piano 4
● MUS 258 - Class Guitar 2
● MUS 271 - Introduction to Music Therapy
● MUS 273 - Functional Music Skills
● MUS 315 - Psychology, Culture, and Community in Music
● MUS 340 - Music Therapy Methods I
● MUS 345 - Music Therapy Methods II
● Two 300-level Music Therapy practica (MUS 374 or MUS 375)
● MUS 376 - Music Therapy Assessment, Treatment and Clinical Processes
● MUS 385 - Music Therapy Clinical Improvisation
● MUS 458 - Senior Recital
● Two 400-level Music Therapy practica (MUS 474 or MUS 475)
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MUS 480 - Music Therapy Senior Seminar
MUS 481 - Music Therapy Clinical Internship
BIO 103 - Human Anatomy and Physiology
PSY 105 - Principles of Psychology
PSY 203 - Lifespan Development
PSY 215 - Research Methods and Statistics I
PSY 262 - Psychopathology
MUP 1xx - Performance Studies (four semesters of 1 credit lessons in principal instrument/voice)
MUP 3xx - Performance Studies (four semesters of 1 credit lessons in the principal instrument/voice)
Large Ensemble - eight semesters on the principal instrument or voice
Chamber Music - two semesters of chamber music/small ensemble courses on the principal instrument/voice
Pass guitar proficiency test, piano proficiency test, and voice proficiency test
* Students majoring in Music Therapy are exempted from the Music Core requirement to complete one of MUS 331, MUS
332, MUS 333, or MUS 334.
Music Therapy Equivalency/Certification Program
The Music Therapy equivalency program is available to students who already have a bachelor’s degree in music and wish
to meet the requirements set by the American Music Therapy Association (AMTA) to become a board-certified music
therapist (MT-BC). This equivalency program prepares students for eligibility to take the Music Therapy Board
Certification Examination. Depending upon the student’s degree and skill level, individual requirements will be outlined
by the director of Music Therapy. There is a minimum two-year residency requirement, which includes participation in a
major ensemble for four terms. Acceptance to the degree program requires the following:
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Pass the sophomore/transfer music major jury and Music Department degree application
Pass guitar proficiency, piano proficiency, and voice proficiency
Creativity Minor
The Creativity minor allows students interested in music composition, creation, improvisation, song-writing, and/or
production to deepen their experience and knowledge during their time at Augsburg. The program is intended to be
useful for students in any music degree who are interested in composition, song writing, music production, etc. The
program aims to incorporate a variety of different musical traditions, approaches, and expressions to create a unique
program that aims to be student-directed and genre-fluid.
This minor is open only to students majoring in a Music Department field.
Faculty mentor: Reinaldo Moya
Requirements:
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MUS 113 - Music Theory and Aural Skills I
Two semesters of MUP 193 - Performance Study: Composition
MUS 220 or MUS420 - Worlds of Music
MUS 221 - Introduction to Music Technology
MUS 311 - Composition I
MUS 312 - Composition II
MUS 413 - Advanced Analysis
MUS 476 - Instrumentation and Arranging
One of MUP 192, MUS 242, or THR 116
o MUP 192 - Performance Study: Improvisation
o MUS 242 - Jazz Improvisation 1
o THR 116 - Acting and Improvisation for Non-Majors
Four additional credits from:
o MUS 207 - From Boogie Woogie to Rock and Hip Hop: The Culture, Artists, and Sounds of Pop Music
o MUS 241 - History of Jazz
o MUS 331 - Music of the Baroque Era
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MUS 332 - Music of the Classical Era
MUS 333 - Music of the Romantic Era
MUS 334 - Music of the 20th Century
MUS 392 - Topics
Music Minor
Faculty mentor: Merilee Klemp
Requirements:
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MUS 113 - Music Theory and Aural Skills I
MUS 114 - Music Theory and Aural Skills II
MUS 341 - Basic Conducting
One of MUS 361or MUS 362
o MUS 361- Music and Identity in the Americas
o MUS 362- Musical Philosophy
One additional course (2 credits or above) in music history or conducting (Other music courses may be approved by
departmental petition)
MUP 1xx - Performance Studies (four semesters of 0.5 credit performance studies in the principal instrument/voice)
Large Ensemble - four semesters in a large Augsburg ensemble
Additional requirements:
Submit a Music Department application for minor by spring semester, sophomore year
Music Business Minor
The Music Business minor is a course of study designed both for the Music major desiring additional preparation in
business and for the non-music major interested in pursuing a career in the music industry. With the Music Business
minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that
address specific professional skills necessary to enter today’s music industry. The minor is a collaborative program
between the Music and Business departments.
Faculty mentor: J. Anthony Allen
Requirements:
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ACC 221 - Introduction to Financial Accounting
ECO 113 - Principles of Microeconomics
MIS 260 - Problem Solving for Business
MUS 105 - Careers in Music Business
MUS 162 - Entrepreneurship for Creative Businesses
MUS 205 - Legal Issues in Music, Entertainment, and the Arts
MUS 408 - Current and Future Issues in the Music Industry
MUS/BUS 399 - Internship (approved for the music business minor)
One of the following:
o MUS 336 - Arts Management and Concert Promotion
o BUS 301 - Business Law
o ENT 254 - Entrepreneurship
Music Production Minor
The Music Production minor is a course of study designed both for the Music major desiring additional preparation in
audio recording and production and for the non-music major interested in integrating music technology into their career.
With the Music Production minor, students are given the opportunity to enroll in coursework and participate in on-site
field experiences that address specific professional skills necessary to enter today’s music industry. Students in the minor
will primarily be working in the Grangaard Record Studio.
Faculty mentor: J. Anthony Allen
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Requirements:
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MUS 221 – Introduction to Music Technology
MUS 225 – Electronic Music Production
MUS 306 – Audio Recording
MUS 307 – Music Production and Distribution
One of the following:
o MUS 113 – Music Theory and Aural Skills I
o MUS 160 – Fundamentals of Music
One of the following:
o MUS 205 – Legal Issues in Music, Entertainment, and the Arts
o Both MUS 135 and MUS 136 – Class Piano 1 and Class Piano 2
o Two semesters of music ensemble (two credits of MUE)
o MUS 158 – Class Guitar 1
Departmental Honors
Senior Music majors with a cumulative GPA of 3.5 or higher in Music courses may apply for Music departmental honors
by completing extended original work in their area of interest. Such work could include, but is not limited to, one of the
following: defending a senior thesis, presenting an additional recital, composing a substantial piece(s), conducting a
program, presenting a research paper, or some combination of any of the above.
Consideration for departmental honors requires a clearly written proposal that includes a project title, a transcript, and a
brief music résumé to be submitted to the music faculty by November 1 of the senior year with outlined plans to
complete the project by spring break of the senior year.
Piano Proficiency
All Augsburg Music majors are required to have basic piano skills that are either demonstrated by passing MUS 238 or by
meeting the standard required by the Piano Proficiency Test offered at the end of each semester. Students come to
Augsburg with a wide variety of prior training and experience in piano, and therefore can elect to develop their piano
skills and prepare for the proficiency test in several ways. Students with extensive training may be able to simply pass the
test; those with some training may register for private piano lessons; the majority of students are advised to take a piano
placement test that determines their appropriate placement within a sequence of four class piano courses (MUS
135/136/237/238) designed to teach the skills of the piano proficiency test. To maximize student learning, it is strongly
recommended that piano training is started during the first year, when piano study will complement and strengthen the
student’s experience in the music theory and aural skills curriculum. Consult the Music Student Handbook for piano
major and non-piano major requirements and test dates.
For a complete list of courses and descriptions, see the Course Description Search.
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Natural Science Teaching Licensure
The Natural Science licensure program is designed to combine a strong content focus with early and ongoing teaching
preparation courses that meet Minnesota licensure requirements. Courses are designed to provide a broad background
in science and allow for specialization in an area. The following programs assume that the student will meet the general
education requirements of the university, the requirements for appropriate majors, required education courses (see
Secondary Education requirements), and, in the physical sciences, have at least one year of calculus. Early consultation
with the Education Department (in your sophomore year) is essential to complete undergraduate major and licensure
requirements on a timely basis.
Degree and Major Requirements
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Education Department to identify current licensure requirements.
All upper division courses required for the Biology major must be completed before student teaching.
Licensure Requirements
General Science Endorsement (for grades 5-8):
Introductory Geology (taken off campus, offered through ACTC program)
● SCI 106 - Introductory Meteorology
● BIO 121 - Human Biology
● BIO 102 - The Biological World
● Complete PHY 116 or both PHY 121 and PHY 122 (see advisor before registering for physics)
o PHY 116 - Introduction to Physics
o PHY 121, 122 - General Physics I, II
● CHM 115 - General Chemistry I
● CHM 116 - General Chemistry II
*See the Biology, Chemistry, or Physics Department sections for teaching major requirements in those disciplines.
For a complete list of courses and descriptions, see the Course Description Search.
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Nursing (BSN) Bachelor of Science Completion
The Augsburg University BSN Completion program is designed exclusively for registered nurses (RNs) who want to
advance their education, increase their career opportunities, and address changing health needs in a variety of rapidly
changing care settings and communities.
The BSN program at Augsburg prepares nurses to synthesize knowledge from the liberal arts with the art and science of
nursing. Educational opportunities are provided that challenge students’ interests and engage their creativity as they
increase skills in critical thinking, speaking, writing, ethics, nursing theories, community assessment, leadership,
decision-making, and the role of citizen nurse.
Mission
Within the context of the liberal arts and Christian values, the baccalaureate in nursing program prepares students to
uphold and improve health and human potential among persons, families, groups and communities across care settings
with particular emphasis on health inequities locally and globally.
Program Goals
The program goals at the baccalaureate level:
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Prepare graduates of associate degree and diploma nursing programs for professional nursing practice in
contemporary and emerging roles.
Provide a sound scholarly foundation for transformative nursing practice and graduate study.
Create and sustain a teaching-learning environment that promotes personal growth, lifelong learning, and a
vocation of professional service in a global society.
Degree and Major Requirements
Nursing Major, BSN
Seven 4-semester credit hour courses, including:
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NUR 300 - Trends and Issues in Nursing
NUR 305 - Communication
NUR 306 - Paradigms in Nursing
NUR 403 - Families and the Life Cycle
NUR 410 - Community Health Nursing I
NUR 411 - Practicum: Community Health Nursing II
NUR 490 - Leadership/Management
A minimum grade of C in each nursing course and a cumulative major GPA of 2.5 are required. Students also must
complete Augsburg’s residence and general education requirements.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded
throughout the required courses in the Nursing major and are met by completing the major.
Students petitioning to transfer in upper division nursing courses from another institution to meet requirements in the
nursing major at Augsburg must consult a nursing advisor about potential adjustments to their course requirements to
fulfill each of these graduation skills.
Other Information
The BSN program has been planned so that courses in the nursing major can be completed over 12 months of full-time
study taking three courses per semester or 24 months on a part-time basis, based on personal choice.
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More time may be required to complete the total course of study depending on the number of liberal arts (general
education) courses individual students need to complete the BSN degree and the number of credits each student
transfers to Augsburg University from other colleges or universities. Students need 36 upper division courses to graduate.
Students in Nursing may take non-nursing courses in both the Day and Adult Undergraduate programs. Students will
meet with the program coordinator to develop a plan of study and be assigned to a nursing faculty adviser to assist with
academic advising.
Admission to the Nursing Major
In addition to meeting admission requirements for Augsburg, admission to the Nursing major requires the following:
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An earned associate of science degree in nursing
Cumulative GPA of 2.5 or higher in one’s basic nursing program
Unencumbered RN license–applicant must be a registered nurse who is licensed and currently registered to practice
in Minnesota prior to beginning the Nursing major
Special conditions:
o Students may be provisionally admitted to the Bachelor of Science in Nursing program at Augsburg with a
cumulative GPA of less than 2.5 in their basic nursing program. Full admission to the program requires
students to achieve a GPA of 3.00 or better in two liberal arts courses at Augsburg before being fully
admitted to the BSN program.
o Students may apply to Augsburg prior to completion of their associate nursing degree program. However, all
BSN program admission requirements must be met prior to matriculating into the BSN program at Augsburg.
Admissions are handled throughout the year. Students are admitted for fall, spring, or summer semesters.
Credit for Previous Nursing Courses
Registered nurses transferring into Augsburg’s BSN completion program will be awarded up to 34 semester credits in
recognition of their previous lower division nursing coursework if the following standards are met:
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Prior nursing education in the United States is taken in an associate degree in nursing (ADN) program or a diploma in
nursing program. Both must be state board-approved programs.
Nursing coursework taken outside of the United States requires a professional credit evaluation. See the
International Students section of this catalog for details about how to submit this evaluation. In addition, nursing
coursework must be verified for authenticity by the Commission on Graduates of Foreign Nursing Schools (CGFNS).
Applicants must request CGFNS (www.cgfns.org) to forward the educational credentials report to the Minnesota
State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and demonstrate
successful passing of the National Council Licensure Examination (NCLEX). Nurses who have previously submitted
CGFNS credential verification in a state other than Minnesota, and who have passed the NCLEX, will be considered
for admission and must meet the same residency requirements expected of all students.
Class Schedules
Augsburg recognizes that nurses have a variety of time schedules, personal responsibilities, and work demands that must
be taken into account in any decision to work toward a degree. For this reason, Augsburg offers full- and part-time
sequential alternatives for pursuing a Nursing degree.
Courses in the Nursing major are offered in a hybrid format using Zoom technology, synchronous and asynchronous
instruction on Monday, Tuesday, or Thursday evenings. . Nursing classes meet synchronously 4 to 6 times a semester for
four-hour time blocks.
Optional immersion practica at home and abroad are scheduled throughout the year. Students complete their
community health practicum locally or have the opportunity to go to Pine Ridge, SD or abroad. Check with the
Department of Nursing for details.
It is recommended to work with the program coordinator for advice on liberal arts courses.
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Transfer of Upper Division Nursing Courses
BSN students who are provisionally accepted into the Master of Arts in Nursing program at Augsburg may enroll in up to
three designated MAN courses, which can be used to fulfill elective credits in the BSN program as well as fulfill credits in
the MAN program. Note that these graduate courses may not transfer into another college or university as graduate
courses if they have been used to complete the BSN; Augsburg University, however, accepts the courses as also fulfilling
requirements in the MAN. The three graduate Nursing courses plus the practica include the following:
NUR 500 - Transcultural Health Care (3 semester credits)
NUR 500P - Practicum: Transcultural Health Care (1 semester credit)
NUR 532 - Transcultural Healing and Self Care (3 semester credits)
NUR 532P - Practicum: Transcultural Healing Practices and Self Care (1 semester credit)
NUR 541 - The Politics of Health Care (3 semester credits)
NUR 541P - Practicum: Politics of Health Care (1 semester credit)
Note: Students who decelerate for more than five years may be asked to audit courses already taken. There is a fee to
audit courses.
Departmental Honors
Admission to the honors major requires a GPA of at least 3.60 in the major and 3.30 overall, application to the
department chair by November 1 of the senior year, recommendation by nursing faculty, and an honors thesis to be
presented before a faculty committee by April 15. Candidates register for NUR 499 to complete the honors requirement.
Latin Honors
To be eligible for Latin honors, a student must meet minimum GPA standards as well as complete a minimum of 56
traditionally-graded credits at Augsburg. For further information, see the Latin Honors section in Academic Information.
Accreditation
The baccalaureate degree program in nursing/master’s degree program in nursing and Doctor of Nursing Practice
program at Augsburg University are accredited by the Commission on Collegiate Nursing Education, 655 K Street NW,
Suite 750, Washington, DC 20001, (202) 887-6791.
For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation,
Approvals, and Memberships section.
For a complete list of courses and descriptions, see the Course Description Search.
Department of Nursing Faculty
Martha Aleman, MA in Nursing, RN, Assistant Professor
Kathleen Clark, DNP, RN, Associate Professor and Executive Director of the Augsburg Central Health Commons and
Health Commons at Cedar-Riverside.
Katherine Martin, Phd, CMN, RN, Assistant Professor of Nursing, Co-Director of BSN program.
Joyce Miller, DNP, RN, Associate Professor of Nursing, Chair of the Department of Nursing, and Co-Director of BSN
program
Staff
Colleen Hagerman, Nursing Programs Coordinator.
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Philosophy
See Religion and Philosophy for details about the Philosophy major and minor.
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Physics
Physicists are a curious and ambitious lot. Their aim is to understand the fundamental principles that describe and
govern all physical aspects of the universe. Historically called “natural philosophers,” physicists investigate by means of
controlled experimentation and mathematical analysis. Physics includes the study of systems ranging from sub-atomic
particles to the largest galaxies and from the relative stillness of near absolute zero to the fiery activity of stars. Physics
plays an important role in many of the liberal arts disciplines and contributes to society’s understanding of such areas as
energy, weather, medical science, and space exploration. A good background in physics (and the associated problem
solving skills obtained therein) will prepare you well for a multitude of careers.
Recognizing the importance of physics in contemporary life and the need to keep abreast of rapid technological
advances, the department strives to give students not only an understanding of basic concepts, but also insights into
recent developments. A rigorous major provides students with the preparation required for graduate study in physics. It
also provides flexibility, serving as a stepping stone to advanced work in related areas such as astronomy, engineering,
materials science, atmospheric science and meteorology, oceanography, biophysics, environmental science, and the
medical and health-related fields. The department serves the liberal arts by offering courses for non-science students
that enable them to attain a general understanding of a particular area of science. These courses provide the basis for
further study and enable students to follow new developments in science with heightened awareness and
comprehension.
The department administers Augsburg University’s portion of funds designated for the Minnesota Space Grant College
Consortium, funded by NASA. It also maintains active research programs through its Center for Atmospheric and Space
Sciences and the Sverdrup Laboratory for Biophysics, with support from the National Science Foundation, NASA, and
other private and public sources. Several students work as research assistants in these efforts during the academic year
and in the summer. Cooperative education, internship, and undergraduate research programs provide opportunities for
students to apply their knowledge and problem-solving skills in practical situations in industrial, governmental, and
academic settings.
Faculty
Stuart Anderson (professor emeritus), Moumita Dasgupta, Mark Engebretson (professor emeritus), Ben Stottrup (Chair)
Degree and Major Requirements
Physics Major, BA
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PHY 121 and PHY 121L - General Physics I
PHY 122 and PHY 122L - General Physics II
PHY 245 and PHY 245L - Modern Physics
PHY 351 - Classical Mechanics
PHY 365 - Electricity and Magnetism
PHY 395 - Comprehensive Laboratory I
PHY 396 - Comprehensive Laboratory II
PHY 484 - Quantum Mechanics Supplement
CHM 368 - Physical Chemistry: Microscopic Theory
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 255- Multivariable Calculus
One of PHY 327 or MAT 369
o PHY 327 and PHY 327L - Special Functions of Mathematical Physics
o MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences
Eight elective credits, with at least four in physics, chosen from:
o PHY 261 and 261L - Electronics
o PHY 317 and 317L - Biophysics
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o
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BIO 473 and 473L - Physiology of Humans and Other Animals
BIO 475 and 475L - Neurobiology
CHM 362 - Physical Chemistry: Macroscopic Theory
CHM 430 - Advanced Thermodynamic and Separation Lab
CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
CHM 481 - Instrumental Analysis
CHM 482 - Advanced Inorganic Chemistry
CSC 371- Principles of Computer Organization
CSC 431 - Introduction to A I Robotics
DST 334 - Statistical Modeling
MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences (if not used in place of PHY 327
above)
MAT 455 - Numerical Mathematics and Computation
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the
offered courses and are met by completing the major.
The graduation skill in Speaking (S) is met by completing one of the following courses—COM 111, COM 115, HON 130, or
MAT 201.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Physics Major, BS
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PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics II
PHY 245 and 245L - Modern Physics
PHY 261 and 261L - Electronics
PHY 351 - Classical Mechanics
PHY 365 - Electricity and Magnetism
PHY 395 - Comprehensive Laboratory I
PHY 396 - Comprehensive Laboratory II
PHY 484 - Quantum Mechanics Supplement
CHM 115 and 115L - General Chemistry I and lab
CHM 116 and 116L - General Chemistry II and lab
CHM 368 - Physical Chemistry: Microscopic Theory
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 255- Multivariable Calculus
One of PHY 327 or MAT 369
o PHY 327 and 327L - Special Functions of Mathematical Physics
o MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences
Eight elective credits, with at least four in physics, chosen from:
o PHY 317 and 317L - Biophysics
o BIO 473 and 473L - Physiology of Humans and Other Animals
o BIO 475 and 475L - Neurobiology
o CHM 362 - Physical Chemistry: Macroscopic Theory
o CHM 430 - Advanced Thermodynamic and Separation Lab
o CHM 450 - Advanced Spectroscopy and Computational Chemistry Lab
o CHM 481 - Instrumental Analysis
o CHM 482 - Advanced Inorganic Chemistry
o CSC 371- Principles of Computer Organization
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CSC 431 - Introduction to A I Robotics
DST 334 - Statistical Modeling
MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences (if not used in place of PHY 327
above)
MAT 455 - Numerical Mathematics and Computation
Graduation Skills
Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by
completing the major. Consult your department chair or academic advisor for requirements for meeting the Quantitative
Reasoning (QR) graduation skill.
The graduation skill in Speaking (S) is met by completing one of the following courses—COM 111, COM 115, HON 130, or
MAT 201.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Physics Major with Concentration in Space Physics, BS
It is the same as the BS major, with the addition of PHY 320 - Introduction to Space Science and PHY 420 - Plasma
Physics.
Physics Major with Concentration in Biophysics, BS
It is the same as the Physics BS major, with PHY 317 replacing the required PHY elective, the addition of one independent
project (PHY, CHM, BIO, or MAT 499), and one additional elective from the following:
BIO 253 and 253L - Introductory Cellular Biology
BIO 255 and 255L - Genetics
BIO 369 and 369L - Biochemistry
BIO 471 and 471L - Advanced Cellular and Molecular Biology
BIO 475 and 475L - Neurobiology
BIO 476 and 476L - Microbiology
BIO 486 - Immunology
CHM 280 and 280L - Quantitative Analytical Chemistry
CHM 464 - Advanced Organic Chemistry
CHM 481 - Instrumental Analysis
Departmental Honors
A GPA of 3.50 in physics and 3.30 overall. An original research project on a significant topic in Physics with an oral
presentation and written report. Project proposals should be made to the department by November 30 of the senior
year. Final project submissions are due by April 1st.
Other Requirements
In planning their courses of study, students are encouraged to work closely with members of the Physics faculty.
Normally, students should have MAT 145, 146, and PHY 121, 122 during the first year, and MAT 255 and 369 (or PHY 327)
during the sophomore year.
Graduation Skills
Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by
completing the major. Consult your department chair or academic advisor for requirements for meeting the Quantitative
Reasoning (QR) graduation skill.
The graduation skill in Speaking (S) is met by completing the following course—COM 115
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
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Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
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PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics I
PHY 245 and 245L - Modern Physics
PHY 351 - Classical Mechanics
PHY 365 - Electricity and Magnetism
PHY 395 - Comprehensive Laboratory I
PHY 396 - Comprehensive Laboratory II
SCI 490 - Integrated Science or other approved Keystone
Two additional physics courses above 122; PHY 261 recommended
MAT 145 and 145L - Calculus I
MAT 146 and 146L - Calculus II
MAT 255- Multivariable Calculus
PHY 327 and 327L - Special Functions of Mathematical Physics
CHM 115 and 115L - General Chemistry I and lab
CHM 116 and 116L - General Chemistry II and lab
Physics Minor
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PHY 121 and 121L - General Physics I
PHY 122 and 122L - General Physics II
MAT 145 and 145L- Calculus I
MAT 146 and 146L - Calculus II
Three elective physics courses (12 credits) numbered above PHY 122
Society of Physics Students
The Augsburg chapter of the Society of Physics Students provides students the opportunities of membership in a national
physics society and of participating in the physics community on a professional basis. Membership in the society is open
to all students interested in physics.
Sigma Pi Sigma
Membership in the Augsburg chapter of this national physics honor society is open to those students who have
completed the equivalent of a minor in physics, have a GPA of 3.00 in physics and overall, and rank in the upper third of
their class.
For a complete list of courses and descriptions, see the Course Description Search.
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Political Science
Political Science at Augsburg University helps prepare you for many paths: political engagement, pursuit of an advanced
degree, a successful career. Political science focuses on the role of power and authority in human affairs, something
relevant to any field you might choose. Understanding power and authority is also necessary for anyone interested in
political and social change.
Political Science majors pursue many options after graduation, including law school, or graduate work in areas such as
political science, public administration, and public policy. Our majors have gone on to work in government, business,
communications, the nonprofit sector, education, and numerous other fields.
Internships are within easy reach of the campus, because of our location in the heart of the Twin Cities metro area.
Grounded in the diverse and international community around Augsburg, the department directly engages the world and
issues around us.
Numerous study abroad programs are also available, as well as learning opportunities throughout the country. Our
Model UN team travels annually to participate in a Model UN in other parts of the country, and is a highlight for many
students. Our majors experience an education which extends from the classroom to the surrounding community to
places around the world.
Experienced faculty teach in all major areas of political science, and also possess special expertise in campaigns and
elections, immigration and ethnic and racial politics, urban and environmental politics, gender and politics, economic
development, comparative and international politics, mass communications and other information technology, and
American public law. Our broad, balanced, and flexible course offerings, combined with the many special educational
opportunities, enhance your potential for graduate study and a successful career.
Faculty
Andrew Aoki, Sarah Combellick-Bidney (Co-chair), Milda Hedblom (Co-chair and Pre-Law Advisor), Elizabeth Klages,
Norma Noonan (emerita), Joseph Underhill
Degree and Major Requirements
A C- minimum grade is required in all courses taken for the major.
Political Science Major
Ten courses:
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POL 158 - Introduction to Political Science
POL 483 - Political Statistics and Methodology
POL 484 - Political Analysis
One elective from the following:
o POL 121 - American Government and Politics
o POL 122 - Social Justice in Urban America
o POL 160 - World Politics
o POL 170 - Law in the United States
At least five other upper division courses in four out of five Political Science areas. A seminar in one of the five areas
may be counted for that area. Only one internship may count for an upper division area.
One other Political Science course in any area, upper or lower division
Political Science Area Courses
This is a list of commonly offered courses that fulfill the upper division area elective requirements. Students may also
satisfy the elective requirements with a variety of courses from study abroad experiences or other programs, with the
permission of the department. POL 495 can be used toward area requirements with advisor approval. The applicable
area will vary based on the topic of the course.
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Area 1 – American Government and Politics: POL 325, 326, 342, or 421
Area 2 – Comparative Politics and Analysis: POL 350, 359, or 459
Area 3 – International Politics: POL 368, 461, or 490
Area 4 – Public Law: POL 370 or 371
Area 5 – Political Theory and Analysis: POL 380 or 381
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing one of the
following courses: POL 325, POL 326, or POL 380
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Pre-Law Concentration in Political Science
11 required courses including:
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POL 121 - American Government and Politics
POL 170 - Law in the United States
POL 483 - Political Statistics and Methodology
POL 484 - Political Analysis
Two of the following three courses:
o No more than one of ENL 220 or ENL 223
▪ ENL 220 - Critical and Analytical Writing
▪ ENL 223 - Writing for Business and the Professions
o PHI 230 – Logic
o COM 111 - Public Speaking
Five Electives:
o Three courses from the choices below:
▪ POL 350 - Topics: European Politics
▪ POL 370 - Constitutional Law
▪ POL 371 – Topics
▪ POL 380 - Western Political Thought
▪ POL 381 - Topics: Democratic Theory
o Two additional upper level courses in Political Science (can come from the list above, or be any other upper level
Political Science course).
Public Policy and Political Change Concentration in Political Science
10 courses plus an internship, including:
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One of ECO 112 or ECO 113
o ECO 112 - Principles of Macroeconomics
o ECO 113 - Principles of Microeconomics
One of POL 121 or POL 122
o POL 121 - American Government and Politics
o POL 122 - Social Justice in Urban America
One of POL 325 or POL 326
o POL 325 - Politics and Public Policy
o POL 326 - Political Parties and Behavior
One of ECO 490, POL 483, or SOC 362
o ECO 490 - Research Methods in Econometrics
o POL 483 - Political Statistics and Methodology
o SOC 362 - Statistical Analysis
POL 484 - Political Analysis
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One Course from the Following:
o POL 121 - American Government and Politics
o POL 122 - Social Justice in Urban America
o POL 124 - American Women and Politics
o POL 158 - Introduction to Political Science
o POL 160 - World Politics
o POL 170 - Law in the United States
Four Courses from the Following:
o POL 241 - Environmental and River Politics
o POL 325 - Politics and Public Policy
o POL 326 - Political Parties and Behavior
o POL 342 - Mass Communication in Society
o POL 370 - Constitutional Law
o POL 371 – Topics
o POL 381 - Topics: Democratic Theory
o POL 421 - Topics: American Politics
o POL 461 - Topics: International Politics
o SOC 381 - City and Regional Planning
o One of ECO 312 or ECO 313
▪ ECO 312 - Intermediate Macroeconomics
▪ ECO 313 - Intermediate Microeconomics
An internship, usually taken as POL 399.
Notes
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If both POL 121 and 122 are completed, one can count for section I and one for section II. The same course cannot
fulfill requirements in both sections.
If both POL 325 and 326 are completed, one can count for section I and one for section III. The same course cannot
fulfill requirements in both sections.
Only one economics course (either 312 or 313) can be counted toward the four courses required in Section III.
The internship can be taken for credit or not-for-credit. A student taking an internship not for credit must still have a
Political Science department faculty member supervising the internship, and must fulfill certain academic
requirements, which will be explained by the supervising faculty member.
Substitutions to the courses above can be approved by the department chair. For example, the department
sometimes offers relevant topics courses under numbers not listed above.
Political Science Areas
(I)
(II)
(III)
(IV)
(V)
American Government and Politics
Comparative Politics and Analysis
International Politics
Public Law
Political Theory and Analysis.
Any course listed in more than one area may be counted in only one area toward major or minor requirements.
Departmental Honors
The honors major in Political Science includes the requirements listed above, plus the following:
The student’s GPA must be 3.50 in Political Science courses and 3.00 overall; the student must take an honors
independent study (to work on the thesis) and a seminar (usually POL 484), and must submit an honors thesis to be
defended before a faculty committee. Students may work with any member of the department on their honors thesis.
For specific requirements, consult the department chair.
For a student to be eligible for departmental honors, all courses in the major must be taken with traditional grading (not
P/LP/N). Exceptions may be made in extraordinary circumstances.
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Political Science Minor
Five courses, including:
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POL 158 - Introduction to Political Science
One of the following lower division electives:
o POL 121 - American Government and Politics
o POL 122 - Social Justice in Urban America
o POL 160 - World Politics
o POL 170 - Law in the United States
o POL 241 - Environmental and River Politics
o POL 282 - Asian American Politics
At least three upper-division courses in three out of five political science areas
POL 483 may not usually be used for a minor.
Pre-Law Minor
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POL 121 - American Government and Politics
POL 170 - Law in the United States
Two of the following:
o No more than one of ENL 220 or ENL 223
▪ ENL 220 - Critical and Analytical Writing
▪ ENL 223 - Writing for Business and the Professions
o PHI 230 – Logic
o COM 111 - Public Speaking
Two electives from the following:
o POL 350 - Topics: European Politics
o POL 370 - Constitutional Law
o POL 371 – Topics
o POL 380 - Western Political Thought
When necessary, substitutions can be approved by the chair (e.g. if a required course has to be canceled).
Public Policy and Political Change Minor
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One of POL 121 or POL 122
o POL 121 - American Government and Politics
o POL 122 - Social Justice in Urban America
One of POL 325 or POL 326
o POL 325 - Politics and Public Policy
o POL 326 - Political Parties and Behavior
POL 399 - Internship
Three of the following:
o POL 241 - Environmental and River Politics
o POL 325 - Politics and Public Policy
o POL 326 - Political Parties and Behavior
o POL 342 - Mass Communication in Society
o POL 381 - Topics in Democratic Theory
o POL 421 - Topics in American Politics
o POL 461 - Topics in International Politics
o SOC 381 - City and Regional Planning
o No more than one of ECO 312 or ECO 313
▪ ECO 312 - Intermediate Macroeconomics
▪ ECO 313 - Intermediate Microeconomics
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Notes
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If both POL 325 and 326 are completed, one can count for section I and one for section II. The same course cannot
fulfill requirements in both sections.
Only one Economics course (either 312 or 313) can be counted toward the three courses required in Section II.
Teaching Major in Political Science and Economics
Total of 12 courses required: five courses in economics, five courses in political science, and two courses in education.
ECO 112 or 113 and POL 121 also fulfill requirements for the social studies core; education courses also fulfill licensure
requirements for secondary education.
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Economics Courses:
o ECO 112 - Principles of Macroeconomics (elective for social science core)
o ECO 113 - Principles of Microeconomics (elective for social science core)
o One of ECO 312 or ECO 315
▪ ECO 312 - Intermediate Macroeconomics
▪ ECO 315 - Money and Banking
o ECO 313 - Intermediate Microeconomics
o One other upper division Economics course
Education Courses:
o EDC 200 - Critical Histories and Philosophies of Education (required for licensure)
o ESE 310 - 5-12 Methods: Social Studies (Capstone course) (required for licensure)
Political Science Courses:
o POL 121 - American Government (social science core course)
o Two upper-level political science courses (must be in two different areas)
o Two other Political Science courses
In addition, in order to graduate with this major, a student must have been admitted into the Department of Education.
To be licensed in social studies, additional education courses and the social studies core are required.
Note: Students interested in secondary education may take a Political Science major or the teaching major in Economics
and Political Science. Either option requires that the student also take courses required for the social studies core. For
more information, see the department chair.
For a complete list of courses and descriptions, see the Course Description Search.
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Psychology
Psychology is the scientific investigation of behavior and mental processes. As an integral part of a liberal arts education,
psychology contributes to the understanding of individual and group behavior. The study of psychology equips students
to understand and use the scientific method to think creatively and critically beyond the classroom. To prepare students
for graduate study and work in psychology, the major emphasizes the complementary components of a strong
foundation in research and theoretical work with the application of knowledge and skills in coursework, research
experiences, and internships within the community. The curriculum’s emphasis on the experiential dimensions of
learning and the integration of liberal arts and professional domains prepares students for careers in many settings
including business, education, social services, research, law, government, religious institutions, and medicine.
Faculty members in the Department of Psychology have varied professional specializations including clinical, counseling,
neurobiological, developmental, social, cognitive, and industrial/organizational psychology as well as expertise in
psychological applications to health, law, and public policy. Students may tap this expertise through a variety of learning
experiences including group and individual projects, Psi Chi Honor Society, and faculty-student research teams.
Faculty
Alex Ajayi, Ben Denkinger, Stacy Freiheit, O. Evren Guler (Chair), Jaeeun Lee, David Matz, Bridget Robinson-Riegler, Henry
Yoon
Degree and Major Requirements
Psychology Major
The major is 10 courses including:
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PSY 105 - Principles of Psychology
PSY 215 - Research Methods and Statistics I
PSY 315 - Research Methods and Statistics II
PSY 400 - Keystone Internship
At least two courses from the following:
o PSY 325 - Social Behavior
o PSY 354 - Cognitive Psychology
o PSY 355 - Biopsychology
At least one course from the following:
o PSY 491 - Advanced Research Seminar
o PSY 493 - Seminar: Contemporary Issues
o PSY 495 - Clinical Science Lab
Electives (three additional courses in psychology)
Majors are encouraged to take more than the minimum 10 required psychology courses.
Note: A minimum of five courses must be from Augsburg. No more than two courses from among PSY 199, 299, 399, 400
and 499 may be counted.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students should consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
All psychology majors must have an advisor in the Psychology department.
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Transfer Students
Transfer-course policy for majors and minors: All transfer courses, including ACTC courses, must be approved by the chair.
Only those psychology courses successfully completed (C- or above) within the last 10 years will be considered. In
general, courses that meet the transfer guidelines may only be applied to elective or PSY 105 credit for the major.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Biopsychology Major
The Psychology and Biology Departments jointly offer a program in Biopsychology. See Biopsychology in the
departmental pages of this catalog.
Concentration in Clinical-Counseling Psychology
The clinical-counseling psychology concentration is designed to prepare students for careers and graduate education in
mental health. Students will learn about the biological, psychological, and social factors related to defining,
understanding, and treating psychological disorders. Emphasis is placed on developing knowledge and skills related to
both the science and practice of psychology. Experiential learning opportunities include collaborating on faculty-student
research projects and completing an internship in a mental health setting. See department chair for specific
requirements.
Students take thirteen courses, including:
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PSY 105 - Principles of Psychology
PSY 215 - Research Methods and Statistics I
PSY 262 - Psychopathology
PSY 315 - Research Methods and Statistics II
PSY 385 - Counseling Psychology
PSY 400 - Keystone Internship
Two biological, cognitive, and social foundation courses from the following:
o PSY 325 - Social Behavior
o PSY 354 - Cognitive Psychology
o PSY 355 - Biopsychology
One course from the following:
o PSY 3xx - Counseling and Interviewing Skills (course currently in development)
o PSY 359 - Assessment
One developmental foundation course from the following:
o PSY 203 - Lifespan Development
o PSY 250 - Child Development
o PSY 252 - Adolescent and Young Adult Development
o PSY 253 - Aging and Adulthood
One cultural foundation course from the following:
o PSY 205 - Global Perspectives in Psychology
o PSY 271 - Psychology of Gender
o PSY 275 - Cultural Psychology
o SOC 265 - Race, Class and Gender
o SOC 395 - Mental Illness and Society
o SWK 280 - Diversity and Inequality in Professional Practice
One additional elective from the following (or a course above that is not already used toward another requirement):
o PSY 201 - Health Psychology
o PSY 261 - Personality and Cultural Context
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o PSY 263 - Sports Psychology
o PSY 291 - Addiction and Recovery
o PSY 292 - Topics in Mental Health
o PSY 357 - Behavior Analysis
o PSY 391 - Individual Differences
o PSY 410 - Clinical Neuropsychology
One course from the following:
o PSY 491 - Advanced Research Seminar
o PSY 493 - Seminar: Contemporary Issues
o PSY 495 - Clinical Science Lab
Departmental Honors
GPA of 3.50 in the major and overall, and completion of a high-quality research project. A formal application must be
made during the junior year. Consult the department chair for more detailed requirements.
Minor
Five courses, including:
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PSY 105 - Principles of Psychology
Four additional PSY electives
A minimum of two courses must be taken at Augsburg. No more than two of the following courses can count toward the
minor: PSY 199, 299, 396, 399, 400, and 499.
For a complete list of courses and descriptions, see the Course Description Search.
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Religion and Philosophy
The Department of Religion and Philosophy offers courses and programs in the distinct disciplines of religious studies,
theology, and philosophy. All three of these disciplines ask and engage deep questions about the meaning, purpose, and
reality of life for individuals and for communities.
The Department of Religion and Philosophy affirms that human inquiry regarding basic religious, theological,
philosophical, and ethical questions shapes public life. In a similar way, public life shapes the human quest for meaning
and identity. The religion and philosophy programs at Augsburg think historically, respectfully, and critically about these
matters.
The Department of Religion and Philosophy grounds, provokes, empowers, problematizes, collaborates, and nurtures the
critical investigation of faith, religion, identity, ethics, vocation, truth (epistemology), and spiritual inquiry. We do this
critical work as a community of learners, faculty and students together, in the following ways:
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We ground our conversations in sacred texts, historic documents, and contemporary writings as well as in
specific locations, among real people, with lived experiences and concrete issues.
We provoke questions of truth, meaning, and identity and investigate how these claims interact with and inform
public life.
We empower one another to question our own beliefs, practices, ethics, and understanding of vocation, and to
inquire, respectfully and critically, about the claims of others.
We problematize and challenge religious and philosophical claims from a variety of social locations and diverse
perspectives.
We collaborate across faiths and philosophies, across academic departments, and with off-campus faith-based
and humanist communities to create learning, research, and service opportunities.
We nurture our community of learners by raising and reflecting on personal questions of meaning, identity,
values, vocation, and spirituality.
Religion Faculty
Lori Brandt Hale (Chair), Mary Lowe, Matthew Maruggi, Jeremy Myers, Iva Patel, Shayna Sheinfeld, and Hans Wiersma
Philosophy Faculty
David Apolloni, Larry Crockett
Majors
The Religion and Philosophy Department offers majors in Religion, Philosophy, and Theology and Public Leadership.
General Education Requirements
RLN 100: Religion, Vocation, and the Search for Meaning I
Augsburg embraces a world of many cultures, beliefs, and traditions. This introductory course invites students into that
engagement between religious commitment and the world through an exploration of vocation, pluralism, and diversity.
The course encounters the search for meaning through the narratives of Judaism, Christianity, and Islam, and other
religious and humanist traditions, and encourages students to consider their own religious, philosophical, and ethical
commitments in dialogue with other perspectives. Course related texts, activities, and experiences foster critical
thinking and inquiry.
Religion, Vocation, and the Search for Meaning II
For their second required Religion course, students may choose from a wide range of courses that build on the
foundational themes established in RLN 100 and continue the exploration of vocation, the search for meaning, and role
of religion in public life in the context of particular issues, topics, and people. These courses focus the study of Religion
through a specific topic or issue from the broad field of Religion and its connection to Public Life in a variety of social,
cultural, and historical settings. One option, RLN 200: Religion, Vocation, and the Search for Meaning II, develops
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themes from RLN 100, including vocation, culture, pluralism, and interreligious dialogue. Other courses are described in
the course listings. Any course taken in fulfillment of this requirement may count toward a potential Religion major or
minor.
Degree and Major Requirements
Religion Major, BA
Courses offered toward a major in Religion highlight the theme of Religion in Public Life in four concentrations: 1) Culture
and Society, 2) History and Theology, 3) Sacred Texts and Narratives, 4) Global Religions and Interfaith Studies. Students
majoring in Religion may choose one of these areas as a concentration for their degree by completing four courses within
the concentration out of the 8 total courses (32 credit hours) required for the major. Many students choose to add
religion as a second major. Examples of double majors include students in biology, sociology, and history. The Religion
major prepares students to think critically, read analytically, write clearly, and speak confidently—skills that make our
graduates attractive to graduate schools and employers in any field.
Major/Concentration/Minor Requirements
Religion Major: 8 courses (beyond RLN 100/300; including RLN 209, RLN 400)
Concentration within the major: Minimum 4 courses in the concentration
Religion Minor: 4 courses (beyond RLN 100; can include RLN 209, RLN 400)
Concentrations
Students majoring in Religion can pursue one of the four concentrations listed below.
Culture and Society – Sixteen credits from:
RLN 205: Exploring Topics in Religion (depending on topic)
RLN 216: Religion and Science in Popular Culture
RLN 222: Spirituality, Religion, and Popular Culture
RLN 230: Self, Sex & Sin: Human Person in Christian & Contemporary Thought
RLN 251: The Bible in Culture and Counterculture
RLN 257: Heaven, Hell, and the End of the World
RLN 319: Religion at the Movies
RLN 409: Topics (depending on topic)
RLN 441: Contemporary Theology
History and Theology – Sixteen credits from:
RLN 205: Exploring Topics in Religion (depending on topic)
RLN 214/MUS 234: Church Music and Worship
RLN 216: Religion and Science in Popular Culture
RLN 230: Self, Sex & Sin: Human Person in Christian & Contemporary Thought
RLN 237: Giants of the Christian Faith
RLN 240: Religion and the Rise of Science
RLN 243: Religion in America
RLN 245: The Lutheran Heritage
RLN 257: Heaven, Hell, and the End of the World
RLN 319: Religion at the Movies
RLN 330: Theology of Death and Dying
RLN 331: Christian Ethics
RLN 342: Martin Luther and the Reformation
RLN 340/HIS 378: The Medieval Church
RLN 370: American Indian Spirituality and Philosophical Thought
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RLN 374: Ethics and World Religions
RLN 409: Topics (depending on topic)
RLN 441: Contemporary Theology
Sacred Texts and Narratives – Sixteen credits from
RLN 205: Exploring Topics in Religion (depending on topic)
RLN 251: The Bible in Culture and Counterculture
RLN 257: Heaven, Hell, and the End of the World
RLN 261: Jesus and His Interpreters
RLN 409: Topics (depending on topic)
Global Religions and Interfaith Studies – Sixteen credits from:
RLN 205: Exploring Topics in Religion (depending on topic)
RLN 275: Judaism
RLN 276: World Religions
RLN 370: American Indian Spirituality and Philosophical Thought
RLN 374: Ethics and World Religions
RLN 407: Interfaith Scholars Seminar I (2 semester credits)
RLN 408: Interfaith Scholars Seminar II (2 semester credits)
RLN 409: Topics (depending on topic)
Theology and Public Leadership Major, BA
The Theology and Public Leadership major is an interdisciplinary major that forms leaders for work at the intersections of
church and society. Students in this major are equipped with the necessary theological and theoretical frameworks,
leadership skills and servant hearts to lead a variety of communities in their expression of faith and their work for justice
in the world. This happens through the disciplined study of theology, scripture, the social sciences, and ministry. A
distinctive element of the major is the combination of practical and theological training: students have many
opportunities to apply knowledge and skills in specific ministry contexts, including a supervised internship.
Graduates of this program work in the areas of youth ministry, congregational ministry, community organizing, public
policy and advocacy, nonprofits and graduate school. Our vision is a generation of Christian leaders equipped to lead the
Christian church into the public square for the common good.
Students in this program earn a Bachelor of Arts in Theology and Public Leadership and combine this degree with a
concentration, minor or second major in an area of interest.
A Word about Youth and Family Ministry: For decades, Augsburg University has been a leader in the field of youth and
family ministry. The Youth and Family Ministry degree program has a long and storied history of pushing the envelope
with cutting edge approaches to ministry. This new version of the degree program stands proudly on that storied past.
Students who are pursuing a call to ministry with children, youth and families can prepare for this career by combining
the Theology and Public Leadership major with the Youth Studies concentration or minor.
Theology and Public Leadership Major (40-56 credits)
● Theology core (20 credits):
o RLN 209 - Research Methods in Religion
o RLN 251 - The Bible in Culture and Counterculture
o RLN 342 - Martin Luther and the Reformation
o RLN 400 - Religion Keystone
o RLN 441 - Contemporary Theology
● Public ministry core (16 credits):
o RLN 290 - Foundations for Public Ministry
o RLN 295 - Church: Past, Present, Future
o RLN 390 - The Art of Public Ministry
o RLN 399 - Internship
● Cross-Disciplinary Elective (4 credits) OR Concentration (16-20 credits)
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Complete 4 credits in one of the concentrations listed below or complete the entire concentration
Concentrations
Students majoring in Theology & Public Leadership can pursue one of the concentrations listed below. A concentration
will be noted on the transcript at the point of graduation, not a minor.
Youth Studies Concentration
The 20-credit concentration in Youth Studies offers students the opportunity to explore the history and practice of work
with children and youth, to form a critical and constructive framework for understanding and appreciating young people,
and to develop the necessary skill set for effective work with children and youth.
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YST 210 - Rethinking Children and Youth
YST 320 - Working With Children and Youth
One human development course from:
o PSY 203 - Lifespan Development
o PSY 250 - Child Development
o PSY 252 - Adolescent and Young Adult Development
o SWK 303 - Human Development and the Social Environment
EDC 330, 331, 332, and 333 – Public Achievement sequence - no longer taught; see program director for alternatives
Complete 4 credits in a YST elective from the courses listed below
o HPE 115 - Chemical Dependency Education (2 cr.)
o HPE 335 - Outdoor Education (2 cr.)
o POL 122 - Social Justice in Urban America
o POL 325 - Politics and Public Policy
o PSY 262 - Psychopathology
o PSY 291 - Addiction and Recovery
o SOC 231 - Family Systems: Cross Cultural Perspectives
o SOC 265 - Race, Class, and Gender
o SOC 387 - Juvenile Delinquency
o SOC 395 - Mental Illness and Society
o WST 281/481 – Topics: Girls, Culture, and Identity (this topic only)
Leadership and Management Concentration
This 16-credit concentration prepares students to manage and lead organizations, especially non-profits.
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SOC 349 – Organizations and Society: Understanding Nonprofits and Corporations
BUS 242 – Principles of Management
COM 345 – Organizational Communication
NMS 230 – Social Media
Community Engagement Concentration
This 16-credit concentration prepares students to be effective community organizers and leaders who help organizations
effectively connect with their surrounding communities.
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SOC 111 - City Life: Introduction to Urban Sociology or POL 122 – Social Justice in Urban America
SOC 240 - Protest and Social Change: The Sociology of Social Movements
SWK 406 - Social Work Practice 3: With Communities and Policies
COM 329 - Intercultural Communication
Worship and Music Concentration
This 16-credit concentration prepares students to be worship and music leaders in congregations and other faith
communities.
● RLN 214/MUS 234 - Church Music and Worship
● COM 111 - Public Speaking
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● Two other courses (yet to be determined; see program director for more information)
Environmental Stewardship Concentration
This 16-credit concentration prepares students to organize and educate faith communities and other non-profits around
practices of environmental stewardship.
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ENV 100 - Environmental Connections
ENV 320 - Environmental Science
SWK 210 - Environmental Justice and Social Change
COM 260 - Environmental Communication
Advocacy & Public Policy Concentration
This 16-credit concentration prepares students to lead faith communities and other non-profits in their work around
advocacy and public policy.
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POL 325 - Politics and Public Policy
SOC 390 - Intersections of Race and Immigration
SOC 265 - Race, Class, and Gender
COM 329 - Intercultural Communication
Human Services Concentration
This 16-credit concentration prepares students to work in faith communities and other non-profits serving individuals
and families in need.
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PSY 203 - Lifespan Development
PSY 262 - Psychopathology or SOC 395 - Mental Illness and Society
SOC 231 - Family Systems: Cross Cultural Perspectives
SWK 100 - Introduction to Professional Social Work
Cross-Cultural Relations Concentration
This 16-credit concentration prepares students to help faith communities and other non-profits work effectively across
cultural differences.
● Two semesters (8 credits) of a modern language at the 200-level or above, or equivalency.
● CCS 100 - Introduction to Cultural Studies
● COM 329 - Intercultural Communication
Philosophy Major
Eight courses including, including at least four upper division courses:
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One of PHI 230 or PHI 385
o PHI 230 – Logic
o PHI 385 - Formal Logic and Computation Theory
PHI 241 - History of Philosophy I: Ancient Greek Philosophy
PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy
PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy
PHI 344 - History of Philosophy IV: 20th-21st Century Philosophy
A 400-level Philosophy course (other than PHI 499)
Two elective courses in Philosophy
Note: The Philosophy department at present does not offer a keystone PHI 499 course of its own. We recommend that
majors take the keystone course offered in the Religion Department, or (in the case of double majors) in the department
of the other major.
Philosophy Minor
Five courses:
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Two of PHI 241, PHI 242, PHI 343, or PHI 344
o PHI 241 - History of Philosophy I: Ancient Greek Philosophy
o PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy
o PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy
o PHI 344 - History of Philosophy IV: 20th-21st Century Philosophy
Three additional PHI electives
Graduation Skills for Religion and Theology and Public Leadership Majors
The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the
major. The graduation skills in Quantitative Reasoning (QR), Speaking (S) and Writing (W) are met by completing the
following courses:
Quantitative Reasoning: DST 164, MAT 145, MAT 146, MAT 163, or PHI 230; or by the QR requirement for a second major
Speaking: Consult with advisor for an approved course outside the major
Writing: RLN 400 and one of the following: RLN 342, 370, or 441
Transfer students must consult a Religion Department advisor about potential adjustments to their course requirements
to fulfill each of these skills.
Graduation Skills for Philosophy major
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The Quantitative Reasoning (QR) graduation skill can be met by taking PHI 230.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Prerequisites
Completion of either RLN 100 or RLN 300 is required before all other RLN courses.
Transfer Courses
All transfer courses for majors and minors, including ACTC courses, must be approved in writing by the chair. Only
courses successfully completed within the last 10 years will be considered. In general, courses that meet the transfer
guidelines may only be applied to elective credit for the major.
Advising
All majors must have an advisor in the Religion and Philosophy Department.
Departmental Honors
GPA of 3.50 in the major and 3.00 overall, research project approved by the department, and colloquium with the
department. Application must be received by the department by December 30 of the student’s senior year.
For a complete list of courses and descriptions, see the Course Description Search.
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Social Studies Teaching Licensure
The social studies licensure program is designed to combine a strong content focus with early and ongoing teaching
preparation courses that meet Minnesota licensure requirements. Students preparing to teach social studies at the
secondary level must complete a broad foundation program in the social sciences and professional requirements within
the Education Department.
Coordinators
Michael Lansing, History, Content Liaison
Jason Lukasik, Secondary Education
Social Studies Teaching Licensure
Core requirements:
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ECO 113 - Principles of Microeconomics
ESE 220 - Introduction to Human Geography
One of HIS 120, HIS 121, or HIS 122
o HIS 120 - Colonizing a Continent and Creating Nations: North America to 1815
o HIS 121 - An Empire for Liberty: U.S. History To 1877
o HIS 122 - Gender, Race, Class and Democracy in the Modern U.S.
One of HIS 103 or HIS 104
o HIS 103 - A Global History of Europe Since 1750
o HIS 104 - Decolonizing Asia and Africa
HIS 200 - Why History Matters
POL 121 - American Government and Politics
PSY 105 - Principles of Psychology
SOC 121 - Introduction to Sociology
ANT 141 - Introduction to Cultural Anthropology
Plus a major in one of five fields—Economics, History, Political Science, Psychology, or Sociology. Geography and
anthropology are also acceptable fields, although they are not offered as majors on the Augsburg campus.
An interdisciplinary Social Studies major is available for persons holding a bachelor’s degree and seeking licensure only.
Consult with Jason Lukasik and Michael Lansing for details.
Students considering a career in social studies education should consult the Augsburg Education Department and the
Social Studies coordinator by the beginning of their sophomore year.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. Students should consult with the Augsburg Education Department to identify current
Minnesota teacher licensure requirements.
For a complete list of courses and descriptions, see the Course Description Search.
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Social Work
Professional social work is for students who have the desire to better the lives of people and communities through
reducing social oppressions of individuals and groups and advancing social justice. Social workers are licensed
professionals who work in various sectors of society. Social workers are found in nearly all major social settings from
clinics and hospitals, to schools, non-profit organizations, faith communities and government entities. Augsburg’s
nationally-accredited social work program immerses students in the skills and theories of social work and interweaves
that body of knowledge with biology, psychology, sociology, economics, statistics, and political science. The curriculum
prepares you for multicultural professional social work through two different year-long field placements in a range of
human service agencies during the junior and senior year.
Students graduating with this major will receive a Bachelor of Science in Social Work degree (BSW). The degree qualifies
you to sit for the national social work licensing exam and allows you to be licensed in any state in the US as a Licensed
Social Worker.
Students interested in a graduate degree in social work are encouraged to apply to our Master of Social Work program
(MSW). The undergraduate degree provides advanced standing coursework toward the foundation year of an MSW
program, reducing the number of credits needed. Both the undergraduate and graduate Social Work programs are
accredited by the national accrediting body, the Council on Social Work Education. For more information about the MSW
program, consult the Graduate Catalog.
Social Work Faculty
Christina Erickson (Chair), Ankita Deka (MSW Program Director), Erin Sugrue (MSW Field Director), Melissa Hensley (BSW
Program Director), Kao Nou Moua (BSW Field Director), Johanna Barry, Susan Carlin, Alexander Fink, Paula Watts
Zehringer
Admission to the Major
Students must apply to be admitted to the degree program in Social Work. This application process begins in the fall
semester of the sophomore year at Augsburg or in the spring and summer months for junior transfer students. Each
Social Work major must complete the application materials and be officially admitted to the Social Work program before
beginning the junior year. Social Work majors must have a cumulative 2.50 GPA to apply to the program. Students who
do not meet this minimum GPA standard will be given an opportunity to explain their GPA and may be considered for
conditional admission. Admission to the program is required as a prerequisite for the 300 and 400 level courses
restricted to Social Work majors.
Degree and Major Requirements
The BSW degree consists of ten upper-level courses and a total of seven supporting courses. Social Work courses that are
open to non-majors are designated with an asterisk.
The Supporting Courses
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BIO 121 - Human Biology
PSY 105 - Principles of Psychology
SOC 121 - Introduction to Sociology
SWK 280 - Diversity and Inequality in Professional Practice*
Select one of these two courses:
o SWK 100 - Introduction to Professional Social Work*
o SWK 210 - Environmental Justice and Social Change*
Select one of these four courses:
o ECO 112 - Principles of Macroeconomics
o POL 121 - American Government and Politics
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o POL 122 - Social Justice in Urban America
o POL 325 - Politics and Public Policy
Select one of these three courses:
o SOC 362 - Statistical Analysis
o MAT 163 - Introductory Statistics
o DST164 - Introduction to Statistics (with R)
Graduation Skills
The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the curriculum and
are met by completing the major. The Quantitative Reasoning (QR) graduation skill is met by taking SWK 401 and MAT
163, DST 164 or SOC 362.
GPA Requirement
After admission to the program, a cumulative 2.50 GPA is required (in the supporting courses, upper division courses,
and overall) to remain in good program standing. A grade of C is required for each required upper division social work
course. All Social Work majors must take their social work courses with traditional grading.
Social Work Major
Ten upper-level courses:
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SWK 301 - History and Analysis of Social Policy*
SWK 303 - Human Development and the Social Environment*
SWK 306 - Social Work Practice 1: With Individuals
SWK 307 - Field Work 1: Integrative Seminar
SWK 316 - Social Work Practice 2: With Families and Groups
SWK 317 - Field Work 2: Integrative Seminar
SWK 401 - Social Work Research and Evaluation
SWK 406 - Social Work Practice 3: With Communities and Policies*
SWK 407 - Field Work 3: Integrative Seminar
SWK 417 - Field Work 4: Integrative Seminar (Senior Keystone course)
Courses with an asterisk are open to non-social work students.
Social Work Semester in Mexico
Each spring social work majors who are juniors may attend our Social Work In Mexico Semester and complete their
coursework and field placement at Augsburg’s Mexico Campus:
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SWK 261 - Social Welfare: The U.S. Mexican Context
SWK 271 - Comparative Social Policy: Social Policy and Social Change in Mexico and the United States
SWK 316 - Social Work Practice 2: With Families and Groups
SWK 317 - Field Work 2: Integrative Seminar
Spanish Language Requirements are often taken
Students who go to the Social Work in Mexico Semester are not required to take SWK 280
Social Welfare Minor (for non-social work majors)
The goal of the social welfare minor is to give non-majors an understanding of the impact of social work on society and a
means to apply social work perspectives to their chosen career.
Six courses including:
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SWK 100 - Introduction to Professional Social Work
SWK 301 - History and Analysis of Social Policy
SWK 303 - Human Development and the Social Environment
SWK 406 - Social Work Practice 3: With Communities and Policies
SOC 265 - Race, Class and Gender
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And one course from:
o POL 121 - American Government and Politics
o POL 158 - Introduction to Political Science
o POL 325 - Politics and Public Policy
Required Social Work Field Placement
Students are required to complete a field placement at a social service agency in their junior and senior year. The field
placements are a total 120 hours each semester or 240 hours over the course of two semesters. The BSW FIeld Director
assists students in finding and retaining field placements. Augsburg has relationships with hundreds of organizations,
public and private, across the Twin Cities.
Social Work Course Sequence
The Social Work major offers two ways to begin the degree: SWK 100 is for those students interested in the breadth of
the profession; SWK 210 is for students whose interest is in environmental justice and social change strategies. Both
courses are equal as introductions to the major. Each course features an experiential learning component.
Social Work upper-level courses (300s and 400s) are taught in a two-year sequence. Courses are taught once a year and
are required to be taken sequentially. Students move through the program in a cohort allowing for deep peer
relationships and strong connections to faculty.
Social Work Study Abroad Opportunities
All social work students are encouraged to study abroad at some point in their academic career. Through The Center for
Global Education and Experience, the BSW program offers an award-winning semester study abroad program in
Cuernavaca, Mexico. Students are also encouraged to study abroad for elective credit.
No credit for non-academic work
In accordance with national social work accreditation standards, the Social Work Department cannot grant credit for life
experience or previous work experience.
Departmental Honors
The Social Work Department offers eligible students the opportunity to earn departmental honors through the
completion of an applied or scholarly project during a student's senior year. Students may apply for departmental honors
if they have earned and maintained an overall GPA of 3.50 and maintain a cumulative GPA of 3.60 in all Social Work
classes at the 300-level and above. Honors applicants may take up to two non-social work courses as P/LP/N (pass/low
pass/no credit) and must complete a minimum of 56 traditionally-graded Augsburg credits.
Departmental honors requires the successful completion of a paper or project designed to demonstrate a deep and
critical understanding of one area in the field of social work. A faculty mentor will guide and supervise work on this paper
or project. Please consult with your faculty mentor or the BSW Program Director for complete details and deadlines.
Social Work Honor Society
Phi Alpha Omicron Delta is the Augsburg University chapter of the national social work honor society. Phi Alpha fosters
high standards of education for social workers and invites into membership those who have attained excellence in
scholarship and achievement in social work.
The national honor society requirements allow membership to juniors and seniors who have completed at least one
semester in the social work program and who rank in the top 33 percent of student cumulative GPA’s. Invitations are sent
in the spring of each year.
For a complete list of courses and descriptions, see the Course Description Search.
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Sociology
Sociology is the scientific study of society and social interaction in groups. We examine how social organization provides
the opportunities to improve the world we have created and in which we collectively live. The sociological perspective
provides an important way to critically understand how human beings come to think and act as they do in a variety of
social contexts.
The goal of the Sociology Department is to guide students in gaining knowledge of social processes and the social order,
how it affects them in their daily lives, and how it can be applied to future careers. Sociology majors develop an
understanding of theories of society and social groups, learn to create and use social scientific tools of analysis, and
employ sociological concepts to solve social problems.
We encourage students to use Augsburg’s urban and international settings (through study abroad) as a laboratory for
learning. Internships enable our majors to draw upon sociological theories and research skills while they explore
different career paths. Students also may take an independent study or special topics courses, or field study toward that
end.
The major in Sociology has equipped our alumni with the analytical skills to understand and function more effectively in
the social world as professionals and citizens. The Sociology major provides a highly versatile knowledge base of
research, analytical, writing, and critical thinking skills. Augsburg Sociology alumni are currently employed in the
nonprofit sector (for example, as analysts, counselors, community organizers, and lobbyists). They work in the criminal
justice field (as lawyers, police and probation officers). They can also be found in offices of Human Resources, conducting
research for corporations, as well as teaching at universities as professors of sociology. The Sociology major also provides
excellent preparation for advanced study in areas such as law, human services, counseling, sociology, social work, urban
planning, and ministry.
Sociology Faculty
Nancy Fischer (Chair), Lars Christiansen (Emeritus), Garry Hesser (Emeritus), Diane Pike (Emeritus), Tim Pippert, James
Vela-McConnell
Degree and Major Requirements
Sociology Major
Sociology has a long-standing tradition as an intellectually challenging undergraduate major that produces a sound
foundation for a number of fields including human services, criminal justice, business and public service. The Sociology
major at Augsburg provides a clearly organized curriculum that is intellectually engaging, develops concepts and theories
over the course of the major, and builds a highly useful set of important skills including: abstract thinking, writing, public
speaking, critical analysis, research design, integration of theory, and analysis of quantitative and qualitative data, and
the connection between of the individual and collective perspectives reflected in the sociological imagination. The five
core courses intentionally develop those skills in our students. The electives allow students to focus on content areas and
develop additional courses related to areas of career interest.
The major includes a total of 10 courses: five required core courses and five electives, at least three of which are upper
division courses from the specified list below. Majors must have a C- or higher in each required core course (SOC 121,
362, 363, 485, and 490) to receive credit in the major, and at least a cumulative 2.00 GPA in courses counting toward the
major.
Core courses (complete all five):
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SOC 121 - Introduction to Sociology
SOC 362 - Statistical Analysis
SOC 363 - Research Methods
SOC 485 - Sociological Theory
SOC 490 - Senior Seminar and Keystone
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Five elective courses, at least three of which must be upper division:
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Lower division elective options
o SOC 111 - City Life: Introduction to Urban Sociology
o SOC 231 - Family Systems: Cross Cultural Perspectives
o SOC 240 - Protest and Social Change: The Sociology of Social Movements
o SOC 265 - Race, Class and Gender
o SOC 266 - Sociology of Love, Intimacy, and Sexuality
o SOC 277 - Introduction to Criminology
o SOC 290 - Cultures of Violence
o SOC 295 - Topics
o SOC 299 - Directed Study
Upper division elective options (minimum of three required; SOC121 prerequisite)
o SOC 300 - Topics
o SOC 320 - Sociology of Law
o SOC 375 - Social Psychology
o SOC 381 - City and Regional Planning
o SOC 387 - Juvenile Delinquency
o SOC 390 - Intersections of Race and Immigration
o SOC 395 - Mental Illness and Society
o SOC 399 - Internship
o SOC 499 - Independent Study/Research
Please note that Directed Studies and Independent Studies with Sociology faculty must be taken for at least 4 credits in
order to count as electives for the major.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements.
Interest Tracks
In order to focus preparation for careers and further study, the Department offers interest tracks within the major. These
interest tracks are: City and Community; Crime and Deviance; Law; Organizations; and Social Psychology. Interest tracks
guide majors in selecting elective courses in a way that tailors their sociological training, experiences and skills. Working
with an advisor, Sociology majors can design a pathway through the major that directs them toward particular careers or
graduate work in criminal justice, law, organizational development, public relations, social services, and urban studies.
Students who are interested in pursuing an interest track should discuss this with their advisor or the Sociology
Department chair. A full description of each interest track may be found at the Sociology Department website,
www.augsburg.edu/sociology.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Departmental Honors
To complete departmental honors in Sociology, the student must have a minimum GPA of 3.50 in the major and overall.
See department chair and website for specific requirements. An application for departmental honors/graduation with
distinction must be completed by spring of the junior year.
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Minor
Five courses including SOC 121 and at least two upper division courses taken at Augsburg University. Students are
required to have a C- or higher in SOC 121 and at least a cumulative 2.00 GPA in courses counting toward the minor.
For a complete list of courses and descriptions, see the Course Description Search.
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Theater
Theater is an ever-changing field that is important to understand in cultural and societal context. In our courses,
productions, recitals, and artist series, the Theater Department explores both classical and new forms, examines global
and local perspectives, and encourages in-depth creative exploration. Students are challenged to deepen their critical
thinking abilities and to master professional skills while also exploring new approaches to theater through their studies in
design, directing, performing, and playwriting. Students thoughtfully interrogate issues of cultural representation,
diversity, and inclusion as they find and express their own creative visions. The program prepares them well to continue
with their education and/or to become leaders in the field of theater and performance studies.
The study of theater is firmly grounded in the liberal arts, integrating knowledge and principles from many academic and
artistic disciplines, including literature, history, philosophy, religion, speech, art, music, and dance. Both the high quality
curriculum and dramatic productions of our department offer valuable cross-disciplinary connections for students and
the campus, while providing a solid base in classical, modern, and contemporary theater from various cultural traditions.
In order to encourage non-majors to become involved in our department, we offer two Theater minors and welcome all
Augsburg students to become involved in our productions.
Augsburg’s location in the heart of a nationally recognized theater community makes it an ideal place to study theater. At
Augsburg we create every opportunity for students to grow both as theater artists and scholars by encouraging
connections between our campus and the greater arts community, and between theory and practice. Students have the
opportunity to make these connections through course study, theatrical production work, participation in the Artist
Series (an annual series of events featuring visiting theater professionals from the local community who work closely
with students), and attendance at numerous professional productions throughout the Twin Cities. Augsburg productions
are a valuable opportunity for students to enter into creative collaboration with faculty and professional
artists-in-residence. We value and regard theater productions as a critical and vital laboratory for student learning and
training, and we hold our productions to the highest standards of the profession.
Many of the skills acquired by Theater majors or minors are valuable and transferable to other professions: collaboration,
verbal and nonverbal communication, organization, critical thinking, leadership, creativity, and self-expression.
Involvement in theater can help prepare students for successful careers in law, education, business, communication,
journalism, and many other fields, as well as in professional or academic theater, television, or film.
Theater Faculty
Full-Time
Darcey Engen (Chair), Michael Burden, Beliza Torres Narváez
Adjunct
Charles Adams Jr, Sarah Bahr, Jason Ballweber, Pedro Bayon, Barbra Berlovitz, Monica Birrenkott, Warren C. Bowles,
Adlyn Carreras, Marlina Gonzalez, Brian Grandison, Taous Khazem, Karen Mulhausen, Stacey Palmer, Richard Remedios,
Kimberly Richardson, Joel Sass, Tylie Shider, Stephanie Walseth, and Randy Winkler
Degree and Major Requirements
Bachelor of Arts
The Theater Department currently offers both a Theater major with one (or more) concentrations, a Theater major
without a concentration and two Theater minors. There are three choices for concentrations within the major:
performance, directing/dramaturgy/playwriting, and design/technical.
The Theater major with a concentration requires the following: The Theater core curriculum, three concentration
courses, plus two Theater major electives (12 total courses). The Theater major with no concentration requires the
following: The Theater core curriculum and two Theater major electives (9 total courses). The general Theater minor
requires any five courses from our department and the Musical Theater minor requires five specified courses (see
Theater minors).
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Each concentration requires 8 Theater Practicum Units (THPs). The Theater major without a concentration requires 4 THP
units. The Theater minors both require 3 THP practicum units. See Theater Practicum courses for specific course
information and transfer requirements.
Graduation Skills
The Theater Department addresses the graduation skills using the embedded model. Every course within the core
curriculum and most electives as part of a specific concentration require various projects that address Critical Thinking
(CT), Writing (W), and Speaking (S). The Quantitative Reasoning (QR) graduation skill can be met by completing DST 164,
MAT 111, MAT 145, MAT 146, MAT 163, PHI 230, or PHY 119.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Theater Major
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THR 228 - Introduction to Stagecraft
THR 229 - Theatrical Design
THR 232 - Acting
THR 250 - Script Analysis: Foundations of Theater
Three from the following:
o THR 245 - Introduction to Pan-Asian Theater
o THR 270 - Introduction to Black Theater
o THR 273 - Latinx Theater and Performance
o THR 361 - Theater Histories: Origins to 1800
o THR 362 - Theater Histories: 1800 to the Present
Two elective courses from the following:
o THR 226 - Movement for Theater
o THR/FLM 230 - Scenic Painting: Painting for Stage, Film and Faux Application
o THR 233 - Acting for the Camera
o THR 235 - Skills of Musical Theater
o THR 237 - Dance for Musical Theater
o THR 245 - Introduction to Pan-Asian Theater
o THR 255 - Introduction to Musical Theater
o THR 265 - Computer Drafting for the Stage and Architecture
o THR 270 - Introduction to Black Theater
o THR 273 - Latinx Theater and Performance
o THR 275 - Lighting and Sound for the Stage
o THR 280 - Costumes and Makeup for Performance
o THR 295 - Topics
o THR/ENL 325 - Playwriting I
o THR/ENL 326 - Playwriting II
o THR 350 - Voice for Speech, Stage and Screen
o THR 355 - Performing Shakespeare
o THR 361 - Theater Histories: Origins to 1800
o THR 362 - Theater Histories: 1800 to the Present
o THR 365 - Advanced Acting
o THR 366 - Stage Direction
o THR 367 - New Methodologies of Stage Direction and Dramaturgy
o THR 490 - Theater Keystone: Exploring Vocation & Artistic Practice
o ENL 330 - Shakespeare
o PWC 300 - Playwriting
o PWC 310 - Topics in Playwriting
o PWC 320 - Writing for Television
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o PWC 330 - Writing for Digital Media
The general Theater major requires four THP credits (Theater Practicum Units) in any area.
Theater Major with Concentration(s)
Theater majors with concentrations require an additional three courses, specified below. No course can be counted twice
as a major requirement and a concentration requirement. A total of twelve courses are required for Theater majors with
concentrations.
Theater majors with concentrations require eight THP credits: 1 performance, 1 stagecraft/crew, 1 lighting, 1 costuming,
and the remaining four in any area.
Transfer students with concentrations should complete the following number of THPs based on their transfer standing: 6
for sophomores, 4 for juniors, and 2 for seniors. The areas in which these THPs are completed should be determined with
an advisor.
Performance Concentration
Choose three from the following:
THR 226 - Movement for Theater
THR 350 - Voice for Stage, Speech, and Screen
THR 355 - Performing Shakespeare
THR 365 - Advanced Acting
Design/Technical Concentration
Choose three from the following:
THR/FLM 230 - Scenic Painting
THR 275 - Lighting and Sound for the Stage
THR 280 - Costumes and Makeup for Performance
THR 285 - Scenery Design
Directing/Dramaturgy/Playwriting Concentration
Choose three from the following:
THR/ENL 325 - Playwriting I
THR/ENL 326 - Playwriting II
THR 366 - Stage Direction
THR 367 - New Methodologies of Stage Direction & Dramaturgy
PWC 300 - Playwriting
PWC 310 - Topics in Playwriting
PWC 320 - Writing for Television
PWC 330 - Writing for Digital Media
Theater Minor
Any five courses offered in Theater or listed above under Theater major electives. The Theater minor requires three
Theater Practicum Units (THPs) in any area.
Musical Theater Minor
Choose five from the following:
THR 232 - Acting
THR/MUS 235 - Skills of Musical Theater
THR 237 - Dance for Musical Theater
THR 255 - Introduction to Musical Theater
THR 365 - Advanced Acting
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MUE 294 - Opera Workshop
Three theater practicum units (THPs) in any area.
Curricular Planning Information
First-years planning to major in Theater should complete THR 228, 232, and 250 during their first year. Students who are
second-year, third-year, or fourth-year majors may choose from the following courses, depending on their concentration
and courses offered: THR 226, 229, 230, 235, 237, 245, 255, 270, 275, 280, 295, 325, 361, and 362. Theater majors who
are juniors or seniors may take THR 326, 350, 361, 362, 365, 366, 425, and 495. Note: While many courses are offered
annually, some courses are offered alternate years only and others are offered only on an occasional basis.
Departmental Honors
Designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to
the student. Departmental Honors students must maintain a 3.75 GPA in the major and a 3.60 GPA overall and complete
a substantial independent project of honors quality within the major. Honors candidates should meet with their
departmental mentor during the spring semester of their junior year to develop a proposal for the honors project to be
submitted by mid-April. The Theater Department will assign an honors project advisor to students submitting successful
proposals.
Transfer Students
Transfer students should meet with a transfer advisor upon acceptance to determine what credits taken at another
institution will transfer into the major. The majority of Theater core classes should, however, be taken at Augsburg.
Additionally, transfers are required to take a minimum of three upper-division Theater courses at Augsburg. Students
pursuing one of the three theater concentrations should complete eight practicum units to fulfill their major
requirements. Students transferring with sophomore standing should complete a minimum of six practicum units within
the department. Students transferring with junior standing should complete a minimum of four practicum units within
the department.
Theater Practicum Units
Theater Practicum Units (THPs) involve practicum teaching and learning in the context of play productions and are
required for the Theater Majors/Minors. Theater majors and minors will register for THPs and the THPs are taken for no
credit with pass/no credit grading. Evaluation by the faculty mentor will be based on: 1) Successful and timely
completion of the practicum area for which the student is registered; 2) Positive and professional attitude and work ethic
demonstrated by the student; and 3) Demonstrated competency in the practicum area. The positive evaluation of each
of the areas must be sufficient enough to lead to a minimum grade of C- in order to receive a P grade.
Theater Practicum Units require:
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Consent and signature of instructor
Supervision by Theater faculty
A minimum of 25 hours of assessed participation by the student
Registration for THP in the semester the practicum is completed
THP course registration must meet the Registrar’s Office deadlines
Please Note:
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THPs may be repeated
Crew work required for classes/coursework does not count toward practicum credits
Student employment hours do not count towards practicum credit
3 THP credits are given for large stage management projects and 2 THP credits are given for small stage management
projects because of the extraordinary amount of time required of the student.
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Theater Major THP (Theater Practicum Units) Requirements for Major, Minor, and Transfer students:
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Theater majors without a concentration are required to complete 4 THPs in any area.
Theater majors with a concentration are required to complete 8 THP units in the following areas: 1 performance, 1
stagecraft/crew, 1 lighting, 1 costuming, and the remaining four in any area.
Transfer Theater majors in all three concentrations should complete the following number of THPs at Augsburg based
on their transfer standing: 6 for Sophomores, 4 for Juniors, and 2 for Seniors. The areas in which these THPs are
completed should be determined with an advisor.
All Theater minors are required to complete 3 THPs in any area.
Theater Practicum Courses - Groupings
Performance
THP 111/121/131/141/151 - Theater Practicum: Acting/Performance
Students who complete participation as an actor in one midterm and one final student directing project for THR 366 may
be given one THP 151 credit.
Production
THP 112/122/132 - Theater Practicum: House Management
THP 113 - Theater Practicum: Sets
THP 123 - Theater Practicum: Costumes
THP 133 - Theater Practicum: Lights
THP 114/124/134 - Theater Practicum: Running Crew
THP 115/125/135 - Theater Practicum: Stage Management-Small Project
THP 116/126/136 - Theater Practicum: Stage Management-Large Project
THP 117/127/137 - Theater Practicum: Artistic
For a complete list of courses and descriptions, see the Course Description Search.
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Urban Studies
Urban Studies is the study of cities as social, political, economic, and cultural entities. Urban Studies brings different
disciplinary perspectives to the study of urban life. It is an interdisciplinary major where students use the tools of
sociology, political science, political philosophy, history, environmental studies, art, and architecture to understand
metropolitan areas in terms of complex relationships that contribute to opportunities and challenges. The major is
designed with experiences that utilize the city as our classroom, demonstrating the interplay of urban design, policy, and
lived experience. Coursework often includes walking tours, site visits, guest speakers, and field research.
Augsburg University’s Urban Studies program emphasizes the themes of planning urban, suburban, and rural areas to be
more environmentally sustainable, promoting the health and civic engagement of citizens, and achieving effective
engagement in all aspects of city making.
The Urban Studies major helps prepare students for careers and graduate work in community organizing, urban
planning, public administration, environmental advocacy, sustainability and resilience planning, government service,
social welfare and non-profit work, and architecture. All students participate in internships that reflect their career
interests as part of their experience.
Many students who major in Urban Studies often double-major in related disciplines such as Environmental Studies,
Political Science or Sociology. If you’re interested in double-majoring, please consult the director of Urban Studies about
how to best plan your academic schedule to accommodate both majors.
Faculty
Nancy Fischer (Director, Sociology), Kristin Anderson (Art), Andrew Aoki (Political Science), Lars Christiansen (Emeritus),
Keith Gilsdorf (Economics), Stella Hofrenning (Economics), Michael Lansing (History), Liaila Tajibaeva (Economics), and
Joseph Underhill (Political Science).
Degree and Major Requirements
Urban Studies Major
A total of 11 courses, with the following required courses. A minimum GPA of 2.00 in the core courses is required for the
major.
Core Courses:
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SOC/URB 111 - City Life: Introduction to Urban Sociology
POL/URB 122 - Social Justice in Urban America
ECO 113 - Principles of Microeconomics
SOC/URB 381 - City and Regional Planning
SOC/URB 399 - Internship
URB 492 - The City and the Environment Keystone
One of SOC 362 or POL 483
o SOC 362 - Statistical Analysis
o POL 483 - Political Statistics and Methodology
One of SOC 363 or POL 484
o SOC 363 - Research Methods
o POL 484 - Political Analysis
One of the following:
o ART/HIS 249/349 - The Designed Environment
o HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History
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●
And two additional urban-related electives. For electives, please see the following list, which is not exhaustive.
Please consult the Director of Urban Studies for other elective possibilities that suit your career interests, including
off-campus study, ACTC courses, and/or study abroad.
o ART 243 - History of Architecture to 1750
o ART 244 - History of Architecture after 1750
o ART/HIS 249/349 - The Designed Environment
o ECO 365 - Environmental Economics
o ENV 100 - Environmental Connections
o GEOG225 Introduction to Geographic Information Systems (Macalester)
o GEOG241 Urban Geography (Macalester)
o GEOG321 Geographic Information Systems (St. Thomas)
o HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History
o POL 241 - Environmental and River Politics
o POL 325 - Politics and Public Policy
o SOC 265 - Race, Class and Gender
o SOC 349 - Organizations and Society: Understanding Nonprofits and Corporations
o SOC 380 - Disaster and Resilience
o URB 199 - Internship
o URB 295 - Special Topic
o URB 299 - Directed Study
o URB 395 - Special Topic
Students who are thinking of careers in urban planning are highly encouraged to take courses in Geographic Information
Systems (GIS) at Macalester College (Geography 225, 363 and 365) or at the University of St. Thomas (Geography 221,
321 and 322).
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), Quantitative Reasoning (QR), and Writing (W) are embedded
throughout the core courses and are met by completing the Urban Studies major.
Transfer students must consult the Director of Urban Studies about potential adjustments in their course requirements
to fulfill these skills.
Urban Studies Minor
A total of five courses including:
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SOC/URB 111 - City Life: Introduction to Urban Sociology
POL/URB 122 - Social Justice in Urban America
SOC/URB 381 - City and Regional Planning
One of the following:
o HIS 316 - Nature, Cities, and Justice: U.S. Urban Environmental History
o ART/HIS 249/349 - The Designed Environment
o SOC 380 - Disaster and Resilience
o URB 492 - The City and Environment Keystone
And an approved Urban Studies Elective (see list above).
Off-Campus Study and Study Abroad
Off-campus study is highly recommended for Urban Studies majors. Urban Studies faculty frequently lead short-term
study abroad courses over the winter break and summer. Please check the Center for Global Education and Experience
(CGEE) and ask Urban Studies faculty about upcoming short-term abroad courses in the major.
Please see the program websites, CGEE and the Director of the Urban Studies Program for completing Urban Studies
coursework in off-campus programs.
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For a complete list of courses and descriptions, see the Course Description Search.
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Youth Studies Minor
The Youth Studies minor is an interdisciplinary exploration of the lived realities of children and youth in today’s shifting
cultures. The minor is intended to supplement a student’s current course of study particularly if that student is
considering child or youth work in the future. The courses in this minor will help students develop a constructive and
critical lens for understanding how young people are viewed and treated within society and how young people interact
with and construct meaning and culture. Students in this minor will also gain practical skills through hands-on experience
working with children and youth in various settings. The underlying philosophy of the Youth Studies minor is one of
youth empowerment. Young people are often targeted as a menace to society, but we see young people as gifted and
empowered agents of positive change. Students in this minor will learn to take this approach to youth work into their
chosen professions.
Minor Requirements
20 credits including:
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YST 210 - Rethinking Children and Youth
YST 320 - Working with Children and Youth
One human development course from:
o PSY 203 - Lifespan Development
o PSY 250 - Child Development
o PSY 252 - Adolescent and Young Adult Development
o SWK 303 - Human Development and the Social Environment
EDC 330, 331, 332, and 333 – Public Achievement sequence - no longer taught; see program director for alternatives
Complete 4 credits in a YST elective from the courses listed below
o HPE 115 - Chemical Dependency Education (2 cr.)
o HPE 335 - Outdoor Education (2 cr.)
o POL 122 - Social Justice in Urban America
o POL 325 - Politics and Public Policy
o PSY 262 - Psychopathology
o PSY 291 - Addiction and Recovery
o SOC 231 - Family Systems: Cross Cultural Perspectives
o SOC 265 - Race, Class, and Gender
o SOC 387 - Juvenile Delinquency
o SOC 395 - Mental Illness and Society
o WST 281/481 – Topics: Girls, Culture, and Identity (this topic only)
For a complete list of courses and descriptions, see the Course Description Search.
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Augsburg University Board of Regents
For more details, go to augsburg.edu/about/leadership/regents.
Sylvia Bartley, PhD
Cyrus Batheja ‘08, ‘11 MBA, EdD
Karen A. Durant ’81
Karim El-Hibri ‘06
Matthew K. Entenza, JD
Ellen Ewald
Nicholas C. Gangestad ’86, MBA
Rev. Marlene Whiterabbit Helgemo
James Hereford
Kenneth Holmen ‘74, MD
Veena Iyer, JD
Diane L. Jacobson, PhD
Mark Johnson ‘75
Eric Jolly, PhD
Cyndi Jones ‘81, PhD
Wayne D. Jorgenson ‘71
Ethelind Kaba
Dean Kennedy ‘75
Karolynn Lestrud ‘68
Terry Lindstrom ‘73, PhD
Dennis J. Meyer ‘78
Pamela Hanson Moksnes ‘79
Nancy Mueller ’85
Jeffrey M. Nodland ’77
John O’Brien, PhD
Paul C. Pribbenow, PhD
John Schwartz ‘67
Bishop Laurie Skow-Anderson, ex officio
Dean A. Sundquist ‘81
Bishop Ann Svennungsen, ex officio
Jill N. Thomas, JD
Rev. Mark N. Wilhelm, PhD, ELCA advisory member
Noya Woodrich, ‘92, ‘94 MSW
ELCA Vocation and Education Program Unit
Program Director for Colleges and Universities
Rev. Mark N. Wilhelm, PhD
230
Faculty and Administration
Beginning year of service of faculty and staff is indicated with parentheses.
University Cabinet
Paul C. Pribbenow (2006). President. BA, Luther College; MA, PhD, University of Chicago.
Leif Anderson (1996). Vice President and Chief Strategy Officer. BA, MPP, University of Minnesota.
Catherine Bishop (2010). Vice President for Student Experience and Success. BA, Macalester College; JD William Mitchell
College of Law.
Robert Gould (2018). Vice President for Strategic Enrollment Management. BS, State University of New York at Utica; MS,
Ithaca College.
Rebecca John (2010). Vice President and Chief Operating Officer. BA, University of St. Thomas; MA, University of Phoenix,
MBA, Augsburg University.
Paula O’Loughlin (2022). Provost and Senior Vice President and Professor of English. BA, Smith College PhD, University
of Minnesota.
Joanne Reeck (2008). Vice President for Equity and Inclusion. BA, MA, University of Minnesota.
Heather Riddle (2012). Vice President for Institutional Advancement. BA, Concordia College, Moorhead.
Administration
Harry Boyte (2009). Director of the Center for Democracy and Citizenship and Sabo Senior Fellow. BA, Duke University;
MDiv, University of Chicago Divinity School; PhD, Union Institute.
John Coskran (2020). Senior Finance Director. BS, Carleton College; MBA, Augsburg University; MS, DePaul University.
Amy Cram Helwich (2009). Executive Director of the Minnesota Urban Debate League. BS, University of Wyoming; MPA,
University of Pittsburgh.
Firi Dawid (2020). Director of Campus Life. BA, Augsburg University; MA, University of Minnesota.
Monica Devers (2017). Dean of Professional Studies and Graduate Education. MA, MSc, University of Glasgow; MA, PhD,
University of Minnesota.
Rebekah Dupont (1995, 2008). Director, STEM Programs and Associate Professor of Mathematics. BA, University of
Wisconsin, Madison; MS, PhD, Washington State University.
Anthony Erchul (2006). Director of Public Safety. BA, Augsburg University; Law Enforcement Certificate, Alexandria
Technical and Community College.
Elaine Eschenbacher. Assistant Provost for Experiential Learning and Meaningful Work. BA, University of Minnesota; MA,
Augsburg University.
Michael Grewe (2008). Dean of Students. BS, University of Minnesota; MSW, Augsburg University; PhD, University of
Minnesota.
Ryan Haaland (2019). Dean of Arts and Sciences. BA, Concordia College; MS, University of California, Los Angeles; DPhil
University of Oxford.
Mary A. Hollerich (2015). Director of Library Services. AB, MS, University of Illinois at Urbana-Champaign.
Marah Jacobson (2018). Assistant Provost for Academic Administration. BS, MS, EdD, St. Cloud State University.
Stephen Jendraszak (2015). Associate Vice President and Chief Marketing Officer. BA, MA, Ball State University.
Scott Krajewski (2000). Director of IT and Chief Information Officer. BS, Augsburg University; MS, Iowa State University.
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Emily Long (2021). Director of Residence Life. BA, Regis University; MEd, Seattle University.
David Matz (2001). Associate Provost for Academic Affairs, and Professor of Psychology. BA, Bemidji State University; MS,
North Dakota State University, PhD Texas A&M University.
Dawn Miller (2016). Human Resources Director. BA, University of Minnesota.
Patrick Mulvihill (2017). Assistant Provost for Global Education and Experience. BA, St. Olaf College; MPA, University of
Minnesota, Humphrey School of Public Affairs.
Alyson C. Olson (2001). Director, Student Support Services/TRiO. BA, Grinnell College; MA, University of Minnesota.
Jordan Orzoff (2022). Assistant Provost for Academic Analytics and Planning. BA, DePaul University; MA, PhD, University
of Minnesota.
Steve Peacock (2008). Director of Community Relations. BA, College of Wooster; MURP, University of Minnesota.
Kelsey Richardson Blackwell (2007). Senior Director of Advising and Registration. BA, St Olaf College; MA, University of
St Thomas.
Dixie Shafer (2000). Director, Office of Undergraduate Research and Graduate Opportunity. BA, Moorhead State
University; EdM, Rutgers University.
Leah Spinosa de Vega (2008). Executive Director of Global Initiatives, Center for Global Education and Experience . BA,
MA, University of Minnesota.
David St. Aubin (2008). Director, Athletic Facilities. BS, University of Minnesota.
Jeffrey F. Swenson (1986). Athletic Director. BA, Augsburg University; MA, University of Minnesota.
Tina Maria Tavera (2001, 2008). Director, McNair Scholars Program. BA, MA, University of Minnesota.
Martha Truax (2007). Director of Annual Giving. BA, Macalester College.
Jeremy Updike (2018). Director of Rochester Programs and Advanced Placement Summer Institute. BS, University of
Wisconsin-Platteville; MS, University of Wisconsin-La Crosse.
Hli Vang (2014). Assistant Dean of Multicultural Life andPan-Asian Student Services Program Manager. BS, University of
Wisconsin-River Falls; MA, University of Wisconsin-Lacrosse.
Tristan Crowell (2022). LGBTQIA+ Student Services Program Manager. BS, University of Minnesota - Twin Cities.
Keodara Moua (2021). Program Coordinator, Multicultural Life. BS, University of Wisconsin - Stout; MSW, St. Catherine's
University - University of St. Thomas.
Erika Hernández (2022). Latinx Student Services Program Manager. BA, University of Minnesota – Twin Cities.
Gabby Allan (2022). American Indian Student Services Program Manager. BA, Dartmouth College; MSW, Washington
University in St. Louis..
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Faculty (Full-time)
A
Sarah Addicks Hayes (2022). Assistant Clinical Professor of Psychology. BA, New York University, MS, MPH, PhD, West
Virginia University.
Alex A. Ajayi (2018). Assistant Professor of Psychology. BA, Lawrence University; PhD, University of Minnesota.
J. Anthony Allen (2018). Assistant Professor of Music. BA, Grand Valley State University; MM, Peabody Conservatory of
Music of the Johns Hopkins University; PhD, University of Minnesota.
Kristin M. Anderson (1984). Professor of Art. AB, Oberlin College; MA, University of Minnesota; MA,
Luther-Northwestern Seminary; PhD, University of Minnesota.
Andrew L. Aoki (1988). Professor of Political Science. BA, University of Oregon; MA, PhD, University of
Wisconsin-Madison.
David B. Apolloni (1989). Associate Professor of Philosophy. BA, University of Minnesota; MDiv, Luther-Northwestern
Seminary; PhD, University of Minnesota.
Nimanthi Atukorala (2019). Assistant Professor of Mathematics, Statistics, and Computer Science. BS, University of
Peradeniya; PhD, Iowa State University.
B
Johanna Barry (2021). Assistant Professor of Social Work. BA, Colorado College; MSW, The University of Chicago; PhD,
Loyola University Chicago.
Jennifer Bankers-Fulbright (2008). Associate Professor of Biology. BA, College of Saint Benedict; PhD, Mayo Clinic College
of Medicine.
Matthew Beckman (2008). Associate Professor of Biology. BA, Brandeis University; PhD, University of Alabama.
Pavel Bělík (2008). Professor of Mathematics, Statistics, and Computer Science. PhD, University of Minnesota.
Marcia Bennett (2019). Professor of Clinical Psychology. BA, University of South Dakota; MA, PhD, University of
Nebraska-Lincoln.
Margit Berman (2019). Program Co-Director and Associate Professor of Clinical Psychology. BA, PhD, University of
Minnesota.
Vanessa Bester (2017). Assistant Professor and Program Director, Physician Assistant Studies. BS, University of Pittsburgh.
MPA, University of Florida.
Ben Binder (2018). Assistant Professor of Chemistry. BA, St. Olaf College; PhD, University of Minnesota.
Jeanne M. Boeh (1990). Professor of Economics. BS, MA, PhD, University of Illinois.
Kristina G. Boerger (2018). Schwartz Professor in Choral Leadership. BS, MM, and DMA, University of Illinois.
Adriane Brown (2012). Associate Professor of Gender, Sexuality, and Women’s Studies. BA, Wichita State University; MS,
Minnesota State University, Mankato; PhD, Ohio State University.
Eric L. Buffalohead (1997). Associate Professor of American Indian Studies. BA, MA, PhD, University of Minnesota.
Michael R. Burden (1990). Associate Professor of Theater (Designer and Technical Director). BA, Augsburg University;
MFA, University of Minnesota.
C
William C. Capman (1994). Associate Professor of Biology. BA, University of Illinois-Chicago; PhD, University of Illinois at
Urbana-Champaign.
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Amanda S. Case (2016). Associate Professor of Chemistry. BS, University of Wisconsin-Stevens Point; PhD, University of
Wisconsin-Madison.
Kristen A. Chamberlain (2007). Associate Professor of Communication Studies, Film, and New Media. BS, PhD, North
Dakota State University.
Anthony J. Clapp (2001). Associate Professor of Health, Physical Education, and Exercise Science. AA, Golden Valley
Lutheran College; BA, Texas Lutheran College; MA, Southwest Texas State University; PhD, University of Alabama.
Kathleen Clark (2009). Associate Professor of Nursing. BSN, University of Wisconsin; MA and DNP, Augsburg University.
Stephan Clark (2011). Associate Professor of English. BA, University of Southern California; MA, University of California,
Davis; PhD, University of Southern California.
Sarah Combellick-Bidney (2009). Associate Professor of Political Science. BA, Oberlin College; MA, PhD, Indiana
University-Bloomington.
Susan Conlin (2015). Instructor of Social Work. BA, University of Minnesota; MS, University of Wisconsin-Madison; MS;
University of Wisconsin-Stout.
Robert J. Cowgill (1991). Associate Professor of English. BA, MA, PhD, University of Minnesota.
Larry J. Crockett (1985). Professor of Computer Science. BA, MA, Pacific Lutheran University; MDiv, Luther Theological
Seminary; PhD, University of Minnesota
David Crowe (2008). Associate Professor of Biology. BA, Gustavus Adolphus College; PhD, University of Minnesota.
D
Moumita Dasgupta (2019). Associate Professor of Physics. BS, St. Xavier’s College; MA, PhD, Clark University.
Jill A. Dawe (1994). Associate Professor of Music. BM, Memorial University of Newfoundland; MM, DMA, Eastman
School of Music.
Sarah Degner Riveros (2015). Lecturer in Languages and Cross-Cultural Studies. BA, University of Illinois at
Urbana-Champaign; MA, Ph.D, Columbia University.
Ankita Deka (2008). Associate Professor of Social Work. BA, Delhi University; MA, Tata Institute of Social Sciences; PhD,
Indiana University.
Benjamin Denkinger (2011). Associate Professor of Psychology. BA, Hamline University; PhD, University of Minnesota.
Jacqueline R. deVries (1994). Professor of History. BA, Calvin College; MA, PhD, University of Illinois at
Urbana-Champaign.
Jennifer D. Diaz (2015). Associate Professor of Education. BS, MS, PhD, University of Wisconsin-Madison.
George Dierberger (2012). Associate Professor of Business Administration. BA, University of Minnesota; MBA, Fairleigh
Dickinson University; MIM, EdD, University of St. Thomas.
Suzanne I. Dorée (1989). Professor of Mathematics, Statistics, and Computer Science. BA, University of Delaware; MA,
PhD, University of Wisconsin-Madison.
Susan Druck (1993). Instructor of Music. BA, Iowa State University; MA, University of Iowa.
Rebekah Dupont (2012). Associate Professor of Mathematics, Statistics, and Computer Science, and Director, STEM
Programs. BA, University of Wisconsin-Madison; PhD, Washington State University.
E
Rachel Elbing (2022). Clinical Assistant Professor, Physician Assistant Studies. BA, University of Wisconsin, MPH,
University of Minnesota.
Darcey K. Engen (1997). Professor of Theater. BA, Augsburg University; MFA, University of Wisconsin-Madison.
Jacob Enger (2017). Instructor of Business Administration. BA, St. John’s University; MPAcc, University of Washington.
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Christina L. Erickson (2004). Professor of Social Work. BS, University of Minnesota; MSW, University of
Minnesota–Duluth; PhD, University of Illinois-Chicago.
Joseph A. Erickson (1990). Professor of Education. BA, MA, College of St. Thomas; MA, Luther-Northwestern Theological
Seminary; PhD, University of Minnesota.
F
Alexander Fink (2022). Assistant Professor of Social Work. BA, MSW, PhD, University of Minnesota.
Nancy L. Fischer (2005). Professor of Sociology. BA, Hamline University; MA, The American University; PhD, State
University of New York – Albany.
Richard M. Flint (1999). Assistant Professor of Mathematics, Statistics, and Computer Science. BA, St. Olaf College; MS,
Iowa State University.
Jennifer R. Forsthoefel (2018). Assistant Professor of English. BA, ME, University of Florida; MA, PhD, Georgia State
University.
Stacy R. Freiheit (2005). Professor of Psychology. BA, University of Central Florida; MA, PhD, Case Western Reserve
University.
G
Keith F. Gilsdorf (2001). Professor of Economics. BS, Moorhead State University; MA, North Dakota State University; PhD,
University of Nebraska-Lincoln.
Sarah Greenfield (2016). Associate Professor of English. BA, Westmont College; MA, PhD, University of
Wisconsin-Madison.
Robert C. Groven (1997). Associate Professor of Communication Studies, Film, and New Media. BA, Concordia
College-Moorhead; MA, JD, University of Minnesota.
Evren Guler (2011). Associate Professor of Psychology. BA, University of North Carolina; PhD, University of Minnesota.
H
Matthew J. Haines (2001). Professor of Mathematics, Statistics, and Computer Science. BA, St. John’s University; MS,
PhD, Lehigh University.
Lori Brandt Hale (1998). Professor of Religion. BA, University of Iowa; MA, University of Chicago; PhD, University of
Virginia.
David R. Hanson (2006). Assistant Professor of Chemistry. BA, PhD, University of Minnesota.
Jenny L. Hanson (2013). Assistant Professor of Communication Studies, Film, and New Media. BA, Augsburg University;
MFA, Donau-Universität Krems.
Milda K. Hedblom (1971). Professor of Political Science. BA, Macalester College; MA, JD, PhD, University of Minnesota.
Annie Heiderscheit (2013). Associate Professor of Music. BME, Wartburg College; MS, Iowa State University; PhD,
University of Minnesota.
Melissa Hensley (2010). Associate Professor of Social Work. AB, MSW, Washington University; MHA, University of
Missouri–Columbia; PhD, Washington University.
Stella K. Hofrenning (2000). Professor of Economics. BS, University of Maryland; PhD, University of Illinois.
Patricia Hopkins-Smith (2021). Assistant Clinical Professor of Psychology. BA, Minnesota State University; MS, PhD, West
Virginia University.
Christopher Houltberg (2011). Associate Professor of Art. BA, Azusa Pacific University; MFA, Art Institute of Boston.
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Michael J. Humphreys (2022). Instructor of Physical Education. BA, Brown University; MA, Johns Hopkins University, PhD,
George Mason University.
I
Marc D. Isaacson (1998). Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic
Institute.
K
Phyllis Kapetanakis (2015). Associate Professor of Business Administration. BA, BS, Creighton University; MT, Arizona
State University.
Michael Kidd (2008). Professor of Languages and Cross-Cultural Studies. BA, Pomona College; PhD, Cornell University.
Won Yong Kim (2016). Associate Professor of Business Administration. BA, MA, Yonsei University; MBA, Thunderbird
School of Global Management, Arizona State University; PhD, Drexel University.
Merilee I. Klemp (1980). Professor of Music. BA, Augsburg University; MA, University of Minnesota; PhD, Eastman School
of Music.
Jenny Kluznik (2014). Assistant Professor of Physician Assistant Studies. BA, Hamline University; MPH, George
Washington University; MPA, Augsburg University.
Jayoung Koo (2015). Associate Professor of Business Administration. BA, MA, Yonsei University; PhD, University of
Minnesota.
Teresa R. Krause (2018). Lecturer of Biology. BS, Boise State University; PhD, Montana State University.
Joan C. Kunz (1987). Professor of Chemistry. BS, University of Missouri-St. Louis; PhD, University of Wisconsin-Madison.
Terrance Kwame-Ross (2016). Associate Professor of Education. BA, National Louis University; Med, PhD, University of
Minnesota.
L
Michael J. Lansing (2005). Professor of History. AB, College of William and Mary; MA, Utah State University; PhD,
University of Minnesota.
David V. Lapakko (1986). Associate Professor of Communication Studies, Film, and New Media. BA, Macalester College;
MA, PhD, University of Minnesota.
Martha Laskar-Aleman (2008). Assistant Professor of Nursing. BS, University of Minnesota; MA, Augsburg University.
Amy C. Larson (2019). Assistant Professor of Mathematics, Statistics, and Computer Science. BS, University of
Massachusetts at Amherst; PhD, University of Minnesota.
Jaeeun Lee (2022). Assistant Professor of Psychology. BA, Carleton College; MS, PhD, University of Maryland.
Juyoung Lee (2019). Assistant Professor of Music. BA, Chon-Buk National University; MM, PhD, University of Melbourne.
Audrey Lensmire (2011). Associate Professor of Education. BA, Indiana University; MAT, National-Louis University; PhD
University of Minnesota.
Jil Leverone (2019). Assistant Professor of Clinical Psychology. BA, Miami University; MAEd, PhD, University of Cincinnati.
Dallas H. Liddle (1999). Professor of English. BA, Grinnell College; PhD, University of Iowa.
Kristen J. Lindvall (2018). Clinical Assistant Professor of Physician Assistant Studies. BA, Gustavus Adolphus College;
MSPAS, Augsburg College.
Rachel Lloyd (2014). Associate Professor of Education. BA, Carleton College; MA, PhD, University of Minnesota.
Lori L. Lohman (1990). Professor of Business Administration. BA, MBA, PhD, University of Minnesota.
Mary E. Lowe (2003). Professor of Religion. BA, Pacific Lutheran University; MDiv, Luther Northwestern Theological
Seminary; PhD, Graduate Theological Union.
236
Jason Lukasik (2016). Associate Professor of Education and Director, Master of Arts in Education. BA, Med, PhD,
University of Illinois at Chicago.
M
Tara Mader (2018). Assistant Professor of Health, Physical Education, and Exercise Science. BS, University of Wisconsin,
River Falls; MA, PhD, University of Minnesota.
Sergio Madrid-Aranda (2022). Assistant Professor of Special Education. BA, Chihuahua Autonomous University; MEd,
Juarez Autonomous University, PhD, New Mexico State University.
Taryn Marashi (2022). BA, Agnes Scott College; MA, Washington University, PhD, Vanderbilt University.
Katherine Martin (2021). Assistant Professor of Nursing. BS, University of Wisconsin-Stevens Point; MS, PhD, University
of Minnesota.
M. Elise Marubbio (2003). Professor of American Indian Studies. BFA, Cleveland Institute of Art; MA, PhD, University of
Arizona.
Matthew Maruggi (2008). Associate Professor of Religion. BA, MA, University of Dayton; PhD, University of St. Thomas.
David C. Matz (2001). Professor of Psychology. BA, Bemidji State University; MS, North Dakota State University; PhD
Texas A & M University.
Marc C. McIntosh (2007). Associate Professor of Business Administration. BS, DePaul University; MBA, Harvard
University; DBA, Argosy University.
Jenna McNallie (2016). Associate Professor of Communication Studies, Film, and New Media. BA, Concordia College; MA,
University of Wisconsin, Milwaukee; PhD, Purdue University.
Joyce P. Miller (2004). Associate Professor of Nursing. AA, Rochester State Junior College; BS, MA, Augsburg University.
Kao Nou Moua (2021). Assistant Professor of Social Work. BA, MSW, University of Montana; PhD, University of
Minnesota.
Jeremy P. Myers (2006). Associate Professor of Religion. BS, University of Minnesota; MA, PhD, Luther Seminary.
O
Jill A. Oswald (2018). Instructor of Nursing. BS, Northern Michigan University; MS, Viterbo University.
P
Timothy D. Pippert (1999). Professor of Sociology. BA, MA, PhD, University of Nebraska-Lincoln.
R
Kathy J. Reinhardt (1997). Instructor of Languages and Cross-Cultural Studies. MA, Middlebury College.
Ana Ribeiro (2014). Associate Professor of Health, Physical Education, and Exercise Science. BA, UniverCidade; MS, St.
Cloud State University; PhD, University of Minnesota.
M. Bridget Robinson-Riegler (1994). Professor of Psychology. BS, Indiana University; MS, PhD, Purdue University.
Rafael Rodriguez (2017). Lecturer of Music. BS, United States Naval Academy; MS, National University; MM, San Diego
State University; PhD, University of Colorado.
S
Anna Sanchez (2016). Lecturer in Nursing. BA, St. Olaf College; MS, University of Wisconsin, Eau Claire.
Emily Schilling (2014). Associate Professor of Biology and Environmental Studies. BA, Colgate University; MS, PhD,
University of Maine.
John S. Schmit (1990). Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University
of Texas.
237
Deborah Schuhmacher (2014). Associate Professor of Nursing. BS, University of North Dakota; MA, DNP, Augsburg
University.
Shayna Sheinfeld (2022). Assistant Professor of Religion. BA, DePaul University; MA, MTS, Harvard Divinity School, PhD,
McGill University.
Christopher Smith (2011). Associate Professor of Education. BS, MS, Purdue University; PhD, University of Minnesota.
Jody M. Sorensen (2005). Professor of Mathematics, Statistics, and Computer Science. BA, St. Olaf College; MA, PhD,
Northwestern University.
Lindsay Starck (2016). Associate Professor of English. BA, Yale University; MFA, University of Notre Dame; PhD, University
of North Carolina.
Erik S. Steinmetz (1998). Associate Professor of Computer Science. BA, Augsburg University; MS, University of
Minnesota.
Benjamin L. Stottrup (2005). Professor of Physics. BA, University of Minnesota, Morris; PhD, University of Washington.
Erin P. Sugrue (2018). Assistant Professor of Social Work. BA, Grinnell College; MPP, MSW, PhD, University of Minnesota.
Erika Svanoe (2016). Lecturer in Music. BME, University of Wisconsin, Eau Claire; MM, Oklahoma State University; DMA,
Ohio State University.
T
Liaila Tajibaeva (2017). Associate Professor of Economics. BS, University of Minnesota; MA, University of
Wisconsin-Madison; PhD, University of Minnesota.
Jason Tan (2019). Assistant Professor of Biology. BA, Minnesota State University Moorhead; PhD, Mayo Clinic.
Robert K. Tom (2002). Associate Professor of Art. BFA, University of Hawaii; MFA, Temple University.
Beliza Torres Narváez (2015). Associate Professor of Theater. BA, University of Puerto Rico; MA, New York University;
PhD, University of Texas.
Joseph Towle (2011). Associate Professor of Languages and Cross-Cultural Studies. BA, North Dakota State University;
MA, PhD, University of Minnesota.
U
Michelle Ullery (2022). Program Director and Clinical Instructor, DNP and FNP. BA, College of St. Scholastica, MS, DNP,
University of North Dakota.
Joseph Underhill (1998). Associate Professor of Political Science. BA, University of California-Berkeley; MA, San Francisco
State University; PhD, University of Michigan.
V
Raziel Valiño (2021). Instructor of Sociology and the Center for Global Education and Experience. BA, Autonomous
University of the State of Morelos; MA/MPhil, and PhD, Columbia University.
Lisa Van Getson (2012). Assistant Professor of Nursing. BS, College of St. Teresa; MA, St. Catherine University; MS,
Winona State University.
Eric R. Van Hecke (2018). Instructor of Physician Assistant Studies. BA, North Dakota State University; MSPAS, Augsburg
University.
James A. Vela-McConnell (1997). Professor of Sociology. BA, Loyola University; PhD, Boston College.
W
Jeff Walter (2019). Assistant Professor of Physics. BS, Hamline University. PhD, University of Minnesota.
Mzenga A. Wanyama (2006). Associate Professor of English. BA, MA, University of Nairobi; PhD, University of Minnesota.
238
Michael T. Wentzel (2011). Associate Professor of Chemistry. BS, Creighton University; MS, University of Pennsylvania;
PhD, University of Minnesota.
Hans H. Wiersma (2004). Associate Professor of Religion. BA, University of California, San Diego; MDiv, PhD, Luther
Seminary.
X-Y-Z
Henry Yoon (2009). Associate Professor of Psychology. BA, University of California; MA, PhD, University of Minnesota.
John M. Zobitz (2007). Professor of Mathematics, Statistics, and Computer Science. BA, St. John’s University; MA, PhD,
University of Utah.
Faculty Emeriti
Ruth L. Aaskov. Professor Emerita, Modern Languages. BA, Augsburg University; MA, Middlebury College; PhD,
University of Wisconsin.
Earl R. Alton. Professor Emeritus, Chemistry/Dean Emeritus. BA, St. Olaf College; MS, PhD, University of Michigan.
Stuart M. Anderson. Professor Emeritus, Physics. BA, Augsburg University; PhD, University of Minnesota.
Elizabeth Ankeny. Professor Emerita, Education. BA, Augustana College; MA, Morningside College; PhD, Colorado State
University.
John E. Benson. Professor Emeritus, Religion. BA, Augsburg University; B.D., Luther Theological Seminary; MA, PhD,
Columbia University.
Anthony A. Bibus, III. Professor Emeritus, Social Work. BA, University of St. Thomas; MA, University of Virginia; PhD,
University of Minnesota.
Laura S. Boisen. Professor Emerita, Social Work. BA, Wartburg College; MS, University of Wisconsin-Madison; MPA, Iowa
State University; PhD, University of Minnesota.
Julie H. Bolton. Professor Emerita, Theater. BS, MFA, University of Minnesota.
Richard A. Borstad. Professor Emeritus, Health and Physical Education. BA, MA, PhD, University of Minnesota.
Lois A. Bosch. Professor Emerita, Social Work. BA, Northwestern College; MSW, University of Iowa; PhD, University of
Illinois at Urbana-Champaign.
Nora M. Braun. Professor Emerita, Business Administration. BSBA, University of Missouri-Columbia; MBA, PhD,
University of Minnesota.
Maria L. Brown. Professor Emerita, Social Work. BA, MA, American University; MSW, University of Minnesota.
John C. Cerrito. Professor Emeritus, Business Administration. BA, Rhode Island College; MS, University of
Wisconsin-Stout; EdD, University of Minnesota.
Lars D. Christiansen. Professor Emeritus, Sociology. BA, Clark University; MS, PhD, Florida State University.
David A. Conrad. Professor Emeritus, Business Administration. BA, Winona State University; MA, EdD, St. Mary’s
University of Minnesota.
Cathleen A. Dalglish. Professor Emerita, English. BA, Saint Catherine University; MFA, Vermont College; PhD, The Union
Institute and University.
Grace Dyrud. Professor Emerita, Psychology. BA, MA, PhD, University of Minnesota.
Mark J. Engebretson. Professor Emeritus, Physics. BA, Luther College; MDiv, Luther Theological Seminary; MS, PhD,
University of Minnesota.
Carol A. Enke. Professor Emerita, Health, Physical Education, and Exercise Science. BS, MEd, University of Minnesota.
239
Kenneth N. Erickson. Professor Emeritus, Physics. BA, Augsburg University; MS, Michigan State University; PhD, Colorado
State University.
Ronald L. Fedie. Professor Emeritus, Chemistry. BA, University of St. Thomas; PhD, University of Minnesota.
Norman B. Ferguson. Professor Emeritus, Psychology. BA, Franklin and Marshall College; MS, PhD, University of
Wisconsin.
Marilyn E. Florian. Professor Emeritus, Health and Physical Education. BA, Augsburg University; MS, St. Cloud State
University.
Mark L. Fuehrer. Professor Emeritus, Philosophy. BA, College of St. Thomas; MA, PhD, University of Minnesota.
Douglas E. Green. Professor Emeritus, English. BA, Amherst College; MA, PhD, Brown University.
William D. Green. Professor Emeritus, History. BA, Gustavus Adolphus College; MA, PhD, JD, University of Minnesota.
Jeanine Gregoire. Professor Emerita, Education. BS, MA, PhD, University of Minnesota.
Arlin E. Gyberg. Professor Emeritus, Chemistry. BS, Mankato State University; PhD, University of Minnesota.
Daniel S. Hanson. Professor Emeritus, Communication Studies. BA, Augsburg University; MA, University of Minnesota.
Peter A. Hendrickson. Professor Emeritus, Music. BA, Augsburg University; MA, Macalester College; MA, Columbia
University; DMA, Manhattan School of Music.
Edwina L. Hertzberg. Professor Emerita, Social Work. BA, Cedar Crest College; MSW, PhD, University of Minnesota.
Garry W. Hesser Professor Emeritus, Sociology. BA, Phillips University; MDiv, Union Theological Seminary; MA, PhD,
University of Notre Dame.
Norman D. Holen. Professor Emeritus, Art. BA Concordia College-Moorhead; MFA, University of Iowa.
Bradley P. Holt. Professor Emeritus, Religion. BA, Augsburg University; BD, Luther Theological Seminary; MPhil, PhD, Yale
University.
John R. Holum. Professor Emeritus, Chemistry. BA, St. Olaf College; PhD, University of Minnesota.
Gretchen Kranz Irvine. Professor Emerita, Education. BS, College of St. Teresa; MS, University of Wisconsin-River Falls;
PhD, University of Minnesota.
Irene Khin Khin Jensen. Professor Emerita, History. BA, Rangoon University, Burma; MA, Bucknell University; PhD,
University of Wisconsin.
Duane E. Johnson. Professor Emeritus, Psychology. BA, Huron College; BA, University of Minnesota; ME, South Dakota
State University; PhD, University of Minnesota.
Jeffrey E. Johnson. Professor Emeritus, Physics. BS, MS, MBA, PhD, University of Minnesota.
Martha Johnson. Professor Emerita, Theater. BA, MA, PhD, University of Wisconsin.
Amin Kader. Professor Emeritus, Business Administration. BComm, University of Cairo; MBA, University of Michigan.
Roberta S. Kagin. Professor Emerita, Music. BA, Park College; BMusicEd, MMusicEd, University of Kansas; PhD, Temple
University
Kenneth S. Kaminsky. Professor Emeritus, Mathematics. AB, MS, PhD, Rutgers University.
Ashok K. Kapoor. Professor Emeritus, Business Administration. BA, MA, University of Delhi; MA, MBA, University of
Minnesota; PhD, Temple University.
Anne M. Kaufman. Professor Emerita, Education. BS, MA, PhD, University of Minnesota.
Mary A. Kingsley. Professor Emerita, Modern Languages. BA, St. Olaf College; MA, Middlebury College.
Russell C. Kleckley. Professor Emeritus, Religion. BA, Newberry College; MDiv, Lutheran Theological Southern Seminary;
DTh, University of Munich.
240
Boyd N. Koehler. Professor Emeritus, Journalism. BA, Moorhead State College; MA, University of Minnesota.
Alvin L. Kloppen. Professor Emeritus, Health and Physical Education. BS, Augustana College; MA, University of South
Dakota.
Steven LaFave. Professor Emeritus, Business Administration. BA, MA, Michigan State University; MBA, University of
Minnesota.
Barbara A. Lehmann. Professor Emerita, Social Work. BA, Knox College; MSW, Tulane University; PhD, Case Western
Reserve University.
Cheryl J. Leuning. Professor Emerita, Nursing. BA, Augustana College; MS, University of Minnesota; PhD, University of
Utah.
Lynn E. Lindow. Professor Emerita, Education. BS, Mankato State University; MS, North Dakota State University; PhD,
University of Minnesota.
Lynne F. Lorenzen. Professor Emerita, Religion. BA, University of Iowa; MDiv, Northwestern Lutheran Theological
Seminary; MA, PhD, Claremont Graduate School.
Dawn B. Ludwig. Professor Emerita, Physician Assistant Studies. BA, University of Colorado, Denver; MS, PA Certification,
University of Colorado Health Science Center; PhD, Capella University.
Esther G. McLaughlin. Professor Emerita, Biology. BA, PhD, University of California-Berkeley.
Fekri Meziou. Professor Emeritus, Business Administration. BA, University of Tunis; MA, PhD, University of Minnesota.
Erwin D. Mickelberg. Professor Emeritus, Biology. BA, Augsburg University; MA, University of Minnesota.
Thomas. F. Morgan. Professor Emeritus, Business Administration. BS, Juniata College; MBA, University of Denver; MS,
University of Oregon; PhD, University of Minnesota.
Mildred “Mike” Mueller. Professor Emerita, Education. BA, MA, Central Michigan University; EdD, University of
Minnesota.
Catherine C. Nicholl. Professor Emerita, English. BA, Hope College; MA, University of Michigan; PhD, University of
Minnesota.
Norma C. Noonan. Professor Emerita, Political Science. BA, University of Pennsylvania; MA, PhD, Indiana University.
Susan E. O’Connor. Professor Emerita, Education. BS, University of Minnesota; MS, PhD, Syracuse University.
Sandra L. Olmsted. Professor Emerita, Chemistry. BA, Augsburg University; MS, University of Wisconsin; PhD, University
of Minnesota.
Vicki L. Olson. Professor Emerita, Education. BS, MA, PhD, University of Minnesota.
Magdalena M. Paleczny-Zapp. Professor Emerita, Business Administration. BA, MA, Central School for Planning and
Statistics, Warsaw; PhD, Akademia Ekonomiczna, Krakow.
Ronald G. Palosaari. Professor Emeritus, English. BA, Bethel College; BDiv, Bethel Seminary; MA, PhD, University of
Minnesota.
Patricia A. Parker. Associate Academic Dean Emerita. BA, Eastern Michigan University; MA, PhD, University of Michigan.
Curtis M. Paulsen. Professor Emeritus, Social Work. BA, St. Olaf College; MSW, University of Minnesota; PhD, The Fielding
Institute.
Lauretta E. Pelton. Professor Emerita, Education. MEd, Marquette University.
Noel J. Petit. Professor Emeritus, Computer Science. BA, St. Olaf College; MS, PhD, University of Minnesota.
Joyce M. Pfaff. Professor Emerita, Health and Physical Education. BA, Augsburg University; MEd, University of Minnesota.
Diane L. Pike. Professor Emerita, Sociology. AB., Connecticut College; PhD, Yale University.
241
Larry C. Ragland. Professor Emeritus, Computer Science. BS, MA, Central Missouri State College; PhD, University of Texas
at Austin.
Deborah L. Redmond. Professor Emerita, Communication Studies. BA, MA, University of Minnesota.
Bruce R. Reichenbach. Professor Emeritus, Philosophy. BA, Wheaton College; MA, PhD, Northwestern University.
Nancy A. Rodenborg. Professor Emerita, Social Work. BS, Indiana University; MSW, University of Minnesota; PhD, Arizona
State University.
Glenda Dewberry Rooney. Professor Emerita, Social Work. BS, University of North Texas; MSW, University of Illinois; PhD,
University of Minnesota.
Marianne B. Sander. Dean of Students Emerita. BA, Valparaiso University; MA, University of Minnesota.
Milo A. Schield. Professor Emeritus, Business Administration. BS, Iowa State University; MS, University of Illinois; PhD,
Rice University.
Michael D. Schock. Professor Emeritus, Social Work. BA, University of Washington; MSW, University of Minnesota; PhD,
University of Washington.
Kathryn Schwalbe. Professor Emerita, Business Administration. BS, University of Notre Dame; MBA, Northeastern
University, PhD, University of Minnesota.
Frankie B. Shackelford. Professor Emerita, Languages and Cross-Cultural Studies. BA, Texas Christian University; PhD,
University of Texas.
Charles M. Sheaffer. Professor Emeritus, Computer Science. BA, Metropolitan State University; MS, PhD, University of
Minnesota.
Robert J. Stacke. Professor Emeritus, Music. Band and Jazz Director. BA, Augsburg University; MACI, College of St.
Thomas; PhD, University of Minnesota.
Nancy K. Steblay. Professor Emerita, Psychology. BA, Bemidji State University; MA, PhD, University of Montana.
Stuart M. Stoller. Professor Emeritus, Business Administration. BS, MS, Long Island University.
Martha E. Stortz. Professor Emerita, Religion. BA, Carleton College; MA, PhD, The Divinity School, The University of
Chicago.
Beverly Stratton. Professor Emerita, Religion. BA, MA, Boston University; ThD, Luther Seminary.
Grace K. Sulerud. Professor Emerita, Library. BA, Augsburg University; MA, University of Minnesota.
Karen T. Sutherland. Professor Emerita, Computer Science. AB, Augustana College; two MS degrees; PhD, University of
Minnesota.
Kathryn A. Swanson. Professor Emerita, English. BA, St. Olaf College; MA, PhD, University of Minnesota.
Tara K. Sweeney. Professor Emerita, Art. BS, University of Wisconsin-Stout; MFA, Minneapolis College of Art and Design.
Maryann Syers. Professor Emerita, Social Work. BA, Arizona State University; MSW, PhD, University of Minnesota.
Philip J. Thompson. Professor Emeritus, Art. BA, Concordia College, Moorhead; MFA, University of Iowa.
David L. Tiede. Bernhard M. Christensen Professor Emeritus, Vocation and Religion. BA, St. Olaf College; BD, Luther
Theological Seminary; PhD, Harvard University.
Mark D. Tranvik. Professor Emeritus, Religion. BA, Luther College; MDiv, Yale University; ThD, Luther Seminary.
Eileen Kaese Uzarek. Professor Emerita, Health, Physical Education, and Exercise Science. BA, Gustavus Adolphus College;
MS, Minnesota State University, Mankato.
Rita R. Weisbrod. Professor Emerita, Sociology. BA, MA, University of Minnesota; PhD, Cornell University.
Barbara A. West. Professor Emerita, Education. BS, St. Cloud State University; MS, Syracuse University.
242
Mary Louise Williams. Professor Emerita, Social Work. BFA, MSW, University of Pennsylvania.
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Introduction
Graduate Catalog
2022-2023
Official Publication of Augsburg University
2211 Riverside Avenue, Minneapolis, MN 55454
The Augsburg University Graduate Catalog contains information about academic program requirements and academic
and student policies and procedures for Fall... Show more
;
'
Introduction
Graduate Catalog
2022-2023
Official Publication of Augsburg University
2211 Riverside Avenue, Minneapolis, MN 55454
The Augsburg University Graduate Catalog contains information about academic program requirements and academic
and student policies and procedures for Fall Semester 2022–Summer Semester 2023. It is subject to change without
notice.
The catalog is intended to complement other university publications including the Student Guide and university website.
It is important for students to be familiar with all university policies and procedures. Students are strongly encouraged to
consult their advisor(s) at least once each semester to be certain they are properly completing degree requirements.
Published 2022
Phone: 612-330-1000
www.augsburg.edu
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Greeting from the President
I am pleased to know of your interest in Augsburg University’s exciting and innovative graduate programs. You are part of
a select and discerning group of professionals who seek to find a graduate program that combines an excellent
curriculum, a values-based approach to work, a talented and experienced faculty, and program formats that meet the
needs of busy and successful people. Augsburg University’s graduate-level programs in business administration, creative
writing, education, leadership, music therapy, nursing, physician assistant studies, social work, and clinical psychology are
distinguished by the opportunities they provide students to expand decision-making and strategic skills.
Augsburg University is characterized by a strong mission: Augsburg University educates students to be informed citizens,
thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged
community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence
in the liberal arts and professional studies, guided by the faith and values of the Lutheran church, and shaped by its
urban and global settings.
For our graduate programs, this mission helps to shape an innovative educational experience that features an expansive
perspective on social responsibility, economic realities, business initiatives, and environmental sustainability.
At Augsburg University, we believe that our distinctive educational purpose is to help you find your calling, at work and in
the world. Augsburg graduate programs are designed to offer you quality educational experiences, personal attention,
and opportunities to expand your personal and professional talents and skills. We are confident that our graduates are
prepared for leadership in our ever-changing global society, the hallmark of an Augsburg degree.
Sincerely,
Paul C. Pribbenow
President
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Welcome from the Provost and Senior Vice President of Academic and Student Affairs
Welcome to graduate study at Augsburg University! Augsburg has a long history of preparing our graduates for
leadership in their communities and places of work. Across our graduate programs, students bring perspectives informed
by prior study and experience; acquire specialized knowledge in a discipline or field; engage in collaborative learning;
develop advanced capacities; encounter diverse perspectives and ideas; test theory through real-world experiences; and
equip themselves for the next stage in their vocational journeys.
When you join the Augsburg community, you become part of the Augsburg story—a story of academic achievement,
preparation for professional practice, experiential learning deepened by reflection, demonstrated commitment to equity
and inclusion, and preparation for lifelong learning. We are an institution committed to place, and our
locations—whether in the Twin Cities, Rochester, or beyond—offer opportunities to apply what you learn in the
classroom to the neighborhood, to the local community, and in various urban and rural locations.
Inspired by the faith of our Lutheran founders to be inclusive to the early immigrants who came to Augsburg’s doors, we
are a community of diverse cultures and faiths. Indeed, the diversity of our community helps ensure that our graduates
are uniquely prepared to meet the challenges and opportunities of the 21st century. Our commitment to interdisciplinary
thinking is embodied in our newest academic building on the Minneapolis campus—the Hagfors Center for Science,
Business, and Religion. We ground learning in the best of the liberal arts tradition, ensuring that our students are
prepared not only for their first job but for mid- and late-career success.
While connected through these common commitments, each graduate program has its own distinctive identity and
curriculum. Your program offers a disciplinary home from which you will join a community of faculty, staff, and fellow
students who will collectively extend your network of connections with prospective employers and expand your career
opportunities in the future.
We’re delighted that you’ll be joining us.
Sincerely,
Paula O’Loughlin
Provost and Senior Vice President of Academic and Student Affairs
3
About Augsburg University
At Augsburg University, we believe that graduate education should prepare gifted people for positions of leadership in
their communities and places of work. Augsburg graduates will be able to demonstrate not only the mastery of a major
field of study, but also the ability to apply critical thinking, problem solving, and advanced communication skills in a
collaborative approach within that discipline, thereby engaging others with diverse perspectives in the work of advancing
civic and global initiatives critical for a sustainable future.
The heart of an Augsburg education is the Augsburg mission, informed by the liberal and professional arts and sciences,
to serve our neighbors in the heart of the city and out into the world with faith-based, ethical values. We welcome
students from a diversity of backgrounds and experiences. Our programs also look to the world through international
courses and cultural exchanges.
Mission Statement
Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to
the university motto, “Education for Service,” and mission:
Augsburg University educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible
leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its
life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the
faith and values of the Lutheran church, and shaped by its urban and global settings.
Augsburg Today
Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith
presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wisconsin,
and moved to Minneapolis in 1872. A Rochester, Minnesota, location was added in 1998. A short history of Augsburg
University can be found at augsburg.edu/about/history.
Today, Augsburg continues to reflect the commitment and dedication of its founders, who believed:
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Education should have a solid liberal arts core at the graduate level; this focus centers on the ability to think critically
and broadly about the world and the work we do in it.
An Augsburg education should be preparation for service in community and centers of faith.
The city—with all its excitement, challenges, and diversity—is an unequaled learning environment.
The vision of the university’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.”
Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg
prepares its students to become effective, ethical citizens in a complex global society.
Degrees Offered
Augsburg offers the following graduate degrees:
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Master of Arts in Education
Master of Arts in Teaching
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)
Doctor of Psychology in Clinical Psychology
4
Augsburg offers the following dual degrees:
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Bachelor of Arts in Accounting and Master of Arts in Leadership
Master of Arts in Leadership and Master of Business Administration
Master of Social Work and Master of Business Administration
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 fellow students with a variety of work and life experiences. To facilitate this kind of
community interaction, Augsburg encourages students to make use of all university facilities—whether in Minneapolis,
Rochester, or one of Augsburg’s international locations—and to participate in university activities such as music and
dramatic presentations and lecture/speaker events.
Graduate Faculty
The heart of any educational institution is its faculty, and Augsburg University is particularly proud of the excellence and
commitment of its professors. Most faculty hold a doctorate or other terminal degree, and all consider teaching and
service to be the focus of their activity at the university. Faculty are involved in social, professional, and a variety of
research activities, but these support and are secondary to their teaching. Faculty are actively involved in a dynamic
faculty development program that introduces them to best practices in teaching and learning techniques and theories.
Augsburg’s small class sizes encourage its tradition of close involvement between professors and students. Faculty act as
academic advisors and participate regularly in campus activities.
5
Locations
Minneapolis Campus
Augsburg University is located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. The campus is
bordered by Riverside Avenue and Interstate 94, near the University of Minnesota—Twin Cities West Bank campus and
the University of Minnesota Medical Center.
Downtown Minneapolis is just minutes away, providing access to internships and careers with some of the country’s
leading companies, as well as entertainment, arts, sports venues, shopping, dining, and transportation. The campus is
blocks from the Metro Transit Green and Blue light rail lines, which provide easy access to destinations in Minneapolis
and St. Paul, as well as the Minneapolis-St. Paul International Airport.
Rochester Learning Site
Augsburg’s learning site in Rochester, Minnesota, was established in 1998 as a natural extension of the university’s
mission and its expertise in teaching working adults. Graduate degrees and undergraduate majors including business,
education, and nursing are offered in Rochester. Graduate programs in Rochester include the Master of Business
Administration, Master of Arts in Nursing, Master of Arts in Education, and Doctor of Nursing Practice.
The Rochester classrooms and offices are located at Bethel Lutheran Church (ELCA), just a few blocks south of downtown
Rochester. Home to approximately 110,000 residents, Rochester is a city that enjoys a rich ethnic diversity and superior
technological resources. Bethel Lutheran Church is located at 810 3rd Ave SE, Rochester MN 55904.
Augsburg classes in Rochester meet on a semester schedule, with classes taking place on alternating weekday evenings
and on occasional Saturdays, making them accessible to working adults. Students may also take courses within their
program on the Minneapolis campus.
Students at the Rochester site are Augsburg University students. They are supported through an array of e-learning
resources ranging from access to Lindell Library databases to the use of online course management software.
Information about the Rochester learning site is available at augsburg.edu/rochester or by calling the Rochester office at
507-288-2886.
International Locations
Augsburg is enhanced by its global centers in Southern Africa and Latin 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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Minneapolis Campus Facilities
Instruction facilities and student housing at Augsburg’s main campus are conveniently located near each other. A
tunnel/ramp/skyway system connects the two tower residence halls, the five buildings on the Quadrangle, plus the
Music Hall, Lindell Library, Oren Gateway Center, Hagfors Center, and the Foss Lobeck Miles Center for Worship, Drama,
and Communication.
Admissions Office—The Admissions Office is located on the lower level of Christensen Center.
Anderson Residence Hall (1993)—Named in honor of Oscar Anderson, president of Augsburg from 1963 to 1980, this
residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192 students, as
well as the Center for Wellness and Counseling, the Sabo Center for Democracy and Citizenship, and the Office of
Marketing and Communication.
Center for Wellness and Counseling—The Center for Wellness and Counseling, located in Anderson Hall, offers programs
and services that enhance student learning by promoting personal development and well-being.
Christensen Center (1966)—The university center includes the Admissions Office, a student lounge, the Strommen
Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, the copy center and
mailroom, University Events, Latinx Student Services, American Indian Student Services, Pan-Afrikan Student Services,
Pan-Asian Student Services, Campus Life, LGBTQIA+ Student Services, and the Auggie’s Nest, a meeting place for student
organizations.
Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the
Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use.
Foss Lobeck Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition of
the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also housed
in this complex, which provides space for Campus Ministry; the departments of Theater and Communication Studies,
Film, and New Media; classrooms; and administrative offices (Facilities Management and the Enterprise Information
Systems and Systems and Networking teams in IT).
Hagfors Center (2017) - The Norman and Evangeline Hagfors Center for Science, Business, and Religion houses eight
academic departments (Biology, Business, Chemistry, Physics, Psychology, Religion, and Mathematics, Statistics, and
Computer Science), the office of Undergraduate Research and Graduate Opportunities, the McNair Scholars Program,
and the office of the Dean of Arts and Sciences. The Hagfors Center is the largest academic building on the Augsburg
campus and contains 139,000 square feet of collaborative learning space, including 24 labs and 6,000 square feet of
student-faculty research facilities.
Ice Arena (1974)—Two skating areas provide practice space for hockey and figure skating, and recreational skating for
Augsburg and the metropolitan community.
Kennedy Center (2007)—Completed in 2007 as a three-story addition to Si Melby Hall and named for Dean (’75) and
Terry Kennedy, it features a state-of-the-art wrestling training center, fitness center, classrooms for health and physical
education, and hospitality facilities.
The James G. Lindell Family Library (1997)—This library and information technology center houses all library functions
and is located on the corner of 22nd Avenue and 7th Street. It houses the TechDesk and User Support team in IT and the
Gage Center for Student Success: the Deidre Middleton Office of Academic Advising, the Center for Learning and
Adaptive Student Services (CLASS), and TRIO/Student Support Services.
Luther Residence Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story apartment complex
along 20th Avenue, between 7th and 8th Streets, that houses juniors and seniors in units from efficiencies to
two-bedroom suites.
Si 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 Patricia Piepenburg Women’s Locker Room, the Claudia Murray Women’s Soccer Locker Room,
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the Donny Wichmann Weight Room, the Olivia Dahl/Hoyt Messerer Sport Medicine Center, and general auditorium
purposes. The Ernie Anderson Center Court was dedicated in 2001.
Mortensen Residence Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104
one- and two-bedroom apartments that house 312 upper-class students, the Department of Public Safety, and a lounge
area.
Charles S. Anderson Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two
rehearsal halls, music libraries, practice studios, and offices for the Music department faculty.
Old Main (1900)—Home for the Department of Art and the Department of Languages and Cross-Cultural Studies, with
classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with
architectural details from the past. It is included on the National Register of Historic Places.
Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP®
collegiate recovery program, Institutional Advancement offices, the Alumni Offices, the Master of Business
Administration Program, the Master of Arts in Leadership program, the Master of Fine Arts in Creative Writing program,
and substance-free student housing. It also houses the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art
Gallery, and the Johnson Conference Center.
Science Hall (1949)—Houses the department of Nursing, International Student and Scholar Services, and Administrative
Accounting.
Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment Center (Registrar’s
Office and Student Financial Services), the Women’s Resource Center, classrooms and computer labs, and the
departments of Education and Computer Science.
Sverdrup-Oftedal Memorial Hall (1938)—Built as a residence hall and named in honor of Augsburg’s second and third
presidents, it contains the President’s Office, Human Resources, Norway Hub, the Academic Affairs Office, Student Affairs
Offices, the Christensen Center for Vocation (CCV), and faculty offices for Political Science, History, Philosophy, American
Indian Studies, English, and Sociology.
Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324
first-year 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
Accreditation is a process by which colleges and universities are regularly evaluated by third-party agencies to ensure
they are meeting standards for educational quality for the degrees they offer.
Augsburg University has been continuously accredited since 1954 by the Higher Learning Commission. The Higher
Learning Commission is an institutional accreditation agency that accredits colleges and universities in the United States.
HLC conducts periodic reviews of accredited institutions to ensure they are meeting their standards of quality.
Several degree programs at Augsburg are also eligible for accreditation or approval by specialized agencies that ensure
the quality of those programs in meeting their professional standards. The following Augsburg programs are accredited
or approved by the appropriate agencies.
Agency
Description
Degree Programs
Accreditation Council for Business Schools
and Programs (ACBSP)
Global accreditor for business education
MBA
BA Accounting, Business
Administration (Music
Business), Business
Administration/Economics,
Finance, International
Business, Management,
Management Information
Systems, Marketing
Accreditation Review Commission on
Education for the Physician Assistant
(ARC-PA)
Accredits physician assistant programs
in the United States
MS Physician Assistant
Studies
American Music Therapy Association (AMTA)
Advanced the music therapy profession
and approves music therapy degree
programs
BS Music Therapy
Master of Music Therapy
American Chemical Society (ACS)
Scientific organization for advancing
chemistry practice, approves
baccalaureate chemistry programs
BS Chemistry
American Psychological Association
Commission on Accreditation (APA-CoA)
Scientific and professional organization
Doctor of Psychology
for psychology in the United States,
accrediting doctoral programs in clinical,
counseling, and school psychology
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Commission on Collegiate Nursing Education
(CCNE)
National accreditor for baccalaureate,
graduate, and residency/fellowship
programs in nursing
BS Nursing
MA Nursing
Doctor of Nursing Practice
Council on Social Work Education (CSWE)
National accrediting agency for social
work education in the United States
Bachelor of Social Work
Master of Social Work
Minnesota Board of Nursing
State board that approves nursing
programs and regulates licensure
DNP – Family Nurse
Practitioner
National Association of Schools of Music
(NASM)
National accreditor for undergraduate,
graduate, and other credentials for
music and music-related disciplines
BA Music
BS Music Therapy
Bachelor of Music
Master of Music Therapy
Professional Educator Licensing and
Standards Board (PELSB)
Approves programs in Minnesota that
prepare candidates for teacher
licensure
BA/BS Elementary
Education
BA English as a Second
Language
BA Special Education:
Academic Behavioral
Strategist
(See Education Department
for full list of approved
programs for licensure and
endorsements)
Augsburg University is an institutional member of:
Agency
Description
American Association of Colleges and
Universities (AAC&U)
Advances the democratic purposes of higher education by
promoting equity, innovation, and excellence in liberal education
American Association of Colleges of
Teacher Education (AACTE)
Represents institutions dedicated to high-quality evidence-based
preparation of educators who are ready to teach all learners
American Association of Higher
Education (AAHE)
Dedicated to the advancement of higher education
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Associated Colleges of the Twin Cities
(ACTC)
Consortium of private liberal arts colleges in the Twin Cities of
Minnesota that shares academic programs and promotes student
exchange
Campus Compact
National coalition of colleges and universities committed to
building democracy through civic engagement and community
development
Council of Independent Colleges (CIC)
Association of independent nonprofit colleges and universities
that provides services to improve the quality of education,
administrative, and financial performance
Lutheran Education Conference of North
America (LECNA)
Promotes cooperation among Lutheran colleges and universities
in the United States and Canada
Minnesota Private College Council
Represents the private liberal arts colleges of Minnesota
National Council of Schools of
Professional Psychology (NCSPP)
Advances the development of the highest quality of graduate
training in professional psychology
Physician Assistant Education
Association (PAEA)
Works to ensure quality physician assistant education
Augsburg University is registered with the Minnesota Office of Higher Education pursuant to sections 136A.61 to
136A.71. Registration is not an endorsement of the institution. Credits earned at the institution may not transfer to all
other institutions.
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Policies
Non-Discrimination Policy
In accordance with applicable federal and state laws, such as Titles VI and VII of the Civil Rights Act of 1964, Title IX of the
Education Amendments of 1972, the Age Discrimination in Employment Act, and the Americans with Disabilities Act and
ADA Amendments, Augsburg does not discriminate on the basis of sex, race, color, national or ethnic origin, religious
belief, age, disability, gender, sexual orientation, gender identity or expression, marital status, familial status, pregnancy,
citizenship, creed, genetic information, veteran status, status with regard to public assistance, membership in a local
human rights commission, or any other legally protected status in its education programs and activities, employment
policies and practices, or any other areas of the university, except in those instances where there is a bona fide
occupational qualification or to comply with state or federal law. Augsburg University is committed to providing
reasonable accommodations to its employees and students with disabilities. (Approved by Board of Regents January
2021)
Title IX
Title IX refers to Title IX of the Educational Amendments of 1972, and it prohibits discrimination on the basis of gender by
institutions receiving federal money. Generally, the Title IX Coordinator is responsible for the development,
implementation, and monitoring of meaningful efforts to comply with Title IX law. This includes overseeing the Title IX
complaint process as well as identifying and addressing any patterns or systemic problems that arise.
For further information, please contact the university’s Title IX Coordinator:
Katie Bishop| Assistant Provost of Academic Affairs and Chief Student Success Officer
Memorial Hall, Room 118A| 612-330-1117| bishopc@augsburg.edu
Additionally, the university has four Deputy Officers:
Deputy Officer for Students:
Mike Grewe| Dean of Students
Memorial Hall, Room 118F| 612-330-1499| grewe@augsburg.edu
Deputy Officer for Employees:
Dawn Miller| Director, Human Resources
Memorial Hall, Room 19| 612-330-1216| millerd1@augsburg.edu
Deputy Officer:
Leif Anderson| Vice President and Chief Strategy Officer
Memorial Hall, Room 124| 612-330-1497| andersol@augsburg.edu
The Deputies work with the Title IX Coordinator to identify any patterns or systemic problems that arise and may assist
as investigators of complaints.
Family Educational Rights and Privacy Act
The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students regarding
their education records. Each year Augsburg University is required to give notice of the various rights accorded to
students pursuant to FERPA. In accordance with FERPA, you are notified of the following:
Right to inspect and review education records
You have the right to review and inspect substantially all of your education records maintained by or at Augsburg
University. The student must request to review their education records in writing with their signature. The university will
respond in a reasonable time, but no later than 45 days after receiving the request.
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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 university in an
administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel
and health staff); person or company with whom the university has contracted (such as an attorney, auditor, or collection
agent); a person serving on the board of regents, or a student serving on an official committee, such as a disciplinary or
grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate
educational interest if the official needs to review an education record in order to fulfill his or her professional
responsibility.
Right to withhold disclosure of “directory information”
FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may
be released for any purpose at the discretion of Augsburg University without notification of the request or disclosure to
the student.
Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very
carefully the consequences of any decision by you to withhold directory information. Should you decide to inform
Augsburg University not to release Directory Information, any future request for such information from persons or
organizations outside of Augsburg University will be refused.
“Directory information” includes the following:
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The student’s name
The student’s address
The student’s telephone number
The student’s email address
The student’s date and place of birth
The student’s major and minor field of study
The student’s academic class level
The student’s enrollment status (FT/HT/LHT)
The student’s participation in officially-recognized activities and sports
The student’s degrees and awards received (including dates)
The weight and height of members of athletic teams
The student’s dates of attendance
Previous educational agencies or institutions attended by the student
The student’s photograph
Augsburg University will honor your request to withhold all Directory Information but cannot assume responsibility to
contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that
such information be withheld. The Registrar’s Office must be notified in writing of your intent to withhold your Directory
Information.
Right to complain to FERPA Office
You have the right to file a complaint with the Family Policy Compliance Office, US Department of Education, 400
Maryland Ave. SW, Washington, DC, 20202, concerning Augsburg’s failure to comply with FERPA.
Reporting Educational Information
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Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter.
Annual Security Report
The Annual Security Report (ASR) for Augsburg University contains statistics on reported crimes on and near Augsburg
property and campus, as well as institutional policies concerning campus security and crime. The Department of Public
Safety prepares this annual Crime Report to comply with the Jeanne Clery Disclosure of Campus Security Policy and
Crime Statistics Act. The report is available online at www.augsburg.edu/dps/reports. For a printed copy, contact
Augsburg’s Department of Public Safety at 612-330-1717.
Copyright Policy
Augsburg University Graduate Programs follows the terms 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
works, to disseminate them to the public, and to perform and display them publicly. This excludes all proprietary
information.
Professional Licensure Standards Disclosure
For all programs at Augsburg University which have the potential to lead to professional licensure, students are
responsible for contacting the appropriate agency or board to confirm requirements and ensure program compatibility
prior to beginning any course of study. Only licensing agencies or boards can determine whether a student’s program of
study has met requirements. Augsburg University cannot guarantee an individual’s attainment of any professional
licensure or certification, in any field, in any jurisdiction.
Completing an academic program is typically only one aspect of meeting professional licensure requirements. Many
states require that individuals meet additional requirements in order to qualify for licensure, including but not limited to
additional coursework and training, supervised clinical experiences, and successful passage of state or national exams.
Other licensure requirements may include background checks, years of work experience, fingerprinting requirements,
etc. State laws, regulations, and policies governing professional licensure may change at any time.
For more information on your program’s state licensing board and requirements for licensure, please visit the Augsburg
University Professional Licensure Disclosure website.
As a reminder, students are responsible for updating Augsburg University of any changes in address or phone numbers
through Inside Augsburg Records and Registration, or by submitting an Address Change form to the Registrar’s Office.
Student Rights
The university has adopted a statement of student rights and responsibilities and has provided for due process in the
matter of disciplinary action, grievances, and grade appeal, as outlined in the Augsburg Student Guide, at
inside.augsburg.edu/studentaffairs/studentguide.
Official Notices
A university-provided email account shall be an official means of communication with students, faculty, and staff of
Augsburg University. Students, faculty, and staff are responsible for all information sent to them via the
university-provided email account. Students should regularly check their email 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 email account. Students will also receive official notices via the A-Mail online publication and should routinely
review the A-Mail.
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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. An admissions representative is
available to assist interested applicants complete any portion of their application. 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.
Augsburg is committed to ensuring the admissions process is accessible for all prospective students. Augsburg
admissions counselors are here to assist students in completing the application process.
Augsburg University asks all applicants for admission and readmission whether they have been convicted of a felony. A
felony conviction does not automatically preclude an applicant from being accepted to Augsburg University. The full
process and policy can be found in the Augsburg Student Guide.
Readmission
Graduate students who have not registered for courses at Augsburg University for two or more semesters must apply for
readmission through the Registrar’s Office to resume attendance. Students who have attended other institutions during
their absence from Augsburg must have an official transcript sent from each institution to the Registrar’s Office.
The last day to receive approval for readmission to the university and register for classes is the Friday prior to the start of
the term. Pending approval by the graduate program, students who left on probation or who were dismissed from the
university must have their readmission application and file reviewed by the program director. (Please consult with
individual programs for information regarding the readmission process).
Non-degree Students
Individuals may take coursework at Augsburg University as a non-degree-seeking student. Non-degree students can
enroll on a space-available basis. Registration dates are included in the university’s Academic Calendar. Admission
requires program director approval, and the student must be in good standing at all previously attended institutions.
Some graduate programs have additional requirements beyond those listed here.
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 may need to submit a copy of a foreign credential
evaluation from World Education Services (WES), a member of the National Association of Credential Evaluators (NACES),
or an equivalent service that performs a foreign credit evaluation in order to confirm it is equivalent to a United States
bachelor’s degree or greater.
To apply for admission as a non-degree seeking student, submit the completed application and unofficial transcript from
the bachelor’s degree granting institution to the Admissions Office. Some programs may have additional application
requirements.
Non-degree status is conferred for only one term of enrollment. Additional terms require re-application through
Admissions as a non-degree seeking student. Students may count up to 6-8 semester credits earned as a non-degree
seeking student toward an Augsburg University degree with approval from the program director.
Non-degree seeking students who wish to pursue a degree must reapply for admission by submitting the completed
application and official transcript from the bachelor’s degree granting institution, and any additional materials required
by the program.
15
International Students
Augsburg University graduate programs encourage qualified applicants from other countries to apply.
An F-1 student is a nonimmigrant who is pursuing a “full course of study” to achieve a specific educational or
professional objective at an academic institution in the United States that has been designated by the Department of
Homeland Security (DHS) to offer courses of study to such students, and has been enrolled in SEVIS (Student and
Exchange Visitor Information System).
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 University admission requirements, you must provide evidence of a sufficient command of both
written and spoken English to study college courses conducted entirely in English. Below is a list of the tests and
programs Augsburg University accepts as evidence for English proficiency.
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Test of English as a Foreign Language (TOEFL)
o Score report of 80 on the Internet-based TOEFL (iBT) with a sub-score of 20 on the written and 20 on the
speaking sections. (The Augsburg University TOEFL code is 6014.)
o Score of 8.5 or better on the TOEFL Essentials exam.
International English Language Testing System (IELTS)
o Score report of 6.5.
Michigan English Test (MET)
o Score report of 64 or higher, and report must be accompanied by an official letter from the testing coordinator.
Duolingo English Exam
o Score of 105.
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 be for exams completed
within the last two years. Please contact your Admissions representative to inquire about any tests not reflected here.
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:
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Analysis of credentials to determine if your degree is equivalent to an accredited US bachelor’s degree
Verification that 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)
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The evaluation report must be sent directly to Augsburg’s Office of Admissions. Refer to World Education Services at
www.wes.org or member of the National Association of Credential Evaluators (NACES) at www.naces.org for
information on how to obtain a foreign credential evaluation.
Proof of Financial Support
International applicants must provide reliable documentation that they have financial resources adequate to meet
expenses for the duration of their academic program, which include tuition and fees, books and supplies, room and
board, health insurance, personal expenses, and living expenses for dependents (if applicable).
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.
17
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 must be enrolled in 3 credits to be considered half-time and 6 credits to be considered full-time.
Exception exist for students in the Clinical Psychology program. See the Doctor of Psychology catalog section for details.
Tuition and Fees
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Doctor of Nursing Practice (DNP)
Doctor of Psychology (PSYD)
Master of Arts in Nursing (MAN)
Master’s-level Education (MAE/MAT)
Master of Arts in Leadership (MAL)
Master of Fine Arts (MFA)
Master of Social Work (MSW)
Master of Business Administration (MBA)
Master of Music Therapy (MMT)
Master of Science in Physician Assistant (MPA)
$995 per 1.0 credit
$1162 per 1.0 credit + $40 per term program fee
$797 per 1.0 credit
$540 per 1.0 credit
$814 per 1.0 credit
$755 per 1.0 credit
$743 per 1.0 credit
$623 per 1.0 credit
$934 per 1.0 credit
$897 per 1.0 credit
Tuition
Students are charged per credit. All associated costs must be paid by the beginning of each semester to avoid accruing
finance charges, unless you have enrolled in an official payment plan through Student Financial Services.
Fees
Specific courses or programs may have additional fees associated with them, such as lab or supply fees.
Payments
Semester Charges
Prior to the start of each semester, a statement of estimated charges showing charges and financial aid credits
designated by the Student Financial Services Office is sent to the student via email. All statements are available online
through AugNet’s Records and Registration site. Payments can be made online at
www.augsburg.edu/studentfinancial/make-a-payment. Augsburg may charge late fees and interest on delinquent
accounts. Review the full policy regarding past due balances online at www.augsburg.edu/studentfinancial/disclosure
Payment Options
Augsburg University offers payment plan options for all students. Information about payment plans is available online at
www.augsburg.edu/studentfinancial/payment-plans-and-discounts.
Payment Policy
Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each
academic term. “Term Fees” include tuition, room and board charges and other fees initiated during your time as a
student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or
employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the
Augsburg University Tuition Refund Policy.
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Augsburg accepts the following forms of payment:
Cash
Students and guest payers may make cash payments in-person at the Enrollment Center. Cash should never be
mailed. Students will receive a receipt of their cash payment.
Check
Students and guest payers may pay their term fees via check either in-person at the Enrollment Center, through mail, or
online using e-check/ACH. A $30 NSF Fee will be added for any payment returned by the bank for Non-Sufficient Funds. A
receipt will automatically be sent electronically for any online payments. Students who pay in-person or through mail
may request a receipt of the check payment.
Credit Card/Debit Card
Students and guest payers may make student account payments online with a Visa, MasterCard, Discover, or American
Express credit card. As of June 10th, 2016, Augsburg will no longer accept credit card or debit card payments in-person,
over the phone, or through the mail. Credit cards will only be accepted online via Cashnet, a vendor contracted by
Augsburg.
Because Cashnet charges Augsburg for their services, a credit card service fee of 2.75 percent will be associated with any
credit card payment made to the university. This is to offset the approximately $250,000 in costs that Augsburg accrues
annually for providing credit card payment options to our students. Augsburg will not receive any part of the service fee
and will not be profiting from it.
Financial Aid
All students who wish to be considered for financial assistance must reapply each year. In addition to reapplying for aid,
students must make satisfactory academic progress toward the attainment of their degree or certificate as stipulated in
the Satisfactory Academic Progress (SAP) section of this catalog.
Financial assistance awarded through Augsburg may be a combination of grants and loans. The university cooperates
with federal, state, church, and private agencies in providing various aid programs.
The Free Application for Federal Student Aid (FAFSA) helps determine the amount of assistance for which a student is
eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent
family members, other educational expenses, retirement needs, and special considerations.
Types of Aid
A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant
(except as noted).
Institutional Grants/Discounts
Augsburg offers grants/discounts for a variety of different students. Specific information about the different grants and
scholarships, along with eligibility requirements, can be found online at
augsburg.edu/studentfinancial/financial-aid/graduate-financial-aid/.
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 Direct 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).
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●
●
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 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 3.00 cumulative GPA based on the
entire academic record.
Minimum Credits Completed - Graduate Students must earn a cumulative 66.67% of the credits attempted based
on the entire academic record. A completed credit has a grade of A – D- or P. Credits earned and completed will
include accepted cumulative transfer credits as defined by the Registrar’s Office. Unsatisfactory grades “W
(withdrawn),” “I (Incomplete),” “F/FN (Zero),” and “N (Not Passing)” are counted towards the cumulative
attempted credits. Repeated and remedial courses are not counted towards the cumulative attempted credits.
Maximum Time Frame - To demonstrate academic progress, graduate students must complete their degree
objective within 150% of the length of the program (varies per 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.
GPA Calculation
Refer to the Evaluation and Grading section of this catalog.
Minimum Credits Completed
Students must earn a cumulative 66.67% of the credits attempted based on the entire academic record. A completed
credit is any credit with a grade of A to D-, or P. Credits earned and completed will include accepted transfer credits.
Grades of “W (Withdrawn)”, “I (Incomplete)”, “X (Extension)”, “F”, “FN (Failed for Non-Attendance)”, and “N (Not
Passing)” are counted towards the cumulative attempted credits. The credits associated with grades that have not been
submitted when SAP is run will count against completion rate.
Repeat courses are not counted towards the cumulative attempted credits.
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.
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Financial Aid Suspension
A student who fails to meet either the minimum GPA requirement and/or minimum credits attempted while on Financial
Aid Warning will be placed on Financial Aid Suspension. A student on Financial Aid Suspension is ineligible to receive any
form of financial aid. A student on Financial Aid Suspension may submit an appeal to reinstate their financial aid.
Financial Aid Suspension will conclude when the student meets SAP standards, or successfully appeals.
Financial Aid will be suspended when a student placed on Financial Aid Suspension does not meet SAP standards.
Because grades may not be available before the beginning of the next scheduled term, it is possible that financial aid
may be disbursed to a student before the review can be conducted. In the event that a student is found to be ineligible
for the financial aid that has been disbursed due to a failure to meet one of the Standards, the aid that was disbursed will
be canceled, and returned to the appropriate program(s).
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 placed 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 student 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 are placed on Financial Aid
Suspension and are no longer eligible for financial aid.
[1] Include all degree seeking students in both the Undergraduate Day and Augsburg for Adults, and all Graduate
programs.
[2] Financial Aid is defined as: Augsburg Institutional Aid, Federal Title IV funding, and Minnesota
State Financial Aid programs.
Student Account Financial Disclosure
Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each
academic term. “Term Fees” include tuition, room and board charges and other fees initiated during your time as a
student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or
employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the
Augsburg University Tuition Refund Policy. Statements and account history are available online through AugNet Records
and Registration.
Augsburg University may require someone to co-sign on the students’ obligations in special cases, such as when a
student has a history of late or missed payments. When a co-signer’s signature is required, both students and co-signers
are responsible for payment of all costs incurred (including collection costs and fees of any collection agency and/or
attorney, if applicable) and all other conditions outlined on the Student Account Financial Disclosure.
Results of Balances Not Paid in Full
Augsburg may charge late fees and interest on delinquent accounts. Missed or late payments will be subject to a late
payment charge and/or a finance charge on the overdue balance from the date the balance was due until payment in full
is received. If your account is not paid in full on the first day of the term, finance charges at the rate of 8% per year
21
(.67% per month) will be added onto your student account balance. For example, this means that for every $1,000
owed you will receive $6.70 a month in finance charges. A $30 NSF Fee will be added for any payment returned by the
bank for Non-Sufficient Funds.
Past Due Accounts
If the student does not set up a formal payment plan with Augsburg’s Student Financial Services department, Augsburg
reserves the right to demand payment of the entire balance owed by that student and to take steps to collect it.
Augsburg may cancel the student’s registration, prevent the student from registering for future terms, withhold
transcripts or diplomas, remove the student from on-campus housing, turn the student’s account over to a collection
agency or take legal action to collect any past due balance. Each student authorizes Augsburg to release financial
information about her or his account and other pertinent information such as address and phone number to third parties
who are dealing with the collection of the account balance. By providing us with a telephone number for a cellular phone
or other wireless device, you are expressly consenting to receive communications – including but not limited to
prerecorded or artificial voice message calls, text messages, and calls made by an automatic telephone dialing system –
from us and our affiliates and agents at that number. This express consent applies to each such telephone number that
you provide to us now or in the future and permits such calls regardless of their purpose. Calls and messages may incur
access fees from your cellular provider. Each student also agrees to reimburse Augsburg University, or its agents, the fees
of any collection agency, which may be based on a percentage at a maximum of 40% of the debt, and all costs and
expenses, including reasonable attorneys’ fees, we incur in such collection efforts. Please note that, due to the
Bankruptcy Reform Act, educational benefits are generally exempt from discharge under bankruptcy. The terms of this
agreement remain in effect until all Term Fees and other charges are paid in full.
Financial Policy
Registration is permitted only if the student’s account for a previous term is paid in full or if the student is making
scheduled payments in accordance with an approved payment plan.
Augsburg University will not release student academic transcripts until all student account charges are paid in full or, in
the case of student loan funds administered by the university (Federal Perkins Student Loan), are current according to
established repayment schedules and the loan entrance and exit interviews have been completed.
Tuition Refund
Students are eligible for a 100% tuition refund for any courses they drop without notation through the date labeled “Last
day to drop without a ‘W’ grade & 100% refund – Full Semester class” on the Academic Calendar. After this date,
students are no longer eligible for any refund of tuition unless they withdraw from all of their courses. This policy is
effective whether or not a student has attended classes.
Students withdrawing from all of a term’s courses may receive a 50% tuition refund when they withdraw by the date
labeled “Last day to withdraw with 50% refund – Full Semester class” on the Academic Calendar.
Students are responsible for canceling 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.
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Unofficial Withdrawal
Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be reviewed.
If courses are not completed (e.g., unofficial withdrawal, stopped attending), the university is required to refund financial
aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date of
attendance. Students are responsible for the entire cost of the term including the portion previously covered by financial
aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal. If there are
extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition forms are available
online through the Registrar’s Office website.
A student who registers, does not attend any classes, and does not withdraw may petition to withdraw retroactively. The
student must petition within six months of the end of term and provide proof of non-attendance. Proof can include, but
is not limited to, statements from each instructor that the student never attended, or documentation of attendance for
the term at another college or university. If approved, grades of W will be recorded and tuition charges for the term will
be replaced with an administrative cancellation fee of $300.
Financial Aid Policy
Financial aid such as federal, state, and institutional grants and scholarships are awarded based upon the total number of
registered credits on the “Last day to add with faculty signature – Full Semester class” as noted on the Academic
Calendar. Students must register for internships, Time 2 classes, and ACTC classes before the “Last day to add with
faculty signature-Full Semester class”. Financial aid will not be adjusted for classes added after this date.
Students must earn the financial aid they are awarded each semester by actively attending and participating in classes
throughout the semester. Financial aid is recalculated when students do any of the following: drop classes without a “W”
grade, fail to begin classes, cease to attend classes, fail all classes, or fully withdraw from all classes.
Financial Aid – Return of Title IV Funds Policy
Students must earn the financial aid they are awarded each semester. A student can earn their aid by attending classes.
Augsburg must always return any unearned Title IV funds it is responsible for returning within 45 days of the date the
school determined the student withdrew.
The withdrawal date used in the return to title IV calculation of a student’s federal financial aid is the actual date
indicated on the official withdraw record. If a student stops attending classes without notifying the university, the
withdrawal date will be the last date of academic activity determined by the university.
Federal/State Aid Adjustments
Augsburg is required to return unearned federal/state aid for students who fully withdraw from their courses. The Return
to Title IV calculation is based on the total number of days in the semester compared to the total number of days that a
student attended classes before the last date of attendance. If the student receives more aid than they ‘earned’, then the
‘unearned portion’ of the student’s aid must be returned to the U.S.Department of Education. After 60% of the term has
passed, students are eligible to keep all of their federal/state aid. If you are planning to completely withdraw from your
courses, please see a Student Financial Services counselor to determine what aid may need to be returned.
Financial aid will be returned to the aid program from which it came. If returned to a loan program, your outstanding
balance will be reduced by the amount of the return. Aid will be returned in the following order:
1. Unsubsidized Direct Loan
2. Direct Graduate PLUS Loans
3. TEACH Grant
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Institutional Aid Adjustments
Augsburg will return institutional aid for students who partially withdraw or fully withdraw from courses. If students
withdraw from their courses they will receive a 50% tuition refund and 50% of their institutional aid will be removed. If a
student withdraws after the last day to receive a tuition refund, there will be no adjustment to their institutional aid.
Post-Withdrawal Disbursement
If a student earned more aid than was disbursed to him/her, the student may be eligible for a post-withdrawal
disbursement. Augsburg’s financial aid office will notify the student in writing if he/she is eligible for a post-withdrawal
disbursement of Title IV loan funds.
A student or parent borrower must first confirm in writing whether he/she accepts/declines all or some of the loan funds
offered as a post-withdrawal disbursement. A post-withdrawal disbursement of Federal grant funds does not require
student acceptance or approval. The university will seek the student’s authorization to use a post-withdrawal
disbursement for all other educationally related charges in addition to tuition and fees.
Credit Refund
Augsburg students may be eligible to receive a credit refund if their financial aid exceeds tuition and fee charges for a
term. Credit refunds are issued within two weeks after the last day to drop courses without recorded notation. Financial
Aid needs to be finalized (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 $750 to their student account.
Students DO NOT need to request a bookstore account this year.
Please plan ahead and purchase books and supplies before the scheduled cut off dates; plan ahead for courses that start
midterm as you will be unable to charge anything to your student account after the cut-off date.
Students’ accounts will be billed for only what was spent on their bookstore accounts before credit refunds are issued. If
your bookstore charges create a balance on your account, you need to make payments in accordance with your
statement. Bookstore purchases charged to a student account are intended for students who have excess financial aid
funds to cover their tuition, fees, AND their books or supplies. Please contact Student Financial Services before you
purchase books if you need to discuss payment options.
Due to the financial aid cycle, you can only charge expenses to your bookstore account during specific times.
Third Party
If you are expecting a third party to cover the cost of your books, you will need to turn in an itemized receipt of your
purchases to the Student Financial Services Office, along with your invoice request.
Additional Funds
If the cost of your textbooks and supplies are above $750 in one term, you have enough financial aid to cover the
additional costs, and you would like to charge the additional amount to your student account, please send the following
information to Student Financial Services (studentfinances@augsburg.edu). All requests need to be in writing.
Subject: Request for additional funds
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Full Name:
Student ID number:
Additional request:
Students will receive an email when the additional request has been processed. Accounts are opened as quickly as
possible, but it could take up to two business days for activation.
Consumer Information
Loss of Financial Aid Due to Drug Offense
A student, who is convicted of a state or federal offense involving the possession or sale of an illegal drug that occurred
while the student was enrolled in school and receiving Title IV aid, is not eligible for Title IV funds. [An illegal drug is a
controlled substance as defined by the Controlled Substance Act and does not include alcohol and tobacco.
A borrower’s eligibility is based on the student’s self-certification on the Free Application for Federal Student Aid (FAFSA).
Convictions that are reversed, set aside or removed from the student’s record, or a determination arising from a juvenile
court proceeding do not affect eligibility and do not need to be reported by the student.
A student who is convicted of a drug-related offense that occurred while the student was enrolled in school and receiving
Title IV aid loses Title IV eligibility as follows:
For the possession of illegal drugs:
First offense: one year from the date of conviction.
Second offense: two years from the date of the second conviction.
Third offense: indefinitely from the date of the third conviction.
For the sale of illegal drugs:
First offense: two years from the date of conviction.
Second offense: indefinitely from the date of the second conviction.
A school must provide a student who loses Title IV eligibility due to a drug-related conviction with a timely, separate,
clear, and conspicuous written notice. The notice must advise the student of his or her loss of Title IV eligibility and the
ways in which the student may regain that eligibility.
Regaining Eligibility after a Drug Conviction
A student may regain eligibility at any time by completing an approved drug rehabilitation program and by informing the
school that he or she has done so. A student regains Title IV eligibility on the date he or she successfully completes the
program. A drug rehabilitation program is considered approved for these purposes if it includes at least two
unannounced drug tests and meets one of the following criteria:
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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
The James G. Lindell Family Library is home to a collection of almost 400,000 books, more than half of which are ebooks
that can be read online or downloaded at your convenience. Students also have access to millions of journal articles,
over 60,000 streaming videos, nearly 200 databases, and a wide assortment of movies on DVD or VHS. Lindell also
houses significant collections of juvenile literature and K-12 curriculum materials, as well as the university’s archives and
special collections. Our digital collections include full runs of campus publications such as The Augsburgian, The Echo,
and Murphy Square as well as numerous audio and video recordings documenting the university’s history.
If that still isn’t enough, Lindell Library offers an interlibrary loan (ILL) service free of charge. Augsburg students can
borrow any type of research material - books, journal articles, videos, music scores, and more - from almost any library in
the world and these materials will be delivered directly to Lindell Library at no cost to you.
Research Support
Research help is always available, either online or in person, at Lindell Library’s Learning Commons. Our research guides,
available on the library’s website, provide access to key research materials on topics as wide-ranging as health and
physical education, film studies, computer science, or music therapy. Students can set up individual research
consultations with a librarian at Lindell’s Learning Commons desk, by phone at 612-330-1604, by email at
refdesk@augsburg.edu, or chat with an expert 24/7 through our Ask-A-Librarian service at library.augsburg.edu.
Other Cool Stuff
Libraries are more than just books and databases, they are places to gather for collaborative research or quiet study and
reflection. At Lindell Library, you can do both. Ten group study rooms are available on the top floor of Lindell Library, and
can be reserved up to two weeks in advance. The lower level is a designated quiet study space for those who prefer to
work alone. Whether working on individual research or a large group project, Augsburg students can check out all sorts
of equipment from the Library’s Circulation Desk, including laptops, cameras, microphones, and other AV equipment.
If your research takes you off campus or you just want to explore the Twin Cities, you can check out a bike or a
MetroTransit Go-To Card for use on buses and the light rail. Both are available at no cost.
The staff at Lindell Library are eager to help you with all your research needs. Stop by anytime that the library is open
(hours are always posted on the library’s website), or contact us at:
library.augsburg.edu
refdesk@augsburg.edu
612-330-1604
Information Technology Services
Augsburg University has built a reputation as a leader in its commitment to provide students with relevant and timely
access to information technology and training. Visit the Student Technology website, inside.augsburg.edu/techdesk, for
more on Information Technology at Augsburg.
Computing
Students have access to more than 200 on-campus computers. Both PC and Macintosh desktop computers are available
in the Lindell Library Learning Commons and computer lab, and in the 24-hour Urness computer lab. The university has
four computer classrooms, 40+ technology-enhanced classrooms and nine video conferencing-enabled classrooms. The
circulation desk in Lindell Library has over 100 laptops available for use in the library.
Several computer clusters are available for more specific student use within academic departments. A high-speed fiber
optic campus network provides access to AugNet online services, printing, and to the internet. Network-ready student
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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 support
for students with documented learning disabilities, autism, ADHD, mental health conditions, traumatic brain injury,
sensory and physical disabilities, as well as those with temporary disabilities. CLASS has been recognized as a leader in its
field, ensuring these students have equal access to Augsburg’s programs and services. Its mission reflects Augsburg’s
commitment to providing a rigorous and challenging, yet supportive, liberal arts education to students with diverse
backgrounds, abilities, preparations, and experiences.
Each term, Disability Specialists work directly with students to develop a plan for equal access to Augsburg courses,
programs, activities, and facilities. Students have the option to meet regularly with their specialist, and discussions may
include:
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Accommodations for testing and coursework (e.g., extended time, audio books)
Referrals to other campus resources (e.g., tutoring, student technology assistance, academic advising,
counseling, financial aid)
Training and use of assistive technology through the Groves Accommodations Lab
Coaching on academic, organizational, and time management skills
Campus living accommodations
The Disability Specialists may also consult with instructors, academic advisors, and other members of the faculty, staff, or
administration as they work to facilitate equal access for each student. Taking advantage of these accommodations and
services, however, remains the student’s responsibility.
Any Augsburg student who wants to establish eligibility for accommodations and services should schedule a meeting
with a Specialist to discuss their needs.
Academic accommodations are intended to ensure access to educational opportunities for students with disabilities and
may not fundamentally alter the basic nature or essential components of Augsburg’s courses or programs.
The services and technology provided by CLASS are enhanced by the generous support of the Gage, Groves, and Klas
families. For further information, call 612-330-1053, visit www.augsburg.edu/class, or email class@augsburg.edu.
International Student and Scholar Services (ISSS)
ISSS is responsible for advising degree-seeking international students and exchange students. Members of the ISSS team
serve as Designated School Officials (DSO) for the university’s F-1 student visa program and as Responsible Officer (RO)
for the university’s J-1 student/scholar exchange program. A DSO ensures institutional and individual compliance with
the law and government policies pertaining to F-1 students. The RO ensures institutional and individual compliance with
the law and government policies pertaining to J-1 exchange students and scholars. ISSS advises students regarding the F
and J regulations so that students maintain their F or J immigration status, as well as providing support for international
students in adjusting to life in the U.S. and in achieving their academic goals.
Examples of ISSS responsibilities include:
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Advising students in all areas related to F and J immigration regulations
Advocating on policy matters affecting international students
Advising the International Student Organization
Making referrals and providing guidance on issues related to health insurance, taxes, banking, and acquiring a
driver’s license, MN State ID or social security card
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Academic Policies and Procedures
Academic Calendars
All graduate programs meet on a semester calendar. The Academic Calendars can be found at
www.augsburg.edu/registrar. All academic calendars are subject to change without notice.
Academic Policies
The university and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the
American Association of University Professors and the Association of American Colleges.
Academic Honesty
A university is a community of learners whose relationship relies on trust. Honesty is necessary to preserve the integrity
and credibility of scholarship by the Augsburg University community. Academic dishonesty, therefore, is not tolerated. As
a university requirement, student course projects, papers, and examinations may include a statement by the student
pledging to abide by the university’s academic honesty policies and to uphold the highest standards of academic
integrity. (See Augsburg’s Academic Honesty Policy in the Student Guide).
Evaluation and Grading
Evaluation of academic performance is based on letter grades using an A ‐ F scale. Grading option cannot be changed
from traditional (A - F) to Pass/No Credit.
Explanation of grades:
Grade
A
AB+
B
BC+
C
CD+
D
DF / FN
P
N
Grade Points
4.00
3.67
3.33
3.00
2.67
2.33
2.00
1.67
1.33
1.00
0.67
0.00
0.00
0.00
Description
Failure
Pass*
No Pass
*The letter equivalent of a P grade is a B / 3.0 or higher for graduate courses.
Pass/No Pass Grades
In graduate courses, the grading option cannot be changed from the traditional A ‐ F grading scale to the Pass/No Pass
grading system.
Some graduate courses only use the Pass/No Pass grading system. In order to receive a grade of P, students must achieve
at least a grade of B.
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Incomplete (I) Grades
Incomplete grades (I) are to be given only in the case of extreme emergency (e.g., illness, family emergency, death in the
family, military commitment). If you have any questions regarding the qualifying emergency please contact your
instructor 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 and program director’s signatures. 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 (including summer) 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 an F.
Extension (X) Grades
Internships, independent studies, and directed studies may sometimes last longer than one term. When this is the case,
they must be completed by the grading deadlines within one year from the beginning of the first term of registration. A
grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that students given X
extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being
maintained. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not
longer than one year). An instructor has the right to not grant an extension where satisfactory progress is not
demonstrated. If the course is not completed, a grade of F will be assigned.
Withdrawal (W) Grade
A course is given a grade of W (withdrawn) when a student withdraws from the course after the deadline for dropping
classes without a W grade and before the last day to withdraw. Withdrawals negatively impact credit completion rate but
do not negatively impact the grade point average.
Repeated Courses
A course in which a grade of F, FN, D-, D, D+, C-, C, C+, B-, or N has been received may be repeated for credit. Courses in
which higher grades have been earned may not be repeated for credit and a grade, but may be audited (exceptions are
made for academic programs with minimum grade requirements of a B+ or higher or other catalog policies that require a
course to be retaken). All courses taken each semester and grades earned, including W and N, will be recorded on the
academic record. Only the credits and grades earned for the most recent attempt, for legitimately repeated courses, are
counted toward graduation and in the grade point average. Courses completed at Augsburg University must be repeated
at Augsburg to be included in the repeat policy.
Auditing Courses
Students who wish to take courses without credit or grade may do so by registering for Audit (V) on a space-available
basis. Graduate students will be charged an audit fee of $1,000. The signature of the instructor is required to register an
audit. Students who audit a course should confer with the instructor within two weeks of the beginning of the term to
determine expectations, attendance, and any other requirements. If expectations have been met, the course will be
listed on the transcript with a V grade. If expectations have not been met, the course will be listed with a grade of W.
Audited courses do not count towards graduation.
Grade Point Average
The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade
points for work transferred from other institutions.
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The formula for calculating the GPA = Total grade points divided by number of credits attempted with A to F grades
assigned.
The following grading symbols are not included in the GPA calculation:
Symbol
P
S
N
V
W
I
X
IP
R
GRT
L
NG
Explanation
Fall 2017 to Present: Pass, C- or higher undergraduate or B or higher graduate work;
Prior to Fall 2017: Pass, 2.0 or higher undergraduate or 3.0 or higher graduate work
Satisfactory
No pass, no credit
Audit, no credit
Withdrawn
Incomplete
Extension, incomplete
In progress
Repeat
Credit granted
Required lab component (a credit-bearing grade was earned in the corresponding
lecture course)
Not graded, no credit
Attendance
Attendance and participation are critical to the success of any course. Evaluation of the level and quality of participation
may be incorporated into the course grade. We view attendance as a joint commitment of both instructors and students
to our professional development. Each instructor has the authority to specify attendance and participation requirements
to address the needs of particular courses, individual students, or various learning styles.
Lack of attendance may result in a failing grade and the requirement to repeat the course. Students must notify the
professor in advance of any expected absence. In the case of an 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 and billed a
Failure to Withdraw Fee of up to $300. Students are ultimately responsible for dropping classes if they no longer plan to
attend/participate. Students who have been dropped and wish to re-enroll must submit an Academic/Financial Petition.
Graduate Continuation Policy
Students registering for the final project course must complete the Final Project Registration/Graduate Continuation
Contract by the last day to add with faculty signature for a Full Semester class as noted on the Academic Calendar. Upon
receipt of the contract, the Registrar’s Office will enroll the student in the Continuation Program for 7 semesters. Entry
into the Continuation Program maintains students’ active status in the graduate program, including library and AugNet
Services.
If a grade is not received by the grading deadline of the 7th semester, the grade will change from X to N. Students who
wish to complete the final project after receiving a failing grade must meet with the program director to evaluate
readmission to the university and program. Students who are readmitted may need to complete additional coursework
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.
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Students may withdraw from the university, and thus from the Continuation Program and the final project course, at any
point during the continuation period and receive a W notation on the transcript for the final project course. Following a
withdrawal, students are welcome to meet with the program director to evaluate readmission to the university and
program. Students who are readmitted may need to complete additional coursework and will need to pay full tuition and
fees for any additional courses. If/when the final project course is completed, the new grade would replace the previous
W grade.
Credit and Contact Hours
Augsburg’s credit hour policy follows the federal guidelines in defining a semester credit hour as one fifty-minute period
of instruction and 100 minutes of out-of-class work per week for fifteen weeks, or the equivalent amount of student
work completed over a different time frame or via a different delivery method.
All Augsburg programs follow the semester calendar with semester lengths from 14-16 weeks. Augsburg offers a summer
semester which follows the same format as both fall and spring semester.
Degree Requirements
To be conferred the graduate degree, all graduate students must achieve the following:
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Successful completion of all required courses
A cumulative GPA of 3.0; Physician Assistant students must consult the PA Program Progression Standards Policy.
Successful completion of all degree requirements within the stipulated period of matriculation or a signed
continuation agreement with Augsburg University.
Probation and Dismissal
Graduate students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the
student will be placed on academic probation for the following term. A 3.0 cumulative grade point average must be
restored in order for a student to be removed from probation. Graduate students in the Physician Assistant must consult
the PA Program Progression Standards Policy. Graduate students in the Clinical Psychology program must consult the
PsyD student manual for the Academic Warning and Reasons for Dismissal Policy.
A student whose GPA falls below the required GPA for his/her graduate program (3.0 in most programs) in two or more
terms may be subject to probation or dismissal. A plan for the student to continue in the program may be worked out
with the program director.
Students may also be dismissed for violation of standards of behavior defined by their profession, their program, or the
university.
Dismissal Appeals Process
A student may appeal a program’s dismissal decision using the university’s program dismissal appeals process. Appeals
are limited to procedural errors that the student can demonstrate negatively affected the outcome.
The student initiates the appeal process by submitting a hard copy of the statement of appeal to the Dean of
Professional 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 Dean
of Professional 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 Dean of Professional 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 Dean of Professional Studies’ office. The Dean of Professional Studies will send a copy of the program’s
response to the student.
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The Dean of Professional Studies will convene the Program Dismissal Appeals Committee, which will include the Dean of
Professional Studies as a non-voting chair and three program faculty members (one from programs not named in the
appeal: Business, Clinical Psychology, Creative Writing, Education, Leadership, Music Therapy, Nursing, Physician
Assistant Studies, Social Work). The Program Dismissal Appeals Committee will schedule its hearing within 15 business
days of receipt of the program’s statement of response. The Committee will meet with the student and a program
representative to review the procedures and ask questions of both the student and the program representative. The
student and program representative may each bring a third party to the review meeting (limited to an Augsburg
University faculty member, staff member, or student). The role of the third party representative is to provide support to
the student or the program representative, not to serve as an advocate during the meeting.
Dropping or Withdrawing
Courses may be dropped or withdrawn online through AugNet Records and Registration or with a Registration Form. For
drop and withdrawal deadlines see the Academic Calendar.
Independent Study
Students may request to complete an independent study course as an addition to the required coursework. A faculty
sponsor is required for an independent study project, and project proposals must be approved by the program director in
order to receive credit. Normally, independent study may not be used as a replacement for a standard course offered in
the curriculum, with the exception of the general elective (if approved). A special Directed/Independent Study
Registration form is required.
Term Off
Students may take up to two semesters off and have continued access to Augsburg email and AugNet Services. If a
student is not registered after the 10th day of the third semester, the student’s file will be deactivated and the student
will need to submit an Application for Readmission to re-enroll.
For an absence of any length, students should coordinate with their program director prior to leaving. Due to a variety of
program schedules and cohorts for some degrees, it is required that students meet with their advisor and obtain the
advice of their director.
Evaluation of Transfer Credit
Students may petition the program director for transfer credit to apply to program requirements. The transfer of credit
will be evaluated on an individual basis. Students will be asked to provide appropriate documentation regarding previous
coursework, including but not limited to an official transcript, course description, and syllabus. In order to be considered
for transfer, a course must be from a regionally-accredited college or university and graded B- or better. Courses must
have been taken at the graduate level and course content must be comparable to program requirements at Augsburg.
The maximum number of semester credits that can be transferred is:
●
●
●
●
●
●
●
●
●
●
●
Master of Arts in Education (6)
Master of Arts in Teaching (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)
Doctor of Psychology (30)
32
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.
The number of credits transferred is equal to the number of credits earned at the transfer institution, not the number of
credits that would have been earned had the equivalent course(s) been completed at Augsburg.
Transferred coursework with Augsburg equivalents is captured on the Transfer Evaluation and the degree audit, both of
which are accessed from Records and Registration. 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.
Definition of Official Transcript
Official transcripts are marked with institutional security features, date, and appropriate signature. Augsburg University
accepts official transcripts directly from another institution’s Office of the Registrar or a secure authenticated designated
party. The transcript must arrive at Augsburg University in an envelope sealed by the issuing institution or via an
encrypted electronic method (adapted from AACRAO, 2018).
Veterans Education Benefits
Augsburg University proudly supports military veterans, those who actively serve in the U.S. Armed Forces, and their
families. Our faculty and staff are committed to helping veterans and active military succeed in their academic and
professional endeavors.
Augsburg is approved by the state approving agency for VA education benefits. Veterans and eligible spouses and
dependents should consult with the VA School Certifying Officials in the Registrar’s Office and Student Financial Services
about completion of enrollment verification and the forwarding of other information to the Department of Veterans
Affairs.
An individual who qualifies for VA education benefits will be asked to provide a Certificate of Eligibility, Statement of
Benefits, or documentation from a vocational rehabilitation counselor to confirm eligibility for their benefit.
For students who qualify for and are currently utilizing Chapter 31 or Chapter 33 VA education benefits, Augsburg will
not impose financial penalties or restrict access to registration or other campus services based solely on delayed
payments from the VA. Please note that students are responsible for expenses beyond those covered by their VA
education benefit; fees or other penalties may be assessed for failure to pay charges not covered by the VA. Students
should contact the VA School Certifying Official in the Registrar’s Office if they have questions about what expenses are
covered by their benefit.
Additional information about veterans’ education benefits can be found at va.gov.
Graduation
Requirements
See the applicable program section of this catalog for the program’s graduation requirements.
The responsibility for ensuring that all degree requirements are satisfied rests with the student. Students should
regularly review their degree audits and follow up with their program advisor about any questions or concerns. Students
should consult their degree audits when preparing for registration. Program advisors are available to assist with
registration planning.
Each student is required to file an Intent to Graduate application within the last 12 months of their program. Application
forms are available on the Registrar’s Office webpage. Submission of a complete Intent to Graduate application is what
makes the student eligible for commencement ceremony communications and the conferral of their degree upon
program completion.
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Commencement
Though the terms are often confused, the words “graduation” and “commencement” carry different meanings.
Graduation refers to the completion of all degree requirements. Students graduate when all requirements for their
degree have been fulfilled, meaning that one can graduate at any point during the academic year provided that all
requirements are complete.
Commencement is a ceremony. It is an opportunity for students, family, friends, and the Augsburg University community
to celebrate academic achievement. Participation in commencement, however, does not mean that a student has
graduated. A student will not graduate and a degree will not be conferred until all requirements are met, regardless of
participation in commencement.
Augsburg University holds one commencement ceremony in the spring for all students – undergraduate and graduate.
Students who have submitted an Intent to Graduate application for one ceremony may later defer to a future ceremony.
The deadline for deferring to a future commencement ceremony is the day prior to the commencement ceremony
selected on the Intent to Graduation application.
Diploma
Each graduate will receive their diploma and a copy of their unofficial transcript in the mail 6-8 weeks upon completion
of their last requirement. This mailing will be sent to the address that displays in their Records & Registration record.
Graduates are responsible for ensuring the accuracy of this mailing address. Incorrect mailing addresses will result in the
student paying for reshipment or being required to pick up the mailing at the Registrar’s Office.
Augsburg University diplomas note the degree earned and the date of conferral. Diplomas do not list the program or
major(s) completed. Augsburg offers the following graduate degrees: Master of Arts, Master of Business Administration,
Master of Fine Arts, Master of Music Therapy, Master of Science, Master of Social Work, Doctor of Nursing Practice, and
Doctor of Psychology.
Final, Official Transcript
Each graduate who has satisfied all Student Financial account obligations at the time of the diploma mailing will receive
their official transcript in a sealed envelope as part of the diploma mailing. To remain official, the sealed transcript
envelope must remain sealed.
Each graduate who has not satisfied all obligations at the time of the diploma mailing will be responsible for taking care
of their Student Financial account obligations. Once met, their official transcript will be mailed to them and additional
copies can be ordered and released.
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Doctor of Psychology (PsyD)
The primary purpose of the Doctor of Psychology (PsyD) in clinical psychology degree program is to educate and train
students in the major aspects of clinical practice. To help ensure that students are prepared adequately, the curriculum
integrates theory, training, research, and practice, preparing students to work with a wide range of populations in need
of psychological services and in a broad range of roles. Students who complete the clinical psychology program earn a
Doctor of Psychology (PsyD) degree. The awarding of this degree indicates that the recipient has mastered the
fundamental academic and experiential elements of clinical psychology.
In contrast to the Doctor of Philosophy (PhD) degree, which is primarily a research degree attainable in a variety of
academic disciplines, the Doctor of Psychology (PsyD) degree program combines relevant research, applied theory, and
field experience and is designed to prepare the graduate to apply psychological knowledge in a variety of settings and
roles.
The PsyD program will accept students who have a minimum of a bachelor’s degree. Although prior degrees need not be
in psychology, some psychology courses are required (as foundation courses), and some experience in psychological
services is desirable.
The PsyD uses a practitioner-scholar model for training and evaluation. In addition to the prescribed coursework, the
required curriculum for all PsyD students includes practicum field experiences and an internship. To complete the
doctoral program successfully, students must demonstrate competency in a number of specific clinical and conceptual
skills, and must complete a Clinical Research Project in the area of applied clinical psychology.
The curriculum to be offered within the doctoral degree program consists primarily of courses that are required of all
graduate students. Some of these required courses cover the major theories of historical and modern psychology and
their application in current practice; the stages of the developmental process, and the basis for behavior;
psychopathology; and a series of courses dealing with the administration and interpretation of various forms of
assessment, basic intervention skills and various theory and therapy approaches. Students are also required to
participate in two years of practicum field experience in assessment and psychotherapy and the seminar that
accompanies each practicum. Various elective courses cover a wide range of areas, including advanced therapy and the
treatment of special populations. A one-year internship or its equivalent is the final stage in the training process for the
doctoral degree.
Included among the basic objectives of the PsyD program are the following:
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Preparing practitioners to deliver basic diagnostic and therapeutic services to diverse populations, whether on an
individual, family, or group basis
Enabling practitioners to integrate biological, psychological, and sociocultural aspects of human functioning into
their clinical approach
Assisting practitioners to assume leadership positions within the healthcare delivery system
Training psychologists to work with professionals from other disciplines as part of an effectively functioning
healthcare team
Preparing practitioners to evaluate and use clinical research applications of psychology
Program Aims and Competencies
The Doctor of Psychology (PsyD) in Clinical Psychology program aims to educate and train students following the
practitioner-scholar model, so that they will be able to function effectively as health service psychologists. To ensure that
students are adequately prepared, the curriculum is designed to provide for meaningful integration of psychological
research, theory, and clinical practice with diverse individuals within a broad spectrum of contexts. The program
emphasizes the development of knowledge, skills, and attitudes essential for psychologists who are committed to the
ethical provision of quality, evidence-based psychological services, including therapy, assessment, consultation, and
supervision. Interpersonal and multicultural competency are foundational elements of our program.
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Students who complete the clinical psychology program will earn a Doctor of Psychology (PsyD) degree. The awarding of
this degree indicates that the recipient has mastered the fundamental academic and experiential elements of clinical
psychology.
In addition to the prescribed coursework, the required curriculum for all students includes practicum field experiences
and an internship. To complete the doctoral program successfully, students must demonstrate competency in a number
of specific clinical and conceptual skills, and must complete a Clinical Research Project in the area of applied clinical
psychology.
Graduates are trained in the science and practice of psychology, and are able to apply the clinical skills of observation,
assessment, intervention, and evaluation to help different segments of our ever-changing society. The areas of
competency are modeled, in part, after those specified by the National Council of Schools and Programs of Professional
Psychology and the standards of the American Psychological Association. Coursework is designed to meet coursework
requirements for licensure as a psychologist in the state of Minnesota.
Program Competencies
The following are the program competencies expected of students upon graduation from this PsyD Clinical Psychology
program.
1. Students will demonstrate competency in research, including knowledge of research and quantitative methods
as well as psychometrics
2. Students will demonstrate knowledge of ethical and legal standards, and conduct themselves in an ethical
manner
3. Students will demonstrate competency in individual and cultural diversity, including knowledge of the theoretical
and empirical knowledge base and the ability to apply it
4. Students will demonstrate knowledge of professional values and attitudes, as well as self-reflective practice and
an openness to supervision and feedback
5. Students will demonstrate professional skills to communicate clearly and effectively in oral and written domains
6. Students will demonstrate effective interpersonal skills in professional interactions and relationships
7. Students will demonstrate competency in assessment, including the ability to administer and interpret
psychological tests and apply knowledge of strengths and psychopathology to the assessment process
8. Students will demonstrate competency in intervention, including developing and applying evidence-based
treatment plans, and evaluating treatment effectiveness
9. Students will evidence knowledge of supervision models and practices
10. Students will evidence knowledge of consultation models and practices, and demonstrate
interprofessional/interdisciplinary skills
11. Students will have knowledge of basic areas in scientific psychology, including affective, biological, cognitive,
developmental, and social aspects of behavior; and the history and systems of psychology
Effective October 20, 2019, the Doctor of Psychology in Clinical Psychology degree program is accredited, inactive by the
Commission on Accreditation (CoA) of the American Psychological Association (APA) as a teachout program for the
APA-accredited PsyD in Clinical Psychology Program at Argosy University Twin Cities. This accreditation status designates
an accredited program that is no longer admitting students. This status was granted to accommodate teach-out students
from Argosy University. Persons who were not enrolled in accredited Argosy programs are not to be admitted to the
Augsburg University/Argosy Teach-out accredited, inactive program.
Effective December 8, 2021, the program is also APA-accredited on contingency for non-teachout, non-Argosy University
students in the Clinical Psychology PsyD program. The Program is accredited, on contingency, through the following date:
December 8, 2026. Questions related to the program’s APA accredited status should be directed to the Commission on
Accreditation: Office of Program Consultation and Accreditation American Psychological Association, 750 1st Street, NE,
Washington, DC 20002, Phone: (202) 336-5979 / E-mail: apaaccred@apa.org / Web: www.apa.org/ed/accreditation
For both Argosy teach-out and newly enrolled students, Augsburg University is accredited by the Higher Learning
Commission (as of October 21, 2019) to offer the Doctor of Psychology in Clinical Psychology. Matriculation through the
36
PsyD in Clinical Psychology degree program curriculum is designed to help prepare students to sit for the national
licensure examination and to meet licensure requirements in the state of Minnesota. Licensure requirements and
standards for professional practice vary from state to state; therefore, prospective and enrolled students are urged to
examine the requirements of the specific state in which they plan to practice. State licensure requirements may be
obtained from:
Association of State and Provincial Psychology Boards
P.O. Box 4389
Montgomery, Alabama 36103
332.832.4580
www.asppb.org
Academic Requirements and Policies
Graduation Requirements
Students who are admitted into the Doctor of Psychology (PsyD) in Clinical Psychology degree program will be
responsible for completing the program requirements that are in effect at the time of their admission. The school retains
the right to modify these requirements in accordance with the demands of the profession of psychology. To be eligible
for graduation, students must meet the following requirements.
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●
●
●
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●
The satisfactory completion of 98 semester credit hours. The total credit hours must include:
o 69 credit hours of core courses
o 2 credit hours of Professionalization Group
o 12 credit hours (two years) of practicum and practicum seminar groups
o A minimum of 9 credit hours of general electives
o 6 credit hours of Clinical Research Project
Successful completion of the Comprehensive Examination no later than the beginning of the fifth year
Successful completion of all sections of the Clinical Competency Evaluation (CCE)
Successful completion of a 2,000-hour internship, in not less than 12 and not more than 24 months
Successful completion of the Clinical Research Project
GPA of at least 3.00 (B average)
Completion of these requirements within seven years of matriculation into the program
A completed Petition to Graduate approved by program administration and submitted to Augsburg’s registrar.
The Clinical Research Project is approved by all committee members as final, and submitted and accepted into
IDUN. The date of graduation listed on your transcript will be the university’s set conferral date in the month
following meeting this requirement, assuming the internship final evaluation has been received earlier.
All courses other than electives are considered core courses. Students are required to retake a core course if they receive
a grade below “B-.” and a course cannot be used as a prerequisite for another course if the student received a grade
below B-. The course must be retaken no later than the end of the next calendar year with an earned grade of “B-” or
better.
Additional Requirements for Academic Progress for the PsyD
Students are expected to complete the PsyD in Clinical Psychology degree program in five years. Students must complete
the program within seven years after matriculation, with the practica completed by the end of the fourth year. Students
are required to be in full-time residence in the program for a minimum of one academic year of pre-internship
enrollment. Three full-time academic years (or the equivalent thereof) are dedicated to graduate coursework, including
two years of practicum training that typically occurs during the second and the third academic years. Students are
expected to maintain full-time enrollment in the program until all course requirements have been completed. The
continuous registration policy will be enforced for all students who have completed all coursework except for the Clinical
Research Project.
37
Extensions allowing enrollment beyond the seven-year limit may only be granted by the program director. Such
extensions will only be granted under extenuating circumstances to allow completion of all degree requirements within a
short period of time.
Additional requirements for academic progress are described in the Student Handbook.
Clinical Training Overview
Clinical trainings are supervised, out-of-class experiences in clinical settings. Through this contact, students have the
opportunity to apply their theoretical knowledge, implement clinical techniques based on this knowledge, and develop
the professional and personal attitudes important to the identity of a professional psychologist. By the end of clinical
training, Clinical Psychology program students are expected to possess effective assessment and intervention skills,
demonstrate cultural competence, relational competence, and practice in an ethical manner.
During their clinical training, students advance through progressively challenging levels of training. At each level, a
student’s progress is assessed in multiple ways by multiple faculty members and field supervisors. In order to advance to
the next level of clinical training, the student must pass certain courses, complete practicum, and demonstrate
competency in specific clinical tasks.
Practicum and Practicum Seminar Requirements
Completion of two practica, the first focusing on psychological assessment and the second focusing on psychological
interventions, must be completed for the PsyD in Clinical Psychology degree program. Details of Practicum and Practicum
Seminar eligibility and requirements may be found in the Student Handbook.
Clinical Competency Evaluation (CCE) Requirements
The Clinical Competency Examination (CCE) is a series of competency-based tasks required for PsyD students in which
students demonstrate to the faculty a mastery of major clinical assessment and therapy skills. The purpose of this
evaluation is to monitor the student’s growth and development of clinical competence in accordance with the standards
of the profession and to ensure student acquisition of appropriate skill levels for subsequent internship training and
clinical practice. Detailed requirements for the CCE are contained in the Student Handbook.
Comprehensive Examination Requirements
Students in the PsyD in Clinical Psychology degree program are required to successfully complete a Comprehensive
Examination to demonstrate that they have mastered the fundamental theories and concepts required of a clinical
psychologist.
The Comprehensive Examination covers material from required courses and training activities during the first three years
of study in the Clinical Psychology Program. Procedures for the Comprehensive Examination are described in the Student
Handbook.
Clinical Research Project Requirements
The Clinical Psychology program requires each PsyD student to develop a Clinical Research Project (CRP) as a requirement
for graduation. The CRP is intended to be a scholarly work that provides students an opportunity to deepen their
knowledge and thought about a particular clinical area; to demonstrate the ability to analyze methodological issues; and
to produce an original piece of scholarly work in the field of clinical psychology. Assisting the student in this process is a
committee of faculty members who will review the material and make recommendations and suggestions. Detailed
requirements for completing the Clinical Research Project are found in the CRP Manual section of the Student Handbook.
Internship Requirements
The internship is typically completed during the fifth year of graduate studies for PsyD students, after all PsyD
coursework is finished. All students applying for internship are required to fully participate in the national matching
process through the Association of Psychology Postdoctoral and Internship Centers (APPIC; www.appic.org). APPIC
matches graduate students with intern training sites. Students are required to apply to a minimum of 15 APA Accredited
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internship match sites (unless an exception is approved by the Director of Training). The Director and Associate Director
of Clinical Training help students identify appropriate locations to apply for internship and prepare the documentation
necessary for internship application. During the course of the internship, the Training Department continues to monitor
the progress of the student and maintain contact with the student and his or her supervisor.
While an internship may be a paid position, the internship site may not be the student’s regular or prior place of
employment.
The internship must be completed within the overall seven-year time limit for completing the doctoral degree program.
Internships normally require a full-time commitment for 12 months, although half-time internships extending for 24
months are possible. Since the needs of students differ during the internship process, all internship sites must receive the
approval of the training staff. A student may not apply for an internship without the approval of the Director of Training.
All internship applications must be approved by the Director of Training. Detailed requirements for internship are
described in the Student Handbook.
Additional Academic Standards and Student Evaluation
Students in the PsyD in Clinical Psychology degree program are in training to fill the professional role of a licensed health
service psychologist. As such, their performance and competence will be evaluated across a number of dimensions. In
addition to performance on traditional academic tasks and requirements, the student’s cognitive, emotional,
psychological and interpersonal functioning and development will be reviewed and evaluated. Students are also required
to conform to ethical standards which govern the behavior of professional psychologists.
Transferring Courses from Other Institutions (Apart from Argosy University Twin Cities Clinical Psychology PsyD
Program)
Students who have completed graduate coursework at another institution may petition the program director(s) for
transfer of courses in the PsyD in Clinical Psychology degree program up to a maximum of 30 credit hours (10 courses).
Detailed information about eligibility for transferring courses is contained in the Student Handbook. Students are
strongly encouraged to submit transfer requests before or during the first semester of enrollment in the program. The
transfer request must be accompanied by a transcript reflecting completion of the course and the grade received, along
with other supporting documentation, such as course description, syllabus, and work samples. No transfer credit will be
given for courses taken elsewhere after matriculation into the Clinical Psychology degree program. For teachout
students, all courses that were taken in the PsyD Clinical Psychology Program at Argosy University Twin Cities campus will
generally be transferred to Augsburg in full, provided grade minimum and other course requirements were met both at
Argosy and at Augsburg. Course credits transferred to Augsburg from Argosy as part of the Argosy teachout program do
not count towards the total number of transfer credits allowed when transferring to Augsburg from an institution other
than Argosy’s PsyD Clinical Psychology program.
Criteria for Academic Warning and Program Dismissal
The Student Handbook lists reasons for and criteria under which students may receive an academic warning or be
dismissed from the PsyD programs.
Residency Requirements
PsyD in Clinical Psychology degree program students are required to complete a minimum of three full-time academic
years of graduate study (or the equivalent thereof) and completion of an internship prior to awarding the degree. At
least two of the three academic training years (or the equivalent thereof) must be completed at the campus from which
the degree is granted, and at least one year of which must be in full-time residence (or the equivalent thereof) at that
same campus.
Attendance Policy
The PsyD program will follow Augsburg attendance policies. Any exceptions must be approved by the program director.
More than two absences in a class can be grounds for not passing that class; students should notify faculty of any
anticipated absences.
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Criteria for Enrollment Load
Students in the Doctor of Psychology program are considered to be enrolled full-time in the program if any of the
following conditions apply:
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The student is registered in at least six credits during a semester.
The student is registered in at least 3 credits and is also concurrently enrolled in a Clinical Research Project credit
(PRP850, 851, 852, 853, 854, 855, or 859) or Advanced Practicum (PRP831 or 832).
The student is registered in a Clinical Research Project credit (PRP850, 851, 852, 853, 854, 855, or 859) and is also
concurrently enrolled in Advanced Practicum (PRP831 or 832).
The student is registered in a Clinical Research Project credit (PRP850, 851, 852, 853, 854, 855, or 859) and is also
concurrently enrolled in a half time internship (PRP890 or 891).
The student is currently completing a full-time, 2,000 hour, 1-year internship, and is registered in PRP890 or
PRP891, Predoctoral Internship.
Students in the Doctor of Psychology program are considered to be enrolled half-time in the program if any of the
following conditions apply:
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The student is registered in at least three credits during a semester.
The student is currently completing their Clinical Research Project, and is enrolled in a Clinical Research Project
credit (PRP850, 851, 852, 853, 854, 855, or 859).
The student is currently completing a half-time Advanced Practicum and is enrolled in Advanced Practicum
(PRP831 or 832).
The student is currently completing a half-time 2,000 hour, 2-year internship, and is registered in PRP890 or
PRP891, Predoctoral Internship.
Admission to PsyD
Requirements
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A bachelor’s degree from a regionally accredited institution or an appropriately certified foreign institution
An undergraduate degree grade point average of at least 3.0 (on a scale of 4.0)
-orA graduate grade point average of 3.25 (on a scale of 4.0)
To meet Augsburg University admission requirements, you must provide evidence of a sufficient command of
both written and spoken English to study college courses conducted entirely in English. See the Admission
section of this catalog for information about English language proficiency requirements.
Completion of an interview with a member of the program Admissions Committee.
An admissions representative is available to help interested applicants complete the following required
documentation:
o Completed Application for Admission Form
o Admission Application Fee through PSYCAS (see information about PSYCAS below)
o Personal/professional goal statement with a self-appraisal of qualifications for the profession
o Current Curriculum Vitae (CV) or resume (or career summary)
o Three completed Applicant Recommendation Forms
o Official transcripts from all post-secondary schools attended
On rare occasions, an applicant with a grade point average lower than the stated admission requirements may be
considered for admission if the applicant provides documented evidence of interest, ability, and aptitude for doctoral
study in clinical psychology. All admission exceptions must be documented, recommended by the program admissions
committee, and approved by the Program Director.
Foundation Courses
The Clinical Psychology program at Augsburg University requires applicants to successfully complete, with a “C” or better,
five undergraduate courses that serve as a basic foundation for course work in clinical psychology. Several of these
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courses serve as direct prerequisites to the Clinical Psychology program graduate courses. The following three courses
are required:
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Introduction to psychology or general psychology (may be waived if the applicant has completed a Bachelors or
Masters degree in Psychology)
Abnormal psychology, psychopathology, or maladaptive behavior
Statistics or research methods
Two additional courses in the field of psychology must also be completed.
Students must complete these foundation courses before they matriculate in the PsyD in Clinical Psychology degree
program.
Application Process
Augsburg University uses the Psychology Centralized Admissions System (PSYCAS). PSYCAS is a centralized application
service supported by the American Psychological Association (APA) and Liaison International. Instructions on how to use
PSYCAS and how your admissions documents will be uploaded and delivered to PSYCAS for processing can be found in
the application: https://psycas.liaisoncas.com/.
Students interested in applying should create an account on the PSYCAS web site. Creating an account is free; however,
there is a $65 fee to PSYCAS for the first application. If a student is applying to other programs using PSYCAS for the
admissions process, an additional fee is charged for each additional application.
Non-Degree-Seeking Students in the PsyD Program
The PsyD program allows non-degree-seeking students to take no more than two courses (and no more than 6 semester
credits) without being admitted to the PsyD program. See the Augsburg University Non-Degree-Seeking Students Policy
for details. Non-degree-seeking students are admitted on a case-by-case, space-available basis and must have completed
all course prerequisites.
Committee Decisions
All applicants will receive written notification of the Admissions Committee’s decision. Admissions Committee decisions
are final and are not subject to appeal.
Clinical Psychology Faculty
Sarah Addicks (2022). Assistant Professor of Clinical Psychology. BA, New York University. MS, MPH, Ph.D., West Virginia
University.
Marcia Bennett (2019). Professor of Clinical Psychology. BA, University of South Dakota; MA, PhD, University of
Nebraska-Lincoln.
Margit Berman (2019). Program Director and Associate Professor of Clinical Psychology. BA, PhD, University of
Minnesota.
Patricia Hopkins (2021). Assistant Professor of Clinical Psychology. BA, Minnesota State University, Mankato. MS, PhD,
West Virginia University.
Abigail Hughes-Scalise (2020). Assistant Professor of Clinical Psychology. BA, St. Olaf College. MA, PhD, Case Western
Reserve University.
James Theisen (2020). Assistant Professor of Clinical Psychology. BS, Saint John’s University. MA, PhD, Fuller Graduate
School of Psychology.
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Master of Arts in Teaching (MAT)
The Master of Arts in Teaching (MAT) degree includes all the required coursework to obtain your Minnesota teaching
license in your area of expertise. The MAT program is designed for students seeking their initial license. Students who
already possess a teaching license who are interested in a second license should look at the MAE program. Our program
is unique in that it integrates an Early Career Teacher Seminar as a capstone experience that is designed to help you be
successful in your career as a teacher. Our licensure concentrations are offered through a mix of undergraduate and
graduate courses.
We offer the following concentrations for the MAT Degree: Elementary Education, Secondary Education, Special
Education, English as a Second Language.
MAT with a concentration in Elementary Education
33 Graduate Credit Hours / 78 Total Credit Hours
100 Out of Class Field Hours Required
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.
Program Requirements
● EDC 511 - Tools of Inquiry (3 CH)
● EDC 502 - Critical Histories and Philosophies of Education* (3 CH)
● EDC 566 - Diversity/Minnesota American Indians (3 CH)
● EDC 533 - Learning and Development in an Educational Setting (3 CH)
● EDC 544 - Learners with Special Needs* (3 CH)
● EDC 580 - School and Society (3 CH)
● EED 524 - Transcultural Literacies: An Introduction to Language and Literacy (3 CH)
● EED 525 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom* (3 CH)
● EED 550 - K-6 Methods: Math (3 CH)
● EED 560 - K-6 Methods: Science (3 CH)
● EDC 596 - Early Career Teacher Seminar (3 CH)
To complete the license, students also will need to complete the following requirements at the undergraduate level:
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HPE 115 - Chemical Dependency Education
EDC 220 - Educational Technology
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 Social Studies Methods: Decolonizing Curriculum and Classrooms
EED 380 - Kindergarten Methods*
EED 386 - K-6 Methods: Children’s Literature
One of EDC 481 or EDC 482
o EDC 481 - Student Teaching: Initial License (12-14 weeks)
o EDC 482 - Student Teaching: Endorsement
EED 489 - Teacher Performance Assessment and Student Teaching Seminar
*Field experience hours are required in these courses. Please see the Field Experience section for more information.
MAT with a concentration in Secondary Education
30 Graduate Credit Hours / 68 – 107 Total Credit Hours**
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100 Out of Class Field Experience Hours Required
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.
K-12 Licenses are available in the following areas: Music, Physical Education, Visual Arts
5-12 Licenses are available in the following areas: Communication Arts, Health, Math, Social Studies
9-12 Licenses are available in the following subject areas: Biology, Chemistry, Physics
Middle School Endorsements (5-8) are available in the following licensure areas: Social Studies, Communication Arts,
Visual Arts, Health, Music, and Physical Education.
A 5-8 general science license is also available.
**Total Credit Hours vary depending on content area and the addition of a middle school endorsement.
Program Requirements
Please note that additional courses in content area may also be required.
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EDC 511 - Tools of Inquiry (3 CH)
EDC 502 - Critical Histories and Philosophies of Education* (3 CH)
EDC 566 - Diversity/Minnesota American Indians (3 CH)
EDC 533 - Learning and Development in an Educational Setting (3 CH)
EDC 544 - Learners with Special Needs* (3 CH)
EDC 580 - School and Society (3 CH)
ESE 525 - Creating Learning Environments (3 CH)
ESE 500 - Reading and Writing in Content Area* (3 CH)
EDC 596 - Early Career Teacher Seminar (3 CH)
To complete the license, students also will need to complete the following requirements at the undergraduate level:
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HPE 115 - Chemical Dependency Education
EDC 220 - Educational Technology
ESE 3XX - K-12 or 5-12 Methods (in the content area)*
One of EDC 481, EDC 482, or EDC 483
o EDC 481 - Student Teaching: Initial License (12-14 weeks)
o EDC 482 - Student Teaching: Endorsement
o EDC 483 - Student Teaching: Initial License in PE, Music, Art, or ESL
ESE 489 - Teacher Performance Assessment and Student Teaching Seminar
*Field experience hours are required in these courses.
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. Coursework must meet Minnesota licensure standards and have recorded a grade of C or better.
Coursework older than seven years is judged on a case-by-case basis. If a student is missing requirements, specific
undergraduate coursework will be required in order for the license to be attained.
MAT with a concentration in Special Education
48 Graduate Credit Hours / 73 Total Credit Hours
190 Field Experience Hours
The MAT in Special Education at Augsburg University corresponds with an Academic Behavioral Strategist (ABS), K-12
teaching license. This program qualifies students to teach in special education programs and positions working with
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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.
Program Requirements
● EDC 511 - Tools of Inquiry (3 CH)
● EDC 502 - Critical Histories and Philosophies of Education* (3 CH)
● EDC 566 - Diversity/Minnesota American Indians (3 CH)
● EDC 533 - Learning and Development in an Educational Setting (3 CH)
● EDC 544 - Learners with Special Needs* (3 CH)
● EED 524 - Transcultural Literacies: An Introduction to Language and Literacy (3 CH)
● EED 525 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom* (3 CH)
● EED 550 - K–6 Methods: Math* (3 CH)
● EED 560 - K–6 Methods: Science* (3 CH)
● SPE 510 - Implementing Assessment Strategies* (3 CH)
● SPE 511 - Etiology and Theory of Mild to Moderate Disabilities (3 CH)
● SPE 515 - Theory to Practice* (3 CH)
● SPE 525 - Transition and Community* (3 CH)
● SPE 530 - Instructional and Behavioral Practices* (3 CH)
● SPE 540 - Parent and Professional Planning (3 CH)
● EDC 596 - Early Career Teacher Seminar (3 CH)
To complete the license, students also will need to complete the following requirements at the undergraduate level:
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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
EDC 481 - Student Teaching: Initial License (12-14 weeks)
SPE 489 - Teacher Performance Assessment and Student Teaching Seminar
*Field experience required as part of this course.
MAT with a concentration in English as a Second Language (ESL)
36 Graduate Credit Hours / 69 Total Credit Hours
110 Field Experience Hours
The K-12 English as a Second Language license is available as an initial license or as a second license. This license qualifies
teachers to work with K-12 students for whom English is a second language across a range of subject areas. A
prerequisite to program admissions is two years of high school level or one year of college level language instruction.
Program Requirements
● EDC 511 - Tools of Inquiry (3 CH)
● EDC 502 - Critical Histories and Philosophies of Education* (3 CH)
● EDC 566 - Diversity/MN American Indians (3 CH)
● EDC 533 - Learning and Development in an Educational Setting (3 CH)
● EDC 544 - Learners with Special Needs* (3 CH)
● EED 525 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom* (3 CH)
● ESE 525 - Creating Learning Environments* (3 CH)
● ESL 510 - History and Structure of the English Language (3 CH)
● ESL 520 - ESL Literacy* (3 CH)
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ESL 530 - Language, Culture, and Schools (3 CH)
ESL 540 - ESL Methods* (3 CH)
EDC 596 - Early Career Teacher Seminar (3 CH)
To complete the license, students also will need to complete the following requirements at the undergraduate level:
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HPE 115 - Chemical Dependency Education
EDC 220 - Educational Technology
ESL 310 - Second Language Acquisition
ESL 320 - Introduction to Linguistics
ESL 410 - ESL Testing and Evaluation
EDC 483 - Student Teaching: Initial License in PE, Music, Art, or ESL
ESL 489 - Teacher Performance Assessment and Student Teaching Seminar
*This course has a field experience requirement.
Field Experience
An important part of preparing to be a teacher resides in meaningful experiences in the field. For courses with a field
experience, you should plan on a minimum of 20 hours spent in a classroom or other relevant learning environment
during the weekday. Most field experiences are intended to be completed in a classroom or grade level that corresponds
with your licensure type (e.g. K-6 classrooms for an elementary license). 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).
Graduate Elective Courses
Depending on the licensure area, students may be required to take one or two graduate elective courses. Other students
may wish to enroll in additional graduate coursework based on interest. MAT students may take any course offered at the
500 level in Education (EDC, ESE, EED, SPE) or Leadership (MAL) as a graduate elective.
Graduate students may also petition to enroll in coursework offered by any graduate program at Augsburg University as a
graduate elective. In many cases, the Graduate Director of the program offering the elective will also need to approve
registration. Students may alternatively petition to have graduate coursework taken at another institution be accepted in
transfer.
Admission to MAT
Admission Requirements
Students admitted into the MAT licensure and degree programs must have:
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Bachelor’s degree from a regionally-accredited four-year institution or an appropriately certified foreign institution.
Cumulative grade point average of 2.5 or higher.
Application Checklist
The following items must be sent to the Augsburg Office of Admissions:
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Completed application form – augsburg.edu/gpe/
Official academic transcripts from the Bachelor’s degree granting institution.
o
Additional transcripts will be requested to review relevant coursework that could be used to fulfill education
licensure coursework. A student may request to have transcripts waived but this could extend the length of study
at Augsburg. If a transcript is provided after admission, the initial course plan may no longer be accurate.
45
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.
Course Exceptions and Graduate Course Transfer Credit
Some coursework required for licensure may be met through a course exception granted upon admission to the program.
Previous coursework taken at other universities is evaluated by the Department Chair during the admission process.
Some content area courses for secondary education students are evaluated by the content area department. This degree
audit may reveal that fewer courses are required for licensure. In some circumstances, additional courses may be
required in a secondary content area. When graduate coursework is met with a course exception, additional graduate
credits will only be required if the total graduate credit hours to be earned is less than 30 CH.
Graduate coursework accepted into the licensure program is not automatically accepted into the MAT degree program.
Previous graduate coursework must have received a grade of B or better to be considered. See the graduate program
director for approval to use graduate level transfer courses in the degree program. Students may transfer in no more
than six (6) graduate credit hours from another institution.
Acceptance into the MAT Program
Application files are reviewed by the graduate program coordinator. Applicants are notified of the admission decision by
the Office of Admissions. Applicants whose cumulative undergraduate GPA is below 2.5 can request an admission
committee be formed by written petition to the Graduate Director.
Advising and Registration
Admitted students are able to participate in academic advising and the registration process. Typically, first-term
registration occurs with intake advising. After the first term, students generally are able to register online through
Records and Registration. All students are assigned an Education Department faculty advisor in the first semester of
courses.
MAT in Rochester
The Master of Arts in Teaching program is also offered at our location in Rochester, MN. Rochester offers the MAT with
concentrations in Elementary Education, Special Education, and English as a Second Language. Classes primarily meet
weekday evenings and summer at Bethel Lutheran Church in Rochester.
Academic Policies
Cumulative GPA Requirement
To complete the MAT program and maintain good academic standing, students must maintain a 3.0 or better Augsburg
cumulative GPA.
Graduation and Licensure/ Endorsement Requirements
A minimum GPA of 3.00 overall and grades of P in student teaching courses are required for licensure as well as C- or
better in all required core, specialty, and education major courses.
Dismissal from Licensure and Degree Program
Students may be dismissed from the MAT program for failure to maintain appropriate academic and teaching-based
performance standards, for gross violation of university policy, and/or for conduct in violation of professional ethics.
Dismissal occurs within the context of established department procedures described in the MAT/MAE Handbook.
Students have the right to appeal dismissal from the program on the grounds of procedural error, using the university’s
program dismissal appeals process. Information about the program dismissal appeals process is available in the Augsburg
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Student Guide. Students who fail to complete the MAT program may have the option to finish their graduate degree in
the MAE program (without a license).
Readmission and Withdrawal
Students in good standing who fail to register for courses for two terms (not including summer) are automatically
withdrawn from the MAT program. To be readmitted to the university and the MAT 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.
Licensure Tests
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.
Program Petition Process
A student may petition to amend program requirements by written petition to the Graduate Program Director. Please
note that changes to state licensure requirements cannot be granted. Please consult the MAT handbook for information
regarding the petition process.
Accreditation and Approvals
Augsburg University Teacher Education programs are approved by:
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Minnesota Professional Educator Licensing and Standards Board (PELSB)
Augsburg University is accredited by the Higher Learning Commission.
Credit
Most MAT 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 of Classes
The majority of the education courses in the MAT programs are offered on weekday evenings. Courses typically 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. Summer session courses are offered primarily on weekday evenings. Summer courses are offered in a mix of
formats from all online to all face-to-face.
Master of Arts in Education (MAE)
For those interested in developing their professional capacity, taking graduate coursework in educational studies, or
obtaining a second teaching license, Augsburg University offers a Master of Arts in Education (MAE) degree. The Master
of Arts in Education (MAE) program offers professional educators and community workers the opportunity to develop
their skills and understanding in curriculum and pedagogy. Our program prepares educators to serve students effectively
and to nurture healthy change within schools, school systems and society.
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Program Requirements
30 Graduate Credit Hours
The MAE at Augsburg is premised by two assumptions: first, that we learn through a series of experiences, embodied
through a lived curriculum or “currere” (Grumet & Pinar, 2014) and, second, that graduate inquiry entails an ongoing
cycle of critical questioning and a commitment to continuous improvement, of ourselves and our world.
This program invites students to engage in critical discourse relevant and pertinent to their own socio-cultural context,
integrating relevant knowledge to address the problems they identify and wish to address. As we are all life-long
learners, our faculty partner with students in collective searches and re-searches for insight and shared meaning. Our
faculty bring their expert knowledge, both disciplinary and interdisciplinary, to help students gain access to the tools of
scholarly and pragmatic inquiry, in order to critique, deconstruct our world as it is and envisage our schools and
communities as we would like them to be. In other words, we co-construct curriculum with students, a collaborative
effort to facilitate emergent intellectual and material journeys. This process entails studies of agency and
self-politicization, understanding of different experiences and interactions with broken systems, and articulations of
alternative ways of knowing and organizing our social relationships.
Required Core Courses (9 CH)
EDC 511 – Tools of Inquiry (3 CH)
EDC 560 – Issues In/equity (3 CH)
EDC 571 – Navigating Change in Education (3 CH)
Concentration Coursework (12 CH)
*Note: Concentration Coursework may consist of any education coursework. The following concentrations are
recommended clusters of courses.
Culture & Curriculum Concentration Options
EDC 552 - Culturally Responsive Pedagogy (3 CH)
EDC 5xx - Paideia Theory, Research, and Practice (3 CH)
EDC 512 - Foundations of Curriculum and Instruction (3 CH)
EDC 5xx - Out of School Pedagogies (3 CH)
EDC 5xx - Education Policy and Advocacy
EDC 566 - Diversity/MN American Indians (3 CH)
EDC 543 - Critical Geography, Culture, and EcoJustice Education (3 CH)
ESE 500 - Reading and Writing in the Content Area (3 CH)
ESL 530 - Language, Culture and Schools (3 CH)
SPE 530 - Instructional and Behavioral Practices (3 CH)
SPE 510 - Implementing Assessment Strategies (3 CH)
Community Engaged Learning Concentration Options
EDC 552 - Culturally Responsive Pedagogy (3 CH)
EDC 512 - Foundations of Curriculum and Instruction (3 CH)
EDC 543 - Critical Geography, Culture, and EcoJustice Education (3 CH)
EDC 541 - Experiential Education
EDC 542 - Outdoor Education
ESL 530 - Language, Culture, and Schools (3 CH)
SPE 525 - Transition and Community (3 CH)
SPE 540 - Parent and Professional Planning (3 CH)
Elective Coursework
Nine (9) Additional Credit Hours are required to complete the degree. These credit hours may be taken as electives from
other graduate programs at Augsburg or from Education coursework. They may also be taken as professional
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development workshops and institutes that offer graduate credit. Please contact the Graduate Programs in Education
office or consult the Handbook for more information about these opportunities.
Additional Degree Requirements
Students in the MAE are required to complete an Inquiry Project in partial fulfillment of their degree. Details regarding
the Inquiry Project are found below. Additional information can be found in the Graduate Programs in Education
Handbook. Alternatively, students may petition to complete a thesis in lieu of the Inquiry Project. Please consult the
Thesis Completion section below for details about doing a thesis in the MAE program.
MAE Inquiry Project
Students elect to complete the inquiry project in the graduate course of their choosing with the consent of the instructor.
Since most courses have a culminating graduate assignment, students would notify their instructor that they wish to
complete the inquiry project in their course. The instructor of the course serves as evaluator/facilitator of the inquiry
project.
An inquiry project should integrate and synthesize the course topic, student experience and insight, and the questions
that underpin student inquiry throughout the program. An inquiry project may be classroom or community-based in
nature. The inquiry project is a contextualized project designed by graduate students that facilitates:
•
•
professional development within the context of a discipline.
participation in and contribution to our broader communities.
Mazzeo et al (Perin, 2011, p. 6) define contextualization as instructional strategies intended to link academic content
with its application in a specific context relevant to the students. Additionally, community-based instruction is defined as
systematic instruction that integrates community settings with meaningful learning and it is age-appropriate to the
students. Drawing from the literature of experiential learning, the project will be designed with a focus on the relevance
of presenting problems and societal issues, so that students can apply what they learn to their work in the world.
The inquiry project is left to be intentionally open so that graduate students may design school or community based
projects that are relevant to the context in which they work. This allows graduate students to explore a compelling
project in which they are allowed to design an effective tool to be used in authentic settings and for authentic purposes.
The form and content of the project will be proposed by the graduate students and guided within the content of one
graduate course. Projects should demonstrate relevance and applicability to educational contexts. The project will
include a synthesis of relevant literature, and inquiry and professional development activities undertaken by the student
either alone or in collaboration with faculty, other graduate students, or community members.
Support for Students
After 12 credit hours, the Graduate Program will audit progress with each student to determine their progress towards
developing an inquiry project. For students who require additional support in developing their projects, they may be
advised toward particular coursework to better prepare their project work.
Tools of Inquiry (EDC 511) may be repeated at the end of the program (counts as an elective) in order to further develop
or hone their project if they are unable to complete it during the course in which they have elected to complete the
Inquiry Project.
Perin, D. (2011). Facilitating Student Learning Through Contextualization.
Community College Research Center, Working Paper No. 29: New York, NY Columbia University.
MAE with an additional teaching license
For students who are seeking an additional teaching license as part of their graduate degree, required licensure courses
are determined based on a transcript evaluation upon acceptance into the program. Additional courses at the
undergraduate level may be required to satisfy state licensure requirements.
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When seeking an additional license with a master’s degree, you may be required to take additional coursework to reach
the required minimum of 30 Graduate Credit Hours. This additional coursework may be any course offered at the 500
level in Education (EDC, ESE, EED, SPE) or Leadership (MAL) as a graduate elective.
MAE students seeking an additional license may also petition to enroll in coursework offered by any graduate program at
Augsburg University as a graduate elective. In many cases, the Graduate Director of the program offering the elective will
also need to approve registration. Students may alternatively petition to have graduate coursework taken at another
institution be accepted in transfer. Up to nine (9) graduate credit hours outside of education may be applied to the
degree.
MAE: Additional License in English as a Second Language (ESL)
110 Field Experience Hours
EDC 502 - Critical Histories and Philosophies of Education* (3 CH)
EDC 566 - Diversity/MN American Indians (3 CH)
EDC 533 - Learning and Development in an Educational Setting (3 CH)
EDC 544 - Learners with Special Needs* (3 CH)
EED 525 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom* (3 CH)
ESE 525 - Creating Learning Environments* (3 CH)
ESL 510 - History and Structure of the English Language (3 CH)
ESL 520 - ESL Literacy* (3 CH)
ESL 530 - Language, Culture, and Schools (3 CH)
ESL 540 - ESL Methods* (3 CH)
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
ESL 310 - Second Language Acquisition
ESL 320 - Introduction to Linguistics
ESL 410 - ESL Testing and Evaluation
*This course has a field experience requirement.
MAE: Additional License in Special Education
190 Field Experience Hours
EDC 502 - Critical Histories and Philosophies of Education* (3 CH)
EDC 566 - Diversity/Minnesota American Indians (3 CH)
EDC 533 - Learning and Development in an Educational Setting (3 CH)
EDC 544 - Learners with Special Needs* (3 CH)
EED 524 - Transcultural Literacies: An Introduction to Language and Literacy (3 CH)
EED 525 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom* (3 CH)
EED 550 - K–6 Methods: Math* (3 CH)
EED 560 - K–6 Methods: Science* (3 CH)
SPE 510 - Implementing Assessment Strategies* (3 CH)
SPE 511 - Etiology and Theory of Mild to Moderate Disabilities (3 CH)
SPE 515 - Theory to Practice* (3 CH)
SPE 525 - Transition and Community* (3 CH)
SPE 530 - Instructional and Behavioral Practices* (3 CH)
SPE 540 - Parent and Professional Planning (3 CH)
To complete the license, students also will need to complete the following requirements at the undergraduate level:
HPE 115 - Chemical Dependency Education
MAT 137 - Mathematics for Elementary Teachers I
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EDC 220 - Education Technology
EDC 330 and 332 - Building the Public Good: Public Achievement and Organizing
EDC 331 and 333 - Practicum in Public Achievement
*Field experience required as part of this course.
Elective Coursework
Education Graduate Students may take any course offered at the 500 level in Education (EDC, ESE, EED, SPE) or
Leadership (MAL) as a graduate elective.
Graduate students may also petition to enroll in coursework offered by any graduate program at Augsburg University as a
graduate elective. In many cases, the Graduate Director of the program offering the elective will also need to approve
registration. Students may alternatively petition to have graduate coursework taken at another institution be accepted in
transfer.
Admission Requirements
Students admitted into the MAE programs must have:
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A Bachelor’s degree from a regionally-accredited four-year institution
Cumulative grade point average of 2.5 or higher. Admitted applicants with a 3.0 or higher GPA are granted full
admission to the program. Admitted applicants with a cumulative grade point average of 2.5-2.99 are granted a
provisional admission to the graduate program. If a student admitted provisionally fails to maintain a 3.0 Augsburg
cumulative GPA over their first two terms, they may be dismissed from the graduate program.
Application Checklist
The following items must be sent to the Augsburg Office of Admissions:
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Completed application form – augsburg.edu/gpe/
Official academic transcripts from the Bachelor’s degree granting institution.
Additional transcripts will be requested to review relevant coursework that could be used to fulfill education
licensure coursework. A student may request to have transcripts waived but this could extend the length of study at
Augsburg. If a transcript is provided after admission, the initial course plan may no longer be accurate.
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.
Course Exceptions and Graduate Course Transfer Credit
Some coursework required for licensure may be met through a course exception granted upon admission to the program.
Previous coursework taken at other universities is evaluated by the Department Chair during the admission process.
Some content area courses for secondary education students are evaluated by the content area department. This degree
audit may reveal that fewer courses are required for licensure. In some circumstances, additional courses may be
required in a secondary content area. Should a graduate level course be met through course exception, those graduate
credit hours may need to be made up through the use of a graduate elective.
Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree program.
Previous graduate coursework must have received a grade of B or better to be considered. See the graduate program
director for approval to use graduate level transfer courses in the degree program. Students may transfer in no more
than six (6) graduate credit hours from another institution.
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Acceptance into the MAE Program
Application files are reviewed by the graduate program coordinator. 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 can request an admission committee be formed by written petition to the
Graduate Director.
MAE in Rochester
The Master of Arts in Education program is also offered at our campus in Rochester, MN. Classes primarily meet weekday
evenings and summer at Bethel Lutheran Church in Rochester.
Academic Policies
Thesis Completion
Some students may wish to complete a thesis. Theses may include traditional research projects, academic journal
manuscripts/submissions, original creative projects across media (visual, audio, performance). Students who wish to
complete a thesis for the MAE will go through the following process:
1. Identify a thesis advisor (and secure two additional faculty committee members) and draft a problem statement
within their first 12 credit hours.
a. Problem Statement Form
b. Committee Recommendation Form
2. Enroll in concentration/elective coursework based on guidance from thesis advisor
3. Enroll in Thesis Hours (3 CH) at the end of the program. This counts against Elective Coursework.
4. Thesis Defense - Results in Pass/No Pass for Thesis Hours.
Cumulative GPA Requirement
To complete the MAT or MAE programs, students must maintain a 3.0 or better Augsburg cumulative GPA.
Graduation and Licensure/ Endorsement Requirements
A minimum GPA of 3.00 overall and grades of P in student teaching courses are required for licensure as well as C- or
better in all required core, specialty, and education major courses.
Dismissal from Licensure and Degree Program
Students may be dismissed from the MAT program prior to and during student teaching for failure to maintain
appropriate academic and teaching-based performance standards, for gross violation of university policy, and/or for
conduct in violation of professional ethics. Dismissal occurs within the context of established department procedures
described in the MAT/MAE Handbook. Students have the right to appeal dismissal from the program on the grounds of
procedural error, using the university’s program dismissal appeals process. Information about the program dismissal
appeals process is available in the Augsburg Student Guide. Students who fail to complete the MAT program may have
the option to finish their graduate degree in the MAE program (without a license).
Readmission and Withdrawal
Students in good standing who fail to register for courses for two terms (not including summer) are automatically
withdrawn from the MAT program. To be readmitted to the university and the MAT program, students file a Readmission
form through the Registrar’s Office.
Field Experience
Some education coursework requires field experience. Courses with field experience contain a minimum requirement of
20 hours spent in a classroom or other relevant learning environment. If you are a teacher seeking a second license, you
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may be able to complete your field experience in your own classroom. 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).
Students who are not seeking a second license may be able to petition to waive or modify the field experience
requirement in a course to better suit the needs and interest of the student. Consult the petition process found in the
Academic Policies below.
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.
Licensure Tests
Students seeking a second license through Augsburg must take and pass all tests required by the state of Minnesota for
licensure. These include tests in pedagogy and content area knowledge.
Program Petition Process
A student may petition to amend program requirements by written petition to the Graduate Program Director. Please
note that changes to state licensure requirements cannot be granted. Please consult the MAT/MAE handbook for
information regarding the petition process.
Accreditation and Approvals
Augsburg University Teacher Education programs are approved by:
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Minnesota Professional Educator Licensing and Standards Board (PELSB)
Augsburg University is accredited by the Higher Learning Commission.
Credit
Most 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 of Classes
The majority of the education courses in the MAE program are offered on weekday evenings. Courses typically 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. Summer session courses are offered primarily on weekday evenings. Summer courses are offered in a mix of
formats from all online to all face-to-face.
Our Faculty
Jennifer Diaz, Associate Professor of Education. BS, MS, PhD, University of Wisconsin-Madison.
Joseph A. Erickson, Professor of Education. BA, MA, College of St. Thomas; MA, Luther-Northwestern Theological
Seminary; PhD, University of Minnesota.
Terrance Kwame-Ross, Associate Professor of Education. BAE, National-Louis University; MEd, PhD, University of
Minnesota.
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Audrey Lensmire, Associate Professor of Education. BA, Indiana University; MAT, National Louis University; PhD,
University of Minnesota.
Rachel M. Lloyd, Associate Professor of Education. BS, Carleton College; MA, PhD, University of Minnesota.
Jason Michael Lukasik, Associate Professor of Education and Program Director, MA in Teaching, MA in Education. BA,
MEd, PhD. University of Illinois at Chicago.
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Master of Arts in Leadership
MA in Leadership Mission
Leadership Development at Augsburg University At the core of the Augsburg Master of Arts in Leadership is a view of
leadership as an interactive process between leaders and followers working together to accomplish desired outcomes.
The MAL program explores both the nature and practice of leadership in a wide variety of organizational and community
settings. To be effective, a leader should possess an understanding of the contexts in which leadership occurs as well as
an array of competencies. The program is designed to help individuals formulate and communicate a shared vision,
navigate changing environments, understand the impact of cultural competence on leaders and followers, and enhance
self-awareness and the capacity to be reflective practitioners.
Program Learning Outcomes
Graduates should be able to:
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Identify and analyze multiple theories of leadership in dynamic organizational and community settings;
Analyze and navigate complex changing environments in which leaders and followers function;
Enhance the capacity to be reflective practitioners;
Develop a personal understanding of one’s philosophy of leadership;
Articulate an understanding of cultural competence and its impact on effective leadership and followership; and
Formulate and communicate a shared vision to inspire achieving desired goals.
Curriculum
Foundational Courses
The study of leadership requires an understanding of 1) a basic body of knowledge in leadership studies, 2) competence
in understanding qualitative and quantitative research for the purpose of informing evidence-based practice, and 3) an
ability to function and lead in an environment that is diverse and inclusive. To this end, the following three required
courses are intended to lay a consistent foundation for the program:
ML 505 – Foundations of Leadership
Learning Outcome: Demonstrate comprehensive knowledge of multiple theories of leadership and their strengths and
weaknesses in contexts.
ML 514 – Evaluating Empirical Research
Learning Outcome: Demonstrate skills in assessing the reliability, validity and value of qualitative and quantitative
research.
ML 560 – Cultural Competence and Effective Leadership
Learning Outcome: Explain different approaches needed for inclusive leadership in diverse contexts.
Requisite Courses
Choose at least one course from each requisite category: Personal Growth and Interpersonal Dynamics and
Organizational and Community Context.
Personal Growth and Interpersonal Dynamics
Courses in this arena focus on individuals’ self-knowledge and well developed interpersonal skills enable a person to
successfully work with a wide range of individuals at varying levels of an organization.
Learning Outcomes: Articulate self-knowledge of leadership strengths and weaknesses. Demonstrate interpersonal skills
in interactions with peers and instructors that reflect understanding of leader follower dynamics.
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ML 520 - Self-Identity and Values: Keys to Authentic Leadership
ML 538 - Communication Skills for Leadership
ML 548 - Coaching and Consulting
ML 575 - Constructive Conflict Resolution
Or a department-approved substitute
Organizational and Community Context
Leadership involves an ability to understand the nature of, and respond effectively to, the context of organizations as well
as the environment that surrounds them in order to operate effectively.
Learning Outcomes: Articulate the key factors of organizational and community contexts and their impact on leadership.
Incorporate these contexts in their analysis and evaluation of leaders and leadership.
ML 512 - Leadership in the Community
ML 531 - Dynamics of Change
ML 535 - Organization Theory and Leadership
ML 536 - Facilitating Organizational Change
Or a department-approved substitute
Elective Courses
The leadership process involves well developed skills in communication, problem-solving, and critical thinking, as well as
increasing students’ self-confidence and risk-taking. Based on their interests and background, students will choose 5
elective courses that focus on their own professional development.
Learning Outcomes: Course specific outcomes that link to MA in Leadership model should be on each syllabus.
ML 511 - Creativity and the Problem-Solving Process
ML 530 - Ethics in Communication
ML 545 - Decision Making and Leadership
ML 563 - Leadership in a Global Society
ML 565 - Women and Leadership
ML 574 - Strategic Leadership
ML 577 - Universal Responsibility and Leadership: A Central American Experience
ML 598 - Independent Study
ML 599 - Topics
Integrative Course
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
analysis skills, and synthesize their comprehension of the nature of leadership, how leadership is known, and how
leadership manifests itself in practice.
ML 585 - Leadership Capstone: Integrating Theory and Practice
MBA/MA in Leadership Dual Degree
The dual degree program gives students the benefits of studying business administration and leadership in a coordinated
program. This dual degree program leverages Augsburg’s long-standing tradition of graduate leadership training via the
Master of Arts (MA) in Leadership with the demand for business education through our Master of Business
Administration (MBA) program. This unique credential equips students with the skills to lead and manage an
organization, preparing them to thrive in today’s interconnected world.
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Admission to the Dual Degree Program
Applicants apply to a home program—either MA in Leadership or MBA. Once a student is admitted to their home
program, the student will have an initial advising meeting and is required to meet with an adviser at least once per year.
As the student approaches degree completion in their home program, the student will submit an application for their
second degree. The student must be finished with either the MA in Leadership or the MBA before starting the second
program.
Master of Arts in Leadership Home
Primary Program: MA in Leadership
11 courses
Students take the following leadership courses to complete the Master of Arts in Leadership degree:
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ML 505 - Foundations of Leadership
ML 514 - Evaluating Empirical Research
ML 560 - Cultural Competence and Effective Leadership
Complete one course from requisite category 1: Personal Growth and Interpersonal Dynamics
o ML 520 - Self-Identity and Values: Keys to Authentic Leadership
o ML 538 - Communication Skills for Leadership
o ML 548 - Coaching and Consulting
o ML 575 - Constructive Conflict Resolution
Complete ML 535 from requisite category 2: Organizational and Community Context
o ML 535 - Organization Theory and Leadership
Elective courses - select five additional Master of Arts in Leadership electives
ML 585 - Leadership Capstone: Integrating Theory and Practice
Secondary Program: Master of Business Administration
8 course required; 2 additional courses optional for a concentration area
Once a Master of Arts in Leadership degree has been granted, the dual degree student may apply to the MBA program.
The student will then take these MBA courses to receive their MBA degree:
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MBA 570 - Quantitative Decision-Making for Managers
MBA 571 - Business Analytics
MBA 520 - Accounting for Business Managers
MBA 510 - Applied Managerial Economics
MBA 530 - Managerial Finance
MBA 595 - Strategic Management
MBA 550 - Marketing Management
MBA 580 - Management Consulting Project
Concentration Areas (optional; choose one concentration and take both courses)
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Data Analytics
o MBA 572 - Data Programming
o MBA 573 - Predictive Analytics
Entrepreneurship concentration
o MBA 596 - Managing Innovation
o MBA 583 - Entrepreneurship: Execution, Planning and Strategy
Finance concentration
o MBA 535 - International Finance
o MBA 532 - Investment Theory and Portfolio Management
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Master of Business Administration Home
14 courses required
Primary Program: Master of Business Administration
Students take the following courses to complete the Master of Business Administration degree:
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MBA 592 - Leadership: Ethics, Vision, and Transformation
MBA 545 - Organizational Behavior
MBA 570 - Quantitative Decision-Making for Managers
MBA 540 - Business and Professional Ethics
MBA 571 - Business Analytics
MBA 520 - Accounting for Business Managers
MBA 510 - Applied Managerial Economics
MBA 530 - Managerial Finance
MBA 595 - Strategic Management
MBA 550 - Marketing Management
MBA 565 - Managing in a Global Environment
MBA 580 - Management Consulting Project
Complete one of the following concentrations:
o Data Analytics concentration: MBA 572 and MBA 573
o Entrepreneurship concentration: MBA 596 and MBA 583
o Finance concentration: MBA 535 and MBA 532
o Leadership concentration: Two ML electives
Secondary Program: MA in Leadership
5-7 courses required
Once a Master of Business Administration degree has been granted, the dual degree student may start the MA in
Leadership program. The student will then take the ML courses below to receive their Master of Arts in Leadership
degree. Note that if the Leadership concentration was completed for the MBA degree, those two courses can be applied
toward the MA in Leadership requirements.
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ML 514 - Evaluating Empirical Research
ML 560 - Cultural Competence and Effective Leadership
Complete one course from requisite category 1: Personal Growth and Interpersonal Dynamics
o ML 520 - Self-Identity and Values: Keys to Authentic Leadership
o ML 538 - Communication Skills for Leadership
o ML 548 - Coaching and Consulting
o ML 575 - Constructive Conflict Resolution
Complete one course from requisite category 2: Organizational and Community Context
o ML 512 - Leadership in the Community
o ML 531 - Dynamics of Change
o ML 536 - Facilitating Organizational Change
Elective courses - select two Master of Arts in Leadership elective courses
ML 585 - Leadership Capstone: Integrating Theory and Practice
Earning the dual degree during or after the MBA or MA in Leadership program
Currently enrolled MBA or MA in Leadership students, or alumni who wish to return to Augsburg, may add the additional
degree to their existing degree by completing the same requirements listed; Director’s approval is required.
Returning students must complete an application form. Upon entering the MBA program, online quantitative skills
modules are required in five areas and must be completed before beginning the quantitative courses:
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Statistics
Excel Spreadsheets
Accounting
Economics
Finance
These modules are used as an introduction to, or a review, in order to help enhance the student’s skills and knowledge
for the MBA quantitative coursework.
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 MA in Leadership courses in
leadership. Students pursuing this option take ML 505 - Foundations of Leadership and two additional electives. All three
courses may count toward an MA in Leadership. No more than one course may be double counted in another Augsburg
graduate degree program. Students who previously completed the Augsburg MBA degree are exempted from ML 505.
Applicants to the certificate program follow the same admission process as those seeking the Master of Arts degree.
Joint BA in Accounting and Master of Arts in Leadership
A BA in Accounting and an MA in Leadership 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 MA in Leadership program offers a large number of courses on a
Saturday and weeknight schedule. Refer to the MA in Leadership 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 MA in
Leadership director and an accounting advisor to create an effective plan for successful completion of the five-year
program.
General Requirements for the Accounting/ MA in Leadership Program
Accounting students planning to pursue the five-year degree must apply for admission to the MA in Leadership program
at the end of their junior year. The application process includes submission of:
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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 MA in Leadership 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 MA in Leadership program.
For a complete list of courses and descriptions, see the Course Description Search.
Admission to the Master of Arts in Leadership or Graduate Certificate in Leadership Studies
Admission Requirements
Applicants to the program must have:
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Bachelor’s degree from a regionally-accredited, four-year college or university, or an appropriately certified foreign
institution.
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Minimum cumulative undergraduate grade point average of 3.0 or 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, admission may be possible as decided on a case-by-case basis.
Two years of experience (or equivalent) with one or more organizations in a position of leadership or position
demonstrating leadership potential is preferred.
Application Checklist
The following materials must be submitted to the Office of Admissions:
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Completed application form
A 1-3 page statement relating the applicant’s career and life goals to leadership aspirations
Two letters of recommendation preferred
Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s
degree and from the most recently attended institution, if not the same.
o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for
military benefits.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are
required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
Résumé
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 outlined in Admission of International Students in the Graduate Admissions section.
Academic Policies
Academic Evaluation
No more than two courses with a grade below B- will count toward the degree. No more than two courses with a grade
of or below B- can be repeated. However, students must achieve a minimum grade of B- or higher in the MA in
Leadership Foundations and Capstone courses – ML 505, ML 514, ML 560, and ML 585.
In order to graduate, a student must have a cumulative graduate GPA of 3.00 or above with all required courses and the
final projects successfully completed. A student registered for a final course may, with the approval of the program
director, 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 3.00 cumulative grade point average. If a student falls below a 3.00 average, the student will
be placed on probation for the following term. A 3.00 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 F in a course, the student must petition
successfully with the MA in Leadership 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 F is received, the student may be dismissed from the
program. Students may also be dismissed for behavior detrimental to the program, such as a gross violation of university
policy (as published in the Student Guide). Dismissal would occur only after established procedures were followed.
Class Attendance Policy
The nature of leadership development requires interpersonal engagement. Communication and interaction are an
important part of the learning process. Interaction that is online as well as face-to-face is central to the Augsburg MA in
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Leadership. To miss a class in either the classic or hybrid format is to miss a significant portion of the course’s content.
Given the limited number of meeting times in both formats, our expectation is that students will be present at all class
meetings. In the rare instance of a family or personal emergency, the absence will be handled on a case-by-case basis.
Since every student is expected to engage in class discussion, reflection, and group presentation in all classes, not being
present in a class will mean that part of the course’s requirements cannot be met.
If a student feels they are going to miss a class, they must contact the faculty member prior to the absence to determine
if 1) the course should be dropped or 2) it is possible to make up some of the missed material – and if so, how. The final
decision will be made by the individual faculty member based on a discussion with the student and the student’s overall
performance in the class.
MA in Leadership Program Enrollment Policy
Students normally take either one or two courses per semester. Enrolling in two courses per semester (including summer
semester) enables a student to complete the coursework in the program within two years.
Students who are away from classes for one year or longer must complete an Application for Readmission and submit it
to the Registrar’s Office. Students who have been out of the program for more than two years may, at the discretion of
the program director, be required to take additional courses to refresh their understanding of the field.
Accreditation and Affiliation
Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditation, approvals,
and memberships, in the Accreditation, Approvals and Memberships section.
Master of Arts in Leadership Faculty
Andrew Aoki, Professor of Political Science. BA, University of Oregon; MA, PhD, University of Wisconsin.
Thomas Berkas, Instructor of Leadership Studies. BCE, University of Minnesota, PhD University of Minnesota.
Joseph A. Erickson, Professor of Education. BA, MA, University of St. Thomas; MA, Luther Seminary; PhD, University of
Minnesota.
Stephen K. Erickson, Instructor of Leadership Studies. BA, Augsburg University; JD, University of Minnesota. Vice
President and Advanced Practitioner, Erickson Mediation Institute.
Elaine Eschenbacher, Instructor of Leadership Studies. BA, University of Minnesota, MA, Augsburg University
Carolyn Evans, Instructor, Leadership Studies. BA, MA, PhD University of Minnesota.
Michael Grewe, Instructor, Leadership Studies. BS, University of Minnesota; MSW, Augsburg University; PhD, University
of Minnesota.
Lori Brandt Hale, Associate Professor of Religion. BA, University of Iowa; MA, University of Chicago; PhD, University of
Virginia.
Garry Hesser, Martin Olav Sabo Professor of Citizenship and Learning. BA, Phillips University; MDiv, Union Theological
Seminary; MA, PhD, University of Notre Dame.
David Lapakko, Associate Professor of Communication Studies. BA, Macalester College; MA, PhD, University of
Minnesota.
Steven Manderscheid, Instructor of Leadership Studies. BS, St. Cloud State University; MS, University of Minnesota; EdD,
University of St. Thomas. Chair, Department of Organizational Management, Concordia University.
Marilyn S. McKnight Erickson, Instructor of Leadership Studies. BA, Augsburg University; MA, St. Mary's University;
President and Advanced Practitioner, Erickson Mediation Institute, Mpls.
Deb Mitchell, Instructor of Leadership Studies. BA, Concordia College; MA, Augsburg University, Ed.D. Pepperdine
University.
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Thomas Morgan, Professor Emeritus, Business Administration. BS, Juniata College; MBA, University of Denver; MS,
University of Oregon; PhD, University of Minnesota.
Norma C. Noonan, Professor Emerita, Political Science and Leadership Studies, former Director of the Center for
Leadership Studies and the MA in Leadership Program (1993-2011). BA, University of Pennsylvania; MA, PhD,
Indiana University.
Diane Pike, Professor Emerita, Sociology. AB, Connecticut College; PhD, Yale University.
Joanne Reeck, Instructor of Leadership Studies. BS, MS, University of Minnesota
John S. Schmit, Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University of
Texas-Austin.
Alan Tuchtenhagen (retired), Assistant Professor of Leadership Studies and Director of the Center for Leadership Studies
and the MA in Leadership Program. BS, Westmar College; MA, University of Nebraska; DPA, Hamline University.
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Master of Arts in Nursing
A master’s degree in nursing focuses on health in community life and in health care systems, both locally and globally,
and supports students to envision new models of care across practice settings. Students select from two tracks of
study—Transformational Nursing Leadership or Transcultural Nursing. Both tracks prepare nurse leaders to assume a
wide variety of roles and responsibilities throughout the health care system and in emerging care settings in
communities.
Mission
Within the context of liberal arts education and guided by the values of the Lutheran Church, the Master of Arts in
Nursing program prepares nurses for transformational leadership and transcultural nursing practice across care settings
with particular emphasis on promoting health equity locally and globally.
Program Goals
Graduates of the Master of Art in Nursing Program are prepared to:
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Provide a foundation for the practice of transculturally competent nursing by synthesizing, integrating, and applying
nursing research and theory in advanced nursing practice and leadership roles.
Provide a sound scholarly foundation for transformative advanced nursing practice and leadership and further
graduate study.
Create and sustain a teaching-learning environment that promotes open scholarly exchange, personal growth,
lifelong learning, leadership, and vocation of professional service in a global society.
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 credits per semester) or part-time (4 credits per semester). Time to degree
completion takes an average 24 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)
NUR520P - Practicum: Research Methods in Nursing (1 semester credit, optional)
Transformational Nursing Leadership Track (18 semester credits)
The Transformational Nursing Leadership track is designed to develop nurse leaders’ ability to critically analyze,
articulate, and develop effective strategies to cope with high level health care inequities. Curricular emphasis is on
inter-professional 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
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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, Research, and Practice Seminar (3 semester credits)
NUR 523P - Practicum: Theory, Research, and Practice Seminar (2 semester credits)
NUR 525 - Graduate Field Project (3 semester credits)
NUR 525P - Practicum: Graduate Field Project (2 semester credits)
Students graduating from the Transformational Leadership Track of the master’s program are eligible to apply to the
American Nurses Credentialing Center (ANCC) for certification as a Nurse Executive, Advanced and to the Transcultural
Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing.
Graduate Field Project in Transformational Nursing Leadership
Students will fulfill their Master of Arts in Nursing through a final practice-focused project, which serves as the capstone
of the master’s program. The last two classes in the curriculum–NUR 523 and NUR 525—emphasize the development
and articulation of a graduate field project focused on transformational leadership. Students present their final projects
in NUR 525.
Transcultural Nursing 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,
theory-guided 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 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, Research, and Practice Seminar (3 semester credits)
NUR 523P – Practicum: Theory, Research, and Practice (2 semester credits)
NUR 525 - Graduate Field Project (3 semester credits)
NUR 525P - Practicum: 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
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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 Health Commons in Cedar-Riverside
A unique opportunity for students to explore advanced nursing roles and new models and forms of practice is provided
by the Augsburg Central Health Commons, and the Health Commons in the Cedar-Riverside neighborhood. Both Health
Commons are nursing-led drop-in centers dedicated to serving those in need and focused on healthy individuals and
communities. People from diverse backgrounds, who have health experiences grounded in wide ranging cultural contexts
frequent the Health Commons for health support and reassurance. Service and care are based on respect, relationship,
and collaboration that connects health and hope for all participants. Health Commons partners include Central Lutheran
Church in downtown Minneapolis, Fairview Health Services, People’s Center, and the East Africa Health Project.
Study Abroad and Away
The Department of Nursing works closely with cultural guides and nurse mentors in various contexts of care in emerging
care settings at home and abroad. The Center for Global Education and Experience is a partner with the Department of
Nursing in developing and facilitating study abroad opportunities in Guatemala, Mexico, Namibia, Pine Ridge, SD, and
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
Applicants to the Master of Arts in Nursing program must have:
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An earned Bachelor’s degree in nursing from a regionally accredited college or university, or an Associate of Science
degree in nursing in addition to a non-nursing bachelor’s degree
A cumulative GPA of 3.0 in all previous college coursework
Experience as a registered nurse
A current, unencumbered nursing license
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 by the Graduate Nursing Faculty on an individual basis.
Admissions are handled throughout the year, with students being admitted at the beginning of the fall (September),
spring (January), and summer (May) semesters.
Application components:
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A written statement describing professional and educational goals
Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s
degree and from the most recently attended institution, if not the same.
o The Program Director may ask for additional transcripts if determined to be necessary.
Two letters of recommendation preferred
Current resume
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)
65
Academic Policies
Evaluation of academic performance in the Master of Arts in Nursing program will be based on letter grades. See detailed
information in the Academic Programs and Policies
Attendance Policy
Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates
and the course instructor. Instructors may lower grades if attendance and participation is lacking. Individual syllabi will
contain individual instructors’ requirements.
Academic Probation and Dismissal Policies
Students must maintain a 3.0 cumulative grade point average in the MAN program. If a student falls below a 3.0 average,
the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in
order for a student to be removed from probation. If a student receives a grade of B- or less in a course, the student must
petition successfully to the faculty of the Master of Arts in Nursing program before being allowed to continue in the
program. A plan for the student to follow would be outlined at that time. If a second grade of B- or less is received, the
student may be dismissed from the program.
Students may also be dismissed for behavior detrimental to the program, such as a gross violation of university policy as
published in the Student Guide. Dismissal would occur only after established procedures were followed.
Credit for Prior Education
Students may petition the Master of Arts in Nursing faculty for approval of transfer of credit. Transfer credits will be
evaluated on an individual basis. The only courses that will be considered for transfer credit are those earned from
regionally accredited colleges and universities, whose course content is comparable to course content in the Master of
Arts in Nursing program. No more than nine semester credits will be accepted for transfer credit.
Schedules for Classes
Master’s classes are taught in a hybrid format using zoom technology, synchronous and asynchronous instruction to
meet the needs of working adults. Classes typically meet 6 times per semester for 4 hour periods on either a Monday,
Tuesday, or Thursday evening from 4:30pm to 8:30pm.
Practica are additional to courses. Students enroll in a practicum concurrently with enrollment in the courses. Practica
options will vary for each course with choices of either independent practica or faculty-led practica.
Accreditation and Affiliations
The baccalaureate degree program in nursing, master’s degree program in nursing, and Doctor of Nursing Practice
program at Augsburg University are accredited by the Commission on Collegiate Nursing Education, 655 K Street NW,
Suite 750, Washington, DC 20001, 202-887-6791.
Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals,
and memberships, see the listing in the Accreditation Approvals, and Memberships section.
Faculty
Kathleen Clark, DNP, RN, Associate Professor and Executive Director of the Augsburg Central Health Commons and
Health Commons at Cedar-Riverside.
Katherine Martin, Phd, CMN, RN, Assistant Professor of Nursing, Co-Director of BSN program.
Joyce Miller, DNP, RN, Associate Professor of Nursing, Chair of the Department of Nursing, and Co-Director of BSN
program.
Deborah Schuhmacher, DNP, RN, Associate Professor of Nursing, Director of Graduate MAN and DNP-TCN programs.
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Staff
Colleen Hagerman, Nursing Programs Coordinator.
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Doctor of Nursing Practice – Transcultural Nursing (TCN) Leadership Track
The Transcultural Nursing Leadership track is a post-masters doctoral degree with an emphasis on transcultural nursing
leadership. As a post-master’s program, the DNP-TCN track of study prepares nurses for advanced leadership and
practice roles in Transcultural Nursing (TCN).
Mission
Within the framework of liberal arts education and guided by the values of the Lutheran Church, the post-master’s
Doctor of Nursing Practice program, TCN Leadership track of study prepares nurses for advanced transcultural nursing
leadership in communities in order to maximize health through peaceful, just, and collaborative actions that uphold and
improve human potential across care settings and care systems, with emphasis on eliminating health inequities locally
and globally.
Program Goals
Graduates of the Doctor of Nursing Practice program are prepared to:
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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 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 didactic course equals three
semester credits. The DNP courses (NUR 800 level) are taught in a hybrid format using zoom technology, synchronous
and asynchronous instruction to meet the needs of working adults. Synchronous classes typically meet for four or five
hours once a month.
Practica
Practica are organized to give flexibility and individual choice to students to support their increasing independence and
depth of practice experience at the doctoral level. Students select practicum experiences that are either structured
immersions in a variety of cultural contexts led by nursing faculty or are student initiated and individually directed
experiences mentored by nursing faculty.
In a 15-week semester, practicum hours are computed as follows:
68
●
●
●
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 DNP program. 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.
An orientation to the DNP program is typically scheduled in September that provides 45 hours of practica. This five day
practicum immerses students in ways of knowing of the Lakota people and students spend time at Custer State Park,
South Dakota.
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 and Experience is a partner with the Department of
Nursing in developing and facilitating study abroad opportunities in Guatemala; Mexico; Namibia; Pine Ridge, SD; and
England. A detailed listing of practica and immersion experiences abroad and away can be found at the nursing website
(www.augsburg.edu/nursing).
Seminars
Seminars focus on integration of conceptual learning with field practice and 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:
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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
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:
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A 2-3 page professional essay responding to an excerpt from Wendell Berry’s essay, “Health is Membership.”
Applicants must submit an official transcript(s) from each regionally-accredited institution where a degree was
earned, as well as from the most recently attended institution, if not the same.
o The Program Director may ask for additional transcripts if determined to be necessary.
Three professional references
Personal interview with Augsburg Nursing faculty
69
The number of applicants admitted to the DNP program will be based on availability of faculty members to assist with
student’s scholarly projects. Meeting the minimum admission criteria does not ensure that an applicant will be admitted
to the program.
In addition to the requirements noted in the international student admissions section, applicants who have graduated
from a foreign nursing program 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). See Graduate Admissions for more information. (www.augsburg.edu/grad/international)
Academic Policies
Evaluation of academic performance in the DNP program will be based on letter grades. See detailed information in the
Academic Programs and Policies.
Attendance Policy
Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates
and the course instructor. Instructors may lower grades if attendance and participation is lacking. Individual syllabi will
contain individual instructors’ requirements.
Academic Probation and Dismissal Policies
Students must maintain a 3.0 cumulative grade point average in the DNP program. If a student falls below a 3.0 average,
the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in
order for a student to be removed from probation. If a student receives a grade of B- or less in a course, the student must
petition successfully to the faculty of the DNP program before being allowed to continue in the program. A plan for the
student to follow would be outlined at that time. If a second grade of B- or less is received, the student may be dismissed
from the program.
Students may also be dismissed for behavior detrimental to the program, such as a gross violation of university policy as
published in the Student Guide. Dismissal would occur only after established procedures were followed.
Accreditation
The Doctor of Nursing Practice program is accredited by the Commission on Collegiate Nursing Education (CCNE), 655 K
Street NW, Suite 750, Washington, DC 20001, 202-887-6791.
Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals,
and memberships, see the listing in the Accreditation, Approvals, and Memberships section.
Faculty
Kathleen Clark, DNP, RN, Associate Professor and Executive Director of the Augsburg Central Health Commons and the
Health Commons at Cedar-Riverside.
Katherine Martin, Phd, CMN, RN, Assistant Professor of Nursing, Co-director of BSN program.
Joyce Miller, DNP, RN, Associate Professor of Nursing, Chair of the Department of Nursing, and Co-director of the BSN
Program.
Deborah Schuhmacher, DNP, RN, Associate Professor of Nursing, Director of Graduate MAN and DNP-TCN Programs.
Staff
Colleen Hagerman, Nursing Programs Coordinator.
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Doctor of Nursing Practice – Family Nurse Practitioner (FNP) Track
The Doctor of Nursing Practice - Family Nurse Practitioner is a post-BSN Doctor of Nursing Practice program focused on
the primary care of families. 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.
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.
Program Goals
Graduates of the Doctor of Nursing Practice/Family Nurse Practitioner program are prepared to:
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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 take courses on a full-time basis
during the completion of their 500 level courses, pre-FNP 800 level courses, and during the didactic and clinical courses
in the FNP 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 53 didactic credit hours, 4 seminar credits, and 24 clinical credit hours.
Didactic
A total of 19 didactic courses (53 semester credits) constitute the DNP/FNP program. Didactic classes, seminars, clinical
skills labs, 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 hybrid, synchronous and asynchronous classes a semester - four hours of
class time, using zoom technology. In addition to the didactic course, students take a one credit practicum course
associated with the didactic course. The DNP courses (NUR 800 level during 2nd year of study), are taught in a variety of
synchronous and asynchronous modalities with varying times of four to eight hours. One course is offered in an
immersion format of four days of class per semester. The FNP courses (final two years of study) are offered primarily on
Monday, Tuesday, Wednesday or Friday, approximately six times a semester for four to five hours in a hybrid format,
using zoom technology, synchronous and asynchronous as well as some face to face classes. Class time hours will vary.
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/or in Rochester, MN, at Bethel
Lutheran Church (810 3rd Ave SE) , the location of Augsburg’s learning site. Students must be prepared to drive to
Minneapolis or Rochester for classes. If weather is inclement, Zoom technology is used.
71
Practica (for DNP courses) / Clinicals (for FNP courses)
To earn the DNP-FNP, a student must complete a total of 1080 practicum hours. This includes 360 practica hours for the
DNP portion and 675 hours for the clinical portion.
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. Students will be allowed to transfer up to 400 practicum hours from their
master’s degree in nursing.
675 integrative primary care clinical hours are required. FNP clinical sites will be arranged by clinical faculty. Of the 675
clinical hours: 100 hours focuses on children/women’s health issues, 575 hours focuses on integrative primary care.
In a 15-week semester, practicum hours are computed as follows:
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1 semester credit hour = 45 clock hours of practicum time per semester
2 semester credit hour = 90 clock hours of practicum time per semester
3 semester credit hour = 135 clock hours of practicum time per semester
Required Practica hours = 360 which equals 8 credits
Required Clinical hours=675 which equals 15 credits
The total credits for practica and clinicals are equal to 23.
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.
Clinical Skills Labs
Four 0.5 credit skills labs are scheduled throughout the program to teach hand-on skills to students. These clinical skills
labs focus on Women’s Health, HEENT, Musculoskeletal, and Dermatology and Suturing.
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 and Experience is a partner with the Department of
Nursing in developing and facilitating study abroad opportunities in Guatemala, Mexico, Namibia, Pine Ridge, SD, and
England. A detailed listing of practica and immersion experiences abroad and away can be found at the nursing website
(www.augsburg.edu/nursing).
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:
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●
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An earned baccalaureate degree in nursing (BSN or BAN), or a master’s degree in nursing from a nationally
accredited institution and a nationally accredited nursing program.
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.
Applicants must submit an official transcript(s) from each regionally-accredited institution where a degree was
earned, as well as from the most recently attended institution, if not the same.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are
required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
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.
A 2-3 page professional essay responding to a posted question on the admission application.
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.
Personal interview with Augsburg Nursing Faculty.
Evidence of a completed undergraduate statistics course on an official transcript before enrolling in the Nursing
Research course (NUR520) & the associated practicum (NUR520P).
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.
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 at the time of publication and are subject to change.
In addition to the requirements noted in the international student admissions section, applicants who have graduated
from a foreign nursing program 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). See Graduate Admissions for more information. (www.augsburg.edu/grad/international)
See Graduate Admissions for more information. (www.augsburg.edu/grad/international)
Academic Policies
Evaluation of academic performance in the DNP program will be based on letter grades. See detailed information in the
Academic Programs and Policies
Attendance Policy
Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates
and the course instructor. Instructors may lower grades if attendance and participation is lacking. Individual syllabi will
contain individual instructors’ requirements.
Academic Probation and Dismissal Policies
Students must maintain a 3.0 cumulative grade point average in the DNP 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 a B- or less, the student must petition
to the faculty of the DNP program before being allowed to continue in the program. If a second grade of a B- or less is
received, the student may be dismissed from the program.
73
Students may also be dismissed for behavior detrimental to the program, such as a gross violation of University policy as
published in the Student Guide. Dismissal would occur only after established procedures were followed.
Accreditation
The Doctor of Nursing Practice program is accredited by the Commission on Collegiate Nursing Education (CCNE), 655 K
Street NW, Suite 750, Washington, DC 20001, 202-887-6791.
Augsburg is accredited by the Higher Learning Commission.
For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation,
Approvals, and Memberships section.
Faculty
Kathleen Clark, DNP, RN, Associate Professor and Executive Director of the Augsburg Central Health Commons and the
Health Commons at Cedar-Riverside.
Michelle Higgins, DNP, APRN, FNP-C, Instructor.
Jill Oswald, DNP, APRN, FNP-C, Instructor, Clinical Director of the DNP-FNP Program
Katherine Martin, Phd, CMN, RN, Assistant Professor of Nursing, Co-Director of BSN program.
Joyce Miller, DNP, RN, Associate Professor of Nursing, Chair of the Department of Nursing, and Co-Director of BSN
program.
Deborah Schuhmacher, DNP, RN, Associate Professor of Nursing, Director of Graduate MAN and DNP-TCN Programs.
Michelle Ullery, DNP, APRN, FNP-C, Instructor, Director of DNP-FNP Program
Staff
Colleen Hagerman, Nursing Programs Coordinator.
Master of Business Administration
Embarking on a graduate degree program is an exciting and challenging decision. The Augsburg MBA is an ACBSP
accredited program that is a rigorous and rewarding educational experience. The Augsburg MBA is practical and
“hands-on,” focusing on applicable skills and knowledge designed to increase your ability to think critically, analyze data,
recognize trends and take the appropriate action. The MBA program utilizes 7 different business simulations in order to
enhance experiential learning and critical thinking. Toward the end of the program, Augsburg MBA students work on a
consulting project for a business organization or social enterprise. Students are divided into groups of four or five and
write strategic, business and marketing plans for the organization or entrepreneur. In the past 18 years, students have
written plans and made recommendations for facility expansions, new product introductions, and new marketing
programs. In the end, the MBA teams present their final recommendations to the CEO and the leadership team.
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.
74
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. The students write their own personal development plan focusing on their core strengths, core
convictions, personal mission statement, goals for the next five years and an action plan to accomplish those goals. 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 and are committed to diversity,
equity and inclusion. We invite you to become part of a growing community of Augsburg MBA alumni.
George Dierberger, Ed.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 for their organization and the world.
Accreditation
The Augsburg MBA is accredited by the Accreditation Council for Business Schools and Programs (ACBSP).
Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals,
and memberships, see the listing in the Accreditation, Approvals, and Memberships section.
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 , highly competitive global economy. The curriculum has been designed to teach
students the ability to analyze data, think critically, and apply innovative solutions to complex problems. 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.
Plan of Study
The Augsburg MBA is an accelerated, evening program that allows working professionals to complete an MBA degree in
approximately 26 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 one another, mentor each other, and develop their own career development plan
based on a series of self-assessments. You’ll share diverse professional expertise and experience as you work in teams on
projects, case studies, presentations, and Harvard Business Review 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.
MBA students 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.
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Credit for Prior Learning
Up to nine credits (three courses) may be waived through prior business coursework that is comparable to the course
curriculum and from an accredited business school (with director/faculty approval) or certain professional credentials
(with appropriate documentation). Consult the MBA program office for details. Students who have passed the Certified
Public Accountants (CPA) or Certified Management Accountants (CMA) exam may be waived from MBA 520, Accounting
for Managers.
Students with prior academic coursework that meets the following criteria may be waived from eligible core courses.
● 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 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.
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 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 will 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. We have visited Germany, France, Poland,
England, Ireland, Italy, Chile, Argentina and Brazil.
Program Requirements
The Augsburg MBA requires 42 semester credits for degree completion. Augsburg MBA courses are three semester
credits each. Each three semester credit course consists of 28-32 hours of in-class instruction and 5 ½ - 9 ½ hours of
online instruction per week through a web-based electronic course management system.
A total of 14 courses are required for the Augsburg MBA. There are 12 core courses and 2 elective/concentration courses.
MBA Program Sequence
Semester 1:
MBA 592 - Leadership: Ethics, Vision and Transformation
MBA 545 - Organizational Behavior
Semester 2:
MBA 540 - Business and Professional Ethics
MBA 570 - Quantitative Decision-Making for Managers
Semester 3:
MBA 571 - Business Analytics
MBA 520 - Accounting for Business Managers
Semester 4:
MBA 530 - Managerial Finance
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MBA 510 - Applied Managerial Economics
Semester 5:
MBA 550 - Marketing Management
MBA 595 - Strategic Management
Semester 6:
MBA 565 - Managing in a Global Environment
MBA 580 - Management Consulting Project
Concentration Course 1
Semester 7:
Concentration Course 2
Electives
Students are required to complete a concentration in either Finance, Leadership, Entrepreneurship, or Data Analytics.
Data Analytics Concentration
MBA 572 - Data Programming
MBA 573 - Predictive Analytics
Finance Concentration
MBA 532 - Investment Theory and Portfolio Management
MBA 535 - International Finance
Leadership Concentration
Any two MAL electives from the Master of Arts in Leadership program
Entrepreneurship Concentration
MBA 596 - Managing Innovation
MBA 583 - Entrepreneurship: Execution, Planning & Strategy
The entrepreneurship concentration teaches students how to perform the due diligence in developing and turning a
business idea into reality by assessing the risks before product development. Our students learn how to collaborate and
iterate in approaching the market opportunity and potential solution.
Student Learning Experience
Student Learning Experiences are meant to integrate the material from the three modules: Personal & Professional
Development (SLE 1), Quantitative Analysis & Decision Making (SLE 2), and Value Creation (SLE 3). SLE 1 is embedded in
MBA 540 Business Ethics, MBA 545 Organizational Behavior, and MBA 592 Leadership: Ethics, Vision and Transformation.
SLE 2 is embedded across the MBA curriculum and includes a global business simulation in the MBA 595 Strategic
Management course. SLE 3 is a single course, the MBA 580 Management Consulting Project.
MBA/ MA in Leadership Dual Degree
Augsburg offers a coordinated program for students interested in both the Master of Business Administration and Master
of Arts in Leadership degrees. See the Master of Arts in Leadership section of this catalog for program details.
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. Due to Covid-19, our classes have been held via synchronous video conferencing
during the normal class hours.
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Orientation for new cohorts is generally scheduled 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 Requirements
Applicants to the MBA program must have:
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Bachelor’s degree from a regionally-accredited four-year institution or an appropriately certified foreign institution
Minimum of two years of relevant work experience is preferred
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
Two personal statements
Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s
degree and from the most recently attended institution, if not the same.
o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for
military benefits.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are
required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
Current résumé of work history
Two confidential letters of recommendation preferred but not required
MBA Math (optional for admission based on past experience; passing score required for the quantitative courses)
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 University. 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.
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Academic Evaluation
The grading scale used for the evaluation of academic performance in the MBA program is an A-F scale. For complete
information on grading and evaluation, 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
student knows in advance of a class date where a potential conflict exists, they must discuss the proposed missed class
with the faculty member prior to the date of the class. Students are responsible for the work covered during that class
session and for making appropriate arrangements for obtaining handouts, lecture content, or other materials. Faculty
members may assign appropriate independent work to insure that the student understands the material covered during
the class session.
If appropriate and acceptable coordination is carried out by the student, there need not be any grade reduction for a
single missed class session. This may be dependent on assignments due on the date of the missed class; e.g., final project
presentations or team presentations. Point/grade reductions for unexcused absences are the prerogative of the faculty.
Two missed class sessions, 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:
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Passing score on all modules of MBA math (http://mbamath.com/). MBA math contains modules in accounting,
economics, finance, statistics, and spreadsheets (unless waived by the MBA Director)
Successful completion of MBA courses with a cumulative GPA of 3.00 or higher at the completion of the program
No more than two courses with a grade of B-
MBA Faculty
Jeanne M. Boeh, Professor of Economics. BS, MA, PhD, University of Illinois.
George Dierberger, Associate 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.
Cory Erickson, Instructor. BA, Ambassador University; MBA, Carlson School of Management, University of Minnesota.
Marc Isaacson, Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic Institute.
Phyllis Kapetanakis, Associate Professor of Business Administration. BA, BS, Creighton University; MT, Arizona State
University.
Ibrahim Keita, Instructor. BS, Arizona State University; MA, Duke University; PhD, University of Minnesota.
Marc McIntosh, Associate Professor of Business Administration. BS, DePaul University; MBA, Harvard University; DBA,
Argosy University.
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Master of Fine Arts in Creative Writing
MFA Mission
The Master in Fine Arts in Creative Writing program broadens and deepens the artistic sensibilities of the student
writers, creating a close-knit community with fellow writers within and outside of the program. Students receive
individual attention from accomplished and forward-thinking faculty who help them prepare themselves for the future of
creative writing.
Program Overview
The MFA at Augsburg University is designed to accommodate writers who work full-time, live outside of Minnesota, or
simply desire the flexibility of a low-residency experience. This two-year program offers one-on-one work with mentors
throughout the year, features an annual ten-day summer residency, and provides the opportunity to join a lifelong
community of writers.
Genres
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Creative Nonfiction
Fiction
Playwriting
Poetry
Screenwriting
Concentrations
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Teaching
Publishing
Features
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Two-year program
Annual summer residency
Online classrooms
One-on-one mentor work
Student to mentor ratio of 5:1
Summer Residency
Begin the program with a ten-day summer residency in the Twin Cities, participating in daily workshops, readings, and
mini-courses that focus on literary craft as well as career skills in teaching, editing, publishing, book arts, and advertising.
The program includes three summer residencies.
Fall and Spring Semesters Online
The first and second residencies are each 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 a Mentorship and
Critical and Creative Reading course, during which a faculty mentor guides the student’s production of work and study of
craft. In addition, students enroll in a craft paper course during their third off-campus semester and a thesis course in the
fourth. Cross-genre work is allowed and encouraged.
Traditional Plan of Study
Augsburg’s Traditional MFA in Creative Writing program can be completed in nine courses (46 credits) over two years by
taking the three summer residencies, four long-distance mentorship and reading courses (fall and spring semesters), a
craft paper course, and a thesis course.
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First Year
o Summer Residency I (6 credits), held for ten days in the Twin Cities, includes a workshop in the student’s
declared genre, as well as readings and lectures. To earn credit for the residency, students must complete
reading and writing assignments in the weeks before and after the residency (Summer Term 2).
o Fall Semester I (6 credits), Mentorship and Creative and Critical Reading course. This work is conducted remotely,
via computer, phone, and/or mail. Students work closely with their mentor and other writers in their declared
genre.
o Spring Semester I (6 credits), Mentorship and Creative and Critical Reading course — this time in a genre outside
the student’s chosen area of specialization. This work is conducted remotely, via computer, phone, and/or mail.
Second Year
o Summer Residency II (6 credits), held for ten days in the Twin Cities, and including a workshop in the declared
genre, as well as readings and lectures. To earn credit for the residency, students must complete reading and
writing assignments in the weeks before and after the residency.
o Fall Semester II, Mentorship and Creative and Critical Reading course (6 credits) and a Craft Paper course (2
credits) in which students complete a craft paper examining some aspect of writing. This work is conducted
remotely, via computer, phone, and/or mail.
o Spring Semester II, Mentorship and Creative and Critical Reading course (6 credits) and a Thesis course (2
credits) in which students complete their thesis. This work is conducted remotely, via computer, phone, and/or
mail.
Third Summer
o Summer Residency III (6 credits), held for ten days in the Twin Cities, and including a workshop in the declared
genre, as well as readings and lectures. Graduating students give a public craft talk and a reading from their
thesis (students should prepare for this work during their second year). To earn credit for the residency, students
must complete reading and writing assignments in the weeks before and after the residency.
Optional Courses of Study
● 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 semesters instead of the standard four. At least four of these
semesters 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 semesters, including three in the student’s primary
declared genre and at least 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 the director’s approval is required.
● Career Concentration Option. Designed for students who wish to better prepare themselves for the job market, this
option allows students to enroll in electives in teaching, and/or publishing. This work is usually completed alongside
a traditional or extended/mixed genre course of study. The career concentration courses are also available as
post-MFA studies. Career concentrations includes:
o Teaching Practice and Theory - The Concentration in Teaching is a one-semester program (4 credits) combining
practical and theoretical pedagogy to better prepare students who intend to teach. Students work with
accomplished writing faculty as they consider curriculum and syllabi development. Students gain teaching
experience by completing an internship in the teaching of writing. Prerequisite: teaching practice and theory
seminars during summer residencies.
o Publishing: Howling Bird Press Book Prize - The Concentration in Publishing is a two-semester experience (8
credits total) designed to introduce students to various aspects of the trade, including acquisition, editing,
graphic design production, marketing and distribution. Each year, students work with experienced faculty to
select and publish the winner of the Augsburg Howling Bird national competition. During the second semester,
students work as the staff and editors of Howling Bird Press; in exchange for this workload, students pay a
registration fee rather than full tuition for the semester. Prerequisite: seminars in publishing during summer
residencies.
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Course Listing
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 559 - Thesis
ENL 560 - Craft Paper
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
Concentration Courses:
ENL 525 - Teaching Writing: Practice and Theory
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, or an appropriately
certified foreign institution, 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 preferred
● A personal essay
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Applicants must submit an official transcript(s) from the regionally-accredited institution granting the bachelor’s
degree and from the most recently attended institution, if not the same.
o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for
military benefits.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are
required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
A writing sample (page counts are meant to provide guidance but are not a requirement):
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/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 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).
The residencies and the combined mentorship and critical and creative reading courses carry six credits each. Craft paper
and thesis courses carry two credits each.
To include a concentration in Teaching in the MFA, students must complete 10 courses or 50 credits. For the MFA with a
concentration in Publishing, students must complete 11 courses or 54 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 University 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.
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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 B or higher and meets acceptable standards.
N – No credit, not counted in grade point average.
Alignment of Course Outcomes
MFA courses are aligned with the Program Hallmarks of the Association of Writers and Writing Programs (AWP), the
national professional organization for writing programs and the writers who teach in those programs.
Participation
Students are expected to fully participate in Summer Residencies, attending workshop sessions and scheduled meetings
with mentors as well as a majority of readings, lectures and other scheduled sessions. Participation in off-campus
coursework is expected to occur during the designated time for each Mentorship studio critique session and “time away”
for creative work. Students are also expected to take part in synchronous and asynchronous sessions with mentors and
demonstrate “presence” in the Creative and Critical Reading courses through regularly scheduled exchanges with faculty
and peers.
Academic Honesty
Augsburg’s high expectations for academic honesty will be applied to this class. Please refer to the Student Guide at
inside.augsburg.edu/studentaffairs/studentguide/academic-honest-policies if you have any questions.
Affiliation
The Augsburg University 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.
Mentor Faculty
James Cihlar, Publishing Mentor. BA, University of Iowa; MA, University of Nebraska, Lincoln; PhD, University of
Nebraska, Lincoln.
Stephan Clark, Associate 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.
Alice Cohen, MFA Mentor. BA, Princeton University. MFA, The New School University.
Anika Fajardo, MFA Mentor. Bachelor of Science, Education & Spanish, University of Wisconsin-Madison. Master of
Library & Information Science, San José State University, San José, CA.
Andy Froemke, MFA Mentor. B.S. in Film & Video Production, Montana State University.
Michael Kleber-Diggs, MFA Mentor. JD, University of Minnesota.
Carson Kreitzer, MFA Mentor. BA, Yale University; MFA, University of Texas, Austin.
Sarah Myers, MFA Mentor. BS, Northwestern University; MFA, Playwriting and Drama and Theatre for Youth &
Communities; PhD, Performance as Public Practice, the University of Texas, Austin.
Kathryn Savage, MFA Mentor. B.A., New School University; MFA, Poetry, University of Minnesota; MFA, Fiction,
Bennington College.
TyLie Shider, MFA Mentor. BA, Delaware State University; MFA New York University.
Lindsay Starck, Associate Professor of English, MFA Mentor. BA, Yale University; MFA, University of Notre Dame; PhD,
University of North Carolina, Chapel Hill.
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Faculty Associates
D.E. Green, Professor Emeritus, English. Academic Writing and Teaching Faculty. BA, Amherst College; MA, PhD, Brown
University.
Visiting Writers
Fiction
Lisa Van Orman Hanley, 2019
Ted Thompson, 2018
Kate Bernheimer, 2017
Jacob Appel, 2016
Helene Wecker, 2015
Pam Houston, 2014
Benjamin Percy, 2013, 2020
Creative Nonfiction
John Medeiros, 2020
Tessa Fontaine, 2019
Kao Kalia Yang, 2018
Jean Harper, 2017
Greg Breining, 2016
Sue William Silverman, 2013 & 2015
Deborah Blum, 2014
Poetry
Danez Smith, 2019
Katelynn Hibbard, 2018
Patricia Smith, 2017
Sean Hill, 2016
Marcie Vogel, 2015
Alex Lemon, 2014
Ed Bok Lee, 2013
Playwriting
Stacey Rose, 2019
Andrew Rosendorf, 2018
Harrison Rivers, 2017
Christina Ham, 2016
Carson Kreitzer, 2015
Kristoffer Diaz, 2014
Screenwriting
Rebecca Sonnenshine, 2019
Wenona Wilms, 2018
Remy Auberjonois & Kate Nowlin, 2017
Michael Starrbury, 2016
Ken Rance, 2015
Bill Wheeler, 2014
Christina Lazaridi, 2013
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Administration
Stephan Clark, Director
Lindsay Starck, Associate Director
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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, the MMT
program offers unique learning opportunities that foster discovery and help students 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 needs of clients and demands in clinical practice.
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 that includes core music therapy
courses designed to advance clinical practice and a wide selection of elective courses to tailor the development of clinical
expertise.
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 554 - Advanced Music Therapy Clinical Improvisation (3 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 (3 credits)
MUS 575 - Music Therapy in Palliative Care (2 credits)
MUS 576 - Music Therapy in Trauma Informed Care (3 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 the academic advisor and program director.
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Thesis: A scholarly paper utilizing historical, philosophical, descriptive, experimental or mixed methods research.
Manuscript for publication: A scholarly manuscript based on any type of research conducted or clinical case study.
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Final Project: A supervised clinical project that is comprehensive and designed to develop and advance an area of
one’s clinical practice.
The Equivalency Plus Master of Music Therapy will complete the courses outlined above in addition to any courses
needed to accomplish their equivalent status. The Equivalency Plus MMT is 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 315 - Psychology, Culture, and Community in Music (2 credits)
MUS 340 - Music Therapy Methods I (4 credits)
MUS 345 - Music Therapy Methods II (4 credits)
MUS 374 - Music Therapy Practicum (1 credits)
MUS 375 - Music Therapy Practicum (1 credits)
BIO 103 - Human Anatomy & Physiology (4 credits)
PSY 105 - Principles of Psychology (4 credits)
PSY 203 - Lifespan Development (4 credits)
PSY 262 - Abnormal Psychology (4 credits)
In addition to all the graduate coursework, students must also complete the music therapy internship.
MUS 546 - Clinical Music Therapy Internship (2 credits)
The Equivalency Plus+ Master of Music Therapy will complete the courses outlined in the previous two sections (MMT
and Equivalency Plus), as well as the courses listed below.
MUS 113 - Music Theory and Aural Skills I (4 credits)
MUS 114 - Music Theory and Aural Skills II (4 credits)
MUS 213 - Music Theory and Aural Skills III (4 credits)
MUS 214 - Music Theory and Aural Skills IV (4 credits)
MUP xxx Primary Lessons (minimum 4 semesters needed)
MUE xxx Chamber or Large Ensemble (minimum of 4 semesters needed)
MUS 231 History and Literature of Music, Antiquity to 1750 (4 credits) OR music history course from another genre
MUS 232 History and Literature of Music, 1750 to Present (4 credits) OR music history course from another genre
After completing the graduate coursework, students must also complete the music therapy internship. 180 practicum
hours need to be completed prior to the internship. Internship will consist of 1,040 supervised clinical hours to fulfill the
requirement. Additionally, proficiency exams on piano, voice, and guitar must be passed prior to starting an internship.
MUS 546 - Clinical Music Therapy Internship (2 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 and hold board certification as a music therapist (MT-BC). They follow the master of music therapy track
(MMT). The second track is for individuals that hold a bachelor’s degree in music. They follow the Equivalency Plus
Master of Music Therapy track (E+MMT). 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 (E++MMT).
Thesis/Final Project
As an institution, Augsburg University honors the decisions of individual departments regarding assessments associated
with the awarding of degrees. Given the diversity of our graduate programs at Augsburg University and programs
required to adhere to specific accreditation standards, graduate programs are required to develop a comprehensive
review process that ensures the integrity and rigor necessary for degree completion and to meet accreditation standards.
The comprehensive review (or "examination") in music therapy consists of an oral response to questions regarding
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course content that covers theory, research, and practice. This review is an aspect of the final oral exam that also
includes the defense of the thesis.
Thesis/Final Project Requirements
The term thesis is used for the research and document required for the master's degree in many departments and
programs. Students can opt to complete a thesis or a final project in the MMT program. The thesis and final project
follow the same process outlined below. While the thesis includes a research component, the final project maintains the
rigor of a thesis project, but does not include the formal research component.
1. Once the research topic has been chosen, the student must submit a project proposal: a written formal
statement of the topic and plan of execution for the research. Your academic advisor will let the student know
what form the proposal should take.
2. The composition of the committee that will supervise the project should be determined in collaboration with the
student and academic advisor. The number of members needed on a project committee may vary depending on
areas of expertise, but should include a minimum of three (thesis advisor and two reviewers). The academic
advisor will provide final approval of the review committee and thesis topic.
3. Students will provide a 25-30 minute oral presentation of their thesis with their academic advisor, program
director, and all reviewers present. Academic advisor, program director, and reviewers will ask questions of the
student and then deliberate and vote when the student has been excused.
4. All committee members must approve the thesis. Students submit any final edits to the academic advisor that
reviewers have required. When those have been received the final grade for the thesis will be submitted and the
student will provide two bound copies of the thesis to the program director.
MMT Program Comprehensive Review
In the Master of Music Therapy program, the final integrating experience assesses the body of knowledge that has been
acquired through a student’s coursework and research. No degree is granted simply as the record of the accumulation of
appropriate courses with adequate grades. The form of the final requirement includes either a thesis or final project, but
always includes an oral defense. In the oral defense, the examining committee discusses the thesis or final project, and
assesses the student's mastery of the several components of the degree course work. Students will demonstrate
evidence of their cumulative knowledge from their coursework and thesis/final project. This includes but is not limited
to:
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Theoretical foundations
Assessment and evaluation
Music therapy methods and method-variations
Sociocultural considerations
Reflective and reflexive practice
Ethical considerations
Evidence-based practice
Professional development
Research methodologies
Admission to MMT
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Online Application
Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s
degree, or an appropriately certified foreign institution, and from the most recently attended institution, if not the
same.
o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for
military benefits.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are
required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
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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 (if applicable)
A music assessment (this can be taped or live) of ten to fifteen minutes of your primary instrument(s) and any
additional instrument(s) applicant is proficient on Music from any genre can be a part of the music assessment.
Essay-(submitted as part of the online application) no longer than three pages.
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 University
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
The Master of Music Therapy program is accredited by the National Association of Schools of Music (NASM) and
approved by the American Music Therapy Association (AMTA). Augsburg University is accredited by the Higher Learning
Commission.
MMT Faculty
Annie Heiderscheit, Ph.D., MT-BC, LMFT, Associate Professor & Director of Music Therapy
Debbie Bates, Ph.D., MT-BC, Instructor
Nancy A. Jackson, Ph.D., MT-BC, Instructor
Juyoung Lee, Ph.D., MT-BC, RMT, Assistant Professor
Lindsay Markworth, MMT, MT-BC, Instructor
Dawn McDougal Miller, M.Ed. MT-BC, Instructor
Emma Moonier, MS, LPCC, MT-BC, Practicum Coordinator & Instructor
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Master of Science in Physician Assistant Studies
Mission
The mission of the Augsburg PA program is to educate empathic, community-minded, and forward-thinking health care
leaders to practice in primary care with a focus on underserved, underrepresented, and marginalized communities.
The Augsburg PA program values team-based learning for team-based patient care through connection, inclusion, and
innovation.
Accreditation
The Accreditation Review Commission on Education for the Physician Assistant, Inc. (ARC-PA) has granted
Accreditation-Continued status to the Augsburg University Physician Assistant Program sponsored by Augsburg
University. Accreditation-Continued is an accreditation status granted when a currently accredited program is in
compliance with the ARC-PA Standards. 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 validation review of the program by the ARC-PA will be 2029 June. The review date is contingent upon
continued compliance with the Accreditation Standards and ARC-PA policy.
The program’s accreditation history can be viewed on the ARC-PA website at
https://www.arc-pa.org/accreditation-history-augsburg-university/
Program Director (Dr. Vanessa Bester, phone 612-330-1660 and/or email besterva@augsburg.edu)
Curriculum
The Physician Assistant program at Augsburg is approximately 27 months long with studies beginning each year in the
summer semester. The program accepts up to 33 students for each new class. Graduates will receive a Master of Science
in Physician Assistant Studies.
Approximately 15 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.
In addition, the clinical practice seminar is a small-group, case-based course that offers the unique opportunity to
integrate and apply material from each of the courses to real-world patient cases. There are also hands-on activities that
promote the development of practical skills through the use of simulated patients, technical skills workshops and labs.
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
will gain clinical experience in family medicine, pediatrics, women’s health, behavioral health, emergency medicine,
internal medicine, surgery, and various specialties. The clinical phase will culminate with a preceptorship that is designed
to solidify the student’s skills. Clinical instructors include Physicians, PAs and other health care providers.
A student will be required to complete the clinical phase at site(s) determined by the Augsburg PA Program to provide
the student with the best educational experience. Clinical rotation sites will be located throughout the state of MN,
locations in the 5 state area, and beyond.
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 27-month length of the program.
PA Program Sample Calendar
YEAR 1
Summer
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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
Clinical Phase (12 Months)
Fall (12 credits)
Spring (12 credits)
Summer (16 credits)
PA 600-622 (4-6 credits)
Over the course of the clinical year, every student is required to successfully complete 7 core clinical experiences* and
additional electives or preceptorships that complement our primary care-focused curriculum. These include:
● Psychiatry and Behavioral Health*
● Emergency Medicine*
● Family Medicine*
● General Surgery*
● Internal Medicine*
● Pediatrics*
● Women’s Health*
● Electives/Preceptorships
Examples: urgent care, primary care, cardiology, pulmnonary, orthopeditcis, emergency mediciine, critical care,
surgery, transgender care, pediatrics, infectious diseases, internal medicine, dermatology
PA 690 - Capstone Course (2 credits) - Required in the last semester of the program.
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:
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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 Augsburg University PA Program Supplemental Application
Completed the prerequisite courses listed below
Prerequisite Courses
To be an eligible applicant for the PA 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.
The following six (6) prerequisite courses must be completed with grades of B or higher at a regionally accredited
two-year or four-year college or university (within the timeline specific to your degree status as defined below).
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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 statistics
One course of medical terminology
*Labs are recommended but not required.
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Online prerequisite courses from accredited institutions are also accepted.
Prerequisites must have been completed within 10 years of the start date of the program and, in general, must be
completed by May 1 of the year of matriculation.
The Augsburg PA Program does NOT accept advanced placement (AP credit) or experiential learning in place of
required prerequisite courses.
GRE, PA-CAT and MCAT are not required for application to this program.
Strongly Recommended
Highly competitive applicants to the Augsburg PA Program will also have:
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Direct patient care experience. This is the best type of experience to obtain in order to strengthen an application. We
recommend at least 2000 hours of paid, direct, hands-on clinical patient care 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
PA Program Application Process
The Augsburg PA Program has a two-step application process—first applying through CASPA and then through the
Augsburg University PA Program supplemental application.
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. Application materials must all be submitted
by August 1.
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Selection Process
The Augsburg PA Program is a mission driven program that recruits caring individuals who are dedicated to providing and
increasing access to competent health care. The Admissions Committee looks for a balanced application by reviewing key
criteria such as a bachelor’s degree, cumulative GPA, science GPA, prerequisite courses, essays and direct patient care
experience. Applicants are reviewed holistically for their service to underserved populations, knowledge of the
profession, leadership activities, compassion and respect for others, ethics and integrity, personal and professional
development, and letters of recommendation.
We give preference to applicants who demonstrate a strong match to our mission and who meet any of the following
characteristics:
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Minnesota residents
Augsburg graduates (those who have completed an undergraduate degree)
Re-applicants who have improved their science GPA (improved by at least 0.2 after meeting the minimum
requirement of 3.0) and/or patient care experience (accrued at least 2000 hours of direct patient care at time of
re-application)
Military experience (honorably discharged veterans and active military)
HRSA economic indicators from CASPA application:
● I am the first generation in my family to attend college (neither my mother nor my father attended college)
● I am from a family that lives in an area that is designated as a Health Professional Shortage Area, or a Medically
Underserved Area (https://data.hrsa.gov/tools/shortage-area/hpsa-find).
● Your parent’s family income falls within the table’s guidelines and you are considered to have met the criteria for
economically disadvantaged
(https://www.census.gov/data/tables/time-series/demo/income-poverty/historical-poverty-thresholds.html)
Interviews (September-November)
As the committee completes file review, candidates are selected for an interview. The interviews are generally conducted
from September-November. Candidates are invited to campus to meet program faculty, staff, current students, and to
tour the facilities. The interviews focus on an applicant’s professionalism, communication skills, knowledge of and
dedication to the Augsburg PA mission, patient care experiences, teamwork skills, and questions asked by the applicant.
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 to fill seats that accepted candidates may not claim.
Academic Policies
To access additional information pertaining to program policies, please reference the current student handbook.
Technical Standards
Technical Standards are defined as the nonacademic requirements for participation in an educational program or activity.
They include physical, cognitive and behavioral abilities required for satisfactory completion of all aspects of the
curriculum and for entry into the profession.
All candidates and students for a master of physician assistant studies degree offered by the PA Program at Augsburg
University must have, with or without reasonable accommodation, multiple abilities and skills including:
Physical Technical Standards
● Functional use of the senses of vision, hearing, and equilibrium.
● Exteroceptive (touch, pain, temperature) and proprioceptive (position, pressure, movement, stereognosis, and
vibratory) senses
● Perception/observation of demonstrations, exercises, and patients accurately at a distance and close at hand.
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Communicate (in English) effectively, efficiently and sensitively with faculty, fellow students, all members of the
health care team, other professionals, patients and their families, including verbal, non-verbal, written and typed
communication.
Dissect cadavers and examine gross specimens in gross anatomy and pathology laboratories
Use instruments such as, but not limited to, a stethoscope, an ophthalmoscope, an otoscope, and a
sphygmomanometer
Possess gross and fine motor skills sufficient to directly perform palpation, percussion, auscultation, and other basic
diagnostic procedures
Execute motor movements reasonably required to provide basic medical care, such as airway management,
placement of catheters, suturing, phlebotomy, application of sufficient pressure to control bleeding, pelvic
examination, genital examination, digital rectal examination, simple obstetric maneuvers, and extended standing and
retraction in a sterile surgical environment and gown while actively assisting the surgical team for prolonged periods
of time.
Cognitive Technical Standards
Students must have sufficient cognitive (mental) capacities to assimilate the technically detailed and complex
information presented in formal lectures, small group discussions, medical literature, individual teaching settings, and in
clinical patient care settings.
Students must be able to demonstrate higher-level cognitive abilities, which include:
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be able to independently access and interpret medical histories or files
identify significant findings from history, physical examination, and laboratory data
provide a reasoned explanation for likely diagnoses and prescribed medications and therapy
recall and retain information in an efficient and timely manner and be able to see the relationship between this
retained information and its application in clinical practice
calculate, reason, analyze, and synthesize
incorporate new information from peers, teachers, and the medical literature in formulating diagnoses and plans
Behavioral and Social Technical Standards
● Demonstrate the emotional health, maturity and compassion required of a healthcare provider.
● Possess the ability to use their intellectual capacity, exercise good judgment, and promptly complete responsibilities
attendant to the diagnosis under potentially stressful circumstances, emergency situations, and extended hours
● Develop empathic, sensitive, and effective relationships with patients
● Adapt to changing environments and to learn in the face of uncertainties inherent in the practice of medicine
● Respond to supervision appropriately and act within the scope of practice, when indicated
● Possess sufficient interpersonal skills to interact positively with people from all levels of society, all ethnic
backgrounds, and all belief systems.
● Take responsibility for themselves and their behaviors
● Positively represent the Augsburg University PA Program and the PA Profession
All PA students must meet the minimum technical standards at all times to successfully progress through the program.
Inability to meet any of these requirements at any stage in the program will result in a formal review process with the
student progression review committee (PRC) to support the student and identify reasonable accommodations. It is the
responsibility of the student to notify the PA Program Student Progression Committee, in writing, of any changes in
ability to meet minimum technical standards. A stated intention to only practice in a narrow field of medicine does not
alter the requirement that all students take and achieve full competence across the entire curriculum.
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Documentation of a Disability
The Augsburg University PA Program is committed to the admission and matriculation of qualified students. Augsburg
University does not discriminate 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.
The PA Program will not discriminate against such individuals who are otherwise qualified but will expect all applicants
and students to meet the published 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
reasonable accommodations to students with disabilities or temporary conditions. If you have ADHD, a mental health
disability, a learning disability, a physical/sensory impairment, a chronic health condition, are on the autism spectrum, or
have another disability, the CLASS office can provide you with reasonable accommodations and support.
Disability Specialists provide:
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Determination of appropriate accommodations
Individual support
Instruction in learning strategies
Help with time management and organizational skills
Assistance with course selection
Accommodations may include:
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Alternative testing (extended time, limited distraction)
Assistive technology
Alternative format textbooks and course materials
Note taking support
Housing accommodations
Classroom accommodations
Some Examples of Disabilities
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Attention-Deficit/Hyperactivity Disorder (ADHD/ADD)
Learning Disabilities
Psychiatric Disabilities
Autism Spectrum Disorders
Head Injury/Traumatic Brain Injury
Physical Disabilities and Systemic Illnesses
Deafness/Hearing Impairment
Blindness/Low Vision
Disabilities that are sporadic or degenerative in nature
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
directly to the CLASS office. We encourage students to seek support early. Each student’s requests will be evaluated on
an individual basis.
The first step in accessing services is to call CLASS to schedule an appointment with a Disability Specialist, (612)
330-1053.
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Advanced Placement and Experiential Learning Policy
The PA Program does not offer advanced placement to admitted students. All students admitted to the PA Program must
complete the entire curriculum.
The Augsburg PA Program does not award academic credit to an individual for experiential learning. Applicants desiring
admission to the Augsburg 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
We strongly discourage outside employment while enrolled in the Physician Assistant Program. Faculty does recognize
that employment may be an issue that some students will face. However, program obligations and academic
expectations 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. Outside
employment is never considered an excused absence. Employment will not be accepted as an excuse for academic
failures. or assignments not completed on time.
Withdrawal Policy
A student may initiate voluntary withdrawal from the Augsburg University Physician Assistant Program 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. All students are further advised to follow the university catalog procedure for withdrawal from the
University.
Policies and Procedures for withdrawal from individual courses is based upon Augsburg University Registrar Policies.
Please review official withdrawal deadlines on the registrar website for questions on tuition refunds.
Readmission Policy
Re-admission to the PA Program after withdrawal or dismissal from the program will be considered only under extremely
unusual circumstances. Students may request readmission after voluntary withdrawal by reapplying to the PA Program
through the Central Application Service for Physician Assistants (CASPA) and the Augsburg University Supplemental
Application. Additionally, at the time of application, the applicant must submit a letter reflecting upon and outlining the
reason for requesting readmission directly to the PA Program Director. Augsburg University PA Program does not offer
advanced placement to any student.
For the full readmission policy and reapplication process, please contact the program.
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
Vanessa Bester, EdD, MPAS, PA-C, Program Director, Assistant Professor.
Kurt Devine, MD, IMedical Director.
Ryane Lester, MPAS, PA-C, Instructor.
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Kristen Lindvall, MPAS, PA-C, Clinical Assistant Professor.
Amanda Perkins, PharmD, Instructor.
Caroline Rowe, PhD, Instructor.
Danielle Skoglund, MPAS, PA-C, Clinical Coordinator.
Eric Van Hecke, MPAS, PA-C, Instructor.
Rachel Elbing, MPH, PA-C, Clinical Assistant Professor
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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 University 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.
MSW Mission
We strive to prepare exceptional social work professionals for anti-racist and anti-oppressive advanced social work
practice that promotes intersectional racial and social justice 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 University is accredited by the Higher Learning Commission. 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. Full-time advanced standing
students are enrolled in a 13 month program. Part-time advanced standing students are enrolled in a 25 month program.
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 August. 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 2-4 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 online 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
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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, students are introduced to social work as a profession. Students learn
both historical and contemporary theories and practice methods relating to both the individual and the environment.
During the foundation year, students 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 students apply this generalist knowledge of theories and practice methods in the generalist
field practicum. The field practicum is completed concurrently with 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, students enroll in the concentration curriculum that they selected at the
time of their application to the program. Students also complete an advanced field practicum. Augsburg offers two
concentrations: Multicultural Clinical Practice (MCCP) or Multicultural Macro Practice (MCMP). In either concentration,
students deepen their 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, students apply this advanced knowledge of theories and practice methods in the
concentration field practicum. The field practicum is relevant to their chosen concentration and is completed
concurrently with enrollment in two field seminar courses. As a capstone to the MSW program, students 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, macro social work practice directs energy toward changing agency, government, and
institutional policies that obscure or oppress people. Social work leaders must advocate for social change where
necessary to ensure social justice within the context of cultural understanding and awareness. The Multicultural Macro
Practice concentration 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, students
learn the knowledge and skills necessary to work with others to achieve needed social change. They 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)
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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
The MSW program does not currently support a thesis option for students. Program updates are in process for the 23-24
catalog.
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 B- grade and with a cumulative GPA of 3.00 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.
MSW Course Requirements
Foundation Courses
FALL
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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
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
SWK 630 - Multicultural 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 615 - Diversity and Inequality 1
SWK 660 - Multicultural Macro Practice (MCMP) Research Methods
SWK 667 - Organizations/Social Administrative Practice 1
SPRING
SWK 652 - Integrative Field Seminar 4: Multicultural Macro Practice (MCMP) (taken concurrent with second practicum)
SWK 616 - Diversity and Inequality 2
SWK 668 - Organizations/Social Administrative Practice 2
SWK 630 - Multicultural Policy Practice
SUMMER
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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.
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 (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:
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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 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 begins 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 University 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.
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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.
Dual Degree in Social Work and Business Administration (MSW/MBA)
Augsburg University 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 ten MBA courses after completion of the MSW degree.
● 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.
However, all MSW students are required to complete the MBA math modules and achieve a score of 80% or higher
before they begin the quantitative courses for the MBA program. Students must meet all admission criteria for the MBA
program. Admission to one program does not guarantee admission to the other.
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MSW/LADC License
The Augsburg University MSW program offers a pathway to qualify for the Licensed Alcohol and Drug Counseling
credential while studying in the MSW program.
Purpose
The intent of MCCP MSW/LADC credential is to expand the workforce qualified to work with clients who have substance
abuse issues and/or co-occurring disorders. Additionally, offering this credential will expand the capabilities and
qualifications of our MSW graduates. Adding the LADC requirements and certification to the regular plan of study in the
MCCP/MSW program provides opportunities for dually licensed social workers (LICSW/LADC) to engage in the practice of
alcohol and drug counseling (as per Minnesota state law) in addition to their ability to conduct diagnostic assessments,
individual, family and group treatment once they are appropriately licensed.
Plan of Study
The coursework required for the LADC credential includes the required coursework for the MCCP (Multicultural Clinical
Practice) concentration. In addition, there are 4 courses and 1 additional fieldwork experience required. The four
additional required courses are: SWK 518, Foundation of Addictions; SWK 519, Motivational Interviewing; SWK 699,
General Elective – Co-Occurring Disorders; and SWK 622, MCCP Field Seminar 5. There are 380 additional field
internship hours required in addition to the 500 required for MSW Concentration Field Practicum for a total of 880
internship hours. Content in the LADC pathway covers the 10 core functions required of an LADC training plus the 880
field practicum hours. For further information about the requirements for the LADC credential, please refer to the MN
Board of Behavioral Health and Therapy.
Admission to MSW
The Augsburg University 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 or an appropriately certified foreign institution
● 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.
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Completed application form
Applicants must submit an official transcript(s) from the regionally-accredited institution granting the Bachelor’s
degree and from the most recently attended institution, if not the same.
o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for
military benefits.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are
required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
Liberal arts prerequisite coursework including four social science, 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)
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Two 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 or higher. Students must complete no fewer than 30 credits at Augsburg in order to receive their
MSW degree from Augsburg University.
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 or higher in order to receive a waiver.
Additional transcripts may be required to demonstrate qualifications for advanced standing.
Academic Policies
Academic Achievement
Students must maintain at least a 3.00 cumulative grade point average in the MSW program. If a student falls below a B
average, the student will be placed on academic probation. A 3.00 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 3.00, 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 (3.00 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 B- will count toward the degree. Courses with a grade below B- must be
repeated. No more than two courses can be repeated. If a student receives a grade below B- 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 Internship Placement Tracking website.
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.
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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, 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.
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. Suemnig Memorial Scholarship
Blanca Rosa Egas Memorial Scholarship
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.
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.
MSW Faculty
Johanna Barry, Assistant Professor of Social Work. BA, Colorado College; MSW, The University of Chicago; PhD, Loyola
University Chicago.
Ankita Deka, Associate Professor of Social Work, Field Education Coordinator. BA, Delhi University; MSW, Tata Institute of
Social Sciences; PhD, Indiana University.
Christina Erickson, Professor of Social Work. BSW Program Director. BS, University of Minnesota; MSW, University of
Minnesota-Duluth; PhD, University of Illinois-Chicago.
Melissa Hensley, Associate Professor of Social Work, BSW Field Director. BA, MSW, PhD, Washington University in St.
Louis; MHA, University of Missouri–Columbia.
Kao Nou Moua, Assistant Professor of Social Work. BA, MSW, University of Montana, PhD, University of Minnesota.
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Erin Sugrue, Assistant Professor of Social Work, MSW Field Director. BA, Grinnell College; MSW, MPP, PhD, University of
Minnesota.
Special Appointments
Susan Conlin, Visiting Professor. BA, University of Minnesota; MS, University of Wisconsin-Stout; MSSW, University of
Wisconsin.
Paula Watts Zehringer, Visiting Professor. BA, St. Cloud State University; MSW, Augsburg University.
MSW Staff
Doran Edwards, BSW Program Assistant Director
Lydia Madden, Social Work Department Coordinator & MSW Field Assistant
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Augsburg University Board of Regents
For more details, go to augsburg.edu/about/leadership/regents.
Sylvia Bartley, PhD
Cyrus Batheja ‘08, ‘11 MBA, EdD
Karen A. Durant ’81
Karim El-Hibri ‘06
Matthew K. Entenza, JD
Ellen Ewald
Nicholas C. Gangestad ’86, MBA
Rev. Marlene Whiterabbit Helgemo
James Hereford
Kenneth Holmen ‘74, MD
Veena Iyer, JD
Diane L. Jacobson, PhD
Mark Johnson ‘75
Eric Jolly, PhD
Cyndi Jones ‘81, PhD
Wayne D. Jorgenson ‘71
Ethelind Kaba
Dean Kennedy ‘75
Karolynn Lestrud ‘68
Terry Lindstrom ‘73, PhD
Dennis J. Meyer ‘78
Pamela Hanson Moksnes ‘79
Nancy Mueller ’85
Jeffrey M. Nodland ’77
John O’Brien, PhD
Paul C. Pribbenow, PhD
John Schwartz ‘67
Bishop Laurie Skow-Anderson, ex officio
Dean A. Sundquist ‘81
Bishop Ann Svennungsen, ex officio
Jill N. Thomas, JD
Rev. Mark N. Wilhelm, PhD, ELCA advisory member
Noya Woodrich, ‘92, ‘94 MSW
ELCA Vocation and Education Program Unit
Program Director for Colleges and Universities
Rev. Mark N. Wilhelm, PhD
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Show less
Augsburg University 2023-2024 Course Descriptions (as of 7/21/2023)
ACA – Academic Advising
ACA100
First Year Transition
1 Semester Credits
This class supports students making the transition from high school to the university. It will explore topics such as
campus resources, time management... Show more
Augsburg University 2023-2024 Course Descriptions (as of 7/21/2023)
ACA – Academic Advising
ACA100
First Year Transition
1 Semester Credits
This class supports students making the transition from high school to the university. It will explore topics such as
campus resources, time management, goal setting, career exploration, and financial literacy. This class empowers
students to effectively navigate the university experience and to develop the confidence and tools to be successful.
Core Curriculum Component: None
Prerequisite(s): FIRSTYEAR(First Year Student)
ACA195
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PASSCRSELG(Eligible to take Promoting Academic Student Success (PASS))
ACC - Accounting
ACC221
Introduction to Financial Accounting
4 Semester Credits
Introduction to business activities, the accounting cycle, preparation of financial statements and introduction to
accounting principles and methods for external financial reporting.
Core Curriculum Component: None
Prerequisite(s): MIS260(Problem Solving for Business) *concurrent registration is acceptable*
ACC222
Introduction to Managerial Accounting
4 Semester Credits
Introduction to cost accounting for internal financial reporting and manufacturing businesses. 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), MIS260(Problem Solving for Business)
ACC250
Accounting for Entrepreneurs
4 Semester Credits
1
This course walks through the steps to form and create a new business. It will take the viewpoint of the business owner,
giving them the practical knowledge they would need to understand the financial aspects of their business, including a
basic use of the accounting software QuickBooks.
Core Curriculum Component: None
Prerequisite(s): None
ACC322
Intermediate Accounting 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.
Core Curriculum Component: None
Prerequisite(s): ACC222(Introduction to Managerial Accounting)
ACC323
Intermediate Accounting 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(C- minimum grade in ACC322)
ACC324
Managerial Cost Accounting
4 Semester Credits
Accounting tools for internal financial reporting and manufacturing systems as well as for managerial decision making.
Planning, budgeting, inventory management, product pricing and cost allocation 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
DST164(Introduction to Statistics (with R)), MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM),
MAT373(Probability Theory), MIS379(Quantitative Methods for Business and Economics), STATSBUS(Approved Statistics
for Business Majors); 1 of DST334(Statistical Modeling), MAT110(Finite Mathematics), MAT111(Mathematics in Society),
MAT114(Precalculus), MAT145(Calculus I), MAT146(Calculus II), MAT171(Discrete Mathematics For Computing),
MAT173(Mathematics of Finance), MAT202(Discrete Mathematics For Computing), MAT273(Statistical Modeling),
MATBUS(Approved Mathematics for Business Majors); ACC221(Introduction to Financial Accounting),
ACC222(Introduction to Managerial Accounting), ECO113(Principles of Microeconomics), MKT252(Principles of
Marketing)
ACC326
Individual Tax Accounting
4 Semester Credits
The course is a basic introduction to federal tax law as it applies to individual taxpayers. The course will include the
preparation of individual income tax form 1040, related schedules and tax preparer ethics.
2
Core Curriculum Component: None
Prerequisite(s): ACC222(Introduction to Managerial Accounting)
ACC423
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
statements.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); ACC323(C- minimum grade required)
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(C- minimum grade in ACC323), FIN331(Financial Management)
ACC495
Topics
4 Semester Credits
This course will be on various accounting topics in the form of lectures, discussions, speakers etc. meetings with
members of the staff or visiting faculty regarding research methodology and readings in the areas of accounting.
Core Curriculum Component: None
Prerequisite(s): ACC322(Intermediate Accounting I)
ACC499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS – American Indian, First Nations, and Indigenous Studies
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
3
Prerequisite(s): None
AIS193
Topics Workshop: Well-Being and Success in the University
2 Semester Credits
This 2-credit workshop is designed to provide strategies for student wellness and success in higher education by focusing
deeply on study and practice of the following skills: reading, research, and writing. Students may take this workshop
once for credit.
Core Curriculum Component: None
Prerequisite(s): None
AIS202
Storytelling, Dance, and Art: Indigenous Expression
4 Semester Credits
This course honors Indigenous contemporary cultural forms of expression including theater, film, new media,
storytelling, literature, dance, and music both in our region and across Turtle Island. Throughout this course students
will engage with the meaning of aesthetics in Indigenous culture, interact with guest artists and speakers, and explore
how Indigenous culture shapes and is shaped by contemporary cultural contexts.
Core Curriculum Component: Humanities
Prerequisite(s): None
AIS205
Contemporary American Indian Issues
4 Semester Credits
This topics-oriented course focuses on issues that face contemporary American Indians, including tribal sovereignty and
identity politics, treaty rights, language retention and education, religious freedom, and Indian activism. It examines
cultural and political experience, and the complex relationship between Native peoples and the United States.
Core Curriculum Component: Humanities
Prerequisite(s): None
AIS208
Native American/First Nations 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: Humanities
Prerequisite(s): None
AIS264
American Indians in the Cinema
4 Semester Credits
This course looks at the effect Hollywood Cinema’s images have on the American publics’ perception of American
Indians. Through this lens, we can explore the various layers of meaning, cultural perspectives put forth by the films and
the reactions to them, our need as people to classify and represent, and our need as thinkers to critique how we do this.
4
Core Curriculum Component: Humanities
Prerequisite(s): None
AIS295
Topics
4 Semester Credits
This topics course is designed to investigate specific topics and approaches to profession that are not regularly offered in
lower division classes such as: tribal entrepreneurship and sustainable development; law and restorative justice;
sustainable agriculture, food sovereignty and bio-piracy; traditional knowledge applied to environmental issues, and
other such focuses. Topics offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
AIS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS302
Indigenous Expressive Forms
4 Semester Credits
This course explores the multiple ways that Native people develop expressions of art, music and literacy in
contemporary contexts. The course examines multiple production modalities, the use of technology, and the
expressions of Indigeneity through creative activity. It will include student-centered inquiry of multiple expressions of
creative activity, focusing on a theme, a medium of expression, or a particular community.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
AIS304
Engaging Native Communities
4 Semester Credits
Engaging with Native Communities explores the Native communities and organizations of this area, their history and
origins as well as the challenges and contributions they make. Our seminar style course combines student research with
community-based learning. Your work informs our classroom discussions and research while also giving back to the
community in valuable and reciprocal ways.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AIS105(Introduction to American Indian Studies), AIS205(Contemporary American Indian Issues)
AIS305
Indigenous Issues of the Americas
4 Semester Credits
5
This travel seminar explores issues faced by indigenous people of the Americas. 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: Augsburg Experience
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.
Core Curriculum Component: None
Prerequisite(s): None
AIS380
Decolonizing Practices: Reading, Writing, Research
4 Semester Credits
This course engages students in examination of methods and practices from an Indigenous, decolonizing approach. We
will explore what it means to read, write and research with an Indigenous perspective. While so much research exists
that is driven and conducted from White/European and male lenses, our studies and work will emerge from
engagement with Indigenous scholars, theories and approaches.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
AIS393
Topics Workshop: Well-Being and Success After University
2 Semester Credits
This workshop is designed to provide strategies for student wellness and success after they graduate by focusing deeply
on practical skills and capacities, such as cv/resumes, writing proposals, interview practice, and thinking about your
future.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
AIS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
6
AIS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
AIS398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
AIS405
Indigenous Activism and Resistance in the Americas
4 Semester Credits
This course explores ongoing and current forms of activism and resistance across North and South America that are
directly related to cultural survival and continuity, issues of sovereignty and peoplehood, autonomy and selfdetermination, and decolonization.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of AIS105(Introduction to American Indian Studies), AIS205(Contemporary American Indian Issues),
AIS305(Indigenous Issues of Central America)
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.
Core Curriculum Component: None
Prerequisite(s): None
AIS498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS499
7
Independent Study
4 Semester Credits
An independently designed research project.
Core Curriculum Component: None
Prerequisite(s): None
ANT – Anthropology
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 – Art and Design
ART100
Special Topics
4 Semester Credits
Selected courses dealing with special topics, offered occasionally in the department.
Core Curriculum Component: None
Prerequisite(s): None
ART102
Visual Literacy
4 Semester Credits
8
Contemporary life is overflowing with visual content. Successfully navigating this massive visual culture requires the
ability to recognize, interpret, create, and communicate meaning through the visual elements of art and design. This skill
is known as visual literacy.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART103
Special Topics
1 Semester Credits
Core Curriculum Component: None
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
ART109
Pixels and Vectors
4 Semester Credits
This course aims to introduce students to graphic design tools and develop their ideas through effective image searches
and manipulation using appropriate tools and effects. The course will cover Adobe Photoshop, Adobe Illustrator, Adobe
InDesign, and Adobe After Effects through three main projects.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
9
ART118
Painting I
4 Semester Credits
Introduction to observational and experimental approaches and techniques in acrylic, watercolor and gouache painting.
Course is acrylic dominant. Color theory, composition, painting methods, painting from observation and individual
expression are emphasized.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART122
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
ART124
Graphic Design Production: InDesign
1 Semester Credits
This introductory course focuses on some of the basic features of the most current version of Adobe InDesign and
Acrobat Pro so that the student can navigate the software environment and use InDesign tools to create page layouts.
This course explores the process of creating and managing multiple page layouts with variable page content.
Core Curriculum Component: None
Prerequisite(s): None
ART125
Graphic Design Production: Illustrator
1 Semester Credits
This introductory course focuses on foundational skills in the most current version of Adobe Illustrator so that the
student can develop a confident understanding of the software. Focus is placed on hands-on activities that demonstrate
how these techniques can be used in combination to create engaging vector-based art such as illustrations, logos,
advertisements, or other graphic documents.
Core Curriculum Component: None
Prerequisite(s): ART201(Introduction to Graphic Design) *concurrent registration is acceptable*
ART126
Graphic Design Production: Photoshop
1 Semester Credits
This introductory course focuses on some of the basic features of the most current version of Adobe Photoshop so that
the student can navigate the software environment and use Photoshop tools to work with photographic images. Focus is
placed on hands-on activities that demonstrate how these techniques can be used in combination to create innovative
visual effects.
10
Core Curriculum Component: None
Prerequisite(s): ART201(Introduction to Graphic Design) *concurrent registration is acceptable*
ART127
Graphic Design Production: HTML/CSS
1 Semester Credits
This course provides foundational skills for interactive design. We will cover the following topics in this class: Principles
of Web Design including usability and the tools to accomplish this including HTML5 and CSS3.
Core Curriculum Component: None
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.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART133
Introduction to Digital Photography
4 Semester Credits
This course introduces students to the conceptual and practical principles of digital photography. Fundamental
terminology, concepts, and techniques of digital photography will be explored through lectures, readings, hands-on
assignments, and field trips. Studio work emphasizes photography as a form of creative expression through digital
cameras, software, scanners, and printers.
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
11
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART201
Introduction to Graphic Design
4 Semester Credits
Graphic design is the practice of using words and images to communicate and create meaning. In this course, students
will learn the fundamental concepts of graphic design through the lens of both historic and contemporary design work,
and a deeply iterative design practice. This studio class builds upon the visual literacy gained in ART102 and the technical
skills of ART109, in order for students to be able to both recognize, synthesize, and utilize a broad range of visual,
cultural, historic, and conceptual elements of graphic design.
Core Curriculum Component: Fine Arts
Prerequisite(s): ART102(Visual Literacy), ART109(Pixels and Vectors)
ART202
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): ART102(Visual Literacy), ART109(Pixels and Vectors)
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)
ART211
Art of Resistance
4 Semester Credits
Art of Resistance is designed to immerse you within the time/space of Palestine, with an emphasis on exploring a range
of art and culture in the region that is fully engaged historically, spiritually, socially, politically, environmentally,
philosophically. An interdisciplinary course centered on theater/performance and the visual arts that takes place in
various experiential learning environments in Palestine, this course will examine the arts as creative expression of the
human imagination through activities such as creation, historical study, and critical analysis.
Core Curriculum Component: Fine Arts, Augsburg Experience
Prerequisite(s): None
ART215
12
Introduction to Web Design
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
ART220
Screen Printing I
4 Semester Credits
Screen printing is a fundamental printmaking technique involving layers of stencil images. Students learn a spectrum of
methods — from hand-made stencils and multicolor photographic images, to contemporary textile printing. Students
will also explore the historic connections of screen printing, and the ways this versatile medium has been an essential
tool in influencing cultural change and contributing to new societal ideas.
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
ART226
Artist Workshop
1 Semester Credits
This course offers students the opportunity to work with a professional artist or designer. Students participate in
workshops with the artist and complete a project through the approach of the guest artist. Emphasis is on working in a
professional studio atmosphere. Course is repeatable.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ART231
13
Pre-Columbian, Colonial, and 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
14
Introduction to traditional and experimental methods and techniques for drawing the human figure. Class lectures,
discussion and projects examine the use of the figure in art, anatomy, proportions, space, and linear, value and gestural
studies. Emphasis is on both skill and individual expression.
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, 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 MAT090(Prealgebra), MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2)
ART280
Hand Papermaking and Book Arts I
4 Semester Credits
15
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 II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
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
Mid-Program Portfolio Review
2 Semester Credits
exhibition/project or thesis paper. Majors prepare a portfolio of original creative production, digitally document it, write
and present a statement, and engage a variety of audiences in critical dialogue. Faculty conducts a formal review of the
exhibition, presentation and portfolio. Students who do not pass ART 305 do not continue in the major.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ART306
Advanced Chinese Calligraphic Arts
4 Semester Credits
Advanced practice of Chinese calligraphic painting and writing.
16
Core Curriculum Component: None
Prerequisite(s): ART106(Introduction to Chinese Calligraphic Arts)
ART315
Graphic Systems
4 Semester Credits
Graphic Systems explores design concepts and production for interactive experiences as seen through publications
(screen/print), wayfinding, and digital platforms. Time, scale, cues, and interface will be considered in both theory and
practice through research and projects. Time in concerned with the rational progression of a story, but also informs the
sequenced order of an exhibit or navigation. Scale refers to the size or breadth of a book as much as it refers to the size
of an image on a page, printed, or electronic.
Core Curriculum Component: None
Prerequisite(s): ART124(Graphic Design Production: InDesign) *concurrent registration is acceptable*; ART127(Graphic
Design Production: HTML/CSS) *concurrent registration is acceptable*; ART202(Typography)
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)
ART324
Design Studio I
4 Semester Credits
As part of the design agency, students will become familiar with working on real-world projects. Through an intense,
collaborative, project-based approach, this class explores the practice of graphic design. Students will extend their
learning beyond the classroom and work with community partners to create a variety of design projects.
Core Curriculum Component: None
Prerequisite(s): ART126(Graphic Design Production: Photoshop), ART201(Introduction to Graphic Design),
ART202(Typography)
ART326
Design Studio II
4 Semester Credits
As part of the design agency, students will become competent in the skills necessary to execute real-world projects.
Through an intense, collaborative, project-based approach, this class explores the practice of graphic design. Students
will extend their learning beyond the classroom and work with community partners to create a variety of design
projects.
Core Curriculum Component: None
Prerequisite(s): ART305(Junior Exhibition and Review), ART324(Design Studio I)
ART332
17
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.
Core Curriculum Component: None
Prerequisite(s): ART132(Photography I)
ART333
Advanced 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): ART133(Introduction to Digital Photography)
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
ART347
Advanced Drawing
4 Semester Credits
Advanced study of drawing emphasizes open exploration of drawing media, methods and surfaces. Course focuses on
the development of subject matter, themed series, individual style, and original expression. Concentration on
developing visual conceptualization and visual, written and oral communication skills.
Core Curriculum Component: None
Prerequisite(s): 1 of ART107(Drawing), ART247(Life Drawing)
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
18
Prerequisite(s): 1 of ENL111(Effective Writing II), 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)
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 ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ART355
Advanced Painting
4 Semester Credits
Advanced study of painting emphasizes open exploration of painting media, methods and surfaces. Course focuses on
the development of subject matter, themed series, individual style, and original expression. Concentration on
developing visual conceptualization and visual, written and oral communication skills.
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 oflarger formats, multiple plates, and an
emphasis on color are encouraged.
Core Curriculum Component: None
19
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
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 ENL111(Effective Writing II), 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 ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ART388
Modern Art
4 Semester Credits
20
Painting, sculpture, and architecture from Neoclassicism through the present.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), 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
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 ENL111(Effective Writing II), 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
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4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ART405
Senior Exhibition/Project and Review
4 Semester Credits
This course showcases studio art, art history and graphic design majors’ developing creative production through a thesis
project and review. Majors learn professional practices and writing for the arts, produce themed original creative
production for exhibition or paper, prepare work for presentation, install exhibition, engage a variety of audiences in
critical dialogue, participate in formal faculty review and reflect on vocation.
Core Curriculum Component: Keystone
Prerequisite(s): ART305(Junior Exhibition and Review)
ART424
Advanced Design Studio III
4 Semester Credits
As part of the design agency, students will learn the principles of leading a team through real-world projects. Through an
intense, collaborative, project-based approach, this class explores the practice of graphic design as well as the
components of managing creative projects. Students will extend their learning beyond the classroom and work with
community partners to create a variety of design projects. Emphasis is placed on cultivating the student's personal
interests and abilities, editing and refining the range and quality of portfolio work.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): ART315(Web Design II), ART326(Design Studio II)
ART425
Advanced Design Studio IV
4 Semester Credits
As part of the design agency, students will lead teams through real-world projects. Through an intense, collaborative,
project-based approach, this class explores the practice of graphic design as well as competencies of managing creative
projects. Students will extend their learning beyond the classroom and work with community partners to create a
variety of design projects.
Core Curriculum Component: Keystone
Prerequisite(s): ART424(Advanced Design Studio III) *concurrent registration is acceptable*
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
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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 – American Sign Language
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. Continuation in language course sequences requires completion of the prerequisite language
class with a C- or higher.
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. Continuation in language course sequences requires completion of the prerequisite language
class with a C- or higher.
Core Curriculum Component: Modern Language 2
Prerequisite(s): ASL101(Beginning American Sign Language I)
AUG – Augsburg Seminar
AUG101
Augsburg Seminar
1 Semester Credits
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 P/N. 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): FIRSTYEAR(First Year Student)
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AUGEX – Augsburg Experience
AUGEX1
Augsburg Experience - Non-credit International Immersion
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX1(Approval to register for AUGEX1)
AUGEX2
Augsburg Experience - Faculty/Student Research
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX2(Approval to register for AUGEX2)
AUGEX3
Augsburg Experience - Non-credit Internship
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX3(Approval to register for AUGEX3)
AUGEX4
Augsburg Experience - Work Connections
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX4(Approval to register for AUGEX4)
AUGEX5
Augsburg Experience - Special Immersion
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): AUGEX5(Approval to register for AUGEX5)
BIO - Biology
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. Concurrent
registration in BIO102L is required. (Does not apply to the major or minor.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT090(Prealgebra), MAT103(Prealgebra), MPL(Math Placement Level 2)
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BIO102L
The Biological World Lab
0 Semester Credits
Three hour lab taken concurrently with BIO102.
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. Concurrent registration in BIO103L is required. (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),
MUS113(Music Theory and Aural Skills I)
BIO103L
Human Anatomy and Physiology Lab
0 Semester Credits
Three hour lab taken concurrently with BIO103.
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. Concurrent registration in BIO118L is
required. 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
25
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. Concurrent registration in BIO121L is required. (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
Three hour lab taken concurrently with BIO121.
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
Prerequisite(s): BIO151(Introductory Biology) *concurrent registration is required*, CONSENT(Consent of Instructor)
BIO151
Introductory Biology
4 Semester Credits
An introduction to biology for biology and related majors. Topics include cell and molecular biology, metabolism, and
genetics. Concurrent registration in BIO151L is required. Students who do not require this course for their major (e.g.
non-science majors) must get instructor permission to enroll.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
BIO151L
Introductory Biology Lab
1 Semester Credits
Three hour lab taken concurrently with BIO151.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO151(Introductory Biology) *concurrent registration is required*
BIO152
Evolution, Ecology and Diversity
26
4 Semester Credits
An introduction to evolution, ecology, and biological diversity for biology and related majors. Concurrent registration in
BIO152L is required. Students who do not require this course for their major (e.g. non-science majors) must get
instructor permission to enroll.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
BIO152L
Evolution, Ecology and Diversity Lab
1 Semester Credits
Four hour lab taken concurrently with BIO152.
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)
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: Research in Biology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO320
Human Anatomy
4 Semester Credits
This course is a systems approach to the study of human body structure including histology and gross anatomy. Students
learn to relate structure to function through the use of texts, models and dissection of organs and animals. This course is
intended to meet the requirements of students in the fields of nursing, physical therapy, physician assistant and some
other allied health programs. Concurrent registration in BIO320L is required.
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Core Curriculum Component: None
Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology); BIO151(Introductory
Biology), BIO152(Evolution, Ecology and Diversity)
BIO320L
Human Anatomy Lab
1 Semester Credits
Four hour lab taken concurrently with BIO320.
Core Curriculum Component: None
Prerequisite(s): BIO320(Human Anatomy) *concurrent registration is required*
BIO351
Invertebrate Zoology
4 Semester Credits
A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny.
Concurrent registration in BIO351L is required.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO351L
Invertebrate Zoology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO351.
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. Concurrent registration in BIO353L is
required.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO353L
Comparative Vertebrate Anatomy Lab
1 Semester Credits
Four hour lab taken concurrently with BIO353.
Core Curriculum Component: None
Prerequisite(s): BIO353(Comparative Vertebrate Anatomy) *concurrent registration is required*
BIO354
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Cell Biology
4 Semester Credits
An introduction to structure and function in tissues, cells, and subcellular organelles. Concurrent registration in BIO354L
is required.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), CHM116(General Chemistry II)
BIO354L
Cell Biology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO354.
Core Curriculum Component: None
Prerequisite(s): BIO354(Introductory Cellular Biology) *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. Concurrent registration in BIO355L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity), CHM116(General Chemistry II)
BIO355L
Genetics Lab
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO355(Genetics) *concurrent registration is required*
BIO361
Plant Biology
4 Semester Credits
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. Concurrent registration in
BIO361L is required.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO361L
Plant Biology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO361.
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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. Concurrent registration in BIO369L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology); 1 of CHM251(Organic
Chemistry I), CHM351(Organic Chemistry I); 1 of CHM251L(Organic Chemistry I Lab), CHM351L(Organic Chemistry I Lab);
1 of DST164(Introduction to Statistics (with R)), MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory
Statistics), MAT164(Introductory Biostatistics), PSY215(Research Methods and Statistics I)
BIO369L
Biochemistry Lab
1 Semester Credits
Four hour lab taken concurrently with BIO369.
Core Curriculum Component: None
Prerequisite(s): BIO369(Biochemistry) *concurrent registration is required*
BIO370
Biochemistry II
4 Semester Credits
Biochemistry II explores structural biology techniques such as protein NMR, crystallography, and fluorescence.
Biochemical challenges and applications, such as drug delivery, manipulation of intercellular signaling, and rational
design of recombinant protein constructs will be studied. Students will use the primary literature in biochemistry as part
of the course.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO369(Biochemistry), CHM369(Biochemistry)
BIO396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
30
BIO398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology), BIO354(Introductory
Cellular Biology)
BIO420
Conservation Biology
4 Semester Credits
This course will focus on the scientific foundations of biological conservation. Students will explore major threats to
ecosystems and biodiversity and discuss approaches for overcoming these threats in ways that balance the needs of
people and nature.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO255(Genetics), BIO355(Genetics), ENV320(Environmental Science); BIO152(Evolution, Ecology
and Diversity)
BIO425
Freshwater Ecology
4 Semester Credits
This course provides an introduction to core concepts in limnology, or the study of "inland" aquatic ecosystems,
including lakes, rivers, and wetlands. Students will explore how these diverse systems function both physically and
biologically at multiple spatial scales. Students will examine connections between freshwater ecosystems and their
watersheds and focus on aspects of limnology that inform freshwater ecosystem protection and management.
Concurrent enrollment in BIO425L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO152L(Completed with D grade), BIO152L(Completed with L grade); 1 of BIO255(Genetics),
BIO355(Genetics); 1 of BIO255L(Completed with C- grade), BIO255L(Completed with L grade), BIO355L(Genetics Lab);
BIO152(Evolution, Ecology and Diversity)
BIO425L
Freshwater Ecology Lab
1 Semester Credits
Required lab taken concurrently with BIO425
Core Curriculum Component: Augsburg Experience
Prerequisite(s): BIO425(Freshwater Ecology) *concurrent registration is required*
BIO444
31
Genomics and Biotechnology
4 Semester Credits
An introduction to genome science and biotechnology, examining how genomes are sequenced and analyzed and the
insights genomics provides into human health and the domestication of our food crops. The course explores the how
and why of plant tissue culture and genetic engineering, and the use of biotechnology for ethical and sustainable living.
Concurrent registration in BIO444L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO255(Genetics), BIO355(Genetics); 1 of DST164(Introduction to Statistics (with R)),
MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), PSY215(Research Methods and Statistics I)
BIO444L
Genomics and Biotechnology Lab
1 Semester Credits
Required lab taken concurrently with BIO444
Core Curriculum Component: None
Prerequisite(s): BIO444(Genomics and Biotechnology) *concurrent registration is required*
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. Concurrent registration in BIO471L is required.
Core Curriculum Component: None
Prerequisite(s): BIO369(Biochemistry)
BIO471L
Advanced Cellular and Molecular Biology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO471.
Core Curriculum Component: None
Prerequisite(s): BIO471(Advanced Cellular and Molecular Biology) *concurrent registration is required*
BIO473
Physiology of Humans and Other Animals
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. Concurrent registration in BIO473L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology); 1 of
DST164(Introduction to Statistics (with R)), MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics),
MAT164(Introductory Biostatistics), MAT248(Biostatistics), PSY215(Research Methods and Statistics I)
BIO473L
32
Physiology of Humans and Other Animals Lab
1 Semester Credits
Four hour lab taken concurrently with BIO473.
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. Concurrent registration in
BIO474L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Cell Biology); 1 of BIO255(Genetics),
BIO355(Genetics)
BIO474L
Developmental Biology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO474.
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. Concurrent registration in
BIO475L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology)
BIO475L
Neurobiology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO475.
Core Curriculum Component: None
Prerequisite(s): BIO475(Neurobiology) *concurrent registration is required*
BIO476
Microbiology
4 Semester Credits
33
An introduction to the study of microorganisms. Environmental, industrial, and medical issues are discussed, with
particular attention paid to human pathogens. Concurrent registration in BIO476L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology); 1 of BIO255(Genetics),
BIO355(Genetics)
BIO476L
Microbiology Lab
1 Semester Credits
Two two-hour labs per week, taken concurrently with BIO476.
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. Concurrent
registration in BIO481L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of DST164(Introduction to Statistics (with R)), MAT114(Precalculus), MAT145(Calculus I),
MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), PSY215(Research Methods and Statistics I);
BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity), CHM116(General Chemistry II)
BIO481L
Ecology Lab
1 Semester Credits
Four hour lab taken concurrently with BIO481. Some Saturday field trips required.
Core Curriculum Component: None
Prerequisite(s): BIO481(Ecology) *concurrent registration is required*
BIO485
Advanced Topics in Biology
2 Semester Credits
An exploration of advanced topics in biology. Students will learn the foundational concepts of a topic of ongoing
research in the biological sciences, and apply that knowledge as they read and discuss current scientific literature in that
subject. Check Records and Registration for the topic and title of a given section. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology); 1 of BIO255(Genetics),
BIO355(Genetics); BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO486
Immunology
4 Semester Credits
34
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.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology); 1 of BIO255(Genetics),
BIO355(Genetics)
BIO488
Special Topics in Biochemistry
2 Semester Credits
Courses covering special topics in biochemistry not otherwise covered by other course offerings. Topics vary.
Core Curriculum Component: None
Prerequisite(s): None
BIO489
Special Topics in Biochemistry
4 Semester Credits
Courses covering special topics in biochemistry not otherwise covered by other course offerings. Topics vary.
Core Curriculum Component: None
Prerequisite(s): None
BIO490
Biology Keystone
2 Semester Credits
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. Open only to senior students majoring in biology.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology); 1 of BIO255(Genetics),
BIO355(Genetics), BIO369(Biochemistry), CHM369(Biochemistry)
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
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO495(Special Topics in Biology) *concurrent registration is required*
35
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 BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology)
BUS – Business Administration
BUS199
Internship
4 Semester Credits
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
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
36
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): ACC221(Introduction to Financial Accounting), BUS242(Principles of Management), ECO113(Principles of
Microeconomics)
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
ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level); ACC221(completed previously) *concurrent registration is acceptable*;
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
BUS397 provides direction and support for students completing internships. Classroom meetings will be scheduled.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
BUS398
Internship
2 Semester Credits
37
Core Curriculum Component: None
Prerequisite(s): None
BUS399
Internship
4 Semester Credits
BUS399 provides direction and support for students completing internships. Classroom meetings will be scheduled.
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 DST164(Introduction to Statistics (with R)), MAT163(Introductory Statistics), MIS379(Quantitative
Methods for Business and Economics), STATSBUS(Approved Statistics for Business Majors); ACC222(Introduction to
Managerial Accounting), BUS301(Business Law), BUS362(International Business), ECO112(Principles of
Macroeconomics), ECO113(Principles of Microeconomics), FIN331(Financial Management)
BUS465
International Management
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): BUS362(International Business)
BUS490
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 HON100(Religion, Vocation, and the Search for Meaning I), RLN100(Religion, Vocation, and the
Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
BUS495
Topics
4 Semester Credits
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Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
BUS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS – Languages and Cross-Cultural Studies
CCS100
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
CCS295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS360
Readings In Comparative Literature
4 Semester Credits
A comparative approach to literary study, with readings from at least two different national literatures and/or periods.
Primary readings in the original language where feasible; language of instruction subject to discretion of the instructor
and needs of the students.
Core Curriculum Component: None
Prerequisite(s): CCS100(Introduction to Cultural Studies)
CCS397
Internship
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2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
CCS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
CCS495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CCS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM – Chemistry
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. Note: must earn credit for both 102 and
102L to count as NSM-LAF.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT090(Prealgebra), MAT103(Prealgebra), 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
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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. High school chemistry recommended. Note: must earn credit for both 115 and 115L to count as NSMLAF. (Fall)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
CHM115L
General Chemistry I Lab
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of CHM115(General Chemistry I) *concurrent registration is acceptable*, SCI114(Exploring Science and
Engineering) *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. Note: must earn credit for both 116 and 116L to count as NSM-LAF.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of CHM115L(General Chemistry I Lab), CHM115L(General Chemistry I Lab); CHM115(General
Chemistry I)
CHM116L
General Chemistry II Lab
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): CHM116(General Chemistry II) *concurrent registration is acceptable*
CHM199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM251
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. (Fall)
Core Curriculum Component: None
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Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General
Chemistry II)
CHM251L
Organic Chemistry I Lab
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM251(Organic Chemistry I) *concurrent registration is acceptable*
CHM252
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. (Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM251(Organic Chemistry I), CHM351(Organic Chemistry I); 1 of CHM251L(Organic Chemistry I
Lab), CHM351L(Organic Chemistry I Lab)
CHM252L
Organic Chemistry II Lab
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM252(Organic Chemistry II) *concurrent registration is acceptable*
CHM280
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. (Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); 1 of MAT105(Applied
Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); CHM116(General Chemistry II)
CHM280L
Quantitative Analytical Chemistry Lab
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM280(Quantitative Analytical Chemistry) *concurrent registration is acceptable*
CHM295
Topics
2 Semester Credits
Core Curriculum Component: None
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Prerequisite(s): None
CHM299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM362
Physical Chemistry: Macroscopic Theory
4 Semester Credits
Studies fundamental macroscopic theories and concepts of physical chemistry with a focus on thermodynamics and
kinetics. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General
Chemistry II), MAT146(Calculus II), PHY122(General Physics II)
CHM368
Physical Chemistry: Microscopic Theory
4 Semester Credits
Studies fundamental microscopic theories and concepts of physical chemistry with a focus on quantum mechanics,
molecular structure, spectroscopy, and statistical mechanics. (Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General
Chemistry II), MAT146(Calculus II), PHY122(General Physics II)
CHM369
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. Concurrent registration in CHM369L is required. Chemistry majors should contact the chair of the Chemistry
Department about alternatives to the BIO253 prerequisite.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO253(Introductory Cellular Biology), BIO354(Introductory Cellular Biology); 1 of CHM251(Organic
Chemistry I), CHM351(Organic Chemistry I); 1 of CHM251L(Organic Chemistry I Lab), CHM351L(Organic Chemistry I Lab);
1 of DST164(Introduction to Statistics (with R)), MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory
Statistics), MAT164(Introductory Biostatistics), PSY215(Research Methods and Statistics I)
CHM369L
Biochemistry Lab
1 Semester Credits
Concurrent registration in CHM369 is required.
Core Curriculum Component: None
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Prerequisite(s): CHM369(Biochemistry) *concurrent registration is required*
CHM370
Biochemistry II
4 Semester Credits
Biochemistry II explores structural biology techniques such as protein NMR, crystallography, and fluorescence.
Biochemical challenges and applications, such as drug delivery, manipulation of intercellular signaling, and rational
design of recombinant protein constructs will be studied. Students will use the primary literature in biochemistry as part
of the course.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO369(Biochemistry), CHM369(Biochemistry)
CHM397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General
Chemistry II)
CHM399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of CHM116L(General Chemistry II Lab), CHM116L(General Chemistry II Lab); CHM116(General
Chemistry II)
CHM430
Advanced Thermodynamic and Separation Lab
2 Semester Credits
A comprehensive lab course that provides hands-on experience in advanced topics in physical chemistry (kinetics and
thermodynamics) and analytical chemistry (separation science and electrochemistry). 4-hr lab with a 1-hr recitation
session each week.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II
Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative
Analytical Chemistry); 1 of CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry
Lab)
CHM440
Advanced Synthesis Lab
2 Semester Credits
A comprehensive lab course that provides experiences in advanced synthetic techniques in both organic and inorganic
chemistry. 4-hr lab with a 1-hr recitation session each week.
Core Curriculum Component: None
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Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II
Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative
Analytical Chemistry); 1 of CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry
Lab)
CHM450
Advanced Spectroscopy and Computational Chemistry Lab
2 Semester Credits
A comprehensive lab course provides hands-on experience in advanced topics in spectroscopic instruments, both
commercial and home-built. Students will also be exposed to computational modeling using quantum mechanical
principles. 4-hr lab with a 1-hr recitation session each week.
Core Curriculum Component: None
Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II
Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative
Analytical Chemistry); 1 of CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry
Lab)
CHM464
Advanced Organic Chemistry
4 Semester Credits
Study of advanced mechanistic analyses and physical organic chemistry principles of modern synthetic transformations.
(Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II
Lab), CHM352L(Organic Chemistry II Lab)
CHM481
Instrumental Analysis
4 Semester Credits
Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, chromatography,
electroanalytical, and surface analysis methods are covered. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM280(Quantitative Analytical Chemistry), CHM353(Quantitative Analytical Chemistry); 1 of
CHM280L(Quantitative Analytical Chemistry Lab), CHM353L(Quantitative Analytical Chemistry Lab)
CHM482
Advanced Inorganic Chemistry
4 Semester Credits
Study of inorganic bonding and structural models, and a survey of inorganic substances and their reactions. Reactivity
and bonding in coordination, cluster, and organometallic compounds are considered. (Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM252(Organic Chemistry II), CHM352(Organic Chemistry II); 1 of CHM252L(Organic Chemistry II
Lab), CHM352L(Organic Chemistry II Lab); 1 of CHM362(Chemical Thermodynamics, Statistical Mechanics, and Kinetics),
CHM368(Quantum Chemistry, Molecular Structure, and Spectroscopy)
CHM488
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Special Topics in Biochemistry
2 Semester Credits
Courses covering special topics in biochemistry not otherwise covered by other course offerings. Topics vary.
Core Curriculum Component: None
Prerequisite(s): None
CHM489
Special Topics in Biochemistry
4 Semester Credits
Courses covering special topics in biochemistry not otherwise covered by other course offerings. Topics vary.
Core Curriculum Component: None
Prerequisite(s): None
CHM491
Chemistry Seminar
0.5 Semester Credits
This seminar 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
CHM494
Topics
2 Semester Credits
Study of a specific area building upon inorganic, analytical, physical, or organic chemistry.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
CHM495
Topics
4 Semester Credits
Study of a specific area building upon inorganic, analytical, physical, or organic chemistry.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
CHM497
Independent Study/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
(that may be counted as a course). Cooperative education is an excellent opportunity to be involved in industrial
research projects.
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Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
CHM498
Independent Study/Research
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Consent of Instructor)
CHM499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Consent of Instructor)
COM – Communication Studies
COM100
Journalism Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
COM101
Sports Production Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
COM102
Audio Storytelling Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
COM103
Forensics Practicum
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1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
COM105
Multimedia Production Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
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.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
COM117
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Business and Professional Speaking
4 Semester Credits
An introduction to public speaking that explores the skills, research, and forms of communication common in business
and professional careers. There is an emphasis on theory and practice associated with specialized communication skills,
including: professional networking, sales speeches, persuasive policy speeches, business concept or proposal pitches,
leading business meetings, and so much more. Note: Students may earn credit in only one of COM 111, COM 112, COM
115, or COM 117 for credit.
Core Curriculum Component: 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
COM180
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
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
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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: Humanities
Prerequisite(s): None
COM260
Environmental Communication
4 Semester Credits
We are bombarded with messages about the natural world every day from many different sources. Environmental
communication comes to us through commercials, television, movies, public policy debates, the scientific and technical
sphere, and social media. Environmental messages originate from groups, organizations and individuals with a variety of
goals. COM 260 encourages a deeper understanding of our relationship with the world around us.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM290
Writing for Strategic Communication
4 Semester Credits
This is a course in writing skills for persuasive communication for the public relations practitioner. As public relations
continues to evolve from traditional, journalism-based practices to a complex profession requiring a broad range of
writing and media skills for integrated marketing communication, this course will help to ensure that PR students are
well-versed in the differences and similarities within various communication formats and how to write for them. From
traditional press releases and brochures to the constantly evolving world of Internet-based communication, students
will enhance their written and oral skills, and use critical thinking to find engaging and ethical techniques for targeting
their messages to a variety of publics and media.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), WPL(Writing Placement Level)
COM295
Topics
4 Semester Credits
Core Curriculum Component: None
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Prerequisite(s): None
COM299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM301
Research Methods in Communication Studies
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), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Level)
COM305
Interviewing
4 Semester Credits
This course focuses on the process of interviewing and emphasizes the theory and skills needed in effective interviews
for both the interviewer and the interviewee. Students will develop and conduct several types of interviews, which may
include informational, employment, oral history, journalistic, and persuasive interviews.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
COM310
Family Communication
4 Semester Credits
This course is an introduction to communication phenomena in the setting of the family. The overall goal is to help build
an understanding of how we develop, maintain, enhance, or disturb family relationships through communication
processes. Students will learn about theories focusing on the communication patterns and practices that constitute
family life.
Core Curriculum Component: None
Prerequisite(s): None
COM328
Multimedia Communication
4 Semester Credits
Multimedia content is everywhere - good content isn’t. Create content with purpose and add multimedia production to
your list of communication skills. In this course you will explore the elements of effective multimedia communication as
you pick up essential skills in using multimedia tools and technologies to reach an audience in informative, engaging,
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persuasive, and entertaining ways. Through creative and intentional practice, you will engage in video production, audio
production, image creation, media writing and editing to create content that is sure to impress and have an impact.
Core Curriculum Component: None
Prerequisite(s): 1 of COM120(Mass Media and Popular Culture), COM290(Writing for Strategic Communication),
FLM180(Film Sight and Sound), NMS220(Foundations of New Media)
COM329
Intercultural Communication
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
COM330
Crisis Communication
4 Semester Credits
This course examines the variables involved in crisis planning, crisis communication, and crisis management in modern
organizations. Those variables include the organization’s vulnerabilities, the environment in which it thrives, the
stakeholders who can influence its operation, and the strategies best suited to maintaining or enhancing its reputation.
The media play a crucial role in crisis management and the course promotes a deeper understanding of the range of
crises facing organizations and tactics that can be employed to manage them.
Core Curriculum Component: None
Prerequisite(s): COM290(Writing for Strategic Communication)
COM333
Nonverbal Communication
4 Semester Credits
Explores the functions of communication codes like touch, body language, facial expressions, and physical appearance.
Students will gain an understanding of how nonverbal communication is situated with socio-cultural contexts and how
communication is impacted by biology and genetics. Students will do hands-on and experiential learning to build their
skills in projecting and interpreting this prevalent form of communication.
Core Curriculum Component: None
Prerequisite(s): 1 of COM180(Introduction to Communication Studies), COM254(Interpersonal Communication)
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
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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 COM180(Introduction to Communication Studies), COM280(Introduction to Communication
Studies); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); 1
of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking),
COM117(Business and Professional Speaking); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
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), COM117(Business and Professional Speaking); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra
and Trigonometry), MPL(Math Placement Level 3)
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
COM356
Advanced Interpersonal Communication
4 Semester Credits
This course explores theories and concepts from Communication Studies related to our understanding of self, other,
relationships, and what it means to lead a compassionate life. As such, it provides students with an opportunity to probe
deeper into theories and concepts introduced in Interpersonal Communication.
Core Curriculum Component: None
Prerequisite(s): None
COM380
Strategic Communication Campaigns
4 Semester Credits
Builds on foundational strategic communication skills. Students will explore and practice the skills necessary to
successfully implement public relations, promotional, and other types of strategic messaging campaigns.
Core Curriculum Component: None
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Prerequisite(s): COM290(Writing for Strategic Communication)
COM396
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
COM415
Diversity and Representation in the Media
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): 1 of COM120(Mass Media and Popular Culture), NMS220(Foundations of New Media)
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)
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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
CRS – Critical Race and Ethnicity Studies
CRS101
Introduction to Critical Race and Ethnicity Studies
4 Semester Credits
This introductory class provides students with complex vocabularies and frameworks to understand how race intersects
with gender, sexuality, class, (non)citizenship, and nation in producing systems of power and inequality. It examines
large historical structures around the management of land, labor, and bodies (settle colonialism, chattel slavery,
immigration labor, refugee flows, globalization), and how our everyday lives are informed by larger social and economic
structures.
Core Curriculum Component: Humanities
Prerequisite(s): None
CRS120
Topics in Africana Studies
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CRS140
Topics in Asian American and Pacific Islander Studies
4 Semester Credits
Core Curriculum Component: None
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Prerequisite(s): None
CRS141
History Untold: Southeast Asian American Refugee Experiences
4 Semester Credits
This course focuses on shared and unique experiences of Southeast Asian diaspora in the United States–– among
Vietnamese, Cambodian, Laotian, and Hmong American refugees. We examine these experiences as enabled by U.S.
imperialism and closely tied to domestic racial/ gendered management. The course utilizes critical refugee studies,
queer/feminist thoughts, using scholarly texts, creative materials, and cultural productions.
Core Curriculum Component: Humanities
Prerequisite(s): None
CRS160
Topics in Latine/x Studies
4 Semester Credits
Core Curriculum Component: Humanities
Prerequisite(s): None
CRS161
Introduction to Cultural Studies in Latin America and the Caribbean
4 Semester Credits
This course will introduce the analysis of culture as a concept, practice, and form of representation. It will provide
analytical and methodological tools to discuss various cultural forms and develop critical skills in analyzing race and
ethnicity. Particular attention will be placed on issues of representation and the notion of cultural difference(s). The
theoretical and critical texts studied will represent diverse geographical and cultural locations, emphasizing materials
that explore cultural issues in the context of Latin American, the Caribbean, Afro-Latinxs, and Latinxs.
Core Curriculum Component: Humanities
Prerequisite(s): None
CRS220
Topics in Africana Studies
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CRS261
Tell Me What You Eat and I Will Tell You Who You Are: Food and Identity in Latin America and the Caribbean
4 Semester Credits
Roland Barthes points out: "What is food? It is not just a collection of products that can be used for statistical or
nutritional studies. It is also, and at the same time, a communication system, a body of images, a protocol of uses,
situations and behavior". From the French critic's perspective, food represents a communication system that reveals the
symbolic meaning that certain foods acquire, whether in how they are produced, prepared, consumed, marketed, or
written about. This course explores how food adapts to the lifestyle of individuals and, as a result, defines the practical,
cultural customs of a people. As a critical apparatus, food can be used to examine the discursive constructions of
identity, space, consumption, gender, and race that affect a society. The course aims to examine culture through food to
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understand better its impact on social class, identity construction, cultural distinction, and power. A variety of written,
visual, and auditory texts from the colonial period to the present and material on food culture will be discussed.
Core Curriculum Component: Humanities
Prerequisite(s): None
CRS301
Topics in Critical Race and Ethnicity Studies
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CRS320
Topics in Africana Studies
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CRS360
Topics in Latine/x Studies
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC – Computer Science
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), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
CSC165
Introduction to Computer Programming (Python)
4 Semester Credits
An introduction to Computer Science, thinking algorithmically, and using a structured, high-level programming language
(Python) to implement algorithms. Emphasis on how to design, code, debug, and document computer programs to solve
problems from a wide range of disciplines and to appreciate the power of computation. Concurrent registration in CSC
165L is required.
Core Curriculum Component: None
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Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); CSC165L(Concurrent registration in CSC165L) *concurrent registration is required*
CSC165L
Introduction to Computer Programming (Python) Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
CSC170
Introduction to Object-Oriented Programming (Java)
4 Semester Credits
An introduction to programming in an object-oriented language (Java). Concepts of encapsulation,abstraction,
inheritance, and polymorphism applied to design, code, debug, and document computer programs. Concurrent
registration in CSC 170L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer
Programming (Python)); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math
Placement Level 3); CSC170L(Concurrent registration in CSC170L) *concurrent registration is required*
CSC170L
Introduction to Object-Oriented Programming (Java) Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer
Programming (Python)); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math
Placement Level 3)
CSC199
Internship
4 Semester Credits
This internship is not eligible to apply toward either the Computer Science major or minor.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC165(Introduction to Computer Programming (Python)), CSC170(Introduction to Object-Oriented
Programming (Java))
CSC240
Information Security and Assurance
4 Semester Credits
An introduction to data communication with a focus on essential Information Security and Information Assurance.
Experience working with networks, information security and information assurance through practical and real-world
scenarios. Topics typically include applied networking fundamentals, applied fundamentals of distributed systems,
applied fundamentals of cloud systems, cyber attacks and countermeasures, scripting and automation, legal and ethical
considerations, data and user privacy, cyber forensics, risk assessment/management, and recovery management.
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Core Curriculum Component: None
Prerequisite(s): 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer
Programming (Python)), CSC170(Introduction to Object-Oriented Programming (Java)); 1 of MAT105(Applied Algebra),
MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3)
CSC250
Game Programming on the Web
4 Semester Credits
An introduction to game design, HTML5, Javascript, cascading style sheets, HTML5 Canvas, theories of game mechanics
and fiction, psychological flow, game engines, interfaces, knowledge creation, complex decisions, relation of Java to
JavaScript, and videogame history. Prerequisite: CSC 170 or equivalent.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC165(Introduction to Computer Programming (Python)), CSC170(Introduction to Object-Oriented
Programming (Java))
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): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); CSC170(Introduction to Programming)
CSC299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC311
Web Applications and Databases
4 Semester Credits
Concepts of the architecture of the web, websites, web applications, and driving these from information stored in
databases. Topics include the structure of the web; simple web pages; using javascript to dynamically update web pages;
using asynchronous background requests to a server to update pages; writing code on the server; creating, maintaining,
and querying databases.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC165(Introduction to Computer Programming (Python)), CSC170(Introduction to Object-Oriented
Programming (Java)); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Level 3)
CSC341
Data Structures
4 Semester Credits
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Fundamental concepts for storing and manipulating data using Abstract Data Types (ADTs) such as lists, stacks, queues,
heaps, and graphs. Implementation of ADTs in Java using both iteration and recursion; analysis of runtime efficiency;
and best software development practices.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer
Programming (Python)); 1 of MAT145(Calculus I), MAT171(Discrete Mathematics For Computing), MAT202(Discrete
Mathematics For Computing); 1 of MAT114(Precalculus), MPL(Math Placement Level 4); CSC170(Introduction to
Programming)
CSC351
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 CSC210(Data Structures), CSC341(Data Structures); 1 of MAT114(Precalculus), MPL(Math Placement
Group 4); 1 of MAT171(Discrete Mathematics For Computing), MAT202(Discrete Mathematics For Computing),
MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures)
CSC371
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 CSC210(Data Structures), CSC341(Data Structures); 1 of MAT114(Precalculus), MPL(Math Placement
Group 4); 1 of MAT171(Discrete Mathematics For Computing), MAT202(Discrete Mathematics For Computing),
MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical 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): 1 of CSC320(Algorithms), CSC351(Algorithms); 1 of CSC210(Data Structures), CSC341(Data Structures); 1
of MAT114(Precalculus), MPL(Math Placement Group 4); 1 of MAT171(Discrete Mathematics For Computing),
MAT202(Discrete Mathematics For Computing), MAT271(Discrete Mathematical Structures), MAT302(Discrete
Mathematical Structures)
CSC385
Formal Logic and Computation Theory
4 Semester Credits
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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 CSC210(Data Structures), CSC341(Data Structures); 1 of MAT271(Discrete Mathematical Structures),
MAT302(Discrete Mathematical Structures)
CSC391
Programming Languages
4 Semester Credits
Principles that govern the design and implementation of programming languages including formal syntax specification,
typing, scoping, and parameter passing. Study of the major paradigms of programming languages by designing and
coding solutions in various programming languages such as Java, Python, Html5/CSS/Javascript, LISP, Prolog, and SQL
along with using a meta-programming language such as Flex.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC320(Algorithms), CSC351(Algorithms); 1 of CSC345(Principles of Computer Organization),
CSC371(Computer Organization); 1 of MAT171(Discrete Mathematics For Computing), MAT202(Discrete Mathematics
For Computing), MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures); 1 of
MAT114(Precalculus), MPL(Math Placement Group 4)
CSC395
Topics in Computer Science
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of CSC320(Algorithms), CSC345(Principles of Computer Organization), CSC351(Algorithms),
CSC371(Computer Organization)
CSC396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT114(Precalculus), MPL(Math Placement
Group 4)
CSC397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT114(Precalculus), MPL(Math Placement
Group 4)
CSC398
Internship
2 Semester Credits
Core Curriculum Component: None
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Prerequisite(s): 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT114(Precalculus), MPL(Math Placement
Group 4)
CSC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT114(Precalculus), MPL(Math Placement
Group 4)
CSC421
Mobile Computing
4 Semester Credits
Concepts of translating ideas for applications into well-designed programs running on mobile hardware. Topics include
the basics of software engineering and project management, iterative design, using version control systems, creating
functionality lists, writing application flow storyboards, using the model-view-controller design pattern, using an objectoriented programming language, and using an integrated development environment to write and test code.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT171(Discrete Mathematics For Computing), MAT202(Discrete Mathematics For Computing),
MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures); CSC341(Data Structures)
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 CSC210(Data Structures), CSC341(Data Structures); 1 of MAT114(Precalculus), MPL(Math Placement
Group 4)
CSC443
Software Engineering
4 Semester Credits
An introduction to Software Engineering -- the design, development, testing, use, and management of software systems.
Emphasis on creating intuitive, useful, well-tested, and accessible software that is adaptable, distributive, extensible,
and maintainable. Includes semester-long team project.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of CSC320(Algorithms), CSC351(Algorithms); 1 of CSC345(Principles of Computer Organization),
CSC371(Computer Organization)
CSC451
Compilers
4 Semester Credits
Concepts of the compiling process including computation theory, automata required for language translation, and
computing run-time environments, along with the data and control structures necessary to implement a compiler.
Includes semester-long project building a complete, functional compiler.
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Core Curriculum Component: Keystone
Prerequisite(s): 1 of CSC391(Programming Languages), CSC450(Programming Languages)
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 CSC210(Data Structures), CSC341(Data Structures); 1 of MAT114(Precalculus), MPL(Math Placement
Group 4)
CSC495
Advanced Topics in Computer Science
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): 1 of CSC320(Algorithms), CSC345(Principles of Computer Organization), CSC351(Algorithms),
CSC371(Computer Organization)
CSC499
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 CSC320(Algorithms), CSC345(Principles of Computer Organization), CSC351(Algorithms),
CSC371(Computer Organization)
DAK - Dakota
DAK111
Beginning Dakota I
4 Semester Credits
An introduction to the language and culture of the Dakota people. Emphasis is on vocabulary, reading, writing, and
conversational skills. Classroom practice will include linguistic patterns and oral interaction. Continuation in language
course sequences requires completion of the prerequisite language class with a C- or higher.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
DAK112
Beginning Dakota II
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4 Semester Credits
An introduction to the language and culture of the Dakota people. 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): DAK111(Beginning Dakota I)
DST – Data Science
DST164
Introduction to Statistics (with R)
4 Semester Credits
Concepts and techniques of elementary statistics, with an emphasis on working with data and understanding the role of
variability. Topics include descriptive statistics, data visualization, the Normal distributions, simulation, experimental
design, confidence intervals, hypothesis testing, analysis-of-variance, regression, and the use of modern computational
tools in statistics with the R statistical software program. Applications from natural, health, and applied social science.
This course is designed as an introduction to statistics for students planning to work with data in their future studies or
careers. Students who have successfully completed MAT163, MAT164, MAT248, MIS379, PSY215, or SOC362 may not
register for credit in DST164.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
DST234
Introduction to Data Science (and R)
4 Semester Credits
Concepts of data science including acquisition, tidying, and managing of data; statistical computation in R;
communicating data visually; exploring ethics, social justice, and careers in data science; and analyzing data using
statistical methods, including statistical modeling and an introduction to machine learning. Students who have
completed MAT 213 may not register for credit. Students in MPG 2 are encouraged to take MAT 106 (instead of MAT
105). Students in MPG 3 who intend to take MAT 114 are encouraged to do so before taking this course.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
DST314
Programming for Data Science
4 Semester Credits
The course is designed for students with a basic Python or programming background and who want to learn the careerbuilding programming skills to succeed in data science and data analytics fields. Topics typically include information
manipulation and visualization, text analysis, social network analysis, and machine learning using popular Python toolkits
such as Matplotlib, NumPy, pandas, SciPy toolkits (Scikit-learn). The course includes hands-on exercises throughout the
course as mini-projects and a final project to demonstrate the new skills.
Core Curriculum Component: None
Prerequisite(s): CSC165(Introduction to Computer Programming (Python))
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DST334
Statistical Modeling
4 Semester Credits
Concepts of selecting, assessing the fit, and evaluating statistical models. Topics studied include statistical model
transformations, outlier detection, hypothesis testing and confidence interval construction, evaluation of multicollinearity and correlated predictors on model results, and one-way and multi-Factor ANOVA to assess relationships
among quantitative response variables and categorical predictor variables. This course includes several small group
projects culminating with a final group project.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); 1 of All of 1 of MAT163(Introductory Statistics), MAT164(Introductory Statistics for STEM), MIS379(Quantitative
Methods for Business and Economics), PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis);
DST234(Introduction to Data Science (and R)); DST164(Introduction to Statistics (with R))
DST374
Mathematical Statistics
4 Semester Credits
Concepts of statistical inference including sampling distributions, methods of estimation, confidence intervals,
hypothesis testing, and linear regression/ANOVA. Includes an introduction to advanced topics such as experimental
design, resampling techniques, Bayesian theory, and nonparametric methods.
Core Curriculum Component: None
Prerequisite(s): 1 of DST164(Introduction to Statistics (with R)), MAT163(Introductory Statistics), MAT164(Introductory
Statistics for STEM), MIS379(Quantitative Methods for Business and Economics), PSY215(Research Methods and
Statistics I), SOC362(Statistical Analysis); MAT373(Probability Theory)
DST394
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 DST164(Introduction to Statistics (with R)), MAT163(Introductory Statistics), MAT164(Introductory
Statistics for STEM), MAT248(Biostatistics), MAT373(Probability Theory); MAT146(Calculus II)
DST395
Topics in Data Science
4 Semester Credits
Study of an advanced topic in Data Science.
Core Curriculum Component: None
Prerequisite(s): DST234(Introduction to Data Science (and R))
DST396
Internship
4 Semester Credits
Core Curriculum Component: None
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Prerequisite(s): 2 of DST164(Introduction to Statistics (with R)), DST334(Statistical Modeling), DST374(Mathematical
Statistics), DST394(Topics in Statistics), DST395(Topics in Data Science), DST499(Independent Study); CONSENT(Consent
of Instructor), DST234(Introduction to Data Science (and R))
DST397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 2 of DST164(Introduction to Statistics (with R)), DST334(Statistical Modeling), DST374(Mathematical
Statistics), DST394(Topics in Statistics), DST395(Topics in Data Science), DST499(Independent Study); CONSENT(Consent
of Instructor), DST234(Introduction to Data Science (and R))
DST398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 2 of DST164(Introduction to Statistics (with R)), DST334(Statistical Modeling), DST374(Mathematical
Statistics), DST394(Topics in Statistics), DST395(Topics in Data Science), DST499(Independent Study); CONSENT(Consent
of Instructor), DST234(Introduction to Data Science (and R))
DST399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 2 of DST164(Introduction to Statistics (with R)), DST334(Statistical Modeling), DST374(Mathematical
Statistics), DST394(Topics in Statistics), DST395(Topics in Data Science), DST499(Independent Study); CONSENT(Consent
of Instructor), DST234(Introduction to Data Science (and R))
DST475
Machine Learning
4 Semester Credits
Concepts of machine learning with an emphasis on the theoretical understanding of machine learning algorithms and
their application to real-world data. Topics include supervised and unsupervised algorithms and meta-learning, including
linear regression, logistic regression, nearest neighbor models, k-means clustering, support vector machines, decision
trees and forests, boosting, bagging, and artificial neural networks. Techniques for evaluating model performance and
estimating future performance are covered.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of MAT246(Linear Algebra), MAT315(Linear Algebra); 1 of All of CSC165(Introduction to Computer
Programming (Python)), DST164(Introduction to Statistics (with R)); DST234(Introduction to Data Science (and R));
MAT145(Calculus I)
DST490
Data Visualization for Social Justice
4 Semester Credits
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Advanced statistical programming with R to construct data visualization from datasets involving social justice
implications. Course content will include regular reflection on ethics and vocation in data science with team and
individual applied projects.
Core Curriculum Component: Keystone
Prerequisite(s): DST234(Introduction to Data Science (and R))
DST499
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 DST314(Programming for Data Science), DST334(Statistical Modeling), DST374(Mathematical
Statistics), DST475(Machine Learning), DST490(Data Visualization for Social Justice); DST234(Introduction to Data
Science (and R))
ECO – Economics
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), MAT106(Applied Algebra and Trigonometry), 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), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
ECO199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECO299
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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 ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); ECO112(Principles of Macroeconomics)
ECO313
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), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3)
ECO350
Labor Economics
4 Semester Credits
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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
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
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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): 1 of MAT245(Calculus III), MAT255(Multivariable Calculus); 1 of MAT246(Linear Algebra),
MAT315(Linear Algebra); ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics)
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
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and
Trigonometry), MPL(Math Placement Level 3); 1 of DST164(Introduction to Statistics (with R)), MAT163(Introductory
Statistics), MAT164(Introductory Statistics for STEM), MIS379(Quantitative Methods for Business and Economics);
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 ENL111(Effective Writing II), 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 – Continuing Education
ECS495CE
Topics for Paraprofessionals
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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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
ECS509CE
Paideia: Guided Reading for Great Ideas
2 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
Paideia: Advancing 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 Onsite Training
2 Semester Credits
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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
4 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
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 cont ed 1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS590CE
Topics Grad Edu, General and TPT Cont Ed only-variable credit
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS595CE
Topics AP Not Approved 1stand2nd ti-Variable credit
2 Semester Credits
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Core Curriculum Component: None
Prerequisite(s): None
ECS598CE
Independent Study/Research
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS599CE
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDC – Education
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
EDC200
Critical Histories and Philosophies of Education
3 Semester Credits
As a foundational course in the multi-disciplinary field of education, this class will explore a range of ideas from
education, history, philosophy, sociology, psychology, anthropology, political science, economics, and cultural studies.
Together, these perspectives come together to support students in developing a critical consciousness of the complex
pressures on schools that both enable and constrain democratic, inclusive, and socially just schooling experiences. This
historical and philosophical understanding of schools is necessary for impactful teaching in a multi-diverse society.
Through a required field experience, students will be asked to understand the pathways and barriers to education,
examine models of teaching and learning, and evaluate the relationship between schools, multiple cultures, and society.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
EDC201
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Topics
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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
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
EDC295
Topics in Education
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4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EDC299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
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.
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)
EDC375
Learners with Dis/abilities
3 Semester Credits
The study of students with disabilities, special needs, and giftedness. This course is meant to provide a foundation for all
educators to better understand disabilities, the IEP process, and plan modifications and accommodations that work
toward inclusion. Emphasis on techniques and resources to help all students achieve maximum outcomes, and a special
focus on the needs of students with disabilities in the K-12 setting.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
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Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EDC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC481
Student Teaching: Initial License for Undergraduate Students
10 Semester Credits
Full-time, supervised classroom experience over a minimum of 12 weeks. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): STUTEACH(Student Teaching Approval)
EDC482
Student Teaching: Additional License or Endorsement
4 Semester Credits
Supervised classroom experience for candidates seeking an initial endorsement, additional endorsement, or additional
license. Required for additional licensure or endorsement.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): STUTEACH(Student Teaching Approval)
EDC484
Student Teaching: Initial License - Extended Experience (16 weeks)
12 Semester Credits
Full-time, supervised classroom experience. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): STUTEACHEX(Student Teaching, Extended Experience)
EDC485
Student Teaching: Initial License for Graduate Students
4 Semester Credits
Full-time, supervised classroom experience over a minimum of 12 weeks. Required for licensure.
Core Curriculum Component: None
Prerequisite(s): STUTEACH(Student Teaching Approval)
EDC488
Topics in Education
2 Semester Credits
Core Curriculum Component: None
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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
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)
EDC502
Critical Histories and Philosophies of Education
3 Semester Credits
As a foundational course in the multi-disciplinary field of education, this class will explore a range of ideas from
education, history, philosophy, sociology, psychology, anthropology, political science, economics, and cultural studies.
Together, these perspectives come together to support students in developing a critical consciousness of the complex
pressures on schools that both enable and constrain democratic, inclusive, and socially just schooling experiences. This
historical and philosophical understanding of schools is necessary for impactful teaching in a multi-diverse society.
Through a required field experience, students will be asked to understand the pathways and barriers to education,
examine models of teaching and learning, and evaluate the relationship between schools, multiple cultures, and society.
Core Curriculum Component: None
Prerequisite(s): None
EDC511
Tools of Inquiry
3 Semester Credits
This course will focus on methods, models and modes of inquiry used by teachers and program organizers. Students in
this course will engage with ethical, theoretical, and methodological issues, as well as learn some practical tools
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employed to inform practice and improve programs. This course is specifically designed to assist educators and
community members in how to select appropriate tools and methods for improving practice and for program
evaluation.
Core Curriculum Component: None
Prerequisite(s): None
EDC512
Foundations of Curriculum and Instruction
3 Semester Credits
In this course, we will explore salient ideas in the study of curriculum and develop a foundational understanding of
curriculum form, theory, and history. In particular, this course will examine how curricular approaches have been used
to advance democratic and participatory ideals and practice. To this end, we will consider the theory of integrated
curriculum and examine its contemporary curricular practice in problem based curriculum, project based curriculum,
and social action curriculum. While this course is theoretical in its underpinnings, a major component will be a group
project that focuses on practicing integrated curriculum through a social action curriculum project.
Core Curriculum Component: None
Prerequisite(s): None
EDC521
Teaching Writing: Theory and Practice
4 Semester Credits
eaching practices presuppose and reflect theoretical positions. Students will complete an internship in a writing class or
writing center as part of this course. This course is appropriate for anyone who expects to teach writing and/or who is
interested in the study of writing.
Core Curriculum Component: None
Prerequisite(s): None
EDC530
Advanced Technology Integration
3 Semester Credits
Advanced Technology Integration focuses on building learners’ knowledge of technology through developing a techintegrated product of your own design. The course guides you from initial project concept through implementation,
informed by multiple rounds of feedback, resources, and instruction.
Core Curriculum Component: None
Prerequisite(s): None
EDC531
Online Pedagogies
3 Semester Credits
This course provides a theoretical and practical examination of online teaching pedagogies. Students will be exposed to
a variety of learning platforms and discuss meaningful applications of online learning technologies and techniques to be
used across educational settings.
Core Curriculum Component: None
Prerequisite(s): None
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EDC532
Digital Empowerment and Engagement in Education
3 Semester Credits
This course examines the theoretical framework of digital equity, identifies pedagogical approaches, and strategies
instructional solutions that provide equitable access and engagement to all learners. The participants will scrutinize the
structural causes of digital inequality and leverage technology in advocating equity, diversity, and inclusion in education.
Participants will also develop skills and knowledge to promote digital equity through specific instructional strategies.
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.
Core Curriculum Component: None
Prerequisite(s): None
EDC534
Paideia Theory, Research, and Practice
3 Semester Credits
This course is offered in conjunction with the Augsburg Paideia Program. Students will participate in seminar discussions
and coaching sessions following the Paideia seminar format as developed by Mortimer Adler and the Paideia Associates.
Students will create a portfolio of work, including preparation for seminars, reflections on the learning that has taken
place, design for three seminar plans to be implemented in their own classroom, and a final essay including citations
from educational research, that constructs a rationale and guidelines for the implementation of Paideia in their
curricular area.
Core Curriculum Component: None
Prerequisite(s): None
EDC541
Introduction to Experiential Education
3 Semester Credits
An introduction to the theory and practice of experiential education. This course, taken as part of the Boundary Waters
Teacher Institute, will enable students to study experiential education as they are experiencing an outdoor education
curriculum. The course provides theoretical, historical, and practical contexts for experiential education.
Core Curriculum Component: None
Prerequisite(s): None
EDC542
Introduction to Outdoor Education
3 Semester Credits
A wilderness based course designed to enhance practical skills and knowledge to incorporate outdoor education
programming into various educational communities.
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Core Curriculum Component: None
Prerequisite(s): None
EDC543
Critical Geography, Culture, and EcoJustice Education
3 Semester Credits
Teaching into the contradictions of the ecological crisis, this course examines both in-school and out-ofschool/community education for EcoJustice. This course examines the cultural and social underpinnings of the ecological
crisis and its relationship to community and school education. What assumptions about human relationships to the
natural world are taught (both implicitly and explicitly) through in-school and out of school experiences? What does it
mean to envisage ecological understanding?
Core Curriculum Component: None
Prerequisite(s): None
EDC544
Learners with Dis/abilities
3 Semester Credits
The study of students with disabilities, special needs, and giftedness. This course is meant to provide a foundation for all
educators to better understand disabilities, the IEP process, and plan modifications and accommodations that work
toward inclusion. Emphasis on techniques and resources to help all students achieve maximum outcomes, and a special
focus on the needs of students with disabilities in the K-12 setting.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC552
Culturally Responsive Pedagogy
3 Semester Credits
This course will guide students to develop a foundational understanding of culturally relevant and responsive
pedagogies. The course work, materials, and discussions will critically examine dominant narratives in schools and
communities regarding cultural difference. Through a co-created and context-embedded curriculum, students in the
course will explore many facets of culturally responsive pedagogy, including prejudice reduction, whiteness, power,
language, and school/social implications of multicultural education.
Core Curriculum Component: None
Prerequisite(s): None
EDC560
Issues in In/Equity
3 Semester Credits
This course examines the intersectionality of social, political, and cultural inequity along lines of race, class, gender, and
ability. We will interrogate the ways in which sites of learning are impacted through and by social and cultural forces.
Using interdisciplinary perspectives, we will develop an understanding of the relationship between education, culture,
and society.
Core Curriculum Component: None
Prerequisite(s): None
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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)
EDC571
Navigating Change in Education
3 Semester Credits
This course explores the situational politics of local schools, organizations, or other work spaces. The course provides
historical and social context for educator organizing (e.g. strikes, militant protest, civic agency). Emphasis is placed on
exploring various forms of agency and tools for engaging others in collaborative work toward change.
Core Curriculum Component: None
Prerequisite(s): None
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)
EDC585
Navigating the Leadership Application Project
3 Semester Credits
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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): 1 of EDC514(Research Methods), ML514(Research Methods); CONSENT(Consent of Instructor)
EDC588
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC590
Topics
1 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)
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
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)
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EDC596
Early Career Teacher Seminar
3 Semester Credits
This seminar course is designed to serve as a bridge between a teacher certification program and the first years of
teaching. The course explores pertinent issues in the lives of practicing teachers in order to foster a classroom
community that empowers teachers in our shared struggles and successes to thrive within our profession. This course
centralizes the specific needs of teachers for the purposes of creating networks of support during the first years of
teaching. Twice a month, the seminar will meet face to face and have ongoing conversations online provoked by
readings and problems of practice.
Core Curriculum Component: None
Prerequisite(s): 1 of EDC481(Student Teaching: Initial License (12-14 weeks)), EDC483(Student Teaching: Initial License
in PE, Music, Art, or ESL), EDC484(Student Teaching: Initial License - Extended Experience (16 weeks)), EDC485(Student
Teaching: Initial License for Graduate Stu)
EDC597
BIPOC Educator Seminar
3 Semester Credits
This seminar focuses on retaining teachers of color in K-12 settings. The course explores pertinent issues in the lives of
practicing teachers of color in order to foster a classroom community that empowers us in our shared struggle to
succeed and thrive within our profession.
Core Curriculum Component: None
Prerequisite(s): None
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)
EDU – Education
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
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Prerequisite(s): None
EDU499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDU599
Special Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EED – Education
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): None
EED295
Topics in Education
3 Semester Credits
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Core Curriculum Component: None
Prerequisite(s): None
EED298
Directed Study
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)
EED314
Transcultural Literacies: An Introduction to Language and Literacy
3 Semester Credits
Pre-service teachers will examine their beliefs in relation to language and literacy. They will begin to develop subject
matter knowledge, an understanding of language learners, and how their beliefs about literacy and children might
contribute to a vision of good teaching. Course topics include oral storytelling; family stories; a history of the global
development of written signs and symbols; how people learn to write and read; and how literacy learning and
expression may contribute to democratic practices and community health and well-being. Finally, students will consider
how literacy learning is conceptualized in public schools to develop a beginning teaching repertoire.
Core Curriculum Component: None
Prerequisite(s): EDC200(Critical Histories and Philosophies of Education)
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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)
EED335
Multidisciplinary Methods for Elementary Teachers
4 Semester Credits
This is a course designed to integrate music, creative expression, movement, and wellbeing while teaching in K-6
classrooms. As a multidisciplinary course, it focuses on the knowledge and skills teachers need to meaningfully
incorporate music, art, physical education, and health into their classrooms and curriculum.
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
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Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED350
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: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), 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 Social Studies Methods: Decolonizing Curriculum and Classrooms
3 Semester Credits
Critical examination and preparation of materials and resources for teaching K-6 social studies. Students will engage in
concepts, knowledge and instructional methods and methodologies for decolonizing curriculum and classrooms.
Through an interdisciplinary approach to teaching social studies, students are exposed to critical social and human
science methods for exploring, connecting, teaching and decolonizing concepts such as government, culture, citizen,
economics, geography, history, justice, people and decision-making, for example.
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
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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
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED425
K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom
3 Semester Credits
This course builds upon prior language and literacy study in the Elementary and English as a Second Language
coursework. Preservice teachers will develop subject matter knowledge, a capacity to plan lessons based on
assessments, use culturally relevant methods and materials, develop a beginning repertoire of practices to support
emergent readers and writers, and the tools to study their own teaching. Students will examine how state standards
connect to research in the discipline and apply research-based practical approaches to their curriculum planning and
instruction. Students are expected to be in a K-6 classroom while enrolled in this course. Students will create and
conduct lessons with children and reflect on videos of their own teaching for a department Key Assessment.
Core Curriculum Component: None
Prerequisite(s): 1 of EED225(Foundations of Literacy), EED314(Transcultural Literacies: An Introduction to Langu),
EED524(Transcultural Literacies: An Introduction to Language and Literacy), ESL320(Introduction to Linguistics); 1 of
EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EED489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that
focus on helping student teachers make connections between the student teaching experience and what they have
learned through their education courses and field experiences. These workshops mentor students in the analysis and
completion of the Teaching Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of STUTEACH(Student Teaching Approval), STUTEACH12(Student Teaching, 12 Credits),
STUTEACH4(Student Teaching, 4 Credits), STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching,
Extended Experience)
EED495
Topics in Education
3 Semester Credits
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Core Curriculum Component: None
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)
EED499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EED524
Transcultural Literacies: An Introduction to Language and Literacy
3 Semester Credits
Pre-service teachers will examine their beliefs in relation to language and literacy. They will begin to develop subject
matter knowledge, an understanding of language learners, and how their beliefs about literacy and children might
contribute to a vision of good teaching. Course topics include oral storytelling; family stories; a history of the global
development of written signs and symbols; how people learn to write and read; and how literacy learning and
expression may contribute to democratic practices and community health and well-being. Finally, students will consider
how literacy learning is conceptualized in public schools to develop a beginning teaching repertoire.
Core Curriculum Component: None
Prerequisite(s): None
EED525
K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom
3 Semester Credits
This course builds upon prior language and literacy study in the Elementary and English as a Second Language
coursework. Preservice teachers will develop subject matter knowledge, a capacity to plan lessons based on
assessments, use culturally relevant methods and materials, develop a beginning repertoire of practices to support
emergent readers and writers, and the tools to study their own teaching. Students will examine how state standards
connect to research in the discipline and apply research-based practical approaches to their curriculum planning and
instruction. Students are expected to be in a K-6 classroom while enrolled in this course. Students will create and
conduct lessons with children and reflect on videos of their own teaching for a department Key Assessment.
Core Curriculum Component: None
Prerequisite(s): 1 of EED225(Foundations of Literacy), EED314(Transcultural Literacies: An Introduction to Langu),
EED524(Transcultural Literacies: An Introduction to Language and Literacy), ESL320(Introduction to Linguistics); 1 of
EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission)
EED535
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Multidisciplinary Methods for Elementary Teachers
4 Semester Credits
This is a course designed to integrate music, creative expression, movement, and wellbeing while teaching in K-6
classrooms. As a multidisciplinary course, it focuses on the knowledge and skills teachers need to meaningfully
incorporate music, art, physical education, and health into their classrooms and curriculum.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
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), MAT106(Applied Algebra and Trigonometry), 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
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): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED598
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
ENL – English
ENL000
Writing Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL101
Effective Writing I
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4 Semester Credits
This course engages students in university writing practices and introduces them to academic genres. Students develop
skills in critical reading and critical thinking, and analyze written texts in terms of audience, purpose, and context. While
practicing common academic genres such as narrative and exposition, students learn to understand writing as a process
that includes drafting, revising, and editing. Students receive feedback from the instructor throughout the course and
from other students in peer-review sessions.
Core Curriculum Component: None
Prerequisite(s): WPL(Writing Placement Level)
ENL111
Effective Writing II
4 Semester Credits
Students practice understanding complex arguments in written texts and learn to craft complex written arguments of
their own. Students are encouraged to see academic argument as a form of conversation, and to practice the skills
needed to contribute successfully to academic conversations. Assignments emphasize research with electronic and print
libraries, finding and evaluating sources, and developing an understanding of writing as a recursive practice that includes
drafting, revising, and editing. Students receive feedback from the instructor throughout the course and from other
students in peer-review sessions.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL101(Effective Writing I), WPL(Writing Placement Level)
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
Critical and Analytical Writing
4 Semester Credits
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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 ENL111(Effective Writing II), 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: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ENL226
Introduction to Creative Writing
4 Semester Credits
This course introduces students to the process of creative writing in various genres, emphasizing creative nonfiction,
poetry, and short fiction. It may also include elements of journaling, playwriting, or screenwriting. Students will read
published work, participate in workshops with their peers, and practice pre-writing, drafting, and revision.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ENL230
Literatures of Identity, Power, and Resistance
4 Semester Credits
This course explores the representational strategies of authors and artists who engage difference, identity, and the
engendered relationships of power . Although the emphasis is primarily on contemporary texts, the course also
considers those who had to forge autoethnographic engagement with dominant cultural representations of the past.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II) *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)
ENL240
Foundations of Literary and Cultural 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
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Prerequisite(s): 1 of ENL111(Effective Writing II) *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
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 ENL111(Effective Writing II) *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)
ENL265
Readings in British Literature
4 Semester Credits
A selective survey of British poetry, fiction, and creative non-fiction. Subject changes based on instructor interest.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II) *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)
ENL275
Readings in American Literature
4 Semester Credits
A selective survey of American poetry, fiction, and creative non-fiction. Subject changes based on instructor interest.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II) *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)
ENL285
Readings in International and Cross-Cultural Literature
4 Semester Credits
A selective survey of international and cross cultural fiction, poetry, drama, and criticism. The material will be board
sourced or regionally focused based on instructor interest.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II) *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)
ENL299
Directed Study
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4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL320
Writing Fiction
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)
ENL322
Writing Poetry
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)
ENL324
Writing 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(Critical and Analytical 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 ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
ENL326
Playwriting II
4 Semester Credits
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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)
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 ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
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(Critical and Analytical 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)
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)
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
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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)
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)
ENL340
Advanced Topics in Creative Writing
4 Semester Credits
An advanced topics course covering a variety of creative writing styles and concerns. The topic each term will vary
according to instructor interest.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL320(Fiction One), ENL322(Writing Poetry), ENL324(Creative Non-Fiction), ENL325(Playwriting I),
ENL328(Screenwriting)
ENL344
Topics in Professional Writing
4 Semester Credits
Topics may include Business Communication; Leadership Communication; Technical Writing; Grant Writing and
Proposals; Writing in Organizational Settings.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Critical and Analytical Writing), ENL223(Writing for Business and the Professions),
ENL226(Introduction to Creative Writing), ENL230(Literatures of Identity, Power, and Resistance), ENL240(Foundations
of Literary and Cultural Study)
ENL350
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
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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)
ENL354
Contemporary American Poetry
4 Semester Credits
In this course, students will read, discuss, analyze, and write about poems from the early twentieth century through
today. The class covers various poetic schools, movements, and experiments, and emphasizes the ways in which poets
respond to each other, their personal and artistic history, and their current socio-political moment.
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)
ENL357
The American Novel
4 Semester Credits
Though the focus on this course varies according to each instructor, the class centers on the development of the
American novel and pays particular attention to how writers engage with each other across the centuries. Topics may
include: 19th-century American literature, the novel of the American West, 20th-century literature, or contemporary
experimentation, among others.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Critical and Analytical Writing), ENL226(Introduction to Creative Writing),
ENL230(Literatures of Identity, Power, and Resistance), ENL240(Foundations of Literary and Cultural Study)
ENL359
Radical Ideas in American Literature
4 Semester Credits
Examines the strains of radical thinking in American literature from the puritans to post-modern times. The course
covers a variety of moments in American history, exploring themes and echoes that run across the centuries. Emphasis
varies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Critical and Analytical Writing), ENL226(Introduction to Creative Writing),
ENL230(Literatures of Identity, Power, and Resistance), ENL240(Foundations of Literary and Cultural Study)
ENL360
The Classical Tradition
4 Semester Credits
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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)
ENL365
Contemporary Postcolonial Theory and Literature
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.
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)
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),
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ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in
Language and Theory)
ENL372
Reading the Body
4 Semester Credits
How do writers describe what it's like to inhabit a body? And how do they describe the bodies of others? This course
looks at ways that language can be used to construct ideas about the body and the limits of language as it tries to
grapple with what it means to be embodied. We'll examine how literature about bodies reinforces or challenges ideas
about gender, gender identity, race, sexuality, and ability. The class integrates feminist, queer, and disability theories;
privileges texts by trans and cis women, as well as nonbinary folk; and is cross-listed with Gender, Sexuality and
Women's Studies. Topics may include: queer literature, feminist memoir, women and fiction, reading race, and the body
poetic.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Critical and Analytical Writing), ENL226(Introduction to Creative Writing),
ENL230(Literatures of Identity, Power, and Resistance), ENL240(Foundations of Literary and Cultural Study)
ENL375
Imagining the Future
4 Semester Credits
Readings in this class fall within the genre of speculative fiction: stories that imagine what the future might hold, asking
“what if?” In these unreal settings, authors expose very real oppressions in society. By temporarily transporting
ourselves away from our present moment, readers can actively imagine what better futures might be possible if we
commit to their emergence. Readings in this class will explore both dystopias and utopias, and could include examples of
Afrofuturism, Indigenous Futurisms, Latinx Futurism, Cyberpunk, Magical Realism, Climate Fiction, and more.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Critical and Analytical Writing), ENL226(Introduction to Creative Writing),
ENL230(Literatures of Identity, Power, and Resistance), ENL240(Foundations of Literary and Cultural Study)
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)
ENL394
Teaching Writing: Theory and Practice
4 Semester Credits
This course examines how theory, research, and practice have evolved in teaching writing, particularly as is evidenced in
composition studies and creative writing pedagogies. In particular, this course focuses on the ways in which teaching
practices presuppose and reflect theoretical positions. In addition, students will learn approaches to curriculum and
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syllabi development, instructor feedback, and workshop strategies. This course is appropriate for anyone who expects to
teach writing and/or who is interested in the study of writing.
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)
ENL395
Topics
4 Semester Credits
Individual courses designed to investigate specific themes, movements, authors, or works.
Core Curriculum Component: None
Prerequisite(s): None
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: Augsburg Experience
Prerequisite(s): None
ENL398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENL400
Advanced Topics in Literature and Writing
100
4 Semester Credits
This senior seminar serves as a culmination of student learning within the English major, offering opportunities to read,
write, create, and in other ways articulate literary visions and interpretations. Students will practice tenets of literary
theory, aesthetic appreciation, cognitive development, linguistic understanding, and creative expression. Themes and
topics for this course will vary to reflect the expertise and passions of individual faculty members. Each student will
complete a substantial project of their own choosing, assisted in this process by faculty guidance and peer feedback.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL320(Fiction One), ENL322(Writing Poetry), ENL324(Creative Non-Fiction), ENL325(Playwriting I),
ENL326(Playwriting II), ENL328(Screenwriting), 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), ENL340(Advanced Topics in Creative Writing), ENL344(Topics in Professional
Writing), 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), ENL357(The American Novel), ENL358(Readings in
American Drama), ENL359(Radical Ideas in American Literature), 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), ENL372(Reading the Body), ENL375(Imagining
the Future), ENL380(Introduction to the English Language), ENL385(Language and Power), ENL390(Media Ethics and
Theory), ENL394(Composition Theory and Practice), ENL395(Topics), ENL396(Internship in Teaching Writing)
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
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): None
ENL527
101
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): None
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)
ENL531
Residency in Creative Writing: Fiction
6 Semester Credits
An 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 with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. The course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL532
Residency in Creative Writing: Nonfiction
6 Semester Credits
An 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 with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. The course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL533
Residency in Creative Writing: Poetry
6 Semester Credits
A 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
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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 with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. The course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL534
Residency in Creative Writing: Screenwriting
6 Semester Credits
An 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 with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. The course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL535
Residency in Creative Writing: Playwriting
6 Semester Credits
An 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 with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL536
Residency in Creative Writing: Multi-Genre
6 Semester Credits
An 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 with varying focus depending on the candidate’s status as an entering, second-year
or graduating student. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL541
Mentorship and Critical and Creative Reading: Fiction
6 Semester Credits
103
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 monthly 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. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL542
Mentorship and Critical and Creative Reading: Nonfiction
6 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 monthly 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. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL543
Mentorship and Critical and Creative Reading: Poetry
6 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 monthly 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. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL544
Mentorship and Critical and Creative Reading: Screenwriting
6 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 monthly 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. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL545
104
Mentorship and Critical and Creative Reading: Playwriting
6 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 monthly 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. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL546
Mentorship and Critical and Creative Reading: Multi-Genre
6 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 monthly 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. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL547
Craft Paper: Fiction
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): None
ENL548
Craft Paper: Nonfiction
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): None
ENL549
Craft Paper: Poetry
2 Semester Credits
105
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): None
ENL550
Craft Paper: Screenwriting
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): None
ENL551
Craft Paper: Playwriting
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): None
ENL552
Craft Paper: Multi-Genre
2 Semester Credits
Taken during a student’s third semester of long-distance learning, the craft paper course asks that a student conduct a
semester-long investigation of an element of writing and produce a paper based on the findings. This work is conducted
remotely, via internet, mail, and/or phone, under the guidance of a faculty mentor.
Core Curriculum Component: None
Prerequisite(s): None
ENL553
Thesis: Fiction
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): ENL541(Corequisite for first registration in ENL553) *concurrent registration is required*
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ENL554
Thesis: Nonfiction
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): ENL542(Corequisite for first registration in ENL554) *concurrent registration is required*
ENL555
Thesis: Poetry
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): ENL543(Corequisite for first registration in ENL555) *concurrent registration is required*
ENL556
Thesis: Screenwriting
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): ENL544(Corequisite for first registration in ENL556) *concurrent registration is required*
ENL557
Thesis: Playwriting
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
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Core Curriculum Component: None
Prerequisite(s): ENL545(Corequisite for first registration in ENL557) *concurrent registration is required*
ENL558
Thesis: Multi-Genre
2 Semester Credits
Taken with a paired course in Mentorship and Creative and Critical Reading, the thesis course represents the
culmination of a student’s experience in the MFA program. At this time, a student completes and revises a book-length
project worthy of publication under the guidance of a faculty mentor. Types of theses vary depending on a student’s
primary genre, but may include a novel, a collection of short stories or poems, a screenplay or play, a memoir, or a book
of essays. If a student’s manuscript is not deemed ready by his or her mentor, the student will be asked to enroll in ENL
559 for an additional semester of thesis work.
Core Curriculum Component: None
Prerequisite(s): ENL546(Corequisite for first registration in ENL558) *concurrent registration is required*
ENL559
Thesis
3 Semester Credits
Taken after completing all of the required coursework for the degree, the stand-alone thesis course provides a student
with an opportunity to complete and revise a book-length project worthy of publication under the guidance of a faculty
mentor. Types of theses vary depending on a student’s primary genre, but may include a novel, a collection of short
stories or poems, a screenplay or play, a memoir, or a book of essays. This course must be repeated if a student’s
manuscript is not deemed ready by his or her mentor.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL553(Thesis: Fiction), ENL554(Thesis: Nonfiction), ENL555(Thesis: Poetry), ENL556(Thesis:
Screenwriting), ENL557(Thesis: Playwriting), ENL558(Thesis: Multi-Genre)
ENL560
Craft Paper
3 Semester Credits
In the craft paper course, students conduct a semester-long investigation of an element of the craft of writing and
produce a paper based on their findings. This paper, totaling approximately 20 pages, should cite numerous sources and
can later be used as the basis for the craft talk that graduating students must deliver during their final residency.
Core Curriculum Component: None
Prerequisite(s): None
ENL561
Mentorship and Critical and Creative Reading - Half-time: Fiction
3 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 bi-monthly 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. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
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Core Curriculum Component: None
Prerequisite(s): None
ENL562
Mentorship and Critical and Creative Reading - Half-time: Nonfiction
3 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 bi-monthly 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. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL563
Mentorship and Critical and Creative Reading - Half-time: Poetry
3 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 bi-monthly 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. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL564
Mentorship and Critical and Creative Reading - Half-time: Screenwriting
3 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 bi-monthly 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. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL565
Mentorship and Critical and Creative Reading - Half-time: Playwriting
3 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 bi-monthly 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. Close attention to techniques chosen by
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writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENL566
Mentorship and Critical and Creative Reading - Half-time: Multi-Genre
3 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 bi-monthly 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. Close attention to techniques chosen by
writers, impact of those choices on work, and development of awareness of student’s own writing process. This course
is repeatable.
Core Curriculum Component: None
Prerequisite(s): None
ENT – Entrepreneurial Studies
ENT254
Entrepreneurship
4 Semester Credits
This class is designed for anyone interested in starting a business or being more entrepreneurial within an existing
organization. Part of the class consists of developing a business plan with attention to the resources needed for success
and fostering a culture of innovation in the long run.
Core Curriculum Component: None
Prerequisite(s): None
ENT354
Managing Innovation and Design Thinking
4 Semester Credits
Innovation and creativity are critical components to the long-term success of organizations. The course will focus on
learning to integrate innovation models and design thinking into business that will drive continuous development and
improvement.
Core Curriculum Component: None
Prerequisite(s): 1 of ACC221(Introduction to Financial Accounting), ACC250(Accounting for Entrepreneurs),
BUS254(Entrepreneurship), ECO113(Principles of Microeconomics), ENT254(Entrepreneurship)
ENV – Environmental Studies
ENV100
Environmental Connections
4 Semester Credits
110
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
ENV295
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV296
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV301
Environmental Studies Seminar
0.5 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV310
Environmental Studies Field Seminar
4 Semester Credits
This course will provide students with the opportunity to explore first-hand environmental issues 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), ENV120(Environmental Science), ENV320(Environmental
Science), POL241(Environmental and River Politics), SWK210(Environmental Justice and Social Change)
ENV320
Environmental Science
4 Semester Credits
An introduction to the systematic study of the environment from physical, biological, chemical, and quantitative
perspectives. Concurrent registration in ENV320L is required.
Core Curriculum Component: None
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Prerequisite(s): 1 of CHM102(Chemistry for Changing Times), CHM115(General Chemistry I); 1 of MAT105(Applied
Algebra), MPL(Math Placement Level 3); BIO152(Evolution, Ecology and Diversity)
ENV320L
Environmental Science Lab
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): ENV320(Environmental Science) *concurrent registration is required*
ENV330
Topics in Environmental Studies
4 Semester Credits
Exploration and analysis of various environmental topics.
Core Curriculum Component: None
Prerequisite(s): None
ENV340
Climate and Environmental Justice
4 Semester Credits
In the twenty-first century, the environmental century, human beings must decide how to deal with the many planetary
consequences of the "Great Acceleration" and its conjunction with the 600-year pattern of conquest, genocide, and
extreme social marginalization of indigenous peoples and poor peoples of color.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENV350
Ecology and Socio-Ecological Systems Change
4 Semester Credits
This course integrates questions regarding sustainability challenges of water, forest, wetland, climate, soil, with those
involving people, cultures, politics, and economy in a comprehensive, integral framework.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENV360
Field Research Methods and Investigation
4 Semester Credits
The Field Methods course provides students with practical socio-technical skills to assess and improve ecosystems and
improve human decision-making in socio-ecological systems. This course is designed to help students develop the
capacity for constant and consistent ecological thinking.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENV370
Environmentalism and the Arts: Building a Sustainable Humanities
112
4 Semester Credits
This course explores how the arts, literature, and humanities can help theorize, contextualize, and enrich environmental
studies as a field, and environmentalism as a social and political movement. The phrase "sustainable humanities" not
only suggests that art and literature have something to say about environmental sustainability, but also that cultural and
artistic expressions are themselves something that need to be sustained.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); ENV100(Environmental Connections)
ENV396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENV398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENV420
Conservation Biology
4 Semester Credits
This course will focus on the scientific foundations of biological conservation. Students will explore major threats to
ecosystems and biodiversity and discuss approaches for overcoming these threats in ways that balance the needs of
people and nature.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO255(Genetics), BIO355(Genetics), ENV320(Environmental Science); BIO152(Evolution, Ecology
and Diversity)
ENV490
113
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): 1 of ENV120(Environmental Science), ENV320(Environmental Science); ENV100(Environmental
Connections), 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 – Education
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.
Core Curriculum Component: None
114
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)
ESE325
115
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. 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
116
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
117
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE396
Internship *
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
ESE399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
ESE489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that
focus on helping student teachers make connections between the student teaching experience and what they have
learned through their education courses and field experiences. These workshops mentor students in the analysis and
completion of the Teaching Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of STUTEACH(Student Teaching Approval), STUTEACH12(Student Teaching, 12 Credits),
STUTEACH4(Student Teaching, 4 Credits), STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching,
Extended Experience)
ESE498
Independent Study
2 Semester Credits
Core Curriculum Component: None
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
118
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. 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)
ESL – Education
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
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
119
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): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 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)
ESL399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
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
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)
120
ESL489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that
focus on helping student teachers make connections between the student teaching experience and what they have
learned through their education courses and field experiences. These workshops mentor students in the analysis and
completion of the Teaching Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of STUTEACH(Student Teaching Approval), STUTEACH12(Student Teaching, 12 Credits),
STUTEACH4(Student Teaching, 4 Credits), STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching,
Extended Experience)
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: Keystone
Prerequisite(s): 1 of ESL340(ESL Literacy), ESL520(ESL Literacy); ESL310(Second Language Acquisition)
ESL499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESL510
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): GRADEDADMIT(Graduate Education Department Admission)
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
121
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
FIN – Finance
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
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
122
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of
MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3);
ACC221(Introduction to Financial Accounting)
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): 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 ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); FIN331(Financial Management)
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.
Core Curriculum Component: None
Prerequisite(s): FIN331(Financial Management)
FLM – Film
FLM110
Film Production Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
123
Core Curriculum Component: None
Prerequisite(s): None
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
FLM195
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
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)
FLM229
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.
124
Core Curriculum Component: None
Prerequisite(s): None
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
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
FLM251
Mexican Cinema: Past and Present
4 Semester Credits
Core Curriculum Component: Fine Arts
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: Augsburg Experience
Prerequisite(s): COM247(Documentary History and Theory), FLM180(Film Sight and Sound)
FLM295
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM296
125
Topics
3 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)
FLM348
Intermediate Video Production
4 Semester Credits
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)
FLM372
Producing for Film and Television
4 Semester Credits
This course investigates the role of the producer in film and television: to create, organize, and manage productions.
Students will learn every step of the producing process from shaping the story, budgeting and scheduling the day-to day
activities, legal and rights management, to marketing and distributing the finished work.
Core Curriculum Component: None
Prerequisite(s): FLM180(Film Sight and Sound)
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)
FLM396
Internship
4 Semester Credits
126
Core Curriculum Component: None
Prerequisite(s): None
FLM397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
FLM398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM399
Internship
4 Semester Credits
Junior of senior standing required
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
Prerequisite(s): FLM216(Film Production I), FLM260(Documentary Production I), FLM420(Issues in Contemporary
Cinema)
FLM495
Topics
127
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 – French
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.
Continuation in language course sequences requires completion of the prerequisite language class with a C- or higher.
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.
Continuation in language course sequences requires completion of the prerequisite language class with a C- or higher.
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
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
128
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
French Civilization Today
4 Semester Credits
129
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)
FRE360
Readings In Comparative Literature
4 Semester Credits
A comparative approach to literary study, with readings from at least two different national literatures and/or periods.
Primary readings in the original language where feasible; language of instruction subject to discretion of the instructor
and needs of the students.
Core Curriculum Component: None
Prerequisite(s): FRE212(Intermediate French II)
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.
130
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), 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
Core Curriculum Component: None
Prerequisite(s): None
FRE499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER – German
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. Continuation in language course sequences requires completion of the prerequisite language class with a
C- or higher.
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. Continuation in language course sequences requires completion of the prerequisite language class with a
C- or higher.
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
131
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
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.
132
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
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): GER311(German Conversation and Composition)
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)
GER360
Readings In Comparative Literature
4 Semester Credits
A comparative approach to literary study, with readings from at least two different national literatures and/or periods.
Primary readings in the original language where feasible; language of instruction subject to discretion of the instructor
and needs of the students.
Core Curriculum Component: None
Prerequisite(s): GER212(Intermediate German II)
GER399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
133
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 ENL111(Effective Writing II), 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
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GST – General Studies
GST140
Integrated Studies
4 Semester Credits
This course is designed to help students improve the skills important to academic success. Study strategies (critical
thinking, motivation, time management, textbook reading, note-taking) are embedded into content-rich subject matter
to optimize learning. Emphasis is placed on combining leaning/study skills with the content to enhance application to
other courses and contexts. This course may not be taken by students who have completed 28 credits.
Core Curriculum Component: None
Prerequisite(s): None
GST195
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GST458
Mayo Innovation Scholars Program
2 Semester Credits
134
Students in this course evaluate the potential market and applications for a new medical device under development at
the Mayo Clinic and present their findings and recommendations to Mayo's Ventures Department in Rochester,
Minnesota. This course is intended for students accepted into the Mayo Innovation Scholars Program. The program runs
from October to March; students may register in either fall or spring semester. Applications are due in
September/October. Contact the Biology or Economics departments for details.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Application to program required)
HIS – History
HIS101
The World of Late Antiquity
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
Science, Religion, and Enlightenment: The Invention of Modernity, 1350-1815
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
A Global History of Europe Since 1750
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
Decolonizing Asia and Africa
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
Colonizing a Continent and Creating Nations: North America to 1815
4 Semester Credits
135
A survey of the relations between Indigenous, 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. 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, and the creation of the United States.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS121
An Empire for Liberty: U.S. History To 1877
4 Semester Credits
A survey of the relations between Indigenous, European, and African peoples and their descendants in what became the
United States, up to 1877. Themes include massive ecological and demographic change, Indigenous resistance to
colonization, the enslavement of African Americans, the creation of the United States, industrialization, continental
expansion, reform movements, and the Civil War and its aftermath. The course will also introduce historical thinking and
methods.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS122
Gender, Race, Class and Democracy in the Modern U.S.
4 Semester Credits
A survey of United States history from 1877 to the present. The course will move topically as well as chronologically
through the years in which the United States came to global prominence despite internal dissent and violence. Special
attention will be paid to gender, race, and class and ongoing struggles over the meaning of democracy. The course will
introduce historical thinking and methods.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS140
Topics in World History
4 Semester Credits
An introduction to selected world topics not regularly offered in lower division classes. The specific topics to be offered
will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS150
Revolutions, Republics, and Resilience in Latin America
4 Semester Credits
This course examines the history of Latin America from the 1790s to the 2000s. We will examine cultural trends, social
interactions, political institutions, and economic development as well as the relations that diverse Latin American
nations and peoples shared with the United States. Special attention will be paid to independence movements,
liberalism, republicanism, neocolonialism, revolutions, neoliberalism, the struggles of indigenous communities, and the
Latinx diaspora.
Core Curriculum Component: Humanities
136
Prerequisite(s): None
HIS155
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
HIS156
The Crisis in Nicaragua: U.S. Destabilization or a Democratic Movement?
4 Semester Credits
This courses focuses on the Nicaraguan social-political crisis of 2018. The students can observe, learn and reflect on the
historical contexts that have shaped and impacted Nicaraguan politics of the present days. Using historical methods of
analysis and a broad range of sources representing multiple perspectives, the course will examine competing historical
references and their respective usefulness in understanding change and continuity over time, specifically between the
1979 Revolution and the current political crisis of Nicaragua.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS162
Modern South Asia
4 Semester Credits
This course explores the processes of indigenous political fragmentation, colonialism, nationalism, de-colonization, and
independence in the area now politically known as India, Pakistan, and Bangladesh.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS170
Food: A Global History
4 Semester Credits
This course explores the human and historical dimensions of food. The cultivation and control of food supplies is a basic
function of all organized societies and polities. Shared food traditions and tastes shape cultural identities of particular
groups. In short, food is at the center of human existence, and human history can be told as a story of how food has
been produced, distributed and consumed. Taking a broad approach, the course traces changes in taste, production,
trade and consumption, from the Paleolithic period to the twentieth century. With case studies drawn from China, South
Asia, Europe, and the Americas, it offers a global narrative of world food history. Students will learn about the
fascinating histories certain key foodstuffs (e.g. sugar, wheat, chocolate, potatoes, bugs, etc.) and examine a number of
critical themes, including consumerism, taste, industrialism, famine, and dieting. Learning will be enhanced by
experiential components, including cooking, gardening, and visiting lectures. The course will introduce the concepts of
historical thinking, using the "IGRASP" methodology (Inquire / Gather / Reflect / Analyze / Synthesize / Present.)
Core Curriculum Component: Humanities
137
Prerequisite(s): None
HIS186
Topics in Asian History
4 Semester Credits
Selected topics in Asian history not regularly examined in other departmental offerings. The specific topics to be offered
will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS187
Topics in African History
4 Semester Credits
Selected topics in African history not regularly examined in other departmental offerings. The specific topics to be
offered will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS188
Topics in Latin American History
4 Semester Credits
Selected topics in Latin American history not regularly examined in other departmental offerings. The specific topics to
be offered will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS189
Topics in North American History
4 Semester Credits
Selected topics in North American history not regularly examined in other departmental offerings. The specific topics to
be offered will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS190
Topics in European History
4 Semester Credits
Selected topics in European history not regularly examined in other departmental offerings. The specific topics to be
offered will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS195
138
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
HIS197
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HIS199
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HIS200
Why History Matters
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 ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
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
Making Minnesota: People, Power, and Place
4 Semester Credits
An exploration of the social, political, environmental, cultural, and economic history of Minnesota and the Upper
Midwest.
139
Core Curriculum Component: Humanities
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
Struggle for Freedom, Citizenship, and Racial Equality, 1619-1870
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
Struggle for Freedom, Citizenship, and Racial Equality, 1870-1968
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
140
Prerequisite(s): None
HIS282
Women and Gender in U.S. History since 1848
4 Semester Credits
This course examines women’s changing political, economic, social, and sexual status in the United States 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
Doing History in Public
4 Semester Credits
Public history is the practice of historical methods with non-academic audiences in mind. This course 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: memory, archives, exhibits, oral histories, digital history, museums, historic sites,
and historic preservation.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
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): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS316
Nature, Cities, and Justice: U.S. Urban Environmental History
4 Semester Credits
This seminar-style course engages in a chronological exploration of the nineteenth- and twentieth-century interactions
between Americans and the nonhuman world in cities and suburbs. Topics covered include the commodification of
nature, the death of the organic city, political movements organized around nature, ways of knowing nature,
environmental justice, environmental health and the human body, and the relationships shared by American culture
with nature.
141
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
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; the Nationalist and Communist revolutions of the 20th century, and the recent reemergence of
China as a world power.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
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): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
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): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS332
The U.S. in the World: Diplomacy, Foreign Policy, and International Relations
4 Semester Credits
U.S. foreign relations emphasizing changing definitions of war and peace, tensions between internationalism and
isolationism, the emergence of the United States as an economic and military power, the Cold War, and the recent shift
from a unipolar to a multipolar world order.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS335
Cities and Suburbs in the Modern United States
142
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): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS336
Business, Labor, Capitalism, and the American Dream
4 Semester Credits
What is the American Dream? Whom is it for? How is it best attained? This course explores the overlapping histories of
workers and businesses in broad economic context from the end of the nineteenth century to today. Students will
deploy social, political, environmental, economic, and cultural history to examine the emergence of various forms of
capitalism and how they shaped the aspirations and experiences of diverse enterprises and laborers in the United States.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS338
History of American Law
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): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS343
Empires and Borderlands in North America
4 Semester Credits
This course explores race, ethnicity, gender, politics, the histories of Indigenous people, the contest of European powers,
the American conquest of the continent, ecological transformations, the emergence of a regional West, and U.S. borders
with Mexico, Canada, and the Pacific World.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
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
143
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS348
Russia and the Soviet Union
4 Semester Credits
Examines Russian history from the late 1800s to the present. It briefly examines Czarist Russia before turning to the
Revolutions of 1917, the creation of the Soviet Union, the rise of Stalin, the Cold War, the emergence of reform, and the
transition to a new Russian state. The course will emphasize political, diplomatic, economic, and cultural history.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
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 ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS350
Revolutions, Republics, and Resilience in Latin America
4 Semester Credits
This course examines the history of Latin America from the 1790s to the 2000s. We will examine cultural trends, social
interactions, political institutions, and economic development as well as the relations that diverse Latin American
nations and peoples shared with the United States. Special attention will be paid to independence movements,
liberalism, republicanism, neocolonialism, revolutions, neoliberalism, the struggles of indigenous communities, and the
Latinx diaspora.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); 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): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
144
HIS354
Cultures of Empire: A Multinational Britain
4 Semester Credits
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): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS355
In the Aftermath of War: History, Memory and Transitional Justice in Central America
4 Semester Credits
The objective of this course is to analyze the use of history and memory during the transition from war to peace in
Central America. The course will address the case of Guatemala, focusing on the social and political events that took
place in that country in the last half of the 20th Century and the role of "memory work" in transitional justice actions
that ensued. We will particularly address the participation of Indigenous women in that process and Indigenous Peoples
conceptualization of memory, justice, reparation, and peace.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
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); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating
Letters), WPL(Writing Placement Level)
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
145
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
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.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS362
Modern South Asia
4 Semester Credits
This course explores the processes of indigenous political fragmentation, colonialism, nationalism, de-colonization, and
independence in the area now politically known as India, Pakistan, and Bangladesh.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS368
Modern Middle East
4 Semester Credits
This course, intended for upper-level undergraduates, is an introduction to the modern history of the region of North
Africa and West Asia between the Atlantic Ocean and Central Asia – commonly known as the Middle East – from the late
18th century until the present.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
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), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating
Letters), WPL(Writing Placement Level)
HIS370
The Late Middle Ages to 1648
146
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): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS374
War and Religion in the Medieval Context
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): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS378
Pilgrims, Popes, and Penance: History of 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 REL378.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), RLN100(Religion, Vocation, and the Search for
Meaning I), RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced
Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
HIS386
Topics in Asian History
4 Semester Credits
Selected topics in Asian 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): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS387
Topics in African History
4 Semester Credits
Selected topics in African history not regularly examined in other departmental offerings. The specific topics to be
offered will be announced prior to registration.
147
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS388
Topics in Latin American History
4 Semester Credits
Selected topics in Latin 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): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS389
Topics in North American History
4 Semester Credits
Selected topics in North 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): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS390
Topics in European History
4 Semester Credits
Selected topics in European 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): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
148
HIS400
Research 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 HIS200(Why History Matters), HIS280(The History Workshop); 1 of ENL111(Effective Writing II),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
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): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS474
Europe and the World
4 Semester Credits
Europe’s encounter with the rest of the world, cultural interaction and conflict, the building of European empires, and
the breakdown of these imperial systems in the 20th century.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HIS497
INCE Museum Fellows Program
4 Semester Credits
This semester-long course examines the museum field and the challenges museums face regarding race and diversity. It
includes a museum study trip to meet with various professionals at the nation's leading museums. The fall course is
followed in the spring by a one-semester, paid external internship. Students are placed with external partners who
identify as museums or cultural institutions.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Consent of Instructor)
HIS498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
149
HIS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
HMO – Hmong
HMO111
Beginning Hmong I
4 Semester Credits
An introduction to the language and culture of Hmong people. Emphasis is on vocabulary, reading, writing, and
conversational skills. Classroom practice will include linguistic patterns and oral interaction. Continuation in language
course sequences requires completion of the prerequisite language class with a C- or higher.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
HMO112
Beginning Hmong II
4 Semester Credits
An introduction to the language and culture of Hmong people. 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): HMO111(Beginning Hmong I)
HPE – Health, Physical Education and Exercise Science
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.
Core Curriculum Component: Foundations of Wellness
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)
150
Core Curriculum Component: None
Prerequisite(s): None
HPE150
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.
Core Curriculum Component: None
Prerequisite(s): None
HPE199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE203
Human Anatomy and Physiology
4 Semester Credits
A survey of the structure and function of the human body. Concurrent registration in HPE203L is required. Students are
strongly encouraged to take CHM 102 or another chemistry course before taking this class.
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training)
HPE203L
Human Anatomy and Physiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE203(Human Anatomy and Physiology) *concurrent registration is required*
HPE214
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.
Core Curriculum Component: None
Prerequisite(s): None
HPE215
Health and Exercise Psychology
4 Semester Credits
151
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
HPE240
Medical Terminology
2 Semester Credits
This course will introduce students to the terminology used in the medical professional and healthcare fields. Emphasis
in the course is placed on the Greek and Latin building blocks of medical terminology including prefixes, suffixes, and
roots. This course requires significant memorization of medical words that are essential in interpreting medical
terminology related to each of the body systems. Upon completion of this course, students will possess the tools
necessary to communicate effectively in a professional healthcare setting.
Core Curriculum Component: None
Prerequisite(s): None
HPE254
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
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
HPE282
Sport Psychology
2 Semester Credits
This course reviews the field of Sport Psychology. The course introduces students to constructs, research, theories, and
applications of knowledge within Sport Psychology. It is useful for students who wish to improve performance, work
with athletes or teams, pursue a career in physical education and exercise science, or aspire to work with in the health
and fitness industry.
Core Curriculum Component: None
Prerequisite(s): None
HPE299
152
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)
Core Curriculum Component: None
Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology), BIOL2610-C(Human Anatomy and Physiology I),
HPE203(Human Anatomy and Physiology); HPE104(Components of Fitness Training)
HPE303
Advanced Human Anatomy and Physiology
4 Semester Credits
A detailed investigation into the structures and associated functions of the body. This course will provide a
comprehensive, correlated knowledge of the anatomical structures and physiological mechanisms of the human body.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology), HPE203(Human Anatomy and Physiology)
HPE303L
Advanced Human Anatomy and Physiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE303(Concurrent enrollment in HPE303) *concurrent registration is required*
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), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); HPE357(Measurement in Health, Physical Education, and Exercise Science) *concurrent registration is required*
HPE316
Human Sexuality
4 Semester Credits
153
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
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)
HPE321
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.
Core Curriculum Component: None
Prerequisite(s): None
HPE324
K-6 Physical Education Games and Activities
4 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): 1 of HPE150(Introduction to Health, Physical Education, and Ex), HPE205(Introduction to Health,
Physical Education, and Exercise Science); HPE104(Components of Fitness Training)
HPE334
7-12 Sport Skills and Activities
4 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): 1 of HPE150(Introduction to Health, Physical Education, and Ex), HPE205(Introduction to Health,
Physical Education, and Exercise Science); HPE104(Components of Fitness Training)
HPE335
Outdoor Education
2 Semester Credits
154
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): 1 of HPE114(Health and Safety Education), HPE214(Health and Safety Education); 1 of
HPE150(Introduction to Health, Physical Education, and Ex), HPE205(Introduction to Health, Physical Education, and
Exercise Science); HPE104(Components of Fitness Training)
HPE340
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): 1 of HPE150(Introduction to Health, Physical Education, and Ex), 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. Concurrent registration in HPE350L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology), BIOL2610-C(Human Anatomy and Physiology I),
HPE203(Human Anatomy and Physiology); 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry),
MPL(Math Placement Level 3)
HPE350L
Kinesiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE350(Kinesiology) *concurrent registration is required*
HPE357
Research Methods and 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)
Core Curriculum Component: None
Prerequisite(s): 1 of HPE110(Personal and Community Health), HPE150(Introduction to Health, Physical Education, and
Ex), HPE205(Introduction to Health, Physical Education, and Exercise Science); 1 of MAT105(Applied Algebra),
MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level 3); HPE104(Components of Fitness Training)
HPE358
Assessment in Health and Physical Education
155
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), HPE150(Introduction to Health, Physical Education, and
Ex), 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)
HPE370
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. Concurrent registration in HPE370L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of HPE114(Health and Safety Education), HPE214(Health and Safety Education)
HPE370L
Prevention and Care of Athletic Injuries Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE370(Prevention and Care of Athletic Injuries) *concurrent registration is required*
HPE390
Instructional Methods and Materials in Health Education
4 Semester Credits
156
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
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
HPE404
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): 1 of HPE114(Health and Safety Education), HPE214(Health and Safety Education); 1 of
HPE150(Introduction to Health, Physical Education, and Ex), HPE205(Introduction to Health, Physical Education, and
Exercise Science); 1 of BIO103(Human Anatomy and Physiology), BIOL2610-C(Human Anatomy and Physiology I),
HPE203(Human Anatomy and Physiology); HPE104(Components of Fitness Training)
HPE410
157
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)
HPE451
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. Concurrent registration in HPE451L is required.
Core Curriculum Component: None
Prerequisite(s): 1 of BIO103(Human Anatomy and Physiology), BIOL2610-C(Human Anatomy and Physiology I),
HPE203(Human Anatomy and Physiology); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
HPE451L
Physiology of Exercise Lab
0 Semester Credits
Lab to be taken concurrently with HPE451.
Core Curriculum Component: None
Prerequisite(s): HPE451(Physiology of Exercise) *concurrent registration is required*
HPE452
Advanced Biomechanics
2 Semester Credits
This course will introduce students to advanced biomechanical analysis of sports movement and injury with an emphasis
on the use of the musculoskeletal system. Movement kinematics and kinetics will be described using Dartfish motion
analysis software and applied to physical education and health and fitness professions; particularly in terms of sports
movement technique, common sports injury mechanisms, and injury prevention.
Core Curriculum Component: None
Prerequisite(s): HPE350(Kinesiology)
HPE473
158
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): 1 of HPE150(Introduction to Health, Physical Education, and Ex), HPE205(Introduction to Health,
Physical Education, and Exercise Science)
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): 1 of HPE351(Physiology of Exercise), HPE451(Physiology of Exercise); HPE350(Kinesiology)
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 – Humanities
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
159
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HUM397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
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), THR361(Theater Histories: Origins to
1800); HIS369(The Early and High Middle Ages), HIS370(The Late Middle Ages to 1648), HUM120(Medieval Life in 12thCentury Europe)
HUM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS – Interdisciplinary Studies
INS198
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS199
Internship
160
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS222
The Nobel Laureates: Religious and Political Perspectives
4 Semester Credits
Through studying the lives of prominent peacemakers and the opportunity provided to us by the Nobel Peace Prize
Forum, this course examines peacemaking in the 21st century, utilizing both the lenses of political science and religion.
Prerequistes: REL 100 or 300 (or can be taken concurrently).
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I) *concurrent registration is acceptable*,
RLN100(Religion, Vocation, and the Search for Meaning I) *concurrent registration is acceptable*, RLN300(by exception)
*concurrent registration is acceptable*
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.
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
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
161
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS292
Topics in Study Abroad and Intercultural Development
2 Semester Credits
Core Curriculum Component: Augsburg Experience
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
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
162
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
Understanding the Politics of the Northern Ireland Conflict
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS327
Environment and Agriculture: Agroecosystems in Context
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS328
Justice and the US Food System
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS330
Arts Praxis: Social Justice Theory and Practice in the Field
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
Art and Culture in Political, Social and Historical Context
4 Semester Credits
163
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
INS334
From Consumers to Creators
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS335
Digital Laboratory
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS345
Urban Environment Field Seminar
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS346
Sustainability, Ecology, and New Zealand Environmental Policy
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS349
Maori Perspectives, Pluralism, and National Identity
4 Semester Credits
Based in Auckland, this new program examines how social and environmental factors shape political and ecological
dimensions of identity and culture, and how New Zealanders from many different backgrounds are envisioning and
creating a shared future. A number of topics explored during the semester include the history of colonization, the treaty
and the truth and reconciliation process that shape contemporary life, Maori protest and social movements, key
strategies used to address sustainability, and many more economic and environmental issues.
Core Curriculum Component: None
Prerequisite(s): None
INS351
Social Dimensions of Environmental Change
4 Semester Credits
164
Core Curriculum Component: None
Prerequisite(s): None
INS352
Field Research Methods and Investigation
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS353
Adaptive Ecosystem Management
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS354
Workshop in Fiction, Poetry, and Creative Nonfiction
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS355
Creative Writing in Political, Social, and Historical Context
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS358
Inequality in America: A Political Economy Approach
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
Political Sociology of Building Power, Change, and Equity
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.
165
Core Curriculum Component: None
Prerequisite(s): None
INS366
Community Participation and Social Change
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS369
Politics and Development in Ecuador
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
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 and Mass Migration in Scandinavia
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS379
The Scandinavian Welfare States
4 Semester Credits
Core Curriculum Component: None
166
Prerequisite(s): None
INS387
Integration Seminar: Advanced Internship: Theory and Practice
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS391
Race in America Then and Now: "Post-Racial" Perspectives on the Civil Rights Movement
6 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
Prerequisite(s): None
INS398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
167
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: Augsburg Experience
Prerequisite(s): None
INS492
Topics in Study Abroad and Intercultural Development
2 Semester Credits
Core Curriculum Component: Augsburg Experience
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
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of POL484(Political Analysis), SOC363(Research Methods)
KEY – Keystone
KEY470
168
The Enterprising Musician
2 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 music professionals in all areas of music. While exploring vocation concepts,
this course balances entrepreneurial awareness, attitudes, and skills with entrepreneurial insights, skills, and financial
literacy.
Core Curriculum Component: Keystone
Prerequisite(s): MUS214(Music Theory and Aural Skills IV), MUS362(Musical Philosophy)
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 HON100(Religion, Vocation, and the Search for Meaning I), RLN100(Religion, Vocation, and the
Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
LAT – Latin
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. Continuation in language course sequences requires
completion of the prerequisite language class with a C- or higher.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
LAT102
Beginning Latin II
169
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.
Core Curriculum Component: Modern Language 2
Prerequisite(s): LAT101(Beginning Latin I)
LIB – Library
LIB130
Fake News 101 : Research Skills, Information Assessment, and Seeking the Truth
2 Semester Credits
This course provides the tools students need to become skilled researchers, critical thinkers, and informed citizens.
Students will learn how information is created, packaged, and disseminated; how authority is constructed and
conferred; strategies for assessing a source's credibility; the ways in which information is used as a commodity; how to
formulate a research question, select appropriate databases, and develop and refine a search strategy. Students will also
consider their own role in the creation and dissemination of information as well as barriers to participating in the
scholarly conversation.
Core Curriculum Component: None
Prerequisite(s): None
LST – Leadership Studies
LST194
Topics: (non-credit)
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
LST195
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
LST205
Introduction to Leadership Studies
4 Semester Credits
This course lays the groundwork for the study of leadership and enhances the capacity to lead. This course offers an
opportunity to develop and tell your public narrative and leadership story. It serves as an overview of leadership
theories, their definitions, and their theoretical strengths and weaknesses.
Core Curriculum Component: None
Prerequisite(s): None
LST294
170
Topics: (non-credit)
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
LST295
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
LST296
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
LST397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
LST399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
LST485
Capstone: Integrating the Theory and Practice of Responsible Leadership
4 Semester Credits
This seminar is designed to provide a culminating learning experience for Leadership Studies Minor candidates who have
completed all other program requirements. Candidates for program completion will deepen their understanding of
major leadership theories, advance their critical analysis skills, and synthesize their comprehension of the nature of
leadership, and how leadership is manifest in practice. These goals will be accomplished by participation in the seminar
and applied leadership experience. This integration and synthesis of learning will be demonstrated through critical
reading and reflective writing, in-class dialogue, and the development of a leadership portfolio.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Program Director), LST205(Introduction to Leadership Studies)
LST495
Topics
171
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
LST499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MAT – Mathematics
MAT090
Prealgebra
3 Semester Credits
A fast-paced review of basic mathematical skills and concepts including integers, fractions, decimal numbers, ratios,
percents, order of operations, exponents, and an introduction to algebraic expressions, equations, and graphs with an
emphasis on applications to everyday life. P/N grading only. Prior experience with high school algebra is assumed. MAT
090 does not count as credit toward graduation. Grade of P advances student to MPG2. This course does not meet a
NSM-LAF and does not meet QF.
Core Curriculum Component: None
Prerequisite(s): None
MAT105
Applied Algebra
4 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 C- or higher advances students to MPG3. Students preparing for
MAT 114 should take MAT 106 instead. This course does not meet a NSM-LAF and does not meet QF. Students who have
successfully completed MAT 106 may not register for credit.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT090(Prealgebra), MAT103(Prealgebra), MPL(Math Placement Level 2)
MAT106
Applied Algebra and Trigonometry
4 Semester Credits
Concepts of linear, exponential, logarithmic, trigonometric, and other models with an emphasis on applications to the
natural sciences, economics, and finance. Grade of C- or higher advances student to MPG3. Intended for students
planning to continue to MAT 114 Precalculus. Students already in MPG3 should consult the department or Academic
Advising Center before enrolling. This course does not meet a NSM-LAF and does not meet QF. Students who have
successfully completed MAT 105 may not register for credit.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT090(Prealgebra), MAT103(Prealgebra), MPL(Math Placement Level 2)
MAT110
172
Finite Mathematics
4 Semester Credits
Concepts of introductory linear algebra and elementary probability theory. Focuses on applications to business,
economics, and social science, with an emphasis on developing quantitative skills needed for further study in those
areas. Topics include linear equations, systems of linear equations, graphing lines and linear inequalities, matrices, sets,
counting, probability axioms, conditional probability, Bayes' theorem, and applications such as supply/demand, breakeven analysis, input-output analysis, least squares, linear programming, Markov chains, game theory, or financial
mathematics. Students who have completed MAT 246 or MAT 373 may not register for credit.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Group 3)
MAT111
Mathematics in Society
4 Semester Credits
Using mathematics to understand quantitative information in daily life and current issues facing society. Concepts
include an introduction to probability and statistics, financial mathematics, and other applications, with an emphasis on
developing skills in quantitative reasoning. Students who have successfully completed a course in introductory statistics
(DST 164, MAT 163, MAT 164, SOC 362, PSY 215, MIS379) may not register for credit. Students intending a major in
Business should complete MAT 110 Finite Mathematics, instead.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Group 3)
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 C- or higher advances student to MPG4.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
MAT140
Calculus Workshop
1 Semester Credits
An elective workshop for students concurrently enrolled in Calculus I 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): 1 of MAT145(Calculus I) *concurrent registration is required*, MAT146(Calculus II) *concurrent
registration is required*
MAT145
173
Calculus I
4 Semester Credits
Concepts of calculus focusing on differentiation and an introduction to integration. Topics include derivatives, their
interpretations and their applications, and the Fundamental Theorem of Calculus. Concurrent enrollment in MAT145L is
required.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); MAT145L(Concurrent registration in
MAT145L) *concurrent registration is required*
MAT145L
Calculus I Lab
0 Semester Credits
Applications of Precalculus and Calculus I concepts and skills to areas such as Biology, Chemistry, Climate/Environmental
Science, Computer Science, Economics, Engineering, Finance, Medicine, and Physics. Emphasis on mathematical
modeling, use of computational technology, and function representations: verbal, algebraic, graphical, and numeric.
Concurrent enrollment in MAT145 is required.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4)
MAT146
Calculus II
4 Semester Credits
Concepts of calculus focusing on integration. Topics include limits, techniques of integration, applications of integrals,
differential equations, sequences, and infinite series. Concurrent enrollment in MAT146L is required.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): MAT145(Calculus I), MAT146L(Concurrent registration in MAT146L) *concurrent registration is
required*
MAT146L
Calculus II Lab
0 Semester Credits
Applications of Calculus I-II concepts and skills to areas such as Biology, Chemistry, Climate/Environmental Science,
Computer Science, Economics, Engineering, Finance, Medicine, and Physics. Emphasis on mathematical modeling, use of
computational technology, and function representations: verbal, algebraic, graphical, and numeric . Concurrent
enrollment in MAT146 is required.
Core Curriculum Component: None
Prerequisite(s): MAT145(Calculus I)
MAT163
Introductory Statistics
4 Semester Credits
Concepts of elementary statistics, with an emphasis on working with data and understanding the role of variability.
Topics include descriptive statistics, data visualization, confounding and causal associations, confidence intervals,
174
hypothesis testing, regression, and the use of modern computational tools in statistics. Students who have successfully
completed DST164, MAT164, MIS379, PSY215, or SOC362 may not register for credit in MAT163.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), 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 any
theoretical structure or applied project course 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)
MAT202
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. Students who have completed MAT302 may not
register for credit.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); 1 of CSC160(Introduction to Computer Science and Communication), CSC165(Introduction to Computer Programming
(Python)), CSC170(Introduction to Object-Oriented Programming (Java)), MAT145(Calculus I), MIS260(Problem Solving
for Business)
MAT204
Mathematics for Elementary Teachers I
4 Semester Credits
Concepts of number, operations, and algebra with an emphasis on the processes of problem solving, reasoning,
connections, communication, and representation. Designed for prospective K-6 elementary school teachers and Special
Education teachers.
Core Curriculum Component: Natural Sciences and Mathematics
175
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); 1 of EDC200(Critical Histories and Philosophies of Education) *concurrent registration is acceptable*, EDC502(Critical
Histories and Philosophies of Education) *concurrent registration is acceptable*
MAT205
Mathematics for Elementary Teachers II
4 Semester Credits
Concepts of algebra, geometry, measurement, data analysis, and probability with an emphasis on the processes of
problem solving, reasoning, connections, communication, and representation. Designed for prospective K-6 elementary
school teachers.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); EDC200(Critical Histories and Philosophies of Education) *concurrent registration is acceptable*
MAT255
Multivariable Calculus
4 Semester Credits
Concepts of multivariable and vector calculus including functions of several variables, 3D surfaces, partial derivatives,
multiple integrals, vectors and the gradient, parametric representations, polar and other coordinate systems, and vector
calculus. Students who have received transfer credit for MAT 145 are advised to take MAT 146 before MAT 255.
Students intending to take MAT 145, MAT 146, and MAT 255 are encouraged to take the courses in that order.
Core Curriculum Component: None
Prerequisite(s): MAT145(Calculus I)
MAT302
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): MAT145(Calculus I)
MAT315
Linear Algebra
4 Semester Credits
Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector
spaces, determinants, and eigenvalues. Applications, numerical approximations, and the use of vectors and matrices to
store and manipulate data.
Core Curriculum Component: None
Prerequisite(s): 1 of DST234(Introduction to Data Science (and R)), MAT245(Calculus III), MAT255(Multivariable
Calculus), MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures); MAT145(Calculus I)
MAT325
History of Mathematics
4 Semester Credits
176
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)
MAT335
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)
MAT350
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 MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures)
MAT360
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. Focuses on theoretical structures.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures);
MAT146(Calculus II)
MAT370
Real 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 MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures);
MAT146(Calculus II)
MAT373
Probability Theory
4 Semester Credits
177
Concepts of probability including methods of enumeration, random variables, probability distributions, simulation of
random processes, expectation, moment generating functions, and the Central Limit Theorem.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT245(Calculus III), MAT255(Multivariable Calculus), MAT271(Discrete Mathematical Structures),
MAT302(Discrete Mathematical Structures); MAT146(Calculus II)
MAT380
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 MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures); 1 of
MAT246(Linear Algebra), MAT315(Linear Algebra)
MAT395
Topics
4 Semester Credits
Study of an advanced topic such as actuarial mathematics, complex analysis, mathematical biology, combinatorics,
topology, or foundations of mathematics.
Core Curriculum Component: None
Prerequisite(s): 2 of MAT245(Calculus III), MAT246(Linear Algebra), MAT252(Exploring Geometry),
MAT255(Multivariable Calculus), MAT269(Modeling and Differential Equations), MAT271(Discrete Mathematical
Structures), MAT287(History of Mathematics), MAT302(Discrete Mathematical Structures), MAT315(Linear Algebra),
MAT325(History of Mathematics), MAT335(Exploring Geometry)
MAT396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of MAT146(Calculus II), MAT245(Calculus III), MAT255(Multivariable Calculus); 1 of MAT246(Linear
Algebra), MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures), MAT315(Linear
Algebra); CONSENT(Consent of Instructor)
MAT397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of MAT146(Calculus II), MAT245(Calculus III), MAT255(Multivariable Calculus); 1 of MAT246(Linear
Algebra), MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures), MAT315(Linear
Algebra); CONSENT(Consent of Instructor)
MAT398
Internship
2 Semester Credits
178
Core Curriculum Component: None
Prerequisite(s): 1 of MAT146(Calculus II), MAT245(Calculus III), MAT255(Multivariable Calculus); 1 of MAT246(Linear
Algebra), MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures), MAT315(Linear
Algebra); CONSENT(Consent of Instructor)
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 MAT146(Calculus II), MAT245(Calculus III), MAT255(Multivariable Calculus); 1 of MAT246(Linear
Algebra), MAT271(Discrete Mathematical Structures), MAT302(Discrete Mathematical Structures), MAT315(Linear
Algebra); CONSENT(Consent of Instructor)
MAT455
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.
Core Curriculum Component: None
Prerequisite(s): 1 of CSC165(Introduction to Computer Programming (Python)), CSC170(Introduction to Object-Oriented
Programming (Java)); MAT146(Calculus II)
MAT465
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): MAT146(Calculus II)
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
179
Core Curriculum Component: None
Prerequisite(s): 2 of DST374(Mathematical Statistics), MAT350(Graph Theory), MAT355(Numerical Mathematics and
Computation), MAT360(Dynamical Systems), MAT363(Dynamical Systems), MAT369(Modeling and Differential
Equations in Biological and Natural Sciences), MAT370(Real Analysis), MAT373(Probability Theory), MAT374(Statistical
Theory and Applications), MAT377(Operations Research), MAT380(Abstract Algebra), MAT394(Topics in Statistics),
MAT395(Topics), MAT455(Numerical Mathematics and Computation), MAT465(Modeling and Differential Equations in
Biological and Natural Sciences); CONSENT(Consent of Instructor)
MAT498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 2 of DST374(Mathematical Statistics), MAT350(Graph Theory), MAT355(Numerical Mathematics and
Computation), MAT360(Dynamical Systems), MAT363(Dynamical Systems), MAT369(Modeling and Differential
Equations in Biological and Natural Sciences), MAT370(Real Analysis), MAT373(Probability Theory), MAT374(Statistical
Theory and Applications), MAT377(Operations Research), MAT380(Abstract Algebra), MAT394(Topics in Statistics),
MAT395(Topics), MAT455(Numerical Mathematics and Computation), MAT465(Modeling and Differential Equations in
Biological and Natural Sciences); CONSENT(Consent of Instructor)
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): 2 of DST374(Mathematical Statistics), MAT350(Graph Theory), MAT355(Numerical Mathematics and
Computation), MAT360(Dynamical Systems), MAT363(Dynamical Systems), MAT369(Modeling and Differential
Equations in Biological and Natural Sciences), MAT370(Real Analysis), MAT373(Probability Theory), MAT374(Statistical
Theory and Applications), MAT377(Operations Research), MAT380(Abstract Algebra), MAT394(Topics in Statistics),
MAT395(Topics), MAT455(Numerical Mathematics and Computation), MAT465(Modeling and Differential Equations in
Biological and Natural Sciences); CONSENT(Consent of Instructor)
MBA – Master of Business Administration
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, contracts
and ethics. Students develop critical thinking skills and a framework for analyzing business decisions. Successful
completion of corresponding MBA Math module required prior to the start of class.
Core Curriculum Component: None
Prerequisite(s): None
MBA520
Accounting for Business Managers
180
3 Semester Credits
This course will introduce MBA students to managerial accounting in business organizations. The focus of managerial
accounting is to provide accounting data to internal decision-makers (managers/employees). External and internal
decision-makers use accounting information both to make decisions and to evaluate results of those decisions.
Managerial Accounting focuses on the development, interpretation, and application of accounting information for
managerial decision-making. The course stresses the use of financial and non-financial information within a variety of
organizations for the purposes of understanding and analyzing activities and operations. You will examine the linkages
between accounting information and management planning through cost analysis, operational and capital budgeting
and performance measurement. Successful completion of corresponding MBA Math module required prior to the start
of class.
Core Curriculum Component: None
Prerequisite(s): None
MBA530
Managerial Finance
3 Semester Credits
Business Managers need to understand the fundamentals of financial management for optimal decision making. This
course covers the major topics in Finance that a business manager is likely to come across. The course begins with an
introduction to Financial Management and Time Value of Money. We discuss financial statements and cash-flows, the
financial environment of a firm—markets, institutions, interest rates, leading to a discussion of risk and return,
security/corporate valuation, strategic investment and financing decisions. Successful completion of corresponding MBA
Math module required prior to the start of class.
Core Curriculum Component: None
Prerequisite(s): None
MBA532
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
Prerequisite(s): None
MBA535
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
181
Prerequisite(s): None
MBA540
Business and Professional Ethics
3 Semester Credits
The history and theories of business ethics. Each class session will utilize assigned readings, articles, case studies, and
exercises. We will focus on four primary outcomes for participants in this course: An understanding of the ethical
problems faced by people; Convey a means of analysis of ethical problems; Allow students to deliberately, methodically,
and reasonably defend their point of view.
Core Curriculum Component: None
Prerequisite(s): None
MBA545
Organizational Behavior
3 Semester Credits
In-depth exploration and analysis of major theories, concepts, skills and techniques for organization behavior and
development in business and industry, including the conceptual integration and application of these theories. We will
often challenge the traditional assumptions of management by discussing current management and organization
behavior theories, innovations, trends, and the issues faced by today’s managers.
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
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
182
Apply analytical thinking to a variety of business problems and understand the need for analytical models for business
decision-making. Create spreadsheet models to help organize information and solve analytical problems. Topics:
Regression Analysis, Forecasting, Project Management, and Inventory Control. Successful completion of corresponding
MBA Math module required prior to the start of class.
Core Curriculum Component: None
Prerequisite(s): None
MBA571
Business Analytics
3 Semester Credits
Business analytics is changing the way organizations manage and make decisions. All facets of businesses utilize data to
make decisions regarding product design, marketing, organization structure and strategic planning. This course will help
prepare MBA students to understand light duty programming using SQL in order to work with and interpret large data
sets. Students will be able to interpret and present data visually using tableau.
Core Curriculum Component: None
Prerequisite(s): MBA570(Quantitative Decision-Making for Managers)
MBA572
Data Programming
3 Semester Credits
This course will introduce MBA students to Excel, Python, JAVA, Social Media Mining, SQL, Tableau, and Advanced
Statistics. The students will complete projects using real data sets from the worlds of finance, healthcare, government,
social welfare, and entrepreneurial organizations allowing students to build a strong portfolio with a professional
demonstration of basic computer programming.
Core Curriculum Component: None
Prerequisite(s): MBA570(Quantitative Decision-Making for Managers), MBA571(Business Analytics)
MBA573
Predictive Analytics
3 Semester Credits
This is a data visualization and analytics course designed for MBA students and encompasses a variety of statistical
techniques from data mining, predictive modelling, and machine learning. Students will utilize their excel, data
programming and interpretive data skill sets, using the software program, tableau to analyze current and historical data
to make predictions about future or otherwise unknown events.
Core Curriculum Component: None
Prerequisite(s): MBA570(Quantitative Decision-Making for Managers), MBA571(Business Analytics), MBA572(Data
Programming)
MBA580
Management Consulting Project
3 Semester Credits
MBA 580 is a project-based capstone course meant to serve an integrative role, bringing together all the components of
your graduate business education in a summative project. The projects include strategic planning, business plans,
marketing plans and a competitive analysis. The Management Consulting Project provides the opportunity to apply your
MBA program learning to an actual business organization with real issues and opportunities involving multiple functions.
183
Field Study teams of four to five students will work as management consultants on comprehensive projects for local
businesses or community organizations.
Core Curriculum Component: None
Prerequisite(s): None
MBA583
Entrepreneurship: Execution, Planning and Strategy
3 Semester Credits
This course is intended to provide prospective entrepreneurs with information and tools on how to start a business. The
course includes the following: how to evaluate opportunities, choose markets for entry, decide when to enter, and
determine what resources and capabilities it will take to enter and provide a platform for future growth. 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): MBA595(Strategic Management)
MBA592
Leadership: Ethics, Vision, and Transformation
3 Semester Credits
Provides learners with well-rounded, comprehensive leadership skills that will enhance personal and organizational
effectiveness. 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. This class begins the work associated with Student Learning Experience 1. Students
will use a variety of assessment tools to learn more about their strengths and weaknesses as a leader. Students will
begin their journal and reflect on their personal development plan. The journal begins in this class and will continue in
the next three courses.
Core Curriculum Component: None
Prerequisite(s): None
MBA595
Strategic Management
3 Semester Credits
We all observe that some organizations (public/private, for profit/not-for-profit) are more successful than others. These
organizations generally survive over the long term and meet customer/client needs effectively, securing and maintaining
a competitive advantage over alternatives. This is accomplished in the context of an environment that changes rapidly.
These organizations continually adapt to new circumstances, usually coordinating change in a variety of different
functional areas. Strategy, in its broadest sense, is a major determinant of long-term performance differentials. Strategy
matches the organization’s capabilities to its market position, facilitates resource allocation, and provides guidance for
decision-making. Student learning experience two is embedded in this course using a business simulation.
Core Curriculum Component: None
Prerequisite(s): None
MBA596
Managing Innovation
3 Semester Credits
184
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
Designed for MBA students with a cumulative 3.50 GPA or better after completion of one year in the program and
completion of the quantitative courses.
Core Curriculum Component: None
Prerequisite(s): None
MCN – McNair Program
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): CONSENT(Consent of Instructor)
MIS – Management Information Systems
MIS260
Problem Solving for Business
4 Semester Credits
This course introduces and applies advanced software capabilities in Microsoft Excel such as macros and Solver. The
course also covers other decision support and business analysis tools including Access and Tableau.
185
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), 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 onsequences. 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), MAT106(Applied Algebra and Trigonometry), 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), MAT106(Applied Algebra and Trigonometry), 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
186
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).
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management), MKT252(Principles
of Marketing); 1 of ENL111(Effective Writing II), 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): MIS260(Problem Solving for Business)
MIS379
Quantitative Methods for Business and Economics
4 Semester Credits
This course is designed for business and economics majors with a focus on the techniques and examples from these
disciplines. The value and the limitations of these statistics will also be considered. The basic tools of collecting,
analyzing and interpreting data for informed business decisions will be covered. Topics including descriptive statistics
(types of data, graphical displays, measures of center and variability), inferential statistics (confidence intervals and
hypothesis testing) along with regression, confounding and causal relationships. All topics are taught with the objective
of helping students make informed business decisions while conducting analysis using Microsoft Excel. Students can not
receive credit for MIS 379 if they previously earned credit for MAT 163, MAT 164, PSY215 or SOC362.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MAT171(Discrete
Mathematics For Computing), MAT202(Discrete Mathematics For Computing), MPL(Math Placement Group 3);
MIS260(Problem Solving for Business)
MIS475
Systems Analysis and Design
4 Semester Credits
Develops skills in using systems development methodologies and Computer Aided Software Engineering (CASE) tools.
Techniques used include data and process modeling, file and database design, and user interface design. A course-long
project is used to complete a rudimentary system design.
Core Curriculum Component: None
Prerequisite(s): MIS260(Problem Solving for Business), MIS270(Data Management for Business), MIS375(E-Commerce)
MIS476
Information Systems Projects
187
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): MIS260(Problem Solving for Business), MIS270(Data Management for Business), MIS375(E-Commerce),
MIS376(Project Management), MIS475(Systems Analysis and Design)
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 - Marketing
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
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
188
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 DST164(Introduction to Statistics (with R)), MAT163(Introductory Statistics), MAT164(Introductory
Statistics for STEM), MIS264(Statistical Literacy for Managers), MIS379(Quantitative Methods for Business and
Economics), PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis), STATSBUS(Approved Statistics for
Business Majors); 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. Note: Students cannot earn credit for both MKT355 and MKT357.
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 asimportant elements in modern marketing
and communications. Note: Students cannot earn credit for both MKT355 and MKT357.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT359
Digital Marketing
4 Semester Credits
Digital marketing is all around us. This course will cover some of the major digital components in marketing campaigns,
including websites, analytics, email, paid search, search engine optimization (SEO), and social media.
Core Curriculum Component: None
189
Prerequisite(s): MKT252(Principles of Marketing)
MKT398
Internship
2 Semester Credits
Core Curriculum Component: None
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. Students are strongly encouraged to take MKT 352 and one other 300 level course
during their junior year.
Core Curriculum Component: None
Prerequisite(s): 1 of MKT352(Marketing Research and Analysis), MKT355(Marketing Communications),
MKT357(Advertising), MKT359(Digital Marketing); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MKT252(Principles of Marketing)
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
Prerequisite(s): MKT252(Principles of Marketing)
ML – Master of Arts in Leadership
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
190
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
Leadership in the Community
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
Evaluating Empirical Research
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 and Values: Keys to Authentic Leadership
3 Semester Credits
Before you can successfully lead others, you need to know yourself and consciously choose how to live fully and
authentically. Discovering who you are – at the core – will guide you in learning to find your way along your personal
leadership path. The purpose of this course is to facilitate reflection that deepens your understanding of your
commitments to relationships, work, and self, and how you can engage in conversations that enable you to lead a full,
authentic life. To fulfill that purpose you will explore your own life – the factors that have influenced it, and what it can
teach you about your calling and living an authentic life. You will also explore your vision for the future and how to make
it reality.
Core Curriculum Component: None
Prerequisite(s): None
ML530
Ethics in Communication
3 Semester Credits
191
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
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
ML538
Communication Skills for Leadership
3 Semester Credits
This course is designed to provide background in rhetoric as well as contemporary practice in speaking, writing and
presentation skills. Students will perform communicative tasks in a variety of genres and evaluate their own
performance and the performance of others. Students will explore how current societal forces shaping leadership
contexts (the digital age, current globalization, climate change, misinformation trends, the great resignation, systemic
racism/discrimination, and the impact of pandemic) are calling for re-examination of the assumptions that drive
leadership communication. Students will assess their leadership communication capabilities, analyze their leadership
192
communication context, explore and practice a comprehensive range of communication skills to achieve an informed,
authentic, intentional leadership communication practice.
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
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
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
ML560
Cultural Competence and Effective Leadership
3 Semester Credits
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
193
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): CONSENT(Consent of MAL Program Director)
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
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.
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Core Curriculum Component: None
Prerequisite(s): None
ML577
Universal Responsibility and Leadership: A Central American 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 Central America. The Central American portion includes meetings with leaders and visits to
multiple sites and organizations. Topics such as Central American 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
ML585
Leadership Capstone: Integrating Theory and Practice
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
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): CONSENT(Consent of MAL Program Director)
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
195
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
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
MUE – Music
MUE111
Augsburg Choir
1 Semester Credits
196
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 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
1 Semester Credits
The Riverside Singers carry on the long tradition of treble choirs at Augsburg University. 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
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
The Masterworks Chorale is a unique mix of auditioned Augsburg University 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 ensemble 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 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
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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. The group’s repertoire
has included 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 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
198
Concert Band
1 Semester Credits
The Augsburg Concert Band 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 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
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. 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
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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
4 Semester Credits
Experience the process of preparation, rehearsal, and performance of operatic repertoire.
Core Curriculum Component: None
Prerequisite(s): None
MUE311
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. Auditions
are scheduled the first week of the fall semester or by contacting the director.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUE312
Riverside Singers
1 Semester Credits
The Riverside Singers carry on the long tradition of treble choirs at Augsburg University. 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. Auditions are scheduled the first week of the fall semester or by contacting the
director.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUE321
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. The group’s repertoire
has included 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. Auditions are scheduled the first week of the fall
semester or by contacting the director.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUE341
Concert Band
200
1 Semester Credits
The Augsburg Concert Band 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.
Auditions are scheduled the first week of the fall semester or by contacting the director.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUE343
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: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
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 – Music
MUP111
Performance Study: Voice
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP116
Performance Study: Electric Bass
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
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minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP121
Performance Study: Violin
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP122
Performance Study: Viola
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP123
Performance Study: Cello
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP124
Performance Study: Bass
1 Semester Credits
202
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP131
Performance Study: Oboe
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP132
Performance Study: Bassoon
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP133
Performance Study: Clarinet
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP134
203
Performance Study: Saxophone
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP135
Performance Study: Flute
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP136
Performance Study: Harpsichord
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP137
Performance Study: Horn
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
204
Prerequisite(s): None
MUP141
Performance Study: Trumpet
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP142
Performance Study: Trombone
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP143
Performance Study: Baritone
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP144
Performance Study: Tuba
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
205
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP152
Performance Study: Piano
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP159
Piano Accompanying
1 Semester Credits
Consider registering for this course in the semester of a recital. This course is a weekly recital coaching/rehearsal with a
professional staff pianist/accompanist. It is the best way to rehearse your music with a pianist. (MUP lesson fees apply).
Core Curriculum Component: None
Prerequisite(s): None
MUP161
Performance Study: Guitar
2 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP171
Performance Study: Percussion
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
206
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP181
Performance Study: Organ
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP191
Performance Study: Harp
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP192
Performance Study: Improvisation
1 Semester Credits
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP193
Performance Study: Composition
1 Semester Credits
207
Instrument or voice lessons. Half hour or full hour of instruction weekly. Students in majors other than music, music
minors, and music majors studying secondary performance areas should register either for zero or 0.5 credit (half hour
lesson). Music majors should register in their principal performance medium for 1.0 credit for a full hour lesson weekly
plus a studio class. Music majors should have prior experience with performance in their primary medium. Non-majors,
minors, and those studying secondary performance areas will find prior experience helpful but not always necessary.
Consultation with the music department is required for all half hour lessons. Applied music fee required for all lessons.
Core Curriculum Component: None
Prerequisite(s): None
MUP311
Performance Study: Voice
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP316
Performance Study: Electric Bass
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP321
Performance Study: Violin
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP322
Performance Study: Viola
1 Semester Credits
208
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP323
Performance Study: Cello
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP324
Performance Study: Bass
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP331
Performance Study: Oboe
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP332
Performance Study: Bassoon
1 Semester Credits
209
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP333
Performance Study: Clarinet
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP334
Performance Study: Saxophone
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP335
Performance Study: Flute
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP336
Performance Study: Harpsichord
1 Semester Credits
210
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP337
Performance Study: Horn
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP341
Performance Study: Trumpet
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP342
Performance Study: Trombone
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP343
Performance Study: Baritone
1 Semester Credits
211
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP344
Performance Study: Tuba
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP352
Performance Study: Piano
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP361
Performance Study: Guitar
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP371
Performance Study: Percussion
1 Semester Credits
212
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP381
Performance Study: Organ
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP391
Performance Study: Harp
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP392
Performance Study: Improvisation
1 Semester Credits
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP393
Performance Study: Composition
1 Semester Credits
213
Upper division instrument or voice lessons in principal performance medium for students who are music majors, or for
students with strong music skills who want credit and are approved by the department. One hour lesson weekly plus
studio class. Admission to upper-division lessons requires satisfactory achievement on fourth-semester performance
jury for departmental faculty, or equivalent level of proficiency. Consult with music department for further information
and approval. Applied music fee required.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUS – Music
MUS105
Careers in Music Business
4 Semester Credits
Careers in Music Business is a survey course designed to explore the careers in the music business. This course will cover
the creative ways that musicians have formed businesses, study of successful individuals within the music business, and
pathways to successful music-based businesses. Within these constructs, we will explore methods for creating a life in
the music industry.
Core Curriculum Component: None
Prerequisite(s): None
MUS113
Music Theory and Aural Skills I
4 Semester Credits
Theory & Aural Skills I is the first semester course of a 4-semester theory and musicianship program that serves as the
foundation for all music majors. Over the course of the 4-semester sequences, the core music curriculum (theory, ear
training, piano courses) students will "do what musicians do." The students will build musical comprehension by hearing,
reading, interpreting, composing, and improvising music; they will develop, and participate in, a community committed
to improving musical skills, and learning from one another. Learning these skills will enable lifelong learning, through
and beyond music.
Core Curriculum Component: None
Prerequisite(s): None
MUS114
Music Theory and Aural Skills II
4 Semester Credits
Theory & Aural Skills II is the second semester course of a 4-semester theory and musicianship program that serves as
the foundation for all music majors. We will focus our learning on developing a more refined understanding of the
musical language in the Western tradition, with a special focus on issues related to harmony. The main goal is to gain a
thorough grasp of music fundamentals and their application to all kinds of music-making (performance, composition,
analysis, improvisation).
Core Curriculum Component: None
Prerequisite(s): MUS113(Music Theory and Aural Skills I)
MUS130
Introduction to Music in the Fine Arts
214
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): None
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): MUS135(Class Piano 1)
MUS152
Class Voice
1 Semester Credits
Fundamentals of tone production and singing.
Core Curriculum Component: None
Prerequisite(s): None
MUS158
Class Guitar 1
1 Semester Credits
Beginning techniques of classic guitar.
Core Curriculum Component: None
Prerequisite(s): None
MUS160
Fundamentals of Music
215
4 Semester Credits
In this course, students will engage in active music making and explore a variety of musical practices from within and
outside their own experiences. Students will leave this course knowing how to further their own musical journey—as
creators, consumers, and thinkers—recognizing that music is an ongoing and everyday part of life as a human being.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS162
Entrepreneurship for Creative Businesses
2 Semester Credits
This course provides students who are interested in careers in the arts, music, or entertainment an opportunity to
explore the skills needed to operate their own creative business, discover alternatives to the standard career paths in
the creative arts, and how to turn a creative passion into a career.
Core Curriculum Component: None
Prerequisite(s): None
MUS205
Legal Issues in Music, Entertainment, and the Arts
4 Semester Credits
This course examines the fundamental legal and ethical issues encountered by artists and professionals in the creative
industries and how the law affects consumers, business relationships, and the economy. Topics include copyright, piracy,
trademark, liability, 1st Amendment issues, publicity rights, unions, royalties, Performing Rights Organizations, the
Talent Agency Act, and conflicts of interest.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS207
From Boogie Woogie to Rock and Hip Hop: The Culture, Artists, and Sounds of Pop Music
4 Semester Credits
What is the sound of youth and rebellion? Where does it come from? What effect, if any, has it had on society as a
whole? This study of popular music offers a chance to examine a diverse cross section of music history through the lens
of easily palatable and familiar sounds.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS213
Music Theory and Aural Skills III
4 Semester Credits
Theory & Aural Skills III is the third course in a 4-semester theory and musicianship program that serves as the
foundation for all music majors. We will focus our learning on attention on chromatic harmony and form. We will
continue to gain a thorough grasp of music fundamentals and their application to all kinds of music-making
(performance, composition, analysis, improvisation). We will hone our analytical skills in music through close study of
relevant musical works from a variety of musical traditions.
Core Curriculum Component: None
216
Prerequisite(s): MUS114(Music Theory and Aural Skills II)
MUS214
Music Theory and Aural Skills IV
4 Semester Credits
Theory & Aural Skills IV is the last course in a 4-semester theory and musicianship program that serves as the foundation
for all music majors. We will focus our learning on finalizing our study of Common-Practice Period harmony and form.
We will explore 20th and 21st century compositional, and analytical techniques. We will apply our analytical tools to a
wider range of musical genres, including, but not limited to, jazz, pop, rock, Latin, and musical theater. Finally, we will
gain a thorough grasp of music fundamentals and their application to all kinds of music-making (performance,
composition, analysis, improvisation).
Core Curriculum Component: None
Prerequisite(s): MUS213(Music Theory and 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): None
MUS225
Electronic Music Production
4 Semester Credits
This course focuses on using contemporary studio techniques for producing, arranging, and composing original music in
a variety of modern styles. Students will take advantage of the Augsburg Recording Studio to explore techniques in
sound design, synthesis, and digital music making.
Core Curriculum Component: None
Prerequisite(s): None
MUS231
History and Literature of Music, Antiquity to 1750
4 Semester Credits
217
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): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); 1 of MUS102(Materials of
Music II), MUS114(Music Theory and Aural Skills II)
MUS232
History and Literature of Music, 1750 to Present
4 Semester Credits
Continuation of MUS 231 from 1750 to the present.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); 1 of MUS102(Materials of
Music II), MUS114(Music Theory and Aural Skills II)
MUS234
Church Music and Worship
4 Semester Credits
This course examines the words, music, and ritual actions that have shaped Christian worship throughout the centuries.
Students will be grounded in the biblical, theological, and liturgical traditions of the church while examining current
practices emerging in the digital age. Experiential components to the course will allow students the opportunity to
critically assess and plan worship services.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the
Search for Meaning I+II)
MUS235
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)
MUS238
218
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), 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
MUS242
Jazz Improvisation 1
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of MUS101(Materials of Music I), MUS113(Music Theory and Aural Skills I); MUS114(Music Theory and
Aural Skills II)
MUS258
Class Guitar 2
1 Semester Credits
This course focuses on developing functional guitar skills including playing 3-4 chord songs, singing and accompanying
self, transposing to a different key with and without a capo, playing in various major and minor keys, utilizing various
picking and strumming patterns, improvising, barre chords, power chords, and alternate tunings.
Core Curriculum Component: None
Prerequisite(s): MUS158(Class Guitar 1)
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
MUS272
Human Identity Through the Creative Arts
4 Semester Credits
219
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
MUS273
Functional Music Skills
2 Semester Credits
This course will focus on development of basic functional music skills as required by the American Music Therapy
Association (AMTA) professional competencies. Specific focus is on developing functional skills with voice, on piano,
guitar, Q-chord, and hand percussion, for use in music therapy clinical settings. Additional areas addressed also include
writing simple composition, transposing simple melodies, and improvisation. Students will engage in individual and
group music making in class.
Core Curriculum Component: None
Prerequisite(s): MUS271(Introduction to Music Therapy)
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
MUS298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS303
Introduction to Learning, Teaching, and Technology in Music
2 Semester Credits
220
Exploration of music learning and teaching in multiple educational settings, including K-12 schools and community music
settings. Basic teaching principles will be discussed, as well as current sociological issues and their influences on music
learning and teaching.
Core Curriculum Component: None
Prerequisite(s): None
MUS306
Audio Recording
4 Semester Credits
In this course, students will become independent in the studio as they learn to manage and run recording sessions. As
students delve deeper into the many layers of professional audio software, they will begin to discover how this
technology is at its best when it serves the music, its performers, and creators. Students will also further explore digital
signal processing, plug-ins, editing, and mixing. Students will achieve a command of microphone applications and
placement thus producing fully tracked projects of their own.
Core Curriculum Component: None
Prerequisite(s): MUS221(Introduction to Music Technology)
MUS307
Music Production and Distribution
4 Semester Credits
Music Production and Distribution is a composition course focused on music production, recording theory, sound design,
and modern genre-specific techniques. While working closely with the instructor, students will be expected to produce
an entire EP over the course of a semester, including mixing, mastering, and digitally releasing the album.
Core Curriculum Component: None
Prerequisite(s): MUS221(Introduction to Music Technology), MUS225(Electronic Music Production)
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): MUS113(Music Theory and Aural Skills I)
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)
MUS315
Psychology, Culture, and Community in Music
221
2 Semester Credits
This course provides an overview of the impact of musical stimuli on thoughts, emotions and behaviors and how these
compare and contrast from culture to culture. The course focuses on understanding acoustics, how human beings listen
to and process music, and the socio-psychological aspects and the functions of music in society. The course will also
explore the use of music in community and community music therapy.
Core Curriculum Component: None
Prerequisite(s): MUS271(Introduction to Music Therapy)
MUS321
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.
Core Curriculum Component: None
Prerequisite(s): None
MUS322
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.
Core Curriculum Component: None
Prerequisite(s): None
MUS323
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.
Core Curriculum Component: None
Prerequisite(s): None
MUS324
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.
Core Curriculum Component: None
Prerequisite(s): None
MUS331
Music of the Baroque Era
2 Semester Credits
222
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 ENL111(Effective Writing II), 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 ENL111(Effective Writing II), 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
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 ENL111(Effective Writing II), 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 ENL111(Effective Writing II), 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)
MUS336
223
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): MUS205(Legal Issues in Music, Entertainment, and the Arts)
MUS340
Music Therapy Methods I
4 Semester Credits
This course provides a comprehensive overview of receptive and re-creative music therapy methods and music therapy
theory underlying these methods. This course is experiential in nature and also examines the student’s personal
relationship to music and the impact and influence of music and all its elements. This course also focuses on expanding
repertoire and building musical skills required for implementing these methods in music therapy practice.
Core Curriculum Component: None
Prerequisite(s): MUS273(Functional Music Skills)
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): MUS113(Music Theory and Aural Skills I), MUS114(Music Theory and Aural Skills II)
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)
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
224
Music Therapy Methods II
4 Semester Credits
This course provides an introduction and overview of compositional and improvisational music therapy methods.
Application of improvisational and compositional 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 clinical settings
and through experiential learning exercises, to further foster acquisition of clinical practice skills. Students will also
practice synthesizing and translating research surrounding these improvisation and creative methods to discover how to
develop an evidence based clinical practice.
Core Curriculum Component: None
Prerequisite(s): MUS340(Music Therapy Methods I)
MUS352
General Music Education Methods
3 Semester Credits
Current teaching techniques, methods, and materials for teachers of general music and elective classes at the
elementary and secondary levels. Includes field experience hours and prepractica. Enrollment limited to majors except
by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS303(Introduction to Learning and Teaching in Music), MUS503(Introduction to Learning and
Teaching in Music)
MUS353
Special Education in Music Education
3 Semester Credits
An examination of issues of special education and students with disabilities and giftedness within music education
contexts. Topics include techniques for accommodations and modifications within music education classes and
ensembles to create an inclusive learning environment. Societal and educational attitudes and challenges faced by
individuals with disabilities across the lifespan will be discussed, as will special education law and the role of families and
support networks for students with special needs. Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS352(General Music Education Methods), MUS552(General Music Education Methods)
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
225
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
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
MUS361
Music and Identity in the Americas
3 Semester Credits
This first course in a two-semester Music History sequence centers popular music styles of the Americas and the
Caribbean exploring their syncretic roots in European harmony, West African percussion, and Black (U.S.) American vocal
and improvisational practices. Historical and contemporary studies will illuminate music’s centrality in building and
expressing group identities (e.g. religion, race, ethnicity, nationality, gender). Students will also gain an appreciation for
the many global cultures that make up the musical life of the Twin Cities through both study and experiential learning.
Core Curriculum Component: None
Prerequisite(s): MUS113(Music Theory and Aural Skills I), MUS114(Music Theory and Aural Skills II)
MUS362
226
Musical Philosophy
3 Semester Credits
We will critically consider the concept of “art music” through the lens of philosophical and artistic developments in the
West tracking the cultural shift from the Medieval assumption of a God-permeated universe to the influence of
contemporary humanism. We will then challenge the assumptions that underlie Western philosophical thought by
studying Asian musics and their underlying philosophies. In his 2007 “Tractate on Japanese Aesthetics,” Donald Richie
observes that, in the East, there is a sense that “ordered structure contrives, logical exposition falsifies, and linear,
constructed argument eventually limits.” This course challenges the Western understanding of argumentation and
logical construction that forms the basis for the ways in which we (i.e., inheritors of “Western” culture) assimilate and
process information, providing a basis for greater inter-cultural competencies, as revealed through Eastern writings, art,
and music.
Core Curriculum Component: None
Prerequisite(s): MUS113(Music Theory and Aural Skills I), MUS114(Music Theory and Aural Skills II)
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
This course provides an overview of the impact of musical stimuli on thoughts, emotions and behaviors and how these
compare and contrast from culture to culture. The course focuses on understanding acoustics, how human beings listen
to and process music, and the socio-psychological aspects of music. The course will explore the role of aesthetics in
music as well as a review of experimental research surrounding the influence music on behavior.
Core Curriculum Component: None
Prerequisite(s): None
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 ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
MUS374
Music Therapy Practicum
1 Semester Credits
227
Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are
expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4
hours per week.
Core Curriculum Component: None
Prerequisite(s): MUS340(Music Therapy Methods I)
MUS375
Music Therapy Practicum
1 Semester Credits
Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are
expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4
hours per week.
Core Curriculum Component: None
Prerequisite(s): MUS374(Music Therapy Practicum)
MUS376
Music Therapy Assessment, Treatment and Clinical Processes
4 Semester Credits
This course is a thorough exploration of the practice of music therapy from assessment, treatment planning,
implementation, and evaluation. Course content includes a focus on comprehensive assessment techniques and
development of assessment tools, effective documentation methods and practices, writing treatment plans to address a
variety of client and patient needs, methods of implementing and evaluating music therapy to address patient needs.
This course also focuses on ways of developing an evidence based practice utilizing various types and levels of evidence.
The role of the music, the client and the music therapist will also be explored in the context of clinical processes and
clinical illustrations.
Core Curriculum Component: None
Prerequisite(s): MUS345(Music Therapy Methods II)
MUS385
Music Therapy Clinical Improvisation
2 Semester Credits
This experiential-based course is designed to strengthen students’ clinical musicianship deepening the connection
between music-centered practice and improvisational methods. The course will focus on the clinical application of
improvisation, creating music with the intention of meeting a specific clinical goal. Students will learn techniques for
clinical improvisation and expand repertoire of musical style for use in therapy. Students will have the opportunity to
design improvisational interventions for a wide range of clinical populations within the context of group and individual
sessions. The course will focus heavily on providing opportunities for practicing these techniques during experiential
learning opportunities with peers. Students will also focus on refining professionalism, clinical writing skills, and verbal
techniques through these experiential learning opportunities.
Core Curriculum Component: None
Prerequisite(s): MUS315(Psychology, Culture, and Community in Music), MUS345(Music Therapy Methods II)
MUS392
Topics
4 Semester Credits
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Core Curriculum Component: None
Prerequisite(s): None
MUS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
MUS398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
MUS408
Current and Future Issues in the Music Industry
2 Semester Credits
A look at current and emerging trends in the music industry. Students will analyze case studies, the latest music industry
research, and readings that examine different stake holders' perspectives of the current state of the industry.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS105(Careers in Music Business), MUS335(Music Business); MUS162(Entrepreneurship for
Creative Businesses), MUS205(Legal Issues in Music, Entertainment, and the Arts), MUS336(Arts Management and
Concert Promotion)
MUS413
Advanced Analysis
2 Semester Credits
The course will mainly focus on song analysis. We will take a look at a diverse range of songs and look for ways to
understand them in a deeper way through using a variety of analytical approaches. The songs will be drawn from a
variety of time periods and musical traditions.
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Core Curriculum Component: None
Prerequisite(s): MUS214(Music Theory and Aural Skills IV)
MUS420
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: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUS435
Voice Repertoire
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): None
MUS441
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: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
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
230
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
Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are
expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4
hours per week.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): MUS375(Music Therapy Practicum)
MUS475
Music Therapy Practicum
1 Semester Credits
Students are placed in a clinical site in order to build on academic knowledge and practice clinical skills. Students are
expected to engage in course work around professional standards of practice and be present at the clinical site for 3-4
hours per week.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): MUS474(Music Therapy Practicum)
MUS476
Instrumentation and Arranging
2 Semester Credits
This course will introduce students to the various instruments of the orchestra, as well as those from other music
traditions. Students will learn the qualities, ranges, and idiosyncrasies of these instruments as well as how to write
effectively for them. Special attention will be given to how to turn lead sheets into fleshed-out arrangements for various
ensembles. Some aspects of electronic music arranging will be discussed as well.
Core Curriculum Component: None
Prerequisite(s): MUS214(Music Theory and Aural Skills IV)
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MUS477
Instrumental Methods in Music Education
2 Semester Credits
Development of skills necessary for teaching elementary and secondary instrumental ensembles. Role of the
instrumental music educator, purpose of instrumental music in the schools. Field experiences in schools required.
Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education)
MUS478
Choral Methods in Music Education
2 Semester Credits
Techniques for developing choral music programs. Curriculum, pedagogy, materials, and program administration. Field
experiences in schools required. Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education)
MUS480
Music Therapy Senior Seminar
4 Semester Credits
This course is the final course of your pre-professional academic development. This course provides an overview of
many professional issues relevant to the professional clinical practice of music therapy. These topics include: ethics,
professional development, board certification and developing professional presentations and materials. This course will
also include a community service oriented project that incorporates your knowledge regarding the therapeutic use of
music to meet the specialized needs of clients.
Core Curriculum Component: Keystone
Prerequisite(s): MUS385(Music Therapy Clinical Improvisation)
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. All other requirements
for graduation must be completed prior to the internship.
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUS483
Advanced Music Therapy Practicum
1 Semester Credits
In this course, students will be developing advanced skills in clinical music therapy practice. Students are required to
attend both the course meeting and 3-4 hours per week at a practicum site to be determined by the course instructor.
Students will be expected to engage in experiences which reflect advanced undergraduate-level practice, including but
not limited to research, development of new programs, sustaining funds for music therapy work, work with clinical
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populations which require advanced skills and use of advanced music therapy methods (neurological music therapy,
trauma-informed therapy, Guided Imagery and Music, etc.). Site assignments are made based on student strengths,
student needs, creation of well-rounded clinical experiences, and schedule.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), MUS385(Music Therapy Clinical Improvisation)
MUS494
Music Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
Weekly seminars that mentor teacher candidates with analysis and completion of the Teaching Performance
Assessment (edTPA) and help them make connections between coursework, field experience, and the student teaching
experience. Attributes of the successful novice educator and activities related to successful job acquisition are also
discussed.
Core Curriculum Component: None
Prerequisite(s): 1 of STUTEACH(Student Teaching Approval), STUTEACH12(Student Teaching, 12 Credits),
STUTEACH4(Student Teaching, 4 Credits), STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching,
Extended Experience)
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
Core Curriculum Component: None
Prerequisite(s): None
MUS503
Introduction to Learning, Teaching, and Technology in Music
2 Semester Credits
Exploration of music learning and teaching in multiple educational settings, including K-12 schools and community music
settings. Basic teaching principles will be discussed, as well as current sociological issues and their influences on music
learning and teaching.
Core Curriculum Component: None
Prerequisite(s): None
MUS505CE
Contemporary Topics in Music Education
2 Semester Credits
233
Both implicitly and explicitly, PK-12 and community music educators address a wide variety of contemporary issues in
music education in their respective teaching settings, including social justice and equity with diverse student
populations, culturally relevant pedagogy, creativity, integration of technology, and teaching students with special
needs. Throughout this course, students will explore these pressing pedagogical and sociological issues in American
music education in depth through discussion of their prevalence in the profession and relevance to their current
teaching contexts. The culmination of the course will include students’ creation of lesson plans and resources related to
course concepts for implementation in their classrooms.
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): 1 of MUS515(Advanced Music Therapy Clinical Practice I) *concurrent registration is required*,
MUS520(Advanced Music Therapy Clinical Practice II) *concurrent registration is required*, MUS550(Music
Psychotherapy) *concurrent registration is required*, MUS560(Music and Imagery) *concurrent registration is
required*, MUS570(Music, Neurology, and Physiology) *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
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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
MUS525
Cross-Cultural Awareness in Music Therapy
3 Semester Credits
This course provides an in-depth exploration of specific needs of clients from various and diverse cultures and training in
specialized music therapy approaches and methods. This course emphasizes developing the clinical understanding,
acquisition and application of skills in various ethnic musical forms.
Core Curriculum Component: None
Prerequisite(s): None
MUS530
Music Therapy Ethics
2 Semester Credits
This course explores core concepts of the ethical decision-making process as it applies to music therapy practice,
supervision and research. Course content includes a focus on self-awareness, values, professional competencies and
self-care, client rights, relationships and boundaries, confidentiality and privacy, multicultural perspective and diversity
issues, business conduct and digital and social media use.
Core Curriculum Component: None
Prerequisite(s): None
MUS535
Music Therapy Supervision and Professional Development
2 Semester Credits
This course provides an in-depth exploration of music therapy supervision, consultation and professional development.
The course includes an overview of various theories and models of music therapy supervision, with a focus on
maintaining effective supervisory relationships and evaluating supervisees. The course will also explore practices that
foster self-care and professional development.
Core Curriculum Component: None
Prerequisite(s): None
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.
235
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
MUS546
Clinical Music Therapy Internship
2 Semester Credits
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
MUS552
General Music Education Methods
3 Semester Credits
Current teaching techniques, methods, and materials for teachers of general music and elective classes at the
elementary and secondary levels. Includes field experience hours and prepractica. Enrollment limited to majors except
by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS303(Introduction to Learning and Teaching in Music), MUS503(Introduction to Learning and
Teaching in Music)
MUS553
Special Education in Music Education
3 Semester Credits
An examination of issues of special education and students with disabilities and giftedness within music education
contexts. Topics include techniques for accommodations and modifications within music education classes and
236
ensembles to create an inclusive learning environment. Societal and educational attitudes and challenges faced by
individuals with disabilities across the lifespan will be discussed, as will special education law and the role of families and
support networks for students with special needs. Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS352(General Music Education Methods), MUS552(General Music Education Methods)
MUS554
Advanced Music Therapy Clinical Improvisation
3 Semester Credits
This course focuses on strengthening and deepening the connection between students’ musical skills and clinical
application of improvisational methods in music therapy. Students will develop an in-depth understanding of techniques
and methods for clinical improvisation through readings, case review, online discussions, and experiential learning.
Students will expand existing as well as develop new musical resources, and design improvisation-based experiences to
address specific clinical goals and objectives. Students will advance their skills with assessment and evaluation tools
while gaining a greater understanding of the meaning within musical behaviors and interactions. Students will explore
advanced techniques and methods for clinical improvisation through researching a model of improvisation in music
therapy.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice
II)
MUS555
Music Therapy, Spirituality, and Well-being
2 Semester Credits
This course offers an in-depth exploration of music therapy in addressing spirituality, spiritual needs and well-being in
the therapeutic context. This course also explores cultural and ethical issues, boundaries and contraindications
surrounding this work.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice
II)
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
MUS565
Advanced Music Therapy with Infants, Children and Family Centered Care
2 Semester Credits
This course provides an in-depth exploration of music therapy methods with infants, children and family centered care
with a focus on addressing the impact of hospitalization and meeting the changing needs of children and families.
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Emphasis for the course will be on critical and chronic illness, palliative and hospice care, and working as part of an
integrative treatment team.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice
II)
MUS570
Music, Neurology, and Physiology
3 Semester Credits
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): MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice
II)
MUS575
Music Therapy in Palliative Care
2 Semester Credits
This course provides a comprehensive overview and in-depth exploration of music therapy approaches and methods in
palliative and end of life care. This course focuses on music therapy practices in medical and hospice settings, for
patients living with pain, chronic illness, facing a terminal diagnosis and end of life. The course explores clinical practice,
ethical, and cultural issues as they relate to palliative and end of life care. This course includes the exploration and
synthesis of clinical research surrounding palliative and end of life care.
Core Curriculum Component: None
Prerequisite(s): None
MUS576
Music Therapy in Trauma Informed Care
3 Semester Credits
This course provides an in-depth exploration of trauma, trauma informed care and the role of music therapy in trauma
informed care. In this course you will explore how trauma impacts one's physical, emotional, and spiritual well-being,
relationships with self, others, communities and environment, often resulting in recurring feelings of shame, guilt, rage,
isolation, and disconnection. Music therapy approaches and methods appropriate for use in trauma informed care will
be explored; contraindications and issues surrounding safety will be reviewed. Topics and issues of competence,
supervision, consultation, and self-care will also be addressed.
Core Curriculum Component: None
Prerequisite(s): MUS511(Advanced Music Therapy Clinical Practicum) *concurrent registration is required*,
MUS515(Advanced Music Therapy Clinical Practice I), MUS520(Advanced Music Therapy Clinical Practice II),
MUS530(Music Therapy Ethics)
MUS577
Instrumental Methods in Music Education
2 Semester Credits
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Development of skills necessary for teaching elementary and secondary instrumental ensembles. Role of the
instrumental music educator, purpose of instrumental music in the schools. Field experiences in schools required.
Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education)
MUS578
Choral Methods in Music Education
2 Semester Credits
Techniques for developing choral music programs. Curriculum, pedagogy, materials, and program administration. Field
experiences in schools required. Enrollment limited to majors except by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): 1 of MUS353(Special Education in Music Education), MUS553(Special Education in Music Education)
MUS580
Transcultural Music Therapy I
4 Semester Credits
This course explores meanings and expressions of music, health, illness, and healing transculturally. Focus is on
developing an understanding of individuals, families, groups and communities with diverse cultural backgrounds and the
use of music in community and for healing within their culture. Music is explored as a means of understanding a culture,
human interaction, communication, manner of fostering health and quality of life.
Core Curriculum Component: None
Prerequisite(s): MUS511(Advanced Music Therapy Clinical Practicum) *concurrent registration is required*
MUS582
Transcultural Music Therapy II
4 Semester Credits
This course explores role and meaning of music, health, illness, and healing transculturally with a focus on communities
with diverse cultural backgrounds and how music is a means of understanding a culture, human interaction,
communication, and utilized to foster health, healing and quality of life.
Core Curriculum Component: None
Prerequisite(s): MUS511(Advanced Music Therapy Clinical Practicum) *concurrent registration is required*,
MUS525(Cross-Cultural Awareness in Music Therapy)
MUS585
Advanced Music Therapy Group Work
3 Semester Credits
This course provides an in-depth exploration and comprehensive study of group music therapy work in a variety of
clinical settings. This course emphasizes the dynamics of group process including the types, stages, and formation of
groups. Music therapy approaches, methods, techniques, and interventions will be reviewed and applied for group
practice. This course will also explore the use of musical and non-musical means of processing and deepening in the
group process or experience.
Core Curriculum Component: None
Prerequisite(s): MUS510(Advanced Music Therapy Theory)
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MUS590
Interdisciplinary Practice and Research Methods in Music Therapy
3 Semester Credits
This course provides an in-depth exploration of the emerging field of interdisciplinary practice and research and its
relevance to music therapy. The course will explore what is driving interdisciplinary practice and research, as well as the
values, traits, and skills that this method of clinical practice and research requires and fosters. The benefits and
challenges, indications and contraindications for this work will be discussed.
Core Curriculum Component: None
Prerequisite(s): MUS515(Advanced Music Therapy Clinical Practice I)
MUS595
Thesis or Final Project
2 Semester Credits
This course provides faculty guidance in preparation and completion of material to satisfy the final project or Master's
thesis requirement in an independent study format. This includes clarification of program expectations, review of
literature, project and research development, academic and report writing, and advisory support and feedback.
Core Curriculum Component: None
Prerequisite(s): MUS540(Music Therapy Research I), MUS545(Music Therapy Research II)
MUS599
Directed Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS –New Media
NMS100
Journalism Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
NMS101
Sports Production Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
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NMS102
Audio Storytelling Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
NMS105
Multimedia Production Practicum
1 Semester Credits
The practicum course is for any student who wishes to gain credit for significant contributions to a specific campus
organization while developing specific communication skills.
Core Curriculum Component: None
Prerequisite(s): None
NMS110
Exploring Diversity in Mass Media
4 Semester Credits
This course explores big questions about representation in media: Are we all represented in media? How are we
constructed through media? How does mass media shape our identities and communities? How do we shape the
media? We study identity and cultural expression in various media forms, uncover constructions of race, gender, and
power; examine our own positionality within those structures; and use intercultural awareness to expand the frame.
Core Curriculum Component: Humanities
Prerequisite(s): None
NMS115
Introduction to Game History and Design
4 Semester Credits
This course introduces students to game design and development terminology, principles, tools and techniques.
Students will examine the history and theories of game design and will explore a variety of game genres. Business
principles, legal and ethical issues and technological developments are discussed in relation to the creation of games.
Core Curriculum Component: None
Prerequisite(s): None
NMS220
Foundations of New Media
4 Semester Credits
Communication, technology, art, and culture will set the context for exploring emergent media. Theory, practice, and
historical developments of new media will be examined. Assignments will take the form of case studies, projects, and
critical yet hands-on analysis and are designed to develop critical skills in thinking and adapting to future media.
Core Curriculum Component: None
Prerequisite(s): None
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NMS230
Social Media
4 Semester Credits
Explore the form, function, and context of social media, social media theory, and effective strategies for using social
media. Privacy, media literacy, and ethics will also be examined. Understand how social media functions as a
communication vehicle in society through case studies, a survey of effective campaigns, and live interactions with the
new medium. Includes practical hands-on experience creating and engaging with social media.
Core Curriculum Component: None
Prerequisite(s): None
NMS242
Electronic Literature
4 Semester Credits
Students will discover and apply essential aesthetic practices that lie at the heart of both digital and traditional
literature, focusing on the artist’s commitment to both language and the visual. They will examine multiple genres –
among them hypertext and micro fiction, digital and cinematic poetry, and game narratives – considering interactive,
simultaneous, and non-linear practices of writing emerging in digital culture. It is a course is designed to contextualize
the digital on the literary page, stage, and screen.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
NMS252
Content and Systems Design
4 Semester Credits
If you’ve ever enjoyed the experience of playing a video game, you’ve had a first-hand lesson in how important content
and systems design are. The experience of a game is driven by four major components: content, systems, narrative, and
user experience. This class will help you learn to design all four components, and build a deeper understanding of the
game development process and an introduction to concepts in scripting.
Core Curriculum Component: None
Prerequisite(s): None
NMS260
New Media Production
4 Semester Credits
Consider new media technologies and their uses in this introductory course in new media production. Work
collaboratively and independently to produce new media works ranging from Internet memes to interactive videos.
Through hands-on exercises and experiments with images, sounds, text, and motion you will apply new media
principles, understand the importance of user, and learn to communicate ideas effectively.
Core Curriculum Component: None
Prerequisite(s): None
NMS295
Topics in New Media
242
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS320
Contemporary New Media Practices
4 Semester Credits
Explore global contemporary practices of new media with a focus on technological process, innovation, critique, and
influence. Learn how the interplay between art, science, and technology changes the way we communicate, interact,
and perceive the world. Topics may include privacy, identity, relationships, the virtual, social change, faith, politics,
technoculture, genre revisionism, and mechanical reproduction.
Core Curriculum Component: None
Prerequisite(s): NMS220(Foundations of New Media)
NMS352
Unity I: Working With Unity
4 Semester Credits
The Unity engine powers nearly 50% of all games and nearly 75% of mobile games. This course, built in collaboration
with Unity and the IGDA, will introduce you to developing games in Unity. By the end of this course, you'll learn how to
build a fully functioning game within the Unity system, including all key elements.
Core Curriculum Component: None
Prerequisite(s): None
NMS371
Internet Law
4 Semester Credits
Cybercrime. Privacy Breaches. Copyright Infringement. The Internet is chocked full of examples like these where
technology, users, and society have collided in ways that have called for legal or regulatory intervention. Study Internet
governance frameworks and existing laws while exploring the legal principles and regulations that govern the Internet.
Consider the past, present, and future of Internet law as you examine global Internet challenges and key legal conflicts.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking), COM117(Business and Professional Speaking), COM120(Mass Media and Popular Culture),
COM180(Introduction to Communication Studies), COM247(Documentary History and Theory), COM254(Interpersonal
Communication), COM260(Environmental Communication), COM280(Introduction to Communication Studies),
COM290(Writing for Strategic Communication), COM295(Topics), FLM124(Monster Movies), FLM180(Film Sight and
Sound), FLM216(Film Production I), FLM229(Screenwriting), FLM230(Scenic Painting: Paint for Stage, Film and Faux
Application), FLM240(Animation), FLM251(Mexican Cinema: Past and Present), FLM260(Documentary Production I),
FLM295(Film Topics), NMS110(Exploring Diversity in Mass Media), NMS220(Foundations of New Media), NMS230(Social
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Media), NMS242(Electronic Literature), NMS260(New Media Production), NMS295(Topics in New Media),
POL121(American Government and Politics), POL122(Social Justice in Urban America), POL158(Introduction to Political
Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics),
POL282(Asian America Politics of Identit), POL295(Topics)
NMS375
Practicum
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
NMS398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS399
Internship
4 Semester Credits
Junior or senior standing required
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
NMS452
Unity II: Advanced Unity
4 Semester Credits
This course is intended to provide students with the skills and knowledge to bring their mastery of the Unity game
engine and C# programming up to a professional standard. Students will learn how to perform a range of vital codebased tasks within the Unity platform, and will grow their skills in building core gameplay functionality, supporting
systems and platform-specific optimizations. This course was built in collaboration with Unity. Upon successful
completion, students will be prepared to sit for the Unity Certified Associate: Programmer exam.
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Core Curriculum Component: None
Prerequisite(s): NMS115(Introduction to Game History and Design), NMS252(Content and Systems Design),
NMS352(Unity I: Working With Unity)
NMS475
Game Design Studio
4 Semester Credits
This course is intended as a culmination of all a student’s work in the Game Design and Development major. Students
will work in groups to build a game in the Unity engine that uses real-time 2D or 3D visuals and showcases their
understanding of the core principles of game design. Students will pitch their game, design, prototype, build and test
their game. Students will be evaluated based on the quality of their game, and their internal project management
processes.
Core Curriculum Component: None
Prerequisite(s): CSC165(Introduction to Computer Programming (Python)), CSC272(Unix and C), CSC311(Web
Applications and Databases), NMS115(Introduction to Game History and Design), NMS252(Content and Systems Design),
NMS352(Unity I: Working With Unity), NMS452(Unity II: Advanced Unity)
NMS490
Vocation and New Media
4 Semester Credits
A synthesis of new media 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 ENL242(Electronic Literature), NMS242(Electronic Literature); NMS220(Foundations of New Media),
POL371(Topics)
NMS495
Topics in New Media
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NMS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR – Nursing
NUR300
Trends and Issues in Nursing
4 Semester Credits
245
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 ENL111(Effective
Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing
Placement Level)
NUR306
Paradigms in Nursing
4 Semester Credits
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*
NUR314
Self-Care I: Health of the Nurse
2 Semester Credits
In this course, you will explore the meaning of self-care, and its application to professional nursing. Multiple modalities
will be introduced to expand the knowledge, understanding, and need for self-care in the nursing profession. A personal
self-care plan will be developed and implemented into your personal life throughout this course. The plan will also be
evaluated, with in-depth reflection on the process.
Core Curriculum Component: None
Prerequisite(s): NUR300(Trends and Issues in Nursing)
NUR315
Self-Care II: Health of the Nurse
2 Semester Credits
In this course, modalities will be introduced, beyond what you learned in NUR 314. Your personal self-care plan will be
expanded to include self-care at work. This revised plan will be implemented throughout this course, and evaluated,
with in-depth reflection on the process. This process will allow the student to make life-long use of the experiential
opportunities gained regarding their self-care.
Core Curriculum Component: None
Prerequisite(s): NUR314(Self-Care I: Health of the Nurse) *concurrent registration is acceptable*
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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), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); NUR300(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): NUR410(Community Health Nursing I) *concurrent registration is acceptable*
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
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.
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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
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
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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
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
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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
NUR520P
Practicum: Research Methods in Nursing
1 Semester Credits
This practicum is associated with NUR 520 and focuses on the research process to benefit the profession of nursing and
contribute to the knowledge base for practice. during the NUR 520 course students explore quantitative and qualitative
methodologies with an emphasis on utilizing a methodology appropriate to questions of transcultural and
transformational practice. In this practicum, students will design a research study proposal based on their nursing
practice focus.
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): CONSENT(Consent of Instructor)
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 theorybased 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
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Practicum: The Power of Ritual and Ceremony for Transformation
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
NUR715
Practicum: Dismantling White Supremacy Culture
1 Semester Credits
This practicum will explore the culture of white supremacy in which patterns of Western ideology, white superiority, and
systems of racial oppression influence the health and wellbeing of individuals and communities. These pervasive
patterns will be deconstructed and dismantled in community through self work and somatic healing methods. By
learning one’s sympathetic nervous system’s response to racism, as well as how one embodies racial experiences, one
can begin to work effectively towards racial justice to reduce inequities in healthcare. Civic agency skills will be
incorporated into collective group work to address systemic racism in both personal and professional work spaces.
Core Curriculum Component: None
Prerequisite(s): None
NUR721
Practicum:Ancient Healing Practices and Modern Implications
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR722
Practicum: Ancient Healing Practices and Modern Implications
2 Semester Credits
This course helps students embody connections to nature that are fundamental in modern day holistic nursing and
healing practices. Participants are immersed in energies present at many ancient sacred sites of England, including
Tintagel, the Chalice Well Peace Garden, Glastonbury Abbey, Stonehenge, and the healing waters of Bath. Through
understanding sacred ceremony, students learn how to consciously merge science with spirit to connect with the healing
energies of the cosmos.
Core Curriculum Component: None
Prerequisite(s): None
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NUR731
Practicum:Dia de los Muertos
1 Semester Credits
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
NUR741
Practicum:Health and Community Building in Guatemala
1 Semester Credits
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
Prerequisite(s): None
NUR751
Transformation in Practice: Addressing Soul Trauma and Healing
1 Semester Credits
This practicum will provide students the opportunity to learn and experience soul healing by reconnecting with the roots
of one’s authentic self. Students will incorporate embodied ways of knowing, traditional health and healing practices, as
well as ceremony to understand social and generational trauma. In community, transformation will be supported while
addressing concepts in false belief systems, utilizing emotions constructively, and authentic self-care.
Core Curriculum Component: None
Prerequisite(s): None
NUR755P
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Culture, Gender, and the Sustainable Development Goals: Virtual Immersion in Africa
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR762
Toward Global Health Equity in Africa: Building Transcultural Nursing Relationships in Namibia
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) and Formal Evidence
3 Semester Credits
This course provides a foundation for building the scholarship of advanced transcultural and holistic nursing practice.
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 in
context-specific, emic positions and for rigor in empirical procedures based in context-free, etic perspectives. Utilizing
selected evidence suited to particular transcultural and holistic issues, practice models 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 and holistic healthcare issues and relevant to concerns of people marginalized by
health systems. Exploration of how Evidence-Based Practice and Metis-Based Practice is integrated into nursing practice
will be developed.
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.
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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
Bio-Cultural Epidemiology: The Ecology of Human Suffering in a World of Extremes
3 Semester Credits
This course embraces a critical social approach to understanding health and illness embodied within populations and
communities. Cumulative illness-producing effects of inequities entrenched in structures of social privilege and
disadvantage are examined in relation to patterns of health, illness, risk perception, and behavior across a broad range
of cultural contexts. Human suffering is viewed as neither coincidental nor inevitable, but related to how social
relationships and institutions promote or erode the health of persons and populations. Ecological and epidemiological
methods are examined for their cultural sensitivity, relevance and ability to expose socio-cultural determinants of health
and illness in local contexts. The role of the advanced practice nursing, gathering evidence, advocating for the
underserved, and providing care and access to health resources is emphasized.
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
NUR808
Noble Nursing Leadership: Catalyzing Moral Environments and Courageous Cultures within an Ecosystem of Belonging
3 Semester Credits
This course explores the nobility of leadership to use power and influence for pragmatic, workable solutions. As a leader
to the intentional and unintentional violence and oppression in community and society, systems as economies are
critiqued to create an equity economy. Organizations and care systems are viewed as complex adaptive systems where
continuous change and unpredictability affect development and system-wide evolution. Financial accountability in
leadership is examined to build capacity for responsive budget planning with a lens of equity. Contextual leadership of
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being alert and attentive (woke leadership) is examined to navigate systems and be inclusive. Brave leadership is
examined through the characteristics of curiosity, vulnerability, and action to inform a model of daring leadership that
builds trust, collective courage, and authorship of one’s own story and life. Courage in leadership is explored and
strategized as a rebellion for a revolution for authenticity and worthiness. The honorable work of leadership to impact
human and planetary survival is constructed.
Core Curriculum Component: None
Prerequisite(s): None
NUR811
First Year Doctoral Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during
students' practicum experiences that are faculty-led and those that are self-directed; and to foster students' completion
of the DNP scholary capstone project and portfolio. The focus of the seminar is individualized to students' specific
practice interest and goals. As such, students are expected to test ideas for their scholarly capstone project in the
seminars with faculty and peers.
Core Curriculum Component: None
Prerequisite(s): None
NUR812
Seminar 1: Doctor of Nursing Practice - Family Nurse Practitioner Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students'
completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals.
The focus of this seminar is to develop a Scholarly Project Plan and to begin writing a scholarly paper with a particular
focus on chapter one and two.
Core Curriculum Component: None
Prerequisite(s): None
NUR816
Advanced Pathophysiology and Vibrational Energy Medicine
3 Semester Credits
This course examines the interactions and influences of cellular and energy transmission within the human body. The
role of imbalance and inflammation on body systems will articulate how illness and disease results from ongoing states
of imbalances.
Core Curriculum Component: None
Prerequisite(s): None
NUR817
Informatics and Health Policy: The Colonization of Knowledge
1 Semester Credits
This course examines how knowledge is or is not accessed/utilized throughout transcultural and holistic healthcare
systems. Applying principles of how multidisciplinary healthcare teams share the colonization of knowledge will be
described and applied to the role of advanced practice nurses.
Core Curriculum Component: None
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Prerequisite(s): None
NUR818
Pharmacotherapeutics I for Advanced Practice
3 Semester Credits
This course provides the foundation of the principles of pharmacology, pharmacotherapy, and pharmacokinetics. The
knowledge will relate to disease processes of medications used in multiple disease states, acute and chronic illness.
Core Curriculum Component: None
Prerequisite(s): None
NUR819
Physical and Holistic Health Assessment
3 Semester Credits
This course articulates how a Physical and Holistic Health Assessment integrates knowledge from a variety of disciplines:
medicine, Functional Medicine, spirituality, religion, transcultural and holistic nursing. Utilizing a variety of assessment
tools provides the Nurse Practitioner with a systematic and holistic approach to analyze a patient's health history.
Core Curriculum Component: None
Prerequisite(s): None
NUR820
Integrative Illness Prevention and Wellness Promotion
2 Semester Credits
This course provides a comprehensive overview of the conceptual and theoretical continuum of providing holistic
approaches to health and healing. Integrative Illness Prevention and Wellness Promotion encompasses health
promotion strategies and how wellness can be impacted in a variety of cultures and populations through the lifespan
and healthcare systems.
Core Curriculum Component: None
Prerequisite(s): None
NUR821
Second Year Doctoral Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during
students' practicum experiences that are faculty-led and those that are self-directed; and to foster students' completion
of the DNP capstone project and portfolio. The focus of the seminar is individualized to students' specific practice
interests and goals. As such, students are expected to test ideas for their capstone projects in the seminar with faculty
and peers. Students will begin to write their Capstone Project paper during this semester.
Core Curriculum Component: None
Prerequisite(s): NUR811(First Year Doctoral Seminar) *concurrent registration is acceptable*
NUR822
Seminar 2: Doctor of Nursing Practice - Family Nurse Practitioner Seminar
1 Semester Credits
260
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students'
completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals.
The focus of this seminar is to continue writing the student's scholarly paper with particular focus on chapter three.
Core Curriculum Component: None
Prerequisite(s): 1 of NUR811(First Year Doctoral Seminar), NUR812(Seminar 1: Doctor of Nursing Practice - Family Nu)
NUR824
Integrative Primary Care of Adults I
3 Semester Credits
This course provides the application of medical and complementary and alternative healthcare management to disease
states and body systems. The clinical management is an approach to treating the adult patient with ongoing symptoms
and illness.
Core Curriculum Component: None
Prerequisite(s): NUR819(Physical and Holistic Health Assessment), NUR820(Integrative Illness Prevention and Wellness
Promotion)
NUR825
Integrative Primary Care of Adults II
3 Semester Credits
This course provides the application of medical and complementary and alternative healthcare management to disease
states and body systems. The clinical management is an approach to treating the adult patient with chronic illness and
also addressing women's health issues.
Core Curriculum Component: None
Prerequisite(s): NUR824(Integrative Primary Care of Adults I)
NUR826
Pharmacotherapeutics II for Advanced Practice and Herbal Medicine
3 Semester Credits
This course provides the foundation of the principles of pharmacology, pharmacokinetics, and herbal medicine. The
knowledge will relate to disease processes of medications used in multiple disease states, acute and chronic illness. This
class will also include an in-depth description of how pharmacology and herbs are utilized in treating illness throughout
the life span.
Core Curriculum Component: None
Prerequisite(s): None
NUR827
Integrative Primary Care of Children
3 Semester Credits
This course provides the application of medical and complementary and alternative healthcare management to disease
states and body systems. The clinical management is an approach to treating the pediatric population with ongoing
symptoms, illness and chronic illness and also addressing issues of the pregnant woman. This course also examines the
transcultural families from a multidimensional approach exploring the set of shared worldviews, adaptations, and
meaning. The student will explore a family's life ways and health care patterns, values and goals via developing an indepth contextual understanding of the family's configuration, social interaction, ethnicity, genetics, religion, nationality,
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language and communication styles. Ethical implications of providing cultural and holistic care to marginalized
populations will be examined.
Core Curriculum Component: None
Prerequisite(s): None
NUR831
Third Year Doctoral Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during
students' practicum experiences that are faculty-led and those that are self-directed; and to foster students' completion
of the DNP capstone project and portfolio. The focus of the seminar is individualized to students' specific practice
interests and goals. As such, students are expected to test ideas for their capstone projects in the seminar with faculty
and peers. Students will begin to write their Capstone Project paper during this semester.
Core Curriculum Component: None
Prerequisite(s): NUR821(Second Year Doctoral Seminar)
NUR832
Seminar 3: Doctor of Nursing Practice - Family Nurse Practitioner Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students'
completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals.
The focus of this seminar is to continue writing a scholarly paper with particular focus on chapter four.
Core Curriculum Component: None
Prerequisite(s): NUR822(Seminar 2: Doctor of Nursing Practice - Family Nur)
NUR833
Advanced Pathophysiology II
2 Semester Credits
This course expands on the content of NUR 816 of the interactions and influences of cellular and energy transmission
within the human body. The role of imbalance and inflammation on body systems will articulate how illness and disease
results from ongoing states of imbalance. This course also integrates competency-based case study applications.
Core Curriculum Component: None
Prerequisite(s): NUR816(Advanced Pathophysiology and Vibrational Energy Medicine)
NUR841
Final Year Doctoral Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies developed during the
student's practicum experiences to complete their doctoral capstone project. During this seminar, students will
complete their written scholarly paper describing their capstone project and present their scholarly project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), NUR831(Third Year Doctoral Seminar)
NUR842
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Seminar 4: Doctor of Nursing Practice - Family Nurse Practitioner Seminar
1 Semester Credits
The purpose of the doctoral seminar is to build upon advanced nursing practice competencies to foster students'
completion of the final scholarly project. The seminar is individualized to students' specific practice interests and goals.
The focus of this seminar is to complete the scholarly paper and to develop a manuscript for publication.
Core Curriculum Component: None
Prerequisite(s): NUR832(Seminar 3: Doctor of Nursing Practice - Family Nur)
NUR843
Eyes-Nose-Throat (HEENT) and Complementary and Alternative Medicine (CAM) Skills Lab
0.5 Semester Credits
This course provides the application of competency-based education in treating HEENT and Complementary and
Alternative modalities issues common in primary care. The assessment, clinical management, evidence-based practice
guidelines and learning the skill techniques for treating these conditions will be practiced in this course.
Core Curriculum Component: None
Prerequisite(s): NUR819(Concurrent enrollment in NUR819) *concurrent registration is required*
NUR844
Women's Health Skills Lab
0.5 Semester Credits
This course provides the application of competency-based education in treating Women’s health issues common in
primary care. The assessment, clinical management, evidence-based practice guidelines and learning skills technique for
treating Women’s health conditions will be practiced in this course.
Core Curriculum Component: None
Prerequisite(s): NUR824(Concurrent enrollment in NUR824) *concurrent registration is required*
NUR845
Musculoskeletal Skills Lab
0.5 Semester Credits
This course provides the application of competency-based education in treating musculoskeletal issues common in
primary care. The assessment, clinical management, evidence-based practice guidelines and learning the skill techniques
for treating the musculoskeletal conditions will be practiced in this course.
Core Curriculum Component: None
Prerequisite(s): NUR819(Concurrent enrollment in NUR819) *concurrent registration is required*
NUR846
Dermatology, Suturing and Minor Surgical Procedures Skills Lab
0.5 Semester Credits
This course provides the application of competency-based education in treating dermatology, suturing and minor
surgical procedure issues common in primary care. The assessment, clinical management, evidence-based practice
guidelines and learning skills technique for treating the dermatological conditions will be practiced in this course.
Core Curriculum Component: None
Prerequisite(s): NUR824(Concurrent enrollment in NUR824) *concurrent registration is required*
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NUR850
Integrative Primary Care of Adults Clinical I
3 Semester Credits
This course will provide the student with clinical opportunities and direct patient care to engage in a transcultural and
holistic approach to primary care of patients. Holistic assessment tools will provide the Nurse Practitioner student with
clinical experience in providing a systematic holistic root cause analysis of a patient’s health history. The student will also
develop an Integrative Health Promotion educational project for patient population, culture or healthcare system. This
course will also provide the student with clinical opportunities and direct patient care to provide the application of
medical and complementary and alternative healthcare management to disease states and body systems. The clinical
management is an approach to treating the primary care patient with ongoing symptoms and illness.
Core Curriculum Component: None
Prerequisite(s): NUR816(Advanced Pathophysiology and Vibrational Energy Medicine), NUR818(Pharmacotherapeutics I
for Advanced Practice), NUR819(Physical and Holistic Health Assessment), NUR820(Integrative Illness Prevention and
Wellness Promotion)
NUR851
Integrative Primary Care of Adults Clinical II
2 Semester Credits
This course will provide the student with clinical opportunities and direct patient care to provide the clinical application
of medical and complementary and alternative management to disease states and body systems. The clinical
management is an approach to treating the adult patient and women's health issues with chronic illness.
Core Curriculum Component: None
Prerequisite(s): NUR850(Integrative Primary Care of Adults Clinical I)
NUR852
Integrative Primary Care of Adults Clinical III
2 Semester Credits
This course will provide the student with clinical opportunities and direct patient care for clinical application of medical,
complementary and alternative healthcare management of disease states and body systems. The clinical management is
an approach to treating the adult patient with complex comorbidities of altered health states. Students will integrate
safe and effective management strategies for patients requiring multiple pharmacological interventions.
Core Curriculum Component: None
Prerequisite(s): NUR850(Integrative Primary Care of Adults Clinical I)
NUR853
Integrative Primary Care of Children Clinical
2 Semester Credits
This clinical engages students in a transcultural and holistic approach to integrative primary care of children. Clinical
rotations will include experience in assessment, diagnosis, treatment, and ongoing management of illness and health
within a pediatric population.
Core Curriculum Component: None
Prerequisite(s): None
NUR854
Integrative Primary Care of Adults Clinical IV
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3 Semester Credits
This course will provide the student with clinical opportunities and direct patient care to provide the clinical application
of medical, complementary and alternative healthcare management to disease states and body systems. Students will
integrate complex medical and holistic primary care interventions associated throughout the life span (pregnant woman,
pediatrics, adolescences, adult, and geriatric patients) for acute and chronic illness. The clinical plans of care will include
evidence-based practice, management of complex pharmacological application, and the holistic approach to patient
care.
Core Curriculum Component: None
Prerequisite(s): None
NUR855
Integrative Primary Care of Adults Clinical V
2 Semester Credits
This clinical intensive rotation is one-two weeks in length. It provides the student with the opportunity to experience the
principles of intra-professional collaboration and referral within the primary care system. Integrate ICD coding and
pharmacological prescribing practices into primary patient care.
Core Curriculum Component: None
Prerequisite(s): NUR854(Integrative Primary Care of Adults Clinical IV)
NUR856
Leading Change Through the Lens of Wholeness: Clinical
1 Semester Credits
This course will provide the student with clinical opportunities and direct patient care to engage in a transcultural and
holistic approach to primary care of patients. Holistic assessment tools will provide the Nurse Practitioner student with
clinical experience in providing a systematic holistic root cause analysis of a patient's health history. This course will
provide the students clinical opportunities and direct patient care to provide the application of medical, complementary
and alternative healthcare management to disease states and body systems. The clinical management is an approach to
treating the primary care patient with ongoing symptom and illness. This course will provide the student with the
opportunity to manage patients in a long term care setting and to practice in an intra-professional collaboration model.
Core Curriculum Component: None
Prerequisite(s): NUR850(Integrative Primary Care of Adults Clinical I), NUR851(Integrative Primary Care of Adults Clinical
II), NUR861(Concurrent enrollment in NUR861) *concurrent registration is required*
NUR861
Leading Change Through the Lens of Wholeness
2 Semester Credits
This course will provide an approach to a collaborative medicine case study application of transcultural and holistic
nursing concepts, based on evidence based and metis-based evidence practice. This case study application will develop
critical spiritual, ethical, and integrative health leadership decision-making skills for the nurse practitioner. An analysis of
barriers to the delivery of integrative health will be described and innovative leadership theory and collaborations skills
be examined.
Core Curriculum Component: None
Prerequisite(s): NUR850(Integrative Primary Care of Adults Clinical I), NUR851(Integrative Primary Care of Adults Clinical
II)
NUR892
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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
OJB – Ojibwe
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. Continuation in language
course sequences requires completion of the prerequisite language class with a C- or higher.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
OJB112
Beginning Ojibwe II
4 Semester Credits
266
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 – Physician Assistant Studies
PA500
Community Health and Evidence-Based Professional Practice 1
1 Semester Credits
Community Health and Evidence-Based Professional Practice 1-4 Course Description: This is a 4-course series focusing on
the foundation of PA practice at the intersection of community healthcare and evidence-based medicine. The course
series identifies the relationship between ethics, research, and theory, through class discussion and community health
immersion in diverse community settings. Integrated and aligned with the PA curriculum, each course builds the
knowledge, skills, and abilities necessary for professional PA practice.
Core Curriculum Component: None
Prerequisite(s): None
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
5 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
PA510
Community Health and Evidence-Based Professional Practice 2
1 Semester Credits
Community Health and Evidence-Based Professional Practice 1-4 Course Description: This is a 4-course series focusing on
the foundation of PA practice at the intersection of community healthcare and evidence-based medicine. The course
series identifies the relationship between ethics, research, and theory, through class discussion and community health
immersion in diverse community settings. Integrated and aligned with the PA curriculum, each course builds the
knowledge, skills, and abilities necessary for professional PA practice.
267
Core Curriculum Component: None
Prerequisite(s): PA500(Community Health and Evidence-Based Professional Practice 1)
PA511
History and Physical Exam Skills I
6 Semester Credits
This is the first in a series of lecture-discussion-laboratory courses designed to demonstrate and apply techniques and
skills essential to interviewing and physical examination of patients across organ systems. Basic genetics and
preventative health care are introduced. Units are coordinated with Clinical Medicine I, Pharmacotherapy I, and Clinical
Practice Seminar I.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA512
History and Physical Exam Skills II
6 Semester Credits
This is the second in a series of lecture-discussion-laboratory courses designed to demonstrate and apply the techniques
and skills essential to interviewing and physical examination of patients across organ systems. Units are coordinated
with Clinical Medicine II, Pharmacotherapy II, and Clinical Practice Seminar II.
Core Curriculum Component: None
Prerequisite(s): PA511(History and Physical Exam Skills I)
PA520
Community Health and Evidence-Based Professional Practice 3
1 Semester Credits
Community Health and Evidence-Based Professional Practice 1-4 Course Description: This is a 4-course series focusing on
the foundation of PA practice at the intersection of community healthcare and evidence-based medicine. The course
series identifies the relationship between ethics, research, and theory, through class discussion and community health
immersion in diverse community settings. Integrated and aligned with the PA curriculum, each course builds the
knowledge, skills, and abilities necessary for professional PA practice.
Core Curriculum Component: None
Prerequisite(s): PA510(Community Health and Evidence-Based Professional Practice 2)
PA521
Pharmacotherapy I
4 Semester Credits
This is the first in a series of courses that will cover pharmacology and pharmacotherapy related to disease processes
across organ systems. This course will include discussion of drug mechanism of action, indications, adverse effects,
contraindications, monitoring, and patient education. Units are coordinated with the Clinical Medicine I, History and
Physical Exam Skills I, and Clinical Practice Seminar I courses.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA522
Pharmacotherapy II
268
4 Semester Credits
This is the second in a series of courses that will cover pharmacology and pharmacotherapy related to disease processes
across organ systems. This course will include discussion of drug mechanism of action, indications, adverse effects,
contraindications, monitoring, and patient education. Units are coordinated with the Clinical Medicine II, History and
Physical Exam Skills II, and Clinical Practice Seminar II courses.
Core Curriculum Component: None
Prerequisite(s): PA521(Pharmacotherapy I)
PA530
Community Health and Evidence-Based Professional Practice 4
1 Semester Credits
Community Health and Evidence-Based Professional Practice 1-4 Course Description: This is a 4-course series focusing on
the foundation of PA practice at the intersection of community healthcare and evidence-based medicine. The course
series identifies the relationship between ethics, research, and theory, through class discussion and community health
immersion in diverse community settings. Integrated and aligned with the PA curriculum, each course builds the
knowledge, skills, and abilities necessary for professional PA practice.
Core Curriculum Component: None
Prerequisite(s): PA520(Community Health and Evidence-Based Professional Practice 3)
PA531
Clinical Medicine I
9 Semester Credits
This is the first in a series of courses that provides background in the epidemiology, etiology, pathophysiology, clinical
presentation, diagnosis, treatment, and prevention of common and serious disorders across organ systems. This course
builds on the foundation laid in Anatomy and Pathophysiology. Units are coordinated with concurrent courses in History
and Physical Exam Skills I, Pharmacotherapy I, and Clinical Practice Seminar I.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA532
Clinical Medicine II
9 Semester Credits
This is the second in a series of courses that provides background in the epidemiology, etiology, pathophysiology, clinical
presentation, diagnosis, treatment, and prevention of common and serious disorders across organ systems. Geriatrics
medicine will be explored and integrated throughout the semester. Students will complete a service-learning experience
with an older adult from the community. Units are coordinated with concurrent courses in History and Physical Exam
Skills II, Pharmacotherapy II, and Clinical Practice Seminar II.
Core Curriculum Component: None
Prerequisite(s): PA531(Clinical Medicine I)
PA533
Clinical Medicine III
5 Semester Credits
269
This is the third and final in a series of three courses and will provide a background in the epidemiology, etiology,
pathophysiology, clinical presentation, diagnosis, treatment, and prevention of common and serious disorders in
pediatrics, women's health, and acute, emergent, and inpatient care.
Core Curriculum Component: None
Prerequisite(s): PA532(Clinical Medicine II)
PA545
Clinical Phase Transition
2 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. The focus will be on written and
verbal communication, professionalism, and interpersonal skill development relating to the application of knowledge.
Students will practice these skills during simulated patient exercises throughout the semester. 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)
PA546
Clinical Practice Seminar I
3 Semester Credits
This course is designed to integrate and apply concepts and knowledge gained through the Clinical Medicine, History
and Physical Exam and Pharmacotherapy series. It will help the student become a critical thinker, introduce the concepts
of clinical decision making, and apply other course content to patient cases. It will be administered in a small group
format and will generally be case based and emphasize common themes/concepts encountered in clinical practice.
Semester I will focus on clinic-based patient cases. Groups will consist of 5-10 students.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA547
Clinical Practice Seminar II
3 Semester Credits
This course is designed to integrate and apply concepts and knowledge gained through the Clinical Medicine, History
and Physical Exam and Pharmacotherapy series. It will help the student become a critical thinker, introduce the concepts
of clinical decision making, and apply other course content to patient cases. It will be administered in a small group
format and will generally be case based and emphasize common themes/concepts in clinical practice. Semester II will
focus on more complex patient cases and include acute care settings (emergency room and hospital admissions). Groups
will consist of 5-10 students.
Core Curriculum Component: None
Prerequisite(s): PA546(Clinical Practice Seminar I)
PA595
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
270
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
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
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 Pediatrics. Inclusion of proper data collection through history
271
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
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 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
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
4 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
4 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
272
Prerequisite(s): None
PA608
Elective Clinical Practicum II
4 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
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
273
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
PHI – Philosophy
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
274
Prerequisite(s): None
PHI180
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), MAT106(Applied Algebra and Trigonometry), 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 ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
PHI260
Philosophy and the Arts
4 Semester Credits
275
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.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI295
Topics
4 Semester Credits
This course introduces students to various topics in the field of philosophy. Students will explore primary texts and
sources on philosophical systems of thought from a variety of time periods, cultures, and thinkers. Students will develop
their own perspectives on the topic(s) under investigation.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), WPL(Writing Placement Level)
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
276
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
PHI365
Philosophy of Science
4 Semester Credits
The course explores what scientific knowledge is, whether the scientist’s knowledge of the world is profoundly different
and better than that of the non-scientist, and what degrees of certainty are yielded by scientific methods. (Suggested
prior course: one course in natural science)
Core Curriculum Component: None
Prerequisite(s): None
PHI370
Existentialism
4 Semester Credits
Studies in the writings - both philosophical and literary - of prominent existentialist authors. The course examines what
it means to be a being-in-theworld 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.
Core Curriculum Component: None
277
Prerequisite(s): 1 of CSC210(Data Structures), CSC341(Data Structures); 1 of MAT271(Discrete Mathematical Structures),
MAT302(Discrete Mathematical Structures)
PHI399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
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 ENL111(Effective Writing II), 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
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY – Physics
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 MAT090(Prealgebra), MAT103(Prealgebra), MPL(Math Placement Level 2)
PHY107
278
College Physics I
4 Semester Credits
This is a rigorous study of classical physics including mechanics and wave motion. This course is focused on the
applications of physics to the biological sciences. This course does not meet requirements for Chemistry and Physics
majors. Some knowledge of trigonometry is required. Students in MPG 2 should take MAT 106 before this course.
Students in MPG 3 who have not studied trigonometry are encouraged to take MAT 114 concurrently with this course.
Concurrent registration in PHY107L is required. (Three one-hour lectures, one three-hour laboratory. Fall)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MAT114(Precalculus),
MPL(Math Placement Level 3)
PHY107L
College Physics I Lab
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY107(College Physics I) *concurrent registration is required*
PHY108
College Physics II
4 Semester Credits
A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. This course is focused
on the applications of physics to the biological sciences. This course does not meet requirements for Chemistry and
Physics majors. Concurrent registration in PHY108L is required. (Three one-hour lectures, one three-hour laboratory.
Spring)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of PHY107(College Physics I), PHY121(General Physics I); 1 of ENL111(Effective Writing II) *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)
PHY108L
College Physics II Lab
1 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY108(College Physics II) *concurrent registration is required*
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. Concurrent registration in PHY116L is required. (Three
one-hour lectures, one three-hour laboratory.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3)
279
PHY116L
Introduction to Physics Lab
1 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. Concurrent
registration in PHY119L is required. (Three one-hour lectures, one three-hour laboratory.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), 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
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. Concurrent registration in PHY121L is required. (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 I Lab
1 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. Concurrent registration in PHY122L is required. (Three one-hour lectures,
one three-hour laboratory. Spring)
280
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT146(Calculus II) *concurrent registration is acceptable*, MAT255(Multivariable Calculus)
*concurrent registration is acceptable*; PHY121(General Physics I)
PHY122L
General Physics II Lab
1 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
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.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT245(Calculus III) *concurrent registration is acceptable*, MAT255(Multivariable Calculus)
*concurrent registration is acceptable*; PHY122(General Physics II)
PHY245L
Modern Physics Lab
1 Semester Credits
Laboratory experiments and projects provide students with an introduction to advanced instrumentation and
experimental techniques used in modern science.
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II), PHY122(General Physics II)
PHY261
281
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. Concurrent registration in PHY261L is
required.
Core Curriculum Component: None
Prerequisite(s): 1 of PHY116(Introduction to Physics), PHY122(General Physics II); MAT146(Calculus II)
PHY261L
Electronics Lab
1 Semester Credits
Students will develop hands-on skills and experience through laboratory exercises and projects using modern test
instrumentation, simple circuit design, transistors, operational amplifiers, gates, and other devices.
Core Curriculum Component: None
Prerequisite(s): 1 of PHY116(Introduction to Physics), PHY122(General Physics II)
PHY295
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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
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.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT146(Calculus II), MAT255(Multivariable Calculus); PHY122(General Physics II)
282
PHY317L
Biophysics Lab
1 Semester Credits
Students will develop experimental skills in biophysics (e.g. image processing, microscopy, thermodynamic techniques).
Core Curriculum Component: None
Prerequisite(s): 1 of MAT146(Calculus II), MAT255(Multivariable Calculus); 1 of CSC165(Introduction to Computer
Programming (Python)), PHY122(General Physics II)
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. Concurrent registration in PHY327L is required. (Three
one-hour lectures. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT245(Calculus III), MAT255(Multivariable Calculus); PHY122(General Physics II)
PHY327L
Special Functions of Mathematical Physics Lab
1 Semester Credits
Computer applications to solve relevant physics and engineering problems in including numerical techniques, fitting,
simulation, etc.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT245(Calculus III), MAT255(Multivariable Calculus); PHY122(General Physics II)
PHY351
Classical Mechanics
4 Semester Credits
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation
principles, single particle motion, systems of particles, gravitation, oscillations, central forces, and two-particle
kinematics.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT245(Calculus III), MAT255(Multivariable Calculus), MAT369(Modeling and Differential
Equations in Biological and Natural Sciences), MAT465(Modeling and Differential Equations in Biological and Natural
Sciences), PHY327(Special Functions of Mathematical Physics); PHY122(General Physics II)
PHY365
Electricity and Magnetism
4 Semester Credits
Students will develop an understanding of electric and magnetic fields. Applying vector calculus, forces and fields, the
equations of Laplace and Poisson, and multipole expansions to electric and magnetic phenomenon. Electromagnetic
waves and Maxwell's equations in vacuum and in matter.
283
Core Curriculum Component: None
Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), MAT465(Modeling
and Differential Equations in Biological and Natural Sciences), PHY327(Special Functions of Mathematical Physics);
PHY122(General Physics II)
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 ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor)
PHY396
Comprehensive Laboratory II
2 Semester Credits
Application of experimental techniques to advanced experiments in modern optics, biophysics, colloids and interfaces,
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 ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); PHY122(General Physics II)
PHY397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
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
284
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)
PHY484
Quantum Mechanics Supplement
2 Semester Credits
A complement to the material covered in a typical semester of Physical Chemistry. A focus on the mathematical
development, interpretation, and the strangeness of quantum mechanics. Material appropriate to a traditional
undergraduate quantum mechanics course.
Core Curriculum Component: None
Prerequisite(s): CHM368(Concurrent Enrollment in CHM368) *concurrent registration is required*, PHY327(Special
Functions of Mathematical Physics)
PHY486
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 – Political Science
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
285
Prerequisite(s): None
POL122
Social Justice in Urban America
4 Semester Credits
Examines politics and public policy in metropolitan areas, emphasizing factors that help some do well while others
struggle. Looks at how urban politics embodies some of the country’s deepest challenges, and considers ways that
people work to address those challenges.
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
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
286
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
POL282
Asian American Politics
4 Semester Credits
Asian Americans and their place in American politics and society. Includes some coverage of Asian American history and
looks at the struggle to define Asian Americans.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL310
Citizen Participation within a Globalized Economy
4 Semester Credits
This course explores and analyzes key political, social and economic factors in Central America that are shaping citizens’
participation today with a special emphasis on Costa Rica and Nicaragua. Students are also exposed to forces such as
globalization and neoliberal economic policies applied in the region and how these – among other factors – have
reshaped the role of governments and its relationship with constituents.
Core Curriculum Component: None
287
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(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), 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 GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie),
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
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 newsmaking, selling, entertainment, and public affairs.
Core Curriculum Component: None
Prerequisite(s): None
POL350
288
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(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), 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 GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie),
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
Prerequisite(s): None
POL357
(Im)Migration, Gender and Social Change
4 Semester Credits
At a time when borders between nations are so heavily defended, how do we understand the flow of people and ideas
across those divides? Learn how race, gender, sexuality and social class intersect when they are seen from a lens of
(im)migration in a Latin American context.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL359
Topics: Women in Comparative Politics
4 Semester Credits
289
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(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), 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 Policie), 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: Augsburg Experience
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(Introduction to Political Science), POL160(World Politics), POL241(Environmental and
River Politics), POL282(Asian America Politics of Identit), 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
GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), 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 internet, communications, and constitutional law. Content will vary, defined by the subtitle of the
course.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical
Public Speaking), COM117(Business and Professional Speaking), COM120(Mass Media and Popular Culture),
290
COM180(Introduction to Communication Studies), COM280(Introduction to Communication Studies), POL121(American
Government and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United
States), POL241(Environmental and River Politics)
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(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), 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 GenderandSocialChange/LatinAm), POL363(Russian
and Chinese Foreign Policie), 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 ENL111(Effective Writing II), 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(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), 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 GenderandSocialChange/LatinAm), POL363(Russian
and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western
Political Thought), 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 ENL111(Effective Writing II), ENL112(Advanced
Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
POL391
Seminar
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL396
291
Internship *
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), 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 GenderandSocialChange/LatinAm), POL363(Russian
and Chinese Foreign Policie), 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(Introduction to Political Science),
POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian
America Politics of Identit), 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),
292
POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian
and Chinese Foreign Policie), 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(Introduction to Political Science), POL160(World Politics), POL170(Law in the United
States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), 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 GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie),
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), MAT106(Applied Algebra and Trigonometry), 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(Introduction to Political Science), 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 GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL368(Model United
293
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:
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 ENL111(Effective Writing II), 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
PRP – Professional Psychology
PRP701
Lifespan Development
3 Semester Credits
This course focuses on the normative transitional aspects of development across the lifespan, including aspects of
physical, cognitive, emotional, and social development. Cross-cultural, gender, familial, and historical perspectives are
emphasized. Applications to the practice of clinical psychology will be considered throughout the course.
Core Curriculum Component: None
Prerequisite(s): None
294
PRP702
Introduction to Diverse Populations
3 Semester Credits
This course is designed to expose students to the current and historical experiences of diverse groups of people in the
United States. Topics include race, gender, sexual orientation, ethnicity, religion, immigrant status, disability, socioeconomic status, and age. Emphasis will be placed on awareness of the impact of one’s own race, ethnicity and
culture(s) on cross cultural interactions, including assessment and therapy relationships. The course will include both
didactic and experiential components, and students will be expected to consider our cultural, economic, and
sociopolitical systems from multiple perspectives.
Core Curriculum Component: None
Prerequisite(s): None
PRP703
Professional Issues: Ethics, Conduct, and the Law
3 Semester Credits
This course explores ethical and legal issues related to professional conduct, including such topics as ethical reasoning,
APA ethical principles, state regulations with respect to licensure and rules of conduct, complaint resolution procedures,
confidentiality, releases, records, and duty to warn. The course addresses ethical issues in areas such as assessment,
therapy, forensics, and consultative and supervisory relationships.
Core Curriculum Component: None
Prerequisite(s): None
PRP704
Cognition and Affective Processes
3 Semester Credits
This course offers a review of current research and theory in cognitive science, focusing on both cognitive and affective
processes. Areas such as memory, attention, perception, problem solving, language, emotion, and decision making are
considered. Clinical applications will be emphasized throughout the course.
Core Curriculum Component: None
Prerequisite(s): None
PRP705
Physiological Psychology
3 Semester Credits
This course introduces brain-behavior correlates, the systematic function of the nervous system and basic
psychopharmacology. Areas covered include anatomy, physiology, synaptic processes, biological foundations of
language, cognition, learning, memory and psychopathology, as well as endocrine processes and the impact of these
systems on behavior and psychopathology.
Core Curriculum Component: None
Prerequisite(s): None
PRP706
History and Systems
3 Semester Credits
295
This is a graduate survey course designed to thoroughly acquaint the student with the history and philosophical issues
that combine as precursors to modern psychology. Although some consider that psychology was founded in 1879 when
Wilhelm Wundt opened his laboratory, actually psychology emerged from the very origins of philosophy in ancient
times, grew into the disciplines of philosophy and physiology becoming a separate and distinct discipline in the late 19th
century. This course will study the myriad figures, discoveries, and ideas contributing to the rise of psychology. The
course will investigate how psychological thought has paralleled the development of western and non-Western thought,
tradition, culture, religion, medicine, and social institutions.
Core Curriculum Component: None
Prerequisite(s): None
PRP711
Professionalization Group I
1 Semester Credits
During the initial portion of this seminar, students will be oriented to different aspects of the school and program (e.g.,
library, career services, training). Later, time is spent addressing core aspects of professional identity of a graduate
students and psychologists, including professional behaviors, values of the field (e.g., lifelong learning, diversity and
ethics) and communication and interpersonal skills necessary to be a professional psychologist. Finally, cohort cohesion
is fostered.
Core Curriculum Component: None
Prerequisite(s): None
PRP712
Professionalization Group II
1 Semester Credits
During the initial portion of this seminar, students will be oriented to different aspects of the school and program (e.g.,
library, career services, training). Later, time is spent addressing core aspects of professional identity, including
interpersonal skills necessary to be a professional psychologist. Finally, cohort cohesion is fostered.
Core Curriculum Component: None
Prerequisite(s): None
PRP720
Statistics and Research I
3 Semester Credits
This course is the first of a two-semester sequence in research methodology and statistics in clinical psychology. This
course provides an introduction to research methods in clinical and applied psychology, including classical and modern
approaches to psychological measurement and test construction, psychotherapy process and outcome research,
research ethics, bias and social justice in psychological research, and the application of research to psychotherapy
practice. The course seeks to develop the research design and critical thinking skills required to prepare for the Clinical
Research Project, and to be a responsible consumer of psychological research. Students will identify an appropriate CRP
research topic (and chair), and will develop and apply literature review and critique skills in their CRP topic area, as well
as developing a preliminary rationale for their CRP project, including research design and aims.
Core Curriculum Component: None
Prerequisite(s): None
PRP721
Statistics and Research II
296
3 Semester Credits
This course is the second of a two-semester sequence in research methodology and statistics in clinical psychology. This
course includes an overview of various research methods and statistical tests commonly used in clinical psychological
research, including basic concepts in descriptive and inferential statistics. Creating a data analytic plan for your own
research (especially the Clinical Research Project) will also be emphasized, and students will develop the skills to conduct
and accurately describe basic statistical analyses. The course emphasizes the development of critical thinking skills and
the methodological tools necessary for functioning as a local clinical scientist in applied settings.
Core Curriculum Component: None
Prerequisite(s): PRP720(Statistics and Research I)
PRP730
Psychopathology I
3 Semester Credits
This course concentrates on the description, etiology, assessment, and understanding of the moderate range of
symptomology and behavioral disorders. Developmental and sociopolitical elements are considered in the context of
diagnostic and therapeutic concerns. A methodology for organizing clinical data is presented. Diagnostic systems,
particularly the current edition of the DSM-5, are presented and examined. Brief attention is also given to diagnostic
interviewing, including a review of semi-structured interviews.
Core Curriculum Component: None
Prerequisite(s): None
PRP731
Psychopathology II
3 Semester Credits
This course concentrates on the description, etiology, assessment, and understanding of the moderate range of
symptomology and behavioral disorders. Developmental and sociopolitical elements are considered in the context of
diagnostic and therapeutic concerns. A methodology for organizing clinical data is presented. Diagnostic systems,
particularly the current edition of the DSM-5, are presented and examined. Brief attention is also given to diagnostic
interviewing, assessment of serious and persistent mental illness, comorbidities, and cognitive functioning in the context
of psychopathology.
Core Curriculum Component: None
Prerequisite(s): PRP730(Psychopathology I)
PRP741
Cognitive Assessment
3 Semester Credits
This course introduces the student to the major approaches and techniques for intellectual assessment in children and
adults. The course will cover principles of test construction and psychometrics, the history of intellectual assessment,
theories of intelligence, methods of intellectual assessment, and test protocol interpretation. Particular attention will be
given to the administration and interpretation of the Wechsler intelligence tests. Alternative methods of intellectual
assessment will also be considered. The class will include a laboratory in which skills in administration and interpretation
can be practiced.
Core Curriculum Component: None
Prerequisite(s): None
PRP742
297
Objective Personality Assessment
3 Semester Credits
This course introduces the student to the major approaches and techniques for objective personality assessment in
adults. Topics covered include general principles and issues in objective assessment, interviewing skills, and methods
and techniques of personality assessment. The primary emphasis will be on the MMPI-2, with some emphasis on the
MCMI-III, the MMPI-A, and the PAI. The course consists of a two-plus hour lecture/profile presentation component and
a one and a half hour laboratory experience. The lab will provide an opportunity to practice and develop skills associated
with the material covered in the lecture.
Core Curriculum Component: None
Prerequisite(s): PRP741(Cognitive Assessment)
PRP743
Projective Personality Assessment
3 Semester Credits
This course covers RPAS system for the Rorschach, as well as selected projective tests. In addition to understanding
theoretical underpinnings, the student is expected to develop some competency in the administration, scoring, and
interpretation of these instruments. The class includes a laboratory in which skills in administration and interpretation
can be practiced.
Core Curriculum Component: None
Prerequisite(s): PRP741(Cognitive Assessment)
PRP800
Basic Intervention Skills
3 Semester Credits
This course is designed to help students develop and refine the interpersonal skills necessary for being an effective
clinician. Strong emphasis is placed on foundational skills necessary for establishing rapport with clients. This course is
largely about application, and students are expected to practice these skills in the classroom. Assignments are largely
related to the development of these basic skills.
Core Curriculum Component: None
Prerequisite(s): None
PRP801
Cognitive Behavioral Theory and Therapy
3 Semester Credits
This course will provide an overview of the theory supporting cognitive-behavior therapy and its application in working
with clients of diverse backgrounds and with a variety of mental health challenges. The emphasis is on skilldevelopment, both in conceptualization of the challenges facing clients and in application of intervention skills. Class
time will involve some lecture, short assignments, readings and application of skills via role play. There will be weekly
readings for this course.
Core Curriculum Component: None
Prerequisite(s): PRP800(Basic Intervention Skills)
PRP802
Person Centered and Experiential Theory and Therapy
3 Semester Credits
298
This course provides an introduction to the theory, research, and practice of person-centered, relational, processexperiential, and existential therapy. Through experiential exercises, students learn the attitudes that build a
therapeutic relationship (e.g., genuineness, empathic understanding, caring, and concreteness), and intervention skills
to help clients express and explore their experience.
Core Curriculum Component: None
Prerequisite(s): PRP800(Basic Intervention Skills)
PRP803
Psychodynamic Theory and Therapy
3 Semester Credits
The course reviews major schools of psychodynamic theories and methodology of each approach in clinical settings.
Both classic psychoanalysis and contemporary theoretical approaches are covered. Attention is given to case
formulation with a psychodynamic orientation and the application of psychodynamic interventions in psychotherapy.
Case material is used to help students better understand the theories and techniques.
Core Curriculum Component: None
Prerequisite(s): PRP800(Basic Intervention Skills)
PRP804
Systems Theory and Therapy
3 Semester Credits
This course is one of four required theory and therapy courses in the clinical psychology program. This course will
examine basic systems theory and applications to clinical interventions. Examples of systems and of systemic
conceptualizations will include family systems, organizations, and communities. It provides an overview of systems
theory and concepts with specific applications to working in clinical settings where there are multiple clients (e.g.
families, couples). It is designed to be a second year course that facilitates students’ development of basic knowledge in
terms of therapeutic interventions in preparation for the therapy practicum during the third year of the program. This
course includes didactic approaches and significant interactive and role-play components. Students are also expected to
demonstrate knowledge of evidence-based practices in this domain.
Core Curriculum Component: None
Prerequisite(s): PRP800(Basic Intervention Skills)
PRP810
Assessment and Treatment of Children and Families
3 Semester Credits
This course provides an overview of evaluation and treatment issues specific to children and families. Developmental
psychopathology and common issues in child clinical psychology are reviewed. Implications of culture, gender, and
society on child clinical practice are also examined.
Core Curriculum Component: None
Prerequisite(s): PRP800(Basic Intervention Skills)
PRP811
Social Psychology
3 Semester Credits
Concepts from research and theory in social psychology are presented for the understanding of social influence on
personality, human interaction, and behavior. Applications of social psychology to clinical settings are emphasized.
299
Core Curriculum Component: None
Prerequisite(s): None
PRP812
Assessment and Treatment of Diverse Populations
3 Semester Credits
This course is designed to teach students culturally sensitive and competent assessment and psychotherapeutic skills
necessary to provide effective, evidence based treatment to diverse populations. In addition, the course is designed to
sensitize students to the presence of systematic oppression, bias, and stereotyping that interfere with optimal
understanding and treatment of diverse populations. Theory and research are reviewed so as to understand cultural
differences and the interplay among concepts of pathology, treatment, and cultural stereotyping. In this course, diverse
populations are defined broadly to include issues related to race, class, ethnicity, gender, sexual orientation, gender
expression, disability, body type, aging, and religion, and we will consider these as integrated aspects of individual and
group experience and identity.
Core Curriculum Component: None
Prerequisite(s): PRP702(Introduction to Diverse Populations), PRP800(Basic Intervention Skills)
PRP813
Consultation and Supervision
3 Semester Credits
This course provides students with the theoretical knowledge, as well as relevant practical skills needed to function as
consultants and supervisors. Contextual issues related to contemporary models and systems of service delivery are
considered.
Core Curriculum Component: None
Prerequisite(s): PRP821(Practicum I - Assessment), PRP822(Practicum II - Assessment)
PRP814
Capstone Integrative Seminar
3 Semester Credits
Designed as a culminating, integrative end-point to on-campus learning, this course is taken during the year before the
student goes on internship. The course makes extensive use of case materials from diverse populations, focusing on
practical issues touching on all aspects of assessment, treatment planning, and intervention, as well as issues relating to
consultation and supervision. Students examine how they personally impact the therapeutic relationship. The course
requires the successful completion of several tasks designed to demonstrate that the student is ready for internship.
Core Curriculum Component: None
Prerequisite(s): PRP801(Cognitive Behavioral Theory and Therapy), PRP802(Person Centered and Experiential Theory
and Therap), PRP803(Psychodynamic Theory and Therapy), PRP804(Systems Theory and Therapy), PRP823(Practicum III Therapy), PRP824(Practicum IV - Therapy)
PRP821
Practicum I - Assessment
3 Semester Credits
The two years (four semesters) of practicum provide supervised clinical field experience. In addition to the required
hours working at the assigned training site, students enrolled in practicum meet weekly in a practicum seminar led by a
core faculty member. The overall practicum experience may be structured such that the first year of practicum
300
experience (Practicum I and II) will focus on assessment issues and the second year on psychotherapy (Practicum III and
IV).
Core Curriculum Component: None
Prerequisite(s): PRP741(Cognitive Assessment), PRP742(Objective Personality Assessment), PRP800(Basic Intervention
Skills)
PRP822
Practicum II - Assessment
3 Semester Credits
The two years (four semesters) of practicum provide supervised clinical field experience. In addition to the required
hours working at the assigned training site, students enrolled in practicum meet weekly in a practicum seminar led by a
core faculty member. The overall practicum experience may be structured such that the first year of practicum
experience (Practicum I and II) will focus on assessment issues and the second year on psychotherapy (Practicum III and
IV).
Core Curriculum Component: None
Prerequisite(s): PRP821(Practicum I - Assessment)
PRP823
Practicum III - Therapy
3 Semester Credits
The two years (four semesters) of practicum provide supervised clinical field experience. In addition to the required
hours working at the assigned training site, students enrolled in practicum meet weekly in a practicum seminar led by a
core faculty member. The overall practicum experience may be structured such that either the first year of practicum
experience (Practicum I and II) will focus on assessment issues and the second year on psychotherapy (Practicum III and
IV), or that both assessment and intervention experience will be intermixed over the two years of practicum. At least
two of PRP801, PRP803, and PRP804 must be completed prior to enrollment in PRP823; if the third course is not
completed in a prior term it must be taken concurrently with PRP823.
Core Curriculum Component: None
Prerequisite(s): 2 of PRP801(Cognitive Behavioral Theory and Therapy), PRP803(Psychodynamic Theory and Therapy),
PRP804(Systems Theory and Therapy); PRP802(Person Centered and Experiential Theory and Therap),
PRP810(Assessment and Treatment of Children and Families), PRP822(Practicum II - Assessment)
PRP824
Practicum IV - Therapy
3 Semester Credits
The two years (four semesters) of practicum provide supervised clinical field experience. In addition to the required
hours working at the assigned training site, students enrolled in practicum meet weekly in a practicum seminar led by a
core faculty member. The overall practicum experience may be structured such that either the first year of practicum
experience (Practicum I and II) will focus on assessment issues and the second year on psychotherapy (Practicum III and
IV), or that both assessment and intervention experience will be intermixed over the two years of practicum.
Core Curriculum Component: None
Prerequisite(s): PRP823(Practicum III - Therapy)
PRP831
Advanced Practicum I
1.5 Semester Credits
301
The Advanced Practicum Seminar is provided for students placed in an approved advanced practicum placement. This
seminar is a bi-weekly meeting held for two hours that provides students with an opportunity to share their experiences,
raise questions, discuss topics of relevance to the role of a clinical psychologist, and to continue to develop their
professional identity.
Core Curriculum Component: None
Prerequisite(s): PRP823(Practicum III - Therapy)
PRP832
Advanced Practicum II
1.5 Semester Credits
The Advanced Practicum Seminar is provided for students placed in an approved advanced practicum placement. This
seminar is a bi-weekly meeting held for two hours that provides students with an opportunity to share their experiences,
raise questions, discuss topics of relevance to the role of a clinical psychologist, and to continue to develop their
professional identity.
Core Curriculum Component: None
Prerequisite(s): PRP831(Advanced Practicum I)
PRP850
Clinical Research Project Seminar
1 Semester Credits
The first of six required 1-credit hour Clinical Research Project (CRP) courses, the CRP Seminar meets for an hour once a
week during the Fall Term. It is designed to provide a forum to help students develop their CRP proposal. Students are
encouraged to register for and attend the CRP Seminar once they have a CRP topic and a CRP chairperson, have done
considerable research and are in the process of writing their research proposal.
Core Curriculum Component: None
Prerequisite(s): PRP720(Statistics and Research I), PRP721(Statistics and Research II)
PRP851
Clinical Research Project 1
1 Semester Credits
The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an
original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to
deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop
and apply skills in research, and to experience a scholarly professional working relationship with faculty. There are 5
modules, each corresponding to 1 credit, following completion of PP850, Clinical Research Project Seminar, designed to
guide students through the process of completing the CRP. This course is designed to guide students through the
completion of module 1.
Core Curriculum Component: None
Prerequisite(s): PRP850(Clinical Research Project Seminar)
PRP852
Clinical Research Project 2
1 Semester Credits
The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an
original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to
302
deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop
and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course
represents the third module of 6 required modules to complete the Clinical Research Project (CRP). This module is
designed to help you make substantial progress on the proposal for your CRP. If you are collecting your own data for
your CRP, by the time you have completed this module, you will have written a complete draft of your CRP proposal,
received the approval of your chair to submit it to your committee for feedback, received your committee’s approval,
submitted the proposal to Departmental Review, and received Departmental Review and IRB approval for your research.
If you are using archival data for your CRP, the goal of this module is to have you complete revisions such that you
receive your committee’s approval for your proposal and submit your proposal to Departmental Review. In the process,
you will develop skills in independent clinical research, including skills in research design, ethics, communication, and
collaboration.
Core Curriculum Component: None
Prerequisite(s): PRP851(Clinical Research Project 1)
PRP853
Clinical Research Project 3
1 Semester Credits
The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an
original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to
deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop
and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course
represents the fourth module of 6 required modules to complete the Clinical Research Project (CRP). This module is
designed to help you make substantial progress on your CRP research. If you are collecting your own data for your CRP,
by the time you have completed this module, you will have collected most of your data and made any necessary
revisions to your methodology. If you are using archival data for your CRP, the goal of this module is to have you submit
your complete proposal to Departmental Review and IRB, receive both Departmental Review and IRB approval, acquire
your data, and begin data analysis, revising your methodology as needed. In the process, you will develop skills in
independent clinical research, including skills in research methods, data analysis, ethics, communication, and
collaboration.
Core Curriculum Component: None
Prerequisite(s): PRP852(Clinical Research Project 2)
PRP854
Clinical Research Project 4
1 Semester Credits
The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an
original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to
deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop
and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course
represents the fifth module of 6 required modules to complete the Clinical Research Project (CRP). This module is
designed to help you make substantial progress on your CRP. The goal of this module is for you to finish your data
collection (if applicable), your data analysis, and to complete a first draft of your final CRP and submit it to your chair for
review. In the process, you will develop skills in independent clinical research, including skills in research methods, data
analysis, reporting of results, and research collaboration.
Core Curriculum Component: None
Prerequisite(s): PRP853(Clinical Research Project 3)
PRP855
303
Clinical Research Project 5
1 Semester Credits
The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an
original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to
deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop
and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course
represents the last of 6 required modules to complete the Clinical Research Project (CRP). This module is designed to
help you finish and finalize your CRP project. The goal of this module is for you to revise your CRP such that it receives
your chair’s approval to release to your CRP committee, and to make further revisions such that you receive final
committee approval. In the process, you will develop skills in independent clinical research, reporting and dissemination
of clinical research, and research collaboration.
Core Curriculum Component: None
Prerequisite(s): PRP854(Clinical Research Project 4)
PRP859
Clinical Research Project Extension
1 Semester Credits
The primary purpose of the clinical research project (CRP) is to refine the skills necessary for the production of an
original piece of scholarship in clinical psychology. In the course of conducting the project, the student is expected to
deepen knowledge about a particular clinical psychology topic, to improve critical thinking and writing skills, to develop
and apply skills in research, and to experience a scholarly professional working relationship with faculty. This course
represents an optional extension credit for students who were not able to complete their CRP on the typical timeline,
through no fault of the student’s own. This optional, repeatable credit allows students to remain enrolled and working
closely with the CRP committee and chair to complete the Clinical Research Project (CRP). A students and their
chair/committee will collaboratively set goals for this extension credit. In the process, they will work towards successful
CRP completion, and develop skills in independent clinical research, reporting and dissemination of clinical research, and
research collaboration.
Core Curriculum Component: None
Prerequisite(s): PRP855(Clinical Research Project 5)
PRP880
Topics
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PRP881
Topics
1.5 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PRP882
Topics
2 Semester Credits
304
Core Curriculum Component: None
Prerequisite(s): None
PRP883
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PRP890
Predoctoral Internship
0 Semester Credits
The year-long internship is a required capstone experience for clinical psychologists, where students complete their predoctoral clinical training. Students on internship are expected to develop all aspects of their clinical skills, set and
achieve personalized goals for professional development in clinical work, and solidify their identities as professional
clinical psychologists. Students match to their internship site via the APPIC match process, and internship sites and
supervisors have primary responsibility for the training and supervision of the internship experience. Upon successful
completion of the year-long internship, as certified by the internship site, students will have also successfully completed
all terms of PRP890 and PRP891 that they have taken. PRP890 is a repeatable course taken in each full semester the
student is on internship. PRP891 is a repeatable course taken in each half-semester-length term the student is on
internship. Students may take any combination of PRP890 and PRP891 necessary to be enrolled in these courses for the
duration of their year-long internship.
Core Curriculum Component: None
Prerequisite(s): 1 of PRP890(Predoctoral Internship), PRP891(Predoctoral Internship Supplement); PRP821(Practicum I Assessment), PRP822(Practicum II - Assessment), PRP823(Practicum III - Therapy), PRP824(Practicum IV - Therapy)
PRP891
Predoctoral Internship Supplement
0 Semester Credits
The year-long internship is a required capstone experience for clinical psychologists, where students complete their predoctoral clinical training. Students on internship are expected to develop all aspects of their clinical skills, set and
achieve personalized goals for professional development in clinical work, and solidify their identities as professional
clinical psychologists. Students match to their internship site via the APPIC match process, and internship sites and
supervisors have primary responsibility for the training and supervision of the internship experience. Upon successful
completion of the year-long internship, as certified by the internship site, students will have also successfully completed
all terms of PRP890 and PRP891 that they have taken. PRP890 is a repeatable course taken in each full semester the
student is on internship. PRP891 is a repeatable course taken in each half-semester-length term the student is on
internship. Students may take any combination of PRP890 and PRP891 necessary to be enrolled in these courses for the
duration of their year-long internship.
Core Curriculum Component: None
Prerequisite(s): 1 of PRP890(Predoctoral Internship), PRP891(Predoctoral Internship Supplement); PRP821(Practicum I Assessment), PRP822(Practicum II - Assessment), PRP823(Practicum III - Therapy), PRP824(Practicum IV - Therapy)
PSY – Psychology
PSY100
305
Topics in Psychology
4 Semester Credits
A topics-based psychology course for non-majors interested in applying psychological principles and methods to
understand and analyze real-world events.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
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
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)
PSY205
Global Perspectives in Psychology
4 Semester Credits
Examine how culture is related to mental processes and behavior. Topics include the impact of culture on development,
emotion, cognition, personality, social interactions, and psychological disorders. This course is typically reserved for
faculty-led study abroad programs.
306
Core Curriculum Component: Augsburg Experience, Social and Behavioral Sciences
Prerequisite(s): None
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), MAT106(Applied Algebra and Trigonometry), 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)
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)
307
PSY255
Cognitive Development
4 Semester Credits
This course focuses on the processes by which children come to acquire, recall, and use knowledge. Emphasis will be on
theories of development, current scientific and applied research in developmental psychology, as well as methodological
approaches to studying children’s abilities. Topics include the development of knowledge of objects and people,
symbolic thought, problem solving, reasoning, attention, and memory.
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
Psychopathology
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
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
308
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)
PSY275
Cultural Psychology
4 Semester Credits
This course will provide a comprehensive introduction to how culture and diversity shape psychological processes. We
will survey a broad range of topics in cultural psychology, emphasizing psychological theories and methods that shed
light on how culture influences psychological experiences and social behavior. Topics include cultural contributions to
emotion, cognition, development, social and intergroup relationships, power and oppression, identity and the self,
personality, migration and acculturation, morality, and mental health.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY282
Industrial and 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)
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)
PSY292
Topics in Mental Health
2 Semester Credits
Discuss current topics in mental health from biological, psychological, social, and scientific perspectives. Specific topic
will be published prior to registration.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY295
309
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 ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); PSY215(Research Methods and Statistics I)
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
310
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
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)
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
311
Counseling and Psychotherapy Theories
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): 1 of All of CONSENT(Consent of Instructor), PSY105(Principles of Psychology); PSY215(Research Methods
and Statistics I)
PSY390
Topics
4 Semester Credits
Core Curriculum Component: None
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 ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); PSY315(Research Methods and Statistics II)
PSY397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
PSY399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
312
Prerequisite(s): 1 of ENL111(Effective Writing II), 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
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 ENL111(Effective Writing II), 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.
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Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY495
Clinical Research and Lab
4 Semester Credits
Conduct psychological research on topics related to mental health and well-being. Clinical research methods, research
ethics, statistical analysis, and writing for research papers and posters will be discussed. Students assist faculty on
research projects.
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)
PWC – Playwrights Center
PWC300
Playwriting
4 Semester Credits
An online playwriting workshop taught from the perspective of a professional playwright affiliated with the Playwrights’
Center. Students will learn about playwriting fundamentals, trends in the field, and effective methods for sharing and
receiving creative feedback.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
PWC310
Topics in Playwriting
4 Semester Credits
An online playwriting workshop taught from the perspective of a professional playwright affiliated with the Playwrights’
Center. Students will learn about specific rotating topics in playwriting, including adaptation, revision, exploration of
genre, musical theater writing, social justice theater, various play structures, and related topics.
Core Curriculum Component: None
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Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
PWC320
Writing for Television
4 Semester Credits
An online television writing workshop taught from the perspective of a professional writer affiliated with the
Playwrights’ Center. Students will learn about TV writing fundamentals, with a focus on both show creation and pilot
creation, as well as professional development and issues in the field.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level)
PWC330
Writing for Digital Media
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PWC510
Topics in Writing for Screen and Stage
3 Semester Credits
An online graduate-level writing workshop taught by a professional writer affiliated with the Playwrights’ Center.
Students learn about specific rotating topics in the fields of theater, television, film, or digital media by completing a
major writing project for screen or stage and contributing to an active writing community. This course is repeatable.
Core Curriculum Component: None
Prerequisite(s): SPP(Study Abroad/Away Approval)
RLN – Religion
RLN100
Religion, Vocation, and the Search for Meaning I
4 Semester Credits
This introductory course engages students in the search for meaning through the narratives of Judaism, Christianity, and
Islam, explores the concept of vocation, and invites students to consider their own religious, philosophical, and ethical
commitments in dialogue with other perspectives. Critical reading and inquiry will be fostered through course
assignments and activities.
Core Curriculum Component: Search for Meaning I
Prerequisite(s): None
RLN200
Religion, Vocation, and the Search for Meaning II
4 Semester Credits
315
This course builds on the foundational themes established in RLN 100 by continuing the exploration of vocation and the
search for meaning in Christianity and in other world religions. Particular emphasis will be given to religion in public
discourse, pluralism, and interreligious dialogue. Critical reading and inquiry will be fostered through course assignments
and activities.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), RLN100(Religion, Vocation, and the Search for Meaning I)
RLN201
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere)
RLN202
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I), REL100(Religion, Vocation, and the
Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II), RLN100(Religion, Vocation, and the
Search for Meaning I), RLN300(Religion and Vocation in the Public Sphere)
RLN205
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. *This course can meet the Search
for Meaning II or Humanities LAF requirement but not both.*
Core Curriculum Component: Search for Meaning II, Humanities
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective
Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
RLN209
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
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), RLN100(Religion, Vocation, and the Search for Meaning I),
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RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective
Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
RLN214
Church Music and Worship
4 Semester Credits
This course examines the words, music, and ritual actions that have shaped Christian worship throughout the centuries.
Students will be grounded in the biblical, theological, and liturgical traditions of the church while examining current
practices emerging in the digital age. Experiential components to the course will allow students the opportunity to
critically assess and plan worship services.
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN216
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. *This course can meet the Search for Meaning II or Humanities LAF
requirement but not both.*
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN222
Religion and Popular Culture
4 Semester Credits
This course will examine the intersection of religion(s) and popular culture. In particular, we will ask two major questions
as we read, watch, listen to, and discuss the materials for this course. First, what do we mean by the term religion?
Second, how does religion shape popular culture, and vice versa? *This course can meet the Search for Meaning II or
Humanities LAF requirement but not both.*
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN230
Self, Sex and Sin: Human Person in Christian and 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
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Christian tradition and modern anthropology define self, sex, and sin. *This course can meet the Search for Meaning II or
Humanities LAF requirement but not both.*
Core Curriculum Component: Search for Meaning II, Humanities
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN240
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.
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN243
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), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN248
Interfaith Eating and Ethics
4 Semester Credits
Food is central to human experiences, connecting people across the table and across the globe. It serves as a core
component of religious and spiritual traditions, from sacred meals to dietary laws to feasting and festivals. The course
will examine these connections as well as the way that different religions think about food justice and environmental
sustainability. The course incorporates a weekly food lab which involves cooking recipes from varied religious and
spiritual traditions.
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), RLN100(Religion, Vocation, and the Search for
Meaning I), RLN300(Religion and Vocation in the Public Sphere)
RLN251
The Bible and Its Afterlives
4 Semester Credits
318
In this course students take a deep dive into the history, literature, and traditions of the ancient Israelites, Jews, and
earliest Christians. Students will learn a variety of interpretive techniques to analyze genres, engage with relevant
archaeology, and explore the historical context of the ancient biblical writers. The course will also explore the reception
of Jewish and Christian scriptures at different times throughout 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), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN256
Creation and Destruction in the Bible and Beyond
4 Semester Credits
This course will take as its base the stories of the creation of humanity and the flood narrative as found in the biblical
book of Genesis. After examining comparative Ancient Near Eastern narratives, we will explore how these Genesis
narratives have been interpreted by Jews, Christians, and Muslims before looking at how creation and flood stories are
portrayed in contemporary secular media.
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), RLN100(Religion, Vocation, and the Search for
Meaning I), RLN300(Religion and Vocation in the Public Sphere)
RLN257
Apocalypse Now and Then
4 Semester Credits
This course will explore the origins of apocalypse, based in ancient Jewish and early Christian ideas of the end of the
world and on hopes of a world to come. Building a strong foundation through an examination of apocalyptic texts from
the Bible to the Dead Sea Scrolls, our investigation will continue into later periods, covering a variety of topics including
apocalypticism in Islam and other religions, apocalyptic groups in America, climate change, popular culture, and the
Covid-19 pandemic. *This course can meet the Search for Meaning II or Humanities LAF requirement but not both.*
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN261
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), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN272
Responsible Leadership in an Interfaith World
4 Semester Credits
319
Augsburg commits itself to educating "responsible leaders;" it values "intentional diversity in its life and work." Mindful
of that mission, this course aims to develop the inter-religious literacy and vocational discernment needed to be a
responsible leader in a religiously diverse world, whatever the student's aspirational goals. *This course can meet the
Search for Meaning II or Humanities LAF requirement but not both.*
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN275
Judaism
4 Semester Credits
In this course students will be introduced to Judaism, a dynamic religious tradition that has developed many forms
during a more than 3000-year history that has spanned nearly the entire globe. In an effort to understand the ways in
which Jews have lived their lives, students will explore how Jewish self-identity, textual traditions, history, and religious
practices combine to define “Jew” and “Judaism” from its inception until today.
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN278
Asian Philosophies of Life, Death, and In-Between
4 Semester Credits
Received knowledge about a phenomenon is often the knowledge of one group, culture, or geographic space. Studying
the same phenomenon from different perspectives allows us to see its complexity. For example, most Asian languages
historically have not had a word for religion. Instead, we find words corresponding to appropriate ways of living and
perceiving the human and the divine worlds. Asian philosophical systems not only include debates on the topics of life,
death, afterlife, existence of God and soul, and ideal ways of living, but also challenge popular notions of religion and
philosophy. Through primary source readings, visual materials, and reflection activities, students will encounter the
diversity of thought in Asia. Students will gain religious literacy on worldviews originating in Asia while reflecting on their
perceptions of life.
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), RLN100(Religion, Vocation, and the Search for
Meaning I), RLN300(Religion and Vocation in the Public Sphere)
RLN290
Foundations for Public Ministry
4 Semester Credits
As a course that fulfills the Search for Meaning II General Education requirement, this course explores the search for
meaning through an introductory level study into the biblical, theological, and historical foundations of innovative public
Christian ministry. Building on the student's’ introduction to vocation in RLN100, this course will continue to investigate
the meaning of vocation by introducing students to the knowledge, skills and sensibilities necessary to be a public
ministry leader who can discern God’s call to serve the neighbor and neighborhood with individuals and communities of
faith.
Core Curriculum Component: Search for Meaning II
320
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN295
Church: Past, Present, Future
4 Semester Credits
As a course that fulfills the Search for Meaning II General Education requirement, this course explores the search for
meaning through an overview of the manner in which Christianity has carried out its mission throughout the centuries.
Building on the student’s introduction to vocation in RLN100, this course will continue to investigate the meaning of
vocation for individuals and faith communities through an exploration of the issues and challenges facing modern and
"postmodern" Christians and churches. A central 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 HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for
Meaning I), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN300
Religion and Vocation in the Public Sphere
4 Semester Credits
This course will provide an introduction to the way religious and/or humanist commitments shape individuals and
communities, and help them understand who they are and how they live in relation to the world around them. It will use
the concept of “vocation” - a term that describes a sense of identity, place, and purpose - as a lens for bringing these
commitments as well as one’s life and work into focus. And, it will examine the views of multiple traditions: Judaism,
Christianity, Islam, Hinduism, and Buddhism.
Core Curriculum Component: Search for Meaning I
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); ADVTRANSFER(Advanced Transfer Status)
RLN301
Internship
2 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), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN302
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), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
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RLN303
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), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN304
Contextual Learning in Ministry
3 Semester Credits
This course is specifically designed for students in the Theology and Public Leadership major who are on the 5-year
pathway to ordination. Students in this course will be engaged in contextual learning in a ministry site for 15-hours a
week. They will gather once a week for critical reflection on their contextual learning. Students will enroll in RLN304
each semester during their second and third year. Their responsibilities in their contextual learning sites will change
each semester, therefore their reflection and subsequent learning will also change each semester.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Approved internship registration form)
RLN319
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), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN330
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. *This course can meet the Search for Meaning II or
Humanities LAF requirement but not both.*
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN333
Environmental Theology and Ethics
4 Semester Credits
322
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), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN336
Latin American Liberation Theologies and Social Change
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
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN340
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.
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN342
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. *This course can meet the Search for Meaning II or
Humanities LAF requirement but not both.*
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective
Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
RLN344
Undocumented, Ecofeminist, and Queer: Contemporary Latin American Liberation Theologies
4 Semester Credits
323
Is God an undocumented low-income migrant, ecofeminist, and/or queer? Learn about Latin American liberation
theologies and their understandings of the divine as they relate to key social issues in the 21st century. This
interdisciplinary course cannot be taken if you have already taken RLN 336 or WST 366.
Core Curriculum Component: Search for Meaning II, Humanities
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN366
Sex, Gender, and the Bible
4 Semester Credits
There has been no piece of literature more influential on Western and colonial understandings of sex, gender, and
sexuality than the Bible. Students in this course will examine sex and gender in the biblical text and then engage with
interpretations that discuss and challenge traditional readings of scripture. Topics will include gender roles, queer
identities and readings, sexual violence, and rape culture, among others.
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), RLN100(Religion, Vocation, and the Search for
Meaning I), RLN300(Religion and Vocation in the Public Sphere)
RLN370
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), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective
Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
RLN374
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. *This course can meet the Search for Meaning II or Humanities LAF
requirement but not both.*
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN376
Religion and Social Change in Southern Africa
4 Semester Credits
324
This course examines the changing role of religion 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), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN380
Theology and Political Resistance
4 Semester Credits
This theology and political resistance topics course explores the lives, theologies, faith commitments, and activism of
various figures throughout history and the world who have been compelled by those commitments to fight for justice
and/or freedom. In some terms, a single figure will be highlighted, examples include Dietrich Bonhoeffer, Martin Luther
King, Jr., Malcolm X, Dorothy Day, Mahatma Gandhi, Oscar Romero, or Thich Nhat Hanh. Contemporary issues and
political life will inform course discussions and projects.
Core Curriculum Component: Humanities, Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), RLN100(Religion, Vocation, and the Search for
Meaning I), RLN300(Religion and Vocation in the Public Sphere)
RLN390
The Art of Public Ministry
4 Semester Credits
This course emphasizes the day-to-day sensibilities, skills, and practices needed for the grounding and guiding of public
ministry. 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: None
Prerequisite(s): 1 of RLN290(Foundations for Public Ministry), YFM235(Foundations for Ministry with Youth and
Families)
RLN392
Religion and Trauma
4 Semester Credits
Many of the central teachings of Christianity and Judaism are being challenged by religious scholars and leaders who
work with survivors of trauma. For example, the claim that people of faith must forgive an individual who has injured
them can be harmful for those who have experienced trauma. This course explores different forms of trauma, such as
intergenerational, racial, and religious, for example. By engaging materials from Christianity and Judaism related to
trauma, and by learning some of the basics of trauma studies, students deepen their understanding of trauma and its
connection to religion.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), RLN100(Religion, Vocation, and the Search for
Meaning I), RLN300(Religion and Vocation in the Public Sphere)
RLN399
Internship
4 Semester Credits
325
The internship centers around 150 hours of supervised leadership practice focused on public ministry, fulfilled in
partnership with a congregation or other approved ministry setting. A formal learning agreement as well as an
individualized reflection process with a faculty member round out the internship experience.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of RLN290(Foundations for Public Ministry), YFM235(Foundations for Ministry with Youth and
Families); 1 of RLN295(Church: Past, Present, Future), RLN390(The Art of Public Ministry), YFM305(Ministry Practices),
YFM358(Life and Work of the Church)
RLN400
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 REL210(Research Methods in Religion), RLN209(Research Methods in Religion); 1 of
ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level)
RLN401
Independent Study/Research
2 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), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN402
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), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN405
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: Search for Meaning II
326
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); CONSENT(Consent of Instructor)
RLN406
Christensen Scholar Seminar II
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.
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); CONSENT(Consent of Instructor)
RLN407
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: 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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); CONSENT(Consent of Instructor)
RLN408
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: 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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); CONSENT(Consent of Instructor)
RLN409
Topics
4 Semester Credits
Selected topics in religion.
Core Curriculum Component: Search for Meaning II
327
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
RLN441
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), REL300(Bible, Christian Theology and Vocation), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective
Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
RLN480
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.
Core Curriculum Component: Keystone
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
SCI – Science
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. Concurrent registration in SCI106L is required. (Three one-hour lectures, one two-hour laboratory per week.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT090(Prealgebra), MAT103(Prealgebra), 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
328
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. Concurrent registration in SCI110L is required. (Three one-hour lectures, one threehour laboratory per week. Odd years-Rochester only.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement
Group)
SCI110L
Natural Science I Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
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. Concurrent registration in SCI111L is required. (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), MAT106(Applied Algebra and Trigonometry), 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*
SCI114
Exploring Science and Engineering
4 Semester Credits
This course is an opportunity to explore what it means to think, reason, and calculate like a scientist. A hands-on
approach to designing experiments, collecting and analyzing data is used. When taken with CHM 115L, this course meets
the NSM-LAF lab science general education requirement. While this course cannot be applied towards any major
(biology, biochemistry, chemistry, physics), it will help the student prepare to engage effectively in entry level science
courses such as BIO 151 and CHM 115.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT106(Take MAT106 concurrently (if at MPG2)) *concurrent registration is required*,
MAT114(Take MAT114 concurrently (if at MPG3)) *concurrent registration is required*, MPL(No concurrent course
required if at MPG4)
SCI123
329
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. Concurrent registration in SCI123L is required. (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 MAT090(Prealgebra), MAT103(Prealgebra), MPL(Math Placement Level 2)
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)
SCI301
Science in the World
1 Semester Credits
A weekly seminar designed especially for students transferring to pursue a STEM degree at Augsburg University which
explores modes of discourse and sets of expectations common to upper-level science courses.
Core Curriculum Component: None
Prerequisite(s): None
SCI490
Integrated Science
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
330
SOC – Sociology
SOC111
City Life: Introduction 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 Sociology
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
SOC197
Internship
2 Semester Credits
Core Curriculum Component: None
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
SOC240
331
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 Love, Intimacy, and Sexuality
4 Semester Credits
Popular songs and movies tell us that love – romantic love – is key to a fulfilled life. What does love mean, and what
happens when we make love a central pursuit of social life? How do our relationships reflect a search for emotional
intimacy, and socially-speaking, what provides a sense of intimacy? How does society shape our sexual relations and
sexual identities?
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
Prerequisite(s): None
332
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 Sociology)
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 Sociology)
SOC349
Organizations and Society: Understanding Nonprofits and Corporations
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 ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); SOC121(Introduction to Sociology)
SOC362
333
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), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); SOC121(Introduction to Sociology)
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 ENL111(Effective Writing II), 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 Sociology)
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 Sociology)
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
334
Prerequisite(s): 1 of SOC111(Human Community and Modern Metropolis), SOC121(Introduction to Sociology)
SOC381
City and Regional Planning
4 Semester Credits
Urban planning applies social science in order to plan urban areas in ways that meet particular goals. It is based on the
idea that the way a place is designed shapes human behavior as people interact with that design. We examine how
urban space typically is developed, and changes, and how this reflects power relations. We also discuss how citizens can
participate and intervene in the planning process.
Core Curriculum Component: None
Prerequisite(s): 1 of SOC111(City Life: Introduction to Urban Sociology), SOC121(Introduction to Sociology), URB111(City
Life: Introduction to Urban Sociology); 1 of ENL111(Effective Writing II), 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): SOC121(Introduction to Sociology)
SOC390
Intersections of Race and Immigration
4 Semester Credits
Often the source of what sociologists call a "moral panic," immigration has produced cultural, economic, and political
tension and conflict not only in the U.S. but throughout the world, particularly when those immigrating are "not like us."
Structured as part seminar and part research practicum, this course pursues a critical examination of immigration in the
United States—both past and present—and its intimate connections with race and ethnic identity.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Sociology)
SOC395
Mental Illness and Society
4 Semester Credits
What are the social conditions that give rise to the mental disorders experienced by individuals? What impact does a
diagnosis have on an individual's perception of self? How has our understanding of mental illness shifted over time and
across cultures? And who benefits? This course will present a sociological approach to the study of mental disorders as a
social phenomenon.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Sociology)
SOC396
335
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SOC397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SOC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SOC485
Sociological Theory
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): 2 of SOC300(Topics), SOC320(Sociology of Law), SOC349(Organizations and Society: Understanding
Nonprofits and Corporations), SOC362(Statistical Analysis), SOC363(Research Methods), SOC375(Social Psychology),
SOC377(Organizational Crime and Deviance), SOC380(Disaster and Resilience), SOC381(City and Regional Planning),
SOC387(Juvenile Delinquency), SOC390(Social Problems Analysis), SOC395(Mental Illness and Society),
SOC396(Internship), SOC397(Internship), SOC399(Internship), SOC495(Topics), SOC499(Independent Study/Research);
SOC121(Introduction to Sociology)
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.
Senior sociology majors only. (Spring)
Core Curriculum Component: Keystone
Prerequisite(s): SOC485(Sociological Theory)
SOC495
Topics
4 Semester Credits
Core Curriculum Component: None
336
Prerequisite(s): 1 of All of SOC121(Introduction to Sociology), 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 Sociology)
SPA – Spanish
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. Continuation in language course sequences requires completion of the
prerequisite language class with a C- or higher.
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. Continuation in language course sequences requires completion of the
prerequisite language class with a C- or higher.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of SPA111(Beginning Spanish I), SPALANG(Spanish Language Placement)
SPA114
Spanish for Ministry I
4 Semester Credits
If you are planning to go into Christian ministry of any kind and are still a beginning Spanish student, this intensive
Spanish course is for you because you will master basic grammar while learning and practicing vocabulary related to
church and public theology settings, such as migrant ministries.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of SPA111(Beginning Spanish I), SPALANG(Spanish Language Placement)
SPA199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
337
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)
SPA218
Spanish for Health Care Professionals
4 Semester Credits
This intermediate course is designed for students in the health care fields who seek to develop strong speaking and oral
comprehension skills in Spanish with a focus on the vocabulary and grammar relevant to their intended professions.
Content will include common scenarios and practice cases from the different health care fields as well as an introduction
to the Mexican cultural context in which health care services are provided
Core Curriculum Component: None
Prerequisite(s): SPA212(Intermediate Spanish II)
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
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA225
338
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): SPA212(Intermediate Spanish II)
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.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA212(Intermediate Spanish II), SPALANG(Spanish Language Placement)
SPA295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA299
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA311
Spanish Conversation and Composition
4 Semester Credits
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)
339
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): 1 of SPA212(Intermediate Spanish II), SPALANG(Spanish Language Placement)
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): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
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): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
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.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA334
340
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): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
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): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
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): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
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): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
SPA352
Survey of Spanish Literature I
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
341
Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
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): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
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): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
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): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression)
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), SPA312(Spanish Expression), SPALANG(Spanish
Language Placement)
SPA360
Readings In Comparative Literature
4 Semester Credits
A comparative approach to literary study, with readings from at least two different national literatures and/or periods.
Primary readings in the original language where feasible; language of instruction subject to discretion of the instructor
and needs of the students.
Core Curriculum Component: None
Prerequisite(s): SPA212(Intermediate Spanish II)
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SPA397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SPA399
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 SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression); 1 of ENL111(Effective
Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing
Placement Level)
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 – Education
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.
Core Curriculum Component: None
343
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 EDC375(Learners with Dis/abilities), 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
344
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)
SPE489
Teacher Performance Assessment and Student Teaching Seminar
2 Semester Credits
This course supports the development of the teacher candidate's professional practice through a series of seminars that
focus on helping student teachers make connections between the student teaching experience and what they have
learned through their education courses and field experiences. These workshops mentor students in the analysis and
completion of the Teaching Performance Assessment (edTPA).
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of STUTEACH(Student Teaching Approval), STUTEACH12(Student Teaching, 12 Credits),
STUTEACH4(Student Teaching, 4 Credits), STUTEACH8(Student Teaching, 8 Credits), STUTEACHEX(Student Teaching,
Extended Experience)
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 ENL111(Effective Writing II), ENL112(Advanced Effective Writing), GRADEDADMIT(Graduate Education
Department Admission), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
SPE499
Independent Study
4 Semester Credits
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 recommendatio 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)
345
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
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 EDC375(Learners with Dis/abilities), 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
346
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE540
Parent and Professional Planning
3 Semester Credits
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)
SPE550
Autism Spectrum Disorder: Advanced Issues and Programing
3 Semester Credits
This course is designed for ABS licensed teachers who wish to work with students with ASD in a variety of settings. This
class introduces the characteristics of ASD and focuses on planning and programming from initial evaluation through to
instructional design across settings using evidence-based practices. Students will research and explore issues that affect
individuals with ASD and their families.
Core Curriculum Component: None
Prerequisite(s): None
SPE551
Understanding and Teaching Communication and Social Skills to Students with Autism Spectrum Disorder
3 Semester Credits
This course focuses on programming for students with communication and social skills issues characterized by the
autism spectrum disorder. Students will explore how to create effective learning environments that utilize evidencebased practices. The course aims to further understanding how learning is impacted by differences in communication
and social skills.
Core Curriculum Component: None
Prerequisite(s): SPE550(Autism Spectrum Disorder: Advanced Issues and Prog) *concurrent registration is required*
SPE552
Advanced Methods and Behavioral Strategies for Autism Spectrum Disorder
3 Semester Credits
This course explores the impact of characteristics of autism on behavior with a focus on evidence-based strategies.
Includes state and federal requirements for behavior intervention planning, programming and responding. The course
aims to help students develop a deep understanding of the complexity of behavioral issues and how to promote an
equitable and inclusive learning environment.
Core Curriculum Component: None
Prerequisite(s): SPE550(Autism Spectrum Disorder: Advanced Issues and Prog) *concurrent registration is required*,
SPE551(Understanding and Teaching Communication and Soci) *concurrent registration is required*
SPE553
Advanced Field Placement in Special Education
1 Semester Credits
347
Observing and facilitating learning in a K-12 classroom serving students with significant needs who receive services
under the category of autism spectrum disorder (ASD). Must hold a license as an academic behavior strategist (ASD).
Supervision of student teachers is performed by Education faculty. Membership in one of the professional teacher
organizations is required while student teaching. Students may need to complete extra weeks to demonstrate
competency in the standards.
Core Curriculum Component: None
Prerequisite(s): SPE550(Autism Spectrum Disorder: Advanced Issues and Prog), SPE551(Understanding and Teaching
Communication and Soci), SPE552(Advanced Methods and Behavioral Strategies for Aut)
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 – Study Abroad
SPP200
Study Abroad
16 Semester Credits
Core Curriculum Component: None
Prerequisite(s): SPP(Study Abroad/Away Approval)
SPP201
Study Abroad Summer School
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK – Social Work
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
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.
348
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 relationshipbetween 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
SWK261
Social Welfare: The U.S. Mexican Context
4 Semester Credits
To work for social well-being in Mexico and the U.S.A., social workers need to understand the complex social, economic,
political, and cultural histories of both countries and their complicated relationship. It is important to understand the
role of U.S. foreign policy in Mexico, historically and currently, and learn about intercultural communication and develop
skills that can enable us to work effectively for everyone’s social welfare. This understanding frames our knowledge of
contemporary social work practice with migrants and immigrants. This course is typically taken in the junior year.
Core Curriculum Component: None
Prerequisite(s): None
SWK271
Comparative Social Policy: Social Policy and Social Change in Mexico and the United States
4 Semester Credits
This course prepares Social Work students to function as informed and competent participants in efforts to change
social policies and programs. This course uses Mexico and the United States as comparative contexts for studying policy
formation, implementation, and analysis. The course will examine the influence of values and ideology of the two
countries on these processes.
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
349
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
350
groups. Emphasis is on holistic practice applying the strength-based problem solving approach and working with diverse
populations. Open only to students who have applied and been admitted to the degree program in Social Work.
Core Curriculum Component: None
Prerequisite(s): None
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. Open only to students who have applied and been admitted to the degree
program in Social Work.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), 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)
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
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. Open only
to students who have applied and been admitted to the degree program in Social Work.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MAT106(Applied Algebra and Trigonometry), MPL(Math Placement Level
3); 1 of DST164(Introduction to Statistics (with R)), MAT163(Introductory Statistics), MAT164(Introductory Statistics for
STEM), SOC362(Statistical Analysis)
SWK406
Social Work Practice 3: With Communities and Policies
4 Semester Credits
351
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. Open only to
students who have applied and been admitted to the degree program in Social Work.
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. Open only to students who have
applied and been admitted to the degree program in Social Work.
Core Curriculum Component: Augsburg Experience, Keystone
Prerequisite(s): None
SWK499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
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
352
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
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.
353
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
SWK518
Foundation of Addictions
2 Semester Credits
This course explores the fundamental knowledge base of substance abuse issues across multicultural groups. Emphasis
is placed on understanding the prevalence, etiology, course of the disorder and practice issues as they relate to
substance use disorders.
Core Curriculum Component: None
Prerequisite(s): None
SWK519
Motivational Interviewing
2 Semester Credits
In this course, students will become grounded in the philosophy and skills of motivational interviewing. Using a variety
of teaching modalities, students will develop motivational interviewing skills.
Core Curriculum Component: None
Prerequisite(s): None
SWK530
Integrated Field Seminar 1
354
3 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
SWK535
Integrated Field Seminar 2
3 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 relate to dynamics of family, group and community; human behavior; populations-at-risk; policy
analysis and research.
Core Curriculum Component: None
Prerequisite(s): SWK530(Integrated Field Seminar 1)
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
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
355
SWK615
Diversity and Inequality 1
2 Semester Credits
This course is based on a dual focus on valuing diversity and understanding social justice. This course studies the history,
demographics, and cultures of various disenfranchised groups. It examines the impact of inequality on people of diverse
backgrounds. In the second semester, students will participate in dialogue group: a stage-based, co-facilitated, face-toface 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. Class discussions, assignments, and small group work will be utilized to explore, analyze, and
understand the myths, realities, and biases related to inequity and the impact on the individual, family and different
populations. This course is offered as a two-credit course.
Core Curriculum Component: None
Prerequisite(s): None
SWK616
Diversity and Inequality 2
2 Semester Credits
This course is based on a dual focus on valuing diversity and understanding social justice. This course studies the history,
demographics, and cultures of various disenfranchised groups. It examines the impact of inequality on people of diverse
backgrounds. In the second semester, students will participate in dialogue group: a stage-based, co-facilitated, face-toface 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. Class discussions, assignments, and small group work will be utilized to explore, analyze, and
understand the myths, realities, and biases related to inequity and the impact on the individual, family and different
populations. This course is offered as a two-credit course.
Core Curriculum Component: None
Prerequisite(s): None
SWK622
MCCP Field Seminar 5: LADC
2 Semester Credits
Field Seminar 5 allows students to relate academic and theoretical learning focused exclusively on substance use and/or
mental health services. The goal is to strengthen students' sophistication in understanding the interconnections
between culturally appropriate theory and practice skills, substance use and mental health disorders.
Core Curriculum Component: None
Prerequisite(s): None
SWK628
Multicultural Clinical Practice (MCCP) with Individuals
3 Semester Credits
356
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.
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
Multicultural Policy Practice
3 Semester Credits
In this course, students learn how social policies affect the delivery of social work services. This course examines
concepts and frameworks for analyzing policy. The course addresses the role of economics, demographics, politics,
values, power 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,
families, and tax policy including tax expenditures. Students learn to analyze, formulate, and change agency and social
policies in relation to current events. Students explore the impact of institutional discrimination and oppression such as
racism in the policy making process. Students learn policy advocacy, and community mobilization with stakeholders to
influence policy development and implementation.
Core Curriculum Component: None
Prerequisite(s): None
SWK631
Multicultural Clinical Practice (MCCP) with Groups
3 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
357
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
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
358
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
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
SWK660
Multicultural Macro Practice (MCMP) Research Methods
3 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
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
359
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)
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
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
360
Prerequisite(s): None
THP – Theater
THP111
Theater Practicum: Acting/Performance
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP112
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)
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.
361
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
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)
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
362
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
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)
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
Prerequisite(s): CONSENT(Consent of Instructor)
363
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)
THP152
Theater Practicum: Costume Running Crew
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THR – Theater
THR116
Acting and Improvisation for Non-Majors
4 Semester Credits
364
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
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
THR229
Theatrical Design
4 Semester Credits
365
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): THR228(Introduction to Stagecraft)
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
THR237
Dance for Musical Theater
366
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 Pan-Asian Theater
4 Semester Credits
A survey of the theatrical performance styles, aesthetic theories, and plays of pan-Asian 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
Prerequisite(s): 1 of MAT103(Prealgebra), MAT103(Everyday Math), MPL(Math Placement Level 2)
367
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
THR273
Latinx Theater and Performance
4 Semester Credits
In this writing- and reading-intensive course we will examine Latina/o cultural practices and artistic expressions in order
to understand how Latina/os challenge mainstream representations through theatre and performance, and how they
articulate identity in their own terms. We will pay special attention to the work of Latina women, Black Latina/os and
queer-identified Latina/os, and interrogate how performance allows them to defy patriarchal, whitening, and
heterosexist constructions of Latinidad.
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: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), THR229(Theatrical Design)
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 principles and elements of design, script analysis, collaboration, research, sketching and rendering techniques,
and fabric types, as well as introductory techniques in stage makeup application and design.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), THR228(Introduction to Stagecraft), THR229(Theatrical Design)
THR285
Scenery Design
4 Semester Credits
Scenery Design is an introductory study of the theater scene design process and the practical application of expressing
your design idea. Through presentations, demonstrations, and class projects, we will explore the scene design process
368
from text, to research, to the expression of a design through modeling. This class combines lecture, demonstrations, and
experiential project work. This is a project-based class.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), THR229(Theatrical Design)
THR294
Topics
2 Semester Credits
Core Curriculum Component: None
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: Fine Arts
Prerequisite(s): None
THR299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THR325
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 ENL111(Effective Writing II), 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
369
Prerequisite(s): 1 of ENL325(Playwriting I), THR325(Playwriting I); 1 of ENL111(Effective Writing II), ENL112(Advanced
Effective Writing), HON111(Effective Writing for Liberating Letters)
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
THR355
Performing Shakespeare
4 Semester Credits
Students will learn the distinctive linguistic and physical requirements of performing a Shakespearean role. Through the
performance of monologues and scenes, informed by research and analysis, students will apply the dynamic use of body
and voice through imagery, themes, and character traits as well as social, sexual, and political issues in Shakespeare’s
plays.
Core Curriculum Component: None
Prerequisite(s): THR232(Acting), THR250(Script Analysis: Foundations of Theater)
THR361
Theater Histories: Origins to 1800
4 Semester Credits
A seminar-style course focused on diverse histories of theater and performance from their origins to 1800. Students will
encounter various forms of dramatic literature, performance theory, and cultural studies. This course includes in-depth
discussion, embodied practice, production attendance, textual analysis, research, and writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); THR250(Script Analysis: Foundations of Theater)
THR362
Theater Histories: 1800 to the Present
4 Semester Credits
A seminar-style course focused on diverse histories of theater and performance from 1800 to the present. Students will
encounter various forms of dramatic literature, performance theory, and cultural studies. This course includes in-depth
discussion, embodied practice, production attendance, textual analysis, research, and writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing), HON111(Effective Writing for
Liberating Letters), WPL(Writing Placement Level); THR250(Script Analysis: Foundations of Theater)
THR365
Advanced Acting
370
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 Histories: 1800 to
the Present)
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): THR250(Script Analysis: Foundations of Theater)
THR367
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): THR250(Script Analysis: Foundations of Theater)
THR397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
THR398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THR399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
371
Prerequisite(s): None
THR490
Theater Keystone: Exploring Vocation and Artistic Practice
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 mindsets important for arts professionals in theater and related fields. While exploring vocation
concepts, this course balances entrepreneurial awareness, attitudes, and skills with personal reflection. Prerequisites:
THR 250 and Junior or Senior class standing
Core Curriculum Component: Keystone
Prerequisite(s): THR250(Script Analysis: Foundations of Theater)
THR499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
TRI- TRIO/Student Support Services
TRI101
Navigating the Hidden Curriculum of Higher Education
2 Semester Credits
This course supports TRIO/SSS students making the transition from high school to the University, supplementing a corequisite course with academic skills instruction targeted to the companion course requirements. This course will also
explore topics such as campus resources, time management, goal setting, career exploration, and financial literacy. This
course empowers students to effectively navigate the university experience and to develop the confidence and tools to
be successful.
Core Curriculum Component: None
Prerequisite(s): None
URB – Urban Studies
URB111
City Life: Introduction 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: Social and Behavioral Sciences
Prerequisite(s): None
URB122
Social Justice in Urban America
4 Semester Credits
372
Examines politics and public policy in metropolitan areas, emphasizing factors that help some do well while others
struggle. Looks at how urban politics embodies some of the country’s deepest challenges, and considers ways that
people work to address those challenges.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
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
URB381
City and Regional Planning
4 Semester Credits
Urban planning applies social science in order to plan urban areas in ways that meet particular goals. It is based on the
idea that the way a place is designed shapes human behavior as people interact with that design. We examine how
urban space typically is developed, and changes, and how this reflects power relations. We also discuss how citizens can
participate and intervene in the planning process.
Core Curriculum Component: None
Prerequisite(s): 1 of SOC111(City Life: Introduction to Urban Sociology), SOC121(Introduction to Sociology), URB111(City
Life: Introduction to Urban Sociology); 1 of ENL111(Effective Writing II), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
URB395
Topics in Urban Studies
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB397
Internship
373
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
URB399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
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)
WEL – Health, Physical Education and Exercise Science
WEL100
Foundations of Wellness
1 Semester Credits
This course is required of all Augsburg students. The class is designed for students to understand the need and assume
the responsibility for maintaining a healthy lifestyle in the areas of physical fitness and wellness. Physical fitness includes
the ability to carry out daily tasks with vigor and alertness and how it is a component of positive lifestyle management.
Wellness includes activities, behaviors, and attitudes which improve the quality of life, contributes to longevity, and
reduces stress.
Core Curriculum Component: Foundations of Wellness
Prerequisite(s): None
WEL103
Recreational Wellness: Badminton
1 Semester Credits
This course is designed to improve proficiency in the skills, strategy, and rules associated with both singles and doubles
play. Students will become aware of the physical benefits associated with playing badminton as well as learn the social
benefits gained from active participation.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL104
Recreational Wellness: Bicycling
1 Semester Credits
374
This course is designed to teach students the physical and social benefits associated with active participation in bicycling.
The students will become familiar with the extensive bike/walk trail system that is accessible from the Augsburg
University Minneapolis campus. Students should be able to perform continuous riding for a minimum of 1.5 hours at a
moderate/intermediate pace. Basic bike maintenance skills and information are also addressed in this class.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL106
Recreational Wellness: Bowling
1 Semester Credits
The purpose of this course is to build a solid foundation in the mechanics and skill of the lifetime sport of bowling. This
course will include technique, selection of equipment, playing of lanes, and proper etiquette of the game. It will also
include team and individual competition. Students bowl two games each class session.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL107
Recreational Wellness: Fitness Walking
1 Semester Credits
This course incorporates cardiovascular fitness into various walking regiments. Students will understand and
demonstrate basic skills and fitness strategies, while engaging in routine walking routes.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL108
Recreational Wellness: Golf
1 Semester Credits
This course is designed to learn or improve upon the basic foundation of the golf swing. The lifetime physical and mental
benefits of playing golf are highlighted.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL111
Recreational Wellness: Racquet Sports
1 Semester Credits
This course is designed to improve proficiency in racquet sports. Students will learn rules, basic skills, and singles and
doubles strategies in badminton, pickleball, and racquetball.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL112
Recreational Wellness: Basketball
1 Semester Credits
375
This course will focus on learning and developing basic basketball skills such as dribbling, passing, shooting, and
footwork. Additionally, team concepts, strategies, rules, terminology, and sportsmanship will be addressed. The goal is
to promote physical fitness through basketball and encourage recreational level participation.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL113
Recreational Wellness: Volleyball
1 Semester Credits
This course is designed to improve proficiency in basic skills, strategy, and rules associated with the sport of volleyball.
The students will practice and perform the skills in a recreational to intermediate competitive environment. Students
will also become aware of the physical and social benefits associated with active participation in volleyball.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL114
Recreational Wellness: Soccer
1 Semester Credits
This course is designed to provide an introduction to the sport of soccer. Topics addressed consist of, but are not limited
to: history, rules, terminology, and basic skills, techniques, and tactics associated with participating in, observing, and
coaching the sport.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL115
Recreational Wellness: Walk, Jog, Run
1 Semester Credits
This course incorporates cardiovascular fitness into various walk, run, or jogging regiments. Students will understand
and demonstrate basic skills and fitness strategies while engaging in routine walking or running routes.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL116
Recreational Wellness: Weight Training
1 Semester Credits
This course seeks to improve the student's knowledge and understanding of the components of weight training and how
they contribute to personal lifelong health and well being. The course is designed to not only provide knowledge but
also discuss and analyze ways an individual can assess, monitor, motivate and discipline oneself to maintain a lifestyle of
fitness and wellness.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL117
Recreational Wellness: Women's Weight Training
376
1 Semester Credits
This course is designed to improve proficiency in resistance training. The purpose of the course is to seek improvement
of the student's knowledge and understanding of the benefits of resistance training, and how those benefits contribute
to lifelong health and well-being. This course has been designed to not only provide knowlege but also discuss and
analyze ways an individual can assess, motivate, and discipline oneself to maintain a resistance training regiment.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL118
Recreational Wellness: Yoga
1 Semester Credits
This course incorporates muscular strength, endurance, and flexibility into the activity of yoga. Beginning through
advanced students are accommodated.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL119
Recreational Wellness: Latin Dance
1 Semester Credits
This course is designed to provide an introduction to Latin Dance. Students will understand the history of salsa, mamba,
and bachata and execute basic steps and patterns individually and with a partner.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL120
Recreational Wellness: Canoeing and Paddling
1 Semester Credits
Students in this course will participate in a four-month long canoe expedition down the Mississippi River, in voyageur
canoes. Students will receive instruction in all aspects of canoe handling, paddling, camping, and endurance.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL130
Recreational Wellness: 5K or Half Marathon Training
1 Semester Credits
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL131
Recreational Wellness: Net Games
1 Semester Credits
This course will include but not limited to: pickleball, volleyball, raquetball, badminton, and table tennis.
Core Curriculum Component: Recreational Wellness
377
Prerequisite(s): None
WEL132
Recreational Wellness: Field Games
1 Semester Credits
This course will include but not limited to: lacrosse, soccer, and ultimate frisbee.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL150
Recreational Wellness: Student Designed
1 Semester Credits
This course is designed to improve proficiency in one or more selected activities. Students will understand and
demonstrate fundamentals and benefits of the selected activities. This course will be taught in a hybrid format, blended
between an in-person lab experience and online discussions and reporting.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL160
Foundations of Wellness-Adapted
1 Semester Credits
This course is designed to meet the needs of students with disabilities that may not be able to meet the requirements
for Foundations of Wellness. The focus is on helping each student develop a physical activity/stress
management/nutrition plan etc. that meets his or her needs. Plans are designed to focus on abilities as opposed to
limitations.
Core Curriculum Component: Foundations of Wellness
Prerequisite(s): CONSENT(Consent of Instructor)
WEL170
Recreational Wellness-Adapted
1 Semester Credits
This course is designed to meet the needs of students with disabilities that may not be able to meet the requirements
for Recreational Wellness. The focus is on helping each student develop a physical activity/stress management/nutrition
plan etc. that meets his or her needs. Plans are designed to focus on abilities as opposed to limitations.
Core Curriculum Component: Recreational Wellness
Prerequisite(s): None
WEL213
Recreational Wellness: Advanced Volleyball
1 Semester Credits
This course will incorporate cardiovascular fitness into a competitive volleyball atmosphere. Students in this class should
have advanced volleyball experience.
Core Curriculum Component: Recreational Wellness
378
Prerequisite(s): None
WST – Gender, Sexuality and Women’s Studies
WST199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST201
Introduction to Gender, Sexuality, and 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
WST220
Topics in Gender and the Humanities
4 Semester Credits
Examination of specific topics related to gender and the humanities not covered in other lower-division Gender,
Sexuality, and Women's Studies courses. Specific topic will be announced prior to registration.
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
Core Curriculum Component: None
Prerequisite(s): None
379
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
Undocumented, Ecofeminist, and Queer: Contemporary Latin American Liberation Theologies
4 Semester Credits
Is God an undocumented low-income migrant, ecofeminist, and/or queer? Learn about Latin American liberation
theologies and their understandings of the divine as they relate to key social issues in the 21st century. This
interdisciplinary course cannot be taken if you have already taken RLN 336 or WST 366.
Core Curriculum Component: Humanities
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), RLN100(Religion, Vocation, and the Search for Meaning I),
RLN300(Religion and Vocation in the Public Sphere)
380
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 Struggle 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
(Im)Migration, Gender and Social Change
4 Semester Credits
At a time when borders between nations are so heavily defended, how do we understand the flow of people and ideas
across those divides? Learn how race, gender, sexuality and social class intersect when they are seen from a lens of
(im)migration in a Latin American context.
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
In the Aftermath of War: History, Memory and Transitional Justice in Central America
4 Semester Credits
The objective of this course is to analyze the use of history and memory during the transition from war to peace in
Central America. The course will address the case of Guatemala, focusing on the social and political events that took
place in that country in the last half of the 20th Century and the role of "memory work" in transitional justice actions
that ensued. We will particularly address the participation of Indigenous women in that process and Indigenous Peoples
conceptualization of memory, justice, reparation, and peace.
381
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 and Social Change
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
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
382
WST397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
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: Keystone
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
383
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
YST – Youth Studies
YST210
Rethinking Children and Youth
4 Semester Credits
Children and youth are often expected to be seen and not heard. This course will develop an appreciative understanding
of children and youth that will allow us to engage them as assets and agents of positive change. We will explore the
history of childhood in North America as well as the historical emergence and cultural construction of adolescence in the
20th century. We will develop a critical lens of this construction in order to free ourselves from our limited and low
expectations of children and youth in society. We will then construct a new framework that will enable us to understand
and engage young people as powerful, contributing members of society.
Core Curriculum Component: None
Prerequisite(s): None
YST320
Working with Children and Youth
4 Semester Credits
This course will provide students with practical perspectives and experiences in work with children and youth. We will
cover both theoretical frameworks for emancipatory work with youth and focused examinations of different types of
youth work. Throughout the course, we will consider how our own positionality and experiences affect our engagements
in work with youth and children. This course has a significant service learning requirement.
Core Curriculum Component: None
Prerequisite(s): YST210(Rethinking Children and Youth)
384
Show less
Introduction
Graduate Catalog
2023-2024
Official Publication of Augsburg University
2211 Riverside Avenue, Minneapolis, MN 55454
The Augsburg University Graduate Catalog contains information about academic program requirements and academic
and student policies and procedures for Fall Seme... Show more
Introduction
Graduate Catalog
2023-2024
Official Publication of Augsburg University
2211 Riverside Avenue, Minneapolis, MN 55454
The Augsburg University Graduate Catalog contains information about academic program requirements and academic
and student policies and procedures for Fall Semester 2023–Summer Semester 2024. It is subject to change without
notice.
The catalog is intended to complement other university publications including the Student Guide and university website.
It is important for students to be familiar with all university policies and procedures. Students are strongly encouraged to
consult their advisor(s) at least once each semester to be certain they are properly completing degree requirements.
Published 2023
Phone: 612-330-1000
www.augsburg.edu
1
Greeting from the President
I am pleased to know of your interest in Augsburg University’s exciting and innovative graduate programs. You are part of
a select and discerning group of professionals who seek to find a graduate program that combines an excellent
curriculum, a values-based approach to work, a talented and experienced faculty, and program formats that meet the
needs of busy and successful people. Augsburg University’s graduate-level programs in business administration, creative
writing, education, leadership, music therapy, nursing, physician assistant studies, social work, and clinical psychology are
distinguished by the opportunities they provide students to expand decision-making and strategic skills.
Augsburg University is characterized by a strong mission: Augsburg University educates students to be informed citizens,
thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged
community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence
in the liberal arts and professional studies, guided by the faith and values of the Lutheran church, and shaped by its
urban and global settings.
For our graduate programs, this mission helps to shape an innovative educational experience that features an expansive
perspective on social responsibility, economic realities, business initiatives, and environmental sustainability.
At Augsburg University, we believe that our distinctive educational purpose is to help you find your calling, at work and in
the world. Augsburg graduate programs are designed to offer you quality educational experiences, personal attention,
and opportunities to expand your personal and professional talents and skills. We are confident that our graduates are
prepared for leadership in our ever-changing global society, the hallmark of an Augsburg degree.
Sincerely,
Paul C. Pribbenow
President
2
Welcome from the Provost and Senior Vice President of Academic and Student Affairs
Welcome to graduate study at Augsburg University! Augsburg has a long history of preparing our graduates for
leadership in their communities and places of work. Across our graduate programs, students bring perspectives informed
by prior study and experience; acquire specialized knowledge in a discipline or field; engage in collaborative learning;
develop advanced capacities; encounter diverse perspectives and ideas; test theory through real-world experiences; and
equip themselves for the next stage in their vocational journeys.
When you join the Augsburg community, you become part of the Augsburg story—a story of academic achievement,
preparation for professional practice, experiential learning deepened by reflection, demonstrated commitment to equity
and inclusion, and preparation for lifelong learning. We are an institution committed to place, and our
locations—whether in the Twin Cities, Rochester, or beyond—offer opportunities to apply what you learn in the
classroom to the neighborhood, to the local community, and in various urban and rural locations.
Inspired by the faith of our Lutheran founders to be inclusive to the early immigrants who came to Augsburg’s doors, we
are a community of diverse cultures and faiths. Indeed, the diversity of our community helps ensure that our graduates
are uniquely prepared to meet the challenges and opportunities of the 21st century. Our commitment to interdisciplinary
thinking is embodied in our newest academic building on the Minneapolis campus—the Hagfors Center for Science,
Business, and Religion. We ground learning in the best of the liberal arts tradition, ensuring that our students are
prepared not only for their first job but for mid- and late-career success.
While connected through these common commitments, each graduate program has its own distinctive identity and
curriculum. Your program offers a disciplinary home from which you will join a community of faculty, staff, and fellow
students who will collectively extend your network of connections with prospective employers and expand your career
opportunities in the future.
We’re delighted that you’ll be joining us.
Sincerely,
Paula O’Loughlin
Provost and Senior Vice President of Academic and Student Affairs
3
About Augsburg University
At Augsburg University, we believe that graduate education should prepare gifted people for positions of leadership in
their communities and places of work. Augsburg graduates will be able to demonstrate not only the mastery of a major
field of study, but also the ability to apply critical thinking, problem solving, and advanced communication skills in a
collaborative approach within that discipline, thereby engaging others with diverse perspectives in the work of advancing
civic and global initiatives critical for a sustainable future.
The heart of an Augsburg education is the Augsburg mission, informed by the liberal and professional arts and sciences,
to serve our neighbors in the heart of the city and out into the world with faith-based, ethical values. We welcome
students from a diversity of backgrounds and experiences. Our programs also look to the world through international
courses and cultural exchanges.
Mission Statement
Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to
the university motto, “Education for Service,” and mission:
Augsburg University educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible
leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its
life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the
faith and values of the Lutheran church, and shaped by its urban and global settings.
Augsburg Today
Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith
presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wisconsin,
and moved to Minneapolis in 1872. A Rochester, Minnesota, location was added in 1998. A short history of Augsburg
University can be found at augsburg.edu/about/history.
Today, Augsburg continues to reflect the commitment and dedication of its founders, who believed:
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Education should have a solid liberal arts core at the graduate level; this focus centers on the ability to think critically
and broadly about the world and the work we do in it.
An Augsburg education should be preparation for service in community and centers of faith.
The city—with all its excitement, challenges, and diversity—is an unequaled learning environment.
The vision of the university’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.”
Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg
prepares its students to become effective, ethical citizens in a complex global society.
Degrees Offered
Augsburg offers the following graduate degrees:
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Master of Arts in Education
Master of Arts in Teaching
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)
Doctor of Psychology in Clinical Psychology
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Augsburg offers the following dual degrees:
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Bachelor of Arts in Accounting and Master of Arts in Leadership
Master of Arts in Leadership and Master of Business Administration
Master of Social Work and Master of Business Administration
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 fellow students with a variety of work and life experiences. To facilitate this kind of
community interaction, Augsburg encourages students to make use of all university facilities—whether in Minneapolis,
Rochester, or one of Augsburg’s international locations—and to participate in university activities such as music and
dramatic presentations and lecture/speaker events.
Graduate Faculty
The heart of any educational institution is its faculty, and Augsburg University is particularly proud of the excellence and
commitment of its professors. Most faculty hold a doctorate or other terminal degree, and all consider teaching and
service to be the focus of their activity at the university. Faculty are involved in social, professional, and a variety of
research activities, but these support and are secondary to their teaching. Faculty are actively involved in a dynamic
faculty development program that introduces them to best practices in teaching and learning techniques and theories.
Augsburg’s small class sizes encourage its tradition of close involvement between professors and students. Faculty act as
academic advisors and participate regularly in campus activities.
5
Locations
Minneapolis Campus
Augsburg University is located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. The campus is
bordered by Riverside Avenue and Interstate 94, near the University of Minnesota—Twin Cities West Bank campus and
the University of Minnesota Medical Center.
Downtown Minneapolis is just minutes away, providing access to internships and careers with some of the country’s
leading companies, as well as entertainment, arts, sports venues, shopping, dining, and transportation. The campus is
blocks from the Metro Transit Green and Blue light rail lines, which provide easy access to destinations in Minneapolis
and St. Paul, as well as the Minneapolis-St. Paul International Airport.
Rochester Learning Site
Augsburg’s learning site in Rochester, Minnesota, was established in 1998 as a natural extension of the university’s
mission and its expertise in teaching working adults. Graduate degrees and undergraduate majors including business,
education, and nursing are offered in Rochester. Graduate programs in Rochester include the Master of Business
Administration, Master of Arts in Nursing, Master of Arts in Education, and Doctor of Nursing Practice.
The Rochester classrooms and offices are located at Bethel Lutheran Church (ELCA), just a few blocks south of downtown
Rochester. Home to approximately 110,000 residents, Rochester is a city that enjoys a rich ethnic diversity and superior
technological resources. Bethel Lutheran Church is located at 810 3rd Ave SE, Rochester MN 55904.
Augsburg classes in Rochester meet on a semester schedule, with classes taking place on alternating weekday evenings
and on occasional Saturdays, making them accessible to working adults. Students may also take courses within their
program on the Minneapolis campus.
Students at the Rochester site are Augsburg University students. They are supported through an array of e-learning
resources ranging from access to Lindell Library databases to the use of online course management software.
Information about the Rochester learning site is available at augsburg.edu/rochester or by calling the Rochester office at
507-288-2886.
International Locations
Augsburg is enhanced by its global centers in Southern Africa and Latin America. Students can perform research, take
courses, or consult with faculty in those locations to gain new perspectives on their disciplines.
6
Minneapolis Campus Facilities
Instruction facilities and student housing at Augsburg’s main campus are conveniently located near each other. A
tunnel/ramp/skyway system connects the two tower residence halls, the five buildings on the Quadrangle, plus the
Music Hall, Lindell Library, Oren Gateway Center, Hagfors Center, and the Foss Lobeck Miles Center for Worship, Drama,
and Communication.
Admissions Office—The Admissions Office is located on the lower level of Christensen Center.
Anderson Residence Hall (1993)—Named in honor of Oscar Anderson, president of Augsburg from 1963 to 1980, this
residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192 students, as
well as the Center for Wellness and Counseling, the Sabo Center for Democracy and Citizenship, and the Office of
Marketing and Communication.
Center for Wellness and Counseling—The Center for Wellness and Counseling, located in Anderson Hall, offers programs
and services that enhance student learning by promoting personal development and well-being.
Christensen Center (1966)—The university center includes the Admissions Office, a student lounge, the Strommen
Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, the copy center and
mailroom, University Events, Latinx Student Services, American Indian Student Services, Pan-Afrikan Student Services,
Pan-Asian Student Services, Campus Life, LGBTQIA+ Student Services, and the Auggie’s Nest, a meeting place for student
organizations.
Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the
Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use.
Foss Lobeck Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition of
the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also housed
in this complex, which provides space for Campus Ministry; the departments of Theater and Communication Studies,
Film, and New Media; classrooms; and administrative offices (Facilities Management and the Enterprise Information
Systems and Systems and Networking teams in IT).
Hagfors Center (2017) - The Norman and Evangeline Hagfors Center for Science, Business, and Religion houses eight
academic departments (Biology, Business, Chemistry, Physics, Psychology, Religion, and Mathematics, Statistics, and
Computer Science), the office of Undergraduate Research and Graduate Opportunities, the McNair Scholars Program,
and the office of the Dean of Arts and Sciences. The Hagfors Center is the largest academic building on the Augsburg
campus and contains 139,000 square feet of collaborative learning space, including 24 labs and 6,000 square feet of
student-faculty research facilities.
Ice Arena (1974)—Two skating areas provide practice space for hockey and figure skating, and recreational skating for
Augsburg and the metropolitan community.
Kennedy Center (2007)—Completed in 2007 as a three-story addition to Si Melby Hall and named for Dean (’75) and
Terry Kennedy, it features a state-of-the-art wrestling training center, fitness center, classrooms for health and physical
education, and hospitality facilities.
The James G. Lindell Family Library (1997)—This library and information technology center houses all library functions
and is located on the corner of 22nd Avenue and 7th Street. It houses the TechDesk and User Support team in IT and the
Gage Center for Student Success: the Deidre Middleton Office of Academic Advising, the Center for Learning and
Accessible Student Services (CLASS), and TRIO/Student Support Services.
Luther Residence Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story apartment complex
along 20th Avenue, between 7th and 8th Streets, that houses juniors and seniors in units from efficiencies to
two-bedroom suites.
Si 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 Patricia Piepenburg Women’s Locker Room, the Claudia Murray Women’s Soccer Locker Room,
7
the Donny Wichmann Weight Room, the Olivia Dahl/Hoyt Messerer Sport Medicine Center, and general auditorium
purposes. The Ernie Anderson Center Court was dedicated in 2001.
Mortensen Residence Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104
one- and two-bedroom apartments that house 312 upper-class students, the Department of Public Safety, and a lounge
area.
Charles S. Anderson Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two
rehearsal halls, music libraries, practice studios, and offices for the Music department faculty.
Old Main (1900)—Home for the Department of Art and the Department of Languages and Cross-Cultural Studies, with
classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with
architectural details from the past. It is included on the National Register of Historic Places.
Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP®
collegiate recovery program, Institutional Advancement offices, the Alumni Offices, the Master of Business
Administration Program, the Master of Arts in Leadership program, the Master of Fine Arts in Creative Writing program,
and substance-free student housing. It also houses the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art
Gallery, and the Johnson Conference Center.
Science Hall (1949)—Houses the department of Nursing, International Student and Scholar Services, and Administrative
Accounting.
Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment Center (Registrar’s
Office and Student Financial Services), the Women’s Resource Center, classrooms and computer labs, and the
departments of Education and Computer Science.
Sverdrup-Oftedal Memorial Hall (1938)—Built as a residence hall and named in honor of Augsburg’s second and third
presidents, it contains the President’s Office, Human Resources, Norway Hub, the Academic Affairs Office, Student Affairs
Offices, the Christensen Center for Vocation (CCV), and faculty offices for Political Science, History, Philosophy, American
Indian Studies, English, and Sociology.
Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324
first-year students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge,
study, and utility areas.
8
Accreditation, Approvals, and Memberships
Accreditation is a process by which colleges and universities are regularly evaluated by third-party agencies to ensure
they are meeting standards for educational quality for the degrees they offer.
Augsburg University has been continuously accredited since 1954 by the Higher Learning Commission. The Higher
Learning Commission is an institutional accreditation agency that accredits colleges and universities in the United States.
HLC conducts periodic reviews of accredited institutions to ensure they are meeting their standards of quality.
Several degree programs at Augsburg are also eligible for accreditation or approval by specialized agencies that ensure
the quality of those programs in meeting their professional standards. The following Augsburg programs are accredited
or approved by the appropriate agencies.
Agency
Description
Degree Programs
Accreditation Council for Business Schools
and Programs (ACBSP)
Global accreditor for business education
MBA
BA Accounting, Business
Administration (Music
Business), Business
Administration/Economics,
Finance, International
Business, Management,
Management Information
Systems, Marketing
Accreditation Review Commission on
Education for the Physician Assistant
(ARC-PA)
Accredits physician assistant programs
in the United States
MS Physician Assistant
Studies
American Music Therapy Association (AMTA)
Advances the music therapy profession
and approves music therapy degree
programs
BS Music Therapy
Master of Music Therapy
American Chemical Society (ACS)
Scientific organization for advancing
chemistry practice, approves
baccalaureate chemistry programs
BS Chemistry
American Psychological Association
Commission on Accreditation (APA-CoA)
Scientific and professional organization
Doctor of Psychology
for psychology in the United States,
accrediting doctoral programs in clinical,
counseling, and school psychology
9
Commission on Collegiate Nursing Education
(CCNE)
National accreditor for baccalaureate,
graduate, and residency/fellowship
programs in nursing
BS Nursing
MA Nursing
Doctor of Nursing Practice
Council on Social Work Education (CSWE)
National accrediting agency for social
work education in the United States
Bachelor of Social Work
Master of Social Work
Minnesota Board of Nursing
State board that approves nursing
programs and regulates licensure
DNP – Family Nurse
Practitioner
National Association of Schools of Music
(NASM)
National accreditor for undergraduate,
graduate, and other credentials for
music and music-related disciplines
BA Music
BS Music Therapy
Bachelor of Music
Master of Music Therapy
Professional Educator Licensing and
Standards Board (PELSB)
Approves programs in Minnesota that
prepare candidates for teacher
licensure
BA/BS Elementary
Education
BA English as a Second
Language
BA Special Education:
Academic Behavioral
Strategist
(See Education Department
for full list of approved
programs for licensure and
endorsements)
Augsburg University is an institutional member of:
Agency
Description
American Association of Colleges and
Universities (AAC&U)
Advances the democratic purposes of higher education by
promoting equity, innovation, and excellence in liberal education
American Association of Colleges of
Teacher Education (AACTE)
Represents institutions dedicated to high-quality evidence-based
preparation of educators who are ready to teach all learners
American Association of Higher
Education (AAHE)
Dedicated to the advancement of higher education
10
Associated Colleges of the Twin Cities
(ACTC)
Consortium of private liberal arts colleges in the Twin Cities of
Minnesota that shares academic programs and promotes student
exchange
Campus Compact
National coalition of colleges and universities committed to
building democracy through civic engagement and community
development
Council of Independent Colleges (CIC)
Association of independent nonprofit colleges and universities
that provides services to improve the quality of education,
administrative, and financial performance
Lutheran Education Conference of North
America (LECNA)
Promotes cooperation among Lutheran colleges and universities
in the United States and Canada
Minnesota Private College Council
Represents the private liberal arts colleges of Minnesota
National Council of Schools of
Professional Psychology (NCSPP)
Advances the development of the highest quality of graduate
training in professional psychology
Physician Assistant Education
Association (PAEA)
Works to ensure quality physician assistant education
Augsburg University is registered with the Minnesota Office of Higher Education pursuant to sections 136A.61 to
136A.71. Registration is not an endorsement of the institution. Credits earned at the institution may not transfer to all
other institutions.
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Policies
Non-Discrimination Policy
In accordance with applicable federal and state laws, such as Titles VI and VII of the Civil Rights Act of 1964, Title IX of the
Education Amendments of 1972, the Age Discrimination in Employment Act, and the Americans with Disabilities Act and
ADA Amendments, Augsburg does not discriminate on the basis of sex, race, color, national or ethnic origin, religious
belief, age, disability, gender, sexual orientation, gender identity or expression, marital status, familial status, pregnancy,
citizenship, creed, genetic information, veteran status, status with regard to public assistance, membership in a local
human rights commission, or any other legally protected status in its education programs and activities, employment
policies and practices, or any other areas of the university, except in those instances where there is a bona fide
occupational qualification or to comply with state or federal law. Augsburg University is committed to providing
reasonable accommodations to its employees and students with disabilities. (Approved by Board of Regents January
2021)
Title IX
Title IX refers to Title IX of the Educational Amendments of 1972, and it prohibits discrimination on the basis of gender by
institutions receiving federal money. Generally, the Title IX Coordinator is responsible for the development,
implementation, and monitoring of meaningful efforts to comply with Title IX law. This includes overseeing the Title IX
complaint process as well as identifying and addressing any patterns or systemic problems that arise.
For further information, please contact the university’s Title IX Coordinator:
Katie Bishop| Assistant Provost of Academic Affairs and Chief Student Success Officer
Memorial Hall, Room 118A| 612-330-1117| bishopc@augsburg.edu
Additionally, the university has Deputy Officers:
Deputy Officer for Students:
Mike Grewe| Dean of Students
Memorial Hall, Room 118F| 612-330-1499| grewe@augsburg.edu
Deputy Officer for Employees:
Dawn Miller| Director, Human Resources
Memorial Hall, Room 19| 612-330-1216| millerd1@augsburg.edu
Deputy Officer:
Leif Anderson| Vice President and Chief Strategy Officer
Memorial Hall, Room 124| 612-330-1497| andersol@augsburg.edu
The Deputies work with the Title IX Coordinator to identify any patterns or systemic problems that arise and may assist
as investigators of complaints.
Discrimination and Bias Reporting
Augsburg University strives to create a welcoming and inclusive environment for all students, staff, faculty, and guests.
However, like any community, there are times when inappropriate, hurtful, and/or harmful incidents take place. Please
let us know if you, someone you know, or a group within our campus community, has experienced discrimination, bias,
and/or hostility.
Full details of Augsburg’s Discrimination and Bias Policy and related reporting process can be found in the Augsburg
Student Guide.
For more information, contact:
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Joanne K. Reeck
Vice President for Equity and Inclusion | ADA/504 Compliance Officer
612-330-1126 | reeck@augsburg.edu
Family Educational Rights and Privacy Act
The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students regarding
their education records. Each year Augsburg University is required to give notice of the various rights accorded to
students pursuant to FERPA. In accordance with FERPA, you are notified of the following:
Right to inspect and review education records
You have the right to review and inspect substantially all of your education records maintained by or at Augsburg
University. The student must request to review their education records in writing with their signature. The university will
respond in a reasonable time, but no later than 45 days after receiving the request.
Right to request amendment of education records
You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate,
misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that
the record should be changed if Augsburg decides not to alter your education records according to your request.
Right to give permission for disclosure of personally identifiable information
You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information
contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize
disclosure without your permission. One such exception which permits disclosure without consent is for disclosure to
school officials who have legitimate education interests. A school official is a person employed by the university in an
administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel
and health staff); person or company with whom the university has contracted (such as an attorney, auditor, or collection
agent); a person serving on the board of regents, or a student serving on an official committee, such as a disciplinary or
grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate
educational interest if the official needs to review an education record in order to fulfill his or her professional
responsibility.
Right to withhold disclosure of “directory information”
FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may
be released for any purpose at the discretion of Augsburg University without notification of the request or disclosure to
the student.
Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very
carefully the consequences of any decision by you to withhold directory information. Should you decide to inform
Augsburg University not to release Directory Information, any future request for such information from persons or
organizations outside of Augsburg University will be refused.
“Directory information” includes the following:
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The student’s name
The student’s address
The student’s telephone number
The student’s email 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
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The student’s dates of attendance
Previous educational agencies or institutions attended by the student
The student’s photograph
Augsburg University will honor your request to withhold all Directory Information but cannot assume responsibility to
contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that
such information be withheld. The Registrar’s Office must be notified in writing of your intent to withhold your Directory
Information.
Right to complain to FERPA Office
You have the right to file a complaint with the Family Policy Compliance Office, US Department of Education, 400
Maryland Ave. SW, Washington, DC, 20202, concerning Augsburg’s failure to comply with FERPA.
Reporting Educational Information
Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter.
Annual Security Report
The Annual Security Report (ASR) for Augsburg University contains statistics on reported crimes on and near Augsburg
property and campus, as well as institutional policies concerning campus security and crime. The Department of Public
Safety prepares this annual Crime Report to comply with the Jeanne Clery Disclosure of Campus Security Policy and
Crime Statistics Act. The report is available online at www.augsburg.edu/dps/reports. For a printed copy, contact
Augsburg’s Department of Public Safety at 612-330-1717.
Copyright Policy
Augsburg University Graduate Programs follows the terms 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
works, to disseminate them to the public, and to perform and display them publicly. This excludes all proprietary
information.
Professional Licensure Standards Disclosure
For all programs at Augsburg University which have the potential to lead to professional licensure, students are
responsible for contacting the appropriate agency or board to confirm requirements and ensure program compatibility
prior to beginning any course of study. Only licensing agencies or boards can determine whether a student’s program of
study has met requirements. Augsburg University cannot guarantee an individual’s attainment of any professional
licensure or certification, in any field, in any jurisdiction.
Completing an academic program is typically only one aspect of meeting professional licensure requirements. Many
states require that individuals meet additional requirements in order to qualify for licensure, including but not limited to
additional coursework and training, supervised clinical experiences, and successful passage of state or national exams.
Other licensure requirements may include background checks, years of work experience, fingerprinting requirements,
etc. State laws, regulations, and policies governing professional licensure may change at any time.
For more information on your program’s state licensing board and requirements for licensure, please visit the Augsburg
University Professional Licensure Disclosure website.
As a reminder, students are responsible for updating Augsburg University of any changes in address or phone numbers
through Inside Augsburg Records and Registration, or by submitting an Address Change form to the Registrar’s Office.
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Student Rights
The university has adopted a statement of student rights and responsibilities and has provided for due process in the
matter of disciplinary action, grievances, and grade appeal, as outlined in the Augsburg Student Guide, at
inside.augsburg.edu/studentaffairs/studentguide.
Official Notices
A university-provided email account shall be an official means of communication with students, faculty, and staff of
Augsburg University. Students, faculty, and staff are responsible for all information sent to them via the
university-provided email account. Students should regularly check their email 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 email account. Students will also receive official notices via the A-Mail online publication and should routinely
review the A-Mail.
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Admission
All graduate programs require students to hold a bachelor’s degree. Augsburg recognizes degrees from colleges and
universities accredited by institutional accrediting agencies historically known as regional accreditors. Equivalent degrees
from outside the US are also accepted.
All graduate students must submit completed applications. Each graduate program also has additional program
requirements, which may include coursework, professional experience, testing, etc. An admissions representative is
available to assist interested applicants complete any portion of their application. 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.
Augsburg is committed to ensuring the admissions process is accessible for all prospective students. Augsburg
admissions counselors are here to assist students in completing the application process.
Augsburg University asks all applicants for admission and readmission whether they have been convicted of a felony. A
felony conviction does not automatically preclude an applicant from being accepted to Augsburg University. The full
process and policy can be found in the Augsburg Student Guide.
Readmission
Graduate students who have not registered for courses at Augsburg University for two or more semesters must apply for
readmission through the Registrar’s Office to resume attendance. Students who have attended other institutions during
their absence from Augsburg must have an official transcript sent from each institution to the Registrar’s Office.
The last day to receive approval for readmission to the university and register for classes is the Friday prior to the start of
the term. Pending approval by the graduate program, students who left on probation or who were dismissed from the
university must have their readmission application and file reviewed by the program director. (Please consult with
individual programs for information regarding the readmission process).
Non-degree Students
Individuals may take coursework at Augsburg University as a non-degree-seeking student. Non-degree students can
enroll on a space-available basis. Registration dates are included in the university’s Academic Calendar. Admission
requires program director approval, and the student must be in good standing at all previously attended institutions.
Some graduate programs have additional requirements beyond those listed here.
A bachelor’s degree is the minimum requirement for admission. Students who have earned a bachelor’s degree outside
of the United States may need to submit a copy of a foreign credential evaluation from World Education Services (WES),
a member of the National Association of Credential Evaluators (NACES), or an equivalent service that performs a foreign
credit evaluation in order to confirm it is equivalent to a United States bachelor’s degree or greater.
To apply for admission as a non-degree seeking student, submit the completed application and unofficial transcript from
the bachelor’s degree granting institution to the Admissions Office. Some programs may have additional application
requirements.
Non-degree status is conferred for only one term of enrollment. Additional terms require re-application through
Admissions as a non-degree seeking student. Students may count up to 6-8 semester credits earned as a non-degree
seeking student toward an Augsburg University degree with approval from the program director.
Non-degree seeking students who wish to pursue a degree must reapply for admission by submitting the completed
application and official transcript from the bachelor’s degree granting institution, and any additional materials required
by the program.
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International Students
Augsburg University graduate programs encourage qualified applicants from other countries to apply.
An F-1 student is a nonimmigrant who is pursuing a “full course of study” to achieve a specific educational or
professional objective at an academic institution in the United States that has been designated by the Department of
Homeland Security (DHS) to offer courses of study to such students, and has been enrolled in SEVIS (Student and
Exchange Visitor Information System).
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 fulfill Augsburg University’s Graduate Applicant English Language Proficiency Requirement, all applicants must provide
evidence of a sufficient command of both written and spoken English. Non-native English language speakers may be
exempt from this requirement and request a waiver based on the successful demonstration of one of the following
(applicants may be asked to provide official documentation):
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Completion of a previous undergraduate or graduate degree at a college or university within the United States.
Completion of a previous undergraduate or graduate degree at an English-speaking college or university in any
country where English is the sole or dominant language.
Completion of one academic year of transferable college level English courses (e.g.: English 101 and English 102)
at a college or university within the United States, with equivalent grades of a B or higher.
Outside of the waiverable exemptions listed above, prospective international graduate students may demonstrate
English language proficiency through one of the following:
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Test of English as a Foreign Language (TOEFL)
o Minimum score of 80 on the Internet-based TOEFL (iBT) with a sub-score of 20 on the written and 20 on the
speaking sections. (The Augsburg University TOEFL code is 6014.)
o Score of 8.5 or better on the TOEFL Essentials exam.
International English Language Testing System (IELTS)
o Score report of 6.5.
Duolingo English Exam
o Score of 105.
Score reports must be sent to Augsburg directly from the testing center. Score reports must be for exams completed
within the last two years. Please contact your Admissions representative to inquire about any tests not reflected here.
Foreign Credential Evaluation (including transcripts from all institutions outside of the United States)
Augsburg requires foreign credential evaluation for any transcript(s) from an institution outside of the United States. This
evaluation should include the following:
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Analysis of credentials to determine if the degree is equivalent to a US bachelor’s degree
Verification that 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.
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Calculation of grade point average to demonstrate your cumulative grade point average using the standard US
grading system, i.e., A=4.0, B=3.0, C=2.0, D=1.0, F=0.0.
Translation to English (if applicable)
The evaluation report must be sent directly to Augsburg’s Office of Admissions. Refer to World Education Services at
www.wes.org or member of the National Association of Credential Evaluators (NACES) at www.naces.org for
information on how to obtain a foreign credential evaluation.
Augsburg may waive the foreign credential evaluation if an official transcript provides sufficient information to determine
credit and degree equivalency. This includes but is not limited to students who have earned a Master's level degree or
higher in the United States and those who have completed coursework as part of a study abroad experience.
Non-degree seeking students may submit an unofficial transcript as part of their non-degree application. However,
depending on the course of study, Augsburg may request an official transcript and 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
permanent resident. All financial documents such as bank statements must be dated within three months prior to the
date of application.
Health Insurance (F-1 Applicants Only)
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 must be enrolled in 3 credits to be considered half-time and 6 credits to be considered full-time.
Exceptions exist for students in the Clinical Psychology program. See the Doctor of Psychology catalog section for details.
Tuition and Fees
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Doctor of Nursing Practice (DNP)
Doctor of Psychology (PSYD)
Master of Arts in Nursing (MAN)
Master’s-level Education (MAE/MAT)
Master of Arts in Leadership (MAL)
Master of Fine Arts (MFA)
Master of Social Work (MSW)
Master of Business Administration (MBA)
Master of Music Therapy (MMT)
Master of Science in Physician Assistant (MPA)
$1,015 per 1.0 credit
$1,220 per 1.0 credit + $40 per term program fee
$813 per 1.0 credit
$562 per 1.0 credit
$814 per 1.0 credit
$755 per 1.0 credit
$758 per 1.0 credit
$642 per 1.0 credit
$934 per 1.0 credit
$922 per 1.0 credit (effective Summer 2023-Spring 2024)
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.
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 email. All statements are available online
through AugNet’s Records and Registration site. Payments can be made online at
www.augsburg.edu/studentfinancial/make-a-payment. Augsburg may charge late fees and interest on delinquent
accounts. Review the full policy regarding past due balances online at www.augsburg.edu/studentfinancial/disclosure
Payment Options
Augsburg University offers payment plan options for all students. Information about payment plans is available online at
www.augsburg.edu/studentfinancial/payment-plans-and-discounts.
Payment Policy
Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each
academic term. “Term Fees” include tuition, room and board charges and other fees initiated during your time as a
student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or
employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the
Augsburg University Tuition Refund Policy.
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Augsburg accepts the following forms of payment:
Cash
Students and guest payers may make cash payments in-person at the Enrollment Center. Cash should never be
mailed. Students will receive a receipt of their cash payment.
Check
Students and guest payers may pay their term fees via check either in-person at the Enrollment Center, through mail, or
online using e-check/ACH. A $30 NSF Fee will be added for any payment returned by the bank for Non-Sufficient Funds. A
receipt will automatically be sent electronically for any online payments. Students who pay in-person or through mail
may request a receipt of the check payment.
Credit Card/Debit Card
Students and guest payers may make student account payments online with a Visa, MasterCard, Discover, or American
Express credit card. As of June 10th, 2016, Augsburg will no longer accept credit card or debit card payments in-person,
over the phone, or through the mail. Credit cards will only be accepted online via Cashnet, a vendor contracted by
Augsburg.
Because Cashnet charges Augsburg for their services, a credit card service fee of 2.75 percent will be associated with any
credit card payment made to the university. This is to offset the approximately $250,000 in costs that Augsburg accrues
annually for providing credit card payment options to our students. Augsburg will not receive any part of the service fee
and will not be profiting from it.
Financial Aid
All students who wish to be considered for financial assistance must reapply each year. In addition to reapplying for aid,
students must make satisfactory academic progress toward the attainment of their degree or certificate as stipulated in
the Satisfactory Academic Progress (SAP) section of this catalog.
Financial assistance awarded through Augsburg may be a combination of grants and loans. The university cooperates
with federal, state, church, and private agencies in providing various aid programs.
The Free Application for Federal Student Aid (FAFSA) helps determine the amount of assistance for which a student is
eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent
family members, other educational expenses, retirement needs, and special considerations.
Types of Aid
A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant
(except as noted).
Institutional Grants/Discounts
Augsburg offers grants/discounts for a variety of different students. Specific information about the different grants and
scholarships, along with eligibility requirements, can be found online at
augsburg.edu/studentfinancial/financial-aid/graduate-financial-aid/.
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.
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Federal Unsubsidized Direct 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)
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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 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
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Minimum GPA Requirements - Graduate Students must maintain a minimum 3.00 cumulative GPA based on the
entire academic record.
Minimum Credits Completed - Graduate Students must earn a cumulative 66.67% of the credits attempted based
on the entire academic record. A completed credit has a grade of A – D- or P. Credits earned and completed will
include accepted cumulative transfer credits as defined by the Registrar’s Office. Unsatisfactory grades “W
(withdrawn),” “I (Incomplete),” “F/FN (Zero),” and “N (Not Passing)” are counted towards the cumulative
attempted credits. Repeated and remedial courses are not counted towards the cumulative attempted credits.
Maximum Time Frame - To demonstrate academic progress, graduate students must complete their degree
objective within 150% of the length of the program (varies per 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.
GPA Calculation
Refer to the Evaluation and Grading section of this catalog.
Minimum Credits Completed
Students must earn a cumulative 66.67% of the credits attempted based on the entire academic record. A completed
credit is any credit with a grade of A to D-, or P. Credits earned and completed will include accepted transfer credits.
Grades of “W (Withdrawn)”, “I (Incomplete)”, “X (Extension)”, “F”, “FN (Failed for Non-Attendance)”, and “N (Not
Passing)” are counted towards the cumulative attempted credits. The credits associated with grades that have not been
submitted when SAP is run will count against completion rate.
Repeat courses are not counted towards the cumulative attempted credits.
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
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form of financial aid. A student on Financial Aid Suspension may submit an appeal to reinstate their financial aid.
Financial Aid Suspension will conclude when the student meets SAP standards, or successfully appeals.
Financial Aid will be suspended when a student placed on Financial Aid Suspension does not meet SAP standards.
Because grades may not be available before the beginning of the next scheduled term, it is possible that financial aid
may be disbursed to a student before the review can be conducted. In the event that a student is found to be ineligible
for the financial aid that has been disbursed due to a failure to meet one of the Standards, the aid that was disbursed will
be canceled, and returned to the appropriate program(s).
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 placed 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 student 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 are placed on Financial Aid
Suspension and are no longer eligible for financial aid.
[1] Include all degree seeking students in both the Undergraduate Day and Augsburg for Adults, and all Graduate
programs.
[2] Financial Aid is defined as: Augsburg Institutional Aid, Federal Title IV funding, and Minnesota
State Financial Aid programs.
Student Account Financial Disclosure
Students at Augsburg University are obligated to pay Term Fees and additional charges when they register for each
academic term. “Term Fees” include tuition, room and board charges and other fees initiated during your time as a
student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or
employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the
Augsburg University Tuition Refund Policy. Statements and account history are available online through AugNet Records
and Registration.
Augsburg University may require someone to co-sign on the students’ obligations in special cases, such as when a
student has a history of late or missed payments. When a co-signer’s signature is required, both students and co-signers
are responsible for payment of all costs incurred (including collection costs and fees of any collection agency and/or
attorney, if applicable) and all other conditions outlined on the Student Account Financial Disclosure.
Results of Balances Not Paid in Full
Augsburg may charge late fees and interest on delinquent accounts. Missed or late payments will be subject to a late
payment charge and/or a finance charge on the overdue balance from the date the balance was due until payment in full
is received. If your account is not paid in full on the first day of the term, finance charges at the rate of 8% per year
(.67% per month) will be added onto your student account balance. For example, this means that for every $1,000
owed you will receive $6.70 a month in finance charges. A $30 NSF Fee will be added for any payment returned by the
bank for Non-Sufficient Funds.
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Past Due Accounts
If the student does not set up a formal payment plan with Augsburg’s Student Financial Services department, Augsburg
reserves the right to demand payment of the entire balance owed by that student and to take steps to collect it.
Augsburg may cancel the student’s registration, prevent the student from registering for future terms, withhold
transcripts or diplomas, remove the student from on-campus housing, turn the student’s account over to a collection
agency or take legal action to collect any past due balance. Each student authorizes Augsburg to release financial
information about her or his account and other pertinent information such as address and phone number to third parties
who are dealing with the collection of the account balance. By providing us with a telephone number for a cellular phone
or other wireless device, you are expressly consenting to receive communications – including but not limited to
prerecorded or artificial voice message calls, text messages, and calls made by an automatic telephone dialing system –
from us and our affiliates and agents at that number. This express consent applies to each such telephone number that
you provide to us now or in the future and permits such calls regardless of their purpose. Calls and messages may incur
access fees from your cellular provider. Each student also agrees to reimburse Augsburg University, or its agents, the fees
of any collection agency, which may be based on a percentage at a maximum of 40% of the debt, and all costs and
expenses, including reasonable attorneys’ fees, we incur in such collection efforts. Please note that, due to the
Bankruptcy Reform Act, educational benefits are generally exempt from discharge under bankruptcy. The terms of this
agreement remain in effect until all Term Fees and other charges are paid in full.
Financial Policy
Registration is permitted only if the student’s account for a previous term is paid in full or if the student is making
scheduled payments in accordance with an approved payment plan.
Augsburg University will not release student academic transcripts until all student account charges are paid in full or, in
the case of student loan funds administered by the university (Federal Perkins Student Loan), are current according to
established repayment schedules and the loan entrance and exit interviews have been completed.
Tuition Refund
Students are eligible for a 100% tuition refund for any courses they drop without notation through the date labeled “Last
day to drop without a ‘W’ grade & 100% refund – Full Semester class” on the Academic Calendar. After this date,
students are no longer eligible for any refund of tuition unless they withdraw from all of their courses. This policy is
effective whether or not a student has attended classes.
Students withdrawing from all of a term’s courses may receive a 50% tuition refund when they withdraw by the date
labeled “Last day to withdraw with 50% refund – Full Semester class” on the Academic Calendar.
Students are responsible for canceling courses through the Registrar’s Office (or online) in order to be eligible for any
refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for
all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations
are based on the date that the drop/add form is processed.
Medical Refund
If a student is forced to withdraw from one or more courses in a term due to illness or an accident, a request for a
medical refund should be made through the Academic/Financial Petition. Petition forms are available through the
Registrar’s Office website. An extra medical refund may be granted by the Committee upon submission of
documentation from the attending doctor, on letterhead, verifying the medical circumstances.
Unofficial Withdrawal
Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be reviewed.
If courses are not completed (e.g., unofficial withdrawal, stopped attending), the university is required to refund financial
aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date of
attendance. Students are responsible for the entire cost of the term including the portion previously covered by financial
aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal. If there are
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extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition forms are available
online through the Registrar’s Office website.
A student who registers, does not attend any classes, and does not withdraw may petition to withdraw retroactively. The
student must petition within six months of the end of term and provide proof of non-attendance. Proof can include, but
is not limited to, statements from each instructor that the student never attended, or documentation of attendance for
the term at another college or university. If approved, grades of W will be recorded and tuition charges for the term will
be replaced with an administrative cancellation fee of $300.
Financial Aid Policy
Financial aid such as federal, state, and institutional grants and scholarships are awarded based upon the total number of
registered credits on the “Last day to add with faculty signature – Full Semester class” as noted on the Academic
Calendar. Students must register for internships, Time 2 classes, and ACTC classes before the “Last day to add with
faculty signature-Full Semester class”. Financial aid will not be adjusted for classes added after this date.
Students must earn the financial aid they are awarded each semester by actively attending and participating in classes
throughout the semester. Financial aid is recalculated when students do any of the following: drop classes without a “W”
grade, fail to begin classes, cease to attend classes, fail all classes, or fully withdraw from all classes.
Financial Aid – Return of Title IV Funds Policy
Students must earn the financial aid they are awarded each semester. A student can earn their aid by attending classes.
Augsburg must always return any unearned Title IV funds it is responsible for returning within 45 days of the date the
school determined the student withdrew.
The withdrawal date used in the return to title IV calculation of a student’s federal financial aid is the actual date
indicated on the official withdraw record. If a student stops attending classes without notifying the university, the
withdrawal date will be the last date of academic activity determined by the university.
Federal/State Aid Adjustments
Augsburg is required to return unearned federal/state aid for students who fully withdraw from their courses. The Return
to Title IV calculation is based on the total number of days in the semester compared to the total number of days that a
student attended classes before the last date of attendance. If the student receives more aid than they ‘earned’, then the
‘unearned portion’ of the student’s aid must be returned to the U.S.Department of Education. After 60% of the term has
passed, students are eligible to keep all of their federal/state aid. If you are planning to completely withdraw from your
courses, please see a Student Financial Services counselor to determine what aid may need to be returned.
Financial aid will be returned to the aid program from which it came. If returned to a loan program, your outstanding
balance will be reduced by the amount of the return. Aid will be returned in the following order:
1. Unsubsidized Direct Loan
2. Direct Graduate PLUS Loans
3. TEACH Grant
Institutional Aid Adjustments
Augsburg will return institutional aid for students who partially withdraw or fully withdraw from courses. If students
withdraw from their courses they will receive a 50% tuition refund and 50% of their institutional aid will be removed. If a
student withdraws after the last day to receive a tuition refund, there will be no adjustment to their institutional aid.
Post-Withdrawal Disbursement
If a student earned more aid than was disbursed to him/her, the student may be eligible for a post-withdrawal
disbursement. Augsburg’s financial aid office will notify the student in writing if he/she is eligible for a post-withdrawal
disbursement of Title IV loan funds.
24
A student or parent borrower must first confirm in writing whether he/she accepts/declines all or some of the loan funds
offered as a post-withdrawal disbursement. A post-withdrawal disbursement of Federal grant funds does not require
student acceptance or approval. The university will seek the student’s authorization to use a post-withdrawal
disbursement for all other educationally related charges in addition to tuition and fees.
Credit Refund
Augsburg students may be eligible to receive a credit refund if their financial aid exceeds tuition and fee charges for a
term. Credit refunds are issued within two weeks after the last day to drop courses without recorded notation. Financial
Aid needs to be finalized (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 $750 to their student account.
Please plan ahead and purchase books and supplies before the scheduled cut off dates; plan ahead for courses that start
midterm as you will be unable to charge anything to your student account after the cut-off date.
Students’ accounts will be billed for only what was spent on their bookstore accounts before credit refunds 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 $750 in one term, you have enough financial aid to cover the
additional costs, and you would like to charge the additional amount to your student account, please send the following
information to Student Financial Services (studentfinances@augsburg.edu). All requests need to be in writing.
Subject: Request for additional funds
Full Name:
Student ID number:
Additional request:
Students will receive an email 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.
25
A borrower’s eligibility is based on the student’s self-certification on the Free Application for Federal Student Aid (FAFSA).
Convictions that are reversed, set aside or removed from the student’s record, or a determination arising from a juvenile
court proceeding do not affect eligibility and do not need to be reported by the student.
A student who is convicted of a drug-related offense that occurred while the student was enrolled in school and receiving
Title IV aid loses Title IV eligibility as follows:
For the possession of illegal drugs:
First offense: one year from the date of conviction.
Second offense: two years from the date of the second conviction.
Third offense: indefinitely from the date of the third conviction.
For the sale of illegal drugs:
First offense: two years from the date of conviction.
Second offense: indefinitely from the date of the second conviction.
A school must provide a student who loses Title IV eligibility due to a drug-related conviction with a timely, separate,
clear, and conspicuous written notice. The notice must advise the student of his or her loss of Title IV eligibility and the
ways in which the student may regain that eligibility.
Regaining Eligibility after a Drug Conviction
A student may regain eligibility at any time by completing an approved drug rehabilitation program and by informing the
school that he or she has done so. A student regains Title IV eligibility on the date he or she successfully completes the
program. A drug rehabilitation program is considered approved for these purposes if it includes at least two
unannounced drug tests and meets one of the following criteria:
●
●
●
●
The program received or is qualified to receive funds directly or indirectly under a federal, state, or local government
program.
The program is administered or recognized by a federal, state, or local government agency or court.
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.
26
Student Resources/Academic and Support Services
Lindell Library Resources
The James G. Lindell Family Library is home to a collection of almost 400,000 books, more than half of which are ebooks
that can be read online or downloaded at your convenience. Students also have access to millions of journal articles,
over 60,000 streaming videos, nearly 200 databases, and a wide assortment of movies on DVD or VHS. Lindell also
houses significant collections of juvenile literature and K-12 curriculum materials, as well as the university’s archives and
special collections. Our digital collections include full runs of campus publications such as The Augsburgian, The Echo,
and Murphy Square as well as numerous audio and video recordings documenting the university’s history.
If that still isn’t enough, Lindell Library offers an interlibrary loan (ILL) service free of charge. Augsburg students can
borrow any type of research material - books, journal articles, videos, music scores, and more - from almost any library in
the world and these materials will be delivered directly to Lindell Library at no cost to you.
Research Support
Research help is always available, either online or in person, at Lindell Library’s Learning Commons. Our research guides,
available on the library’s website, provide access to key research materials on topics as wide-ranging as health and
physical education, film studies, computer science, or music therapy. Students can set up individual research
consultations with a librarian at Lindell’s Learning Commons desk, by phone at 612-330-1604, by email at
refdesk@augsburg.edu, or chat with an expert 24/7 through our Ask-A-Librarian service at library.augsburg.edu.
Other Cool Stuff
Libraries are more than just books and databases, they are places to gather for collaborative research or quiet study and
reflection. At Lindell Library, you can do both. Ten group study rooms are available on the top floor of Lindell Library, and
can be reserved up to two weeks in advance. The lower level is a designated quiet study space for those who prefer to
work alone. Whether working on individual research or a large group project, Augsburg students can check out all sorts
of equipment from the Library’s Circulation Desk, including laptops, cameras, microphones, and other AV equipment.
If your research takes you off campus or you just want to explore the Twin Cities, you can check out a bike or a
MetroTransit Go-To Card for use on buses and the light rail. Both are available at no cost.
The staff at Lindell Library are eager to help you with all your research needs. Stop by anytime that the library is open
(hours are always posted on the library’s website), or contact us at:
library.augsburg.edu
refdesk@augsburg.edu
612-330-1604
Information Technology Services
Augsburg University has built a reputation as a leader in its commitment to provide students with relevant and timely
access to information technology and training. Visit the Student Technology website, inside.augsburg.edu/techdesk, for
more on Information Technology at Augsburg.
Computing
Students have access to more than 200 on-campus computers. Both PC and Macintosh desktop computers are available
in the Lindell Library Learning Commons and computer lab, and in the 24-hour Urness computer lab. The university has
four computer classrooms, 40+ technology-enhanced classrooms and nine video conferencing-enabled classrooms. The
circulation desk in Lindell Library has over 100 laptops available for use in the library.
Several computer clusters are available for more specific student use within academic departments. A high-speed fiber
optic campus network provides access to AugNet online services, printing, and to the internet. Network-ready student
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 support
for students with documented learning disabilities, autism, ADHD, mental health conditions, traumatic brain injury,
sensory and physical disabilities, as well as those with temporary disabilities. CLASS has been recognized as a leader in its
field, ensuring these students have equal access to Augsburg’s programs and services. Its mission reflects Augsburg’s
commitment to providing a rigorous and challenging, yet supportive, liberal arts education to students with diverse
backgrounds, abilities, preparations, and experiences.
Each term, Disability Specialists work directly with students to develop a plan for equal access to Augsburg courses,
programs, activities, and facilities. Students have the option to meet regularly with their specialist, and discussions may
include:
●
●
●
●
●
Accommodations for testing and coursework (e.g., extended time, audio books)
Referrals to other campus resources (e.g., tutoring, student technology assistance, academic advising,
counseling, financial aid)
Training and use of assistive technology through the Groves Accommodations Lab
Coaching on academic, organizational, and time management skills
Campus living accommodations
The Disability Specialists may also consult with instructors, academic advisors, and other members of the faculty, staff, or
administration as they work to facilitate equal access for each student. Taking advantage of these accommodations and
services, however, remains the student’s responsibility.
Any Augsburg student who wants to establish eligibility for accommodations and services should schedule a meeting
with a Specialist to discuss their needs.
Academic accommodations are intended to ensure access to educational opportunities for students with disabilities and
may not fundamentally alter the basic nature or essential components of Augsburg’s courses or programs.
The services and technology provided by CLASS are enhanced by the generous support of the Gage, Groves, and Klas
families. For further information, call 612-330-1053, visit www.augsburg.edu/class, or email class@augsburg.edu.
International Student and Scholar Services (ISSS)
ISSS is responsible for advising degree-seeking international students and exchange students. Members of the ISSS team
serve as Designated School Officials (DSO) for the university’s F-1 student visa program and as Responsible Officer (RO)
for the university’s J-1 student/scholar exchange program. A DSO ensures institutional and individual compliance with
the law and government policies pertaining to F-1 students. The RO ensures institutional and individual compliance with
the law and government policies pertaining to J-1 exchange students and scholars. ISSS advises students regarding the F
and J regulations so that students maintain their F or J immigration status, as well as providing support for international
students in adjusting to life in the U.S. and in achieving their academic goals.
Examples of ISSS responsibilities include:
●
●
●
●
Advising students in all areas related to F and J immigration regulations
Advocating on policy matters affecting international students
Advising the International Student Organization
Making referrals and providing guidance on issues related to health insurance, taxes, banking, and acquiring a
driver’s license, MN State ID or social security card
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Academic Policies and Procedures
Academic Calendars
All graduate programs meet on a semester calendar. The Academic Calendars can be found at
www.augsburg.edu/registrar. All academic calendars are subject to change without notice.
Academic Policies
The university and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the
American Association of University Professors and the Association of American Colleges.
Academic Honesty
A university is a community of learners whose relationship relies on trust. Honesty is necessary for the functioning of the
Augsburg University community. Academic dishonesty destroys the trust necessary to the functioning of this community
and is, therefore, abhorred and prohibited.
In its 1990 "Statement on Plagiarism," The American Association of University Professors (AAUP) Committee B on
Professional Ethics notes that one form of academic dishonesty, plagiarism, "is theft of a special kind [in which] a fraud is
committed upon the audience that believes those ideas and words originated with the deceiver. Plagiarism is not limited
to the academic community but has perhaps its most pernicious effect in that setting. It is the antithesis of the honest
labor that characterizes true scholarship and without which mutual trust and respect among scholars is impossible."
It is, of course, necessary that academic dishonesty be defined so that all concerned will know their responsibilities. The
following guidelines are intended to help define academic honesty policies and describe the process involved in assuring
adherence to these policies.
These policies and definitions are included in the Augsburg University Student Guide and the Augsburg University Faculty
Handbook. Faculty members are encouraged to call attention to the policy in their syllabi and introductions to their
courses and to note in their syllabi any specific concerns, additions, or penalties particular to their courses. Nevertheless,
it remains the responsibility of students to have read and understood these definitions and policies. Students who do not
understand these definitions and policies should seek assistance from their professors, Office of the Provost, Academic
Deans, or Dean of Students.
Definitions
1. Plagiarism. Plagiarism is probably the most common and obvious form of academic dishonesty. Plagiarism is
defined in the Student’s Book of College English by Skwire and Chitwood (Encino California: Glencoe Publishing
Co., 1975) as follows:
Plagiarism is the use of facts, opinions, and language taken from another writer without acknowledgment. In its
most sordid form, plagiarism is outright theft or cheating; a person has another person write the paper or simply
steals a magazine article or section of a book and pretends to have produced a piece of original [work]. Far more
common is plagiarism in dribs and drabs; a sentence here and there, a paragraph here and there. Unfortunately,
small-time theft is still theft, and small-time plagiarism is still plagiarism. For your own safety and self-respect,
remember the following rules - not guidelines, rules:
a. The language in your paper [or oral presentation] must either be your own or a direct quote from the
original author or source. If a direct quote, the original author or source must be properly cited.
b. Changing a few words or phrases from another writer's work is not enough to make the writing “your
own.” (See “a” above.) The writing is either your own or the other person's; there are no in-betweens.
29
c. Footnotes or citations acknowledge that the fact or opinion expressed comes from another source. If the
language comes from another source, quotation marks are necessary in addition to a footnote or
citation. Other methods of indicating use of a direct quotation such as indentation are acceptable if they
are commonly recognized.
d. A writer may not avoid a charge of plagiarism simply because the work from which material has been
used is included in a citation somewhere in the writing. Each occurrence of the use of another person's
work must be cited.
2. Other Forms of Academic Dishonesty. Other forms of academic dishonesty include the following:
a. Using external assistance in the completion of course assignments and examinations unless such
assistance has been specifically authorized by the instructor. Such activities as the use of "cheat sheets,"
looking at another student's answers during a test, and using unapproved resources are forbidden.
Assistance requiring instructor authorization might include but is not limited to use of technology (e.g., a
calculator, phone, the internet, forms of artificial intelligence), use of books or notes during an
examination, using professionally prepared materials, or having another person make specific
suggestions for changes and corrections on an assignment. It is, for example, acceptable for a reader to
suggest that a paragraph is unclear or needs more detail; it is unacceptable to offer specific rewording or
details for inclusion. Use of official University tutors or the Writing Lab for assistance is not ruled out by
this section unless specifically forbidden by the instructor.
b. Handing in material for course assignments that has been, in large part, used to meet requirements in
other courses without gaining previous permission of the instructor.
c. Presenting as one's own work what has been done wholly or in part by another person or a professional
service without gaining the previous permission of the instructor. This prohibition includes but is not
limited to allowing another person to conduct research or select written materials that will be used to
complete an assignment, using a paper or assignment prepared by another student as an assignment in
a previous course, using papers prepared by other individuals ( found on the internet or elsewhere) or
generated through the use of artificial intelligence that may be submitted in whole or in part or used as
the basis of a rewritten paper.
d. Failing to acknowledge that work has been done collaboratively. It is dishonest to work with another
student or several students on a single project that will be multiplied and turned in separately as if it
were the work of each individual alone.
e. All collaborators on a project must be explicitly identified. This prohibition is not intended to discourage
appropriate collaborative work but to emphasize that collaboration must be acknowledged.
f.
Fabricating research in the completion of assignments. This prohibition includes but is not limited to
entirely or partially fabricating scientific research results or inventing information or citations for use in
completing assignments.
g. Interfering with the work of another student. It constitutes academic dishonesty to hinder the work of
another student by stealing, destroying, changing, or otherwise interfering with that student's
accomplishment of academic assignments. This prohibition involves but is not limited to such things as
stealing or mutilating library materials or other academic resources.
h. Knowingly assisting another student to engage in academic dishonesty constitutes itself a form of
academic dishonesty. Assisting in academic dishonesty includes but is not limited to such things as
permitting another student to complete an assignment where such assistance is not authorized by the
instructor, giving another access to a completed assignment which that student will submit as her or his
own work, allowing another student to copy during an examination, or offering information to another
during an examination.
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Sanctions and Procedures
1. At the beginning of each course, professors will spend some class time explaining any areas of the Augsburg
University Academic Honesty Policy which have particular relevance to a specific application in the course, or the
policy will be detailed in the syllabus. It is assumed that students know and understand the Academic Honesty
Policy. If you have questions, it is your responsibility to get information from the faculty member. Professors may
or may not have you sign a statement acknowledging your understanding of the statement at one or more times
during the term. The statement reads:
I have read and understand the policies of Augsburg University regarding academic honesty. I understand how
they apply to this course, and I pledge myself to abide by the policies and work to create an atmosphere of
academic integrity on the campus.
2. A faculty member who makes a determination of academic dishonesty will meet privately with the student
involved to discuss the charge and the penalty. This meeting is intended to give the student the opportunity to
understand the reason for the determination and to learn from the experience. It is also intended to give the
professor the opportunity to gain information that may be useful in understanding the student's behavior and in
deciding upon the penalty. In the event that such behavior occurs after the completion of classes (e.g., a term
paper handed in near the end of classes), the professor may notify the student in writing.
3. Even the first occurrence of academic dishonesty by a student may result in a severe penalty. The definitions
above rather than any consideration of the student's intentions will be the determining factor in a judgment of
academic dishonesty. Intention may be considered in determining the penalty.
4. Penalties imposed by the professor may include a "zero" or failing grade on the assignment or examination which
involved the dishonesty, other academic penalties as outlined in the syllabus for the course or other statement of
policies distributed by the professor, forced withdrawal from the course, or failure in the course.
5. Faculty members have a responsibility to inform the Provost’s Office in writing of a determination of academic
dishonesty. This report will include the name of the student involved; a brief description of the event, including
supporting documentation, such as a research paper with plagiarized passages; and a description of the penalty.
This material will be kept on file in the Provost's Office under the student's name and the appropriate Academic
Dean will be notified. It will not become part of a student's regular academic record and will not be released to
anyone off campus.
6. If it has been determined that a student has violated the Academic Honesty Policy, the student may not drop or
withdraw from the course. If a student drops or withdraws from a course before an academic honesty decision
has been adjudicated, the course will be reinstated to allow for the decided disciplinary action to take place.
7. A single serious infringement of academic honesty or recurrent incidents of dishonesty may result in temporary
or permanent dismissal from the University or withholding of the degree. Permanent dismissal may be notated
on the student's transcript. Students may be asked to meet with the faculty member(s) involved, Dean of
Students, Academic Dean, and/or Associate Provost to provide additional information about the incident. If a
student fails to attend this meeting, a decision on penalties will be made without the student’s input. Such
penalties will be determined by the Academic Dean and the Dean of Students.
Appeals
A student who thinks that a determination of academic dishonesty has been made incorrectly or that a penalty has been
too severe may appeal the decision or the penalty. Ordinarily, the student will appeal first to the chair of the department
in which the course is taught (or with the Division Chair if the Department Chair is also the instructor). If the issue is not
resolved, the student may appeal to the appropriate Academic Dean by completing the General Student Concerns Form .
Decisions made by the Academic Dean will be considered final.
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Evaluation and Grading
Evaluation of academic performance is based on letter grades using an A ‐ F scale. Grading option cannot be changed
from traditional (A - F) to Pass/No Credit.
Explanation of grades:
Grade
A
AB+
B
BC+
C
CD+
D
DF / FN
P
N
Grade Points
4.00
3.67
3.33
3.00
2.67
2.33
2.00
1.67
1.33
1.00
0.67
0.00
0.00
0.00
Description
Failure
Pass*
No Pass
*The letter equivalent of a P grade is a B / 3.0 or higher for graduate courses.
Pass/No Pass Grades
In graduate courses, the grading option cannot be changed from the traditional A ‐ F grading scale to the Pass/No Pass
grading system.
Some graduate courses only use the Pass/No Pass grading system. In order to receive a grade of P, students must achieve
at least a grade of B.
Incomplete (I) Grades
Incomplete grades (I) are to be given only in the case of extreme emergency (e.g., illness, family emergency, death in the
family, military commitment). If you have any questions regarding the qualifying emergency please contact your
instructor 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 and program director’s signatures. 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 (including summer) 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 an F.
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
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maintained. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not
longer than one year). An instructor has the right to not grant an extension where satisfactory progress is not
demonstrated. If the course is not completed, a grade of F will be assigned.
Withdrawal (W) Grade
A course is given a grade of W (withdrawn) when a student withdraws from the course after the deadline for dropping
classes without a W grade and before the last day to withdraw. Withdrawals negatively impact credit completion rate but
do not negatively impact the grade point average.
Repeated Courses
A course in which a grade of F, FN, D-, D, D+, C-, C, C+, B-, or N has been received may be repeated for credit. Courses in
which higher grades have been earned may not be repeated for credit and a grade, but may be audited (exceptions are
made for academic programs with minimum grade requirements of a B+ or higher or other catalog policies that require a
course to be retaken). All courses taken each semester and grades earned, including W and N, will be recorded on the
academic record. Only the credits and grades earned for the most recent attempt, for legitimately repeated courses, are
counted toward graduation and in the grade point average. Courses completed at Augsburg University must be repeated
at Augsburg to be included in the repeat policy.
Auditing Courses
Students who wish to take courses without credit or grade may do so by registering for Audit (V) on a space-available
basis. Graduate students will be charged an audit fee of $1,000. The signature of the instructor is required to register an
audit. Students who audit a course should confer with the instructor within two weeks of the beginning of the term to
determine expectations, attendance, and any other requirements. If expectations have been met, the course will be
listed on the transcript with a V grade. If expectations have not been met, the course will be listed with a grade of W.
Audited courses do not count towards graduation.
Grade Point Average
The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade
points for work transferred from other institutions.
The formula for calculating the GPA = Total grade points divided by number of credits attempted with A to F grades
assigned.
The following grading symbols are not included in the GPA calculation:
Symbol
P
S
N
V
W
I
X
IP
R
GRT
L
NG
Explanation
Fall 2017 to Present: Pass, C- or higher undergraduate or B or higher graduate work;
Prior to Fall 2017: Pass, 2.0 or higher undergraduate or 3.0 or higher graduate work
Satisfactory
No pass, no credit
Audit, no credit
Withdrawn
Incomplete
Extension, incomplete
In progress
Repeat
Credit granted
Required lab component (a credit-bearing grade was earned in the corresponding
lecture course)
Not graded, no credit
33
Final Grade Appeal Procedure
Students are entitled to full and clear explanations of their grades. The instructor of each course has authority over all
academic matters pertaining to that course, including (but not limited to) establishing requirements, assigning grades,
and communicating the reasons for those grades to the student.
A student who believes that a final course grade is incorrect or has been inappropriately influenced by nonacademic
factors has the right to appeal that course grade. Ordinarily, the student will appeal first to the instructor; then, if the
grievance is not resolved, to the chair of the department in which the course is taught. If a student does not feel
comfortable approaching the faculty member directly, they may discuss their concerns and potential interest in
appealing with the chair of the department (or with the Division Chair if they are uncomfortable with the Department
Chair). If the grievance is not resolved, the student may appeal to the appropriate academic dean through the formal
appeal process. To the extent possible, grade appeals should adhere to the timelines and steps detailed in the
procedures below.
Augsburg University is committed to addressing concerns about student grades fairly and without significant delay.
Whenever possible, we hope that grade appeals can be resolved informally. As such, the informal appeal should be
completed before moving to a formal appeal.
Step 1: Informal Grade Appeal / Initial Consultation with Faculty Member
The student should send an email to the instructor requesting an explanation of the grade within 5 business days of the
posting deadline or the grade being posted (whichever is later). In submitting this request, the student should be as
specific as possible about why the final grade is being questioned (e.g., inquiries about grades on specific assignments).
The instructor should be prepared to discuss and show records relating to the disputed grade to both the course
assignment(s) and grading scale as defined in the course syllabus. This disclosure should not include information
pertaining to grades of other students in the course, unless it is done so in a way that other students cannot be identified
(e.g., reporting in the aggregate). Under normal circumstances, the faculty member is expected to respond to student
requests for information within 5 business days of receiving the request.
If, after receiving the information, the student thinks that a complete or satisfactory explanation has not been provided,
the student may gather information to support their grade appeal and, within 5 business days after the start of the
following term (including summer terms), communicate with the instructor their specific concerns about the grade that
has been submitted. If the instructor is not available to discuss the appeal, the student should contact the chair of the
instructor’s department.
The instructor determines if a grade change is warranted and will notify the student of the decision. If it is determined
that a grade change is warranted, the instructor will submit the change, and explanation for the change, to the
Registrar’s Office. It is expected that a decision will be made within 10 business days of the instructor receiving the grade
appeal from the student.
If the instructor determines that a grade change is not warranted or files a grade change that the student does not
believe is appropriate, the student should consult with the chair of the department in which the course is offered. This
should occur within 5 business days following the instructor’s notification of their decision to the student. If the
instructor is the department chair, the student should contact the appropriate division chair. In the rare circumstance
where the instructor is also the department chair and division chair, the student should move directly to the formal
grade appeal process.
The department chair (or division chair), in consultation with the student and instructor (if available) will determine if a
grade change is warranted. If so, the department chair will submit a grade change, and explanation for the change, to the
Registrar’s Office. If the division chair is hearing the appeal and determines that a change is warranted they will submit a
recommendation and rationale to the dean. The dean will then submit a grade change and explanation to the Registrar’s
Office.
If the student is not satisfied with the resolution of the appeal, they can move to the formal grade appeal.
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Step 2: Formal Grade Appeal / Consultation with Dean
Within 5 business days of completing the informal appeal process, the student should complete the Formal Grade Appeal
Form and submit it to the Assistant Provost and Vice President of Student Experience and Success (Office of Academic
Affairs). The Form will be forwarded to the appropriate dean for consideration. The formal grade appeal should clearly
detail the appeal, include a summary of the informal appeal process, and include materials/documentation to support
the appeal.
After reviewing the formal grade appeal, the dean may seek additional information by communicating with the student,
instructor, and/or department/division chair.
The dean will then determine if a change is warranted. If the dean determines that a change is warranted, they will notify
the instructor and submit the grade change to the Registrar’s Office along with an explanation for the change. Typically,
the dean will only change a grade to P, NP, or W. If the dean determines that a change is not warranted they may end the
appeal process.
It is expected that the formal grade appeal process will conclude within 15 business days.
Other processes exist for petitioning for retroactive or late withdrawals and petitioning to change a traditional grading
option to a P/NP. In addition, when personal matters such as illness or family emergencies interfere with a student’s
ability to complete a course, the student may file a request for an incomplete. These processes are managed by the
Registrar and the Student Standing Committee. Student/Faculty grievances that do not specifically pertain to a final
grade should be pursued through the Discrimination and Bias Incident Reporting Process. Additional University policies
and procedures that do not fall within the scope of this appeal procedure are the Sexual Misconduct Policy, the
Standards of Conduct Accountability Process, and the Student Standing Committee.
Attendance
Attendance and participation are critical to the success of any course. Evaluation of the level and quality of participation
may be incorporated into the course grade. We view attendance as a joint commitment of both instructors and students
to our professional development. Each instructor has the authority to specify attendance and participation requirements
to address the needs of particular courses, individual students, or various learning styles.
Lack of attendance may result in a failing grade and the requirement to repeat the course. Students must notify the
professor in advance of any expected absence. In the case of an 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 and billed a
Failure to Withdraw Fee of up to $300. Students are ultimately responsible for dropping classes if they no longer plan to
attend/participate. Students who have been dropped and wish to re-enroll must submit an Academic/Financial Petition.
Graduate Continuation Policy
Students registering for the final project course must complete the Final Project Registration/Graduate Continuation
Contract by the last day to add with faculty signature for a Full Semester class as noted on the Academic Calendar. Upon
receipt of the contract, the Registrar’s Office will enroll the student in the Continuation Program for 7 semesters. Entry
into the Continuation Program maintains students’ active status in the graduate program, including library and AugNet
Services.
If a grade is not received by the grading deadline of the 7th semester, the grade will change from X to N. Students who
wish to complete the final project after receiving a failing grade must meet with the program director to evaluate
readmission to the university and program. Students who are readmitted may need to complete additional coursework
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and will need to pay tuition and fees for any additional courses. If/when the final project course is completed, the new
grade would replace the previous N grade.
Students may withdraw from the university, and thus from the Continuation Program and the final project course, at any
point during the continuation period and receive a W notation on the transcript for the final project course. Following a
withdrawal, students are welcome to meet with the program director to evaluate readmission to the university and
program. Students who are readmitted may need to complete additional coursework and will need to pay full tuition and
fees for any additional courses. If/when the final project course is completed, the new grade would replace the previous
W grade.
Credit and Contact Hours
Augsburg’s credit hour policy follows the federal guidelines in defining a semester credit hour as one fifty-minute period
of instruction and 100 minutes of out-of-class work per week for fifteen weeks, or the equivalent amount of student
work completed over a different time frame or via a different delivery method.
All Augsburg programs follow the semester calendar with semester lengths from 14-16 weeks. Augsburg offers a summer
semester which follows the same format as both fall and spring semester.
Degree Requirements
To be conferred the graduate degree, all graduate students must achieve the following:
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Successful completion of all required courses
A cumulative GPA of 3.0; Physician Assistant students must consult the PA Program Progression Standards Policy.
Successful completion of all degree requirements within the stipulated period of matriculation or a signed
continuation agreement with Augsburg University.
Probation and Dismissal
Graduate students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the
student will be placed on academic probation for the following term. A 3.0 cumulative grade point average must be
restored in order for a student to be removed from probation. Graduate students in the Physician Assistant must consult
the PA Program Progression Standards Policy. Graduate students in the Clinical Psychology program must consult the
PsyD student manual for the Academic Warning and Reasons for Dismissal Policy.
A student whose GPA falls below the required GPA for his/her graduate program (3.0 in most programs) in two or more
terms may be subject to probation or dismissal. A plan for the student to continue in the program may be worked out
with the program director.
Students may also be dismissed for violation of standards of behavior defined by their profession, their program, or the
university.
Dismissal Appeals Process
A student may appeal a program’s dismissal decision using the university’s program dismissal appeals process. Appeals
are limited to procedural errors that the student can demonstrate negatively affected the outcome.
The student initiates the appeal process by submitting a hard copy of the statement of appeal to the Dean of
Professional 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 Dean
of Professional 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 Dean of Professional 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
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received by the Dean of Professional Studies’ office. The Dean of Professional Studies will send a copy of the program’s
response to the student.
The Dean of Professional Studies will convene the Program Dismissal Appeals Committee, which will include the Dean of
Professional Studies as a non-voting chair and three program faculty members (one from programs not named in the
appeal: Business, Clinical Psychology, Creative Writing, Education, Leadership, Music Therapy, Nursing, Physician
Assistant Studies, Social Work). The Program Dismissal Appeals Committee will schedule its hearing within 15 business
days of receipt of the program’s statement of response. The Committee will meet with the student and a program
representative to review the procedures and ask questions of both the student and the program representative. The
student and program representative may each bring a third party to the review meeting (limited to an Augsburg
University faculty member, staff member, or student). The role of the third party representative is to provide support to
the student or the program representative, not to serve as an advocate during the meeting.
Dropping or Withdrawing
Courses may be dropped or withdrawn online through AugNet Records and Registration or with a Registration Form. For
drop and withdrawal deadlines see the Academic Calendar.
Independent Study
Students may request to complete an independent study course as an addition to the required coursework. A faculty
sponsor is required for an independent study project, and project proposals must be approved by the program director in
order to receive credit. Normally, independent study may not be used as a replacement for a standard course offered in
the curriculum, with the exception of the general elective (if approved). A special Directed/Independent Study
Registration form is required.
Term Off
Students may take up to two semesters off and have continued access to Augsburg email and AugNet Services. If a
student is not registered after the 10th day of the third semester, the student’s file will be deactivated and the student
will need to submit an Application for Readmission to re-enroll.
For an absence of any length, students should coordinate with their program director prior to leaving. Due to a variety of
program schedules and cohorts for some degrees, it is required that students meet with their advisor and obtain the
advice of their director.
Evaluation of Transfer Credit
Students may petition the program director for transfer credit to apply to program requirements. The transfer of credit
will be evaluated on an individual basis. Students will be asked to provide appropriate documentation regarding previous
coursework, including but not limited to an official transcript, course description, and syllabus. Augsburg considers credit
from colleges and universities accredited by institutional accrediting agencies historically known as regional accreditors.
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:
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Master of Arts in Education (6)
Master of Arts in Teaching (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)
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Master of Science, Physician Assistant Studies (Contact program coordinator)
Master of Social Work (22)
Doctor of Nursing Practice (Contact program director)
Doctor of Psychology (30)
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.
The number of credits transferred is equal to the number of credits earned at the transfer institution, not the number of
credits that would have been earned had the equivalent course(s) been completed at Augsburg.
Transferred coursework with Augsburg equivalents is captured on the Transfer Evaluation and the degree audit, both of
which are accessed from Records and Registration. 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.
Definition of Official Transcript
Official transcripts are marked with institutional security features, date, and appropriate signature. Augsburg University
accepts official transcripts directly from another institution’s Office of the Registrar or a secure authenticated designated
party. The transcript must arrive at Augsburg University in an envelope sealed by the issuing institution or via an
encrypted electronic method (adapted from AACRAO, 2018).
Veterans Education Benefits
Augsburg University proudly supports military veterans, those who actively serve in the U.S. Armed Forces, and their
families. Our faculty and staff are committed to helping veterans and active military succeed in their academic and
professional endeavors.
Augsburg is approved by the state approving agency for VA education benefits. Veterans and eligible spouses and
dependents should consult with the VA School Certifying Officials in the Registrar’s Office and Student Financial Services
about completion of enrollment verification and the forwarding of other information to the Department of Veterans
Affairs.
An individual who qualifies for VA education benefits will be asked to provide a Certificate of Eligibility, Statement of
Benefits, or documentation from a vocational rehabilitation counselor to confirm eligibility for their benefit.
For students who qualify for and are currently utilizing Chapter 31 or Chapter 33 VA education benefits, Augsburg will
not impose financial penalties or restrict access to registration or other campus services based solely on delayed
payments from the VA. Please note that students are responsible for expenses beyond those covered by their VA
education benefit; fees or other penalties may be assessed for failure to pay charges not covered by the VA. Students
should contact the VA School Certifying Official in the Registrar’s Office if they have questions about what expenses are
covered by their benefit.
Additional information about veterans’ education benefits can be found at va.gov.
Graduation
Requirements
See the applicable program section of this catalog for the program’s graduation requirements.
The responsibility for ensuring that all degree requirements are satisfied rests with the student. Students should
regularly review their degree audits and follow up with their program advisor about any questions or concerns. Students
should consult their degree audits when preparing for registration. Program advisors are available to assist with
registration planning.
Each student is required to file an Intent to Graduate application within the last 12 months of their program. Application
forms are available on the Registrar’s Office webpage. Submission of a complete Intent to Graduate application is what
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makes the student eligible for commencement ceremony communications and the conferral of their degree upon
program completion.
Commencement
Though the terms are often confused, the words “graduation” and “commencement” carry different meanings.
Graduation refers to the completion of all degree requirements. Students graduate when all requirements for their
degree have been fulfilled, meaning that one can graduate at any point during the academic year provided that all
requirements are complete.
Commencement is a ceremony. It is an opportunity for students, family, friends, and the Augsburg University community
to celebrate academic achievement. Participation in commencement, however, does not mean that a student has
graduated. A student will not graduate and a degree will not be conferred until all requirements are met, regardless of
participation in commencement.
Augsburg University holds one commencement ceremony in the spring for all students – undergraduate and graduate.
Students who have submitted an Intent to Graduate application for one ceremony may later defer to a future ceremony.
The deadline for deferring to a future commencement ceremony is the day prior to the commencement ceremony
selected on the Intent to Graduation application.
Diploma
Each graduate will receive their diploma and a copy of their unofficial transcript in the mail 6-8 weeks upon completion
of their last requirement. This mailing will be sent to the address that displays in their Records & Registration record.
Graduates are responsible for ensuring the accuracy of this mailing address. Incorrect mailing addresses will result in the
student paying for reshipment or being required to pick up the mailing at the Registrar’s Office.
Augsburg University diplomas note the degree earned and the date of conferral. Diplomas do not list the program or
major(s) completed. Augsburg offers the following graduate degrees: Master of Arts, Master of Business Administration,
Master of Fine Arts, Master of Music Therapy, Master of Science, Master of Social Work, Doctor of Nursing Practice, and
Doctor of Psychology.
Religious Holiday Policy
As an academic community, Augsburg University embraces the Network of ELCA Colleges & Universities’ (NECU) mission
to be “rooted” and “open” so that all may flourish. This necessitates that we regularly reassess the familiar and consider
new options. A community of caring mentors and colleagues makes possible each student’s intellectual growth, personal
maturation, and vocational discernment. The following policy and procedure for the observance of recognized holy days
is consistent with the university’s mission.
Overview
In recognition that observance of recognized religious holidays may affect students’ classroom attendance and the
submission of graded work in courses, Augsburg University accommodates religious observances and holidays of diverse
religious traditions. This policy reflects the university’s commitment to being responsive to our students’ diverse religious
beliefs and to encourage students’ spiritual development. In accordance with the policy, students who miss class to
observe a religious holiday are required to make prior arrangements with individual instructors for how any work missed
during an absence will be completed. Absence from class due to observance of a religious holiday is normally excused
according to university policy; however, students are expected to make up the work they miss, and the University
understands that there may be extenuating circumstances, specific to a particular course, that make it difficult or
impossible for a faculty member to grant such a request.
Faculty are encouraged to consider recognized religious holidays when establishing course deadlines and assigning
course work and to support students in their religious practices by observing this policy. To support faculty in
accommodating the religious practices and commitments of our students, Augsburg has established procedures to be
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followed by students: students are responsible for notifying their instructors of a planned absence due to an observance
and/or holiday.
Procedure
The religious holiday observance notification procedure is based on the assumption and expectation that students will
act in accordance with the University’s Standards of Conduct. The procedure and subsequent guidelines for students
missing class to observe religious holidays are as follows:
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Students are expected to formally notify their instructors at least two weeks in advance that they will miss class
in order to observe a religious holiday. Students are to complete the Religious Observance Notification Form.
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The Religious Observance Notification Form must be submitted online. It is routed to the faculty member faculty
member and the University Pastors in the Campus Ministry Office. Should either of these parties raise questions
about the request, they will contact the student or the faculty member’s academic dean.
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This procedure can only be used to notify an instructor of an absence from class necessitated by observance on a
religious holiday.
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Students are required to make prior arrangements with individual instructors for completion of any work missed
during an absence.
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Students are encouraged to file their Religious Observance Notification Form as early in the semester or term as
possible, but must submit it no later than two weeks prior to the religious holiday to ensure that instructors
make every effort to accommodate the request. Instructors have no obligation to honor requests made within
two weeks of a planned absence as a result of a religious holiday. Absences may be considered “unexcused” if
the form is not filed in accordance with this provision.
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If a student has a question regarding the Religious Holiday Observance Policy, they should contact Babette
Chatman, University Pastor, Director of Campus Ministry or John Schwehn, University Pastor.
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Students may wish to consult with the Vice President of Equity and Inclusion or the faculty member’s academic
dean if an instructor is unable or unwilling to grant their request.
Working with Instructors
Because students are required to make prior arrangements with individual instructors for completion of any work missed
during an absence and instructors may want to use the same exercise that the rest of the class has completed, students
are obligated to avoid obtaining any information about that graded exercise that would give an unfair advantage over
other students taking the course.
In the event that a religious holiday should fall during exam week, students should contact their instructor during the first
week of the course to make sure a work around is possible. If one is not possible, or there is a special circumstance like a
performance or a concert that cannot be made up, the student may be advised to take that specific course during a
different semester.
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Doctor of Psychology (PsyD)
The primary purpose of the Doctor of Psychology (PsyD) in clinical psychology degree program is to educate and train
students in the major aspects of clinical practice. To help ensure that students are prepared adequately, the curriculum
integrates theory, training, research, and practice, preparing students to work with a wide range of populations in need
of psychological services and in a broad range of roles. Students who complete the clinical psychology program earn a
Doctor of Psychology (PsyD) degree. The awarding of this degree indicates that the recipient has mastered the
fundamental academic and experiential elements of clinical psychology.
In contrast to the Doctor of Philosophy (PhD) degree, which is primarily a research degree attainable in a variety of
academic disciplines, the Doctor of Psychology (PsyD) degree program combines relevant research, applied theory, and
field experience and is designed to prepare the graduate to apply psychological knowledge in a variety of settings and
roles.
The PsyD program will accept students who have a minimum of a bachelor’s degree. Although prior degrees need not be
in psychology, some psychology courses are required (as foundation courses), and some experience in psychological
services is desirable.
The PsyD program uses a practitioner-scholar model for training and evaluation. In addition to the prescribed
coursework, the required curriculum for all PsyD students includes practicum field experiences and an internship. To
complete the doctoral program successfully, students must demonstrate competency in a number of specific clinical and
conceptual skills, and must complete a Clinical Research Project in the area of applied clinical psychology.
The curriculum to be offered within the doctoral degree program consists primarily of courses that are required of all
graduate students. Some of these required courses cover the major theories of historical and modern psychology and
their application in current practice; the stages of the developmental process, and the basis for behavior;
psychopathology; and a series of courses dealing with the administration and interpretation of various forms of
assessment, basic intervention skills and various theory and therapy approaches. Students are also required to
participate in two years of practicum field experience in assessment and psychotherapy and the seminar that
accompanies each practicum. Various elective courses cover a wide range of areas, including advanced therapy and the
treatment of special populations. A one-year internship or its equivalent is the final stage in the training process for the
doctoral degree.
Included among the basic objectives of the PsyD program are the following:
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Preparing practitioners to deliver basic diagnostic and therapeutic services to diverse populations, whether on an
individual, family, or group basis
Enabling practitioners to integrate biological, psychological, and sociocultural aspects of human functioning into
their clinical approach
Assisting practitioners to assume leadership positions within the healthcare delivery system
Training psychologists to work with professionals from other disciplines as part of an effectively functioning
healthcare team
Preparing practitioners to evaluate and use clinical research applications of psychology
Program Aims and Competencies
The Doctor of Psychology (PsyD) in Clinical Psychology program aims to educate and train students following the
practitioner-scholar model, so that they will be able to function effectively as health service psychologists. To ensure that
students are adequately prepared, the curriculum is designed to provide for meaningful integration of psychological
research, theory, and clinical practice with diverse individuals within a broad spectrum of contexts. The program
emphasizes the development of knowledge, skills, and attitudes essential for psychologists who are committed to the
ethical provision of quality, evidence-based psychological services, including therapy, assessment, consultation, and
supervision. Interpersonal and multicultural competency are foundational elements of our program.
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Students who complete the clinical psychology program will earn a Doctor of Psychology (PsyD) degree. The awarding of
this degree indicates that the recipient has mastered the fundamental academic and experiential elements of clinical
psychology.
In addition to the prescribed coursework, the required curriculum for all students includes practicum field experiences
and an internship. To complete the doctoral program successfully, students must demonstrate competency in a number
of specific clinical and conceptual skills, and must complete a Clinical Research Project in the area of applied clinical
psychology.
Graduates are trained in the science and practice of psychology, and are able to apply the clinical skills of observation,
assessment, intervention, and evaluation to help different segments of our ever-changing society. The areas of
competency are modeled, in part, after those specified by the National Council of Schools and Programs of Professional
Psychology and the standards of the American Psychological Association. Coursework is designed to meet coursework
requirements for licensure as a psychologist in the state of Minnesota.
Program Competencies
The following are the program competencies expected of students upon graduation from this PsyD Clinical Psychology
program.
1. Students will demonstrate competency in research, including knowledge of research and quantitative methods
as well as psychometrics
2. Students will demonstrate knowledge of ethical and legal standards, and conduct themselves in an ethical
manner
3. Students will demonstrate competency in individual and cultural diversity, including knowledge of the theoretical
and empirical knowledge base and the ability to apply it
4. Students will demonstrate knowledge of professional values and attitudes, as well as self-reflective practice and
an openness to supervision and feedback
5. Students will demonstrate professional skills to communicate clearly and effectively in oral and written domains
6. Students will demonstrate effective interpersonal skills in professional interactions and relationships
7. Students will demonstrate competency in assessment, including the ability to administer and interpret
psychological tests and apply knowledge of strengths and psychopathology to the assessment process
8. Students will demonstrate competency in intervention, including developing and applying evidence-based
treatment plans, and evaluating treatment effectiveness
9. Students will evidence knowledge of supervision models and practices
10. Students will evidence knowledge of consultation models and practices, and demonstrate
interprofessional/interdisciplinary skills
11. Students will have knowledge of basic areas in scientific psychology, including affective, biological, cognitive,
developmental, and social aspects of behavior; and the history and systems of psychology
Effective October 20, 2019, the Doctor of Psychology in Clinical Psychology degree program is accredited, inactive by the
Commission on Accreditation (CoA) of the American Psychological Association (APA) as a teachout program for the
APA-accredited PsyD in Clinical Psychology Program at Argosy University Twin Cities. This accreditation status designates
an accredited program that is no longer admitting students. This status was granted to accommodate teach-out students
from Argosy University. Persons who were not enrolled in accredited Argosy programs are not to be admitted to the
Augsburg University/Argosy Teach-out accredited, inactive program.
Effective December 8, 2021, the program is also APA-accredited on contingency for non-teachout, non-Argosy University
students in the Clinical Psychology PsyD program. The Program is accredited, on contingency, through the following date:
December 8, 2026. Questions related to the program’s APA accredited status should be directed to the Commission on
Accreditation: Office of Program Consultation and Accreditation American Psychological Association, 750 1st Street, NE,
Washington, DC 20002, Phone: (202) 336-5979 / E-mail: apaaccred@apa.org / Web: www.apa.org/ed/accreditation
For both Argosy teach-out and newly enrolled students, Augsburg University is accredited by the Higher Learning
Commission (as of October 21, 2019) to offer the Doctor of Psychology in Clinical Psychology. Matriculation through the
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PsyD in Clinical Psychology degree program curriculum is designed to help prepare students to sit for the national
licensure examination and to meet licensure requirements in the state of Minnesota. Licensure requirements and
standards for professional practice vary from state to state; therefore, prospective and enrolled students are urged to
examine the requirements of the specific state in which they plan to practice. State licensure requirements may be
obtained from:
Association of State and Provincial Psychology Boards
P.O. Box 4389
Montgomery, Alabama 36103
332.832.4580
www.asppb.org
Academic Requirements and Policies
Graduation Requirements
Students who are admitted into the Doctor of Psychology (PsyD) in Clinical Psychology degree program will be
responsible for completing the program requirements that are in effect at the time of their admission. The school retains
the right to modify these requirements in accordance with the demands of the profession of psychology. To be eligible
for graduation, students must meet the following requirements.
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The satisfactory completion of 98 semester credit hours. The total credit hours must include:
o 69 credit hours of core courses
o 2 credit hours of Professionalization Group
o 12 credit hours (two years) of practicum and practicum seminar groups
o A minimum of 9 credit hours of general electives
o 6 credit hours of Clinical Research Project
Successful completion of the Comprehensive Examination no later than the beginning of the fifth year
Successful completion of all sections of the Clinical Competency Evaluation (CCE)
Successful completion of a 2,000-hour internship, in not less than 12 and not more than 24 months
GPA of at least 3.00 (B average)
Completion of these requirements within seven years of matriculation into the program
A completed Petition to Graduate approved by program administration and submitted to Augsburg’s registrar.
The Clinical Research Project is approved by all committee members as final, and submitted and accepted into
IDUN.
All courses other than electives are considered core courses. Students are required to retake a core course if they receive
a grade below “B-.” and a course cannot be used as a prerequisite for another course if the student received a grade
below B-. The course must be retaken no later than the end of the next calendar year with an earned grade of “B-” or
better.
The date of graduation listed on your transcript will be the university’s set conferral date following either (1) completion
of internship, or (2) completion of the Clinical Research Project, whichever is later.
Additional Requirements for Academic Progress for the PsyD
Students are expected to complete the PsyD in Clinical Psychology degree program in five years. Students must complete
the program within seven years after matriculation, with the required practica typically completed by the end of the
fourth year. Students are required to be in full-time residence in the program for a minimum of one academic year of
pre-internship enrollment. Three full-time academic years (or the equivalent thereof) are dedicated to graduate
coursework, including two years of practicum training that typically occurs during the second and the third academic
years. Students typically maintain full-time enrollment in the program until all course requirements have been
completed. Continuous registration in the program is typical for all students prior to internship.
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Extensions allowing enrollment beyond the seven-year limit may only be granted by the program director. Such
extensions will only be granted under extenuating circumstances to allow completion of all degree requirements within a
short period of time.
Additional requirements for academic progress are described in the PsyD Program Student Handbook.
Clinical Training Overview
Clinical trainings are supervised, out-of-class experiences in clinical settings. Through this contact, students have the
opportunity to apply their theoretical knowledge, implement clinical techniques based on this knowledge, and develop
the professional and personal attitudes important to the identity of a professional psychologist. By the end of clinical
training, Clinical Psychology program students are expected to possess effective assessment and intervention skills,
demonstrate cultural competence, relational competence, and practice in an ethical manner.
During their clinical training, students advance through progressively challenging levels of training. At each level, a
student’s progress is assessed in multiple ways by multiple faculty members and field supervisors. In order to advance to
the next level of clinical training, the student must pass certain courses, complete practicum, and demonstrate
competency in specific clinical tasks.
Practicum and Practicum Seminar Requirements
Completion of two practica, the first focusing on psychological assessment and the second focusing on psychological
interventions, must be completed for the PsyD in Clinical Psychology degree program. Details of Practicum and Practicum
Seminar eligibility and requirements may be found in the PsyD Program Student Handbook.
Clinical Competency Evaluation (CCE) Requirements
The Clinical Competency Examination (CCE) is a series of competency-based tasks required for PsyD students in which
students demonstrate to the faculty a mastery of major clinical assessment and therapy skills. The purpose of this
evaluation is to monitor the student’s growth and development of clinical competence in accordance with the standards
of the profession and to ensure student acquisition of appropriate skill levels for subsequent internship training and
clinical practice. Detailed requirements for the CCE are contained in the PsyD Program Student Handbook.
Comprehensive Examination Requirements
Students in the PsyD in Clinical Psychology degree program are required to successfully complete a Comprehensive
Examination to demonstrate that they have mastered the fundamental theories and concepts required of a clinical
psychologist.
The Comprehensive Examination covers material from required courses and training activities during the first three years
of study in the Clinical Psychology Program. Procedures for the Comprehensive Examination are described in the PsyD
Program Student Handbook.
Clinical Research Project Requirements
The Clinical Psychology program requires each PsyD student to develop a Clinical Research Project (CRP) as a requirement
for graduation. The CRP is intended to be a scholarly work that provides students an opportunity to deepen their
knowledge and thought about a particular clinical area; to demonstrate the ability to analyze methodological issues; and
to produce an original piece of scholarly work in the field of clinical psychology. Assisting the student in this process is a
committee of faculty members who will review the material and make recommendations and suggestions. Detailed
requirements for completing the Clinical Research Project are found in the CRP Manual section of the PsyD Program
Student Handbook.
Internship Requirements
The internship is typically completed during the fifth year of graduate studies for PsyD students, after all PsyD
coursework is finished. All students applying for internship are required to fully participate in the national matching
process through the Association of Psychology Postdoctoral and Internship Centers (APPIC; www.appic.org). APPIC
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matches graduate students with intern training sites. Students are required to apply to a minimum of 15 APA Accredited
internship match sites (unless an exception is approved by the Director of Training). The Director and Associate Director
of Clinical Training help students identify appropriate locations to apply for internship and prepare the documentation
necessary for internship application. During the course of the internship, the Training Department continues to monitor
the progress of the student and maintain contact with the student and his or her supervisor.
While an internship may be a paid position, the internship site may not be the student’s regular or prior place of
employment.
The internship must be completed within the overall seven-year time limit for completing the doctoral degree program.
Internships normally require a full-time commitment for 12 months. A student may not apply for an internship without
the approval of the Director of Training. All internship application materials must be approved by the Director of Training.
Detailed requirements for internship are described in the PsyD Program Student Handbook.
Additional Academic Standards and Student Evaluation
Students in the PsyD in Clinical Psychology degree program are in training to fill the professional role of a licensed health
service psychologist. As such, their performance and competence will be evaluated across a number of dimensions. In
addition to performance on traditional academic tasks and requirements, the student’s cognitive, emotional,
psychological and interpersonal functioning and development will be reviewed and evaluated. Students are also required
to conform to ethical standards which govern the behavior of professional psychologists.
Transferring Courses from Other Institutions (Apart from Argosy University Twin Cities Clinical Psychology PsyD
Program)
Students who have completed graduate coursework at another institution may petition the program director(s) for
transfer of courses in the PsyD in Clinical Psychology degree program up to a maximum of 30 credit hours (10 courses).
Detailed information about eligibility for transferring courses is contained in the PsyD Program Student Handbook.
Students are strongly encouraged to submit transfer requests before or during the first semester of enrollment in the
program. The transfer request must be accompanied by a transcript reflecting completion of the course and the grade
received, along with other supporting documentation, such as course description, syllabus, and work samples. No
transfer credit will be given for courses taken elsewhere after matriculation into the Clinical Psychology degree program.
For teachout students, all courses that were taken in the PsyD Clinical Psychology Program at Argosy University Twin
Cities campus will generally be transferred to Augsburg in full, provided grade minimum and other course requirements
were met. Course credits transferred to Augsburg from Argosy as part of the Argosy teachout program do not count
towards the total number of transfer credits allowed when transferring to Augsburg from an institution other than
Argosy’s PsyD Clinical Psychology program.
Criteria for Academic Warning and Program Dismissal
The PsyD Program Student Handbook lists reasons for and criteria under which students may receive an academic
warning or be dismissed from the PsyD programs.
Residency Requirements
PsyD students are required to complete a minimum of three full-time academic years of graduate study (or the
equivalent thereof) and completion of an internship prior to being awarded the degree. At least two of the three
academic training years (or the equivalent thereof) must be completed at the campus from which the degree is granted,
and at least one year of which must be in full-time residence (or the equivalent thereof).
Attendance Policy
The PsyD program will follow Augsburg attendance policies. Any exceptions must be approved by the program director.
More than two absences in a class can be grounds for not passing that class; students should notify faculty of any
anticipated absences.
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Criteria for Enrollment Load
Students in the Doctor of Psychology program are considered to be enrolled full-time in the program if any of the
following conditions apply:
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The student is registered in at least six credits during a semester.
The student is registered in at least 3 credits and is also concurrently enrolled in a Clinical Research Project credit
(PRP850, 851, 852, 853, 854, 855, or 859) or Advanced Practicum (PRP831 or 832).
The student is registered in a Clinical Research Project credit (PRP850, 851, 852, 853, 854, 855, or 859) and is also
concurrently enrolled in Advanced Practicum (PRP831 or 832).
The student is registered in a Clinical Research Project credit (PRP850, 851, 852, 853, 854, 855, or 859) and is also
concurrently enrolled in a half time internship (PRP890 or 891).
The student is currently completing a full-time, 2,000 hour, 1-year internship, and is registered in PRP890 or
PRP891, Predoctoral Internship.
Students in the Doctor of Psychology program are considered to be enrolled half-time in the program if any of the
following conditions apply:
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The student is registered in at least three credits during a semester.
The student is currently completing their Clinical Research Project, and is enrolled in a Clinical Research Project
credit (PRP850, 851, 852, 853, 854, 855, or 859).
The student is currently completing a half-time Advanced Practicum and is enrolled in Advanced Practicum
(PRP831 or 832).
The student is currently completing a half-time 2,000 hour, 2-year internship, and is registered in PRP890 or
PRP891, Predoctoral Internship.
Admission to PsyD
Requirements
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Bachelor’s degree from an accredited institution or an appropriately certified foreign institution
Undergraduate degree grade point average of at least 3.0 (on a scale of 4.0)
-orGraduate grade point average of 3.25 (on a scale of 4.0)
To meet Augsburg University admission requirements, you must provide evidence of a sufficient command of
both written and spoken English to study college courses conducted entirely in English. See the Admission
section of this catalog for information about English language proficiency requirements.
Completion of an interview with a member of the program Admissions Committee.
An admissions representative is available to help interested applicants complete the following required
documentation:
o Completed Application for Admission Form
o Admission Application Fee through PSYCAS (see information about PSYCAS below)
o Personal/professional goal statement with a self-appraisal of qualifications for the profession
o Current Curriculum Vitae (CV) or resume (or career summary)
o Three completed Applicant Recommendation Forms
o Official transcripts from all post-secondary schools attended
On rare occasions, an applicant with a grade point average lower than the stated admission requirements may be
considered for admission if the applicant provides documented evidence of interest, ability, and aptitude for doctoral
study in clinical psychology. All admission exceptions must be documented, recommended by the program admissions
committee, and approved by the Program Director.
Foundation Courses
The Clinical Psychology program at Augsburg University requires applicants to successfully complete, with a “B-” or
better, five undergraduate courses that serve as a basic foundation for course work in clinical psychology. Several of
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these courses serve as direct prerequisites to the Clinical Psychology program graduate courses. The following three
courses are required:
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Introduction to psychology or general psychology (may be waived if the applicant has completed a Bachelors or
Masters degree in Psychology)
Abnormal psychology, psychopathology, or maladaptive behavior
Statistics or research methods
Two additional courses in the field of psychology must also be completed.
Students must complete these foundation courses before they matriculate in the PsyD in Clinical Psychology degree
program.
Application Process
Augsburg University uses the Psychology Centralized Admissions System (PSYCAS). PSYCAS is a centralized application
service supported by the American Psychological Association (APA) and Liaison International. Instructions on how to use
PSYCAS and how your admissions documents will be uploaded and delivered to PSYCAS for processing can be found in
the application: https://psycas.liaisoncas.com/.
Students interested in applying should create an account on the PSYCAS web site. Creating an account is free; however,
there is a $65 fee to PSYCAS for the first application. If a student is applying to other programs using PSYCAS for the
admissions process, an additional fee is charged for each additional application.
Non-Degree-Seeking Students in the PsyD Program
The PsyD program allows non-degree-seeking students to take no more than two courses (and no more than 6 semester
credits) without being admitted to the PsyD program. See the Augsburg University Non-Degree-Seeking Students Policy
for details. Non-degree-seeking students are admitted on a case-by-case, space-available basis and must have completed
all course prerequisites.
Committee Decisions
All applicants will receive written notification of the Admissions Committee’s decision. Admissions Committee decisions
are final and are not subject to appeal.
Clinical Psychology Faculty
Sarah Addicks (2022). Associate Director of Training and Assistant Professor of Clinical Psychology. BA, New York
University. MS, MPH, Ph.D., West Virginia University.
Marcia Bennett (2019). Associate Professor of Clinical Psychology. BA, University of South Dakota; MA, PhD, University of
Nebraska-Lincoln.
Margit Berman (2019). Associate Professor of Clinical Psychology. BA, PhD, University of Minnesota.
Laurie Helgoe (2023). Associate Professor of Clinical Psychology. BA, Gustavus Adolphus College; PhD, University of
Nevada-Reno.
Patricia Hopkins (2021). Assistant Professor of Clinical Psychology. BA, Minnesota State University, Mankato. MS, PhD,
West Virginia University.
Abigail Hughes-Scalise (2020). Program Director and Assistant Professor of Clinical Psychology. BA, St. Olaf College. MA,
PhD, Case Western Reserve University.
James Theisen (2020). Director of Training and Assistant Professor of Clinical Psychology. BS, Saint John’s University. MA,
PhD, Fuller Graduate School of Psychology.
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Master of Arts in Teaching (MAT)
The Master of Arts in Teaching (MAT) degree includes all the required coursework to obtain your Minnesota teaching
license in your area of expertise. The MAT program is designed for students seeking their initial license. Students who
already possess a teaching license who are interested in a second license should look at the MAE program. Our program
is unique in that it integrates an Early Career Teacher Seminar as a capstone experience that is designed to help you be
successful in your career as a teacher. Our licensure concentrations are offered through a mix of undergraduate and
graduate courses.
We offer the following concentrations for the MAT Degree: Elementary Education, Secondary Education, Special
Education, English as a Second Language.
MAT with a concentration in Elementary Education
33 Graduate Credit Hours / 78 Total Credit Hours
100 Out of Class Field Hours Required
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.
Program Requirements
● EDC 511 - Tools of Inquiry (3 CH)
● EDC 502 - Critical Histories and Philosophies of Education* (3 CH)
● EDC 566 - Diversity/Minnesota American Indians (3 CH)
● EDC 533 - Learning and Development in an Educational Setting (3 CH)
● EDC 544 - Learners with Special Needs* (3 CH)
● EDC 580 - School and Society (3 CH)
● EED 524 - Transcultural Literacies: An Introduction to Language and Literacy (3 CH)
● EED 525 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom* (3 CH)
● EED 550 - K-6 Methods: Math (3 CH)
● EED 560 - K-6 Methods: Science (3 CH)
● EDC 596 - Early Career Teacher Seminar (3 CH)
To complete the license, students also will need to complete the following requirements at the undergraduate level:
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HPE 115 - Chemical Dependency Education
EDC 220 - Educational Technology
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 Social Studies Methods: Decolonizing Curriculum and Classrooms
EED 380 - Kindergarten Methods*
EED 386 - K-6 Methods: Children’s Literature
One of EDC 481 or EDC 482
o EDC 481 - Student Teaching: Initial License (12-14 weeks)
o EDC 482 - Student Teaching: Endorsement
EED 489 - Teacher Performance Assessment and Student Teaching Seminar
*Field experience hours are required in these courses. Please see the Field Experience section for more information.
MAT with a concentration in Secondary Education
30 Graduate Credit Hours / 68 – 107 Total Credit Hours**
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100 Out of Class Field Experience Hours Required
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.
K-12 Licenses are available in the following areas: Music, Physical Education, Visual Arts
5-12 Licenses are available in the following areas: Communication Arts, Health, Math, Social Studies
9-12 Licenses are available in the following subject areas: Biology, Chemistry, Physics
Middle School Endorsements (5-8) are available in the following licensure areas: Social Studies, Communication Arts,
Visual Arts, Health, Music, and Physical Education.
A 5-8 general science license is also available.
**Total Credit Hours vary depending on content area and the addition of a middle school endorsement.
Program Requirements
Please note that additional courses in content area may also be required.
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EDC 511 - Tools of Inquiry (3 CH)
EDC 502 - Critical Histories and Philosophies of Education* (3 CH)
EDC 566 - Diversity/Minnesota American Indians (3 CH)
EDC 533 - Learning and Development in an Educational Setting (3 CH)
EDC 544 - Learners with Special Needs* (3 CH)
EDC 580 - School and Society (3 CH)
ESE 525 - Creating Learning Environments (3 CH)
ESE 500 - Reading and Writing in Content Area* (3 CH)
EDC 596 - Early Career Teacher Seminar (3 CH)
To complete the license, students also will need to complete the following requirements at the undergraduate level:
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HPE 115 - Chemical Dependency Education
EDC 220 - Educational Technology
ESE 3XX - K-12 or 5-12 Methods (in the content area)*
One of EDC 481, EDC 482, or EDC 483
o EDC 481 - Student Teaching: Initial License (12-14 weeks)
o EDC 482 - Student Teaching: Endorsement
o EDC 483 - Student Teaching: Initial License in PE, Music, Art, or ESL
ESE 489 - Teacher Performance Assessment and Student Teaching Seminar
*Field experience hours are required in these courses.
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. Coursework must meet Minnesota licensure standards and have recorded a grade of C or better.
Coursework older than seven years is judged on a case-by-case basis. If a student is missing requirements, specific
undergraduate coursework will be required in order for the license to be attained.
MAT with a concentration in Special Education
48 Graduate Credit Hours / 73 Total Credit Hours
190 Field Experience Hours
The MAT in Special Education at Augsburg University corresponds with an Academic Behavioral Strategist (ABS), K-12
teaching license. This program qualifies students to teach in special education programs and positions working with
49
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.
Program Requirements
● EDC 511 - Tools of Inquiry (3 CH)
● EDC 502 - Critical Histories and Philosophies of Education* (3 CH)
● EDC 566 - Diversity/Minnesota American Indians (3 CH)
● EDC 533 - Learning and Development in an Educational Setting (3 CH)
● EDC 544 - Learners with Special Needs* (3 CH)
● EED 524 - Transcultural Literacies: An Introduction to Language and Literacy (3 CH)
● EED 525 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom* (3 CH)
● EED 550 - K–6 Methods: Math* (3 CH)
● EED 560 - K–6 Methods: Science* (3 CH)
● SPE 510 - Implementing Assessment Strategies* (3 CH)
● SPE 511 - Etiology and Theory of Mild to Moderate Disabilities (3 CH)
● SPE 515 - Theory to Practice* (3 CH)
● SPE 525 - Transition and Community* (3 CH)
● SPE 530 - Instructional and Behavioral Practices* (3 CH)
● SPE 540 - Parent and Professional Planning (3 CH)
● EDC 596 - Early Career Teacher Seminar (3 CH)
To complete the license, students also will need to complete the following requirements at the undergraduate level:
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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
EDC 481 - Student Teaching: Initial License (12-14 weeks)
SPE 489 - Teacher Performance Assessment and Student Teaching Seminar
*Field experience required as part of this course.
MAT with a concentration in English as a Second Language (ESL)
36 Graduate Credit Hours / 69 Total Credit Hours
110 Field Experience Hours
The K-12 English as a Second Language license is available as an initial license or as a second license. This license qualifies
teachers to work with K-12 students for whom English is a second language across a range of subject areas. A
prerequisite to program admissions is two years of high school level or one year of college level language instruction.
Program Requirements
● EDC 511 - Tools of Inquiry (3 CH)
● EDC 502 - Critical Histories and Philosophies of Education* (3 CH)
● EDC 566 - Diversity/MN American Indians (3 CH)
● EDC 533 - Learning and Development in an Educational Setting (3 CH)
● EDC 544 - Learners with Special Needs* (3 CH)
● EED 525 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom* (3 CH)
● ESE 525 - Creating Learning Environments* (3 CH)
● ESL 510 - History and Structure of the English Language (3 CH)
● ESL 520 - ESL Literacy* (3 CH)
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ESL 530 - Language, Culture, and Schools (3 CH)
ESL 540 - ESL Methods* (3 CH)
EDC 596 - Early Career Teacher Seminar (3 CH)
To complete the license, students also will need to complete the following requirements at the undergraduate level:
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HPE 115 - Chemical Dependency Education
EDC 220 - Educational Technology
ESL 310 - Second Language Acquisition
ESL 320 - Introduction to Linguistics
ESL 410 - ESL Testing and Evaluation
EDC 483 - Student Teaching: Initial License in PE, Music, Art, or ESL
ESL 489 - Teacher Performance Assessment and Student Teaching Seminar
*This course has a field experience requirement.
Field Experience
An important part of preparing to be a teacher resides in meaningful experiences in the field. For courses with a field
experience, you should plan on a minimum of 20 hours spent in a classroom or other relevant learning environment
during the weekday. Most field experiences are intended to be completed in a classroom or grade level that corresponds
with your licensure type (e.g. K-6 classrooms for an elementary license). 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).
Graduate Elective Courses
Depending on the licensure area, students may be required to take one or two graduate elective courses. Other students
may wish to enroll in additional graduate coursework based on interest. MAT students may take any course offered at the
500 level in Education (EDC, ESE, EED, SPE) or Leadership (MAL) as a graduate elective.
Graduate students may also petition to enroll in coursework offered by any graduate program at Augsburg University as a
graduate elective. In many cases, the Graduate Director of the program offering the elective will also need to approve
registration. Students may alternatively petition to have graduate coursework taken at another institution be accepted in
transfer.
Admission to MAT
Admission Requirements
Students admitted into the MAT licensure and degree programs must have:
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Bachelor’s degree from an accredited four-year institution or an appropriately certified foreign institution.
Cumulative grade point average of 2.5 or higher.
Application Checklist
The following items must be sent to the Augsburg Office of Admissions:
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Completed application form – augsburg.edu/gpe/
Official academic transcripts from the Bachelor’s degree granting institution.
o
Additional transcripts will be requested to review relevant coursework that could be used to fulfill education
licensure coursework. A student may request to have transcripts waived but this could extend the length of study
at Augsburg. If a transcript is provided after admission, the initial course plan may no longer be accurate.
51
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.
Course Exceptions and Graduate Course Transfer Credit
Some coursework required for licensure may be met through a course exception granted upon admission to the program.
Previous coursework taken at other universities is evaluated by the Department Chair during the admission process.
Some content area courses for secondary education students are evaluated by the content area department. This degree
audit may reveal that fewer courses are required for licensure. In some circumstances, additional courses may be
required in a secondary content area. When graduate coursework is met with a course exception, additional graduate
credits will only be required if the total graduate credit hours to be earned is less than 30 CH.
Graduate coursework accepted into the licensure program is not automatically accepted into the MAT degree program.
Previous graduate coursework must have received a grade of B or better to be considered. See the graduate program
director for approval to use graduate level transfer courses in the degree program. Students may transfer in no more
than six (6) graduate credit hours from another institution.
Acceptance into the MAT Program
Application files are reviewed by the graduate program coordinator. Applicants are notified of the admission decision by
the Office of Admissions. Applicants whose cumulative undergraduate GPA is below 2.5 can request an admission
committee be formed by written petition to the Graduate Director.
Advising and Registration
Admitted students are able to participate in academic advising and the registration process. Typically, first-term
registration occurs with intake advising. After the first term, students generally are able to register online through
Records and Registration. All students are assigned an Education Department faculty advisor in the first semester of
courses.
MAT in Rochester
The Master of Arts in Teaching program is also offered at our location in Rochester, MN. Rochester offers the MAT with
concentrations in Elementary Education, Special Education, and English as a Second Language. Classes primarily meet
weekday evenings and summer at Bethel Lutheran Church in Rochester.
Academic Policies
Cumulative GPA Requirement
To complete the MAT program and maintain good academic standing, students must maintain a 3.0 or better Augsburg
cumulative GPA.
Graduation and Licensure/ Endorsement Requirements
A minimum GPA of 3.00 overall and grades of P in student teaching courses are required for licensure as well as C- or
better in all required core, specialty, and education major courses.
Dismissal from Licensure and Degree Program
Students may be dismissed from the MAT program for failure to maintain appropriate academic and teaching-based
performance standards, for gross violation of university policy, and/or for conduct in violation of professional ethics.
Dismissal occurs within the context of established department procedures described in the MAT/MAE Handbook.
Students have the right to appeal dismissal from the program on the grounds of procedural error, using the university’s
program dismissal appeals process. Information about the program dismissal appeals process is available in the Augsburg
52
Student Guide. Students who fail to complete the MAT program may have the option to finish their graduate degree in
the MAE program (without a license).
Readmission and Withdrawal
Students in good standing who fail to register for courses for two terms (not including summer) are automatically
withdrawn from the MAT program. To be readmitted to the university and the MAT 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.
Licensure Tests
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.
Program Petition Process
A student may petition to amend program requirements by written petition to the Graduate Program Director. Please
note that changes to state licensure requirements cannot be granted. Please consult the MAT handbook for information
regarding the petition process.
Accreditation and Approvals
Augsburg University Teacher Education programs are approved by:
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Minnesota Professional Educator Licensing and Standards Board (PELSB)
Augsburg University is accredited by the Higher Learning Commission.
Credit
Most MAT 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 of Classes
The majority of the education courses in the MAT programs are offered on weekday evenings. Courses typically 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. Summer session courses are offered primarily on weekday evenings. Summer courses are offered in a mix of
formats from all online to all face-to-face.
Master of Arts in Education (MAE)
For those interested in developing their professional capacity, taking graduate coursework in educational studies, or
obtaining a second teaching license, Augsburg University offers a Master of Arts in Education (MAE) degree. The Master
of Arts in Education (MAE) program offers professional educators and community workers the opportunity to develop
their skills and understanding in curriculum and pedagogy. Our program prepares educators to serve students effectively
and to nurture healthy change within schools, school systems and society.
53
Program Requirements
30 Graduate Credit Hours
The MAE at Augsburg is premised by two assumptions: first, that we learn through a series of experiences, embodied
through a lived curriculum or “currere” (Grumet & Pinar, 2014) and, second, that graduate inquiry entails an ongoing
cycle of critical questioning and a commitment to continuous improvement, of ourselves and our world.
This program invites students to engage in critical discourse relevant and pertinent to their own socio-cultural context,
integrating relevant knowledge to address the problems they identify and wish to address. As we are all life-long
learners, our faculty partner with students in collective searches and re-searches for insight and shared meaning. Our
faculty bring their expert knowledge, both disciplinary and interdisciplinary, to help students gain access to the tools of
scholarly and pragmatic inquiry, in order to critique, deconstruct our world as it is and envisage our schools and
communities as we would like them to be. In other words, we co-construct curriculum with students, a collaborative
effort to facilitate emergent intellectual and material journeys. This process entails studies of agency and
self-politicization, understanding of different experiences and interactions with broken systems, and articulations of
alternative ways of knowing and organizing our social relationships.
Required Core Courses (9 CH)
EDC 511 – Tools of Inquiry (3 CH)
EDC 560 – Issues In/equity (3 CH)
EDC 571 – Navigating Change in Education (3 CH)
Concentration Coursework (12 CH)
*Note: Concentration Coursework may consist of any education coursework. The following concentrations are
recommended clusters of courses.
Culture & Curriculum Concentration Options
EDC 552 - Culturally Responsive Pedagogy (3 CH)
EDC 5xx - Paideia Theory, Research, and Practice (3 CH)
EDC 512 - Foundations of Curriculum and Instruction (3 CH)
EDC 5xx - Out of School Pedagogies (3 CH)
EDC 5xx - Education Policy and Advocacy
EDC 566 - Diversity/MN American Indians (3 CH)
EDC 543 - Critical Geography, Culture, and EcoJustice Education (3 CH)
ESE 500 - Reading and Writing in the Content Area (3 CH)
ESL 530 - Language, Culture and Schools (3 CH)
SPE 530 - Instructional and Behavioral Practices (3 CH)
SPE 510 - Implementing Assessment Strategies (3 CH)
Community Engaged Learning Concentration Options
EDC 552 - Culturally Responsive Pedagogy (3 CH)
EDC 512 - Foundations of Curriculum and Instruction (3 CH)
EDC 543 - Critical Geography, Culture, and EcoJustice Education (3 CH)
EDC 541 - Experiential Education
EDC 542 - Outdoor Education
ESL 530 - Language, Culture, and Schools (3 CH)
SPE 525 - Transition and Community (3 CH)
SPE 540 - Parent and Professional Planning (3 CH)
Elective Coursework
Nine (9) Additional Credit Hours are required to complete the degree. These credit hours may be taken as electives from
other graduate programs at Augsburg or from Education coursework. They may also be taken as professional
54
development workshops and institutes that offer graduate credit. Please contact the Graduate Programs in Education
office or consult the Handbook for more information about these opportunities.
Additional Degree Requirements
Students in the MAE are required to complete an Inquiry Project in partial fulfillment of their degree. Details regarding
the Inquiry Project are found below. Additional information can be found in the Graduate Programs in Education
Handbook. Alternatively, students may petition to complete a thesis in lieu of the Inquiry Project. Please consult the
Thesis Completion section below for details about doing a thesis in the MAE program.
MAE Inquiry Project
Students elect to complete the inquiry project in the graduate course of their choosing with the consent of the instructor.
Since most courses have a culminating graduate assignment, students would notify their instructor that they wish to
complete the inquiry project in their course. The instructor of the course serves as evaluator/facilitator of the inquiry
project.
An inquiry project should integrate and synthesize the course topic, student experience and insight, and the questions
that underpin student inquiry throughout the program. An inquiry project may be classroom or community-based in
nature. The inquiry project is a contextualized project designed by graduate students that facilitates:
•
•
professional development within the context of a discipline.
participation in and contribution to our broader communities.
Mazzeo et al (Perin, 2011, p. 6) define contextualization as instructional strategies intended to link academic content
with its application in a specific context relevant to the students. Additionally, community-based instruction is defined as
systematic instruction that integrates community settings with meaningful learning and it is age-appropriate to the
students. Drawing from the literature of experiential learning, the project will be designed with a focus on the relevance
of presenting problems and societal issues, so that students can apply what they learn to their work in the world.
The inquiry project is left to be intentionally open so that graduate students may design school or community based
projects that are relevant to the context in which they work. This allows graduate students to explore a compelling
project in which they are allowed to design an effective tool to be used in authentic settings and for authentic purposes.
The form and content of the project will be proposed by the graduate students and guided within the content of one
graduate course. Projects should demonstrate relevance and applicability to educational contexts. The project will
include a synthesis of relevant literature, and inquiry and professional development activities undertaken by the student
either alone or in collaboration with faculty, other graduate students, or community members.
Support for Students
After 12 credit hours, the Graduate Program will audit progress with each student to determine their progress towards
developing an inquiry project. For students who require additional support in developing their projects, they may be
advised toward particular coursework to better prepare their project work.
Tools of Inquiry (EDC 511) may be repeated at the end of the program (counts as an elective) in order to further develop
or hone their project if they are unable to complete it during the course in which they have elected to complete the
Inquiry Project.
Perin, D. (2011). Facilitating Student Learning Through Contextualization.
Community College Research Center, Working Paper No. 29: New York, NY Columbia University.
MAE with an additional teaching license
For students who are seeking an additional teaching license as part of their graduate degree, required licensure courses
are determined based on a transcript evaluation upon acceptance into the program. Additional courses at the
undergraduate level may be required to satisfy state licensure requirements.
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When seeking an additional license with a master’s degree, you may be required to take additional coursework to reach
the required minimum of 30 Graduate Credit Hours. This additional coursework may be any course offered at the 500
level in Education (EDC, ESE, EED, SPE) or Leadership (MAL) as a graduate elective.
MAE students seeking an additional license may also petition to enroll in coursework offered by any graduate program at
Augsburg University as a graduate elective. In many cases, the Graduate Director of the program offering the elective will
also need to approve registration. Students may alternatively petition to have graduate coursework taken at another
institution be accepted in transfer. Up to nine (9) graduate credit hours outside of education may be applied to the
degree.
MAE: Additional License in English as a Second Language (ESL)
110 Field Experience Hours
EDC 502 - Critical Histories and Philosophies of Education* (3 CH)
EDC 566 - Diversity/MN American Indians (3 CH)
EDC 533 - Learning and Development in an Educational Setting (3 CH)
EDC 544 - Learners with Special Needs* (3 CH)
EED 525 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom* (3 CH)
ESE 525 - Creating Learning Environments* (3 CH)
ESL 510 - History and Structure of the English Language (3 CH)
ESL 520 - ESL Literacy* (3 CH)
ESL 530 - Language, Culture, and Schools (3 CH)
ESL 540 - ESL Methods* (3 CH)
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
ESL 310 - Second Language Acquisition
ESL 320 - Introduction to Linguistics
ESL 410 - ESL Testing and Evaluation
*This course has a field experience requirement.
MAE: Additional License in Special Education
190 Field Experience Hours
EDC 502 - Critical Histories and Philosophies of Education* (3 CH)
EDC 566 - Diversity/Minnesota American Indians (3 CH)
EDC 533 - Learning and Development in an Educational Setting (3 CH)
EDC 544 - Learners with Special Needs* (3 CH)
EED 524 - Transcultural Literacies: An Introduction to Language and Literacy (3 CH)
EED 525 - K-6 Language and Literacy Methods: Critical Applications for the Elementary Classroom* (3 CH)
EED 550 - K–6 Methods: Math* (3 CH)
EED 560 - K–6 Methods: Science* (3 CH)
SPE 510 - Implementing Assessment Strategies* (3 CH)
SPE 511 - Etiology and Theory of Mild to Moderate Disabilities (3 CH)
SPE 515 - Theory to Practice* (3 CH)
SPE 525 - Transition and Community* (3 CH)
SPE 530 - Instructional and Behavioral Practices* (3 CH)
SPE 540 - Parent and Professional Planning (3 CH)
To complete the license, students also will need to complete the following requirements at the undergraduate level:
HPE 115 - Chemical Dependency Education
MAT 137 - Mathematics for Elementary Teachers I
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EDC 220 - Education Technology
EDC 330 and 332 - Building the Public Good: Public Achievement and Organizing
EDC 331 and 333 - Practicum in Public Achievement
*Field experience required as part of this course.
Elective Coursework
Education Graduate Students may take any course offered at the 500 level in Education (EDC, ESE, EED, SPE) or
Leadership (MAL) as a graduate elective.
Graduate students may also petition to enroll in coursework offered by any graduate program at Augsburg University as a
graduate elective. In many cases, the Graduate Director of the program offering the elective will also need to approve
registration. Students may alternatively petition to have graduate coursework taken at another institution be accepted in
transfer.
Admission Requirements
Students admitted into the MAE programs must have:
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A Bachelor’s degree from an accredited four-year institution
Cumulative grade point average of 2.5 or higher. Admitted applicants with a 3.0 or higher GPA are granted full
admission to the program. Admitted applicants with a cumulative grade point average of 2.5-2.99 are granted a
provisional admission to the graduate program. If a student admitted provisionally fails to maintain a 3.0 Augsburg
cumulative GPA over their first two terms, they may be dismissed from the graduate program.
Application Checklist
The following items must be sent to the Augsburg Office of Admissions:
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Completed application form – augsburg.edu/gpe/
Official academic transcripts from the Bachelor’s degree granting institution.
Additional transcripts will be requested to review relevant coursework that could be used to fulfill education
licensure coursework. A student may request to have transcripts waived but this could extend the length of study at
Augsburg. If a transcript is provided after admission, the initial course plan may no longer be accurate.
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.
Course Exceptions and Graduate Course Transfer Credit
Some coursework required for licensure may be met through a course exception granted upon admission to the program.
Previous coursework taken at other universities is evaluated by the Department Chair during the admission process.
Some content area courses for secondary education students are evaluated by the content area department. This degree
audit may reveal that fewer courses are required for licensure. In some circumstances, additional courses may be
required in a secondary content area. Should a graduate level course be met through course exception, those graduate
credit hours may need to be made up through the use of a graduate elective.
Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree program.
Previous graduate coursework must have received a grade of B or better to be considered. See the graduate program
director for approval to use graduate level transfer courses in the degree program. Students may transfer in no more
than six (6) graduate credit hours from another institution.
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Acceptance into the MAE Program
Application files are reviewed by the graduate program coordinator. 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 can request an admission committee be formed by written petition to the
Graduate Director.
MAE in Rochester
The Master of Arts in Education program is also offered at our campus in Rochester, MN. Classes primarily meet weekday
evenings and summer at Bethel Lutheran Church in Rochester.
Academic Policies
Thesis Completion
Some students may wish to complete a thesis. Theses may include traditional research projects, academic journal
manuscripts/submissions, original creative projects across media (visual, audio, performance). Students who wish to
complete a thesis for the MAE will go through the following process:
1. Identify a thesis advisor (and secure two additional faculty committee members) and draft a problem statement
within their first 12 credit hours.
a. Problem Statement Form
b. Committee Recommendation Form
2. Enroll in concentration/elective coursework based on guidance from thesis advisor
3. Enroll in Thesis Hours (3 CH) at the end of the program. This counts against Elective Coursework.
4. Thesis Defense - Results in Pass/No Pass for Thesis Hours.
Cumulative GPA Requirement
To complete the MAT or MAE programs, students must maintain a 3.0 or better Augsburg cumulative GPA.
Graduation and Licensure/ Endorsement Requirements
A minimum GPA of 3.00 overall and grades of P in student teaching courses are required for licensure as well as C- or
better in all required core, specialty, and education major courses.
Dismissal from Licensure and Degree Program
Students may be dismissed from the MAT program prior to and during student teaching for failure to maintain
appropriate academic and teaching-based performance standards, for gross violation of university policy, and/or for
conduct in violation of professional ethics. Dismissal occurs within the context of established department procedures
described in the MAT/MAE Handbook. Students have the right to appeal dismissal from the program on the grounds of
procedural error, using the university’s program dismissal appeals process. Information about the program dismissal
appeals process is available in the Augsburg Student Guide. Students who fail to complete the MAT program may have
the option to finish their graduate degree in the MAE program (without a license).
Readmission and Withdrawal
Students in good standing who fail to register for courses for two terms (not including summer) are automatically
withdrawn from the MAT program. To be readmitted to the university and the MAT program, students file a Readmission
form through the Registrar’s Office.
Field Experience
Some education coursework requires field experience. Courses with field experience contain a minimum requirement of
20 hours spent in a classroom or other relevant learning environment. If you are a teacher seeking a second license, you
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may be able to complete your field experience in your own classroom. 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).
Students who are not seeking a second license may be able to petition to waive or modify the field experience
requirement in a course to better suit the needs and interest of the student. Consult the petition process found in the
Academic Policies below.
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.
Licensure Tests
Students seeking a second license through Augsburg must take and pass all tests required by the state of Minnesota for
licensure. These include tests in pedagogy and content area knowledge.
Program Petition Process
A student may petition to amend program requirements by written petition to the Graduate Program Director. Please
note that changes to state licensure requirements cannot be granted. Please consult the MAT/MAE handbook for
information regarding the petition process.
Accreditation and Approvals
Augsburg University Teacher Education programs are approved by:
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Minnesota Professional Educator Licensing and Standards Board (PELSB)
Augsburg University is accredited by the Higher Learning Commission.
Credit
Most 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 of Classes
The majority of the education courses in the MAE program are offered on weekday evenings. Courses typically 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. Summer session courses are offered primarily on weekday evenings. Summer courses are offered in a mix of
formats from all online to all face-to-face.
Our Faculty
Jennifer Diaz, Associate Professor of Education. BS, MS, PhD, University of Wisconsin-Madison.
Joseph A. Erickson, Professor of Education. BA, MA, College of St. Thomas; MA, Luther-Northwestern Theological
Seminary; PhD, University of Minnesota.
Terrance Kwame-Ross, Associate Professor of Education. BAE, National-Louis University; MEd, PhD, University of
Minnesota.
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Audrey Lensmire, Associate Professor of Education. BA, Indiana University; MAT, National Louis University; PhD,
University of Minnesota.
Rachel M. Lloyd, Associate Professor of Education. BS, Carleton College; MA, PhD, University of Minnesota.
Jason Michael Lukasik, Associate Professor of Education and Program Director, MA in Teaching, MA in Education. BA,
MEd, PhD. University of Illinois at Chicago.
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Master of Arts in Leadership
MA in Leadership Mission
Leadership Development at Augsburg University At the core of the Augsburg Master of Arts in Leadership is a view of
leadership as an interactive process between leaders and followers working together to accomplish desired outcomes.
The MAL program explores both the nature and practice of leadership in a wide variety of organizational and community
settings. To be effective, a leader should possess an understanding of the contexts in which leadership occurs as well as
an array of competencies. The program is designed to help individuals formulate and communicate a shared vision,
navigate changing environments, understand the impact of cultural competence on leaders and followers, and enhance
self-awareness and the capacity to be reflective practitioners.
Program Learning Outcomes
Graduates should be able to:
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Identify and analyze multiple theories of leadership in dynamic organizational and community settings;
Analyze and navigate complex changing environments in which leaders and followers function;
Enhance the capacity to be reflective practitioners;
Develop a personal understanding of one’s philosophy of leadership;
Articulate an understanding of cultural competence and its impact on effective leadership and followership; and
Formulate and communicate a shared vision to inspire achieving desired goals.
Curriculum
Foundational Courses
The study of leadership requires an understanding of 1) a basic body of knowledge in leadership studies, 2) competence
in understanding qualitative and quantitative research for the purpose of informing evidence-based practice, and 3) an
ability to function and lead in an environment that is diverse and inclusive. To this end, the following three required
courses are intended to lay a consistent foundation for the program:
ML 505 – Foundations of Leadership
Learning Outcome: Demonstrate comprehensive knowledge of multiple theories of leadership and their strengths and
weaknesses in contexts.
ML 514 – Evaluating Empirical Research
Learning Outcome: Demonstrate skills in assessing the reliability, validity and value of qualitative and quantitative
research.
ML 560 – Cultural Competence and Effective Leadership
Learning Outcome: Explain different approaches needed for inclusive leadership in diverse contexts.
Requisite Courses
Choose at least one course from each requisite category: Personal Growth and Interpersonal Dynamics and
Organizational and Community Context.
Personal Growth and Interpersonal Dynamics
Courses in this arena focus on individuals’ self-knowledge and well developed interpersonal skills enable a person to
successfully work with a wide range of individuals at varying levels of an organization.
Learning Outcomes: Articulate self-knowledge of leadership strengths and weaknesses. Demonstrate interpersonal skills
in interactions with peers and instructors that reflect understanding of leader follower dynamics.
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ML 520 - Self-Identity and Values: Keys to Authentic Leadership
ML 538 - Communication Skills for Leadership
ML 548 - Coaching and Consulting
ML 575 - Constructive Conflict Resolution
Or a department-approved substitute
Organizational and Community Context
Leadership involves an ability to understand the nature of, and respond effectively to, the context of organizations as well
as the environment that surrounds them in order to operate effectively.
Learning Outcomes: Articulate the key factors of organizational and community contexts and their impact on leadership.
Incorporate these contexts in their analysis and evaluation of leaders and leadership.
ML 512 - Leadership in the Community
ML 531 - Dynamics of Change
ML 535 - Organization Theory and Leadership
ML 536 - Facilitating Organizational Change
Or a department-approved substitute
Elective Courses
The leadership process involves well developed skills in communication, problem-solving, and critical thinking, as well as
increasing students’ self-confidence and risk-taking. Based on their interests and background, students will choose 5
elective courses that focus on their own professional development.
Learning Outcomes: Course specific outcomes that link to MA in Leadership model should be on each syllabus.
ML 511 - Creativity and the Problem-Solving Process
ML 530 - Ethics in Communication
ML 545 - Decision Making and Leadership
ML 563 - Leadership in a Global Society
ML 565 - Women and Leadership
ML 574 - Strategic Leadership
ML 577 - Universal Responsibility and Leadership: A Central American Experience
ML 598 - Independent Study
ML 599 - Topics
Integrative Course
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
analysis skills, and synthesize their comprehension of the nature of leadership, how leadership is known, and how
leadership manifests itself in practice.
ML 585 - Leadership Capstone: Integrating Theory and Practice
MBA/MA in Leadership Dual Degree
The dual degree program gives students the benefits of studying business administration and leadership in a coordinated
program. This dual degree program leverages Augsburg’s long-standing tradition of graduate leadership training via the
Master of Arts (MA) in Leadership with the demand for business education through our Master of Business
Administration (MBA) program. This unique credential equips students with the skills to lead and manage an
organization, preparing them to thrive in today’s interconnected world.
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Admission to the Dual Degree Program
Applicants apply to a home program—either MA in Leadership or MBA. Once a student is admitted to their home
program, the student will have an initial advising meeting and is required to meet with an adviser at least once per year.
As the student approaches degree completion in their home program, the student will submit an application for their
second degree. The student must be finished with either the MA in Leadership or the MBA before starting the second
program.
Master of Arts in Leadership Home
Primary Program: MA in Leadership
11 courses
Students take the following leadership courses to complete the Master of Arts in Leadership degree:
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ML 505 - Foundations of Leadership
ML 514 - Evaluating Empirical Research
ML 560 - Cultural Competence and Effective Leadership
Complete one course from requisite category 1: Personal Growth and Interpersonal Dynamics
o ML 520 - Self-Identity and Values: Keys to Authentic Leadership
o ML 538 - Communication Skills for Leadership
o ML 548 - Coaching and Consulting
o ML 575 - Constructive Conflict Resolution
Complete ML 535 from requisite category 2: Organizational and Community Context
o ML 535 - Organization Theory and Leadership
Elective courses - select five additional Master of Arts in Leadership electives
ML 585 - Leadership Capstone: Integrating Theory and Practice
Secondary Program: Master of Business Administration
8 course required; 2 additional courses optional for a concentration area
Once a Master of Arts in Leadership degree has been granted, the dual degree student may apply to the MBA program.
The student will then take these MBA courses to receive their MBA degree:
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MBA 570 - Quantitative Decision-Making for Managers
MBA 571 - Business Analytics
MBA 520 - Accounting for Business Managers
MBA 510 - Applied Managerial Economics
MBA 530 - Managerial Finance
MBA 595 - Strategic Management
MBA 550 - Marketing Management
MBA 580 - Management Consulting Project
Concentration Areas (optional; choose one concentration and take both courses)
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Data Analytics
o MBA 572 - Data Programming
o MBA 573 - Predictive Analytics
Entrepreneurship concentration
o MBA 596 - Managing Innovation
o MBA 583 - Entrepreneurship: Execution, Planning and Strategy
Finance concentration
o MBA 535 - International Finance
o MBA 532 - Investment Theory and Portfolio Management
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Master of Business Administration Home
14 courses required
Primary Program: Master of Business Administration
Students take the following courses to complete the Master of Business Administration degree:
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MBA 592 - Leadership: Ethics, Vision, and Transformation
MBA 545 - Organizational Behavior
MBA 570 - Quantitative Decision-Making for Managers
MBA 540 - Business and Professional Ethics
MBA 571 - Business Analytics
MBA 520 - Accounting for Business Managers
MBA 510 - Applied Managerial Economics
MBA 530 - Managerial Finance
MBA 595 - Strategic Management
MBA 550 - Marketing Management
MBA 565 - Managing in a Global Environment
MBA 580 - Management Consulting Project
Complete one of the following concentrations:
o Data Analytics concentration: MBA 572 and MBA 573
o Entrepreneurship concentration: MBA 596 and MBA 583
o Finance concentration: MBA 535 and MBA 532
o Leadership concentration: Two ML electives
Secondary Program: MA in Leadership
5-7 courses required
Once a Master of Business Administration degree has been granted, the dual degree student may start the MA in
Leadership program. The student will then take the ML courses below to receive their Master of Arts in Leadership
degree. Note that if the Leadership concentration was completed for the MBA degree, those two courses can be applied
toward the MA in Leadership requirements.
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ML 514 - Evaluating Empirical Research
ML 560 - Cultural Competence and Effective Leadership
Complete one course from requisite category 1: Personal Growth and Interpersonal Dynamics
o ML 520 - Self-Identity and Values: Keys to Authentic Leadership
o ML 538 - Communication Skills for Leadership
o ML 548 - Coaching and Consulting
o ML 575 - Constructive Conflict Resolution
Complete one course from requisite category 2: Organizational and Community Context
o ML 512 - Leadership in the Community
o ML 531 - Dynamics of Change
o ML 536 - Facilitating Organizational Change
Elective courses - select two Master of Arts in Leadership elective courses
ML 585 - Leadership Capstone: Integrating Theory and Practice
Earning the dual degree during or after the MBA or MA in Leadership program
Currently enrolled MBA or MA in Leadership students, or alumni who wish to return to Augsburg, may add the additional
degree to their existing degree by completing the same requirements listed; Director’s approval is required.
Returning students must complete an application form. Upon entering the MBA program, online quantitative skills
modules are required in five areas and must be completed before beginning the quantitative courses:
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Statistics
Excel Spreadsheets
Accounting
Economics
Finance
These modules are used as an introduction to, or a review, in order to help enhance the student’s skills and knowledge
for the MBA quantitative coursework.
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 MA in Leadership courses in
leadership. Students pursuing this option take ML 505 - Foundations of Leadership and two additional electives. All three
courses may count toward an MA in Leadership. No more than one course may be double counted in another Augsburg
graduate degree program. Students who previously completed the Augsburg MBA degree are exempted from ML 505.
Applicants to the certificate program follow the same admission process as those seeking the Master of Arts degree.
Joint BA in Accounting and Master of Arts in Leadership
A BA in Accounting and an MA in Leadership 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 MA in Leadership program offers a large number of courses on a
Saturday and weeknight schedule. Refer to the MA in Leadership 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 MA in
Leadership director and an accounting advisor to create an effective plan for successful completion of the five-year
program.
General Requirements for the Accounting/ MA in Leadership Program
Accounting students planning to pursue the five-year degree must apply for admission to the MA in Leadership program
at the end of their junior year. The application process includes submission of:
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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 MA in Leadership 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 MA in Leadership program.
For a complete list of courses and descriptions, see the Course Description Search.
Admission to the Master of Arts in Leadership or Graduate Certificate in Leadership Studies
Admission Requirements
Applicants to the program must have:
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Bachelor’s degree from an accredited, four-year college or university, or an appropriately certified foreign institution.
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Minimum cumulative undergraduate grade point average of 3.0 or 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, admission may be possible as decided on a case-by-case basis.
Two years of experience (or equivalent) with one or more organizations in a position of leadership or position
demonstrating leadership potential is preferred.
Application Checklist
The following materials must be submitted to the Office of Admissions:
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Completed application form
A 1-3 page statement relating the applicant’s career and life goals to leadership aspirations
Two letters of recommendation preferred
Applicants must submit an official transcript(s) from the institution granting the Bachelor’s degree and from the most
recently attended institution, if not the same.
o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for
military benefits.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are
required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
Résumé
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 outlined in Admission of International Students in the Graduate Admissions section.
Academic Policies
Academic Evaluation
No more than two courses with a grade below B- will count toward the degree. No more than two courses with a grade
of or below B- can be repeated. However, students must achieve a minimum grade of B- or higher in the MA in
Leadership Foundations and Capstone courses – ML 505, ML 514, ML 560, and ML 585.
In order to graduate, a student must have a cumulative graduate GPA of 3.00 or above with all required courses and the
final projects successfully completed. A student registered for a final course may, with the approval of the program
director, 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 3.00 cumulative grade point average. If a student falls below a 3.00 average, the student will
be placed on probation for the following term. A 3.00 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 F in a course, the student must petition
successfully with the MA in Leadership 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 F is received, the student may be dismissed from the
program. Students may also be dismissed for behavior detrimental to the program, such as a gross violation of university
policy (as published in the Student Guide). Dismissal would occur only after established procedures were followed.
Class Attendance Policy
The nature of leadership development requires interpersonal engagement. Communication and interaction are an
important part of the learning process. Interaction that is online as well as face-to-face is central to the Augsburg MA in
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Leadership. To miss a class in either the classic or hybrid format is to miss a significant portion of the course’s content.
Given the limited number of meeting times in both formats, our expectation is that students will be present at all class
meetings. In the rare instance of a family or personal emergency, the absence will be handled on a case-by-case basis.
Since every student is expected to engage in class discussion, reflection, and group presentation in all classes, not being
present in a class will mean that part of the course’s requirements cannot be met.
If a student feels they are going to miss a class, they must contact the faculty member prior to the absence to determine
if 1) the course should be dropped or 2) it is possible to make up some of the missed material – and if so, how. The final
decision will be made by the individual faculty member based on a discussion with the student and the student’s overall
performance in the class.
MA in Leadership Program Enrollment Policy
Students normally take either one or two courses per semester. Enrolling in two courses per semester (including summer
semester) enables a student to complete the coursework in the program within two years.
Students who are away from classes for one year or longer must complete an Application for Readmission and submit it
to the Registrar’s Office. Students who have been out of the program for more than two years may, at the discretion of
the program director, be required to take additional courses to refresh their understanding of the field.
Accreditation and Affiliation
Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditation, approvals,
and memberships, in the Accreditation, Approvals and Memberships section.
Master of Arts in Leadership Faculty
Andrew Aoki, Professor of Political Science. BA, University of Oregon; MA, PhD, University of Wisconsin.
Thomas Berkas, Instructor of Leadership Studies. BCE, University of Minnesota, PhD University of Minnesota.
Joseph A. Erickson, Professor of Education. BA, MA, University of St. Thomas; MA, Luther Seminary; PhD, University of
Minnesota.
Stephen K. Erickson, Instructor of Leadership Studies. BA, Augsburg University; JD, University of Minnesota. Vice
President and Advanced Practitioner, Erickson Mediation Institute.
Elaine Eschenbacher, Instructor of Leadership Studies. BA, University of Minnesota, MA, Augsburg University
Carolyn Evans, Instructor, Leadership Studies. BA, MA, PhD University of Minnesota.
Michael Grewe, Instructor, Leadership Studies. BS, University of Minnesota; MSW, Augsburg University; PhD, University
of Minnesota.
Lori Brandt Hale, Associate Professor of Religion. BA, University of Iowa; MA, University of Chicago; PhD, University of
Virginia.
Garry Hesser, Martin Olav Sabo Professor of Citizenship and Learning. BA, Phillips University; MDiv, Union Theological
Seminary; MA, PhD, University of Notre Dame.
David Lapakko, Associate Professor of Communication Studies. BA, Macalester College; MA, PhD, University of
Minnesota.
Steven Manderscheid, Instructor of Leadership Studies. BS, St. Cloud State University; MS, University of Minnesota; EdD,
University of St. Thomas. Chair, Department of Organizational Management, Concordia University.
Marilyn S. McKnight Erickson, Instructor of Leadership Studies. BA, Augsburg University; MA, St. Mary's University;
President and Advanced Practitioner, Erickson Mediation Institute, Mpls.
Deb Mitchell, Instructor of Leadership Studies. BA, Concordia College; MA, Augsburg University, Ed.D. Pepperdine
University.
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Thomas Morgan, Professor Emeritus, Business Administration. BS, Juniata College; MBA, University of Denver; MS,
University of Oregon; PhD, University of Minnesota.
Norma C. Noonan, Professor Emerita, Political Science and Leadership Studies, former Director of the Center for
Leadership Studies and the MA in Leadership Program (1993-2011). BA, University of Pennsylvania; MA, PhD,
Indiana University.
Diane Pike, Professor Emerita, Sociology. AB, Connecticut College; PhD, Yale University.
Joanne Reeck, Instructor of Leadership Studies. BS, MS, University of Minnesota
John S. Schmit, Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University of
Texas-Austin.
Alan Tuchtenhagen (retired), Assistant Professor of Leadership Studies and Director of the Center for Leadership Studies
and the MA in Leadership Program. BS, Westmar College; MA, University of Nebraska; DPA, Hamline University.
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Master of Arts in Nursing
A master’s degree in nursing focuses on health in community life and in health care systems, both locally and globally,
and supports students to envision new models of care across practice settings. Students select from two tracks of
study—Transformational Nursing Leadership or Transcultural Nursing. Both tracks prepare nurse leaders to assume a
wide variety of roles and responsibilities throughout the health care system and in emerging care settings in
communities.
Mission
Within the context of liberal arts education and guided by the values of the Lutheran Church, the Master of Arts in
Nursing program prepares nurses for transformational leadership and transcultural nursing practice across care settings
with particular emphasis on promoting health equity locally and globally.
Program Goals
Graduates of the Master of Art in Nursing Program are prepared to:
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Provide a foundation for the practice of transculturally competent nursing by synthesizing, integrating, and applying
nursing research and theory in advanced nursing practice and leadership roles.
Provide a sound scholarly foundation for transformative advanced nursing practice and leadership and further
graduate study.
Create and sustain a teaching-learning environment that promotes open scholarly exchange, personal growth,
lifelong learning, leadership, and vocation of professional service in a global society.
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 credits per semester) or part-time (4 credits per semester). Time to degree
completion takes an average 24 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)
NUR520P - Practicum: Research Methods in Nursing (1 semester credit, optional)
Transformational Nursing Leadership Track (18 semester credits)
The Transformational Nursing Leadership track is designed to develop nurse leaders’ ability to critically analyze,
articulate, and develop effective strategies to cope with high level health care inequities. Curricular emphasis is on
inter-professional 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
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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, Research, and Practice Seminar (3 semester credits)
NUR 523P - Practicum: Theory, Research, and Practice Seminar (2 semester credits)
NUR 525 - Graduate Field Project (3 semester credits)
NUR 525P - Practicum: Graduate Field Project (2 semester credits)
Students graduating from the Transformational Leadership Track of the master’s program are eligible to apply to the
American Nurses Credentialing Center (ANCC) for certification as a Nurse Executive, Advanced and to the Transcultural
Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing.
Graduate Field Project in Transformational Nursing Leadership
Students will fulfill their Master of Arts in Nursing through a final practice-focused project, which serves as the capstone
of the master’s program. The last two classes in the curriculum–NUR 523 and NUR 525—emphasize the development
and articulation of a graduate field project focused on transformational leadership. Students present their final projects
in NUR 525.
Transcultural Nursing 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,
theory-guided 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 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, Research, and Practice Seminar (3 semester credits)
NUR 523P – Practicum: Theory, Research, and Practice (2 semester credits)
NUR 525 - Graduate Field Project (3 semester credits)
NUR 525P - Practicum: 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
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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 Health Commons in Cedar-Riverside
A unique opportunity for students to explore advanced nursing roles and new models and forms of practice is provided
by the Augsburg Central Health Commons, and the Health Commons in the Cedar-Riverside neighborhood. Both Health
Commons are nursing-led drop-in centers dedicated to serving those in need and focused on healthy individuals and
communities. People from diverse backgrounds, who have health experiences grounded in wide ranging cultural contexts
frequent the Health Commons for health support and reassurance. Service and care are based on respect, relationship,
and collaboration that connects health and hope for all participants. Health Commons partners include Central Lutheran
Church in downtown Minneapolis, Fairview Health Services, People’s Center, and the East Africa Health Project.
Study Abroad and Away
The Department of Nursing works closely with cultural guides and nurse mentors in various contexts of care in emerging
care settings at home and abroad. The Center for Global Education and Experience is a partner with the Department of
Nursing in developing and facilitating study abroad opportunities in Guatemala, Mexico, Namibia, Pine Ridge, SD, and
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
Applicants to the Master of Arts in Nursing program must have:
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●
●
●
●
An earned Bachelor’s degree in nursing from an accredited college or university, or an Associate of Science degree in
nursing in addition to a non-nursing bachelor’s degree
A cumulative GPA of 3.0 in all previous college coursework
Experience as a registered nurse
A current, unencumbered nursing license
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 by the Graduate Nursing Faculty on an individual basis.
Admissions are handled throughout the year, with students being admitted at the beginning of the fall (September),
spring (January), and summer (May) semesters.
Application components:
●
●
●
●
A written statement describing professional and educational goals
Applicants must submit an official transcript(s) from the institution granting the Bachelor’s degree and from the most
recently attended institution, if not the same.
o The Program Director may ask for additional transcripts if determined to be necessary.
Two letters of recommendation preferred
Current resume
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)
71
Academic Policies
Evaluation of academic performance in the Master of Arts in Nursing program will be based on letter grades. See detailed
information in the Academic Programs and Policies
Attendance Policy
Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates
and the course instructor. Instructors may lower grades if attendance and participation is lacking. Individual syllabi will
contain individual instructors’ requirements.
Academic Probation and Dismissal Policies
Students must maintain a 3.0 cumulative grade point average in the MAN program. If a student falls below a 3.0 average,
the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in
order for a student to be removed from probation. If a student receives a grade of B- or less in a course, the student must
petition successfully to the faculty of the Master of Arts in Nursing program before being allowed to continue in the
program. A plan for the student to follow would be outlined at that time. If a second grade of B- or less is received, the
student may be dismissed from the program.
Students may also be dismissed for behavior detrimental to the program, such as a gross violation of university policy as
published in the Student Guide. Dismissal would occur only after established procedures were followed.
Credit for Prior Education
Students may petition the Master of Arts in Nursing faculty for approval of transfer of credit. Transfer credits will be
evaluated on an individual basis. The only courses that will be considered for transfer credit are those 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 using zoom technology, synchronous and asynchronous instruction to
meet the needs of working adults. Classes typically meet 6 times per semester for 4 hour periods on either a Monday,
Tuesday, or Thursday evening from 4:30pm to 8:30pm.
Practica are additional to courses. Students enroll in a practicum concurrently with enrollment in the courses. Practica
options will vary for each course with choices of either independent practica or faculty-led practica.
Accreditation and Affiliations
The baccalaureate degree program in nursing, master’s degree program in nursing, and Doctor of Nursing Practice
program at Augsburg University are accredited by the Commission on Collegiate Nursing Education, 655 K Street NW,
Suite 750, Washington, DC 20001, 202-887-6791.
Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals,
and memberships, see the listing in the Accreditation Approvals, and Memberships section.
Faculty
Kathleen Clark, DNP, RN, Associate Professor and Executive Director of the Augsburg Central Health Commons and
Health Commons at Cedar-Riverside.
Katherine Martin, Phd, CMN, RN, Assistant Professor of Nursing, Co-Director of BSN program.
Joyce Miller, DNP, RN, Associate Professor of Nursing, Chair of the Department of Nursing, and Co-Director of BSN
program.
Deborah Schuhmacher, DNP, RN, Associate Professor of Nursing, Director of Graduate MAN and DNP-TCN programs.
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Staff
Colleen Hagerman, Nursing Programs Coordinator.
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Doctor of Nursing Practice – Transcultural Nursing (TCN) Leadership Track
The Transcultural Nursing Leadership track is a post-masters doctoral degree with an emphasis on transcultural nursing
leadership. As a post-master’s program, the DNP-TCN track of study prepares nurses for advanced leadership and
practice roles in Transcultural Nursing (TCN).
Mission
Within the framework of liberal arts education and guided by the values of the Lutheran Church, the post-master’s
Doctor of Nursing Practice program, TCN Leadership track of study prepares nurses for advanced transcultural nursing
leadership in communities in order to maximize health through peaceful, just, and collaborative actions that uphold and
improve human potential across care settings and care systems, with emphasis on eliminating health inequities locally
and globally.
Program Goals
Graduates of the Doctor of Nursing Practice program are prepared to:
●
●
●
Negotiate the complexity of multicultural care settings and care systems to eliminate health inequities among
populations and communities
Challenge conventional knowledge about illness through an ecological approach to social determinants of health
Lead change through building coalitions with marginalized people that are based on mutuality and common cause
Program Structure
The program is structured in a 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 didactic course equals three
semester credits. The DNP courses (NUR 800 level) are taught in a hybrid format using zoom technology, synchronous
and asynchronous instruction to meet the needs of working adults. Synchronous classes typically meet for four or five
hours once a month.
Practica
Practica are organized to give flexibility and individual choice to students to support their increasing independence and
depth of practice experience at the doctoral level. Students select practicum experiences that are either structured
immersions in a variety of cultural contexts led by nursing faculty or are student initiated and individually directed
experiences mentored by nursing faculty.
In a 15-week semester, practicum hours are computed as follows:
74
●
●
●
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 DNP program. 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.
An orientation to the DNP program is typically scheduled in September that provides 45 hours of practica. This five day
practicum immerses students in ways of knowing of the Lakota people and students spend time at Custer State Park,
South Dakota.
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 and Experience is a partner with the Department of
Nursing in developing and facilitating study abroad opportunities in Guatemala; Mexico; Namibia; Pine Ridge, SD; and
England. A detailed listing of practica and immersion experiences abroad and away can be found at the nursing website
(www.augsburg.edu/nursing).
Seminars
Seminars focus on integration of conceptual learning with field practice and 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 an 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
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 2-3 page professional essay responding to an excerpt from Wendell Berry’s essay, “Health is Membership.”
Applicants must submit an official transcript(s) from each institution where a degree was earned, as well as from the
most recently attended institution, if not the same.
o The Program Director may ask for additional transcripts if determined to be necessary.
Three professional references
Personal interview with Augsburg Nursing faculty
75
The number of applicants admitted to the DNP program will be based on availability of faculty members to assist with
student’s scholarly projects. Meeting the minimum admission criteria does not ensure that an applicant will be admitted
to the program.
In addition to the requirements noted in the international student admissions section, applicants who have graduated
from a foreign nursing program 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). See Graduate Admissions for more information. (www.augsburg.edu/grad/international)
Academic Policies
Evaluation of academic performance in the DNP program will be based on letter grades. See detailed information in the
Academic Programs and Policies.
Attendance Policy
Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates
and the course instructor. Instructors may lower grades if attendance and participation is lacking. Individual syllabi will
contain individual instructors’ requirements.
Academic Probation and Dismissal Policies
Students must maintain a 3.0 cumulative grade point average in the DNP program. If a student falls below a 3.0 average,
the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in
order for a student to be removed from probation. If a student receives a grade of B- or less in a course, the student must
petition successfully to the faculty of the DNP program before being allowed to continue in the program. A plan for the
student to follow would be outlined at that time. If a second grade of B- or less is received, the student may be dismissed
from the program.
Students may also be dismissed for behavior detrimental to the program, such as a gross violation of university policy as
published in the Student Guide. Dismissal would occur only after established procedures were followed.
Accreditation
The Doctor of Nursing Practice program is accredited by the Commission on Collegiate Nursing Education (CCNE), 655 K
Street NW, Suite 750, Washington, DC 20001, 202-887-6791.
Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals,
and memberships, see the listing in the Accreditation, Approvals, and Memberships section.
Faculty
Kathleen Clark, DNP, RN, Associate Professor and Executive Director of the Augsburg Central Health Commons and the
Health Commons at Cedar-Riverside.
Katherine Martin, Phd, CMN, RN, Assistant Professor of Nursing, Co-director of BSN program.
Joyce Miller, DNP, RN, Associate Professor of Nursing, Chair of the Department of Nursing, and Co-director of the BSN
Program.
Deborah Schuhmacher, DNP, RN, Associate Professor of Nursing, Director of Graduate MAN and DNP-TCN Programs.
Staff
Colleen Hagerman, Nursing Programs Coordinator.
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Doctor of Nursing Practice – Family Nurse Practitioner (FNP) Track
The Doctor of Nursing Practice - Family Nurse Practitioner is a post-BSN Doctor of Nursing Practice program focused on
the primary care of families. 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.
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.
Program Goals
Graduates of the Doctor of Nursing Practice/Family Nurse Practitioner program are prepared to:
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●
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●
●
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 take courses on a full-time basis
during the completion of their 500 level courses, pre-FNP 800 level courses, and during the didactic and clinical courses
in the FNP 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 53 didactic credit hours, 4 seminar credits, and 24 clinical credit hours.
Didactic
A total of 19 didactic courses (53 semester credits) constitute the DNP/FNP program. Didactic classes, seminars, clinical
skills labs, 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 hybrid, synchronous and asynchronous classes a semester - four hours of
class time, using zoom technology. In addition to the didactic course, students take a one credit practicum course
associated with the didactic course. The DNP courses (NUR 800 level during 2nd year of study), are taught in a variety of
synchronous and asynchronous modalities with varying times of four to eight hours. One course is offered in an
immersion format of four days of class per semester. The FNP courses (final two years of study) are offered primarily on
Monday, Tuesday, Wednesday or Friday, approximately six times a semester for four to five hours in a hybrid format,
using zoom technology, synchronous and asynchronous as well as some face to face classes. Class time hours will vary.
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/or in Rochester, MN, at Bethel
Lutheran Church (810 3rd Ave SE) , the location of Augsburg’s learning site. Students must be prepared to drive to
Minneapolis or Rochester for classes. If weather is inclement, Zoom technology is used.
77
Practica (for DNP courses) / Clinicals (for FNP courses)
To earn the DNP-FNP, a student must complete a total of 1080 practicum hours. This includes 360 practica hours for the
DNP portion and 675 hours for the clinical portion.
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. Students will be allowed to transfer up to 400 practicum hours from their
master’s degree in nursing.
675 integrative primary care clinical hours are required. FNP clinical sites will be arranged by clinical faculty. Of the 675
clinical hours: 100 hours focuses on children/women’s health issues, 575 hours focuses on integrative primary care.
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 hour = 90 clock hours of practicum time per semester
3 semester credit hour = 135 clock hours of practicum time per semester
Required Practica hours = 360 which equals 8 credits
Required Clinical hours=675 which equals 15 credits
The total credits for practica and clinicals are equal to 23.
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.
Clinical Skills Labs
Four 0.5 credit skills labs are scheduled throughout the program to teach hand-on skills to students. These clinical skills
labs focus on Women’s Health, HEENT, Musculoskeletal, and Dermatology and Suturing.
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 and Experience is a partner with the Department of
Nursing in developing and facilitating study abroad opportunities in Guatemala, Mexico, Namibia, Pine Ridge, SD, and
England. A detailed listing of practica and immersion experiences abroad and away can be found at the nursing website
(www.augsburg.edu/nursing).
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:
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●
●
●
●
●
●
●
●
●
●
●
●
An earned baccalaureate degree in nursing (BSN or BAN), or a master’s degree in nursing from an accredited
institution and a nationally accredited nursing program.
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.
Applicants must submit an official transcript(s) from each institution where a degree was earned, as well as from the
most recently attended institution, if not the same.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are
required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
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.
A 2-3 page professional essay responding to a posted question on the admission application.
Documentation verifying the number of practice hours completed in an accredited graduate nursing program, if
applicable. (A maximum of 400 practice hours may be transferred into the DNP/FNP tract of study from a master’s in
nursing program.)
A current Curriculum Vitae.
Personal interview with Augsburg Nursing Faculty.
Evidence of a completed undergraduate statistics course on an official transcript before enrolling in the Nursing
Research course (NUR520) & the associated practicum (NUR520P).
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.
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 at the time of publication and are subject to change.
In addition to the requirements noted in the international student admissions section, applicants who have graduated
from a foreign nursing program 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). See Graduate Admissions for more information. (www.augsburg.edu/grad/international)
See Graduate Admissions for more information. (www.augsburg.edu/grad/international)
Academic Policies
Evaluation of academic performance in the DNP program will be based on letter grades. See detailed information in the
Academic Programs and Policies
Attendance Policy
Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates
and the course instructor. Instructors may lower grades if attendance and participation is lacking. Individual syllabi will
contain individual instructors’ requirements.
Academic Probation and Dismissal Policies
Students must maintain a 3.0 cumulative grade point average in the DNP 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 a B- or less, the student must petition
to the faculty of the DNP program before being allowed to continue in the program. If a second grade of a B- or less is
received, the student may be dismissed from the program.
79
Students may also be dismissed for behavior detrimental to the program, such as a gross violation of University policy as
published in the Student Guide. Dismissal would occur only after established procedures were followed.
Accreditation
The Doctor of Nursing Practice program is accredited by the Commission on Collegiate Nursing Education (CCNE), 655 K
Street NW, Suite 750, Washington, DC 20001, 202-887-6791.
Augsburg is accredited by the Higher Learning Commission.
For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation,
Approvals, and Memberships section.
Faculty
Kathleen Clark, DNP, RN, Associate Professor and Executive Director of the Augsburg Central Health Commons and the
Health Commons at Cedar-Riverside.
Michelle Higgins, DNP, APRN, FNP-C, Instructor.
Jill Oswald, DNP, APRN, FNP-C, Instructor, Clinical Director of the DNP-FNP Program
Katherine Martin, Phd, CMN, RN, Assistant Professor of Nursing, Co-Director of BSN program.
Joyce Miller, DNP, RN, Associate Professor of Nursing, Chair of the Department of Nursing, and Co-Director of BSN
program.
Deborah Schuhmacher, DNP, RN, Associate Professor of Nursing, Director of Graduate MAN and DNP-TCN Programs.
Michelle Ullery, DNP, APRN, FNP-C, Instructor, Director of DNP-FNP Program
Staff
Colleen Hagerman, Nursing Programs Coordinator.
Master of Business Administration
Embarking on a graduate degree program is an exciting and challenging decision. The Augsburg MBA is an ACBSP
accredited program that is a rigorous and rewarding educational experience. The Augsburg MBA is practical and
“hands-on,” focusing on applicable skills and knowledge designed to increase your ability to think critically, analyze data,
recognize trends and take the appropriate action. The MBA program utilizes 7 different business simulations in order to
enhance experiential learning and critical thinking. Toward the end of the program, Augsburg MBA students work on a
consulting project for a business organization or social enterprise. Students are divided into groups of four or five and
write strategic, business and marketing plans for the organization or entrepreneur. In the past 18 years, students have
written plans and made recommendations for facility expansions, new product introductions, and new marketing
programs. In the end, the MBA teams present their final recommendations to the CEO and the leadership team.
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.
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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. The students write their own personal development plan focusing on their core strengths, core
convictions, personal mission statement, goals for the next five years and an action plan to accomplish those goals. 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 and are committed to diversity,
equity and inclusion. We invite you to become part of a growing community of Augsburg MBA alumni.
George Dierberger, Ed.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 for their organization and the world.
Accreditation
The Augsburg MBA is accredited by the Accreditation Council for Business Schools and Programs (ACBSP).
Augsburg is accredited by the Higher Learning Commission. For a complete list of Augsburg’s accreditations, approvals,
and memberships, see the listing in the Accreditation, Approvals, and Memberships section.
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 , highly competitive global economy. The curriculum has been designed to teach
students the ability to analyze data, think critically, and apply innovative solutions to complex problems. 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.
Plan of Study
The Augsburg MBA is an accelerated, evening program that allows working professionals to complete an MBA degree in
approximately 26 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 one another, mentor each other, and develop their own career development plan
based on a series of self-assessments. You’ll share diverse professional expertise and experience as you work in teams on
projects, case studies, presentations, and Harvard Business Review 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.
MBA students 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.
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Credit for Prior Learning
Up to nine credits (three courses) may be waived through prior business coursework that is comparable to the course
curriculum and from an accredited business school (with director/faculty approval) or certain professional credentials
(with appropriate documentation). Consult the MBA program office for details. Students who have passed the Certified
Public Accountants (CPA) or Certified Management Accountants (CMA) exam may be waived from MBA 520, Accounting
for Managers.
Students with prior academic coursework that meets the following criteria may be waived from eligible core courses.
● Course(s) must be taken at an 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 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.
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 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 will 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. We have visited Germany, France, Poland,
England, Ireland, Italy, Chile, Argentina and Brazil.
Program Requirements
The Augsburg MBA requires 42 semester credits for degree completion. Augsburg MBA courses are three semester
credits each. Each three semester credit course consists of 28-32 hours of in-class instruction and 5 ½ - 9 ½ hours of
online instruction per week through a web-based electronic course management system.
A total of 14 courses are required for the Augsburg MBA. There are 12 core courses and 2 elective/concentration courses.
MBA Program Sequence
Semester 1:
MBA 592 - Leadership: Ethics, Vision and Transformation
MBA 545 - Organizational Behavior
Semester 2:
MBA 540 - Business and Professional Ethics
MBA 570 - Quantitative Decision-Making for Managers
Semester 3:
MBA 571 - Business Analytics
MBA 520 - Accounting for Business Managers
Semester 4:
MBA 530 - Managerial Finance
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MBA 510 - Applied Managerial Economics
Semester 5:
MBA 550 - Marketing Management
MBA 595 - Strategic Management
Semester 6:
MBA 565 - Managing in a Global Environment
MBA 580 - Management Consulting Project
Concentration Course 1
Semester 7:
Concentration Course 2
Electives
Students are required to complete a concentration in either Finance, Leadership, Entrepreneurship, or Data Analytics.
Data Analytics Concentration
MBA 572 - Data Programming
MBA 573 - Predictive Analytics
Finance Concentration
MBA 532 - Investment Theory and Portfolio Management
MBA 535 - International Finance
Leadership Concentration
Any two MAL electives from the Master of Arts in Leadership program
Entrepreneurship Concentration
MBA 596 - Managing Innovation
MBA 583 - Entrepreneurship: Execution, Planning & Strategy
The entrepreneurship concentration teaches students how to perform the due diligence in developing and turning a
business idea into reality by assessing the risks before product development. Our students learn how to collaborate and
iterate in approaching the market opportunity and potential solution.
Student Learning Experience
Student Learning Experiences are meant to integrate the material from the three modules: Personal & Professional
Development (SLE 1), Quantitative Analysis & Decision Making (SLE 2), and Value Creation (SLE 3). SLE 1 is embedded in
MBA 540 Business Ethics, MBA 545 Organizational Behavior, and MBA 592 Leadership: Ethics, Vision and Transformation.
SLE 2 is embedded across the MBA curriculum and includes a global business simulation in the MBA 595 Strategic
Management course. SLE 3 is a single course, the MBA 580 Management Consulting Project.
MBA/ MA in Leadership Dual Degree
Augsburg offers a coordinated program for students interested in both the Master of Business Administration and Master
of Arts in Leadership degrees. See the Master of Arts in Leadership section of this catalog for program details.
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. Due to Covid-19, our classes have been held via synchronous video conferencing
during the normal class hours.
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Orientation for new cohorts is generally scheduled 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.
MBA Graduate Certificates
Each certificate program is designed to be finished in six months, taking one course at a time and with each course
lasting 7-8 weeks. Admission to the certificate follows the normal MBA application process. Certificate programs are not
eligible for federal student aid. Students wishing to pursue the full MBA degree after certificate completion must contact
Graduate Admissions.
Business Analytics Certificate
The certificate program is another attractive option for people who want to develop their analytical business skills
without undertaking a full degree program. A certificate is awarded after completion of four Augsburg MBA courses in
business analytics. The certificate courses are part of the MBA curriculum and would count toward the degree
completion for the program.
Required Courses
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MBA570 - Quantitative Decision-Making for Managers
MBA571 - Business Analytics
MBA572 - Data Programming
MBA573 - Predictive Analytics
Entrepreneurship Certificate
The certificate program is another attractive option for people who want to develop their entrepreneurial business skills
without undertaking a full degree program. A certificate is awarded after completion of four Augsburg MBA courses in
entrepreneurship. The certificate courses are part of the MBA curriculum and would count toward the degree
completion for the program.
Required Courses
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MBA550 - Marketing Management
MBA595 - Strategic Management
MBA583 - Entrepreneurship: Execution, Planning and Strategy
MBA596 - Managing Innovation
Finance Certificate
The certificate program is another attractive option for people who want to develop their financial skills without
undertaking a full degree program. A certificate is awarded after completion of four Augsburg MBA courses in accounting
and finance. The certificate courses are part of the MBA curriculum and would count toward the degree completion for
the program.
Required Courses
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MBA520 - Accounting for Business Managers
MBA530 - Managerial Finance
MBA532 - Investment Theory and Portfolio Management
MBA535 - International Finance
Admission to the Augsburg MBA Program
Admission Requirements
Applicants to the MBA program must have:
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Bachelor’s degree from an accredited four-year institution or an appropriately certified foreign institution
Minimum of two years of relevant work experience is preferred
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
Two personal statements
Applicants must submit an official transcript(s) from the institution granting the Bachelor’s degree and from the most
recently attended institution, if not the same.
o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for
military benefits.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are
required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
Current résumé of work history
Two confidential letters of recommendation preferred but not required
MBA Math (optional for admission based on past experience; passing score required for the quantitative courses)
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 University. 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
The grading scale used for the evaluation of academic performance in the MBA program is an A-F scale. For complete
information on grading and evaluation, 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.
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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
student knows in advance of a class date where a potential conflict exists, they must discuss the proposed missed class
with the faculty member prior to the date of the class. Students are responsible for the work covered during that class
session and for making appropriate arrangements for obtaining handouts, lecture content, or other materials. Faculty
members may assign appropriate independent work to insure that the student understands the material covered during
the class session.
If appropriate and acceptable coordination is carried out by the student, there need not be any grade reduction for a
single missed class session. This may be dependent on assignments due on the date of the missed class; e.g., final project
presentations or team presentations. Point/grade reductions for unexcused absences are the prerogative of the faculty.
Two missed class sessions, 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:
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Passing score on all modules of MBA math (http://mbamath.com/). MBA math contains modules in accounting,
economics, finance, statistics, and spreadsheets (unless waived by the MBA Director)
Successful completion of MBA courses with a cumulative GPA of 3.00 or higher at the completion of the program
No more than two courses with a grade of B-
MBA Faculty
Jeanne M. Boeh, Professor of Economics. BS, MA, PhD, University of Illinois.
George Dierberger, Associate 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.
Cory Erickson, Instructor. BA, Ambassador University; MBA, Carlson School of Management, University of Minnesota.
Marc Isaacson, Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic Institute.
Phyllis Kapetanakis, Associate Professor of Business Administration. BA, BS, Creighton University; MT, Arizona State
University.
Ibrahim Keita, Instructor. BS, Arizona State University; MA, Duke University; PhD, University of Minnesota.
Marc McIntosh, Associate Professor of Business Administration. BS, DePaul University; MBA, Harvard University; DBA,
Argosy University.
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Master of Fine Arts in Creative Writing
MFA Mission
The Master in Fine Arts in Creative Writing program broadens and deepens the artistic sensibilities of the student
writers, creating a close-knit community with fellow writers within and outside of the program. Students receive
individual attention from accomplished and forward-thinking faculty who help them prepare themselves for the future of
creative writing.
Program Overview
The MFA at Augsburg University is designed to accommodate writers who work full-time, live outside of Minnesota, or
simply desire the flexibility of a low-residency experience. This two-year program offers one-on-one work with mentors
throughout the year, features an annual ten-day summer residency, and provides the opportunity to join a lifelong
community of writers.
Genres
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Creative Nonfiction
Fiction
Playwriting
Poetry
Screenwriting
Concentrations
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Teaching
Publishing
Features
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Two-year program
Annual summer residency
Online classrooms
One-on-one mentor work
Student to mentor ratio of 5:1
Summer Residency
Begin the program with a ten-day summer residency in the Twin Cities, participating in daily workshops, readings, and
mini-courses that focus on literary craft as well as career skills in teaching, editing, publishing, book arts, and advertising.
The program includes three summer residencies.
Fall and Spring Semesters Online
The first and second residencies are each 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 a Mentorship and
Critical and Creative Reading course, during which a faculty mentor guides the student’s production of work and study of
craft. In addition, students enroll in a craft paper course during their third off-campus semester and a thesis course in the
fourth. Cross-genre work is allowed and encouraged.
Traditional Plan of Study
Augsburg’s Traditional MFA in Creative Writing program can be completed in nine courses (46 credits) over two years by
taking the three summer residencies, four long-distance mentorship and reading courses (fall and spring semesters), a
craft paper course, and a thesis course.
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First Year
o Summer Residency I (6 credits), held for ten days in the Twin Cities, includes a workshop in the student’s
declared genre, as well as readings and lectures. To earn credit for the residency, students must complete
reading and writing assignments in the weeks before and after the residency (Summer Term 2).
o Fall Semester I (6 credits), Mentorship and Creative and Critical Reading course. This work is conducted remotely,
via computer, phone, and/or mail. Students work closely with their mentor and other writers in their declared
genre.
o Spring Semester I (6 credits), Mentorship and Creative and Critical Reading course — this time in a genre outside
the student’s chosen area of specialization. This work is conducted remotely, via computer, phone, and/or mail.
Second Year
o Summer Residency II (6 credits), held for ten days in the Twin Cities, and including a workshop in the declared
genre, as well as readings and lectures. To earn credit for the residency, students must complete reading and
writing assignments in the weeks before and after the residency.
o Fall Semester II, Mentorship and Creative and Critical Reading course (6 credits) and a Craft Paper course (2
credits) in which students complete a craft paper examining some aspect of writing. This work is conducted
remotely, via computer, phone, and/or mail.
o Spring Semester II, Mentorship and Creative and Critical Reading course (6 credits) and a Thesis course (2
credits) in which students complete their thesis. This work is conducted remotely, via computer, phone, and/or
mail.
Third Summer
o Summer Residency III (6 credits), held for ten days in the Twin Cities, and including a workshop in the declared
genre, as well as readings and lectures. Graduating students give a public craft talk and a reading from their
thesis (students should prepare for this work during their second year). To earn credit for the residency, students
must complete reading and writing assignments in the weeks before and after the residency.
Optional Courses of Study
● 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 semesters instead of the standard four. At least four of these
semesters 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 semesters, including three in the student’s primary
declared genre and at least 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 the director’s approval is required.
● Career Concentration Option. Designed for students who wish to better prepare themselves for the job market, this
option allows students to enroll in electives in teaching, and/or publishing. This work is usually completed alongside
a traditional or extended/mixed genre course of study. The career concentration courses are also available as
post-MFA studies. Career concentrations includes:
o Teaching Practice and Theory - The Concentration in Teaching is a one-semester program (4 credits) combining
practical and theoretical pedagogy to better prepare students who intend to teach. Students work with
accomplished writing faculty as they consider curriculum and syllabi development. Students gain teaching
experience by completing an internship in the teaching of writing. Prerequisite: teaching practice and theory
seminars during summer residencies.
o Publishing: Howling Bird Press Book Prize - The Concentration in Publishing is a two-semester experience (8
credits total) designed to introduce students to various aspects of the trade, including acquisition, editing,
graphic design production, marketing and distribution. Each year, students work with experienced faculty to
select and publish the winner of the Augsburg Howling Bird national competition. During the second semester,
students work as the staff and editors of Howling Bird Press; in exchange for this workload, students pay a
registration fee rather than full tuition for the semester. Prerequisite: seminars in publishing during summer
residencies.
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Course Listing
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 559 - Thesis
ENL 560 - Craft Paper
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
Concentration Courses:
ENL 525 - Teaching Writing: Practice and Theory
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 an accredited college or university, or an appropriately certified
foreign institution, 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 preferred
● A personal essay
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Applicants must submit an official transcript(s) from the institution granting the bachelor’s degree and from the most
recently attended institution, if not the same.
o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for
military benefits.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are
required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
A writing sample (page counts are meant to provide guidance but are not a requirement):
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/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 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).
The residencies and the combined mentorship and critical and creative reading courses carry six credits each. Craft paper
and thesis courses carry two credits each.
To include a concentration in Teaching in the MFA, students must complete 10 courses or 50 credits. For the MFA with a
concentration in Publishing, students must complete 11 courses or 54 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 University 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.
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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 B or higher and meets acceptable standards.
N – No credit, not counted in grade point average.
Alignment of Course Outcomes
MFA courses are aligned with the Program Hallmarks of the Association of Writers and Writing Programs (AWP), the
national professional organization for writing programs and the writers who teach in those programs.
Participation
Students are expected to fully participate in Summer Residencies, attending workshop sessions and scheduled meetings
with mentors as well as a majority of readings, lectures and other scheduled sessions. Participation in off-campus
coursework is expected to occur during the designated time for each Mentorship studio critique session and “time away”
for creative work. Students are also expected to take part in synchronous and asynchronous sessions with mentors and
demonstrate “presence” in the Creative and Critical Reading courses through regularly scheduled exchanges with faculty
and peers.
Academic Honesty
Augsburg’s high expectations for academic honesty will be applied to this class. Please refer to the Student Guide at
inside.augsburg.edu/studentaffairs/studentguide/academic-honest-policies if you have any questions.
Affiliation
The Augsburg University 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.
Mentor Faculty
James Cihlar, Publishing Mentor. BA, University of Iowa; MA, University of Nebraska, Lincoln; PhD, University of
Nebraska, Lincoln.
Stephan Clark, Associate 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.
Alice Cohen, MFA Mentor. BA, Princeton University. MFA, The New School University.
Anika Fajardo, MFA Mentor. Bachelor of Science, Education & Spanish, University of Wisconsin-Madison. Master of
Library & Information Science, San José State University, San José, CA.
Andy Froemke, MFA Mentor. B.S. in Film & Video Production, Montana State University.
Michael Kleber-Diggs, MFA Mentor. JD, University of Minnesota.
Carson Kreitzer, MFA Mentor. BA, Yale University; MFA, University of Texas, Austin.
Sarah Myers, MFA Mentor. BS, Northwestern University; MFA, Playwriting and Drama and Theatre for Youth &
Communities; PhD, Performance as Public Practice, the University of Texas, Austin.
Kathryn Savage, MFA Mentor. B.A., New School University; MFA, Poetry, University of Minnesota; MFA, Fiction,
Bennington College.
TyLie Shider, MFA Mentor. BA, Delaware State University; MFA New York University.
Lindsay Starck, Associate Professor of English, MFA Mentor. BA, Yale University; MFA, University of Notre Dame; PhD,
University of North Carolina, Chapel Hill.
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Faculty Associates
D.E. Green, Professor Emeritus, English. Academic Writing and Teaching Faculty. BA, Amherst College; MA, PhD, Brown
University.
Visiting Writers
Fiction
Lisa Van Orman Hanley, 2019
Ted Thompson, 2018
Kate Bernheimer, 2017
Jacob Appel, 2016
Helene Wecker, 2015
Pam Houston, 2014
Benjamin Percy, 2013, 2020
Creative Nonfiction
John Medeiros, 2020
Tessa Fontaine, 2019
Kao Kalia Yang, 2018
Jean Harper, 2017
Greg Breining, 2016
Sue William Silverman, 2013 & 2015
Deborah Blum, 2014
Poetry
Danez Smith, 2019
Katelynn Hibbard, 2018
Patricia Smith, 2017
Sean Hill, 2016
Marcie Vogel, 2015
Alex Lemon, 2014
Ed Bok Lee, 2013
Playwriting
Stacey Rose, 2019
Andrew Rosendorf, 2018
Harrison Rivers, 2017
Christina Ham, 2016
Carson Kreitzer, 2015
Kristoffer Diaz, 2014
Screenwriting
Rebecca Sonnenshine, 2019
Wenona Wilms, 2018
Remy Auberjonois & Kate Nowlin, 2017
Michael Starrbury, 2016
Ken Rance, 2015
Bill Wheeler, 2014
Christina Lazaridi, 2013
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Administration
Stephan Clark, Director
Lindsay Starck, Associate Director
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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, the MMT
program offers unique learning opportunities that foster discovery and help students 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 needs of clients and demands in clinical practice.
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 36-credit program includes core music therapy courses designed
to advance clinical practice and a wide selection of elective courses to tailor the development of clinical expertise.
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 554 - Advanced Music Therapy Clinical Improvisation (3 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 (3 credits)
MUS 575 - Music Therapy in Palliative Care (2 credits)
MUS 576 - Music Therapy in Trauma Informed Care (3 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 the academic advisor and program director.
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Thesis: A scholarly paper utilizing historical, philosophical, descriptive, experimental, or mixed methods research.
Manuscript for publication: A scholarly manuscript based on any type of research conducted or clinical case study.
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Final Project: A supervised clinical project that is comprehensive and designed to develop and advance an area of
one’s clinical practice.
The Equivalency Plus Master of Music Therapy will complete the courses outlined above in addition to any courses
needed to accomplish their equivalent status. The Equivalency Plus MMT is 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 315 - Psychology, Culture, and Community in Music (2 credits)
MUS 340 - Music Therapy Methods I (4 credits)
MUS 345 - Music Therapy Methods II (4 credits)
MUS 374 - Music Therapy Practicum (1 credit)
MUS 375 - Music Therapy Practicum (1 credit)
BIO 103 - Human Anatomy & Physiology (4 credits)
PSY 105 - Principles of Psychology (4 credits)
PSY 203 - Lifespan Development (4 credits)
PSY 262 - Abnormal Psychology (4 credits)
In addition to all the graduate coursework, students must also complete the music therapy internship.
MUS 546 - Clinical Music Therapy Internship (2 credits)
The Equivalency Plus+ Master of Music Therapy will complete the courses outlined in the previous two sections (MMT
and Equivalency Plus), as well as the courses listed below.
MUS 113 - Music Theory and Aural Skills I (4 credits)
MUS 114 - Music Theory and Aural Skills II (4 credits)
MUS 213 - Music Theory and Aural Skills III (4 credits)
MUS 214 - Music Theory and Aural Skills IV (4 credits)
MUP xxx Primary Lessons (minimum 4 semesters needed)
MUE xxx Chamber or Large Ensemble (minimum of 4 semesters needed)
MUS 231 History and Literature of Music, Antiquity to 1750 (4 credits) OR music history course from another genre
MUS 232 History and Literature of Music, 1750 to Present (4 credits) OR music history course from another genre
After completing the graduate coursework, students must also complete the music therapy internship. 180 practicum
hours need to be completed prior to the internship. The internship will consist of 1,040 supervised clinical hours to fulfill
the requirement. Additionally, proficiency exams on piano, voice, and guitar must be passed prior to starting an
internship.
MUS 546 - Clinical Music Therapy Internship (2 credits)
Plan of Study
There are three tracks in the Master of Music Therapy program. The first is for individuals who hold a bachelor’s degree
in music therapy and hold board certification as a music therapist (MT-BC). They follow the master of music therapy track
(MMT). The second track is for individuals that hold a bachelor’s degree in music. They follow the Equivalency Plus
Master of Music Therapy track (E+MMT). 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 (E++MMT).
Thesis/Final Project
As an institution, Augsburg University honors the decisions of individual departments regarding assessments associated
with the awarding of degrees. Given the diversity of our graduate programs at Augsburg University and programs
required to adhere to specific accreditation standards, graduate programs are required to develop a comprehensive
review process that ensures the integrity and rigor necessary for degree completion and to meet accreditation standards.
The comprehensive review (or "examination") in music therapy consists of an oral response to questions regarding
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course content that covers theory, research, and practice. This review is an aspect of the final oral exam that also
includes the defense of the thesis.
Thesis/Final Project Requirements
The term thesis is used for the research and document required for the master's degree in many departments and
programs. Students can opt to complete a thesis or a final project in the MMT program. The thesis and final project
follow the same process outlined below. While the thesis includes a research component, the final project maintains the
rigor of a thesis project but does not include the formal research component.
1. Once the research topic has been chosen, the student must submit a project proposal: a written formal
statement of the topic and plan of execution for the research. Your academic advisor will let the student know
what form the proposal should take.
2. The composition of the committee that will supervise the project should be determined in collaboration with the
student and academic advisor. The number of members needed on a project committee may vary depending on
areas of expertise but should include a minimum of three (thesis advisor and two reviewers). The academic
advisor will provide final approval of the review committee and thesis topic.
3. Students will provide a 25-30 minute oral presentation of their thesis with their academic advisor, program
director, and all reviewers present. The academic advisor, program director, and reviewers will ask questions of
the student and then deliberate and vote when the student has been excused.
4. All committee members must approve the thesis. Students submit any final edits to the academic advisor that
reviewers have required. When those have been received the final grade for the thesis will be submitted and the
student will provide two bound copies of the thesis to the program director.
MMT Program Comprehensive Review
In the Master of Music Therapy program, the final integrating experience assesses the body of knowledge that has been
acquired through a student’s coursework and research. No degree is granted simply as the record of the accumulation of
appropriate courses with adequate grades. The form of the final requirement includes either a thesis or final project but
always includes an oral defense. In the oral defense, the examining committee discusses the thesis or final project and
assesses the student's mastery of the several components of the degree course work. Students will demonstrate
evidence of their cumulative knowledge from their coursework and thesis/final project. This includes but is not limited
to:
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Theoretical foundations
Assessment and evaluation
Music therapy methods and method-variations
Sociocultural considerations
Reflective and reflexive practice
Ethical considerations
Evidence-based practice
Professional development
Research methodologies
Admission to MMT
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Online Application
Applicants must submit an official transcript(s) from the institution granting the Bachelor’s degree, or an
appropriately certified foreign institution, and from the most recently attended institution, if not the same.
o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for
military benefits.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are
required from institutions at which the prerequisites or equivalents were completed.
o The Program Director may ask for additional transcripts if determined to be necessary.
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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 (if applicable)
A music assessment (this can be taped or live) of ten to fifteen minutes of your primary instrument(s) and any
additional instrument(s) the applicant is proficient in; music from any genre can be a part of the music assessment.
Essay (submitted as part of the online application) - no longer than three pages.
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 University
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
The Master of Music Therapy program is accredited by the National Association of Schools of Music (NASM) and
approved by the American Music Therapy Association (AMTA). Augsburg University is accredited by the Higher Learning
Commission.
MMT Faculty
Debbie Bates, Ph.D., MT-BC, Instructor
Juyoung Lee, Ph.D., MT-BC, RMT, Assistant Professor
Lindsay Markworth, MMT, MT-BC, Instructor
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Master of Science in Physician Assistant Studies
Mission
The mission of the Augsburg PA program is to educate empathic, community-minded, and forward-thinking health care
leaders to practice in primary care with a focus on underserved, underrepresented, and marginalized communities.
The Augsburg PA program values team-based learning for team-based patient care through connection, inclusion, and
innovation.
Accreditation
The Accreditation Review Commission on Education for the Physician Assistant, Inc. (ARC-PA) has granted
Accreditation-Continued status to the Augsburg University Physician Assistant Program sponsored by Augsburg
University. Accreditation-Continued is an accreditation status granted when a currently accredited program is in
compliance with the ARC-PA Standards. 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 validation review of the program by the ARC-PA will be 2029 June. The review date is contingent upon
continued compliance with the Accreditation Standards and ARC-PA policy.
The program’s accreditation history can be viewed on the ARC-PA website at
https://www.arc-pa.org/accreditation-history-augsburg-university/
Program Director (Dr. Vanessa Bester, phone 612-330-1660 and/or email besterva@augsburg.edu)
Curriculum
The Physician Assistant program at Augsburg is approximately 27 months long with studies beginning each year in the
summer semester. The program accepts up to 33 students for each new class. Graduates will receive a Master of Science
in Physician Assistant Studies.
Approximately 15 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.
In addition, the clinical practice seminar is a small-group, case-based course that offers the unique opportunity to
integrate and apply material from each of the courses to real-world patient cases. There are also hands-on activities that
promote the development of practical skills through the use of simulated patients, technical skills workshops and labs.
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
will gain clinical experience in family medicine, pediatrics, women’s health, behavioral health, emergency medicine,
internal medicine, surgery, and various specialties. The clinical phase will culminate with a preceptorship that is designed
to solidify the student’s skills. Clinical instructors include Physicians, PAs and other health care providers.
A student will be required to complete the clinical phase at site(s) determined by the Augsburg PA Program to provide
the student with the best educational experience. Clinical rotation sites will be located throughout the state of MN,
locations in the 5 state area, and beyond.
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 27-month length of the program.
PA Program Sample Calendar
YEAR 1
Summer
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PA 500 - Community Health and Evidence-Based Professional Practice 1
PA 501 - Human Anatomy and Neuroanatomy
PA 503 - Human Pathophysiology
Fall
PA 510 - Community Health and Evidence-Based Professional Practice 2
PA 511 - History and Physical Exam Skills I
PA 521 - Pharmacotherapy I
PA 531 - Clinical Medicine I
PA 546 - Clinical Practice Seminar I
Spring
PA 512 - History and Physical Exam Skills II
PA 520 - Community Health and Evidence-Based Professional Practice 3
PA 522 - Pharmacotherapy II
PA 532 - Clinical Medicine II
PA 547 - Clinical Practice Seminar II
YEAR 2
Summer
PA 530 - Community Health and Evidence-Based Professional Practice 4
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
EDC541 - Introduction to Experiential Education
Clinical Phase (12 Months)
Fall (12 credits)
Spring (12 credits)
Summer (16 credits)
PA 600-622 (4-6 credits)
Over the course of the clinical year, every student is required to successfully complete 7 core clinical experiences* and
additional electives or preceptorships that complement our primary care-focused curriculum. These include:
● Psychiatry and Behavioral Health*
● Emergency Medicine*
● Family Medicine*
● General Surgery*
● Internal Medicine*
● Pediatrics*
● Women’s Health*
● Electives/Preceptorships
Examples: urgent care, primary care, cardiology, pulmonary, orthopedics, emergency medicine, critical care,
surgery, transgender care, pediatrics, infectious diseases, internal medicine, dermatology
PA 690 - Capstone Course (2 credits) - Required in the last semester of the program.
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:
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Bachelor’s degree (in any major) from an 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
Minimum of 2000 hours of paid clinical experience
Completed the Augsburg University PA Program Supplemental Application
Completed the prerequisite courses listed below with a B or higher
Prerequisite Courses
To be an eligible applicant for the PA 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.
The following six (6) prerequisite courses must be completed with grades of B or higher at an accredited two-year or
four-year college or university (within the timeline specific to your degree status as defined below).
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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 statistics
One course of medical terminology
*Labs are recommended but not required.
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Online prerequisite courses from accredited institutions are also accepted.
Prerequisites must have been completed within 10 years of the start date of the program and, in general, must be
completed by May 1 of the year of matriculation.
The Augsburg PA Program does NOT accept advanced placement (AP credit) or experiential learning in place of
required prerequisite courses.
GRE, PA-CAT and MCAT are not required for application to this program.
Strongly Recommended
Highly competitive applicants to the Augsburg PA Program will also have:
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Direct patient care experience. This is the best type of experience to obtain in order to strengthen an application. We
require at least 2000 hours of paid, direct, hands-on clinical patient care 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
PA Program Application Process
The Augsburg PA Program has a two-step application process—first applying through CASPA and then through the
Augsburg University PA Program supplemental application.
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
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with detailed instructions can be obtained online at portal.caspaonline.org. Application materials must all be submitted
by August 1.
Selection Process
The Augsburg PA Program is a mission driven program that recruits caring individuals who are dedicated to providing and
increasing access to competent health care. The Admissions Committee uses a holistic proccess and looks for a balanced
application by reviewing key criteria such as a bachelor’s degree, cumulative GPA, science GPA, prerequisite courses,
essays and direct patient care experience. Applicants are reviewed holistically for their service to underserved
populations, knowledge of the profession, leadership activities, compassion and respect for others, ethics and integrity,
personal and professional development, and letters of recommendation.
We give preference to applicants who demonstrate a strong match to our mission and who meet any of the following
characteristics:
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Minnesota residents
Augsburg graduates (those who have completed an undergraduate degree)
Re-applicants who have improved their science GPA (improved by at least 0.2 after meeting the minimum
requirement of 3.0) and/or patient care experience (accrued at least 2000 hours of direct patient care at time of
re-application)
Military experience (honorably discharged veterans and active military)
HRSA economic indicators from CASPA application:
● I am the first generation in my family to attend college (neither my mother nor my father attended college)
● I am from a family that lives in an area that is designated as a Health Professional Shortage Area, or a Medically
Underserved Area (https://data.hrsa.gov/tools/shortage-area/hpsa-find).
● Your parent’s family income falls within the table’s guidelines and you are considered to have met the criteria for
economically disadvantaged
(https://www.census.gov/data/tables/time-series/demo/income-poverty/historical-poverty-thresholds.html)
Interviews (September-November)
As the committee completes file review, candidates are selected for an interview. The interviews are generally conducted
from September-November. Candidates are invited to campus to meet program faculty, staff, current students, and to
tour the facilities. The interviews focus on an applicant’s professionalism, communication skills, knowledge of and
dedication to the Augsburg PA mission, patient care experiences, teamwork skills, and questions asked by the applicant.
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 to fill seats that accepted candidates may not claim.
Academic Policies
To access additional information pertaining to program policies, please reference the current student handbook found on
the PA program website.
Technical Standards
Technical Standards are defined as the nonacademic requirements for participation in an educational program or activity.
They include physical, cognitive and behavioral abilities required for satisfactory completion of all aspects of the
curriculum and for entry into the profession.
All candidates and students for a master of physician assistant studies degree offered by the PA Program at Augsburg
University must have, with or without reasonable accommodation, multiple abilities and skills including:
Physical Technical Standards
● Functional use of the senses of vision, hearing, and equilibrium.
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Exteroceptive (touch, pain, temperature) and proprioceptive (position, pressure, movement, stereognosis, and
vibratory) senses
Perception/observation of demonstrations, exercises, and patients accurately at a distance and close at hand.
Communicate (in English) effectively, efficiently and sensitively with faculty, fellow students, all members of the
health care team, other professionals, patients and their families, including verbal, non-verbal, written and typed
communication.
Dissect cadavers and examine gross specimens in gross anatomy and pathology laboratories
Use instruments such as, but not limited to, a stethoscope, an ophthalmoscope, an otoscope, and a
sphygmomanometer
Possess gross and fine motor skills sufficient to directly perform palpation, percussion, auscultation, and other basic
diagnostic procedures
Execute motor movements reasonably required to provide basic medical care, such as airway management,
placement of catheters, suturing, phlebotomy, application of sufficient pressure to control bleeding, pelvic
examination, genital examination, digital rectal examination, simple obstetric maneuvers, and extended standing and
retraction in a sterile surgical environment and gown while actively assisting the surgical team for prolonged periods
of time.
Cognitive Technical Standards
Students must have sufficient cognitive (mental) capacities to assimilate the technically detailed and complex
information presented in formal lectures, small group discussions, medical literature, individual teaching settings, and in
clinical patient care settings.
Students must be able to demonstrate higher-level cognitive abilities, which include:
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be able to independently access and interpret medical histories or files
identify significant findings from history, physical examination, and laboratory data
provide a reasoned explanation for likely diagnoses and prescribed medications and therapy
recall and retain information in an efficient and timely manner and be able to see the relationship between this
retained information and its application in clinical practice
calculate, reason, analyze, and synthesize
incorporate new information from peers, teachers, and the medical literature in formulating diagnoses and plans
Behavioral and Social Technical Standards
● Demonstrate the emotional health, maturity and compassion required of a healthcare provider.
● Possess the ability to use their intellectual capacity, exercise good judgment, and promptly complete responsibilities
attendant to the diagnosis under potentially stressful circumstances, emergency situations, and extended hours
● Develop empathic, sensitive, and effective relationships with patients
● Adapt to changing environments and to learn in the face of uncertainties inherent in the practice of medicine
● Respond to supervision appropriately and act within the scope of practice, when indicated
● Possess sufficient interpersonal skills to interact positively with people from all levels of society, all ethnic
backgrounds, and all belief systems.
● Take responsibility for themselves and their behaviors
● Positively represent the Augsburg University PA Program and the PA Profession
All PA students must meet the minimum technical standards at all times to successfully progress through the program.
Inability to meet any of these requirements at any stage in the program will result in a formal review process with the
student progression review committee (PRC) to support the student and identify reasonable accommodations. It is the
responsibility of the student to notify the PA Program Student Progression Committee, in writing, of any changes in
ability to meet minimum technical standards. A stated intention to only practice in a narrow field of medicine does not
alter the requirement that all students take and achieve full competence across the entire curriculum.
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Documentation of a Disability
The Augsburg University PA Program is committed to the admission and matriculation of qualified students. Augsburg
University does not discriminate 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.
The PA Program will not discriminate against such individuals who are otherwise qualified but will expect all applicants
and students to meet the published 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
reasonable accommodations to students with disabilities or temporary conditions. If you have ADHD, a mental health
disability, a learning disability, a physical/sensory impairment, a chronic health condition, are on the autism spectrum, or
have another disability, the CLASS office can provide you with reasonable accommodations and support.
Disability Specialists provide:
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Determination of appropriate accommodations
Individual support
Instruction in learning strategies
Help with time management and organizational skills
Assistance with course selection
Accommodations may include:
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Alternative testing (extended time, limited distraction)
Assistive technology
Alternative format textbooks and course materials
Note taking support
Housing accommodations
Classroom accommodations
Some Examples of Disabilities
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Attention-Deficit/Hyperactivity Disorder (ADHD/ADD)
Learning Disabilities
Psychiatric Disabilities
Autism Spectrum Disorders
Head Injury/Traumatic Brain Injury
Physical Disabilities and Systemic Illnesses
Deafness/Hearing Impairment
Blindness/Low Vision
Disabilities that are sporadic or degenerative in nature
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
directly to the CLASS office. We encourage students to seek support early. Each student’s requests will be evaluated on
an individual basis.
The first step in accessing services is to call CLASS to schedule an appointment with a Disability Specialist, (612)
330-1053.
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Advanced Placement and Experiential Learning Policy
The PA Program does not offer advanced placement to admitted students. All students admitted to the PA Program must
complete the entire curriculum.
The Augsburg PA Program does not award academic credit to an individual for experiential learning. Applicants desiring
admission to the Augsburg 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
We strongly discourage outside employment while enrolled in the Physician Assistant Program. Faculty does recognize
that employment may be an issue that some students will face. However, program obligations and academic
expectations 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. Outside
employment is never considered an excused absence. Employment will not be accepted as an excuse for academic
failures. or assignments not completed on time.
Withdrawal Policy
A student may initiate voluntary withdrawal from the Augsburg University Physician Assistant Program 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. All students are further advised to follow the university catalog procedure for withdrawal from the
University.
Policies and Procedures for withdrawal from individual courses is based upon Augsburg University Registrar Policies.
Please review official withdrawal deadlines on the registrar website for questions on tuition refunds.
Readmission Policy
Re-admission to the PA Program after withdrawal or dismissal from the program will be considered only under extremely
unusual circumstances. Students may request readmission after voluntary withdrawal by reapplying to the PA Program
through the Central Application Service for Physician Assistants (CASPA) and the Augsburg University Supplemental
Application. Additionally, at the time of application, the applicant must submit a letter reflecting upon and outlining the
reason for requesting readmission directly to the PA Program Director. Augsburg University PA Program does not offer
advanced placement to any student.
To read about the PA program’s Leave of Absence, Deceleration, and Parental Leave policies, please refer to the current
student handbook found on the PA program website.
For the full readmission policy and reapplication process, please contact the program.
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
Vanessa Bester, EdD, MPAS, PA-C, Program Director, Assistant Professor.
Michael Butler, MPAS, PA-C, Clinical Assistant Professor
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Rachel Elbing, MPH, PA-C, Clinical Assistant Professor
Miranda LaCroix, MSPAS, PA-C, Adjunct Instructor
Ryane Lester, MPAS, PA-C, Instructor.
Kristen Lindvall, MPAS, PA-C, Clinical Assistant Professor.
Caroline Rowe, PhD, Instructor.
Danielle Skoglund, MPAS, PA-C, Clinical Coordinator.
Eric Van Hecke, MPAS, PA-C, Instructor.
James Young, MD, Medical Director.
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Master of Social Work
The social work profession offers the rewarding prospect of joining with others to respond to social problems and
develop opportunities that benefit individuals, families, groups, and communities. Social workers are foundational in
many social systems including health care, education, non-profits, government entities, and others. The MSW degree
prepares you for advanced-level professional practice in the field of social work, including all levels of social work
licensure.
Augsburg’s MSW program prepares you for advanced social work practice dedicated to system change that reduces
oppression and discrimination. MSW students value our small class sizes, the cohort structure, and the opportunity to
build meaningful relationships with each other and our faculty and staff. As a small hybrid program that meets online and
on campus, we have high expectations for our students and simultaneously offer flexibility to help each student meet
their individual goals.
Attending Augsburg University will transform and develop your professional life in unexpected ways. The MSW program
has two specializations. The first, Multicultural Clinical Practice (MCCP), prepares students for clinical practice with
individuals, families, and groups. The second, Multicultural Macro Practice (MCMP), prepares students for macro social
work practice with organizations, communities, and other large systems. Both programs focus on individual development
of the social work practitioner and the multitude of social identities that shape our cultural and institutional 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.
MSW Mission
We strive to prepare exceptional social work professionals for anti-racist and anti-oppressive advanced social work
practice that promotes intersectional racial and social justice in a diverse and global society.
Program Overview
The MSW program prepares social work students for professional practice in public and nonprofit settings. 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 University is accredited by the Higher Learning Commission. 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 generalist students. Full-time generalist students are enrolled in a two year program. Part-time generalist
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. Full-time advanced standing
students are enrolled in a 13 month program. Part-time advanced standing students are enrolled in a 25 month program.
All students must complete the MSW degree within 4 years following matriculation.
Academic Calendar
The MSW program meets on a semester calendar, with classes offered September through August. 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
Courses in the MSW program are hybrid. Each class meets live on campus for 50% of the classes and asynchronously
online for 50% of the classes. Classes meet on campus in 2-4 hour blocks on Friday evenings, 6 to 9:45 pm; Saturday
mornings, 8:15 am to 12 pm; and Saturday afternoons, 1:00 to 4:45 pm. Each class meets on campus for eight sessions in
a fall and spring semester and for four sessions on campus in a summer term (May-August), with the expectation that
students engage in hybrid online learning activities between on-campus class weekends.
Time Commitment
Hybrid programs are a combination of face-to-face class sessions and online/experiential learning. On a class weekend,
the typical student will spend 11 hours in class within a 23-hour period. For every hour spent in class, a student may
expect to spend 3 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 competency based learning portfolio, which is
reflective of their learning in an accredited master’s of social work program.
Credit and Contact Hours
MSW courses range from two to four 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 (generalist or
advanced standing), rate of attendance (full-time or part-time), and chosen specialization (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
Generalist 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 generalist students, is a minimum of 420
hours. Successful completion of the second field practicum, required for both generalist 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 integrative field seminars as well as other MSW courses.
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MSW Curriculum Components
Foundation Curriculum
In the generalist first year courses and field practicum, students are introduced to social work as a profession. Students
learn both historical foundations and contemporary theories and practice methods relating to both the individual and
the social environment. During the generalist year, students study human behavior and the social environment, history of
social welfare policy, research methods, assessment and intervention methods, diversity, and social work values and
ethics.
In the generalist curriculum students apply knowledge of theories and practice methods in the generalist field practicum.
The field practicum is completed concurrently with enrollment in two field seminar courses. The full generalist
curriculum is required of all students, with the exception of those admitted with advanced standing. Before beginning
the specialization curriculum, all generalist coursework and field hours must be successfully completed.
Specialization Curriculum
After completing the generalist requirements, students enroll in the specialization curriculum that they selected at the
time of their application to the program. Students also complete an advanced field practicum. Augsburg offers two
specializations: Multicultural Clinical Practice (MCCP) or Multicultural Macro Practice (MCMP). In either specialization,
students deepen their 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 specialization curriculum, students apply this advanced knowledge of theories and practice methods in the
specialization field practicum. The field practicum is relevant to their chosen specialization and is completed concurrently
with enrollment in two field seminar courses. As a capstone to the MSW program, students complete a portfolio project
or a summative evaluation project.
Multicultural Clinical Practice (MCCP) Specialization
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 and
anti-oppressive approaches as organizing perspectives, multicultural clinical social work practice addresses the
biopsychosocial and spiritual well-being of individuals, families, and groups. To this end, graduates of the MCCP
specialization develop competence in using relationship-based, culturally informed, anti-oppressive, and theoretically
grounded interventions with persons facing challenges with their emotional, behavioral, and mental health.
Multicultural Macro Practice (MCMP) Specialization
The Multicultural Macro Practice specialization prepares social workers to develop leadership skills to work across system
sizes, with a broad range of problems, while grounded in anti-oppressive and anti-racist social work practices.
Social workers who specialize in macro practice have a wide range of settings in which they practice their skills.
Leadership, research and evaluation, community organizing, policy practice, program design and development are just
some of the areas in which macro social workers find themselves. Building on the rich diversity inherent in the various
practice settings, multicultural macro practice social workers use their understanding of anti-oppressive systemic
practices to guide their work. Settings include government agencies, nonprofit organizations, policy settings, and
community development programs.
Portfolio Project
● The goal of the Competency Based Learning Portfolio is to enhance the reflective assessment 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 students are required to create a portfolio
during their final year of study. Items in a portfolio might include videos, process recordings, reflective statements,
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writing samples, case analyses, term papers, electronic submissions, policy activities, feedback from service users,
self-evaluations of personal progress, and links to references.
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
Maintain a cumulative GPA of 3.00 or higher
Successful completion of 920 hours of approved field practica for generalist students or 500 hours of approved field
practicum for advanced standing students
Successful completion and submission of the portfolio project
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 six specific categories. For more information, go to the
Minnesota Board of Social Work web page, www.socialwork.state.mn.us.
MSW Course Requirements
Generalist 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*
SWK 535 - Integrative Field Seminar 2 (taken concurrent with first practicum)*
SWK 504 - Applied Research Methods (generalist students only)
SUMMER
SWK 501 - History of Social Welfare Policy*
SWK 516 - Practice Methods and Skills 3: Communities and Policies*
Advanced Standing Student Generalist Courses
SUMMER
SWK 510 - Advanced Practice Methods
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SWK 509 - Human Behavior: Mental Health Assessment and Diagnosis
*Course potentially can be waived for advanced standing students (BSW holders).
Specialization Courses
Multicultural Clinical Practice (MCCP) Specialization:
FALL
SWK 610 - Integrative Field Seminar 3: Multicultural Clinical Practice (MCCP) (taken concurrent with second practicum)
SWK 615 - Diversity and Inequality 1
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
SWK 630 - Multicultural 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) Specialization:
FALL
SWK 651 - Integrative Field Seminar 3: Multicultural Macro Practice (MCMP) (taken concurrent with second practicum)
SWK 615 - Diversity and Inequality 1
SWK 660 - Multicultural Macro Practice (MCMP) Research Methods
SWK 667 - Organizations/Social Administrative Practice 1
SPRING
SWK 652 - Integrative Field Seminar 4: Multicultural Macro Practice (MCMP) (taken concurrent with second practicum)
SWK 616 - Diversity and Inequality 2
SWK 668 - Organizations/Social Administrative Practice 2
SWK 630 - Multicultural Policy Practice
SUMMER
SWK 669 - Organizations/Social Administrative Practice 3
SWK 699 - General Elective
SWK 671 - Multicultural Macro Practice (MCMP) Planning
SWK 699 General Elective
Students complete at least one general elective course.
Field Practicum
Social work education goes beyond the classroom. Through the field practicum, 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 (MCCP) or Multicultural Macro Practice (MCMP)
settings
Evaluation of the effectiveness of program or practice activities
An understanding of and respect for diverse human identities
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,
generalist 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 generalist and specialization practica are spread over two
semesters (fall and spring). Both practica are concurrent with enrollment in integrative field seminars, as well as other
MSW coursework.
The field education of the MSW program is divided into two components:
Generalist Practicum
● The 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 generalist level. Students spend an
average of 15 hours per week during the fall and spring semesters in this practicum.
Specialization Practicum
● The specialization practicum places emphasis on advanced practice skills and leadership qualities related to the
chosen specialization. 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.
Field Practicum Settings and Field Practicum Identification
The field matching process begins the spring before classes start in collaboration with other Twin Cities MSW programs.
Students attend a field orientation and a practicum interviewing event with a large number of agencies and potential
field instructors. Practicum matching involves interviews at the approved practicum sites, arranged by the student, and a
matching process conducted collaboratively by the field directors of the participating MSW programs in the Twin Cities.
Students are notified of the agencies they are matched with a few weeks later.
Dual Degree in Social Work and Business Administration (MSW/MBA)
Augsburg University 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 organizations to serve diverse communities.
Purpose
Many social service agencies today require that leadership 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 social services with the knowledge and skills of administrative leadership.
Specialization
The MSW/MBA dual degree includes an accelerated third year of study for MSW students who elect the Multicultural
Macro Practice (MCMP) specialization. In this specialization, 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.
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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 courses meet on weeknights. The MBA program includes a summer term. See the MBA section for required courses
for the dual degree.
Curriculum
● Generalist or advanced standing coursework
● Either 920 hours (generalist) or 500 hours (advanced standing) MSW field practicum experience
● Complete a minimum of ten MBA courses after completion of the MSW degree.
● 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 specialization year. The GMAT is waived for MSW/MBA dual degree applicants.
However, all MSW students are required to complete the MBA math modules and achieve a score of 80% or higher
before they begin the quantitative courses for the MBA program. Students must meet all admission criteria for the MBA
program. Admission to one program does not guarantee admission to the other.
MSW/LADC License
The Augsburg University MSW program offers a pathway to qualify for the Licensed Alcohol and Drug Counseling
credential while studying in the MSW program.
Purpose
The intent of MCCP MSW/LADC credential is to expand the workforce qualified to work with clients who have substance
use issues and/or co-occurring disorders. Additionally, offering this credential expands the capabilities and qualifications
of our MSW graduates to pursue careers. Adding the LADC requirements and certification to the regular plan of study in
the MCCP/MSW program provides opportunities for dually licensed social workers (LICSW/LADC) to engage in the
practice of alcohol and drug counseling once they are licensed (as per Minnesota state law) in addition to their ability to
conduct diagnostic assessments, and individual, family and group treatment.
Plan of Study
The coursework required for the LADC credential includes the required coursework for the MCCP (Multicultural Clinical
Practice) specialization. In addition, there are four courses and one additional fieldwork experience required. The four
additional required courses are: SWK 518, Foundation of Addictions; SWK 519, Motivational Interviewing; SWK 699,
General Elective – Co-Occurring Disorders; and SWK 622, MCCP Field Seminar 5. There are 380 additional field practicum
hours required in addition to the 500 required for MSW specialization field practicum for a total of 880 hours. Content in
the LADC pathway covers the 10 core functions required of an LADC training plus the 880 field practicum hours. For
further information about the requirements for the LADC credential, please refer to the MN Board of Behavioral Health
and Therapy.
Admission to MSW
The Augsburg University MSW program welcomes a wide range of human diversity amongst its student population.
Listed below are general descriptions for the application process. Refer to the online MSW application documents for
details regarding specific application requirements.
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Admission Requirements
● Bachelor’s degree from an accredited college or university or an appropriately certified foreign institution
● Cumulative undergraduate GPA of 3.0 or higher
● Liberal arts coursework in the social sciences, humanities, and natural sciences
Application Checklist
The priority application deadline is January 15 each year for matriculation in the following academic year.. For more
information go to www.augsburg.edu/msw or call 612-330-1101.
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Completed application form
Applicants must submit an official transcript(s) from the institution granting the Bachelor’s degree and from the most
recently attended institution, if not the same.
o Military veterans are required to submit all official transcripts from previously attended institutions to qualify for
military benefits.
o In the case where prerequisite requirements exist or transfer credits or waivers are sought, official transcripts are
required from institutions at which the prerequisites or equivalents were completed.
o The program director may ask for additional transcripts if determined to be necessary.
Two 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- or higher. Students must complete no fewer than 30 credits at Augsburg in order to receive their
MSW degree from Augsburg University.
We do not grant academic credit for work or life experience.
Admission with Advanced Standing
Applicants who have earned a bachelor's degree in social work from a program that is accredited by the Council on Social
Work Education (CSWE) are eligible for Advanced Standing status. Students with Advanced Standing status are waived a
maximum of six MSW courses and the Generalist Field Internship. Advanced Standing students will be able to complete
the MSW in a 12-month, full-time format.
Academic Policies
Academic Achievement
Students must maintain at least a 3.00 cumulative grade point average in the MSW program. If a student falls below a B
average, the student will be placed on academic probation. A 3.00 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 3.00, 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 (3.00 or higher)
Complete course requirements of the program and field placement in a timely manner
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Complete the program within four years
Abide by the MSW Student Handbook and the NASW Code of Ethics
Courses with a grade below B- must be repeated. No more than two courses can be repeated. If a student receives a
grade below B- in a field course, the MSW director will initiate a Level 3 review, as outlined in the MSW Student
Handbook
Evaluation of Student Field Performance
The criteria for evaluating field performance is based on the Council on Social Work Education competencies and can be
found in the MSW Field Manual, which is located on the MSW Program Internship Placement Tracking website and on
the MSW Resource Board on Moodle.
Four-Year Limit
All students are able 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.
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 generalist courses are prerequisite to the specialization courses. Students may not enroll in the specialization courses
until successfully completing all generalist 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, students can also expect to purchase textbooks and student liability insurance when in a field
practicum. There may also be additional fees associated with short-term study abroad electives.
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. Suemnig Memorial Scholarship
Blanca Rosa Egas Memorial Scholarship
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.
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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.
MSW Faculty
Ankita Deka, Associate Professor of Social Work, MSW Program Director. BA, Delhi University; MSW, Tata Institute of
Social Sciences; PhD, Indiana University.
Christina Erickson, Professor of Social Work, Department Chair. BS, University of Minnesota; MSW, University of
Minnesota-Duluth; PhD, University of Illinois-Chicago.
Alex Fink, Assistant Professor of Social Work. BA, MSW, PhD, University of Minnesota.
Melissa Hensley, Associate Professor of Social Work, BSW Program Director. BA, MSW, PhD, Washington University in St.
Louis; MHA, University of Missouri–Columbia.
Kao Nou Moua, Assistant Professor of Social Work, BSW Field Director, BA, MSW, University of Montana; PhD, University
of Minnesota.
Erin Sugrue, Assistant Professor of Social Work. BA, Grinnell College; MSW, MPP, PhD, University of Minnesota.
Christopher Thyberg, BASW, Calvin University; MSW, PhD, University of Pittsburgh.
Special Appointments
Susan Carlin, Visiting Professor. BA, University of Minnesota; MS, University of Wisconsin-Stout; MSSW, University of
Wisconsin.
Genevieve Sabala, Visiting Professor. MSW Field Director, BA, Egerton University; MSW, MPA, Grand Valley State
University; PhD (ABD) Nova Southeastern University
Richard Spratt, Visiting Professor. BSW, Augsburg University; MSW University of Minnesota.
Social Work Department Staff
Carson Backhus, MSW Program Coordinator
Doran Edwards, BSW Program Assistant Director
Lydia Madden, Social Work Department Coordinator & MSW Field Assistant
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Graduate Certificate in Health Equity and Racial Justice in Healthcare
This course credit-seeking certificate program is designed to create awareness for health, equity, and racial justice in
health, healthcare systems, and communities. This certificate targets current graduate students and alumni in
healthcare-focused disciplines at Augsburg University who desire a graduate certificate in Health Equity and Racial Justice
in Healthcare, offering a flexible time to completion.
The certificate courses are part of distinct graduate departments with Augsburg: Nursing, Physician Assistant, Leadership,
Social Work, and Business. The Doctor of Psychology program is a part of the collaborative and plans to be active in
participation for the 2024-2025 academic year.
Certificate Learning Outcomes:
1. Integrate the social determinants of health into the context of professional practice and interdisciplinary
collaboration.
2. Explore hegemonic norms, privilege, and bias in health care practices as structural barriers and systems of
oppression are explored.
3. Demonstrate principles of transformative action through advocacy, praxis, and speaking truth to power.
Certificate Requirements
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NUR 541: Politics of Healthcare
One of NUR 541P or NUR715
○ NUR 541P: Practicum: Politics of Healthcare
○ NUR 715: Practicum: Dismantling White Supremacy Culture
Two additional courses, with one being from the student’s primary graduate program and one from a different
program. Nursing students must take both courses outside of the main program. These two classes are chosen
from the following:
○ MBA 540: Business and Professional Ethics
○ ML 560: Cultural Competence and Effective Leadership
○ ML 599: Topics: Collaborative Leadership
○ SWK 509: Human Behavior: Mental Health Assessment and Diagnosis
○ SWK 630: Multicultural Policy Practice
○ PA 500/510/520/530: Community Health and Evidence-Based Professional Practice (must take 3 out of 4; PA
students only)
Program Costs
The certificate program is intended for current Augsburg graduate students or alumni of the participating programs.
Tuition for certificate program courses will be based on a student’s main graduate program classification.
Graduate certificate programs are not financial aid-eligible. If a current degree-seeking student is pursuing the certificate
alongside their regular graduate studies, courses required only for the certificate will not be factored into the financial
aid eligibility for a semester.
Admission
The normal graduate application process is used for students who wish to pursue the certificate program.
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Augsburg University Board of Regents
For more details, go to augsburg.edu/about/leadership/regents.
Sylvia Bartley, PhD
Cyrus Batheja ‘08, ‘11 MBA, EdD
Cheryl T. Chatman, EdD
Karim El-Hibri ‘06
Ellen Ewald
Nicholas C. Gangestad ’86, MBA
James Hereford
Pahoua Yang Hoffman
Kenneth Holmen ‘74, MD
Veena Iyer, JD
Diane L. Jacobson, PhD
Eric Jolly, PhD
Cyndi Jones ‘81, PhD
Wayne D. Jorgenson ‘71
Ethelind Kaba
Karolynn Lestrud ‘68
Terry Lindstrom ‘73, PhD
Michael C. Maxey
Dennis J. Meyer ‘78
Pamela Hanson Moksnes ‘79
Nancy Mueller ’85
John O’Brien, PhD
Paul C. Pribbenow, PhD
John Schwartz ‘67
Bishop Laurie Skow-Anderson, ex officio
Dean A. Sundquist ‘81
Bishop Ann Svennungsen, ex officio
Jill N. Thomas, JD
Rev. Mark N. Wilhelm, PhD, ELCA advisory member
Noya Woodrich, ‘92, ‘94 MSW
ELCA Vocation and Education Program Unit
Program Director for Colleges and Universities
Rev. Mark N. Wilhelm, PhD
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